BLACK HORSE PIKE REGIONAL SCHOOL DISTRICT
HIGHLAND
TIMBER CREEK
TRITON
WORLD LANGUAGE DEPARTMENT
French I SYLLABUS
Course Content and Timeline
A. Greetings and Introduction to the French Speaking World
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Identify the letters of the alphabet (7.1.NH.A.2)
Spell words using the French alphabet (7.1.NH.A.2,4)
Define cognates and give examples of cognates in French and English (7.1.NH.A.4)
Greet one another and say good-bye (7.1.NH.A.5, B.2)
Ask someone their name and tell yours (7.1.NH.A.5, B.2)
Ask and tell how you are feeling (7.1.NH.A.2, B.3)
Give phone numbers (7.1.NH.A.2, B.3)
Ask to go to various places from the classroom (7.1.NH.A.2, B.3)
Distinguish between the tu and vous subjects (7.1.NH.A.4, B.5)
Identify countries and capitals where French is spoken (7.1.NH.C.5)
Describe the influence of the French language and culture on the U.S. (7.1.NH.A.3, C.2)
Identify cultural differences of French speaking countries and the U.S. (7.1.NH.A.3, C.2)
B. Leisure activities/ likes and dislikes
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Express likes and dislikes (7.1.NH.A4, B.5)
Identify common activities/sports (7.1.NH.B.4,5)
Invite someone to do something (7.1.NH.C.1)
Accept/refuse an invitation (7.1.NH.A.2, B.2)
Agree and disagree (7.1.NH.A.5)
Ask for information (7.1.NH.A.2, C.3)
Give opinions (7.1.NH.A.4, C.3)
Express the degree to which you like/dislike an activity (7.1.NH.A.4, C.3)
Describe what you and others do using present tense “er” verbs (7.1.NH.A.4, B.5)
Make negative statements (7.1.NH.A.4, C.3)
Interpret and utilize subject pronouns in French (7.1.NH.A.5, B.4)
Compare school schedules in the US and France (7.1.NH.C.5)
Compare and contrast free time activities in France and the US (7.1.NH.C.5)
Describe sports that French youth enjoy, including the le tour de France (7.1.NH.C.5)
C. Au café
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Ask someone how they are doing and tell how you are feeling (7.1.NH.A.2, B.3,4)
Ask for and tell time (7.1.NH.A.5, B.4)
Identify food and beverages in French (7.1.NH.A.4, B.5)
Ask for and state a price (7.1.NH.A.4, B.3)
Count from 1-100 (7.1.NH.A.4)
Describe where one is going using the correct form of the verb “aller” (7.1.NH.B.4,5)
Expand use of expressions for physical well-being (7.1 NH,A4,B3)
Identify food and drinks using the correct definite and indefinite article (7.1.NH.A.4)
Identify the various denominations of the European currency, le euro (7.1.NH.C.5)
Analyze eating customs and foods in French speaking countries (7.1.NH.C.5)
D. A l’école
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Point out classroom objects and school subjects (7.1.NH.A.2,4)
Ask about and identify placement of classroom objects (7.1.NH.B.2,3,4)
Say what you need for school and particular classes (7.1.NH.B.5)
Conjugate the verb avoir correctly and utilize idiomatic expressions with avoir (7.1.NH.A.3)
Describe your school schedule (7.1.NH.B.4,5)
Count from 100 to 1000 (7.1.NH.A.4)
Agree and disagree with someone (7.1.NH.B.3,4)
Tell time using the 24 hour clock (7.1.NH.A.2)
Compare school systems in the US and French speaking countries (7.1.NH.C.3,5)
Conjugate regular –ir verbs (7.1.NH.A.4)
State the date in French (7.1.NH.B.3)
E. En Famille
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Point out friends and family members telling age & physical traits (7.1.NH.A.2,4 B.3)
Apply possessive adjectives to family member descriptions (7.1.NH.A.2,4)
Identify and describe pets (7.1.NH.A.5)
Conjugate the verb être correctly (7.1.NH.A.4,5)
Identify and use personality traits (7.1.NH.A.4,5 B.3,5)
Count over 1000 (7.1.NH.A.4)
Compare and contrast American and French family structures (7.1.NH.C.3,5)
Ask someone what they are like (7.1.NH.B.4,5)
Describe yourself and your family members (7.1.NH.A.4, B.2,3,4)
Ask about and tell someone’s birthday (7.1.NH.B.3,4)
F. Tu viens d’où?
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Identify the French speaking countries and regions of the world (7.1.NH.A.2, C.5)
Say you are from a certain city, town, state, or country (7.1.NH.A.2,4)
Identify and utilize the different question forming techniques in French (7.1.NH.A.4)
Ask someone their nationality and tell yours (7.1.NH.B.3,4)
Ask and tell what your profession is (7.1.NH.B.2,4)
Describe the influence of the French language and culture on the U.S. (7.1.NH.B.4)
Identify the differences between the Celsius and Fahrenheit temperatures (7.1.NH.A.1, C.5)
Ask about and describe the weather (7.1.NH.B.2,4)
Conjugate the irregular verbs faire and venir (7.1.NH.A.2,4)
G. On fait les magasins
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Ask and tell how you like somebody’s attire (7.1.NH.B.2.4)
Ask for and give the prices of items (7.1.NH.B.2,4)
Describe articles of clothing and accessory items and what you are wearing (7.1.NH.A.4, B.2)
Name and use the colors to describe what you are wearing (7.1.B.4)
Ask for and tell shoe and clothing size (7.1.NH.A.3, B.4)
Compare and contrast fashion and clothes’ shopping habits of various Francophone countries (7.1.NH.C.5)
Conjugate –re verbs in the present tense (7.1.NH.A.3,4)
Use the irregular verb aller plus the infinitive to express what is going to happen (7.1.NH.A.4,5)
Identify articles of clothing (7.1.NH.A.3,4)
Course Expectations and Skills
1. Maintain a notebook.
2. Apply vocabulary and grammar to reading, writing and listening comprehension assignments.
3. Develop and perform dialogues and oral presentations in the present tense.
4. Create a variety of chapter-based projects including those which require the use of technology and the
development of an Electronic Portfolio.
