SPRING GROVE AREA SCHOOL DISTRICT
PLANNED INSTRUCTION
Course Title:
French I
Length of Course:
30 cycles
Grade Level(s):
9 – 12
Periods Per Cycle:
6
Units of Credit:
1
Length of Period:
43 minutes
Required:
Elective:
Total Instructional Time:
129 hours
X
Course Description:
This course is designed to present the language in its natural order: listening, speaking, reading, and writing. The student will develop these
communication skills through vocabulary dealing with daily situations. Proper pronunciation and intonation will also be stressed.
Objectives of Planned Course:
1. The student will acquire vocabulary and grammar while applying listening, speaking, reading, and writing skills to fundamental daily
expressions of the target language.
2. The student will identify and recognize cultural aspects of several places where the target language is spoken.
3. The student will use both regular and irregular verbs to communicate in the present and immediate future tenses of the target language.
Relationship to Academic Standards and Strategic Plan:
French I is linked to the Strategic Plan by providing a foundation for future language study.
Communication
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
Connections
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its
cultures.
French I
Page 2
Comparisons
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Communities
Standard 5.1: Students use the language both within and beyond the school setting.
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Materials/Resources:
Primary Source: Allez, Viens! French I Holt, Rinehart and Winston © 2006
Ancillary Sources from Allez, Viens! French I Holt, Rinehart and Winston © 2006
Technology:
Audio Compact Discs, Interactive CD-ROM Tutor, Video Program and DVD Tutor, One-Stop Planner with Test Generator
Print:
TPR Storytelling Book, Communicative Activity Book, Grammar Workbook, Grammar Tutor, Reading Strategies and Skills Handbook, Joie de Lire 1
Reader, Cahier d’activitiés Workbook, Teaching Transparencies, Exploratory Guide, Testing Program, Alternative Assessment Guide, Standardized
Assessment Tutor, Student Make-Up Assignments Book
Adopted: 01/27/1988
Revised: 09/03/1991, 07/21/1999, 8/17/05
F:\SHARE\NACJBR\NEWCURR\Foreign Language\2005\French\French I\Cover Sheet.doc
CONTENT
French I – Gr. 9-12
* The student will develop an
awareness of places where the
target language is spoken,
geography, and notable figures
in a cultural context.
* The student will use
introductions.
* The student will use the French
alphabet and accent marks as
spelling tools.
* The student will count and
express quantity.
* The student will use classroom
phrases.
TIME:
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
2.2, 3.1, 5.1
1.1, 1.3, 2.1, 5.1
1.1, 4.1
1.1, 1.2, 3.2, 4.2
1.2
9 days
* List 15 additional places in
the world, besides France,
where French is spoken and
identify on a world map. Each
French-speaking continent
should be represented with at
least one location.
* Identify and describe 5
famous French-speaking
people.
* Ask and answer the
question to give and state
your name.
* Listen to and spell words
aloud using the French
alphabet.
* Recognize the five accent
marks and their function.
* Count aloud from 0-20.
* Accurately write 10 of the
20 numbers.
* Listen to 5 oral classroom
commands and respond by
taking action.
* Make 5 appropriate
classroom commands.
* Chapter video, map
transparency #4, textbook
page 1
* Summarize each person,
pgs 2-3, and compare one
to yourself
* Select a French name,
make name tags, pg 5
*Question/answer chain
* Game – guess who is
spelling words/numbers by
asking the person for their
name
* Flashcards with alphabet
letter sound
* A hand gesture for each
accent mark. List sample
words for each accent
* Audio CD disc 1
* Chapter video for
numbers
* Number flashcards
* Classroom command
gestures/actions
* Simon Says game
* Label Frenchspeaking locations on
a blank copy of world
map transparency #4
* Match descriptions
with names of famous
French-speaking
people
* Listening activity
involving listing letters
heard to create words
* Identify and write
numbers
* Oral Exam involving
spelling, names,
numbers
MATERIALS AND RESOURCES:
Chapitre Préliminaire of Allez, Viens! French I, Holt, Rinehart and Winston © 2006
Practice and Activity workbook
Other: Additional Allez, viens! French I ancillary materials, including Audio CDs and DVDs
ENRICHMENT AND EXPANDED OPPORTUNITIES:
Prepare an oral report on another famous French-speaking person
Guest speaker who uses French in their career
Individual student use of the CD-ROM or DVD-tutors
REMEDIATION AND INTERVENTION STRATEGIES:
Review vocabulary via flashcards
Paired student use and/or teacher supervision of use of the CD-ROM or DVD-tutors
Student Make-Up Assignments from the Allez,Viens! French I ancillary workbook
1
CONTENT
French I – Gr. 9-12
* The student will develop an
awareness of places where
the target language is
spoken, geography, and
notable figures in a cultural
context.
* The student will explore the
interaction of culture and
language.
* The student will read and
respond to written text.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
2.2, 3.1
* Identify and locate the town of
Poitiers on a map of France
* Identify 2 of the 3 bodies of
water that surround France
* Identify and describe 3 of the 6
points of interest in Poitiers
2.1, 3.2, 4.1, 4.2
* Identify 3 words and 2 gestures
used by teenagers to greet and
say goodbye to adults and other
teenagers. Compare to
American styles
* Identify the 3 abbreviations for
monsieur, madame, and
mademoiselle
1.2
* Introduce and describe yourself
in writing. Include greeting,
farewell, feeling, name, age, 1
thing/activity you like, 1 activity
you really like, and 1
thing/activity you dislike
* Chapter video/DVD about
Poitiers, play at least twice,
using text pgs 14-15 to
identify points of interest
* Map transparency #1,
textbook pgs 12-13 to
introduce Poitiers
* Students write summary
statements for each point
of interest
* Label the city of
Poitiers and the bodies
of water surrounding
France on a blank copy
of map transparency
#1
* Examine text pgs 16-17.
Discuss the cultural note in
the teachers’ edition.
Compare to American and
other cultures
* Examine Rencontre
culturelle on textbook pg
21. Act out dialogues
* Complete a chart
listing the ways French
and American
teenagers greet
teenagers, adults,
family members,
members of the
opposite sex
* Chapter video/DVD for
Mise en Train. Identify
name, age, likes, dislikes
for teenagers in video.
Check with text.
* Write and present a video
script biography
* Read/respond to letters,
text pgs 36-37
* Read/respond to letter,
text pg 43. Record on
audiocassette
* End of unit activity
asking students to write
a pen pal letter
2
CONTENT
French I – Gr. 9-12
* The student will use
greetings and farewells,
feelings, names, and age.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.1, 1.2, 2.1, 3.2, 5.1
* Write and pronounce 4
greetings and 2 farewells
* Determine which
greeting/farewell is culturally
appropriate
* Write and determine meaning
for 6 feeling responses, 2 per
category. Pronounce 1 feeling
response
* Determine cultural gestures for
each feeling category
* Ask and answer questions
about someone else’s name
* Recognize that il represents
his and elle is her
* Ask someone’s age and give
your age using numbers 0-20
* Gestures and choral
repetition to teach the 8
greetings/farewells
* Audio CD 1 Track 13-17,
match with the content
taught each day
* Create a collage with
greetings and farewells
* Categorize the feeling
expressions into 3
categories
* Present using culturally
appropriate gestures and
voice expression
* Use sentence strips to rearrange conversations
* Create miniconversations
* Use nametags from first
unit to ask and answer
questions about
classmates’ names
* Review numbers 0-20
* Paired practice with age
question/answer
* End of unit multiple
choice, scantron
summative assessment
* End of unit writing
assessment, create a
pen-pal letter
* End of unit speaking
assessment,
conversation with a
partner
* Writing quiz –
introduce yourself,
name, age, feeling, etc.
3
CONTENT
French I – Gr. 9-12
* The student will express
likes, dislikes, and preferences
about nouns and activities.
TIME:
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.1, 1.2, 2.1, 5.2, 4.2
18 days
* Write and pronounce the
question to ask if someone
likes something
* Write and say that you dislike
1 thing and activity
* Write and say that you love,
really like, and like 3 different
things/activities
* Write and say that you prefer
something using 1 of the 2
expressions
* Use the negative
construction ne (n’) … pas
around the verb to make
sentences negative
* Identify with correct spelling
and gender 11/21 nouns listed
on text pg 27 and 8/14 verbs
on pg 31
* Demonstrate knowledge of
when to use definite articles Ie,
la, l’, and les
* Identify 3 commonly
preferred activities of Frenchspeaking teenagers
* Sentence strips, colorcoded, for each like, dislike,
or preference sentence
starter and question.
* Word strips and visuals for
21 nouns, and 14 verbs.
Present separately using
choral repetition. Prompt for
answers
* Categorize masculine,
feminine, plural nouns
* Charades with 14 activities
* Game making sentences
negative, speed and
accuracy wins
* Audio CD 1 Tracks 18-19.
