FRENCH Scope and Sequence
Grades 9-‐12 Level 3 (High School) Intermediate-‐Low
Unit # and Theme Essential Question Length Text Tools
Welcome! How can I make the most of my French class?
1-‐2 days
Pre-‐Test
1. Personal and Public Identities: Feelings and relationships
How do people define themselves and others in their interpersonal relationships and communities?
4.5 weeks
D’Accord 3 Leçon 1
CFA #1
2. Families & Communities:
How do my activities influence the quality of my daily life?
4.5 weeks
D’Accord 3 Leçon 2
CFA #
3. Media / Contemporary Life
What influence does the media have on the attitudes and practices of a culture?
4.5 weeks
D’Accord 3 Leçon 3
4. Global Challenges What are the challenges
and issues in a constantly evolving society?
4.5 weeks
D’Accord 3 Leçon 5
CFA #3
5. Science & Technology How do technological
advances influence our lives and society? What are the benefits and disadvantages?
4.5 weeks
D’Accord 3 Leçon 7
6. Beauty & Aesthetics How do our hobbies and interests influence our lives and society and develop our personal identities?
4.5 weeks
D’Accord 3 Leçon 8
Final SLO Assessment CFA # 4
French: Level 3, Unit 1
Interpretive
Listening
Standard: Learning Indicator Student Learning Target IL.IL.1 I can understand the basic purpose of a message.
I can understand a simple description of someone’s self-expression.
IL.IL.2 I can understand messages related to my basic needs.
IL.IL.3 I can understand questions and simple statements on everyday topics when I am part of the conversation.
I can understand a simple authentic description of a person’s emotions and interactions with others.
Interpretive
Reading
IL.IR.1 I can understand messages in which the writer tells or asks me about topics of personal interest.
I can read authentic literature (developed for a francophone audience) about relationships.
IL.IR.2 I can identify some simple information needed on forms.
IL.IR.3 I can identify some information from news media.
Interpersona
l communicati
on
IL.IC.1 I can have a simple conversation on a limited number of everyday topics.
I can discuss personal identity and interpersonal relationships.
IL.IC.2 I can ask and answer questions of factual information that is familiar to me
IL.IC.3 I can use the language to meet my basic needs in familiar situations.
Presentational
Speaking
IL.PS.1 I can talk about people, activities, events, and experiences.
I can discuss (ask and answer questions) issues of personal identity and interpersonal relationships with other francophones.
IL.PS.2 I can express my needs and wants. IL.PS.3 I can present information on plans, instructions, and directions.
IL.PS.4 I can present songs, short skits or dramatic readings.
IL.PS.5 I can express my preferences on topics of
Unit # Theme Essential Question
Instructional Dates
CFA / SLO submission date
CFA/SLO Brighton submission date
1 Personal and Public Identities
How do people define themselves and others in their interpersonal relationships and communities?
4.5 weeks November 15 Tri 1 Deadline August 31 Tri 2 Deadline March 11
interest.
Presentational W
riting
IL.PW.1 I can write about people, activities, events, and experiences.
I can write a letter to a friend or classmate presenting my personal feelings and discussing our relationship and inquiring about theirs.
IL.PW.2 I can prepare materials for a presentation.
IL.PW.3 I can write simply about topics of interest.
IL.PW.4 I can write basic instructions on how to make or do something.
IL.PW.5 I can write questions to obtain information.
Investigation of
products and Practices Standard: Learning Indicator Student Learning Target
I.CPP. 1 I can explore and reference current and
past examples of authentic cultural products and practices.
I.CPP.2 I can compare and contrast some common products of other cultures and my own.
I.CPP. 3 I can compare and contrast some behaviors or practices of other cultures and my own.
Underst
anding
of
Cultural
Prospect
ives
I.CP.1 I can describe some basic cultural viewpoints.
I.CP.2 I can make some generalizations about a culture.
Participation in
Cultural
Interaction
I.CIA.1 I can handle short interactions with peers and colleagues in familiar situations at school, work, or play.