5. Develop a cross-cultural awareness through exposure to cultural practices.
Resources
Text Books:
Supplemental Materials:
C’est à toi I
C’est à toi I Grammar and Vocabulary Workbook
C’est à toi I Writing, Audio & Video Activities
Grading Scale
Category
Classwork
Homework
Minor Assessments
Major Assessments
College Prep (Regular)
20%
20%
25%
35%
June 2012
Black Horse Pike Regional School District Curriculum Template ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS PART I: UNIT RATIONALE WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS? Course/Unit Title: Unit Summary: This unit introduces students to France and the French speaking world. French 1 – Unit 1: Greetings Students will learn and appreciate Francophone culture and language. They and Introduction to the will engage in short, basic conversations that they might have upon meeting French Speaking Word someone for the first time. They will also learn the alphabet and count from 0‐
Grade Level(s): 9 20. Using these skills, students will be able to spell their names and tell their telephone numbers. Essential Question(s): Enduring Understanding(s): ‐ Why learn another ‐ You can learn a 2nd language. language? ‐ People have different styles of learning a language. ‐ What are my expectations ‐ Learning a 2nd language opens doors for you personally and professionally for learning another ‐ French is a global language. language? ‐ There are formal and informal registers in French. ‐ How do I develop my ‐ Learning a different language and culture leads to a greater understanding interest in the study of a of our world and why people think and act in different ways. foreign language? ‐ Why study another culture? ‐ How are language and culture related? ‐ When should you speak in the formal vous v. informal tu? ‐ How does learning a language open “doors of opportunity”? PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES DESCRIBE THE LEARNING TARGETS. After each target, identify the NJCCCS or Common Core Standards that are applicable Learning Target 1. Identify the letters of the alphabet. 2. Spell words using the French alphabet. 3. Define cognates and give examples of cognates in French and English. 4. Greet one another and say good‐bye. 5. Ask someone their name and tell yours. 6. Ask and tell how you are feeling. 7. Give phone numbers. 8. Ask to go to various places from the classroom. 9. Distinguish between the tu and vous subjects. 10. Identify countries and capitals where French is spoken. 11. Describe the influence of the French language and culture on the U.S. 12. Identify cultural differences of French speaking countries and the U.S. 13. Be aware of French names. NJCCCS or CCS 1. 7.1.NH.A.2 2. 7.1.NH.A.2,4 3. 7.1.NH.A.4 4. 7.1.NH.B.3,4 5. 7.1.NH.B.2,4 6. 7.1.NH.B.2,4 7. 7.1.NH.B.2 8. 7.1.NH.B.4 9. 7.1.NH.A.3 10. 7.1.NH.A.1, C.5 11. 7.1.NH.A.3, C.5 12. 7.1.NH.A.3, C.5 13. 7.1.NH.C.5 Inter‐Disciplinary Connections: Social Studies and Geography – Students will examine maps of France, Europe, and the world. Math – Students will solve basic additional, subtraction, multiplication and division problems. Technology – Students will be exposed to Microsoft Office PowerPoint for presentations, Quizlet.com and Quia.com for review of vocabulary, and textbook website for listening activities. Students will engage with the following text: ‐
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C’est à Toi Level 1 Le Monde Francophone – excerpts from Discovery France (bleu) Grammar and Vocabulary Workbook Quia.com C’est à Toi website: http://www.emcp.com/cestatoi/ Accommodations / Modifications ‐ Highlight or underline specific vocabulary related to the specific workbook page. ‐ Provide students with guided notes. ‐ Incorporate media /audio visual representation (YouTube videos on alphabet, Quizlet.com). ‐ Provide guided questions to enhance comprehension. ‐ Provide reference support (word walls, mental models for vocabulary ) prominently displayed. Students will write: ‐
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Cornell Notes on “Why take French?” Short journal responses about the value of taking a foreign language. Summaries of culture sections from textbook on different registers, school courtyards and phone numbers. Accommodations / Modifications ‐ Provide a tracking sheet of expected assignments for the day/week. ‐ Provide a clear and concise rubric. ‐ Reduce value for spelling and grammar in the rubric. ‐ Provide word walls / prominently displayed to provide reference and support. ‐ Base grade on organization and content. ‐ Provide graphic organizers. ‐ Reduce length of the assignment. ‐ Extended time on writing assignments. ‐ Provide visual clues around the room. ‐ Give repetition and clarifications regularly. PART III: TRANSFER OF KNOWLEDGE AND SKILLS DESCRIBE THE LEARNING EXPERIENCE. How will students uncover content and build skills. ‐ Listen to Conversation Culturelles from C’est à Toi Level 1 Chapter 1. Fill in blanks of dialogue on worksheet. ‐ Read Aperçus Culturels sections from C’est à Toi Level 1 Chapter 1 and discuss as a class. ‐ Repeat greetings and have short conversations with teacher and classmates. ‐ Telephone activity: Call teacher and have a short conversation. ‐ Complete exercises in Chapter 1 of textbook. ‐ Watch Alphabet You Tube video. ‐ Pick French names and design nametags. ‐ Count 1‐20 and repeat. ‐ Say your telephone number. ‐ Create math flashcards and quiz partner/group members/classmates. ‐ Repeat alphabet and spell words and names. ‐ Take notes on French accents (Complete worksheet from PowerPoint presentation). ‐ Scavenger hunt of resources in classrooms. ‐ Complete listening Activities for chapter 1 (Spelling names and male v. feminine names). ‐ Sing the alphabet. ‐ Write dictations: topics may include short conversations saying hello, how are you, and goodbye. ‐ Review of vocabulary with Quizlet flashcards on SMART Board. ‐ Watch textbook DVD for Chapter 1. Accommodations / Modifications ‐ Model appropriate expectations for the assignment. ‐ Allow students to provide oral presentation to instructor where appropriate to demonstrate understanding of concept. ‐ Decreased emphasis on spelling accuracy. ‐ Provide graphic organizers. ‐ Less emphasis on accuracy of accent marks. PART IV: EVIDENCE OF LEARNING IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS. IDENTIFY BLOOM’S LEVELS. Formative Assessments: ‐
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Oral alphabet quiz Homework exercises in Grammar and Vocabulary workbook, Chapter 1 Dictations: topics may include short conversations saying hello, how are you, and goodbye Notebook Quizzes on various warm‐ups and notes in notebook Unit Test on greetings and numbers 1‐20 Daily Warm‐up Exercises: ex; how would you respond to this greeting, math problems, etc. ‐
*These assessments will mostly require students to Remember, Understand, and Apply. Accommodations/Modifications: ‐
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Provide students with guided notes. Provide a review sheet for material to be covered. Check frequently for understanding. Post assignments, schedules, directions and reminders. Obtain students’ attention prior to giving directions. Include “hands‐on” activities via web/SMART Board (http://www.digitaldialects.com/French.htm). Modify sections of tests, quizzes, and activities (include word bank, lesser number of questions, larger font). Keep instructions and directions ‘chunked’. Provide one step at a time. Do not overload the student with too much information at once. Summative Assessments: Pre‐Test, Benchmark, and End of Year Assessment *These assessments will mostly require students to Apply, Analyze, and Evaluate. Accommodations/Modifications: ‐
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Divide or chunk assessments into portions. Provide a study guide before assessment. Supply a word bank or reduce number of choices. ‐
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Increase spacing to reduce visual clutter – put fewer questions on each page. Write answers on test instead of on Scantron sheet. Replay or slow down rate of speech on oral assessments. Provide a word bank. Enlarge font to make the assessment more eye appealing. Provide a clear concise rubric prior to assignment. Choose cooperative learning groups to ensure effective work and socialization skills. Performance Assessments: ‐
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Make an alphabet video. Sing the alphabet in French. Write journal entries on the value of speaking a foreign language. Create a name tag. Create and perform a short dialogue to the class about meeting someone for the first time. *These assessments will mostly require students to Apply, Analyze, Evaluate, and Create. ‐
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Accommodations/Modifications: Simplify project rubrics. Provide oral and written instructions. Allow students to work with partners. Provide step‐by‐step instruction. Provide a checklist of expectations for self‐monitoring. Alter requirements to make projects more manageable. Individual presentations with the teacher only. Provide a buddy and let the buddy know what their role is / supportive. Select cooperative learning groups to ensure effective work and socialization skills. Provide a checklist of expectations for self‐monitoring. June 2012