Track 24
* Writing activity – personal
likes/dislikes
*Chapter video/DVD, text pg
30. Read, view interviews.
Discuss leisure-time
preferences and compare to
American teens
* End of unit multiple
choice, scantron
summative
assessment
* End of unit writing
assessment, create a
pen-pal letter
* End of unit
speaking
assessment,
conversation with a
partner
*2 Vocabulary
spelling quizzes
* Write about 3
activities that Frenchspeaking teens like
or prefer
MATERIALS AND RESOURCES:
Chapitre 1 of Allez, Viens! French I, Holt, Rinehart and Winston © 2006
Practice and Activity workbook, Travaux Pratiques de Grammaire (Grammar and Vocabulary workbook)
Other: Additional Allez, viens! French I ancillary materials, including Audio CDs and DVDs
Internet www.go.hrw.com keyword WA3 POITIERS
ENRICHMENT AND EXPANDED OPPORTUNITIES:
One of the regional specialties in the Poitiers region is goat cheese. Share information from page 15D of the Allez, Viens! I teacher’s edition or have student(s)
research on their own. Share the recipe for goat cheese salad from page 15D. Allow student(s) to report their findings and/or prepare and bring in the salad.
Research other –er verbs and have a list to use in addition to those from the text. Create sentences to present to the class with other verbs.
Internet www.go.hrw.com keyword WA3 POITIERS; Individual student use of the CD-ROM or DVD-tutors.
REMEDIATION AND INTERVENTION STRATEGIES:
Vocabulary review with flashcards, and English meanings; Peer-tutoring, paired activity work in class; -ER verb matching activity with 8 subject pronouns, 8 stems,
8 endings on flashcards to manipulate; Paired student use and/or teacher supervision of use of the CD-ROM or DVD-tutors; Student Make-Up Assignments from
the Allez,Viens! French I ancillary workbook.
4
CONTENT
French I – Gr. 9-12
* Conjugate –er verbs in the
present tense
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
4.1
* Identify all 8 subject
pronouns
* Identify the stem of –er verbs
* Match –er verb endings to
the appropriate subject
pronoun
* Form sentences to describe
what different people like,
prefer, and love
* Review subject pronouns
already known.
* Present 3 new subject
pronouns
* Isolate the stem of –er
verbs
* Teach and add endings to
stems
* -ER verb quiz,
identify 8 subject
pronouns, find the
stems, add the
endings. Create
sentences about
likes, dislikes, and
preferences
TIME:
MATERIALS AND RESOURCES:
ENRICHMENT AND EXPANDED OPPORTUNITIES:
REMEDIATION AND INTERVENTION STRATEGIES:
5
CONTENT
French I – Gr. 9-12
* The student will use school
subject and school related
vocabulary.
* The student will develop an
awareness of places where
the target language is spoken
and events cultural context.
* The student will agree and
disagree.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.1, 1.2, 1.3
* Identify and correctly spell
13/23 school subject/school
related vocabulary terms
2.1, 2.2, 3.1, 3.2, 4.2
* Explain the grade level system
in French schools. Cite 2
examples
* Compare the bac with
graduating from high school in
the U.S. Cite 4 aspects
1.1, 1.2, 1.3, 5.1, 5.2
* Agree to a positive statement
* Agree to a negative statement
* Disagree to a positive
statement
* Disagree to a negative
statement
* Visuals and sentence
strips to teach school
vocabulary by categories
* Students create
flashcards for school
vocabulary
*Re-enter likes, dislikes,
and preferences
*Audio CD 2 Track 3
*Chart transparency to
visually represent the
grade level progression in
French schools
* Answer in French:
Which bac would you
take, why?
* Present sample positive
and negative sentences.
Use visual icons to
represent agreeing and
disagreeing. Place
responses under
appropriate headings.
Students practice
agreeing and disagreeing
to positive and negative
statements
* Audio CD 1 Track 4
* Emphasize the use of si
instead of oui to disagree
with a negative question
or statement
* School
subject/school
vocabulary quiz
* Part of a larger
assessment asking
students to compare
the French
educational system
to the American
system
* Use speaking
assessment rubric
from pg 54 of the
teacher’s edition to
assess activity 13
pg 54
6
CONTENT
French I – Gr. 9-12
* The student will ask for and
give information.
* The student will use the
irregular verb avoir in the
present tense.
* The student will develop an
awareness of places where
the target language is spoken
and events cultural context.
* The student will explore the
interaction of culture and
language.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.1
1.1
1.1, 1.2, 3.1, 3.2, 4.2
* Identify 3/5 time of day
vocabulary
* Use 1 of the 2 question starters
to ask what class(es) someone
has with a time of day
vocabulary word
*Use 6/8 avoir forms correctly
when describing what class(es)
you and other people have
* Identify 7 days of the week on
a school schedule
* Read and interpret a French
school schedule, identify 5
classes
* Calculate 3 24-hour system
times into 12-hour time.
Determine morning, afternoon,
and evening in the 24-hour time
system
* Compare 4 aspects of French
and American school schedules
* Visuals and word strips
to present the 5 time of
day vocabulary
* Display a typical
American school
schedule. Use as a
reference for creating
sentences to tell what
time of day I have
classes. Students create
sentences as well, using
different forms of the verb
avoir as modeled on the
chalkboard. Deduce the
meanings of the verb
avoir. Copy into notes
* Teach 2 questions to
ask about someone’s
class(es). Complete
paired activity 14, text pg
55
* Examine copies of
French school schedule,
text pg 56. Categorize
information on note sheet,
classes, time, days, etc.
* Game – convert 24-hour
times into 12-hour times.
Speed and accuracy wins.
* Audio CD 2 Track 5
* Avoir verb
conjugation quiz
* Write out their
school schedule for
a day
* Part of a larger
assessment asking
students to compare
the French
educational system
to the American
system
7
CONTENT
French I – Gr. 9-12
* The student will use numbers
21-59.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.2
* Count aloud from 21-59
* Accurately write 20 of the
numbers from 21-59
* The student will ask and
answer questions to tell time.
1.1, 1.2, 1.3
* Ask question to state the 3
times
* Ask question to tell at what
time 4 different people have
class
* The student will ask for and
express opinions.
1.1, 1.2, 1.3
* Say and write 4/6 favorable,
2/2 indifferent, and 4/6
unfavorable opinions
* Ask someone’s opinion of
school subjects
* Review numbers 0-20
* Start with number 20
and have students count
after you 20-29. Point out
spelling. Repeat process
to 59
* Game – student created
addition/ subtraction
problems are read aloud
and solved on the board
* Large clock on front
chalkboard, teach times
on the hour with
question/answer. Add
times on the minute, past
the half hour mark
* Students use miniclocks and their desks to
manipulate times,
listening, and speaking
practice
* Audio CD 2, Track 6
* Number
vocabulary quiz,
including a listening
portion where
students list the
digits they hear and
then write them in
French
* Present the opinion
vocabulary in 3
categories. Use facial
expressions and gestures
as students pronounce
after you
* Tie in prior knowledge of
likes, dislikes
* Audio CD 2 Track 11
* Read letter on text pg
62, write a response
* Ask for and
express opinion
vocabulary quiz
* Time quiz, read
the clocks and write
the time in a
complete sentence.
Examine a school
schedule and write
at what time
different the
student has
different classes
8
CONTENT
French I – Gr. 9-12
* The student will develop an
awareness of places where
the target language is spoken
and events cultural context.
* The student will explore the
interaction of culture and
language.
TIME:
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
2.1, 3.2, 4.2
* Describe the range of the
French grading system. Cite 1
below average, 1 average, and
1 above average score
* Read and examine the
French report card on text
pg 71. Discuss high and
low scores, teacher
comments. Check with
note culturelle, text pg 61
* Students create their
own French report card
15 days
* Part of a larger
assessment asking
students to compare
the French
educational system
to the American
system
* End of unit multiple
choice, scantron
summative
assessment
* End of unit journal
entry evaluating their
school year so far,
expressing opinions,
classes, times, etc.
MATERIALS AND RESOURCES:
Chapitre 2 of Allez, Viens! French I, Holt, Rinehart and Winston © 2006
Practice and Activity workbook, Travaux Pratiques de Grammaire (Grammar and Vocabulary workbook)
Other: Additional Allez, viens! French I ancillary materials, including Audio CDs and DVDs
Internet www.go.hrw.com keyword WA3 POITIERS-2
ENRICHMENT AND EXPANDED OPPORTUNITIES:
Have a student(s) prepare a recipe for Quiche Lorraine, another regional specialty, and bring it in for the class.
Develop and teach charades to represent each of the school subjects.
Research the educational systems in francophone countries, such as Canada and Côte d’Ivoire, and list the best aspects of each system. Use the
information to create the ideal school system.
Internet www.go.hrw.com keyword WA3 POITIERS-2
Individual student use of the CD-ROM or DVD-tutors
REMEDIATION AND INTERVENTION STRATEGIES:
Vocabulary review with flashcards, and English meanings
Peer-tutoring, paired activity work in class
-ER verb matching activity with 8 subject pronouns, 8 stems, 8 endings on flashcards to manipulate
Paired student use and/or teacher supervision of use of the CD-ROM or DVD-tutors
Student Make-Up Assignments from the Allez,Viens! French I ancillary workbook
9
CONTENT
French I – Gr. 9-12
* The student will make and
respond to requests.
