BLACK HORSE PIKE REGIONAL SCHOOL DISTRICT
HIGHLAND
TIMBER CREEK
TRITON
WORLD LANGUAGE DEPARTMENT
French II SYLLABUS
Course Content and Timeline
A. Review of French I











Describe the function of a pronoun (7.1.IL.A.3,4,8)
Conjugate regular verbs and the irregular verbs aller, avoir être, faire and venir (7.1.IL.A.3,8)
Describe yourself and other people (7.1.IL.A.4,5 B.3,4,5)
Form adjectives to agree with their subject (7.1.IL.A.3,7,8 B.4,5)
Construct sentences in the futur proche (7.1.IL.A.8)
Identify school objects and tell what you need for school (7.1.IL.A.2,4,5 B.3,4)
Say what you like to do and ask someone what they like to do (7.1.IL.B.2,3,4)
Describe relationships between family members (7.1.IL.A.4 B.3 C.3)
Express hunger and thirst and ask how others are doing (7.1.IL.B.2,3,4)
Identify and describe clothing items (7.1.IL.A.4)
Compare and contrast French, francophone, and American holidays and celebrations (7.1.IL.C.5)
B. La maison











Identify places in town and rooms, furniture, and appliances in a house (7.1.IL.A.4,7)
Conjugate the irregular verbs prendre and mettre (7.1.IL.A.3,8)
Tell or suggest someone do something using the imperative mood (7.1.IL.A.3,8 B.2,3)
Identify adjectives that precede the noun, and describe plural nouns with de and these adjectives (7.1.IL.A.3,5)
Compare and contrast housing in France and the United States (7.1.IL.C.5)
Compare and contrast French and American teenagers’ bedrooms (7.1.IL.C.5)
Explain the difference between a salle de bains, les toilettes, and le bidet (7.1.IL.C.5)
Paraphrase what is found in a French housing want-ad (7.1.IL.A.6,7,8)
Describe the different parts of a French meal (7.1.IL.C.5)
Identify items of a table setting (7.1.IL.A.4,7)
Tell where items are in a table setting using prepositions (7.1.A.4 B.3,4)
C. Le corps et la santé






Identify body parts in French (7.1.IL.A.4,7)
Describe how someone is feeling (7.1.IL.A.4,8 B.2,3,4)
Tell where something hurts (7.1.IL.B.3)
Compare and contrast American and French health expressions and health care (7.1.IL.A.8 B.3 C.5)
Use avoir expressions to describe cold, heat, and fear (7.1.IL.A.2,3,7 B.3)
State remedies for various ailments (7.1.IL.A.7,8 B.2,4,5)
D. Paris










Ask about and identify professions (7.1.IL.A.2 B.2,3)
Ask about and describe physical and character traits (7.1.IL.A.4 C.3)
Describe people, places, and things using comparative and superlative adjectives (7.1.IL.A.4 B.5)
Describe and sequence past events using venir + de + infinitive and/or passé composé (7.1.IL.A.4,7,8)
Express opinions about various works of art (7.1.IL.B.3,4)
Give orders and make suggestions using the imperative mood (7.1.IL.B.2,3)
Point out people, places, and things using demonstrative adjectives (7.1.IL.A.4 B.2,3,5)
Ask about, identify, and describe zoo animals (7.1.IL.A.4,5 B.2,3,5)
Conjugate the irregular verbs mettre, prendre, and voir (7.1.IL.A.7,8)
Compare and contrast various aspects of Parisian life (7.1.IL.C.5)
E. En France











Describe and sequence past events using the passé composé with être and avoir (7.1.IL.A.4,7,8 B.3,4)
Conjugate the irregular verbs partir and sortir to express when you are leaving (7.1.IL.A.7,8)
Identify various geographic features and forms of transportation (7.1.IL.A.3,4 B.4,5)
Conjugate the irregular verbs lire and dormir (7.1.IL.A.3,7,8)
Identify, discuss, compare, and contrast aspects of traveling throughout France (7.1.IL.B.2,3,4 C.5)
Ask about, identify, and describe farm animals and farm life (7.1.IL.A.3)
Say where you are going or where you went using the appropriate preposition (7.1.IL.A.4)
Conjugate the modal verbs vouloir, pouvoir, devoir, and falloir (7.1.IL.B.2,3,4,5)
Use ordinal numbers to sequence events (7.1.IL.A.4)
Order food and beverages in a restaurant using the correct partitive article (7.1.IL.B.3)
Write a business letter using formal greetings and salutations (7.1.IL.A.4 C.2)
G. La vie quotidienne







I.
Identify toiletry items and household chorse (7.1.IL.A.4,7)
Conjugate reflexive verbs in the present, past, and imperative (7.1.A.4,8 B.2,3,4)
Conjugate the irregular verb s’asseoir in the present tense (7.1.IL.A.5)
Describe your daily routine and say what time people complete daily activities (7.1.IL.A.2,3,4 B.2,3,4,5)
Give orders, make suggestions, and ask someone to hurry (7.1.IL.B.3,4)
Summarize the history and French influences in Haiti, Guadeloupe, and Martinique (7.1.IL.C.5)
Give opinions, state dislikes and preferences about chores and daily activities (7.1.IL.A.4 B.3,4,5)
Les sports et les loisirs






Identify sports and leisure activities (7.1.IL.A.4,7)
Compare leisure activities in the US and French speaking countries (7.1.IL.C.4,5)
Identify television programs and types of movies (7.1.IL.A.4,7)
Conjugate the irregular verbs courir and offrir in the present tense (7.1.IL.A.3,8)
Give opinions, state dislikes and preferences about sports and leisure activities (7.1.IL.A.4 B.3,4,5)
Apply direct object pronouns to sentences in the present, passé composé, and imperative (7.1.IL.A.3,7,8 )
Course Expectations and Skills
1.
2.
3.
4.
Maintain a notebook.
Apply vocabulary and grammar to reading, writing and listening comprehension assignments.
Develop and perform dialogues and oral presentations in the present tense.