Black Horse Pike Regional School District Curriculum Template ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS PART I: UNIT RATIONALE WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS? Course/Unit Title: Unit Summary: French 1 – Unit 2: Qu’est‐ce This unit focuses attention on student’s ability to correctly express what they like or dislike including the degree to which they like or dislike something. They que tu aimes faire? will learn the different subject pronouns, how to conjugate the verb aimer and Grade Level(s): 9 regular ‐er verbs and also use ne…pas to express negation. Students will also explore what French youth like to do in their free time. Essential Question(s): Enduring Understanding(s): ‐ Why learn another ‐ Punctuation can affect pronunciation and meaning. language? ‐ Understanding grammatical concepts in order to communicate likes, ‐ What language learning dislikes and preferences. skills do I already have? ‐ French is a global language. ‐ What strategies do I need ‐ Basic grammatical concepts will be similar and different in both English to communicate and French. linguistically and culturally ‐ Learning a different language and culture leads to a greater appropriate ways? understanding of our world and why people think and act in different ‐ What do I hear when I ways. listen? ‐ Why study another culture? ‐ What are different language learning styles? ‐ When does accuracy matter? PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES DESCRIBE THE LEARNING TARGETS. After each target, identify the NJCCCS or Common Core Standards that are applicable Learning Target 1. Express likes and dislikes. 2. Identify common activities/sports. 3. Invite someone to do something. 4. Accept and refuse an invitation. 5. Agree and disagree. 6. Ask for information. 7. Give opinions. 8. Express the degree to which you like/dislike an activity using adverbs. 9. Describe what you and others do using the present of “‐er” verbs. 10. Make negative statements. 11. Describe the influence of the French language and culture on the U.S. 12. Interpret and utilize subject pronouns. 13. Identify cognates. 14. Compare school schedules in the US and France. 15. Compare/Contrast free time activities between France and the US. 16. Describe sports that French young people enjoy. 17. Become familiar with le tour de France. NJCCCS or CCS 1. 7.1.NH.B.5 2. 7.1.NH.A.4 3. 7.1.NH.B.4 4. 7.1.NH.B.4,5, 5. 7.1.NH.B.4 6. 7.1.NH.B. 4 7. 7.1.NH.B.4 8. 7.1.NH.B.4,5 9. 7.1.NH.A.4,B.2 10. 7.1.NH.B.4 11. 7.1.NH.A.3, C.5 12. 7.1.NH.A.3,4 13. 7.1.NH.A.1 14. 7.1.NH.C.5 15. 7.1.NH.C.5 16. 7.1.NH.C.5 17. 7.1.NH.C.5 Inter‐Disciplinary Connections: English – Students will learn about and discuss parts of speech, conjugating verbs, subject verb agreement, adverb placement, and negation. Health and Physical Education – Students will discuss sports and le tour de France. Technology – Students will be exposed to Microsoft Office PowerPoint for presentations, Quizlet.com and Quia.com for review of vocabulary, and textbook website for listening activities. Visual and Performing Arts‐ Students will read, discuss, listen to, and watch videos of popular music in France. Students will engage with the following text: ‐
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C’est à Toi Level 1 Grammar and Vocabulary Workbook C’est à Toi website: http://www.emcp.com/cestatoi/ Accommodations / Modifications ‐ Highlight or underline specific vocabulary related to the specific workbook page. ‐ Provide a tracking sheet of expected assignments for the week / day. ‐ Incorporate media / audio visual representation (YouTube videos on conjugating verbs, Quizlet.com) Students will write: ‐
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Short journal responses on what students like to do in their free time. Summarize culture sections from textbook on school schedules in France, music preferences of French teens, and the Tour de France. Accommodations/ Modifications ‐ Provide a clear and concise rubric. ‐ Reduce the value for spelling and grammar in the rubric. ‐ Base grade on organization and content. ‐ Provide graphic organizers. ‐ Reduce length of the assignment. ‐ Extended time on writing assignments. ‐ Provide visual clues around the room prominently displayed for reference support. PART III: TRANSFER OF KNOWLEDGE AND SKILLS DESCRIBE THE LEARNING EXPERIENCE. How will students uncover content and build skills. ‐ Listen to Conversation Culturelles from C’est à Toi Level 1 Chapter 2. Fill in blanks of dialogue on worksheet. ‐ Read Aperçus Culturels sections from C’est à Toi Level 1 Chapter 2 and discuss as a class. ‐ Have short conversations with teacher and classmates about what you like or dislike doing and how much. ‐ Complete ER verb worksheet. ‐ Complete exercises in Chapter 2 of textbook. ‐ Play loto with activity vocabulary. ‐ Complete word searches with activity vocabulary. ‐ Complete survey of classmates over their likes/dislikes. ‐ Model and perform physical response/gestures for vocabulary. ‐ Take notes on verb conjugation (worksheet and PowerPoint). ‐ Complete listening activities for Chapter 2 (what activity does subject like, how much?). ‐ Adverb activity walk: Conjugate the verb aimer, then walk around the room to find how much the subject likes to do certain activities. ‐ Dictations: Topics may include short conversations asking someone what they like to do. ‐ Review of vocabulary with Quizlet flashcards on SMART Board. ‐ Watch textbook DVD clips for Chapter 2. Accommodations / Modifications ‐ Model appropriate expectations for the assignment. ‐ Allow students to provide oral presentation to instructor where appropriate to demonstrate understanding of concept. ‐ Decreased emphasis on spelling accuracy. ‐ Provide graphic organizers. ‐ Less emphasis on accuracy of accent marks. PART IV: EVIDENCE OF LEARNING IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS. IDENTIFY BLOOM’S LEVELS. Formative Assessments: ‐
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Homework exercises in Grammar and Vocabulary workbook Chapter 2. Dictations: topics may include short conversations asking someone what they like to do. Notebook Quizzes: on various warm‐ups and notes in notebook. Unit Test: Short answer questions on subject pronouns, conjugating –er verbs, using adverbs in sentences, and making sentences negatives. Daily Warm‐up Exercises: ex; conjugate –er verbs, say how much you like to do a pictured activity, add adverbs into sentences, chose the correct subject pronoun. *These assessments will mostly require students to Remember, Understand, and Apply. Accommodations/Modifications: ‐
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Provide students with guided note. Check frequently for understanding. Post assignments, schedules, directions and reminders. Obtain students’ attention prior to giving directions. Include of “hands‐on” activities (ex; SMARTboard games) (http://www.digitaldialects.com/French.htm). Modify sections of tests, quizzes, and activities. Summative Assessments: Pre‐Test, Benchmark, and End of Year Assessment *These assessments will mostly require students to Apply, Analyze, and Evaluate. Accommodations/Modifications: ‐
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Provide oral and written instructions. Divide or chunk assessments into portions. Provide a study guide prior to assessment. Supply a word bank or reduce number of choices. Increase spacing to reduce visual clutter – put fewer questions on each page. Write answers on test instead of on Scantron. ‐
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Replay or slow down rate of speech on oral assessments. Provide a word bank. Enlarge font to make the assessment more eye appealing. Provide a clear concise rubric prior to assignment. Choose cooperative learning groups to ensure effective work and socialization skills. Performance Assessments: ‐
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Oral test: Tell teacher what you like to do and how much and say what you do not like to do. Write journal entries about what you like and dislike doing. Complete a Moi project creating 10 sentences on a poster about what you like/dislike doing and how much. *These assessments will mostly require students to Apply, Analyze, Evaluate, and Create. Accommodations/Modifications: ‐
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Simplify project rubrics. Provide oral and written instructions. Allow students to work with partners. Provide step‐by‐step instructions. Allow students to re‐do projects that do not meet requirements the first time. Alter requirements to make projects more manageable. Individual presentations with the teacher only. Provide a buddy and let the buddy know what their role is/ supportive. Select cooperative learning groups to ensure effective work and socialization skills. Provide a checklist of expectations for self‐monitoring. June 2012
