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French 3
Roselle Public Schools
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Unit 1: Personal Appearance and Daily routine
Reflections on my year in France
Content Area: World Language
Course & Grade Level: French III, Level 9 -‐ 12
Summary and Rationale
As a continuation to the French II curriculum, I have just spent a year living abroad with a French family and have returned home. I reflect on my time spent in France and share my experience with the students of my French class.
Recommended Pacing
45 days
State Standards
Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.
CPI # Cumulative Progress Indicator (CPI)
CPI #7.1 A Cumulative Progress Indicator (CPI)
Strand A Interpretive Mode
7.1.IM.A.1 Compare and contrast information contained in culturally authentic materials using electronic information sources related to targeted themes.
This CPI supports Anchor Standards 1,2,&3 CCSS-‐ELA Reading
7.1. IM .A.2 Demonstrate comprehension of oral and written instructions connected to daily activities and to some unfamiliar situations through appropriate responses.
This CPI supports Anchor Standard 1 CCSS-‐ELA Reading
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7.1. IM .A.3 Analyze the use of verbal and non-‐verbal etiquette (i.e., gestures, intonation, and cultural practices) in the target culture(s) to determine the meaning of a message.
This CPI supports Anchor Standard 6 CCSS-‐ELA Writing and Anchor Standard 1 Speaking & Listening
7.1. IM .A.4 Use target language to paraphrase what is heard or read in oral or written descriptions of people, places, objects, and daily activities.
This CPI supports Anchor Standards 1, 2, & 3 CCSS-‐ELA Reading
7.1. IM. A.5 Comprehend conversations and written information on a variety of familiar and some unfamiliar topics.
This CPI supports Anchor Standards 1, 2, & 3 CCSS-‐ELA Reading
7.1. IM .A.6 Compare and contrast the main idea, theme, main characters, and setting in readings from age and level-‐appropriate, culturally authentic materials.
7.1. IM .A.7 Infer the meaning of some unfamiliar words in some new contexts.
7.1. IM .A.8 Use knowledge of structures of the target language to deduce meaning of new and unfamiliar structures.
CPI #7.1 B Cumulative Progress Indicator (CPI)
________________________________________________________________________
Strand B Interpersonal Mode
7.1. IM .B.1 Use digital tools to participate in short conversations and to exchange information related to a variety of familiar topics and some unfamiliar topics.
This CPI supports Anchor Standard 6 CCSS-‐ELA Writing and Anchor Standard 1 CCSS-‐ELA Speaking and Listening
7.1. IM .B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age-‐ and level-‐appropriate classroom and cultural activities in familiar and some unfamiliar situations.
This CPI supports Anchor Standard 1CCSS-‐ELA Reading
7.1. IM .B.3 Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar and some unfamiliar situations.
7.1. IM .B.4 Ask and respond to factual and interpretive questions of a personal nature, on school-‐relate topics, and on some unfamiliar topics and situations.
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This CPI supports Anchor Standard 1CCSS-‐ELA Speaking & Listening
7.1. IM .B.5 Engage in short conversations about personal experiences or events, topics studied in other content areas, and some unfamiliar topics and situations.
CPI #7.1 C Cumulative Progress Indicator (CPI)
_____________________________________________________________________________________
Strand C Presentational Mode
7.1.IM.C.1 Synthesize information related to the cultural products, cultural practices, and cultural perspectives associated with targeted culture(s) to create a multimedia-‐rich presentation on targeted themes to be shared virtually with a target language audience.
This CPI supports Anchor Standards 4,5, &6 CCSS-‐ELA Writing and Anchor Standard 4 Speaking & Listening
7.1. IM .C.2 Dramatize student-‐created and/or authentic short plays, skits, poems, songs, stories, or reports.
7.1. IM .C.3 Use language creatively to respond in writing to a variety of oral or visual prompts about familiar and some unfamiliar situations.