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:
C’est à toi 2
Supplemental Materials:
C’est à toi 2 Grammar and Vocabulary Workbook
C’est à toi 2 Workbook
C’est à toi 2 Communicative 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 is a review of grammar, vocabulary, and culture students French 2 – Unit 1: Review of encountered in Level 1. Students will recall vocabulary for the central themes Level 1 of Level 1: Greetings, likes and dislikes, food, school, family, nationalities, and Grade Level(s): 10 clothing. Grammar items in this unit include the irregular verbs of French 1: aller, avoir, être, venir, and faire, as well as the regular verb families (‐er, ‐ir, ‐
re). Cultural discussions include New Year’s Eve celebrations, Carnaval in Quebec, Canada, and other francophone celebrations. Essential Question(s): Enduring Understanding(s): ‐ What language skills have I ‐ Language reflects and is influenced by the culture in which it is found. retained from French 1? ‐ Cultural perspectives are gained by using the language and through ‐ Why are some verbs experience with its products and practices. regular and some ‐ The goal is effective communication, not word‐for‐word translation. irregular? ‐ People appreciate your effort to learn and use their language. ‐ How can I describe the ‐ Different linguistic structures communicate different meanings. people in my family and ‐ The language we use changes with the situation. their relationships to each ‐ Structures and writing systems of French and English have similarities and other? differences. ‐ 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? ‐ Why can’t you use the same words or expressions with everyone in every situation? ‐ How can I enhance my connections with people through language? ‐ How can I explore other cultures without stereotyping? ‐ To what extent are French and English different? ‐ What parts of my daily life / experiences can I describe in French? 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. Describe the function of a pronoun. 2. Conjugate regular verbs in French. 3. Conjugate the irregular verbs aller, avoir, être, faire and venir. 4. Describe yourself and other people. 5. Form adjectives to agree with their subject. 6. Construct sentences in the futur proche. 7. Identify school objects and tell what you need for school. 8. Say what you like to do and ask someone what they like to do. 9. Describe relationships between family members. 10. Express hunger and thirst and ask how others are doing. 11. Identify and describe clothing items. 12. Compare and contrast French, Francophone, and American holidays and celebrations. NJCCCS or CCS 1. 7.1.IL.A.3,4,8 2. 7.1.IL.A.3,8 3. 7.1.IL.A.3,8 4. 7.1.IL.A.4,5 B.3,4,5 5. 7.1.IL.A.3,7,8 B.4,5 6. 7.1.IL.A.8 7. 7.1.IL.A.2,4,5 B.3,4 8. 7.1.IL.B.2,3,4 9. 7.1.IL.A.4,B.3 C.3 10. 7.1.IL.B.2,3,4 11. 7.1.IL.A.4 12. 7.1.IL.C.5 Inter‐Disciplinary Connections: English – Students will learn parts of speech, irregular verbs, regular verbs, 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. Math – Students will review and utilize numbers in French. Geography – Students will discuss the location, geography, and French influences in Quebec, Canada, Annecy, and Martinique. Students will engage with the following text: ‐
‐
‐
‐
‐
C’est à Toi Level 1 Le Monde Francophone – excerpt 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: ‐
‐
‐
Short journal responses about the value of taking a foreign language and their expectations for Level 2. Summaries of the culture sections in the textbooks on New Year’s celebrations, writing invitations, Annecy, Martinique, and holiday celebrations in Francophone countries. Short descriptions of themselves, their family members, and friends. 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. ‐ Introduce yourself to class with Je m’appelle and ask your neighbors name with Comment t’appelles‐tu? ‐ Draw a “blason” to depict yourself, your family, your likes and dislikes. ‐ Describe your partner to the class based on their drawings from their “blason”. ‐ Complete Pre‐Test and go over answers on PowerPoint. ‐ Complete stations to review vocabulary and grammar from Level 1. ‐ Match pronouns with their English definition (Warm‐Up). ‐ Complete verb charts for the regular and irregular verbs of French 1. ‐ Write in your journal about the value of taking a foreign language and your expectations for French 2. ‐ Translate verbs from French 1 into English on review sheet. ‐ Complete graphic organizer reviewing regular and irregular verbs. ‐ Play Loto with review vocabulary. ‐ Play snake verb review game. ‐ Read culture section about French and francophone holidays and answer activity questions. ‐ take notes on à + definite article. ‐ Review of vocabulary with quizlet flashcards on SmartBoard. ‐ Watch textbook DVD clips for Chapter 1. ‐ Write 3 sentences to describe yourself, your friend, and the class. ‐ Take notes on the futur proche (aller + infinitive). ‐ Write 3 things you are going to do this afternoon. ‐ Review adjective agreement (notes) and translate adjectives from Level 1 in review packet. ‐ Create a 10 question quiz in small groups and switch with other groups to grade. ‐ Go to computer lab to use Quia.com. 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: ‐
‐
‐
‐
Homework exercises in Grammar and Vocabulary workbook Chapter 1 Quizzes – blason vocabulary, regular verbs, irregular verbs Notebook Quizzes on various warm‐ups and notes in notebook Daily Warm‐up Exercises: ex; chose appropriate subject pronoun, conjugate verbs, describe each person pictured, translate into French/English *These assessments will mostly require students to Remember, Understand, and Apply. Accommodations/Modifications: ‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
Provide students with guided notes. Retest failures (at teacher’s discretion). Extended time for quizzes or tests. Preferential seating. Check frequently for understanding. Encourage use of the agenda book. Post assignments, schedules, directions and reminders. Obtain students’ attention prior to giving directions. Inclusion of “hands‐on” activities (ex; SMARTBoard games). Maintain contact with parents. Have a set of books available at home. Repeat directions orally. Restate directions and model on the board. 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: ‐
‐
‐
‐
‐
‐
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/aural assessments. Restate directions and/or read test to student. Performance Assessments: ‐
‐
‐
Create a “Facebook”‐like profile to describe yourself and what you like to do. Create a dialogue about a favorite holiday. Create an invitation to a holiday celebration. *These assessments will mostly require students to Analyze, Evaluate, and Create. Accommodations/Modifications: ‐
‐
‐
‐
‐
‐
‐
‐