Black Horse Pike Regional School District Curriculum Template ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS PART I: UNIT RATIONALE WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS? Course/Unit Title: Unit Summary: This unit is focused on the French café. Students will expand their use of French 1 – Unit 3: Au café expressions for physical well‐ being. It gives students the opportunity to learn Grade Level(s): 9 to communicate in culturally appropriate contexts. Students will have contact with French idioms for hunger and thirst, the irregular verb aller (to go), and indefinite and definite articles, as well as telling time. Additionally, students will explore the eating habits of the French, as well as what it would be like to eat a French café. Essential Question(s): Enduring Understanding(s): ‐ Why are some verbs ‐ Language reflects and is influenced by the culture in which it is found. regular and some are ‐ Food is an important aspect of every culture. irregular? ‐ Cultural perspectives are gained by using the language and through ‐ How can I ask for and experience with its products and practices. order food at a French ‐ The goal is effective communication, not word‐for‐word translation. café or fast food ‐ People appreciate your effort to learn and use their language. restaurant? ‐ How fluent do I need to be in order to communicate effectively? ‐ How do I begin, sustain, and end a conversation when I am just beginning to learn a new language? ‐ How do I feel when someone from another culture speaks my language? ‐ How can I enhance my connections with people through language? PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES DESCRIBE THE LEARNING TARGETS. After each target, identify the NJCCCS or Common Core Standards that are applicable Learning Target 1. Ask someone how they are doing and tell how you are feeling. 2. Ask for and tell time. 3. Identify food and beverages in French. 4. Ask for and state a price. 5. Count from 1‐100. 6. Describe where one is going using the correct form of the verb aller. 7. Identify food and beverages with the correct indefinite and definite articles. 8. Identify the various denominations of the European currency: le euro. 9. Analyze eating customs and foods in French speaking countries. NJCCCS or CCS 1. 7.1.NH.A.2 B.3,4 2. 7.1.NH.A.2 B.4 3. 7.1.NH.A.4 B.5 4. 7.1.NH.B.3,4 5. 7.1.NH.A.4 6. 7.1.NH.B.4,5 7. 7.1.NH.A.4 8. 7.1.NH.C.5 9. 7.1.NH.C.5 Inter‐Disciplinary Connections: English – Students will utilize parts of speech, articles, and learn to conjugate verbs. Math – Students will solve basic additional, subtraction, multiplication and division problems using French numbers. Technology – Students will be exposed to Microsoft Office PowerPoint for presentations, Quizlet.com and Quia.com for review of vocabulary, and the textbook website for listening activities. Culinary Arts – Students will discuss French foods and French cuisine. Students will engage with the following text: ‐
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C’est à Toi Level 1. Grammar and Vocabulary Workbook. Menus online from French McDonalds and Quick fast food restaurant. ‐
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Quia.com C’est à Toi website: http://www.emcp.com/cestatoi/ Accommodations / Modifications ‐ Highlight or underline specific vocabulary. ‐ Provide a tracking sheet of expected assignments for the week / day. ‐ Provide students with guided notes. ‐ Incorporate media / audio visual representation (You tube http://www.youtube.com/watch?v=XhfyGnwAu14&feature=related). http://www.youtube.com/watch?v=ltEZcgl3sxc&feature=related; Quizlet.com ). ‐ Provide guided questions to enhance comprehension. ‐ Create word walls to provide reference support / prominently displayed. ‐ Provide graphic organizers. Students will write: ‐ Short journal responses to food customs in France. ‐ Summaries of culture sections in textbook on French fast food restaurants, cafés, and eating habits. ‐ Café menu and conversations. Accommodations / Modifications ‐ Provide a clear and concise rubric. ‐ Reduce value for spelling and grammar in rubric. ‐ Base grade on organization and content. ‐ Provide graphic organizers. ‐ Reduce length of the assignment. ‐ Provide extended time for writing assignments. ‐ Provide visual clues around the room. ‐ Give repetition and clarification regularly. PART III: TRANSFER OF KNOWLEDGE AND SKILLS DESCRIBE THE LEARNING EXPERIENCE. How will students uncover content and build skills. ‐ Listen to Conversation Culturelles from C’est à Toi Level 1 Chapter 3, fill in blanks of dialogue on worksheet. ‐ Read Aperçus Culturels sections from Chapter 3 C’est à Toi Level 1 Chapter 3 and discuss as a class. ‐ Create a café skit and dialogues to perform for the class. ‐ Take notes from PowerPoint on telling time and complete graphic organizer. ‐ Complete clock worksheet. ‐ Loto with food vocabulary and numbers 20‐100. ‐ Notes on indefinite and definite articles from PowerPoint. ‐ Listening un v. une Is the noun masculine or feminine? ‐ Subtraction and addition worksheets for numbers. ‐ Read culture section about French food and answer activity questions. ‐ Write out your schedule by telling time in French. ‐ Review of vocabulary with Quizlet flashcards on SMART Board. ‐ Watch textbook DVD clips for Chapter 3. ‐ Create math flashcards and quiz a classmate. Accommodations / Modifications ‐ Model appropriate expectations for the assignment. ‐ Allow students to provide oral presentation to the instructor when appropriate to demonstrate. ‐ Understanding of concept. ‐ Decreased emphasis on spelling accuracy. ‐ Provide graphic organizers. ‐ Less emphasis on accuracy of accent marks. PART IV: EVIDENCE OF LEARNING IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS. IDENTIFY BLOOM’S LEVELS. Formative Assessments: ‐
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Homework exercises in Grammar and Vocabulary workbook Chapter 3. Quizzes – vocabulary, time, aller, and numbers. Dictations: topics may include short conversations at a café. Notebook Quizzes on various warm‐ups and notes in notebook. Unit Test: Multiple choice test on indefinite and definite articles, time, aller, numbers 20‐100 and café vocabulary. Daily Warm‐up Exercises: ex; identifying vocabulary, conjugating aller in a sentence, complete math problems, fill in the blank with the correct article. *These assessments will mostly require students to Remember, Understand, and Apply. Accommodations/Modifications: ‐
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Provide students with guided notes. Provide a review sheet for material to be covered. Post assignments, schedules, directions and reminders. Obtain student’s attention prior to giving directions. Inclusion of “hands‐on activities” (ex; SMART Board games) (http://www.digitaldialects.com/French.htm).
Modify sections of tests, quizzes, and activities. Summative Assessments: Pre‐Test, Benchmark, and End of Year Assessment. *These assessments will mostly require students to Understand, Apply, Analyze, and Evaluate. Accommodations/Modifications: ‐
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Provide a study guide before assessment. Divide or chunk assessments into portions. Supply a word bank or reduce number of choices. Increase spacing to reduce visual clutter – put fewer questions on each page. Write answers on test instead of on Scantron. ‐
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Provide a word bank. Enlarge font to make the assessment more eye appealing. Provide a clear and concise rubric. Choose cooperative learning groups to ensure effective work and socialization skills. Performance Assessments: ‐
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Café Menu Project: Create a menu for a café and a skit that would take place at your café. Journal entries on what students like to eat, what French foods they might want to try. Je n’aime pas / J’aime poster. ‐
*These assessments will mostly require students to Apply, Analyze, Evaluate, and Create. Accommodations/Modifications: ‐
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Simplify project rubrics. Provide oral and written instructions. Provide step‐by‐step instruction. Provide a list of expectations for self‐monitoring. Alter requirements to make projects more manageable . Provide a study buddy and let the buddy know what his role is / supportive. Select cooperative learning groups to ensure effective work and socialization skills. June 2012
Black Horse Pike Regional School District Curriculum Template ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS PART I: UNIT RATIONALE WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS? Course/Unit Title: Unit Summary: French 1 – Unit 4: A l’école Unit 4 of French 1 focuses on the school and students’ daily class schedules. Vocabulary in this unit includes classroom objects and prepositions of place, as Grade Level(s): 9 well as school subjects, days of the week and months, and numbers from 100‐