* The student will ask others
what they need and tell what
they need.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.1, 1.2, 1.3
* Write and pronounce 6/12 of
the school supply vocabulary
terms
* Accurately place the indefinite
articles un, une, and des in front
of 6 school supplies
* Use the negative structure
pas…de 2/4 times to indicate a
negative, any
* Authentic school
supplies to teach 12
vocabulary terms with
choral repetition. Hide
items in a backpack, pull
out item by item out of to
teach. Use whole
sentence structure with
avoir. Involve students
with Tu as, Il a, Elle a.
*Audio CD 3,Tracks 3-4
* School supply
vocabulary quiz
* Quiz on using avoir
forms to make and
respond to requests
for school supplies
* Describe the
contents of 2
backpacks, using
the negative
structure pas…de
1.1, 5.1
* Say and write the question
used to ask what someone
needs
* Say and write the answer to
state what you need
* Game - List of school
subjects (prior knowledge
from chapter 2) in 1
minute. Review
List of school supplies, 1
minute. Review.
Introduce new content
question by using it in
context and asking
students what they need
for the classes on their
lists. Prompt with the
answer from the
chalkboard. Add
additional school supply
vocabulary as needed
* Writing activity – note to
remind yourself of your
needed school supplies
* Writing activity –
conversation
between parent and
child shopping for
school supplies,
ask/answer about
needed items
10
CONTENT
French I – Gr. 9-12
*The student will develop an
awareness of places where
the target language is spoken
and events cultural context.
* The student will explore the
interaction of culture and
language.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
2.1, 3.1, 3.2, 4.1, 4.2
* Explain 1 cultural fact about
shopping in French stores
(bagging items, browsing)
* Cite 3 similarities/differences
between required school
supplies in America and
French-speaking countries
* Explain 3 facts about the
euro
* Cultural notes in chapter 3,
compare to shopping in
American stores, euro
currency, prices
* Chapter video/DVD
Panorama Culturel to
present what required school
supplies in 3 francophone
countries
* Chapter video/DVD Mise
en Train presents school
supply shopping skit
* Read an authentic
school/office supply store
advertisement, text pgs 9293
* Assessed section
by section via
quizzes
* Information also
included on the end
of unit multiple
choice, scantron
summative
assessment
TIME:
MATERIALS AND RESOURCES:
ENRICHMENT AND EXPANDED OPPORTUNITIES:
REMEDIATION AND INTERVENTION STRATEGIES:
11
CONTENT
French I – Gr. 9-12
* The student will tell what
they’d like and what they’d like
to do/buy.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.1, 1.2, 1.3, 3.1, 4.1, 5.1
5.2
* Write and spell 8/19
gift/shopping items on text pg 84
* Use the sentence starter to
state “I would like…”
* Use the sentence starter “I
would like to buy…”.
* Use the demonstrative
adjectives ce, cet, cette, and ces
along with ce…là, cet…là,
cette…là, and ces…là
accurately before 10 masculine,
feminine, or plural nouns
* Visuals and word strips
to introduce the 19
gift/shopping items on text
pg 84. Choral repetition
* Review –er verbs by
using the verb regarder
with transparency 3-B and
the 19 items
* Audio CD 3 Tracks 9-10
* Imagine you are
shopping. Use the
sentence starter “Je
voudrais acheter…”.
* “Je voudrais…” with “Je
voudrais + verb” draw,
write, and speak about
your birthday wishes
* Gift/shopping item
vocabulary quiz
* Offer students a choice
between 2 different school
supplies, asking them
which one they prefer.
Prompt for the answer ce
stylo-là. Alter for
masculine vowel,
feminine, and plural.
Deduce the use/process
of demonstrative
adjectives. Copy into
notes
* Show transparency 3-2.
Go shopping by recording
which items they would
like to buy, specifying with
demonstrative adjectives
*Demonstrative
adjective quiz
12
CONTENT
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
French I – Gr. 9-12
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
* Identify the color of 10 items,
making sure to follow adjective
agreement and placement
rules
* Choral repetition to teach
colors using actual colors
(fabric, paper, foam) as
visuals for the vocabulary.
Use word strips to prompt for
spelling. Create a masculine
and feminine set, as
appropriate
* Match masculine and
feminine colors to gift item
vocabulary. Discuss
agreement and deduce
placement rule
* Game – I Spy Something
(Je vois quelque chose…)
directions on teacher’s
edition 73C
* Quiz using two
sentence starters
with gift items,
colors, and
demonstrative
adjectives
TIME:
MATERIALS AND RESOURCES:
ENRICHMENT AND EXPANDED OPPORTUNITIES:
REMEDIATION AND INTERVENTION STRATEGIES:
13
CONTENT
French I – Gr. 9-12
* The student will use
numbers 60-201.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.1, 1.3
* Write 6/12 numbers listed on
pg 88 of the text
* Use numbers to write out
prices for 5 objects in a store
* Use numbers orally to state
the prices of 3 items in a store
TIME:
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
21 days
* Review numbers 0-60.
Play LOTO (French Bingo)
* Count aloud from 60-69.
Write soixante-dix on the
board. Ask students what
number it represents. Ask
students to guess how to
count from 71-79. Repeat
with quatre-vingts and
quatre-vingt-dix. Write
cent and prompt for
English connections.
Count by hundreds from
200-900
* Audio CD 3, Track 11
* Use euro bills and coins
to practice stating the price
of items
* Write out the price of
items in the text, pg 89
*Number vocabulary
quiz, including a
listening part to write
down the number
heard
MATERIALS AND RESOURCES:
Chapitre 3 of Allez, Viens! French I, Holt, Rinehart and Winston © 2006
Practice and Activity workbook, Travaux Pratiques de Grammaire (Grammar and Vocabulary workbook)
Other: Additional Allez, viens! French I ancillary materials, including Audio CDs and DVDs
Internet www.go.hrw.com keyword WA3 POITIERS-3
ENRICHMENT AND EXPANDED OPPORTUNITIES:
Share information from page 73D of the teacher’s edition. Have a student(s) search the Internet using the key words “Provençal”, or “Occitan” to create a glossary
of some common Provençal words.
Use the Internet to research French stores. Have students bring in copies of the stores’ advertisements, particularly for school/office supplies. Create skits to
correspond with the advertisements.
Internet www.go.hrw.com keyword WA3 POITIERS-3
Individual student use of the CD-ROM or DVD-tutors.
REMEDIATION AND INTERVENTION STRATEGIES:
Vocabulary review with flashcards.
Number review with math flashcards.
Match demonstrative adjectives with school supplies using color-coded flashcards.
Peer-tutoring, paired activity work in class.
Paired student use and/or teacher supervision of use of the CD-ROM or DVD-tutors.
Student Make-Up Assignments from the Allez,Viens! French I ancillary workbook.
14
CONTENT
French I – Gr. 9-12
* The student will get the
salesperson’s attention, ask for
the price, and express and
respond to thanks.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.1, 1.2, 1.3, 2.1, 3.2, 4.2,
5.1, 5.2
TIME:
* Write and orally present a
conversation correctly using 3/5
expressions to get the
salesperson’s attention, ask for
and state the price of one item,
give and respond to thanks
* Use transparency 3-3 and
the vocabulary on text pg 90
to create mini-conversations
between a customer and
salesperson at a store
* Audio CD 3, Track 12
* Whole class and paired
activities to create and
present conversations at a
store
* Real-world career tie in,
international magazine
distributor on telephone to a
French customer, text pg. 91
* Conversation
between a customer
and salesperson,
written and
presented orally
* End of unit multiple
choice, scantron
summative
assessment
* Speaking/writing
assessment – create
a school supply
catalog page,
include price, colors,
items. Use the
catalog page with a
partner to present a
skit at one of the two
stores. The skit will
include getting the
salesperson’s
attention,
ask/answer about
specific items, place
order, ask/answer
questions about
price, give/respond
to thanks, farewells
MATERIALS AND RESOURCES:
ENRICHMENT AND EXPANDED OPPORTUNITIES:
REMEDIATION AND INTERVENTION STRATEGIES:
15
CONTENT
STANDARDS
French I – Gr. 9-12
* The student will
2.2, 3.1, 4.1, 4.2, 5.1
develop an awareness
of places where the
target language is
spoken, geography,
the arts, notable
figures, and events in a
cultural context.
2.2, 3.1, 4.1, 4.2, 5.1
* The student will
explore the interaction
of culture and
language.
1.2, 1.3, 5.1
* The student will read
and respond to written
text.
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
* Identify and locate the province
of Québec and Québec City on a
map of North America
* Identify and describe 4 of the 8
points of interest in Québec City
* Write about at least 3
sports/activities you and your
friends like and don’t like.
Include how often, in what
season, and under what weather
condition you like to do at least
two of the activities. Use 1
question to ask your pen pal what
he/she does to have fun. Make 1
suggestion for an activity that you
and your pen pal can do together
when you meet. Include a
greeting and farewell
* Chapter video/DVD about Québec
City, play at least twice, use text pgs
104-105 to identify points of interest
* Map transparency #3, text pgs 102103 to introduce Québec City
* www.go.hrw.com keyword WA3
QUEBEC CITY. Open and print
Québec Internet Activity Sheet.