7.1. IM C.4 Synthesize information found in age-‐ and level-‐appropriate culturally authentic materials.
This CPI supports Anchor Standard 4 CCSS-‐ELA Writing and Anchor Standard 4 Speaking & Listening
7.1. IM .C.5 Compare the cultural perspectives of the target culture(s) with those of one’s own culture, as evidenced through the cultural products and cultural practices associated with each.
Instructional Focus
Unit Enduring Understandings:
• Moving to France impacted my life • Where I live affected my choices and leisure activities • How I chose to spend my time reflects on my myself and my personality
• The following are differences between French and American culture: * Daily routine (past tenses & reflexive verbs) * Leisure activities * Food * Cultural comparisons on where certain services are performed. * Prepositions with geographical locations
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Unit Essential Questions
• How did my year spent in France impact on my view of the world? • How could my experiences break down cultural barriers between societies?
Students will know how to:
• Use vocabulary related to daily routine • Use vocabulary related to food (partitive articles, expressions of quantities) • Compare and contrast after school leisure activities • Compare and contrast the passé composé and the imparfait • Use the imperative to give advice and order • Use vocabulary related to different lodging options such as hotels and where to have
certain services performed • Use vocabulary related to feeling (expressions with the verb être) • Use reflexive verbs in the present and past tenses • Use prepositions with geographical locations • Use comparative adjectives and adverbs to make comparisons
Students will be able to:
• Describe their daily routine and activities • Describe their leisure activities using the past tenses • Narrate a story using the passé composé and the imparfait • Use the future and the conditional tenses • Compare and contrast French and American culture related to lodging and shopping
stores • Describe what French people call “le look” and why it is important to them • Discover how different artists have expressed the concept of beauty • Discover some facets of French modern art (Impressionism)
Resources
Core Text:
Discovering French Rouge (text and ancillary materials)
Suggested Resources:
• Technology (Internet resources, CD Rom, DVD, etc.) • Authentic realia • National Standards document Standards for Foreign Language Learning in the 21st
century • Languages and Children: Making the Match
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Unit 2: Vive la Nature! The Environment and its protection
Content Area: World Language
Course & Grade Level: French III, Level 9 -‐ 12
Summary and Rationale
Today the majority of French people live in big cities but they stay very attached to the place where they grew up. They return during the summer vacation to their roots and mainly to establish contact with nature. This love for their land and nature explains the new trend of “le tourisme vert” or eco/green tourism.
Recommended Pacing
45 days
State Standards
Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.
CPI # Cumulative Progress Indicator (CPI)
CPI #7.1 A Cumulative Progress Indicator (CPI)
Strand A Interpretive Mode
7.1.IM.A.1 Compare and contrast the main idea and most supporting details contained in culturally authentic materials using electronic information sources related to targeted themes.
This CPI supports Anchor Standards 1,2, & 3 CCSS-‐ELA Reading
7.1. IM .A.2 Demonstrate comprehension of oral and written instructions connected to daily activities and to some unfamiliar situations through appropriate responses.
This CPI supports Anchor Standard 1 CCSS-‐ELA Reading
7.1. IM .A.3 Analyze the use of verbal and non-‐verbal etiquette (i.e., gestures, intonation, and cultural practices) in the target culture(s) to determine the meaning of a message.
This CPI supports Anchor Standard 6 CCSS-‐ELA Writing and Anchor Standard 1 Speaking & Listening
58
7.1. IM .A.4 Use target language to paraphrase what is heard or read in oral or written descriptions of people, places, objects, and daily activities.
This CPI supports Anchor Standards 1, 2, & 3 CCSS-‐ELA Reading
7.1. IM. A.5 Comprehend conversations and written information on a variety of familiar and some unfamiliar topics.
This CPI supports Anchor Standards 1, 2, & 3 CCSS-‐ELA Reading
7.1. IM .A.6 Compare and contrast the main idea, theme, main characters, and setting in readings from age and level-‐appropriate, culturally authentic materials.