1000. Students will be introduced to the French calendar and learn to tell the date, which will be reviewed again in the following unit. Students will learn the irregular verb avoir as well as expressions of thirst, hunger, need and age. Another grammar concept included is the conjugation of regular –ir verbs. The class will also explore French schools and daily activities of French teenagers. Essential Question(s): Enduring Understanding(s): ‐ Why are some verbs regular ‐ Language reflects and is influenced by the culture in which it is found. and some are irregular? ‐ Education and schooling is an important aspect of every culture. ‐ How can I describe my daily ‐ Cultural perspectives are gained by using the language and through school activities? experience with its products and practices. ‐ Why is education ‐ The goal is effective communication, not word‐for‐word translation. important? ‐ People appreciate your effort to learn and use their language. ‐ How fluent do I need to be ‐ Different linguistic structures communicate different meanings. in order to communicate ‐ The language we use changes with the situation. effectively? ‐ Both American and francophone countries have important holidays and ‐ How can I express the ways of celebrating. physical location of things ‐ Both American and francophone countries have slang expressions and ways and people? of expressing their emotions. ‐ How are education structures similar and different in the United States and francophone countries? ‐ Why can’t you use the same words or expressions with everyone in every situation? ‐ How can I explore other cultures without stereotyping? ‐ To what extent are French and English different when expressing time and date? ‐ What is a preposition and what is its role in a sentence? PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES DESCRIBE THE LEARNING TARGETS. After each target, identify the NJCCCS or Common Core Standards that are applicable Learning Target 1. Point out classroom objects and school subjects. 2. Ask about and identify placement of classroom objects. 3. Say what you need for school and particular classes. 4. Conjugate the verb avoir correctly and utilize idiomatic expressions with avoir. 5. Describe your school schedule. 6. Count from 100 to 1000. 7. Agree and disagree with someone. 8. Tell time using the 24 hour clock. 9. Compare school systems in the US and French speaking countries. 10. Conjugate regular –ir verbs. 11. State the date in French. NJCCCS or CCS 1. 7.1.NH.A.2,4 2. 7.1.NH.B.2,3,4 3. 7.1.NH.B.5 4. 7.1.NH.A.3 5. 7.1.NH.B.4,5 6. 7.1.NH.A.4 7. 7.1.NH.B.3,4 8. 7.1.NH.A.2 9. 7.1.NH.C.3,5 10. 7.1.NH.A.4 11. 7.1.NH.B.3 Inter‐Disciplinary Connections: English – Students will learn parts of speech, irregular verbs, regular verbs, prepositions, and discuss context and text organization. Technology – Students will be exposed to Microsoft Office Power Point for presentations, Quizlet.com and Quia.com for review of vocabulary, and the textbook website for listening activities. Math – Students will utilize numbers 100‐1000, the 24 hour clock and tell time in French. Students will engage with the following text: ‐
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C’est à Toi Level 1 Chapter 4 Description of school schedule on page 117 Train/bus/TV schedules Grammar and Vocabulary Workbook Quia.com C’est à Toi Website: http://www.emcp.com/cestatoi/ Accommodations / Modifications ‐ Highlight or underline specific vocabulary related to the specific workbook page. ‐ Provide a tracking sheet of expected assignments for the week/ day. ‐ Provide students with guided notes. ‐ Create word walls to provide re‐enforcement and support/prominently displayed. ‐ Provide graphic organizers. ‐ Provide mental models for vocabulary. ‐ Provide guided questions to enhance comprehension. ‐ Incorporate media/ audio visual representation (YouTube/Quizlet.com). Students will write: ‐
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Short journal responses describing their school and comparing their schools to French schools. Summaries of culture sections in textbooks on interjections, élève v. étudiant, trousse v. sac à dos, French calendar, French schooling and classes, time and exact time. Short descriptions of their daily school schedule. Accommodations / Modifications ‐ Provide a clear and concise rubric. ‐ Reduce value for spelling and grammar in rubric. ‐ Base grade on organization and content. ‐ Provide graphic organizers. ‐ Reduce length of the assignment. ‐ Provide extended time for writing assignments. ‐ Provide visual clues around the room. ‐ Give repetition and clarifications regularly. PART III: TRANSFER OF KNOWLEDGE AND SKILLS DESCRIBE THE LEARNING EXPERIENCE. How will students uncover content and build skills. ‐ Listen to Conversation Culturelles from C’est à Toi Level 1 Chapter 4, fill in blanks of dialogue on worksheet. ‐ Read Aperçus Culturels sections from C’est à Toi Level 1 Chapter 4, discuss as a class and write in journals. ‐ Take notes from PowerPoint on IR verbs. ‐ Complete worksheet practicing avoir. ‐ Loto with school vocabulary. ‐ Word search with vocabulary. ‐ Chorale response with vocabulary words. ‐ Play the Snake Game and the dice game with regular –ir verbs. ‐ Take notes from PowerPoint on avoir and expressions with avoir. ‐ Read culture section about French schools and answer activity questions. ‐ Review of vocabulary with Quizlet flashcards on SMART Board. ‐ Watch textbook DVD clips for Chapter 4. ‐ Look at a picture of a classroom and answer true/false questions about where things are. ‐ Interview your classmate about their birthday and then share with the class. ‐ Read the schedule in ex 9 on page 117 and complete worksheet to fill in his schedule. ‐ Discuss differences between French and American schedules. ‐ Create a dialogue with a partner comparing your school schedules. ‐ With a partner, look at a French train/bus/movie/TV schedule and figure out the times. Accommodations / Modifications ‐ Model appropriate expectations for the assignment. ‐ Allow students to provide oral presentation to instructor where appropriate to demonstrate understanding of concept. ‐ Decreased emphasis on spelling accurately. ‐ Provide graphic organizers. ‐ Less emphasis on accuracy of accent marks. PART IV: EVIDENCE OF LEARNING IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS. IDENTIFY BLOOM’S LEVELS. Formative Assessments: ‐
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Homework exercises in Grammar and Vocabulary workbook Chapter 4 Quizzes – vocabulary, avoir and avoir expressions, ‐ir verbs, school supplies Dictations: topics may include short descriptions of school schedules Notebook Quizzes on various warm‐ups and notes in notebook Unit Test: Fill in the blank, open ended test on school supplies, conjugating avoir and expressions with avoir, conjugating ir verbs, telling the time and date, listening questions Daily Warm‐up Exercises: ex; identifying school subjects, conjugating avoir in a sentence, complete math problems, translate sentences, describe where objects are in relationship to each other *These assessments will mostly require students to Remember, Understand, and Apply. Accommodations/Modifications: ‐
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Provide students with guided notes. Provide review sheet for material to be covered. Post assignments, schedules, directions and reminders. Obtain students’ attention prior to giving directions. Inclusion of “hands‐on” activities (ex; SMART Board games) (http://wwwdigitaldialects.com/French.htm). Modify sections of tests, quizzes, and activities/fewer number of questions, word bank included. Summative Assessments: Pre‐Test, Benchmark, and End of Year Assessment *These assessments will mostly require students to Apply, Analyze, and Evaluate. Accommodations/Modifications: ‐
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Divide or chunk assessments into portions. Provide a study guide prior to assessment. Supply a word bank or reduce number of choices. Increase spacing to reduce visual clutter – put fewer questions on each page. ‐
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Write answers on test instead of on a Scantron Sheet. Replay or slow down rate of speech on oral assessments. Provide a word bank. Provide a clear concise rubric prior to assignment. Enlarge font to make the assessment more eye appealing. Choose cooperative learning groups to ensure effective work and socialization skills. Performance Assessments: ‐
Create a calendar of your birthday month. Write and perform a conversation with your classmate discussing and comparing your schedules. ‐
*These assessments mostly require students to Apply, Analyze, Evaluate, and Create. Accommodations/Modifications: ‐
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Simplify project rubrics. Provide oral and written instructions. Allow students to work with partners. Provide step‐by‐step instructions. Allow students to work in partners. Provide a checklist of expectations for self‐monitoring. Alter requirements to make projects more manageable. Provide a buddy and let the buddy know what their role is/ supportive. Select cooperative learning groups to ensure effective work and socialization skills. June 2012