Students use the websites and enter
information. They then write an article
about Québec for the school
newspaper.
* Read Rencontre Culturelle, text pg
111. Compare a nearby American city
with Québec
* Entire unit prepares students for this
cumulative experience. Key activities to
prepare include the sample letters in the
textbook. Read and respond to
Lucien’s letter on pg 124, complete
journal entry pg 125 – assess with
writing rubric page 125 teacher’s
edition. Writing prompt letter on text pg
133
* Use the Mise en Train from pgs 108109 at the end of the unit, instead of at
the beginning. Brainstorm information
to include in a letter to a pen pal, List on
board. Distribute copies of Emilie’s
letter, pg 108 text. Circle, underline,
box terms listed on the board.
Brainstorm information to include in a
video to a pen pal, list on board and in
notes. View the Mise en Train and
Suite chapter video/DVD, checking
things predicted in their notes. Have
students write a pen pal letter, modeled
after Emilie’s and prepare a video about
their town.
* Label the
province of
Québec and
Québec City on a
blank copy of map
transparency #3
* Match
descriptions of the
8 points of interest
to the 8 names
* End of unit
writing
performance
assessment Write an email
message to a pen
pal from Québec
telling activities
you and your
friends like or don’t
like. Use the
present tense,
chapter 4
vocabulary and
grammar, weather,
leisure time
activities,
frequency adverbs
16
CONTENT
French I – Gr. 9-12
* The student will tell
how much they like or
dislike something.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.1, 1.2, 3.1, 4.1, 5.1,
5.2
* Write and pronounce 15/27
sports and activities
* Determine if 10 sports/activities
begin with jouer or faire. Explain
the definitions for jouer and faire
* Express how much you like 2
sports or activities using 2 of the
4 new sentence starters
* Express how much you dislike 1
sport or activity using the new
sentence starter
* Form 3 questions using Est-ce
que
* Use visuals and word strips to present
the jouer sports and faire sports. Teach
each set separately, over 2 days
* Play Jeter et attraper game. Call out
an activity and toss a ball to a student
who catches it and calls out the full
expression, indicating if it is jouer or
faire. (teacher’s edition pg 113)
* Review like and dislike sentence
starters from chapter 1, Audio CD 4
Track 3
* Word strips of sentence starters to
present 2 new likes, and 3 new dislikes

* Sport/activity
vocabulary quiz
* Conversation
using est-ce que
questions and how
much you
like/dislike
sports/activities

in 3 categories,
Use
facial expressions and gestures to act
out teacher likes, dislikes about
sports/activities
* Students use the three smiley faces
as prompts in paired activity to express
how much they like/dislike
sports/activities.
* Write the sentence “You like to go bike
riding.” on the board. Ask students to
turn it into a question in as many
different ways as they can. Have them
repeat the word Est-ce que. Write
several sentences on the board and use
est-ce que to turn them into questions.
Pairs of students ask and answer these
questions.
17
CONTENT
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
French I – Gr. 9-12
* The student will
exchange
information.
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.1, 1.2, 2.1,
3.1, 3.2, 4.1,
5.2
* Ask and write 2 questions to find out
what sports someone plays and what
someone does for fun
* Use 6/8 present tense forms of the verb
jouer to state what sports/activities
people play or don’t play
* Use 6/8 present tense forms of the verb
faire to state what sports/activities people
do or don’t do
* Change du, de la and de l’ to de in a 3
negative sentences
* Define the subject pronoun on and use
correctly in 2 sentences with
sports/activities
* Write and state 3/6 weather
expressions
* Correctly write 10/12 months of the
year
* Write the weather expression for 5/12
months using the preposition en and the
word quand
* Identify 3 of the 4 seasons, with the
preposition en.
* Explain that qu’est-ce que means what. It
begins an information question. Find
examples of qu’est-ce que in Emilie’s letter,
text pg 108. Form qu’est-ce que questions,
prompt with positive and negative answers
* Point out the change to de in a negative
response, recall the same occurrence in
chapter 3. Paired activities to practice
* Repeat the forms of faire. Create
flashcards
* Quiz on the
forms of the verb
faire
* Teach on as a subject pronoun with a
connection to English
* Visuals and sentence strips to teach
weather patterns
* Create a forecast for a week of wacky
weather
* Present 12 months grouped by 4 seasons
* Write a note to a
friend explaining
what you are doing
during a winter
snowstorm or a
summer heat wave
* Challenge students to create sentences
using en and quand
* Review forms of the verbs jouer and faire.
Use forms of the verbs with weather
expressions and months of the year to
create complex sentences with connector
words quand and en
* Game- speed and accuracy in sentence
construction
18
CONTENT
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
French I – Gr. 9-12
* The student will develop an 3.1, 3.2, 4.1, 4.2
awareness of places where
the target language is spoken
in a cultural context.
TIME:
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND
EXPERIENCES
* Identify that francophone
countries use the metric system to
measure temperature. Explain 3
aspects of this system, freezing
point, boiling point, a comfortable,
cold, or hot temperature, degrees
used
* Note Culturelle, text pg
119
* Create a Celsius
thermometer – label
* Read weather reports
in French, noting the use
of Celsius scale
* Link to science
courses
* End of unit multiple
choice scantron exam
will include culturebased questions
21 days
MATERIALS AND RESOURCES:
Chapitre 4 of Allez, Viens! French I, Holt, Rinehart and Winston © 2006
Practice and Activity workbook, Travaux Pratiques de Grammaire (Grammar and Vocabulary workbook)
Other: Additional Allez, viens! French I ancillary materials, including Audio CDs and DVDs
Internet www.go.hrw.com keyword WA3 QUEBEC CITY-4
ENRICHMENT AND EXPANDED OPPORTUNITIES:
Research the Carnaval de Québec and some of it’s festivities, including Bonhomme Carnaval, and the Soirée de la Bougie. Have student(s)
present findings to the class by acting out events from the Carnaval, drawing a scene, presenting a report.
Research one of the sports listed in the chapter and any famous events or athletes associated with that sport in francophone countries. Share
what they have learned with the class
Internet www.go.hrw.com keyword WA3 QUEBEC CITY-4
Individual student use of the CD-ROM or DVD-tutors
REMEDIATION AND INTERVENTION STRATEGIES:
Vocabulary review with flashcards
Concentration/Memory game with the sport/activity vocabulary. (Directions on pg 105C of the teacher’s edition)
Peer-tutoring, paired activity work in class
Paired student use and/or teacher supervision of use of the CD-ROM or DVD-tutors
Student Make-Up Assignments from the Allez,Viens! French I ancillary workbook
19
CONTENT
French I – Gr. 9-12
* The student will make,
accept, and turn down
suggestions.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.1, 1.2, 1.3, 3.1, 4.1, 5.1,
5.2
* Suggest 4 sports/activities to
do using the pronoun On and
the appropriate present tense
of the verbs faire and jouer
* Accept 2 suggestions using
2/4 expressions
* Turn down 2 suggestions
using 2/4 expressions
* Tell how often you/others do
something with 4/7 adverbs of
frequency spelled correctly
and used in the appropriate
place in 4 sentences
* Review the pronoun on.
Show how on can be used to
make a suggestion (How
about…?)
* Use sentence strips on the
board to show how to make,
accept, and turn down
suggestions
* Name a sport/activity and
have students suggest doing
that. Respond by accepting
or turning down their
suggestion. Students can
act happy or hurt, as
appropriate.
* Audio CD 4, Track 10
* Use a frequency timeline
on the board labeled with
adverbs of frequency. Name
sports/activities and have
individual students indicate
how often they do each. Say
the complete sentence and
have students repeat.
* Deduce where to place
adverbs of frequency in a
sentence
* Audio CD 4, Track 11
* Create calendar of your
activities for the month. Give
a blank copy to partner who
asks questions and fills it in.
Written activity to follow write about your partner’s
activities and how often
he/she does each.
* Quiz on making,
accepting, and
turning down
suggestions
20
CONTENT
French I – Gr. 9-12
* The student will develop an
awareness of places where
the target language is
spoken, geography, the arts,
notable figures, and events in
a cultural context.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
2.1, 2.2, 3.1, 5.1
* Identify and locate Paris on a
map of France
* Identify and describe 4/7
locations in Paris
* Describe 3 characteristics of
French cafés and compare to
dining in America
* Brainstorm prior knowledge
about the city of Paris. Use text pg
136-137 and map transparency #1
to introduce the city.
* Present 7 points of interest from
text pgs 138-139 using visuals and
word strips. Match each location
to a description
* Chapter video/DVD along with
activity sheet from Video Guide
helps synthesize learning of the
Paris locations
* Use www.go.hrw.com keyword
WA3 PARIS. Complete Internet
activity sheet for Paris. Sheet
suggests websites and guides
students through activities
designed to have them describe
aspects of the city of Paris that
they would/would not use in
designing their own city.
* Label the city of
Paris using a blank
copy of map
transparency #1
* View Panorama Culturel chapter
video/DVD. Discuss where
French-speaking teenagers go to
meet their friends. Compare to
American teenagers. Read about
eating in France and Frenchspeaking Africa
* Share cultural notes in English
that appear throughout the student
and teacher editions for chapter 5.