7.1. IM .A.7 Infer the meaning of some unfamiliar words in some new contexts.
7.1. IM .A.8 Use knowledge of structures of the target language to deduce meaning of new and unfamiliar structures.
CPI #7.1 B Cumulative Progress Indicator (CPI)
________________________________________________________________________
Strand B Interpersonal Mode
7.1. IM .B.1 Use digital tools to participate in short conversations and to exchange information related to a variety of familiar topics and some unfamiliar topics.
This CPI supports Anchor Standard 6 CCSS-‐ELA Writing and Anchor Standard 1 CCSS-‐ELA Speaking and Listening
7.1. IM .B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age-‐ and level-‐appropriate classroom and cultural activities in familiar and some unfamiliar situations.
This CPI supports Anchor Standard 1CCSS-‐ELA Reading
7.1. IM .B.3 Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar and some unfamiliar situations.
7.1. IM .B.4 Ask and respond to factual and interpretive questions of a personal nature, on school-‐related topics, and on some unfamiliar topics and situations.
This CPI supports Anchor Standard 1CCSS-‐ELA Speaking & Listening
7.1. IM .B.5 Engage in short conversations about personal experiences or events, topics studied in other content areas, and some unfamiliar topics and situations.
59
This CPI supports Anchor Standard 1CCSS-‐ELA Speaking & Listening
CPI #7.1 C Cumulative Progress Indicator (CPI)
________________________________________________________________________
Strand C Presentational Mode
7.1.IM.C.1 Synthesize information related to the cultural products, cultural practices, and cultural perspectives associated with targeted culture(s) to create a multimedia-‐rich presentation on targeted themes to be shared virtually with a target language audience.
This CPI supports Anchor Standards 4,5, &6 CCSS-‐ELA Writing and Anchor Standard 4 Speaking & Listening
7.1. IM .C.2 Dramatize student-‐created and/or authentic short plays, skits, poems, songs, stories, or reports.
7.1. IM .C.3 Use language creatively to respond in writing to a variety of oral or visual prompts about familiar and some unfamiliar situations.
7.1. IM C.4 Synthesize information found in age-‐ and level-‐appropriate culturally authentic materials.
This CPI supports Anchor Standard 4 CCSS-‐ELA Writing and Anchor Standard 4 Speaking & Listening
7.1. IM .C.5 Compare the cultural perspectives of the target culture(s) with those of one’s own culture, as evidenced through the cultural products and cultural practices associated with each.
Instructional Focus
Unit Enduring Understandings:
• The world and the environment in which we live change due to people’s actions • Everyone contributes to many ecological problems that the world is facing • Personal daily diet and activities can positively or negatively affect our life
Unit Essential Questions
• What can I do to make my community and my school a “green” or an ecologically friendly place?
• How can I incorporate “tourisme écologique” into my vacations plans? • How can I, like the French people, be or feel close to my roots
Students will know how to:
• Use vocabulary related to ecology, pollution, deforestation, global warning, and endangered species
• To talk about vacation activities • Take certain precautions and to avoid dangers while on vacation
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• Protect the environment • Describe whether conditions and natural phenomenon • Narrate a sequence of past events • Answer questions using more than one pronouns • Describe actions that people have others do for them • Compare and contrast after school leisure activities • Compare and contrast the way French American people protect the environment • Use the subjunctive to express necessity and emotion • Use the future and the conditional with the ”si” clauses
Students will be able to:
• Use vocabulary related to ecology, pollution, deforestation, global warning, and endangered species
• Express conditional and hypothetical statements • Use the si-‐clause to express wish an/or to make suggestion • Make predictions about the weather and the temperature • Make a time line of ”Les Grands Moments de l’histoire de France (1453 – 1515) • Be familiar to Asterix’s story and what he represents for the French people
Resources
Core Text:
Discovering French Rouge (text and ancillary materials)
Suggested Resources:
• Technology (Internet resources, CD Rom, DVD, etc.) • Authentic realia • National Standards document Standards for Foreign Language Learning in the 21st
century • Languages and Children: Making the Match
61
Unit 3: Bonnes Vacances! Travelling Abroad
Content Area: World Language
Course & Grade Level: French III, Level 9 -‐ 12
Summary and Rationale
For all young French people, the term “vacances” is synonymous of “voyage.” The ones who stay in France, go to the Mediterranean or the Atlantic coast to tan themself or they take a walk to the “Pyrénées or the Alpes” mountains. But today most of them go overseas. They go to a country where the language and the customs are different from theirs. “Ça, c’est l’aventure!”