I can appropriately interact with, express myself to, and understand friends and new acquaintances in francophone cultures.
I.CIA.2 I can recognize and refer to elements of traditional and pop culture.
I.CIA. 3 I can sometimes recognize when I have caused a cultural misunderstanding and try to correct it.
I can appropriately interact with, express myself to, and understand friends and new acquaintances in francophone cultures.
Vocabulary: Describe and discuss my personal relationships Essential Structures/Grammar: • review present tense of spelling change verbs • review irregular verbs être, avoir, faire, aller • review interogatives • futur proche (aller + Infinitif)
French: Level 3, Unit 2
Interpretiv
e Listen
ing
Standard: Learning Indicator Student Learning Target IL.IL.1 I can understand the basic purpose of a message.
I can understand a simple authentic audio excerpt describing city life and issues.
IL.IL.2 I can understand messages related to my basic needs.
IL.IL.3 I can understand questions and simple statements on everyday topics when I am part of the conversation.
Interpretiv
e Re
ading
IL.IR.1 I can understand messages in which the writer tells or asks me about topics of personal interest.
IL.IR.2 I can identify some simple information needed on forms.
I can read an authentic brochure about cultural opportunities available in a city.
IL.IR.3 I can identify some information from news media.
I can read authentic literature describing city life.
Interpersonal
commun
icatio
n
IL.IC.1 I can have a simple conversation on a limited number of everyday topics.
I can exchange information about culture and life styles.
IL.IC.2 I can ask and answer questions of factual information that is familiar to me
I can discuss (ask and answer questions) my personal habits and civic interactions.
IL.IC.3 I can use the language to meet my basic needs in familiar situations.
I can exchange information about culture and life styles.
Presen
tatio
nal Spe
aking
IL.PS.1 I can talk about people, activities, events, and experiences.
I can present an account of my daily activities and routines.
IL.PS.2 I can express my needs and wants. IL.PS.3 I can present information on plans, instructions, and directions.
I can present an account of my daily activities and routines.
IL.PS.4 I can present songs, short skits or dramatic readings.
IL.PS.5 I can express my preferences on topics of interest.
Unit # Theme Essential Question Instructional Dates
CFA / SLO submission date
CFA/SLO Brighton submission date
2 Families & Communities
How do my activities influence the quality of my daily life?
4.5 weeks January 16 Tri 1 Deadline November 5 Tri 2 Deadline February 25
Presen
tatio
nal W
riting
IL.PW.1 I can write about people, activities, events, and experiences.
I can write a simple formal email expressing my opinion about cosmopolitan issues.
IL.PW.2 I can prepare materials for a presentation.
IL.PW.3 I can write simply about topics of interest.
I can write a short essay comparing and contrasting cosmopolitan issues between cultures.
IL.PW.4 I can write basic instructions on how to make or do something.
IL.PW.5 I can write questions to obtain information.
Investigation of produ
cts a
nd
Practices
Standard: Learning Indicator Student Learning Target I.CPP. 1 I can explore and reference current and
past examples of authentic cultural products and practices.
I.CPP.2 I can compare and contrast some common products of other cultures and my own.
I can compare and contrast the attitudes and practices of cosmopolitans in my city compare and contrast with those of various French cosmopolitan cities.
I.CPP. 3 I can compare and contrast some behaviors or practices of other cultures and my own.
Und
erstanding
of Cultural
Prospe
ctives
I.CP.1 I can describe some basic cultural viewpoints.
I.CP.2 I can make some generalizations about a culture.
I can compare and contrast the attitudes and practices of cosmopolitans in my city compare and contrast with those of various French cosmopolitan cities.
Participation in
Cultu
ral
Interaction
I.CIA.1 I can handle short interactions with peers and colleagues in familiar situations at school, work, or play.
I.CIA.2 I can recognize and refer to elements of traditional and pop culture.
