French III
TAKS Objective
TEKS
Statement
Unit Name:
Overview
Allen ISD - Bundled Curriculum
Tested
LOTE
Subject
TEKS
Unit 1-1.1
2a, 2c, 2d
power
standard
1f
1-1.2
power
standard
1f, 2a, 2c, 2d
1-1.3
power
standard
1f, 3c
1-1.4
power
standard
1f
1-1.5
1f
1-1.6
2.a, 2.b, 2c, 2d,
3a, 3b, 3c
1-1.7
Nine Weeks: 1st
Student Expectation/District Clarification
Personal appearance, physical description
Students will describe what a person looks like and explain what they do to make themselves look
good.
Definite articles
Students will use definite articles with different parts of the body, dates, days of the week, geographical
names, names of languages, colors, school subjects, certain titles, nouns indicating a weight and a
measure or quantity.
Reflexive verbs
Students will conjugate reflexive verbs in present, imperative and infinitive constructions such as “ Je
me réveille à 6hs du matin, Lave- toi les mains, Nous allons nous brosser les dents …etc “
Students will use the reflexive verbs in idiomatic sentences such as “Va-t’en!, Assieds- toi! etc”
Daily routine
Students will describe their daily activities/ daily routine using reflexive verbs such as se réveiller, se
lever, se brosser …etc.
Passé Composé of reflexive verbs
Students will describe their daily routine using reflexive verbs in passé composé such as “ Hier, je me
suis levé(e) à midi… etc” Students will also use the agreement of the past participle with the subject in
passé compose (with Être as auxiliary verb) Ex: Marie est rentrée tard hier soir chez elle.
Sentiments and physical condition
Students will describe how they feel in different circumstances using different adjectives/ adverbs
including ”bien, mal, heureux, malheureux … etc. “
Culture
Students will discover what French people call “Le Look” and why it is important to them, how French
teenagers care for their personal appearance, how different artists have expressed the concept of
beauty, what constitutes the daily routine for different French people.
Guiding/Essential Questions
•
Content Vocabulary
Academic Vocabulary
Signature Lessons
•
Resources
Knowledge and skills.
Page 1 of 10
Revised: 7/1/2015
(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of
contexts. The student uses a mixture of sentences and connected discourse with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected
to:
(A) ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation;
(B) ask and respond to questions in unfamiliar contexts in spoken and written conversation with limited details;
(C) express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation;
(D) ask and tell others what they need to, should, and must do using detailed rationale in spoken and written conversation;
(E) articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation;
(F) interact and react in spoken conversation using culturally appropriate expressions, register, and gestures; and
(G) interact and react in writing using culturally appropriate expressions, register, and style.
(2) Interpretive communication: reading and listening. The student comprehends connected statements from culturally authentic print, digital, audio, and audiovisual materials as appropriate within
contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels.
The student is expected to:
(A) analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts;
(B) paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;
(C) infer meaning of unfamiliar words or phrases in texts, audio, and audiovisual materials; and
(D) compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials.
(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of sentences and connected discourse with appropriate and applicable
grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) express and defend an opinion or persuade others orally and in writing with supporting elaborative statements and with recommendations;
(B) narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration; and
(C) inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration.
Textbook Alignment
•
Formative Assessment
•
Summative Assessment
•
Page 2 of 10
Revised: 7/1/2015
French III
TAKS Objective
TEKS
Statement
Unit Name:
Overview
Allen ISD - Bundled Curriculum
Tested
LOTE
Subject
power
standard
TEKS
1.a, 1.b, 1.c, 1f
2-1.1
1.a, 1.b, 1.c, 1f
2-1.2
power
standard
1.a, 1.b, 1.c, 1f
2-1.3
1.a, 1.b, 1.c,
1e, 1d
Unit 2-1.4
1.a, 1.b, 1.c,
1e, 1d
2-1.5
2.a, 2.b, 2.c,
2.d
3.a, 3.b, 3.c
2-1.6
2.a, 2.b, 2.c,
2.d
3.a, 3.b, 3.c
2-1.7
Nine Weeks: 2nd
Student Expectation/District Clarification
Household chores
Students will describe various chores and activities that they do in and around the house.