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. Allow students to re‐do projects that do not meet requirements the first time. Alter requirements to make projects more manageable . Allow students to work individually. 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 2 – Unit 2: La Maison This unit explores housing and living arrangements in France and francophone countries. Students will learn vocabulary for the rooms of the Grade Level(s): house as well as furniture and appliances. This unit also contains two new 10 irregular verbs, prendre and mettre, which are the base for 4 more verbs – apprendre, comprendre, promettre, and permettre. Grammar in this section includes de plus plural adjectives and the imperative mood (commands). Students will also discuss the differences between French and American housing arrangements and the importance of meals in French and francophone countries. Essential Question(s): Enduring Understanding(s): ‐ Why are some verbs ‐ People live differently depending upon their geographical, economical, regular and some and cultural situations. irregular? ‐ Meals and eating are a central part of family and culture in French and ‐ How can I describe where francophone cultures. and how I live? ‐ Language reflects and is influenced by the culture in which it is found. ‐ How can I use my existing ‐ Cultural perspectives are gained by using the language and through communication skills to experience with its products and practices. learn a new language? ‐ The goal is effective communication, not word‐for‐word translation. ‐ What do I hear when I ‐ People appreciate your effort to learn and use their language. listen to a French ‐ Different linguistic structures communicate different meanings. conversation? ‐ The language we use changes with the situation. ‐ 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? ‐ 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? ‐ What parts of my daily life / experiences can I describe in French? 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 places in town and rooms in a house. 2. Identify furniture and appliances in the house. 3. Conjugate the irregular verbs prendre and mettre. 4. Tell or suggest someone do something using the imperative mood. 5. Identify adjectives that precede the noun. 6. Describe plural nouns with de and an adjective that precedes a noun. 7. Compare and contrast housing in France and the United States. 8. Compare and contrast French and American teen‐agers bedrooms. 9. Explain the difference between a salle de bains, les toilettes and le bidet. 10. Paraphrase what is found in a French housing want‐ad. 11. Describe the different parts of a French meal. 12. Identify items of a table setting. 13. Tell where items are in a table setting using prepositions. NJCCCS or CCS 1. 7.1.IL.A.4,7 2. 7.1.IL.A.4,7 3. 7.1.IL.A.3,8 4. 7.1.IL.A.3,8 B.2,3 5. 7.1.IL.A.3,8 6. 7.1.IL.A.3,5 C.3 7. 7.1.IL.C.5 8. 7.1.IL.C.5 9. 7.1.IL.C.5 10. 7.1.IL.A.6,7,8 11. 7.1.IL.C.5 12. 7.1.IL.A.4,7 13. 7.1.IL.A.4,B.3,4 Inter‐Disciplinary Connections: English – Students will utilize irregular verbs, nouns, adjectives, and the imperative. 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 francophone meals and different parts of meals. Geography – Students will study the geography and culture of Le Maghreb (Algeria, Tunisia, and Morocco). Students will engage with the following text: ‐
‐
‐
‐
‐
C’est à Toi Level 1 Chapters 8,9 Description of Moroccan meal (Activities for Proficiency workbook p. 104) 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: ‐
‐
‐
‐
Short journal responses about where students live and their dream houses. Summaries of culture sections in textbooks on apartments, teenagers’ bedrooms, salle de bains v. toilettes, floors in French houses, French meals, and le Maghreb. Short descriptions of different houses / apartments. Short descriptions of their favorite room in their house. 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. ‐ Take notes on de + BANGS adjectives from PowerPoint. ‐ Conjugate prendre into notes from SMART Board. ‐ Take notes on the imperative (command) in French. ‐ Listen to “Dans ma chambre” song and fill in lyrics with vocabulary words. ‐ Describe one room in your house. ‐ Match prepositions to the pictured word on graphic organizer. ‐ Complete worksheet “ Où est le chat” with prepositions. ‐ Chorale response with vocabulary words. ‐ Loto with house vocabulary. ‐ Word search with vocabulary. ‐ Play the snake game with prendre, mettre, and commands. ‐ Read culture section about French meals and answer activity questions. ‐ Review of vocabulary with quizlet flashcards on SMART Board. ‐ Watch textbook DVD clips for Chapter 9 (C’est à Toi Level 1). ‐ Listen to Conversation Culturelles from textbook and fill in missing words of conversation. ‐ Complete various activities in textbook, Chapter 9. ‐ Review prendre and forms of transportation with “prendre picture walk” around the room. ‐ Create a short dialogue / debate using commands (Do this! Don’t do this! Let’s do this!). ‐ Review game using SMART Board and whiteboards in rows: write the command or sentence on board. ‐ Read culture sections in textbook and discuss similarities and differences. ‐ Write in journals about your house, your reflections about French housing/meals. ‐ Complete info gap worksheet with mettre: Ask classmate who puts what on the table. ‐ Draw table setting as teacher describes orally. ‐ Answer true/false questions about a table setting. ‐ Create a table setting using manipulatives and teacher commands. ‐ Play Jeopardy to review for test. 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: ‐
‐
‐
‐
‐
‐
Homework exercises in Grammar and Vocabulary workbook Chapter 9 Quizzes – rooms of the house, items in the house, prendre, mettre, commands, table setting Dictations: topics may include short descriptions of table setting or room in a house Notebook Quizzes on various warm‐ups and notes in notebook Unit Test: Fill in the blank, open ended test on rooms in a house and furniture items/appliances, de + plural adjectives, prendre, mettre, commands, reading comprehension (housing advertisements) Daily Warm‐up Exercises: ex; describe furniture item pictured, fill in the blank with de or des, conjugate verb in imperative mood, fill in the blank with prendre or mettre, translate sentences into English/French *These assessments will mostly require students to Remember, Understand, and Apply. Accommodations/Modifications: ‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
Provide students with guided notes. Retest failures (at teacher’s discretion). Extended time for quizzes or tests. Preferential seating. Check frequently for understanding. Encourage use of the agenda book. Post assignments, schedules, directions and reminders. Obtain students’ attention prior to giving directions. Inclusion of “hands‐on” activities (ex; SMARTBoard games) . Maintain contact with parents. Have a set of books available at home. Repeat directions orally. Restate directions and model on the board. 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: ‐
‐
‐
‐
‐
‐
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/aural assessments. Restate directions and/or read test to student. Performance Assessments: ‐
‐
Create an advertisement for your dream house. Label and describe 10 furniture items/ appliances in a room of a house. *These assessments will mostly require students to Analyze, Evaluate, and Create. Accommodations/Modifications: ‐
‐
‐
‐
‐
‐
‐
‐
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. Allow students to re‐do projects that do not meet requirements the first time. Alter requirements to make projects more manageable. Allow students to work individually. 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 explores the body and health issues. Students will learn French 2 – Unit 3: Le Corps et vocabulary for the body parts as well as ailments and physical well‐being. This la Santé unit also introduces negative expressions (never, no one, and nothing), as well Grade Level(s): 10 as idiomatic expressions of health and well‐being. Students will discuss proverbs and popular health remedies in France and francophone countries. Essential Question(s): Enduring Understanding(s): ‐ How can I describe my ‐ Language reflects and is influenced by the culture in which it is found. health and my physical ‐ Cultural perspectives are gained by using the language and through problems? experience with its products and practices. ‐ How fluent do I need to be ‐ The goal is effective communication, not word‐for‐word translation. in order to communicate ‐ People appreciate your effort to learn and use their language. effectively? ‐ Different linguistic structures communicate different meanings. ‐ How do I begin, sustain, ‐ The language we use changes with the situation. and end a conversation ‐ Wellness practices vary across cultures. when I am just beginning to learn a new language? ‐ Why can’t you use the same words or expressions with everyone in every situation? ‐ What parts of my daily life and experiences can I describe in French? ‐ How can speaking a foreign language affect my life? ‐ Why do people from different cultures sometimes say, write, and do things differently from the way I do them? ‐ How do I know I am getting better in using language in real‐world situations? 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 body parts in French. 2. Describe how someone is feeling. 3. Tell where something hurts. 4. Compare and contrast American and French health expressions and health care. 5. Use avoir expressions to describe cold, heat, and fear. 6. State remedies for various ailments. NJCCCS or CCS 1. 7.1.IL.A.4,7 2. 7.1.IL.A.4,8 B.2,3,4 3. 7.1.IL.B.3 4. 7.1.IL.A.8, B.3, C.5 5. 7.1.IL.A.2,3,7 B.3 6. 7.1.IL.A.7,8 B.2,4,5 Inter‐Disciplinary Connections: Health and Physical Education – Students will identify body parts in French and express physical ailments. 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. Geography – Students will read about Chamonix, Mont Blanc, Switzerland, and the Alps. Students will engage with the following text: ‐