I.CIA. 3 I can sometimes recognize when I have caused a cultural misunderstanding and try to correct it.
Vocabulary: Describe and discuss life in the city.
Essential Structures/Grammar: • reflexive and reciprocal verbs • descriptive adjectives and adjective agreement (for mastery) • adverbes – formation, types, and position
French: Level 3, Unit 3
Interpretiv
e Listen
ing
Standard: Learning Indicator Student Learning Target IL.IL.1 I can understand the basic purpose of a message.
I can understand a simple authentic audio excerpt describing or discussing the media.
IL.IL.2 I can understand messages related to my basic needs.
IL.IL.3 I can understand questions and simple statements on everyday topics when I am part of the conversation.
Interpretiv
e Re
ading IL.IR.1 I can understand messages in which the
writer tells or asks me about topics of personal interest.
IL.IR.2 I can identify some simple information needed on forms.
IL.IR.3 I can identify some information from news media.
I can read an authentic brochure about media events. I can read authentic literature describing and discussing the media.
Interpersonal
commun
icatio
n
IL.IC.1 I can have a simple conversation on a limited number of everyday topics.
I can exchange information about culture and life styles.
IL.IC.2 I can ask and answer questions of factual information that is familiar to me
IL.IC.3 I can use the language to meet my basic needs in familiar situations.
I can exchange information about culture and life styles.
Presen
tatio
nal Spe
aking IL.PS.1 I can talk about people, activities, events,
and experiences.
IL.PS.2 I can express my needs and wants. IL.PS.3 I can present information on plans, instructions, and directions.
I can present a simple comparison of the influence of the media on my culture and a francophone culture.
IL.PS.4 I can present songs, short skits or dramatic readings.
IL.PS.5 I can express my preferences on topics of interest.
I can discuss my opinions of the media and its influence, describing past events that support
Unit # Theme Essential Question Instructional Dates
CFA / SLO submission date
CFA/SLO Brighton submission date
3 Media / Contemporary Life
What influence does the media have on the attitudes and practices of a culture?
4.5 weeks April 1 Tri 2 Deadline January 29 Tri 3 Deadline April 22
my opinion
Presen
tatio
nal W
riting
IL.PW.1 I can write about people, activities, events, and experiences.
IL.PW.2 I can prepare materials for a presentation.
IL.PW.3 I can write simply about topics of interest.
I can write a short persuasive essay giving and supporting my opinion of the influence of media with past events.
IL.PW.4 I can write basic instructions on how to make or do something.
IL.PW.5 I can write questions to obtain information.
I can write a simple formal email expressing my opinion about the media.
Investigation of produ
cts
and Practices
Standard: Learning Indicator Student Learning Target I.CPP. 1 I can explore and reference current and
past examples of authentic cultural products and practices.
I.CPP.2 I can compare and contrast some common products of other cultures and my own.
I can compare the influence of the media in my culture to the influence of the media in other francophone cultures.
I.CPP. 3 I can compare and contrast some behaviors or practices of other cultures and my own.
I can compare the influence of the media in my culture to the influence of the media in other francophone cultures.
Und
ersta
nding of
Cultu
ral
Prospe
ctives
I.CP.1 I can describe some basic cultural viewpoints.
I.CP.2 I can make some generalizations about a culture.
Participation in
Cultu
ral
Interaction
I.CIA.1 I can handle short interactions with peers and colleagues in familiar situations at school, work, or play.
I.CIA.2 I can recognize and refer to elements of traditional and pop culture.
I.CIA. 3 I can sometimes recognize when I have caused a cultural misunderstanding and try to correct it.
Vocabulary: Describe and discuss the world of Media.
Essential Structures/Grammar: • passé composé avec avoir • adverbs with the passé composé • passé composé avec être
passé composé vs the imparfait
French: Level 3, Unit 4
Interpretiv
e Listen
ing Standard: Learning Indicator Student Learning Target
IL.IL.1 I can understand the basic purpose of a message.