Keep a chart, like Venn Diagram,
to record information on the
French café, compare to American
eating.
* Students, in
groups of 3, create
their own French
café (including
menu, décor, and
ambiance) in a
small area of the
classroom.
Involve all students
by having them
visit and eat in
each café.
* Write an article
for a teen
magazine
promoting one of
the 7 points of
interest in Paris
21
CONTENT
French I – Gr. 9-12
* The student will respond to
aural stimuli and
communicate orally.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.1, 1.2, 1.3
* Create and participate in at
least 5 meaningful lines of a
conversation between 2
customers and a waiter at a
French café during mealtime.
Required information will
include greetings, small-talk,
making, accepting, and refusing
suggestions, discussing
thirst/hunger, getting the
waiter’s attention,
asking/answering questions
about the menu, order food and
beverages, discuss
likes/dislikes about the menu,
make plans to meet again, pay
the check, leave a tip, say
goodbye.
*This is the ultimate culminating
experience for chapter 5. Work
throughout the unit will prepare
students for the assessment
activity.
* Oral work on chapter content
will stress working with a
partner to orally master
objectives.
* Peer, whole-class, and
teacher grading on oral
conversations will be calculated
using the same scoring rubric
that will be used for the final
chapter assessment.
* Chapter video/DVD Mise en
Train, text pgs 142-143, can be
used at the end of the chapter
instead of at the beginning.
* Predict video actions prior to
viewing. View at least twice.
Follow up with reading/acting
out text script. Challenge by
deleting words from the
conversation and having
students work in pairs to
complete the dialogue.
* View the video Suite, acting
out and discussing.
* End of Unit Oral
Performance
Assessment Use a menu
created for one of
the in-class cafés
prepared earlier in
the unit. Use
appropriate
chapter 5
vocabulary and
structures
associated with the
restaurant and
food by creating
and presenting a
scene in a café.
22
CONTENT
French I – Gr. 9-12
* The student will make
suggestions and excuses.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.1, 1.2, 1.3, 5.1
* Suggest going to the café
using, “On va au café?”
* Review how to suggest
activities from chapter 4
using On + third person
singular form of a verb
*Suggest activities to
students, prompting the 5
new excuses. Write activities
on the board and have
partners use them to make
suggestions and respond
with excuses.
* Audio CD 5, Track 3 – first
review acceptances and
excuses
* Oral activity 7 text pg 146
with a partner
* Assess with
speaking rubric
(teacher’s edition pg
91) focus
assessment on all
areas of rubric
* Assess with
speaking rubric
(teacher’s edition pg
91) focus
assessment on
fluency
TIME:
MATERIALS AND RESOURCES:
ENRICHMENT AND EXPANDED OPPORTUNITIES:
REMEDIATION AND INTERVENTION STRATEGIES:
23
CONTENT
French I – Gr. 9-12
* The student will make
recommendations regarding
food and drink.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.2, 3.1, 3.2, 4.1, 5.2
* Write and say that they would
like 6/9 food vocabulary words
* Write and say that they would
like 5/9 beverage vocabulary
words
* Express hunger and thirst
using 6/8 forms of the verb
avoir
* Use the 2 imperative forms of
the verb prendre to make
recommendations for 4
foods/beverages
* Teach the 9 foods first,
using visuals and/or
transparency 5-A/B. Use
word strips to prompt for
vocabulary. Say, with
gesture, J’ai faim. Je
voudrais… and include a
food item
* Repeat process the next
day for the 9 beverages
using J’ai soif. Je
voudrais…
* Cite cultural differences
among foods and
beverages, compare to
American versions
* Audio CD 5, Track 4
* Place food/beverage
visuals on a table.
Recommend them to
students using
Prends/Prenez as
appropriate. Hold up
picture of items, have
students recommend the
item to me.
* Game – recommend to
one person or a group of
people food/drinks to take.
Each person/group picks up
the item using student sets
of flashcards. First to
retrieve correctly earns a
point
* Food/beverage
vocabulary quiz
* Avoir review quiz
using expressions
avoir faim and avoir
soif
24
CONTENT
French I – Gr. 9-12
* The student will use
the present tense of
irregular verbs.
* The student will get
someone’s attention
and order food and
beverages.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
4.1
1.1, 1.2, 1.3, 4.1, 5.1
* Use 6/8 present tense forms
of the verb prendre to state
what foods/beverages different
people take/have
* Get the server’s attention
and politely ask for the menu.
* Use 1 of 2 questions from the
server to ask if the customer
has chosen or to ask what
they are having
* Use 2/3 questions from the
customer to ask about items
on the menu
* Order food/drink using 3/5
expressions
* Use the imperative tu and
vous forms of regular –er
verbs, and the verbs faire and
prendre to give commands in
French
* Recall the two forms of prendre
already learned. Present
information using prendre forms in
genuine context. Write-up
presenting what my famous friends
have/take at a café
* Find forms of prendre
* Create your own story about
famous people’s dining habits
using forms of the verb prendre
and a guided activity sheet
* Multiple choice, select
the appropriate forms of
the verb prendre.
* Share a sample café conversation
on the overhead. Choral repetition,
paired repetition, etc.
* Place category sentence strips on
board. Students point out to which
category sentences from the
conversation belong
* Introduce additional
questions/sentences for café skits,
use transparency 5-2
* Audio CD 5, Track 9.
* Paired Activity 15, text pg 151,
use speaking rubric focus on
comprehension and content
* Review how to make
recommendations about food/drink
using forms of the verb prendre.
Ask which 2 forms were used
* Contrast a command a
declarative sentence by giving
samples of both. Structural
difference is the lack of a subject in
a command, just like English.
* Say some declarative sentences
using –er verbs, faire, and prendre
and have students restate them as
commands
* Students create their
own written
conversation at a café
between a server and a
customer. Present orally
– use speaking rubric to
assess.
* Additional assessment
via the end of unit
multiple choice,
scantron exam.
* End of Unit Oral
Performance
Assessment Use a menu created for
one of the in-class cafés
prepared earlier in the
unit. Use appropriate
chapter 5 vocabulary
and structures
associated with the
restaurant and food by
creating and presenting
a scene in a café.
25
CONTENT
French I – Gr. 9-12
* The student will
inquire about and
express likes and
dislikes.
* The student will
ask for and pay the
check.
TIME:
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.2, 2.1, 3.2,
5.2
1.1, 1.2, 1.3,
2.1, 3.1, 3.2,
4.2, 5.1
* Ask how someone likes food/drink
* Use 5/8 adjectives to state why they
like/dislike 5 foods/drinks
* Politely ask for the check and
respond with 1 of 2 expressions
* Ask and answer how much
something costs
* Ask for and state the total price of
the check, including tip
* Use chart of adjectives to review likes
and dislikes about school subjects.
Review the prior knowledge question,
Comment tu trouves ça?
* Present new adjectives to express
likes/dislikes regarding food/drink. Use
choral repetition
* Display pictures of francophone
recipes/dinners. Ask students their
opinions, have them respond in French
* Paired activity with pictures of French
foods, use T-91 speaking rubric
* Adjective vocabulary
quiz
* Paired activity using a
menu from the text and
discussing likes/dislikes,
asking for and paying the
check. Assess with
speaking rubric T-91
21 days
MATERIALS AND RESOURCES:
Chapitre 5 of Allez, Viens! French I, Holt, Rinehart and Winston © 2006
Practice and Activity workbook, Travaux Pratiques de Grammaire (Grammar and Vocabulary workbook)
Other: Additional Allez, viens! French I ancillary materials, including Audio CDs and DVDs
Internet www.go.hrw.com keyword WA3 PARIS-5
ENRICHMENT AND EXPANDED OPPORTUNITIES:
Research a French artist (David, Monet, Manet, Degas, Rodin, Matisse, Renoir, Chagall) or an artist who worked in France (Van Gogh, Picasso).
Present information to class, sharing aspects of their art
Create and lead the class in a Jeopardy game to review all of chapter 5, instead of having to supply questions the objective could be as simple as
giving the French translation.
Read A Moveable Feast, by Ernest Hemingway or a George Simenon book featuring Detective Maigret to find out more about the café, bistro, and
brasserie tradition.
Internet www.go.hrw.com keyword WA3 PARIS-5
Individual student use of the CD-ROM or DVD-tutors
REMEDIATION AND INTERVENTION STRATEGIES:
Vocabulary review with flashcards
Number review, number practice via repetition, prompts with flashcards
Rearranging lines in a café conversation by manipulating sentence strips and writing a conversation
Peer-tutoring, paired activity work in class, including orally practicing a conversation between a customer and a salesperson at a café
Paired student use and/or teacher supervision of use of the CD-ROM or DVD-tutors
Student Make-Up Assignments from the Allez,Viens! French I ancillary workbook
26
CONTENT
French I – Gr. 9-12
* The student will read and
respond to written text.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.2, 2.2, 3.1, 4.1, 5.2
TIME:
* Interpret a French menu,
identifying items, price,
ingredients
* Use of menus throughout
chapter 5, as context of
content applies
* Read and compare two
different café menus on text
pgs 158-159. Compare to
American restaurants
* Create your own café
menu, combine with creating
a physical, life-size café in
the classroom (referenced
earlier)
* End of Unit Oral
Performance
Assessment Use a menu created
for one of the in-class
cafés prepared
earlier in the unit.