Recommended Pacing
45 days
State Standards
Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.
CPI # Cumulative Progress Indicator (CPI)
CPI #7.1 A Cumulative Progress Indicator (CPI)
Strand A Interpretive Mode
7.1.IM.A.1 Compare and contrast information contained in culturally authentic materials using electronic information sources related to targeted themes.
This CPI supports Anchor Standards 1,2, & 3 CCSS-‐ELA Reading
7.1. IM .A.2 Demonstrate comprehension of oral and written instructions connected to daily activities and to some unfamiliar situations through appropriate responses.
This CPI supports Anchor Standard 1CCSS-‐ELA Reading
7.1. IM .A.3 Analyze the use of verbal and non-‐verbal etiquette (i.e., gestures, intonation, and cultural practices) in the target culture(s) to determine the meaning of a message.
62
This CPI supports Anchor Standard 6 CCSS-‐ELA Writing and Anchor Standard 1 Speaking & Listening
7.1. IM .A.4 Use target language to paraphrase what is heard or read in oral or written descriptions of people, places, objects, and daily activities.
This CPI supports Anchor Standards 1, 2,& 3 CCSS-‐ELA Reading
7.1. IM. A.5 Comprehend conversations and written information on a variety of familiar and some unfamiliar topics.
This CPI supports Anchor Standards 1, 2,& 3 CCSS-‐ELA Reading
7.1. IM .A.6 Compare and contrast the main idea, theme, main characters, and setting in readings from age and level-‐appropriate, culturally authentic materials.
7.1. IM .A.7 Infer the meaning of some unfamiliar words in some new contexts.
7.1. IM .A.8 Use knowledge of structures of the target language to deduce meaning of new and unfamiliar structures.
CPI #7.1 B Cumulative Progress Indicator (CPI)
________________________________________________________________________
Strand B Interpersonal Mode
7.1. IM .B.1 Use digital tools to participate in short conversations and to exchange information related to a variety of familiar topics and some unfamiliar topics.
This CPI supports Anchor Standard6CCSS-‐ELA Writing and Anchor Standard 1 CCSS-‐ELA Speaking & Listening
7.1. IM .B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age-‐ and level-‐appropriate classroom and cultural activities in familiar and some unfamiliar situations.
7.1. IM .B.3 Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar and some unfamiliar situations.
7.1. IM .B.4 Ask and respond to factual and interpretive questions of a personal nature, on school-‐related topics, and on some unfamiliar topics and situations.
This CPI supports Anchor Standard 1CCSS-‐ELA Speaking & Listening
7.1. IM .B.5 Engage in short conversations about personal experiences or events, topics studied in other content areas, and some unfamiliar topics and situations.
63
This CPI supports Anchor Standard 1CCSS-‐ELA Speaking & Listening
CPI #7.1 C Cumulative Progress Indicator (CPI)
________________________________________________________________________
Strand C Presentational Mode
7.1.IM.C.1 Synthesize information related to the cultural products, cultural practices, and cultural perspectives associated with targeted culture(s) to create a multimedia-‐rich presentation on targeted themes to be shared virtually with a target language audience.