I can understand a simple authentic audio excerpt describing or discussing social issues in francophonie.
IL.IL.2 I can understand messages related to my basic needs.
IL.IL.3 I can understand questions and simple statements on everyday topics when I am part of the conversation.
Interpretiv
e Re
ading IL.IR.1 I can understand messages in which the
writer tells or asks me about topics of personal interest.
IL.IR.2 I can identify some simple information needed on forms.
I can read an authentic brochure about social issues.
IL.IR.3 I can identify some information from news media.
I can read an authentic brochure about social issues.
Interpersonal
commun
ication
IL.IC.1 I can have a simple conversation on a limited number of everyday topics.
I can exchange information about social issues.
IL.IC.2 I can ask and answer questions of factual information that is familiar to me
I can discuss with good control of tense past and present social issues.
IL.IC.3 I can use the language to meet my basic needs in familiar situations.
Presen
tatio
nal
Speaking
IL.PS.1 I can talk about people, activities, events, and experiences.
I can discuss my opinions of social issues describing past events that support my opinion.
IL.PS.2 I can express my needs and wants. IL.PS.3 I can present information on plans, instructions, and directions.
I can present a simple comparison of the influence of the media on my culture and a francophone culture.
IL.PS.4 I can present songs, short skits or
Unit # Theme Essential Question Instructional Dates
CFA / SLO submission date
CFA/SLO Brighton submission date
4 Global Challenges
What are the challenges and issues in a constantly evolving society?
4.5 weeks April 1 Tri 2 Deadline January 29 Tri 3 Deadline April 22
dramatic readings. IL.PS.5 I can express my preferences on topics of interest.
I can present a simple comparison of social issues in my culture and a francophone culture.
Presen
tatio
nal W
riting
IL.PW.1 I can write about people, activities, events, and experiences.
IL.PW.2 I can prepare materials for a presentation.
IL.PW.3 I can write simply about topics of interest.
I can write a short persuasive essay giving and supporting my opinion of past and present social issues.
IL.PW.4 I can write basic instructions on how to make or do something.
IL.PW.5 I can write questions to obtain information.
I can write a simple formal email expressing my opinion on a social issue.
Investigation of
prod
ucts and
Practices Standard: Learning Indicator Student Learning Target
I.CPP. 1 I can explore and reference current and
past examples of authentic cultural products and practices.
I.CPP.2 I can compare and contrast some common products of other cultures and my own.
I.CPP. 3 I can compare and contrast some behaviors or practices of other cultures and my own.
Und
erstandin
g of Cultural
Prospe
ctives I.CP.1 I can describe some basic cultural
viewpoints. I can describe how the challenges of a changing society facing la francophonie compare with those of my own community.
I.CP.2 I can make some generalizations about a culture.
I can describe how the challenges of a changing society facing la francophonie compare with those of my own community.
Participation in
Cultu
ral
Interaction
I.CIA.1 I can handle short interactions with peers and colleagues in familiar situations at school, work, or play.
I.CIA.2 I can recognize and refer to elements of traditional and pop culture.
I.CIA. 3 I can sometimes recognize when I have caused a cultural misunderstanding and try to correct it.
Vocabulary: Challenges in a Changing Society Essential Structures/Grammar:
● partitives ● pronouns y, and en ● order of pronouns (review for mastery direct and indirect object pronouns)
French: Level 3, Unit 5
Interpretiv
e Listen
ing Standard: Learning Indicator Student Learning Target
IL.IL.1 I can understand the basic purpose of a message.
IL.IL.2 I can understand messages related to my basic needs.
I can understand a simple authentic audio excerpt describing or discussing issues of technology and progress.
IL.IL.3 I can understand questions and simple statements on everyday topics when I am part of the conversation.
Interpretiv
e Re
ading IL.IR.1 I can understand messages in which the
writer tells or asks me about topics of personal interest.
IL.IR.2 I can identify some simple information needed on forms.
I can read an authentic brochure about technology and progress issues.