Black Horse Pike Regional School District Curriculum Template ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS PART I: UNIT RATIONALE WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS? Course/Unit Title: Unit Summary: French 1 – Unit 5: En famille This unit focuses on a theme central to any student: family. Students will learn to identify family members, as well as to describe them with adjectives, Grade Level(s): 9 making correct adjective agreement. Students will also be able to identify pets, as well as the months of the year and important French holidays. Students will learn the irregular verb être (to be) and possessive adjectives in order to describe themselves and their family members. They will also encounter numbers over 1000 and be able to write the date in French. Students will read about French family structure, vacations, birthday celebrations, and the use of the metric system. Essential Question(s): Enduring Understanding(s): ‐ Why are some verbs regular ‐ Language reflects and is influenced by the culture in which it is found. and some are irregular? ‐ Family is an important aspect of every culture. ‐ How can I describe the ‐ Cultural perspectives are gained by using the language and through people in my family and experience with its products and practices. their relationships to each ‐ The goal is effective communication, not word‐for‐word translation. other? ‐ People appreciate your effort to learn and use their language. ‐ How fluent do I need to be ‐ Different linguistic structures communicate different meanings. in order to communicate ‐ The language we use changes with the situation. effectively? ‐ Both American and francophone countries have important holidays and ‐ How do I begin, sustain, and ways of celebrating. end a conversation when I am just beginning to learn a new language? ‐ How are family structures and traditions similar and different in the United States and francophone countries? ‐ Why can’t you use the same words or expressions with everyone in every situation? ‐ How can I explore other cultures without stereotyping? ‐ To what extent are French and English different when using adjectives to describe people physically and their personality? PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES DESCRIBE THE LEARNING TARGETS. After each target, identify the NJCCCS or Common Core Standards that are applicable Learning Target 1. Point out friends and family members telling age and physical traits. 2. Apply possessive adjectives to family member descriptions. 3. Identify and describe pets. 4. Conjugate the verb être correctly. 5. Identify and use personality traits. 6. Count over 1000. 7. Compare and contrast American and French family structures. 8. Ask someone what they are like. 9. Describe yourself and your family members. 10. Ask about and tell someone’s birthday. NJCCCS or CCS 1. 7.1.NH.A.2,4 B.3 2. 7.1.NH.A.2,4 3. 7.1.NH.A.5 4. 7.1.NH.A.4,5 5. 7.1.NH.A.4,5 B.3,5 6. 7.1.NH.A.4 7. 7.1.NH.C.3,5 8. 7.1.NH.B.4,5 9. 7.1.NH.A.4 B.2,3,4 10. 7.1.NH.B.3,4 Inter‐Disciplinary Connections: English – Students will discuss parts of speech, irregular verbs, and possessive adjectives. Technology – Students will be exposed to Microsoft Office PowerPoint for presentations, Quizlet.com and Quia.com for review of vocabulary, and the textbook website for listening activities. Science – Students will discuss Metric system. Math – Students will count with numbers in French 1000 and higher. Geography – Students will look at maps of and explore Nantes, Guadeloupe and Martinique. Students will engage with the following text: ‐
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C’est à Toi Level 1 Chapter 5 Grammar and Vocabulary Workbook ‐
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Sample wedding and birth announcements from workbook (p. 83) Quia.com C’est à Toi website: http://www.emcp.com/cestatoi/ Accommodations / Modifications ‐ Highlight or underline specific vocabulary related to the specific workbook page. ‐ Provide a tracking sheet of expected assignments for the week / day. ‐ Incorporate media / audio visual representation (YouTube on family members; Quizlet.com). ‐ Provide guided questions to enhance comprehension. ‐ Provide graphic organizers. ‐ Word walls to provide reference support / prominently displayed. Students will write: ‐
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Short journal responses about personal family customs. Summaries of culture sections in textbook on family relationships, Guadeloupe and Martinique, vacations, and birthday celebrations. Short descriptions of themselves and their family members. Sentences describing famous families and their relationships to each other. Accommodations / Modifications ‐ Give repetition and clarifications regularly. Provide a clear and concise rubric. ‐ Reduce value for spelling and grammar in rubric. ‐ Base grade on organization and content. ‐ Provide graphic organizers. ‐ Reduce length of the assignment. ‐ Provide visual clues around the room. PART III: TRANSFER OF KNOWLEDGE AND SKILLS DESCRIBE THE LEARNING EXPERIENCE. How will students uncover content and build skills. ‐ Listen to Conversation Culturelles from C’est à Toi Level 1 Chapter 5, fill in blanks of dialogue on worksheet. ‐ Read Aperçus Culturels sections from C’est à Toi Level 1 Chapter 5 and discuss as a class. ‐ Take notes from PowerPoint on possessive adjectives. ‐ Complete worksheet practicing être, adjective agreement, and the correct form of beau. ‐ Loto with family vocabulary. ‐ Complete worksheets with family trees. ‐ Word search with vocabulary. ‐ Describe the relationships between members of “famous families” (ex; The Simpsons). ‐ Chorale response with vocabulary words. ‐ Use the dictionary to look up the gender of a noun and then chose the correct possessive adjective. ‐ Play the Snake Game with adjectives and être. ‐ Take notes from PowerPoint on adjective agreement. ‐ Read culture section about French families and answer activity questions. ‐ Describe your family in 5 sentences using possessive adjectives and être. ‐ Review of vocabulary with Quizlet flashcards on SMART Board. ‐ Watch textbook DVD clips for Chapter 5. ‐ Interview your classmates and write out their birthdays. ‐ Match name of pets to pictures on worksheet. ‐ Qui suis‐je game (Who am I) Guess who I am based on how I describe myself. ‐ Interview your classmates about how they would describe themselves. Modifications / Accommodations ‐ Model appropriate expectations for the assignment. ‐ Allow student to provide oral presentation to instructor where appropriate to demonstrate understanding. ‐ Decreased emphasis on spelling accuracy. ‐ Provide graphic organizers. ‐ Less emphasis placed on accuracy of accent marks. PART IV: EVIDENCE OF LEARNING IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS. IDENTIFY BLOOM’S LEVELS. Formative Assessments: ‐
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Homework exercises in Grammar and Vocabulary workbook Chapter 5 Quizzes – vocabulary, possessive adjectives, être, and adjective agreement Dictations: topics may include short descriptions of family members Notebook Quizzes on various warm‐ups and notes in notebook Unit Test: Fill in the blank, open ended test on family members, adjective agreement, possessive adjectives and être Daily Warm‐up Exercises: ex; identifying family members, conjugating être in a sentence, complete math problems, describe people pictured, translate sentences *These assessments will mostly require students to Remember, Understand, and Apply. Accommodations/Modifications: ‐ Provide students with guided notes. ‐ Post assignments, schedules, directions and reminders. ‐ Obtain students’ attention prior to giving directions. ‐ Inclusion of “hands‐on” activities (ex; Smartboard games) (http:www.digital dialects.com/French.htm). ‐ Restate directions and model on the board. ‐ Modify sections of tests, quizzes, and activities (shorten the assessment divide or chunk into portions). ‐ Provide a word bank. ‐ Provide a study guide before the assessment. ‐ Increase spacing to reduce visual clutter. ‐ Write answers on test instead of Scantron. ‐ Replay or slow down rate of speech on oral assessment. ‐ Provide a clear and concise rubric. Summative Assessments: Pre‐Test, Benchmark, and End of Year Assessment *These assessments will mostly require students to Remember, Understand, Apply, Analyze, and Evaluate. Accommodations/Modifications: ‐
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Extended time and retest failures (at teacher’s discretion). Divide or chunk assessments into portions. Supply a word bank or reduce number of choices. Increase spacing to reduce visual clutter – put fewer questions on each page. Write answers on test instead of on Scantron. Replay or slow down rate of speech on oral/ assessments. Restate directions and/or read test to student. Performance Assessments: ‐
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Create a family album or family tree and write sentences to describe the relationships between people pictured. Present your family to the class, using possessive adjectives, physical and personality descriptions. *These assessments will mostly require students to Apply, Analyze, Evaluate, and Create. Accommodations/Modifications: ‐