Use appropriate
chapter 5 vocabulary
and structures
associated with the
restaurant and food
by creating and
presenting a scene in
a café.
* End of unit multiple
choice, scantron
assessment
MATERIALS AND RESOURCES:
ENRICHMENT AND EXPANDED OPPORTUNITIES:
REMEDIATION AND INTERVENTION STRATEGIES:
27
CONTENT
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
French I – Gr. 9-12
* The student will make
plans.
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.1, 1.2, 1.3, 4.1, 5.1, 5.2
* Use 1 of 2 questions to ask
what a friend is going to do
(leisure-time plans)
* Respond by telling what you
are going to do using the
expression Je vais…
* Indicate that you don’t have
much planned with 1 of 2
expressions
* Use 5/9 new leisure-time
activity vocabulary words
* Use/omit the article le with
days of the week to indicate
that you do an activity every
day or on one particular day
* Use 6/8 irregular forms of the
verb aller in the present and
immediate future tense
* Use 6/12 new location
vocabulary words
* Use the preposition à in front
of the articles le, la, l’, les while
forming appropriate
contractions
* Present the 9 leisure-time
activity vocabulary words with
visuals and word strips. Choral
repetition
* Use 2 making plans questions
and prompt students with
sentence starter, Je vais…
* Audio CD 6, Track 3
* Ask individual students
questions using the article le in
front of a day of the week
* Show a monthly calendar of
events. Create sentences with
the article le based on the
calendar. Deduce the use of le in
front of a day of the week
* Use calendar to teach 2
expressions for not having much
planned
*Introduce the present tense
forms of aller
* Create flashcards for aller. Use
cards to create living sentences.
Subject pronoun, form of aller in
the present tense, and an
infinitive leisure-time activity verb.
Explain that these sentences are
in the immediate future tense
*Introduce the 12 location words
with visuals and word strips
* List an area location in English
for each of the 12
* Examine the à contractions.
Deduce which are masculine and
which feminine
* Create picture conversations
discussing future leisure-time
activities/locations with a friend
* Leisure-time
vocabulary quiz
* Aller forms quiz
* Location vocabulary
quiz
* Journal writing –
weekend plans. Use of
sentences to describe
immediate future
plans, including activity
and location. Assess
with writing rubric
28
CONTENT
French I – Gr. 9-12
* The student will develop an
awareness of places where
the target language is spoken,
geography, the arts, notable
figures, and events in a
cultural context.
* The student will read and
respond to written text.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
2.1, 3.2, 4.1, 4.2
1.2, 2.2, 3.1
* Identify 3/7
activities/locations preferred by
French-speaking teenagers in
their leisure-time
* Use chapter content to
rewrite a dialogue from text
and video. Change locations
in Paris, activities, invitations,
and questions
* Determine main idea and
details from a travel brochure
* View chapter video/DVD
Panorama Culturel, text pg
178. Discuss how Frenchspeaking teenagers spend
their free time. Compare to
American teenagers
* Read Rencontre Culturel,
text pg 182. Discuss dating
habits of French teenagers.
Compare to American teens,
teens in other countries
* End of Unit Writing
Performance
Assessment – use
leisure-time vocabulary
and the immediate
future tense to plan an
ideal weekend by
creating a daily
calendar. Assess with
writing rubric, teacher’s
edition pg 165
* View chapter video/DVD
Mise en Train at the end of the
chapter. Read text script pgs
170-171. Provide a template
to complete, replacing
vocabulary/content
appropriately
* Read 3 brochures in French,
text pgs 188-189. Determine
main details including price,
admission hours, locations,
theme
* Compare to similar
attractions in America
29
CONTENT
French I – Gr. 9-12
* The student will extend and
respond to invitations.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.1, 1.2, 1.3, 4.1, 5.1, 5.2
* Use 2/3 expressions to
extend an invitation
* Use 3/4 expressions to
accept an invitation
* Use 3/4 expressions to
refuse an invitation
* Review prior knowledge
of inviting someone,
accepting and refusing
invitations
* Present new expressions
with gestures and students
indicate whether
extending, accepting, or
refusing an invitation
* Use transparency 6-2 to
create oral and written
invitation conversations
* Audio CD 6, Track 9
* Create a written
conversation
extending, refusing,
and accepting
invitations. Present
the conversation
orally.
* Use 6/8 forms of the
irregular verb vouloir
* Ask students Qu’est-ce
que tu veux faire après
l’école? Write answers on
board. Partners ask
whether they want to do
those activities, Tu
veux…? Prompt with full
sentence answer, Je
veux… State back what
your partner wants to do,
Il/Elle veut… State
similarities with Nous
voulons… Classmate
describes your group to
you, Vous voulez… Others
describe your group to the
class, Ils/Elles veulent…
* Vouloir forms quiz,
used in whole
sentences with
activities
30
CONTENT
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
French I – Gr. 9-12
* The student will arrange to
meet someone.
TIME:
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND
EXPERIENCES
1.1, 1.2, 2.1, 3.2, 4.1, 4.2
* Use 4/5 question words to
gain information
* Tell when using days of the
week, and 1 additional
expression of time
* Tell where using 3/5
expressions of location
* Tell with whom
* Tell at what time using both
conversational and official
expressions of time
* State the time using both
conversational and official
times
* Confirm plans with 2/3
expressions
* Present the five
question words
* Students make five
question word
flashcards
* Teacher reveals a
response. Students
hold up the flashcard
that corresponds to the
question
* Game – Jeopardy.
Now that students know
question words, it’s
possible to respond in
the form of a question.
* Time Review Quiz
* Write a response to a
note from a friend who
is attempting to meet
with you. Assess with
writing rubric
* Conversation between
two friends arranging to
meet each other.
Assess with speaking
rubric
21 days
MATERIALS AND RESOURCES:
Chapitre 6 of Allez, Viens! French I, Holt, Rinehart and Winston © 2006
Practice and Activity workbook, Travaux Pratiques de Grammaire (Grammar and Vocabulary workbook)
Other: Additional Allez, viens! French I ancillary materials, including Audio CDs and DVDs
Internet www.go.hrw.com keyword WA3 PARIS-6
ENRICHMENT AND EXPANDED OPPORTUNITIES:
Research and teach the class the game of pétanque, a type of lawn bowling played in parks like the Jardin du Luxembourg in Paris
After reading the 3 brochures on text pgs 188-189 as a class, student(s) could invent an ideal amusement park, after polling classmates to find out
what some of the most popular features. Create a brochure in French to advertise their park
Internet www.go.hrw.com keyword WA3 PARIS-6
Individual student use of the CD-ROM or DVD-tutors
REMEDIATION AND INTERVENTION STRATEGIES:
Concentration/Memory game with the place and activity vocabulary. (Directions on pg 177 of the teacher’s edition)
Matching forms of aller and vouloir with subject pronouns
Manipulate sentences with flashcards, one card per word in a sentence (hands-on visual approach on how to form the immediate future tense using
subject, a form of aller, an infinitive, and a location)
Peer-tutoring, paired activity work in class
Paired student use and/or teacher supervision of use of the CD-ROM or DVD-tutors
Student Make-Up Assignments from the Allez,Viens! French I ancillary workbook
31
CONTENT
STANDARDS
French I – Gr. 9-12
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
* Review asking and telling
time, including
conversational time and
official time
* Act out both sides of a
phone conversation where
you arrange to meet
someone
* Imagine a fictitious meeting
between two famous
personalities from the past.
Work in pairs to create a
parody of a gossip magazine
with drawings and captions
describing the rendez-vous
* End of Unit Writing
Performance
Assessment – use
leisure-time
vocabulary and the
immediate future
tense to plan an ideal
weekend by creating
a daily calendar.
Assess with writing
rubric, teacher’s
edition pg 165
* End of Unit multiple
choice, scantron
assessment
TIME:
MATERIALS AND RESOURCES:
ENRICHMENT AND EXPANDED OPPORTUNITIES:
REMEDIATION AND INTERVENTION STRATEGIES:
32
CONTENT
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
French I – Gr. 9-12
* The student will identify
people.
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.1, 1.2, 2.1, 3.2, 4.1, 4.2
* Use 3/4 expressions to
identify one or more people
* Identify 15/31 family member
vocabulary terms
* Use de and contracted forms
to indicate relationship or
ownership of 5 people and
items
* Use masculine, feminine,
and plural possessive
adjectives to indicate
relationship or ownership of 10
family members and items
*Read and interpret a family
tree to describe how 5 people
are related
* Pictures of celebrities or
faculty members. Identify
each picture using each of
the 4 expressions. Students
identify each as they walk
around the room.
* Introduce family member
vocabulary via a popular
television family in a family
tree chart or use family tree
transparency #7-A. Teach
only the main vocabulary the
first day, add more over 2
days
* Day 2- possession and
relationships with de.