IL.IR.3 I can identify some information from news media.
I can read authentic literature describing and discussing technology and progress.
Interpersonal
commun
ication
IL.IC.1 I can have a simple conversation on a limited number of everyday topics.
I can exchange information about technology and progress.
IL.IC.2 I can ask and answer questions of factual information that is familiar to me
I can exchange information about technology and progress.
IL.IC.3 I can use the language to meet my basic needs in familiar situations.
I can exchange information about technology and progress.
Presen
tatio
nal
Speaking
IL.PS.1 I can talk about people, activities, events, and experiences.
I can exchange information about technology and progress.
IL.PS.2 I can express my needs and wants. I can exchange information about technology
Unit # Theme Essential Question Instructional Dates
CFA / SLO submission date
CFA/SLO Brighton submission date
5 Science & Technology
How do technological advances influence our lives and society? What are the benefits and disadvantages?
4.5 weeks May 29 Tri 2 Deadline February 25 Tri 3 Deadline May 30
and progress.
IL.PS.3 I can present information on plans, instructions, and directions.
I can present a simple comparison of technology and progress issues in my culture and a francophone culture.
IL.PS.4 I can present songs, short skits or dramatic readings.
IL.PS.5 I can express my preferences on topics of interest.
I can exchange information about technology and progress. I can present a simple comparison of technology and progress issues in my culture and a francophone culture.
Presen
tatio
nal W
riting
IL.PW.1 I can write about people, activities, events, and experiences.
I can write a simple formal email expressing my opinion on a technology issue.
IL.PW.2 I can prepare materials for a presentation.
I can write a short persuasive essay giving and supporting my opinion of past and present technology and progress issues
IL.PW.3 I can write simply about topics of interest.
I can write a short persuasive essay giving and supporting my opinion of past and present technology and progress issues
IL.PW.4 I can write basic instructions on how to make or do something.
IL.PW.5 I can write questions to obtain information.
I can write a simple formal email expressing my opinion on a technology issue.
Investigation of produ
cts a
nd
Practices
Standard: Learning Indicator Student Learning Target I.CPP. 1 I can explore and reference current and
past examples of authentic cultural products and practices.
I can discuss how attitudes towards technology and progress of francophone communities compare with those of my community.
I.CPP.2 I can compare and contrast some common products of other cultures and my own.
I can discuss how attitudes towards technology and progress of francophone communities compare with those of my community.
I.CPP. 3 I can compare and contrast some behaviors or practices of other cultures and my own.
I can discuss how attitudes towards technology and progress of francophone communities compare with those of my community.
Und
ersta
nding of
Cultu
ral
Prospe
ctives
I.CP.1 I can describe some basic cultural viewpoints.
.
I.CP.2 I can make some generalizations about a culture.
Participation in Cultural
Interaction
I.CIA.1 I can handle short interactions with peers and colleagues in familiar situations at school, work, or play.
I.CIA.2 I can recognize and refer to elements of traditional and pop culture.
I can discuss how attitudes towards technology and progress of francophone communities compare with those of my community.
I.CIA. 3 I can sometimes recognize when I have caused a cultural misunderstanding and try to correct it.
I can discuss how attitudes towards technology and progress of francophone communities compare with those of my community.
Vocabulary: Progress and Research Essential Structures/Grammar:
● Futur Simple ● Subjunctive with expressions of necessity and doubt (regular and high
frequency irregular) ● contextual review of imperative with subjunctive
French: Level 3, Unit 6
Interpretiv
e Listen
ing
Standard: Learning Indicator Student Learning Target IL.IL.1 I can understand the basic purpose of a message.
I can understand a simple authentic audio excerpt describing or discussing hobbies and interests.
IL.IL.2 I can understand messages related to my basic needs.
I can understand a simple authentic audio excerpt describing or discussing hobbies and interests.
IL.IL.3 I can understand questions and simple statements on everyday topics when I am part of the conversation.