Subjunctive
Students will use subjunctive mood to describe a necessity, an obligation, a desire or a wish. They will
also use subjunctive after expressions including: Il faut que, Il est nécessaire que, Je préfère que, Je
souhaite que, Je désire que, Je voudrais que, J’aimerais que, Je veux que, J’insiste pour que, J’exige
que, Il est important que, Il est bon que, Il est dommage que , Il est essential que, Il est indispensable
que, Il est utile que, Il est naturel que, Il est normal que, Il est juste que, Il vaut mieux que
Infinitive/ subjunctive
Students will differentiate when to use infinitive form of the verb and when to use sunjunctive mood
Ex: Ma soeur veut prendre sa voiture / Ma soeur ne veut pas que je prenne sa voiture.
Asking for favor
Students will use different expressions to ask for a favor, to accept or to refuse to help someone and to
thank someone.
Describing an object
Students will use appropriate adjectives to describe objects of different shape, size, material etc.
Culture
Students will discover what French people call “Bricolage” and what type of creative activities they
engage in at home and how French young people earn money by performing services for their
neighbors.
Culture
Students will research current day jobs of French teenagers and they will compare and contrast with
those of American teenagers.
Guiding/Essential Questions
•
Content Vocabulary
Academic Vocabulary
Signature Lessons
•
Resources
TEKS
Page 3 of 10
Revised: 7/1/2015
Knowledge and skills.
(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of
contexts. The student uses a mixture of sentences and connected discourse with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected
to:
(A) ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation;
(B) ask and respond to questions in unfamiliar contexts in spoken and written conversation with limited details;
(C) express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation;
(D) ask and tell others what they need to, should, and must do using detailed rationale in spoken and written conversation;
(E) articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation;
(F) interact and react in spoken conversation using culturally appropriate expressions, register, and gestures; and
(G) interact and react in writing using culturally appropriate expressions, register, and style.
(2) Interpretive communication: reading and listening. The student comprehends connected statements from culturally authentic print, digital, audio, and audiovisual materials as appropriate within
contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels.
The student is expected to:
(A) analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts;
(B) paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;
(C) infer meaning of unfamiliar words or phrases in texts, audio, and audiovisual materials; and
(D) compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials.
(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of sentences and connected discourse with appropriate and applicable
grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) express and defend an opinion or persuade others orally and in writing with supporting elaborative statements and with recommendations;
(B) narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration; and
(C) inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration.
Textbook Alignment
•
Formative Assessment
•
Summative Assessment
•
Page 4 of 10
Revised: 7/1/2015
French III
TAKS Objective
TEKS
Statement
Unit Name:
Overview
Allen ISD - Bundled Curriculum
Tested
LOTE
Subject
TEKS
1.f
3-1.1
1.a, 1.b, 1.c, 1f
3-1.2
Student Expectation/District Clarification
Vacation
Students will use the appropriate vocabulary for describing different vacation activities.
Vacation
Students will apply the vacation vocabulary to describe the necessary precautions to be taken and
things to be avoided.
Passé Composé
Students will conjugate verbs in Passé Composé using être or avoir as auxiliary verbs in both indicative
and negative expressions. Ex: J’ai lu ce roman mais je n’ai pas lu l’autre roman.
Passé Composé
Students will use verbs such as rentrer, retourner, monter, descendre, sortir, passer in Passé Composé
with être or avoir depending on the situation. Ex: Je suis sorti(e) hier soir avec mes amis. J’ai sorti la
poubelle hier.
Imparfait
Students will conjugate verbs in imparfait to describe what people used to do, what used to be, what
people were doing, what was going on and what was happening.
power
standard
1.a, 1.b, 1.c, 1f
3-1.3
power
standard
1.a, 1.b, 1.c, 1f
3-1.4
power
standard
1.a, 1.b, 1.c, 1f
3-1.5
power
standard
1.a, 1.b, 1.c, 1f
3-1.6
Passé Composé / Imparfait
Students will apply Passé Composé and Imparfait to narrate a sequence of past events and to describe
the setting of these past events. They will use Imparfait with habitual or repeated actions, progressive
actions etc. They will use Passé Composé with specific actions.