‐
‐
‐
‐
‐
C’est à Toi Level 1 Chapter 10 Excerpt from directory of medical professionals (Workbook p. 168) Magazine article describing various exercises (Workbook p. 173‐4) 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: ‐
‐
Short journal responses about health practices and their experiences with being sick / breaking bones. Summaries of culture sections in textbooks on skiing in the Alps, French proverbs, Switzerland, health expressions, and French health practices. 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 Culturelle in the textbook C’est à Toi 1 Chapter 10. ‐ Chorale response with vocabulary words. ‐ Play “Jacques dit” (Simon says). ‐ Draw a monster and describe it using vocabulary. ‐ Complete listening exercises in C’est à Toi 1 Chapter 10. ‐ Play Loto with vocabulary. ‐ Word search with vocabulary. ‐ Read culture section about French health practices and answer activity questions. ‐ Review of vocabulary with Quizlet flashcards on SMART Board. ‐ Watch textbook DVD clips for Chapter 10. 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: ‐
‐
‐
‐
‐
Homework exercises in Grammar and Vocabulary workbook C’est à Toi 1 Chapter 10 Quizzes – body vocabulary Notebook Quizzes on various warm‐ups and notes in notebook Unit Test: Multiple Choice Daily Warm‐up Exercises: ex; match the activity or clothing item with the body part, write a sentence to say where the person hurts, name body parts that you have one/two/many of. *These assessments will mostly require students to Remember, Understand, and Apply. Accommodations/Modifications: ‐
‐
‐
‐
‐
‐
‐
Provide students with guided notes. Check frequently for understanding. Post assignments, schedules, directions and reminders. Obtain students’ attention prior to giving directions. Inclusion of “hands‐on” activities (ex; SMART Board games) Restate directions and model on the board. 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: ‐
‐
‐
‐
‐
‐
Divide or chunk tests into portions. Supply a word bank. Reduce number of choices. Increase spacing to reduce visual clutter – put fewer questions on each page. Write answers on test instead of on Scantron. Restate directions and/or read test to student. Performance Assessments: ‐
‐
Identify 10 body parts on a picture of a celebrity/person. Create a monster and write 10 sentences to describe it. *These assessments will mostly require students to Analyze, Evaluate, and Create. Accommodations/Modifications: ‐
‐
‐
‐
‐
‐
‐
‐
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. Allow students to work individually. Encourage students to present to teacher only. 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: In this unit students get to study one of the most visited cities in the world French 2 – Unit 4: Paris – Paris. They will study different professions, adjectives, zoo animals, and Grade Level(s): 10 modes of public transportation, including the Paris metro system. They will also study famous French art and artists and analyze their works. Students will build on their knowledge of grammar by studying the irregular verbs prendre, mettre, voir, and the comparative adjectives plus que, moins que, aussi que, the demonstrative adjectives ce, cet, cette, ces. Students will also learn the passé composé – a major grammatical concept for Level 2. Essential Question(s): Enduring Understanding(s): ‐ Why is Paris the most ‐ You can learn a 2nd language. visited city in the world? ‐ Paris is a city rich in the culture and history of the French people. ‐ How can I describe what ‐ The passé composé is a tense essential for describing events in the past. happened in the past? ‐ People have different styles of learning a language. ‐ How can I describe the ‐ Learning a 2nd language opens doors for you personally and professionally attributes of myself and ‐ French is a global language. those around me? ‐ There are formal and informal registers in French. ‐ Why are some verbs regular ‐ Learning a different language and culture leads to a greater understanding and some irregular? of our world and why people think and act in different ways. ‐ What is the role of art in ‐ Reading helps me to understand and think about facts, ideas and opinions French history and culture? in French. ‐ How is the past tense ‐ Adjectives come in many forms and can enrich our descriptions of people conveyed in French? and places. ‐ Why was the Renaissance important in French history and culture? ‐ What are the advantages and disadvantages of mass transportation? ‐ What are some important landmarks in Paris, and what is their connection to French history? ‐ How can I tell others to do things and make suggestions? 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 about and identify professions. 2. Ask about and describe physical and character traits. 3. Compare people, places, and things using comparative and superlative adjectives. 4. Describe and sequence past events using venir + de + infinitive and/or the passé comsposé. 5. Express opinions about various works of art. 6. Give orders and make suggestions using the imperative mood. 7. Point out people, places, and things using demonstrative adjectives. 8. Ask about, identify, and describe zoo animals. 9. Conjugate the irregular verbs mettre, prendre, and voir to describe the clothes you wear, forms of transportation and food you take, and the things you see. 10. Listen and respond to a variety of spoken texts about Parisian life, art, and zoo animals. 11. Identify, discuss, compare, and contrast various aspects of Parisian life. NJCCCS or CCS 1. 7.1.IL.A.2, B.2,3 2. 7.1.IL.A.4, C.3 3. 7.1.IL.A.4, B.5 4. 7.1.IL.A.4,7,8 B.3,4 5. 7.1.IL.B.3,4 6. 7.1.IL.B.2,3 7. 7.1.IL.A.4, B.2,3,5 8. 7.1.IL.A.4,5,7 B.2,3 9. 7.1.IL.A.7,8 10. 7.1.IL.A.5,6,B.5 11. 7.1.IL.C.5 Inter‐Disciplinary Connections: Social Studies and Geography – Students will view maps of Paris and discuss monuments, transportation, and maps in Paris. English – Students will learn irregular verbs, imperative (commands), comparative and superlative adjectives, and the past tense. Science – Students will utilize vocabulary for zoo animals. Visual and Performing Arts – Students will discuss the works of Pablo Picasso, compare Modern Art and Renaissance Art, and explore La Jaconde and museums of Paris. Technology – Students will be exposed Microsoft Office PowerPoint for presentations, Quizlet.com and Quia.com for review of vocabulary, and the textbook website for listening activities. Students will engage with the following text: ‐
‐
‐
‐
‐
‐
‐
C’est à Toi Level 2 Chapter 2 Grammar and Vocabulary Workbook Chapter 2 Workbook Chapter 2 Maps of France and Paris C’est à Toi website: http://www.emcp.com/cestatoi/ Textbook Readings: Short passages about Paris monuments, description of Le Parc Astérix (p. 95‐7) Realia Unit 2 an adaptation from the Allez viens! Accommodations / Modifications : ‐ Highlight or underline specific vocabulary related to the task on the workbook pages. ‐ Provide a tracking sheet of expected assignments for the day/week. ‐ Incorporate media / audio visual representation (YouTube, Quizlet.com, etc.). ‐ Provide guided questions to enhance comprehension. ‐ Provide graphic organizers. ‐ Establish word walls to provide reference / support around the room. Students will write: ‐