Interpret family tree charts
and describe how people are
related
* Audio CD 7, Track 3
* Day 3 – Teach first 3 forms
of masculine, feminine, and
plural possessive adjectives.
Use color-coded word strips
to illustrate the matching
process. Use family tree
charts to describe
relationships
* Day 4 – Teach remaining
possessive adjectives. Use
family tree charts
* Audio CD 7, Track 4
* Game – possessive
adjectives and nouns.
(Teacher’s edition pg 197D)
* Family member
vocabulary quiz
* Label a family
tree
* Create an
imaginary family
tree, labeling family
members. Describe
relationships in a
family tree using
forms of de and
possessive
adjectives
33
CONTENT
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
* The student will introduce
people.
1.1, 1.3, 3.1, 5.1, 5.2
* Use 2 ways to introduce
someone to a friend
* Use 1 expression to politely
introduce someone to an adult
* Respond to an introduction
by politely indicating pleased
to meet you
* Interpret 3 stories
introducing animal
characters and their
responses
* Deduce how to introduce
people differently for a
friend, an adult, or more than
one person
* Create and present an
introduction story with
original characters and the
response expressions
* Audio CD 7, Track 5
* Journal - Write a
paragraph about
your family, an
imaginary family, or
a television family.
Introduce each
person and
describe how they
are related. State
the name and age
of each person and
what he/she likes to
do.
TIME:
MATERIALS AND RESOURCES:
ENRICHMENT AND EXPANDED OPPORTUNITIES:
REMEDIATION AND INTERVENTION STRATEGIES:
34
CONTENT
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
French I – Gr. 9-12
* The student will describe and
characterize people.
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.1, 1.2, 1.3, 3.1, 4.1, 5.2
* Identify and determine
meaning of 10/20 adjectives
* Determine the masculine,
feminine, and plural forms of
10/20 adjectives, in addition to
2/4 plural exceptions
* Use the negative
construction ne…ni…ni…to
describe/characterize 2 people
who are neither…nor…
* Visuals and word strips in
pairs of opposites to present
the masculine appearance
adjectives. Present the
feminine appearance
adjectives next, in the same
manner. Use Il/Elle est
comment? Il/Elle est…
* Next day, present the
masculine personality
adjectives using visuals and
word strips in pairs of
opposites. Present the
feminine personality
adjectives next, in the same
manner. Use Il/Elle est
comment? Il/Elle est…
* Practice with magazine
pictures of celebrities, teach
ne…ni…ni… as
neither…nor… using
pictures
* Audio CD 7, Track 7
* Describe famous television
families with adjectives and
third person form of the verb
être
* Present making adjectives
plural, and focus on 4
exceptions
* Adjective
vocabulary quiz.
35
CONTENT
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
French I – Gr. 9-12
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
* Identify 6/8 forms of the verb
être
* Use 6/8 forms of the verb
être to ask about and state
different people’s appearance
and personality in complete
sentences
TIME:
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
* 2 sets of flashcards, one
with être forms one with
subject pronouns randomly
on the board. Students
match the forms. Remove
the verb cards, students
recall the forms
* Game – name a subject
pronoun and an adjective,
first to correctly combine
them in a sentence on the
board wins a point
* Paired activity - Orally
describe people in family
pictures. Partner guesses
who you are describe
* View chapter video/DVD
Mise en Train at this point in
the chapter
* Être verb
conjugation quiz
combined with
adjectives
* Journal – You have
been nominated for
outstanding student
of the year award.
Write an
autobiography for the
school paper.
Introduce yourself
and introduce
members of your
family. Include
descriptions of
yourself and your
family. Assess with
writing rubric
* Bring in a picture of
a family, real or
imaginary. Write and
present a description
modeled after the
photos in Isabelle’s
family, text pgs 200201
MATERIALS AND RESOURCES:
ENRICHMENT AND EXPANDED OPPORTUNITIES:
REMEDIATION AND INTERVENTION STRATEGIES:
36
CONTENT
French I – Gr. 9-12
* The student will ask for, give,
and refuse permission.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.1, 1.2, 1.3
* Identify 6/11 chore
vocabulary verbs
* Present the chore
vocabulary first, use miming
and/or props to deduce
meaning
* Game – charades with
chore vocabulary
* Link chores commonly
done by family members in
your family/other families
* Review conjugations for
the –er, faire chores, -ir, -re
not yet taught
* Chore vocabulary
quiz
* Use 1 of 2 expressions to
ask for permission to do an
activity
* Next day, present ways to
ask, give, and refuse
permission. Use
transparencies 7-3 and 7* Audio CD 7, Tracks 12-13
* Act out conversations
between parent and child,
assess with speaking rubric
* End of Unit
Performance
Speaking
Assessment - Write
and present a
conversation
between a child who
is asking permission
to do certain activities
and the parent who is
refusing and giving
permission. Explain
why permission was
granted and refused.
Assess with speaking
rubric
* Give permission using 2/3
expressions and 1 complex,
conjugated sentence
describing a chore that must
be done first
* Refuse permission using 2/3
expressions and 1 complex,
conjugated sentence
describing a chore that you
must do
37
CONTENT
French I – Gr. 9-12
* The student will develop an
awareness of places where
the target language is spoken
and events in a cultural
context.
* The student will explore the
interaction of culture and
language.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
3.2, 4.2
4.1
* Describe 2 recent changes in
the French family unit
* Describe 2 things that the
French government is doing to
maintain the family unit
* Describe 3 evidences of the
importance of pets in French
society
* Read Note Culturelle, text pg
206. Compare the French
and American family units
* Discuss government
subsidies (allocations
familiales), 14 week paid
maternity leave, renewable
maternity/paternity leave, free
day-care, birth allowances
(allocation de naissance),
subsidies for school/college
children
* View chapter video/DVD
Panorama Culturel. Read 3
interviews on text pg 212 as
French-speaking teenagers
discuss the pets they have
* Read about the importance
of pets in French society
* Discuss advantages of
tattooing pets versus using id
tags
* Supplement with animalrelated expressions minou,
ouah! ouah!, aboyer, miaou,
miauler/faire miaou, and
others as interested. Create a
chorus of animal noises
* Describe the
French government’s
attempts to maintain
the family unit.
Compare to the
United State’s
government
* End of unit multiple
choice, scantron
assessment includes
cultural questions
* Create an
advertisement
encouraging foreign
pet-owners to visit
France with their
pets. Present/display
information that
shows why France,
even cities in France,
is a pet-friendly
destination
MATERIALS AND RESOURCES:
Chapitre 7 of Allez, Viens! French I, Holt, Rinehart and Winston © 2006
Practice and Activity workbook, Travaux Pratiques de Grammaire (Grammar and Vocabulary workbook)
Other: Additional Allez, viens! French I ancillary materials, including Audio CDs and DVDs; Internet www.go.hrw.com keyword WA3 PARIS-7
ENRICHMENT AND EXPANDED OPPORTUNITIES:
As a follow-up to the animal adoption reading assignment on text pgs 216-217, students can collect classified ads from the class and convert them into a class
newspaper. They may add drawings or photos of the pets. Display around the room. Have classmates choose a pet to adopt and write a paragraph explaining
why they chose that pet.
Internet www.go.hrw.com keyword WA3 PARIS-7; Individual student use of the CD-ROM or DVD-tutors.
REMEDIATION AND INTERVENTION STRATEGIES:
Matching forms of être with subject pronouns. Review the format and structure of a family tree in English. Then use French to listen and create a family tree.
Possessive adjective tutoring – additional writing practice, focus on color-coded flashcards to match feminine possessive adjectives with feminine nouns,
masculine with masculine, plural with plural. Peer-tutoring, paired activity work in class. Paired student use and/or teacher supervision of use of the CD-ROM or
DVD-tutors. Student Make-Up Assignments from the Allez,Viens! French I ancillary workbook.
38
CONTENT
French I – Gr. 9-12
* The student will read and
respond to written text.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.2, 1.3, 3.1, 4.2, 5.2
* Identify 2 personality traits
and 2 physical characteristics
for each written description
* Various reading activities
throughout the chapter
* Most notable, culminating
reading activity, En Direct
des Refuges text pgs 216217
* Review the importance of
pets in French society
* Pre-reading activity –
personal experiences
adopting pets and where to
look for information
* During reading –
comprehension questions,
find and highlight personality
and appearance adjectives
* After reading –
letter to an animal
shelter telling them
what kind of pet
you’d like to adopt.
Or – classified ad to
try to find a home for
a lost pet, modeled
after text. Assess
with writing rubric
TIME:
MATERIALS AND RESOURCES:
ENRICHMENT AND EXPANDED OPPORTUNITIES:
REMEDIATION AND INTERVENTION STRATEGIES:
39
CONTENT
French I – Gr. 9-12
* The student will develop
an awareness of places
where the target language
is spoken, geography, the
arts, notable figures, and
events in a cultural
context.
* The student will explore
the interaction between
culture and language.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
2.2, 3.1, 3.2, 4.2, 5.1
4.1
* Identify and locate the
country of Côte d’Ivoire and
the city of Abidjan on a map
of Africa
* Introduce the city of Abidjan with
pictures on text pgs 226-229 and
map transparency #2. Compare the
images to American and French
cities
* Identify 3 locations or
* Chapter video/DVD to reinforce the
cultural items specific to
text. Show at least twice. Use Video
Abidjan, Côte d’Ivoire.