2a, 2b, 2c, 2a,
3b, 3c
Unit 3-1.7
3a, 3b, 3c
3-1.8
Culture
Students will discover why French people feel close to their roots and how they incorporate “tourisme
écologique” in their vacation plans, and how they feel about their environment.
Culture
Students will present an article on how they can help the environment by doing different ecological
projects at home and school.
What’s new?
Students will use the appropriate vocabulary to describe an event, how to narrate a story and express
surprise.
Weather
Students will use the vocabulary to talk about different weather expressions in present, past and near
future.
Passé Composé / Imparfait
Students will describe an event that took place in the past using Passé Composé and Imparfait. They
will use Passé Composé to describe main events and Imparfait for background and descriptions.
1.a, 1.b, 1.c, 1f
3-1.9
1.a, 1.b, 1.c, 1f
3-1.10
power
standard
Page 5 of 10
Nine weeks: 3rd
1.a, 1.b, 1.c, 1f
3-1.11
Revised: 7/1/2015
power
standard
1.a, 1.b, 1.c, 1f
3-1.12
2a, 2b, 2c, 3a,
3b, 3c
3-1.13
5.a, 5.b
3-1.14
1.a, 1.b, 1.c, 1f
Unit 4-1.1
power
standard
1.a, 1.b, 1.c,1f
4-1.2
1.a, 1.b, 1.c, 1f
4-1.3
2a, 2b, 2c, 3a,
3b, 3c
4-1.4
Passé Composé / Imparfait
Students will use Passé Composé and Imparfait in the same sentences using conjuctions including
pendant que, lorsque, au moment où and quand
Culture
Students will discover why Jacques Cousteau is so well known and what important work he did, and
also what the “culte du soleil” represents for French people.
Culture
Students will learn about “Cyrano de Bergerac” a famous play written by Edmund Rostand.
Shopping
Students will apply vocabulary to go shopping and buy different things such as items for personal
hygiene, office supplies etc at the supermarket, stamps at the post office, and other small items at the
pharmacy. They will also ask for help and pay for the products bought.
Object pronouns
Students will use object pronouns y and en in sentences and answer questions using these pronouns
such as “Tu veux une pomme? – Oui, j’en veux une.”
Expressions of indefinite quantities
Students will use different expressions of indefinite quantities to answer questions such as “quelques+
noun, quelques-uns/unes, un(e) autre, d’autres, plusiers, certain(e)s, la plupart (de).. etc”
Ex: Tu veux quelques crayons?
Oui, J’en veux quelques-uns.
Culture
Students will discover where to buy various items and how shopping habits differ in France and United
States.
Guiding/Essential Questions
•
Content Vocabulary
Academic Vocabulary
Signature Lessons
•
Resources
TEKS
Knowledge and skills.
(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of
contexts. The student uses a mixture of sentences and connected discourse with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected
to:
(A) ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation;
(B) ask and respond to questions in unfamiliar contexts in spoken and written conversation with limited details;
(C) express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation;
(D) ask and tell others what they need to, should, and must do using detailed rationale in spoken and written conversation;
(E) articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation;
(F) interact and react in spoken conversation using culturally appropriate expressions, register, and gestures; and
(G) interact and react in writing using culturally appropriate expressions, register, and style.
(2) Interpretive communication: reading and listening. The student comprehends connected statements from culturally authentic print, digital, audio, and audiovisual materials as appropriate within
contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels.
Page 6 of 10
Revised: 7/1/2015
The student is expected to:
(A) analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts;
(B) paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;
(C) infer meaning of unfamiliar words or phrases in texts, audio, and audiovisual materials; and
(D) compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials.
(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of sentences and connected discourse with appropriate and applicable
grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) express and defend an opinion or persuade others orally and in writing with supporting elaborative statements and with recommendations;
(B) narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration; and
(C) inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration.