‐
‐
‐
‐
‐
Cornell notes on formation of adjectives both regular and irregular, the passé composé with avoir. Short journal responses on possible professions students would like to be when they grow up, how they would describe themselves and their family, and their opinions on various art forms. Summaries of culture sections in notebook on the metro and R.E.R., landmarks in Paris, le bac, Réunion, Pontoise, and various art museums in Paris. Comparisons between animals or celebrities using comparative and superlative adjectives. Short paper summarizing important facts about a monument in Paris. 10 sentences describing what they did over the weekend in the passé compose. Accomodations / Modifications : ‐ Provide a clear and concise rubric. ‐ Reduce the value of 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. ‐ 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 discuss Conversation Culturelle in textbook C’est à toi 2 Chapter 2. ‐ Read, translate, and discuss Aperçus Culturels sections in textbook C’est à toi 2 Chapter 2. ‐ Complete listening exercises in textbook C’est à toi 2 Chapter 2. ‐ In teams, identify as many monuments on postcards as possible, then switch. ‐ Write a short postcard from Paris describing what you did/saw in the past tense. ‐ Create a poster and short report on a Paris monument. ‐ Using a Paris map and a métro map, make a list of 10 major monuments/sites in Paris and the métro stops closest to each monument/site. ‐ Qui est‐ce que? Blindfold half of students and give each a partner – try and guess your partner by asking yes/no questions about physical / personality traits. ‐ Quelle est ma profession? Student choses a profession, class asks up to 20 yes/no questions to guess the profession. ‐ Take notes from PowerPoint on passé compose. ‐ SMART Board activity: role dice to choose profession, then to choose adjective – make the adjective agree with the profession and translate. ‐ SMART Board activity: rearrange words to form sentences in passé récent with venir and infinitive. ‐ Fill in guided notes on irregular past participles. ‐ Take notes from PowerPoint on comparative, superlative, and demonstrative adjectives. ‐ Play Loto with vocabulary. ‐ Review vocabulary with Quizlet flashcards on SMART Board. ‐ Play Snake Game to review passé compose. ‐ Answer true/false questions about culture sections of textbook. ‐ In small groups, pick four celebrities and describe their abilities, personality, and appearance w/ 5 adjectives. ‐ Create a self‐portrait à la Picasso by drawing and combining a front view and facial profile. ‐ Class discussion comparing Renaissance and 20th century paintings on PowerPoint. ‐ Given a particular location and weather condition, list what clothes you would take with you on vacation using the irregular verb prendre. ‐ In small groups set up a clothing store – classmates ask for information and compare available items using demonstrative and comparative adjectives. ‐ Walk around the room and write one thing you did during each month of the year in the passé compose. ‐ Label reproductions of paintings by French artists with title and artist, practice identifying the paintings, ask students to point out, move, and/or exchange paintings. ‐ Play Pictionary with animal vocabulary. ‐ Bring in three of the same kind of object and then share them with the class by comparing them with comparative and superlative adjectives. ‐ Read, outline, and discuss reading on Astérix theme park in textbook. ‐ Create and present a small poster comparing two celebrities or two animals. ‐ Possible Films: Amélie; Paris, Je t’aime ; La Belle et La Bête ; L’enfant Lion ; Les Enfants du Paradis ; Au Bout de Souffle. ‐ Songs : Aux Champs Elysées ; Sous le ciel de Paris. Modifications / Accommodations: ‐ Model appropriate expectations for assignments. ‐ Allow students to provide oral presentation to instructor when appropriate to demonstrate understanding. ‐ Decrease emphasis on spelling and accent accuracy. ‐ Provide graphic organizers. ‐ Use visual and physical clues when reviewing vocabulary. ‐ Provide script for listening activities. 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: ‐
‐
‐
‐
‐
‐
‐
Oral quiz – You are curious about a classmate’s painting in Art class: Engage in a conversation. Homework exercises in Grammar and Vocabulary workbook Chapter 2 Dictations: Possible topics include art, professions, zoo animals, past activities Notebook Quizzes on various warm‐ups and notes in notebook Unit Test: Open‐ended test on professions, adjectives, and zoo animal vocabulary, passé composé, irregular verbs, imperative, comparative, superlative, and demonstrative adjectives Daily Warm‐up Exercises: ex, from workbook, rewrite sentences in passé composé, identify past participle of verb, unscramble vocabulary word, describe the person pictured with a vocabulary word, fill in the blank with the correct form of the irregular verb, translate sentences into French, compare two pictured people *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; SMART Board games). Have a set of books available at home. Restate directions and model on the board. Provide a word bank. Modify sections of tests, quizzes, and activities (shorten assessment, divide, or chunk into portions). 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 or aural assessment. Provide a clear and concise rubric. Summative Assessments: Pre‐Test, Benchmark, and End of Year Assessment. *These assessments will mostly require students to Understand, Apply, Analyze, and Evaluate. Accommodations/Modifications: ‐
‐
‐
‐
‐
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. Restate directions and/or read test to student. Performance Assessments: ‐
‐
‐
‐
‐
‐
While grocery shopping for a picnic, you run into a friend whom you want to invite along. Engage the conversation and simulate the scenario. Write a postcard to tell your classmate about your vacation to Paris. Create and present a short poster/1 page paper on a monument of Paris. Create and present an 8 ½ x 11 poster comparing two animals or two celebrities. Create a self portrait à la Picasso. Write, memorize, and present 10 sentences in the passé composé describing what you did over the weekend. *These assessments will mostly require students to Analyze, Evaluate, and Create. Accommodations/Modifications: ‐
‐
‐
‐
‐
‐
‐
‐
‐
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. Allow students to re‐do projects that do not meet requirements the first time. Alter requirements to make projects more manageable. Provide a buddy with a supportive role. 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: In this unit students pursue their language acquisition skills by studying French 2 – Unit 5: En France some major features of French life. They will study places in the Grade Level(s): 10 countryside, farm animals, reading materials, and means of transportation. French provinces and their different products are featured in this unit. Students will learn about food, beverages, and restaurant expressions. Students will additionally increase their irregular verbs repertoire by studying partir and sortir, dormir and lire, and finally, vouloir, pouvoir, devoir and falloir. The passé compose with ETRE and the formation of irregular nouns and adjectives are grammatical features studied in this unit. Essential Question(s): Enduring Understanding(s): ‐ You can learn a 2nd language. - Why are some verbs regular and some verbs ‐ People have different styles of learning a language. ‐ The passé composé is a tense essential for describing events in the past. irregular? ‐ The products, culture, and language of France are influenced by the - How can I describe geography and history of its provinces. what happened in the ‐ Learning a 2nd language opens doors for you personally and professionally past? ‐ French is a global language. - What is your routine ‐ There are formal and informal registers in French. like and how would it ‐ Learning a different language and culture leads to a greater understanding be different in a of our world and why people think and act in different ways. Francophone country? ‐