This CPI supports Anchor Standards 4,5, &6 CCSS-‐ELA Writing and Anchor Standard 4 Speaking & Listening
7.1. IM .C.2 Dramatize student-‐created and/or authentic short plays, skits, poems, songs, stories, or reports.
7.1. IM .C.3 Use language creatively to respond in writing to a variety of oral or visual prompts about familiar and some unfamiliar situations.
7.1. IM C.4 Synthesize information found in age-‐ and level-‐appropriate culturally authentic materials.
This CPI supports Anchor Standard 4 CCSS-‐ELA Writing and Anchor Standard 4 Speaking & Listening
7.1. IM .C.5 Compare the cultural perspectives of the target culture(s) with those of one’s own culture, as evidenced through the cultural products and cultural practices associated with each.
Instructional Focus
Unit Enduring Understandings:
• Language is influenced by the culture in which it is found. • Language learning involves acquiring strategies to fill communication gaps. • Members of one culture may make assumptions about cultures based on their own
attitudes, values, and beliefs.
Unit Essential Questions
• What strategies do I need to communicate in linguistically and culturally appropriate ways?
• How does the content of the world languages classroom help me to understand who I am and the world in which I live
• Why do people from different cultures sometimes say, write, and do things differently from the way I do them?
• When does accuracy matter?
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• How could my experiences break down cultural barriers between societies? Students will know how to:
• Use vocabulary related to travel • Make travel plans and to purchase tickets • Make travel plans based on one’s social class, i.e. if we are a student, a prof, a journalist,
a millionaire, etc. • Go through passport control and customs • Travel by plane and by train • Discover how the Eurotunnel has linked Great Britain to France and the rest of Europe • Determine the meaning of travel for young French people • Determine the meaning of the French signs and how to locate countries on a world map • Describe what one would do under certain conditions • Compare and contrast the American and France view related to exchange students
Students will be able to:
• Learn how to make travel plans • Learn vocabulary related to services at a hotel • Reserve a hotel room and to ask for services in a hotel • What French young people do when they travel abroad and where they go • Learn about transportation in France • Discuss the Eurotunnel • Use the euro to go shopping in francophone countries • Learn vocabulary related to travel by plane and by train • Use the future and the conditional to write letter inviting visitors to their city or region • Use the future to explain what the tourists will be able to do • Learn the future and conditional of some irregular verbs • Use comparative and superlative constructions • Prepare a comparative timeline of “Les Grands Moments de l’histoire de France” (1715
– 1870) and the events in the U.S. during that frame time
Resources
Core Text:
Discovering French Rouge (text and ancillary materials)
65
Suggested Resources:
• Technology (Internet resources, CD Rom, DVD, etc.) • Authentic realia • National Standards document Standards for Foreign Language Learning in the 21st
century • Languages and Children: Making the Match
Unit 4: L’Afrique Francophone et sa Culture -‐ The African francophone Countries and their Culture
Content Area: World Language
Course & Grade Level: French III, Level 9 -‐ 12
Summary and Rationale
L’Afrique francophone consist of a group of northern and western African countries where French is the official language. The most important of these countries are le Sénégal, l’Algérie, le Maroc, la Côte d’Ivoire, le Mali, la République démocratique du Congo, etc. Once upon a time those countries were French or Belgium colonies. Those countries obtained their independence during the 1960’s; however, they have decided to keep French as their official language. You had received a scholarship to go to one of those countries for one year. As a result, you have observed various aspects of the daily life of the inhabitants of this country. How would that move to a French-‐speaking African country impact your life? What aspects of this African country have you experienced during your stay?
Recommended Pacing
45 days
State Standards
Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.
66
CPI # Cumulative Progress Indicator (CPI)
CPI #7.1 A Cumulative Progress Indicator (CPI)
Strand A Interpretive Mode
7.1.IM.A.1 Compare and contrast information contained in culturally authentic materials using electronic information sources related to targeted themes.
This CPI supports Anchor Standards 1, 2, & 3 CCSS-‐ELA Reading
7.1. IM .A.2 Demonstrate comprehension of oral and written instructions connected to daily activities and to some unfamiliar situations through appropriate responses.