Textbook Alignment
•
Formative Assessment
•
Summative Assessment
•
Page 7 of 10
Revised: 7/1/2015
French III
TAKS Objective
TEKS
Statement
Unit Name:
Overview
power
standard
power
standard
Allen ISD - Bundled Curriculum
Tested
LOTE
Subject
TEKS
2a, 2b, 2c, 3a,
3b, 3c
4-1.5
1.a, 1.b, 1.c, 1f
4-1.6
1.a, 1.b, 1.c, 1f,
4-1.7
1.a, 1.b, 1.c,1f
4.a,
4-1.8
1.a, 1.b, 1.c, 1f
4-1.9
1.a, 1.b, 1.c,1f,
4-1.10
2a, 2b, 2c, 3a,
3b, 3c
4-1.11
1.a, 1.b, 1.c, 1f
Unit 5-1.1
power
standard
1f
5-1.2
1f
5-1.3
power
standard
Page 8 of 10
1f
5-1.4
Nine Weeks: 4th
Student Expectation/District Clarification
Culture
Students will discover how to obtain various services at different places.
At the beauty salon
Students will be able to talk about different hair styles, and also get a haircut done at the beauty salon.
Direct object and Indirect object pronouns
Students will apply the direct object and indirect object pronouns while answering questions. Ex: Tu
vois Pierre? – Oui, je le vois. Etc
Order of pronouns
Students will use more than one object pronoun in a sentence and put them in correct order.
Getting services done
Students will apply vocabulary to go into shoe repair shop and get shoes repaired, go to the dry
cleaners and get clothes cleaned and ironed, go to a camera store and get photographs developed and
cameras repaired.
Faire + Infinitive
Students will use the construction Faire + infinitive to describe actions that people have done by
someone else, to describe actions that we make or have other people do.
Ex: Le professeur fait étudier les étudiants. J’ai fait laver la voiture.
Culture
Students will compare the shopping in France and the US.
Travel
Students will use vocabulary to make travel plans and purchase tickets, go through passport control
and customs, and travel by plane and by train.
Negative expressions
Students will apply negative expressions in French including
Ne….personne, ne ……rien, ne ……. nulle part, ne…….. aucun(e), ne…….ni….ni. They will also apply
ne….. que in a limiting expression. Ex: Je ne parle que 4 langues.
Culture
Students will discover what French young people do when they travel abroad and where they go, why
the train is the most popular means of transport in France, and how Euro tunnel has linked Great
Britain to France and the rest of Europe.
Future tense
Students will use to describe what people will do, and make plans using future tense. EX: J’irai au
stade ce soir.
Revised: 7/1/2015
1f
5-1.5
power
standard
1f
5-1.6
1.f
5-1.7
1.f
5-1.8
Future tense
Students will apply future tense with Si and Quand clauses. EX: Si le bus n’arrive pas, nous prendrons
le train. Quand nous arriverons à Paris, nous passerons par la douane.
Future tense
Students will apply future tense with conjuctions including lorsque, dès que, aussitôt que.
Conditional tense
Students will use conditional tense to describe what people would do, what would happen if a certain
condition were to be met. EX: Je voyagerais si j’aurai le temps.
Si clauses
Students will articulate the si clause constructions in appropriate context
Ex: si j’avais un million de dollars, je voyagerais beaucoup.
Guiding/Essential Questions
•
Content Vocabulary
Academic Vocabulary
Signature Lessons
•
Resources
TEKS
Knowledge and skills.
(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of
contexts. The student uses a mixture of sentences and connected discourse with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected
to:
(A) ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation;
(B) ask and respond to questions in unfamiliar contexts in spoken and written conversation with limited details;
(C) express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation;
(D) ask and tell others what they need to, should, and must do using detailed rationale in spoken and written conversation;
(E) articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation;
(F) interact and react in spoken conversation using culturally appropriate expressions, register, and gestures; and
(G) interact and react in writing using culturally appropriate expressions, register, and style.
(2) Interpretive communication: reading and listening. The student comprehends connected statements from culturally authentic print, digital, audio, and audiovisual materials as appropriate within
contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels.
The student is expected to:
(A) analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts;
(B) paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;
(C) infer meaning of unfamiliar words or phrases in texts, audio, and audiovisual materials; and
(D) compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials.
(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of sentences and connected discourse with appropriate and applicable
grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) express and defend an opinion or persuade others orally and in writing with supporting elaborative statements and with recommendations;
(B) narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration; and
(C) inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration.
.
Textbook Alignment
•
Formative Assessment
Page 9 of 10
Revised: 7/1/2015
•
Summative Assessment
Page 10 of 10
Revised: 7/1/2015