Reading helps me to understand and think about facts, ideas and opinions - How do local climate in French. and geography ‐
Successful communication is knowing how, when and why, to convey a contribute to a healthy message to different audiences. lifestyle, including diet ‐ Language learning involves acquiring strategies to fill communication gaps. and activities? ‐ The content of the world languages classroom encompasses the entire - How do your life and learning experience. surroundings compare with those of other countries? -
How would I plan a trip to a French‐speaking province or country? How is France a diverse country? How has French cuisine and French cooking influenced America? How can I interact in a restaurant to order food and express my opinions? 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. Describe and sequence past events the passé composé with être and avoir. 2. Conjugate the irregular verbs partir and sortir to express when you are leaving. 3. Identify various geographic features and forms of transportation to describe where you have been and how you got there. 4. Listen and respond to a variety of spoken texts about travel, life on a farm, and going to a restaurant. 5. Conjugate the irregular verbs lire and dormir to express what you are reading and where/when you are sleeping. 6. Identify, discuss, compare, and contrast aspects of traveling throughout France. 7. Ask about, identify, and describe farm animals and farm life. 8. Say where you are going or where you went using the appropriate preposition. 9. Identify, ask about, describe, and order French cuisine specialties using the modal verbs vouloir, pouvoir, devoir, and falloir. 10. Use ordinal numbers to sequence events. 11. Order food and beverages in a restaurant using the correct partitive article. 12. Write a business letter using formal greetings and salutations. NJCCCS or CCS 1. 7.1.IL.A.4,7,8 B.3,4 2. 7.1.IL.A.7,8 3. 7.1.IL.A.3,4 B.4,5 4. 7.1.IL.A.5,6,B.5 5. 7.1.IL.A.3,7,8 6. 7.1.IL.B.2,3,4 C.5 7. 7.1.IL.A.3 8. 7.1.IL.A.4 9. 7.1.IL.B.2,3,4,5 10. 7.1.IL.A.4 11. 7.1.IL.B.3 12. 7.1.IL.A.4 C.2 Inter‐Disciplinary Connections: Social Studies and Geography – Students will learn about the provinces of France, Marseille, Lille, and Lyon. Culinary Arts – Students will discuss culinary specialties of various regions in France. English – Students will learn irregular verbs, partitive articles, modal verbs, geographical prepositions, past tense, and helping verbs. 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. Students will engage with the following text: -
C'est à toi! Level Two Chapter 3 Grammar and Vocabulary Workbook Chapter 3 Workbook Chapter 3 Maps of France and provinces Brochure on Eldorador hotel chain (Workbook p. 58) Textbook readings: short passages about cities and restaurants in France, formal business letter (p. 147)
C’est à Toi website: http://www.emcp.com/cestatoi/ Accommodations / Modifications : - Highlight or underline specific vocabulary related to the task on the workbook pages. - Provide a tracking sheet of expected assignments for the day/week. - Incorporate media / audio visual representation (YouTube, quizlet.com, etc.). - Provide guided questions to enhance comprehension. - Provide graphic organizers. - Word walls to provide reference / support around the room. Students will write: -
Cornell notes on the passé composé with être and modal verbs. Short journal responses about student experiences taking virtual tours and places they would like to visit. Summaries of culture sections in textbooks on trains, Marseille, Lille, Lyon, Provence, and menu expressions. 5 sentences describing what you did over the weekend. 1 page summary of the history and important produces of a region in France. 10 line dialogue about being on a farm, in a restaurant, or taking a trip. Accommodations / Modifications : - Provide a clear and concise rubric. - Reduce the value of 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. - Give repetition for clarity regularly. PART III: TRANSFER OF KNOWLEDGE AND SKILLS DESCRIBE THE LEARNING EXPERIENCE. How will students uncover content and build skills. ‐ Listen to, read, and discuss Conversation Culturelle in textbook C’est à toi 2 Chapter 3. ‐ Read, translate, and discuss Aperçus Culturels sections in textbook C’est à toi 2 Chapter 3. ‐ Complete listening exercises in textbook C’est à toi 2 Chapter 3. ‐ Complete written exercises in textbook C’est à toi 2 Chapter 3. ‐ Chorale response with vocabulary. ‐ Explore SNCF website and look at various train schedules (reviewing military time). ‐ Take notes from PowerPoint on passé composé with être. ‐ Watch, repeat, and memorize YouTube Video: “Christa’s Passé Composé Video”. ‐ Make your own “être dome” or “maison d’être” for a visual study guide. ‐ With a partner, create a storyboard describing what happens to an animal. ‐ Based on various subjects listed, decide if agreement is necessary in passé compose. ‐ Être & avoir dice game. ‐ Fill in guided notes sheet on passé compose. ‐ Dice game with irregular verbs – create sentences and translate. ‐ Review vocabulary with Quizlet flashcards on SMART Board. ‐ Play Snake Game to review passé composé with être / modal verbs / irregular verbs from chapter. ‐ Race your partner to point out geographical features on a map. ‐ Repeat animal noises for each farm animal. ‐ Fill in guided notes sheet on modal verbs. ‐ Take notes from PowerPoint on irregular plurals. ‐ In small groups, describe various aspects of different farm animals. ‐ List the American or French presidents, then identify each one with a ordinal number. ‐ Create a poster and 1 page paper about a region of France. ‐ Create a menu for a French restaurant. ‐ In small groups, form as many sentences as you can using the verbs vouloir, pouvoir, & devoir. ‐ Write a short business letter. ‐ Take notes from PowerPoint on ordinal numbers. ‐ Using “Scrabble” index cards, groups must spell out vocabulary word teacher calls. ‐ Create and present with a partner a 10 line dialogue about a trip, on the farm or at a restaurant. ‐ Possible Films: Manon des Sources ; Le Diner de cons ;The Discreet Charm of the Bourgeoisie. ‐ Songs : Méditerranée ; En passant par la Lorraine, Sur le pont d’Avignon, Frère Jacques. Modifications / Accommodations: - Model appropriate expectations for assignments. - Allow students to provide oral presentation to instructor when appropriate to demonstrate understanding. - Decrease emphasis on spelling and accent accuracy. - Provide graphic organizers. - Use visual and physical clues when reviewing vocabulary. - Provide script for listening activities. 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: -
Homework exercises in Grammar and Vocabulary workbook Chapter 3 Quizzes – geography, modes of transportation, and sortir and partir, farm animals and lire and dormir, VANDERTRAMPP verbs, restaurant menu items, open‐book chapter test Notebook Quizzes on various warm‐ups and notes in notebook Unit Test – open ended test on passé composé, open ended test on modal verbs Daily Warm‐up Exercises – ex; rewrite verbs in the passé composé, identify verbs that use être in the past tense, fill in the blank with the correct form of the irregular verb, rewrite with the appropriate irregular plural, fill in the blank with the correct geographical preposition, translate sentences into French/English, etc *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). Have a set of books available at home . Restate directions and model on the board. Provide a word bank. Modify sections of tests, quizzes, and activities (shorten assessment, divide, or chunk into portions). 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 Apply, Analyze, and Evaluate. Accommodations/Modifications: -