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Simplify project rubrics. Provide oral and written instructions. Allow students to work with partners. Provide step‐by‐step instructions. Provide a checklist of expectations for self‐monitoring. Alter requirements to make projects more manageable. Individual presentations with the teacher only. ‐ Provide a buddy and let the buddy know what their role is / supportive. ‐ Select cooperative learning groups to ensure effective work and socializations skills. June 2012
Black Horse Pike Regional School District Curriculum Template ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS PART I: UNIT RATIONALE WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS? Course/Unit Title: Unit Summary: This unit builds on concepts already learned in the first five units and French 1 – Unit 6 : Tu viens introduces new ones with increasing challenges. Vocabulary in this unit d’où ? includes the names of countries and nationalities and how to tell where you are Grade Level(s): 9 from. Students will learn about tours and travelling within Europe, professions and working in French‐speaking regions of the world, the seasons and the weather. They shall build on their repertoire of French irregular verbs with venir and faire, build on their grammar knowledge with contraction of articles, forming questions, and learn to use the interrogative adjective quel. Essential Question(s): Enduring Understanding(s): ‐ How does travelling ‐ You too can learn a foreign language. around the world improve ‐ People have different styles of learning a language. my language learning ‐ Learning a foreign language opens doors for you personally and abilities? professionally. ‐ How does familiarity and ‐ French is a global language. understanding of a foreign ‐ There are formal and informal registers in French. culture help me integrate ‐ Learning a different language and culture leads to a greater understanding into my own community? of our world and why people think and act in different ways. ‐ How are language and ‐ Working conditions and benefits differ in the United States and in France culture related? and francophone countries. ‐ How does learning a ‐ There are many ways to ask a question in French. language open “doors of opportunity”? ‐ Why are some verbs regular and some verbs irregular? ‐ How does one’s profession express one’s life? ‐ How can I describe where I am from and where others are from? ‐ How does the weather affect our daily lives? ‐ What is the value of meeting people with different nationalities than mine? ‐ What are different ways to form a question? PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES DESCRIBE THE LEARNING TARGETS. After each target, identify the NJCCCS or Common Core Standards that are applicable Learning Target 1. Identify the French speaking countries and regions of the world. 2. Say you are from a certain city, town, state or country. 3. Identify and know the different question forming techniques in French. 4. Ask someone their nationality and tell yours. 5. Ask and tell what your profession is. 6. Identify countries and capitals where French is spoken. 7. Describe the influence of the French language and culture on the U.S. 8. Identify cultural differences of French speaking countries and the U.S. 9. Identify the differences between the Celsius and Fahrenheit temperatures. 10. Identify and note the differences between the metric and the imperial systems of measurement. 11. Ask about and describe the weather. 12. Conjugate the irregular verbs faire and venir. NJCCCS or CCS 1. 7.1.NH.A.2 2. 7.1.NH.A.2,4 3. 7.1.NH.A.4 4. 7.1.NH.B.3,4 5. 7.1.NH.B.2,4 6. 7.1.NH.B.2 7. 7.1.NH.B.4 8. 7.1.NH.C.5 9. 7.1.NH.A.1, C.5 10. 7.1.NH.A.3, C.5 11. 7.1.NH.B.2,4 12. 7.1.NH.A.2,4 Inter‐Disciplinary Connections: Social Studies and Geography – Students will examine maps of France and Europe and the city of Tours. Technology – Students will be exposed to Microsoft Office Power Point for presentations, Quizlet.com and Quia.com for review of vocabulary, and the textbook website (http://www.emcp.com/cestatoi/) for listening activities. Science – Students will discuss and learn the difference between the metric system and units of measurements utilized in the United States. Students will engage with the following text: ‐
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C’est à Toi Level 1 Chapter 6 Grammar and Vocabulary Workbook C’est à Toi website: http://www.emcp.com/cestatoi/ Short employment ads in textbook p. 198‐9 Weather sections from a French newspaper Reading selection: « La Soirée de papa » p. 214 Accommodations / Modifications ‐ Highlight or underline specific vocabulary related to the specific workbook page. ‐ Provide a tracking sheet of expected assignments for the week / day. ‐ Incorporate media / audio visual representation (YouTube on types of weather and the verb faire; Quizlet.com). ‐ Provide guided questions to enhance comprehension. ‐ Provide graphic organizers. ‐ Word walls to provide reference support / prominently displayed. Students will write: ‐
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Short journal responses on where their families are from and what countries they would like to visit. Weather reports. Descriptions of their family members’ professions. Employment ads. Summaries of culture sections from the textbook on Tours and the Loire Valley, travelling in Europe, working in France, temperatures and scooters. Accommodations / Modifications ‐ Provide a clear and concise rubric. ‐ Reduce value for spelling and grammar in rubric. ‐ Base grade on organization and content. ‐ Provide graphic organizers. ‐ Reduce length of the assignment. ‐ Extended time on writing assignments. ‐ Provide visual clues around the room. ‐ Give repetition and clarifications regularly. PART III: TRANSFER OF KNOWLEDGE AND SKILLS DESCRIBE THE LEARNING EXPERIENCE. How will students uncover content and build skills. ‐ Listen to, read, and translate Conversation Culturelles from C’est à Toi Level 1 Chapter 6. ‐ Read Aperçus Culturels sections from C’est à Toi Level 1 Chapter 6. ‐ Create short conversations simulating meeting a foreign national. ‐ Complete exercises in Chapter 6 of textbook using vocabulary, irregular verbs, and forming questions. ‐ Chorale response of vocabulary using pictures from Power Point. ‐ Virtual tours of some French speaking regions. ‐ Describe what the weather is like. ‐ Conversion problems of temperatures from the imperial to the metric system. ‐ Describe feeling under different weather condition. ‐ Take notes from PowerPoint on the French interrogative adjective quel, quels, quelle, quelles. ‐ Note that the vous form for the Faire does not end in ez. ‐ Listening Activities for chapter 6 (executing commands from the listening activities). ‐ Take notes on forming questions from PowerPoint notes and complete graphic organizer. ‐ Dictations to build oral/aural medium of speech to ensure what you hear is what is said. ‐ Take notes on C’est v. Il/Elle est from PowerPoint notes. ‐ Interview classmates about whether or not they have a pet. ‐ Listen to the song Quel temps fait‐il? Sing and fill in the blank with vocabulary words. ‐ Walk around the room and fill in the blanks with faire and the appropriate expression based on the picture. ‐ Review of vocabulary with Quizlet flashcards on SMART Board. ‐ Watch Textbook DVD for Chapter 6. ‐ Play Jeopardy to review Chapter 6. ‐ Take notes on indefinite articles after the negative from Power Point. Accommodations / Modifications ‐ Model appropriate expectations for the assignment. ‐ Allow students to provide oral presentation to instructor where appropriate to demonstrate understanding of concept. ‐ Decreased emphasis on spelling accuracy. ‐ Provide graphic organizers. ‐ Less emphasis on accuracy of accent marks. PART IV: EVIDENCE OF LEARNING IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS. IDENTIFY BLOOM’S LEVELS. Formative Assessments: ‐
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Homework exercises Grammar and Vocabulary workbook Chapter 6 Quizzes – vocabulary, faire and weather, venir, forming questions and quel Dictations: topics may include short descriptions of family members Notebook Quizzes on various warm‐ups and notes in notebook Unit Test: Multiple choice test on professions, nationalities and countries, questions and quel, negatives and the indefinite article, weather, venir, and faire Daily Warm‐up Exercises: ex; identifying countries and nationalities, conjugating venir in a sentence, conjugating faire in sentences, identifying professions, complete sentences with Ce/C’, Il, Elle, Ils, Elles, translate sentences, rewrite questions, fill in the blank with quel * These assessments will mostly require students to Remember, Understand, and Apply. Accommodations/Modifications: ‐
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Provide students with guided notes. Post assignments, schedules, directions and reminders. Obtain students’ attention prior to giving directions. Inclusion of “hands‐on” activities (ex; SMART Board games) (http://www.digitaldialects.com/French.htm).