Interpretiv
e Re
ading IL.IR.1 I can understand messages in which the
writer tells or asks me about topics of personal interest.
I can read authentic literature describing and discussing hobbies and interests.
IL.IR.2 I can identify some simple information needed on forms.
I can read an authentic brochure about participating in a hobby or interest.
IL.IR.3 I can identify some information from news media.
I can read an authentic brochure about participating in a hobby or interest.
Interpersonal
commun
ication
IL.IC.1 I can have a simple conversation on a limited number of everyday topics.
I can exchange information about hobbies and interests.
IL.IC.2 I can ask and answer questions of factual information that is familiar to me
I can discuss with good control of tense past and present hobbies and interests.
IL.IC.3 I can use the language to meet my basic needs in familiar situations.
I can exchange information about hobbies and interests.
Pr es ent
ati
on al
Sp ea kin
g
IL.PS.1 I can talk about people, activities, events, and experiences.
I can discuss and tell anecdotes about my participation in hobbies and interests.
Unit # Theme Essential Question Instructional Dates
CFA / SLO submission date
CFA/SLO Brighton submission date
6 Beauty & Aesthetics
How do our hobbies and interests influence our lives and society and develop our personal identities?
4.5 weeks May 29 Tri 2 Deadline February 25 Tri 3 Deadline May 30
IL.PS.2 I can express my needs and wants. I can exchange information about hobbies and interests.
IL.PS.3 I can present information on plans, instructions, and directions.
I can present a simple comparison of a hobby or interest in my culture and a francophone culture.
IL.PS.4 I can present songs, short skits or dramatic readings.
I can discuss and tell anecdotes about my participation in hobbies and interests.
IL.PS.5 I can express my preferences on topics of interest.
I can discuss with good control of tense past and present hobbies and interests.
Presen
tatio
nal W
riting
IL.PW.1 I can write about people, activities, events, and experiences.
I can write a short persuasive essay giving and supporting my opinion of hobby and interest issues
IL.PW.2 I can prepare materials for a presentation.
I can write a short persuasive essay giving and supporting my opinion of past and present technology and progress issues
IL.PW.3 I can write simply about topics of interest.
I can write a short persuasive essay giving and supporting my opinion of past and present technology and progress issues
IL.PW.4 I can write basic instructions on how to make or do something.
IL.PW.5 I can write questions to obtain information.
I can write a simple formal email discussing my hobbies and interests.
Investigation of produ
cts
and Practices
Standard: Learning Indicator Student Learning Target I.CPP. 1 I can explore and reference current and
past examples of authentic cultural products and practices.
I can discuss the hobbies and interests of francophone communities compare with those of my community.
I.CPP.2 I can compare and contrast some common products of other cultures and my own.
I can discuss the hobbies and interests of francophone communities compare with those of my community.
I.CPP. 3 I can compare and contrast some behaviors or practices of other cultures and my own.
I can discuss the hobbies and interests of francophone communities compare with those of my community.
Und
erstandin
g of Cultural
Prospe
ctives I.CP.1 I can describe some basic cultural
viewpoints. I can discuss the hobbies and interests of francophone communities compare with those of my community.
I.CP.2 I can make some generalizations about a culture.
I can discuss the hobbies and interests of francophone communities compare with those of my community.
Participation in
Cultu
ral Interactio
n I.CIA.1 I can handle short interactions with peers and colleagues in familiar situations at school, work, or play.
I can discuss the hobbies and interests of francophone communities compare with those of my community.
I.CIA.2 I can recognize and refer to elements of traditional and pop culture.
I can discuss the hobbies and interests of francophone communities compare with those of my community.
I.CIA. 3 I can sometimes recognize when I have caused a cultural misunderstanding and try to correct it.
I can discuss the hobbies and interests of francophone communities compare with those of my community.
Vocabulary: Les Passe-Temps Essential Structures/Grammar:
● Conditionnel ● phrases avec si (imparfait, conditionnel) ● infinitives
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