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. Restate directions and/or read test to student. Performance Assessments: -
Write a short letter/postcard describing a dinner you had a restaurant in Paris. Write and perform a 10 line dialogue in a restaurant, on a farm, or traveling. Create and present a poster and 1 page paper about a region of France. Write and illustrate a short storyboard about an animal. Identify provinces and products from French regions on a map. *These assessments will mostly require students to Apply, Analyze, Evaluate, and Create. Accommodations/Modifications: 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. Allow students to re‐do projects that do not meet requirements the first time. Alter requirements to make projects more manageable. 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 vocabulary pertaining to daily activities and French 2 – Unit 6: La vie household chores. The chapter also includes reflexive verbs in the present, quotidienne imperative, and passé composé forms. Students will also learn the irregular Grade Level(s): 10 reflexive verb s’asseoir and discuss Haiti, Guadeloupe, and the discovery and Carnaval celebrations in Martinique. Essential Question(s): Enduring Understanding(s): ‐ What parts of my daily life ‐ Verbs have many forms and function differently in different languages. / experiences can I describe ‐ Language reflects and is influenced by the culture in which it is found. in French? ‐ Cultural perspectives are gained by using the language and through ‐ What are pronouns and experience with its products and practices. how do they function in ‐ The goal is effective communication, not word‐for‐word translation. French? ‐ People appreciate your effort to learn and use their language. ‐ What is a reflexive verb ‐ Different linguistic structures communicate different meanings. and how are they used in ‐ The language we use changes with the situation. French? ‐ Wellness practices vary across cultures. ‐ What do I hear when I listen to a French conversation? ‐ 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? ‐ Why can’t you use the same words or expressions with everyone in every situation? ‐ How can speaking a foreign language affect my life? ‐ Why do people from different cultures sometimes say, write, and do things differently from the way I do them? ‐ How do I know I am getting better in using language in real‐world situations? 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 toiletry items. 2. Conjugate reflexive verbs in the present, past, and imperative. 3. Identify household chores. 4. Conjugate the irregular verb s’asseoir in the present tense. 5. Accept and refuse invitations. 6. Identify French‐speaking countries in the Caribbean. 7. Describe their daily routine. 8. Give orders, make suggestions, and ask someone to hurry. 9. Describe past events. 10. Summarize the history and French influence in Haiti, Guadeloupe, and Martinique. 11. Say what time people complete daily activities. 12. Give opinions, state dislikes and preferences about chores and daily activities. NJCCCS or CCS 1. 7.1.IL.A.4,7 2. 7.1.IL.A.4,8 B.2,3,4 3. 7.1.IL.A.4,7 4. 7.1.IL.A.5 5. 7.1.IL.B.2,4 6. 7.1.IL.C.5 7. 7.1.IL.A.2 B.2,3,4,5 8. 7.1.IL.B.3,4 9. 7.1.IL.A.4,5 10. 7.1.IL.C.5 11. 7.1.IL.A.3,4 12. 7.1.IL.A.4 B.3,4,5 Inter‐Disciplinary Connections: English – Students will learn reflexive verbs, pronouns, imperative, and the past tense. 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. Geography – Students will discuss the geography, history, and French influences in the countries of Haiti, Guadeloupe, and Martinique. History – Students will discuss the role of France in the discovery of the Americas. Students will engage with the following text: -
C’est à Toi Level 2 Chapter 4 Grammar and Vocabulary Workbook Textbook reading: Ménage éléctronique (p. 188‐9) Quia.com C’est à Toi website: http://www.emcp.com/cestatoi/ Accommodations / Modifications - Provide guided questions to enhance comprehension. - Incorporate media / audio visual representation (YouTube; Quizlet.com). - Provide a tracking sheet of expected assignments for the day / week. - Create word walls to provide reference support. Students will write: -
Short journal responses about their daily routine, chores they do around the house, and improvements in technology over the past 20 years. Summaries of the culture sections in textbook on the history, geography, and culture of Haiti, Guadeloupe, the Antilles, Martinique and Carnaval. Descriptions in French of how they get ready for school. 5 things they did this morning in the past tense. Accommodations and Modifications - Highlight or underline specific vocabulary. - Provide guided questions to enhance comprehension. - Provide a clear and concise rubric. PART III: TRANSFER OF KNOWLEDGE AND SKILLS DESCRIBE THE LEARNING EXPERIENCE. How will students uncover content and build skills. ‐ Chorale response with vocabulary words and PowerPoint pictures. ‐ Listen to Conversation Culturelle in the textbook C’est à toi 2 Chapter 4. ‐ Complete listening exercises in textbook Chapter 4. ‐ Take notes on reflexive verbs from PowerPoint (present, commands, passé composé) in guided note sheet. ‐ Complete graphic organizer with verb s’asseoir. ‐ Write 5 sentences describing how you get ready for school. ‐ Play Snake review game with reflexive verbs. ‐ Play Loto with vocabulary. ‐ Word search with vocabulary. ‐ Play Memory with vocabulary pictures and words. ‐ Read culture section about Martinique, Haiti, and Guadeloupe and answer activity questions. ‐ Review of vocabulary with Quizlet flashcards on SMART Board. ‐ Watch textbook DVD clips for Chapter 4. ‐ Play Jeopardy review game. ‐ Textbook exercises Chapter 4 ‐ Read, translate, and summarize Aperçus Culturels sections Chapter 4. ‐ Complete reflexive word puzzle. ‐ Complete listening activities from Listening Activities Workbook. ‐ Complete crossword puzzle with chore vocabulary. ‐ Survey your classmates about when they do certain daily activities. ‐ Complete reflexive review worksheet. 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: -
Homework exercises in Grammar and Vocabulary Workbook Chapter 4 Quizzes – Toiletry vocabulary, reflexive verbs, chores vocabulary and s’asseoir Notebook Quizzes on various warm‐ups and notes in notebook Unit Test: Multiple Choice with vocabulary, reflexives, reading comprehension, and listening Open Ended Test on Reflexive Verbs in present, past, and command Daily Warm‐up Exercises: ex; match the toiletry to the activity, fill in the blank with the reflexive pronoun, conjugate the reflexive verb, translate into French, fill in the blank with vocabulary, rewrite sentences in the negative, match chore with the item *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; 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: 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. -
Choose cooperative learning groups to ensure effective work and socialization skills. Enlarge font to make it clear for student. Performance Assessments: -