Modify sections of tests, quizzes and activities. Summative Assessments: Pre‐Test, Benchmark, and End of Year Assessment *These assessments will mostly require students to Apply, Analyze, and Evaluate. Accommodations/Modifications: ‐
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Provide a study guide before assessment. Supply a word bank or reduce number of choices. Increase spacing to reduce visual clutter – put fewer questions on each page. Write answers on test instead of on Scantron sheet. Replay or slow down rate of speech on oral assessments. ‐
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Divide or chunk assessments into portions. Enlarge font to make the assessment more eye‐appealing. Provide a clear rubric prior to assignment. Choose cooperative learning groups to ensure effective work and socialization skills. Performance Assessments: ‐
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Create an album describing where you are from and the profession of your relatives. Create and present a weather report. *These assessments will mostly require students to Apply, Analyze, Evaluate, and Create. Accommodations/Modifications: ‐
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Simplify project rubrics. Provide extra time to complete assignments. Provide oral and written instructions. Allow students to work with partners. Provide step‐by‐step instructions. Alter requirements to make projects more manageable. Individual presentation with the teacher only. Provide a buddy and let the buddy know what their role is/supportive. Select cooperative learning groups to ensure effective work and socialization skills. June 2012
Black Horse Pike Regional School District Curriculum Template ENGAGING STUDENTS  FOSTERING ACHIEVEMENT  CULTIVATING 21ST CENTURY GLOBAL SKILLS PART I: UNIT RATIONALE WHY ARE STUDENTS LEARNING THIS CONTENT AND THESE SKILLS? Course/Unit Title: Unit Summary: French 1 – Unit 7: On fait les In this unit students are introduced to an important and interesting feature of French cultural, social and economic life: clothing and shopping. Students will magasins learn about clothing, different clothing styles, adjectives and their various Grade Level(s): 9 forms and fashion in general. They will learn about major French departmental stores, as well as specialized boutiques and open‐air markets. Students will use the previously‐learned verb aller to express what is going to happen with the futur proche tense. Grammar topics include the verbs acheter and préférer, regular –re verbs, the position and forms of adjectives and irregular adjectives. Essential Question(s): Enduring Understanding(s): ‐ You can learn a 2nd language. ‐ What does clothing say ‐ People have different styles of learning a language. about a person? ‐ How can the near future be ‐ Learning a 2nd language opens doors for you personally and professionally ‐ French is a global language. expressed in French? ‐ How does shopping differ in ‐ There are formal and informal registers in French. ‐ Learning a different language and culture leads to a greater understanding Francophone cultures? of our world and why people think and act in different ways. ‐ How do adjectives relate to ‐ Shopping and fashion is an important part of both American and the nouns they modify in francophone countries. the French language? ‐ How are clothing sizes and ‐ French fashion icons have a global impact on what we see and wear today. shoe sizes different throughout the world? ‐ How can I say what I want or need to say and be understood? ‐ Can I listen and respond to a variety of French language texts and media? ‐ Will I understand and be understood in French? ‐ What tools do I need to understand and carry out a conversation? ‐ What information, ideas and opinions do I learn by reading and speaking French? ‐ How does shopping help me understand and appreciate Francophone culture? PART II: INSTRUCTIONAL STRATEGIES AND RESOURCES DESCRIBE THE LEARNING TARGETS. After each target, identify the NJCCCS or Common Core Standards that are applicable Learning Target 1. Listen and respond to a variety of spoken texts about shopping and clothing. 2. Ask and tell how you like somebody’s attire. 3. Ask for and give the prices of items. 4. Describe articles of clothing and accessory items and what you are wearing. 5. Name and use the colors to describe what you are wearing. 6. Ask for and tell shoe and clothing sizes. 7. Identify, discuss, compare, and contrast fashion and clothes shopping habits of various Francophone cultures. 8. Compare clothing preferences/places to shop with other countries. 9. Identify articles of clothing. 10. Conjugate “re” verbs in the present tense. 11. Conjugate the irregular verbs acheter and préférer. 12. Use the irregular verb aller plus the infinitive to express what is going to happen. NJCCCS or CCS 1. 7.1.NH.A.2 2. 7.1.NH.B.2,4 3. 7.1.NH.B.2,4 4. 7.1.NH.A.4, B.2 5. 7.1.NH.B.4 6. 7.1.NH.A.3, B.4 7. 7.1.NH.A.1, C.5 8. 7.1.NH.A.3, C.5 9. 7.1.NH.A.3,4 10. 7.1.NH.A.3,4 11. 7.1.NH.A.3,4 12. 7.1.NH.A.4,5 Inter‐Disciplinary Connections: Consumer Science – Students will discuss fashion and the influence of French fashion designers. Technology – Students will be exposed to Microsoft Office PowerPoint for presentations, Quizlet.com and Quia.com for review of vocabulary, and the textbook website for listening activities. Math – Students will utilize math while comparing and converting clothing and shoe sizes. Geography – Students will discuss le Quartier Latin in Paris, and Montreal in Canada. English – Students will utilize cognates and French words used in English, irregular verbs, regular verbs, adjectives, prepositions and definite articles, and the near future tense Students will engage with the following text: ‐
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C’est à Toi Level 1 Chapter 7 Clothing catalogues Grammar and Vocabulary Workbook Accommodations / Modifications ‐ Highlight or underline specific vocabulary related to the specific workbook page. ‐ Provide a tracking sheet of expected assignments for the week / day. ‐ Incorporate media / audio visual representation (YouTube on the naming of clothing; Quizlet.com). ‐ Provide guided questions to enhance comprehension. ‐ Provide graphic organizers. ‐ Word walls to provide reference support / prominently displayed. Students will write: ‐
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Cornell notes on “Comparing shopping etiquettes across francophone cultures”. Short journal responses about their fashion preferences and knowledge about French fashion designers Summaries of culture sections in textbook on sales, specialized shops and open‐air markets, Montreal and Canada, the difference between American and European sizes, and French words used in English. Short descriptions of what they are wearing. Accommodations / Modifications ‐ Provide a clear and concise rubric. ‐ Reduce value for spelling and grammar in rubric. ‐ Base grade on organization and content. ‐ Provide graphic organizers. ‐ Reduce length of the assignment. ‐ Extended time on writing assignments. ‐ Provide visual clues around the room. ‐ Give repetitions and clarifications regularly. PART III: TRANSFER OF KNOWLEDGE AND SKILLS DESCRIBE THE LEARNING EXPERIENCE. How will students uncover content and build skills. ‐ Listen to, read, and translate Conversation Culturelles from C’est à Toi Level 1 Chapter 7. ‐ Read Aperçus Culturels sections from Chapter 7 C’est à Toi Level 1 Chapter 7. ‐ Discuss, compare, and contrast fashion and clothes shopping habits of various Francophone cultures. ‐ Chorale response of vocabulary. ‐ Play Loto with clothing vocabulary. ‐ Ask a partner and describe what you are wearing. ‐ In small groups, describe what people are wearing in a picture. ‐ Word search with vocabulary. ‐ Complete exercises in Chapter 7 of textbook using vocabulary and grammar concepts learned. ‐ Read culture section on fashion and discuss as a class. ‐ Take notes on adjective agreement, placement, and irregular adjectives from PowerPoint. ‐ Describe items with descriptive adjectives and colors. ‐ Write 3 sentences saying what you are going to do this afternoon using futur proche. ‐ Discuss agreement and placement of adjectives and identify and use various forms appropriately (B.A.N.G.S. or B.A.G.S.) ‐ Say what you would wear in certain weather conditions. ‐ Discuss preferences and tell what items s/he will buy using irregular verbs acheter & préférer. ‐ Complete listening Activities for chapter 7 (identify clothing item, color, size). ‐ Play Snake Game and dice game with –re verbs. ‐ Dictations: possible topics may include going shopping, asking someone what they think of an outfit…). ‐ Review of vocabulary with Quizlet flashcards on SMART Board. ‐ Watch textbook DVD clips for Chapter 7. Accommodations / Modifications ‐ Model appropriate expectations for the assignment. ‐ Allow students to provide oral presentations to the instructor where appropriate to demonstrate understanding of concept. ‐ Decreased emphasis on spelling accuracy. ‐ Provide graphic organizers. ‐ Less emphasis on accuracy of accent marks. PART IV: EVIDENCE OF LEARNING IDENTIFY THE METHODS BY WHICH STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF CONTENT AND THEIR ABILITY TO APPLY SKILLS. IDENTIFY BLOOM’S LEVELS. Formative Assessments: ‐
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Homework exercises in Grammar and Vocabulary workbook for Chapter 7 Quizzes – clothing vocabulary, futur proche, adjective position and agreement Dictations: topics may include short descriptions of what someone is wearing Notebook Quizzes on various warm‐ups and notes in notebook Daily Warm‐up Exercises: ex; identifying what someone is wearing and describe it with an adjective, say what you are going to wear based on the weather, write sentences in the futur proche *These assessments will mostly require students to Remember, Understand, and Apply. Accommodations/Modifications: ‐
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Provide students with guided notes. Post assignments, schedules, directions and reminders. Obtain students’ attention prior to giving directions. Inclusion of “hands‐on” activities (ex; Smart Board games) (http:www.digital dialects.com/French.htm. Modify sections of tests, quizzes and activities. Summative Assessments: Pre‐Test, Benchmark, and End of Year Assessment *These assessments will mostly require students to Understand, Apply, Analyze, and Evaluate. Accommodations/Modifications: ‐
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Increase spacing to reduce visual clutter – put fewer questions on each page. Provide a study guide before the assessment. Divide or chunk assessments into portions. Supply a word bank or reduce number of choices. Write answers on test instead of on Scantron. Performance Assessments: ‐
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Create a simulation of a shopping interaction between a customer and a store attendant. Create a fashion catalogue. Perform a fashion show. *These assessments will mostly require students to Apply, Analyze, Evaluate, and Create. Accommodations/Modifications: ‐ Simplify project rubrics. ‐ Provide oral and written instructions. ‐ Allow students to work with partners. ‐ Provide step‐by‐step instructions. ‐ Alter requirements to make projects more manageable . ‐ Individual presentations with teacher only. ‐ Provide a buddy and let the buddy know what his role is / supportive.