Guide ancillary sheet as a
comprehension activity
* Identify 3 characteristics of * Present information on the outdoor
an African outdoor
market via images of various
marketplace
markets, including text pgs 230-231,
Text and video/DVD of Note
* Compare 3 groceryCulturelle 237, Mise en Train chapter
shopping habits in
video/DVD and text
francophone countries with
* Show chapter video/DVD
the U.S.
Panorama Culturel. Read 3
interviews and cultural information on
* Identify the system of
where different francophone people
measurement used in
buy groceries
France and many
* Review prior knowledge of the
francophone countries
metric system. Teach the difference
* Convert kilograms to
between une livre and un livre.
pounds
Discuss Note Culturelle text pg 242
* Describe 2 dishes and
* Math link – convert kilogram
ingredients of the Côte
amounts into pounds and pounds
d’Ivoire
into kilograms. Game -conversions
* Identify typical breakfast,
* Rencontre Culturelle, text pg 244.
lunch, and dinner eating
Pictures of 3 popular Ivorian dishes
times in francophone
and description of ingredients.
countries
Sauce arachide is presented and
* Identify 3 breakfast
prepared in chapter video/DVD Mise
foods/beverages in
en Train. Consider preparing the
francophone countries
dishes
* Review prior knowledge about
meals in France. Note culturelle text
pg 246. Images of meals text pg 245
* Label the country of
Côte d’Ivoire and the
city of Abidjan on a
blank copy of map
transparency #2
* Match descriptions of
locations and cultural
items
* Describe an outdoor
market in Africa. Include
sights, sounds, aromas,
produce, and other
items for sale
* Match French
vocabulary of different
places to buy groceries
with descriptions
* End of unit multiple
choice, scantron exam
includes cultural
information, including
information on the
metric system as well as
meals, and foods
common to the Côte
d’Ivoire
40
CONTENT
French I – Gr. 9-12
* The student will
express need.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.1, 1.2, 1.3, 2.1, 3.1,
4.1
* Identify 25/45 food vocabulary
words
* Use the partitive and indefinite
articles to refer to parts and
wholes of food items
* Use 1 of 2 expressions to ask
about need
* Respond with 1 of 2 answers
to state needed items
* Present vocabulary by food group
over 6-7 days. Use real items,
plastic foods, transparencies 8-A/B,
or pictures with word strips to
promote accurate spelling
* Create flashcards
* Game –Food items on a table. Call
out an item in French. First student
to grab the item wins
* Determine and group which foods
are masculine and feminine
* Audio CD 8, Track 3
* Review indefinite articles
un/une/des
* Picture of a whole pizza and a
pizza divided into parts. Repeat for a
masculine object by using a cake
* Students deduce use du and de la
to indicate some of or part of
something
* Deduce partitive form of an object
that starts with a vowel, de l’. Some
of plural item –des
* Play beginning of Mise en Train
video. Students listen for vocabulary
to ask/express need. Use text if
needed after video clip. Recall the
expressions from the school supply
unit (chapter 3)
* Introduce avoir besoin de/d’
* Review avoir forms
* Distribute vocabulary cards. Ask:
De quoi est-ce que tu as besoin?
Answer: J’ai besoin de…
* Game- Groups of 5-6 play Quels
ingredients? by repeating all
ingredients mentioned in above
activity and adding another (See
teacher’s edition 229C)
* Food vocabulary
quizzes, by food
groups
* Pictures of parts and
wholes of food items.
Students label with
partitive and indefinite
articles as appropriate
* Speaking/writing
activity – prepare a
meal for a French
family. Make a menu.
Go to the supermarket
to buy what you need.
Play the roles as a
store clerk and a
customer. Assess
with speaking and
writing rubrics
41
CONTENT
French I – Gr. 9-12
* The student will make,
accept, and decline
requests and tell
someone what to do.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
1.1, 1.2, 2.1, 2.2, 5.1,
5.2
* Make requests using two
expressions and activities or
food items
* Accept requests using 3/4
expressions
* Decline requests using 3/4
expressions
* Tell someone what to do using
3/4 commands with food items
* Identify and use 6/8 forms of
the irregular verb pouvoir
* Identify and express 5
quantities of food/drink
* Use of de/d’ following 5
expressions of quantity
*Present vocabulary words in
random order on the board.
Students categorize vocabulary
* Correct answers by presenting
sample conversations with the
vocabulary.
*Transparency 8-2 to create
conversations
* Audio CD 8 Tracks 8-9
*Practice commands with
visuals/real objects
* Review forms of the irregular verb
vouloir
* Write forms of pouvoir next to
vouloir forms
* Game – Name a subject pronoun,
toss a ball to student who must say
the correct verb form and then toss
the ball to another classmate, etc.
* Point out forms of pouvoir in
making and declining requests
* Say expressions of quantity while
holding up corresponding amount/
container
* Transparency 8-C
* Audio CD 8, Track 10
* Read recipes on text pgs 250-251.
Identify quantities
* Create a written
conversation making,
accepting, and
declining requests and
telling someone what
to do. Assess with
writing rubric
* Pouvoir verb
conjugation quiz
* Quantity vocabulary
quiz
* Identify quantities of
ingredients in a new
recipe
42
CONTENT
French I – Gr. 9-12
* The student will
discuss meals.
* The student will offer,
accept, and refuse
food.
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
2.2
1.2, 1.3, 3.1, 4.1, 4.2,
5.2
* Identify 3 of 4 meals of the day
* Use 3/5 expressions to offer
food/drink.
* Accept food/drink with 2/3
expressions
* Politely refuse food/drink with
2/3 expressions
TIME:
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
21 days
* Review prior knowledge of the
school day at the lunchtime meal
* Hold up pictures of various
foods/beverages and have students
name the meal at which they would
have them
* Use transparency 8-D
* Discuss/review the cultural foods
on text pg 245
* Audio CD 8, Track 11
* Bring in real food items or pictures
of food. Offer the food to individual
students, varying the expressions.
Have students offer me the food,
using the vous form. Accept/refuse
the food items, having students
repeat the vocabulary
* Group the students as if at a dining
table in someone’s home. Place
food items in the center. Students
role-play the situation, offering,
accepting, and politely refusing food
* Audio CD 8, Track 12
* End of unit, multiple
choice, scantron exam
* Paired writing activity
– offer several
American dishes to an
exchange student
from Côte d’Ivoire.
He/she accepts and
politely refuses.
Assess with writing
rubric
MATERIALS AND RESOURCES:
Chapitre 8 of Allez, Viens! French I, Holt, Rinehart and Winston © 2006
Practice and Activity workbook, Travaux Pratiques de Grammaire (Grammar and Vocabulary workbook)
Other: Additional Allez, viens! French I ancillary materials, including Audio CDs and DVDs; Internet www.go.hrw.com keyword WA3 ABIDJAN-8
ENRICHMENT AND EXPANDED OPPORTUNITIES:
Use the Internet or library to research masks from the Côte d’Ivoire. Choose one of the masks and recreate it using available materials.
Search the Internet for a typical Ivorian recipe. Do a search to find out where they can purchase all of the ingredients to prepare the dish. Describe the shopping
name (name, location, size, atmosphere). If possible, prepare the dish and bring in for the class; Internet www.go.hrw.com keyword WA3 ABIDJAN-8
Individual student use of the CD-ROM or DVD-tutors.
REMEDIATION AND INTERVENTION STRATEGIES:
Matching forms of pouvoir with subject pronouns; Use of food flashcards to review the many vocabulary terms.
Categorize foods; Peer-tutoring, paired activity work in class; Paired student use and/or teacher supervision of use of the CD-ROM or DVD-tutors.
Student Make-Up Assignments from the Allez,Viens! French I ancillary workbook.
43
CONTENT
STANDARDS
GRADE-LEVEL BENCHMARKS
GRADE SPECIFIC CRITERIA
French I – Gr. 9-12
INSTRUCTIONAL STRATEGIES,
LEARNING PRACTICES,
ASSESSMENTS
ACTIVITIES AND EXPERIENCES
* Identify the definition of the
pronoun en
* Use the pronoun en in 3
sentences and questions
TIME:
* Define the pronoun en in a
negative sentence as
meaning any/none. Listen to
the song Il n’y en a pas
comme nous on Audio CD 8.
Have students raise their
hand/count how many times
they hear en used as a
pronoun in the song
* On 5 cards, write each
word and the question mark
of Tu veux des mangues?
Write en on a 6th card. Give
one card, with the exception
of en to each of 5 students.
Students stand by their
cards side by side so the
question is in order.
Remove the students
holding the cards for des
mangues. Substitute
another student holding the
card en in the proper
position to form the new
question Tu en veux?
Repeat this procedure for
other examples
* Students deduce what the
en pronoun replaces. (any
phrase beginning with du, de
la, de l’, des or de)
* Define en in a positive
sentence = some (of it/of
them) or it/them
* Create sentences
combining quantities, the en
pronoun, and avoir forms
* En pronoun
placement quiz
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