Write 10 sentences describing what you do on a daily basis and present to the class your daily routine (memorized). Create an advertisement for a cleaning service or a new household appliance. Write and illustrate a storyboard of your daily routine. *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. Provide a buddy and let the buddy know what his role is / supportive. Select cooperative learning groups. To ensure effective work and socialization skills. Individual presentation with teacher only. 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 explores leisure activities and pastimes that students may like to French 2 – Unit 7: Les sports do. Vocabulary includes sports, types of movies and TV programs, as well as et les loisirs outdoor activities and musical instruments. Students will learn the irregular Grade Level(s): 10 verbs offrir and courir and learn how to apply direct object pronouns in present, passé composé, and imperative situations. Students will also read and discuss what sports and activities are popular in France and other francophone countries. Essential Question(s): Enduring Understanding(s): ‐ How are the things I like to ‐ Sports and leisure practices are an important aspect of all cultures. do, different or similar to ‐ Verbs have many forms and function differently in different languages. those of French and ‐ Language reflects and is influenced by the culture in which it is found. francophone teenagers? ‐ Cultural perspectives are gained by using the language and through ‐ What are pronouns and experience with its products and practices. how do they function in ‐ The goal is effective communication, not word‐for‐word translation. French? ‐ People appreciate your effort to learn and use their language. ‐ Why are some verbs ‐ Different linguistic structures communicate different meanings. regular and some verbs ‐ The language we use changes with the situation. irregular? ‐ What do I hear when I listen to a French conversation? ‐ 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? ‐ Why can’t you use the same words or expressions with everyone in every situation? ‐ How can speaking a foreign language affect my life? ‐ Why do people from different cultures sometimes say, write, and do things differently from the way I do them? ‐ How do I know I am getting better in using language in real‐world situations? 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 sports and leisure activities. 2. Compare leisure activities in the U.S. and French speaking countries. 3. Identify television programs and types of movies. 4. Conjugate the irregular verbs courir and offrir in the present tense. 5. Give opinions, state dislikes and preferences about sports and leisure activities. 6. Apply direct object pronouns to sentences in the present, passé composé and imperative. 7. Identify musical instruments. 8. Ask if someone is free and make suggestions. 9. Accept invitations. 10. Describe someone’s talents and abilities. NJCCCS or CCS 1. 7.1.IL.A.4,7 2. 7.1.IL.C.4,5 3. 7.1.IL.A.4,7 4. 7.1.IL.A.3,8 5. 7.1.IL.A.4 B.3,4,5 6. 7.1.IL.A.3,7,8 7. 7.1.IL.A.4,7 8. 7.1.IL.B.2,3,5 9. 7.1.IL.B.3,5 10. 7.1.IL.A.4 Inter‐Disciplinary Connections: English – Students will learn irregular verbs, past tense, direct object pronouns. 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. Geography – Students will explore the French towns of Amiens and Bordeaux. Health and Physical Education – Students will discuss sports, tennis, mountain climbing, le tour de France. Music and Theatre – Students will learn the vocabulary for musical instruments, musical festivals, types of television programs and shows. Students will engage with the following text: -
C’est à Toi Level 2 Chapter 4 Grammar and Vocabulary Workbook Textbook readings: Short dialogues describing music groups (p. 230) Excerpt from TV guide (Télé Magazine) Reading on Ski Resort in Tignes (Activities for Proficiency workbook) Quia.com C’est à Toi website: http://www.emcp.com/cestatoi/ Accommodations / Modifications : ‐ Highlight or underline specific vocabulary related to the task on the workbook pages. ‐ Provide a tracking sheet of expected assignments for the day/week. ‐ Incorporate media / audio visual representation (YouTube, Quizlet.com, etc.). ‐ Provide guided questions to enhance comprehension. ‐ Provide graphic organizers. ‐ Word walls to provide reference / support around the room. Students will write: -
Short journal responses about the activities they like to do or activities they would like to try. Summaries of culture sections in the textbook on sports (tennis, biking, etc.) in France, the cities of Amiens and Bordeaux, theater and television in France, camping, rock climbing, and comics. Rewrite sentences describing what you like with object pronouns. Accomodations / Modifications : ‐ Provide a clear and concise rubric. ‐ Reduce the value of 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. ‐ Give repetition and clarifications regularly. PART III: TRANSFER OF KNOWLEDGE AND SKILLS DESCRIBE THE LEARNING EXPERIENCE. How will students uncover content and build skills. ‐ Chorale response with vocabulary words. ‐ Listen to Conversation Culturelle in the textbook C’est à toi 2 Chapter 5. ‐ Complete listening exercises in textbook chapter 5. ‐ Take notes on object pronouns from PowerPoint (present, commands, passé composé) in Cornell note sheet.
‐ Complete graphic organizer with verbs courir and offrir. ‐ Play Loto with vocabulary. ‐ Word search with vocabulary. ‐ Play Memory with vocabulary pictures and words. ‐ Read culture section about sports and leisure activities in France and answer activity questions. ‐ Review of vocabulary with Quizlet flashcards on SMART Board. ‐ Watch textbook DVD clips for Chapter 5. ‐ Play Jeopardy review game. ‐ Textbook exercises Chapter 5. ‐ Read, translate, and summarize Aperçus Culturels sections Chapter 5. ‐ Complete listening activites from supplemental text. ‐ Survey your classmates about whether or not they like certain activities. ‐ Rewrite sentences with object pronouns, then rewrite the sentences in the passé composé. Modifications / Accommodations: ‐ Model appropriate expectations for assignments. ‐ Allow students to provide oral presentation to instructor when appropriate to demonstrate understanding. ‐ Decrease emphasis on spelling and accent accuracy. ‐ Provide graphic organizers. ‐ Use visual and physical clues when reviewing vocabulary. ‐ Provide script for listening activities. 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: -
Homework exercises in Grammar and Vocabulary workbook Chapter 5 Quizzes – Sports and activities vocabulary, courir and offrir, direct object pronouns in present, past, and commands Notebook Quizzes on various warm‐ups and notes in notebook Daily Warm‐up Exercises: ex; fill in the blank with the conjugated form of courir or offrir, write a sentence describing the activity pictured, rewrite sentences with direct object pronouns, describe what type of TV show or movie something is, translate sentences from English to French or French to English. *These assessments will mostly require students to Remember, Understand, and Apply. Accommodations/Modifications: ‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
Provide students with guided notes. Post assignments, schedules, directions, and reminders. Inclusion of “hands‐on” activities (ex; SMART Board games) (http://www.digitaldialects.com/French.htm). Provide a word bank. Modify sections of tests, quizzes, and activities (shorten assessment, divide, or chunk into portions). 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 or aural assessment. Provide a clear and concise rubric. Summative Assessments: Pre‐Test, Benchmark, and End of Year Assessment *These assessments will mostly require students to Apply, Analyze, and Evaluate. Accommodations/Modifications: ‐
‐
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. Enlarge font to make the assessment more eye appealing. Provide a clear and concise rubric prior to assignment. Choose cooperative learning groups to ensure effective work and socialization skills. Performance Assessments: -
Write a short description of your favorite movie/ TV show. Act out a scene for the class from your favorite movie/TV show. Write an advertisement for a sports clinic or summer resort. Create a short comic strip. Create a PowerPoint presentation about your favorite movie or TV 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. 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 with a supportive role. Select cooperative learning groups to ensure effective work and socialization skills.