This CPI supports Anchor Standard 1CCSS-‐ELA Reading
7.1. IM .A.3 Analyze the use of verbal and non-‐verbal etiquette (i.e., gestures, intonation, and cultural practices) in the target culture(s) to determine the meaning of a message.
This CPI supports Anchor Standard 6 CCSS-‐ELA Writing and Anchor Standard 1 Speaking & Listening
7.1. IM .A.4 Use target language to paraphrase what is heard or read in oral or written descriptions of people, places, objects, and daily activities.
This CPI supports Anchor Standards 1, 2, &3 CCSS-‐ELA Reading
7.1. IM. A.5 Comprehend conversations and written information on a variety of familiar and some unfamiliar topics.
This CPI supports Anchor Standards 1, 2, &3 CCSS-‐ELA Reading
7.1. IM .A.6 Compare and contrast the main idea, theme, main characters, and setting in readings from age and level-‐appropriate, culturally authentic materials.
7.1. IM .A.7 Infer the meaning of some unfamiliar words in some new contexts.
7.1. IM .A.8 Use knowledge of structures of the target language to deduce meaning of new and unfamiliar structures.
CPI #7.1 B Cumulative Progress Indicator (CPI)
________________________________________________________________________
Strand B Interpersonal Mode
7.1. IM .B.1 Use digital tools to participate in short conversations and to exchange information related to a variety of familiar topics and some unfamiliar topics.
67
This CPI supports Anchor Standard 6 CCSS-‐ELA Writing and Anchor Standard 1 CCSS-‐ELA Speaking & Listening
7.1. IM .B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age-‐ and level-‐appropriate classroom and cultural activities in familiar and some unfamiliar situations.
This CPI supports Anchor Standard 1 CCSS-‐ELA Reading
7.1. IM .B.3 Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar and some unfamiliar situations.
7.1. IM .B.4 Ask and respond to factual and interpretive questions of a personal nature, on school-‐related topics, and on some unfamiliar topics and situations.
This CPI supports Anchor Standard 1 CCSS-‐ELA Speaking & Listening
7.1. IM .B.5 Engage in short conversations about personal experiences or events, topics studied in other content areas, and some unfamiliar topics and situations.
This CPI supports Anchor Standard 1 CCSS-‐ELA Speaking & Listening
CPI #7.1 C Cumulative Progress Indicator (CPI)
________________________________________________________________________
Strand C Presentational Mode
7.1.IM.C.1 Synthesize information related to the cultural products, cultural practices, and cultural perspectives associated with targeted culture(s) to create a multimedia-‐rich presentation on targeted themes to be shared virtually with a target language audience.
This CPI supports Anchor Standards 4,5, &6 CCSS-‐ELA Writing and Anchor Standard 4 Speaking & Listening
7.1. IM .C.2 Dramatize student-‐created and/or authentic short plays, skits, poems, songs, stories, or reports.
7.1. IM .C.3 Use language creatively to respond in writing to a variety of oral or visual prompts about familiar and some unfamiliar situations.
7.1. IM C.4 Synthesize information found in age-‐ and level-‐appropriate culturally authentic materials.
This CPI supports Anchor Standard 4 CCSS-‐ELA Writing and Anchor Standard 4 Speaking & Listening
7.1. IM .C.5 Compare the cultural perspectives of the target culture(s) with those of
one’s own culture, as evidenced through the cultural products and cultural practices
68
associated with each.
Instructional Focus
Unit Enduring Understandings:
• Immigration changes both the community of origin and the new community • Living in Africa will impact my life • Environmental, social, economic and health issues impact the society and the culture
of any country • Differences and similarities exist between French-‐speaking African and American
cultures • Where I live affects my life-‐style choices and leisure activities • How I chose to spend my time reflects on my myself and my personality • Living in Africa will affect my views of the world
Unit Essential Questions
• How does learning about other countries help unite the world? • How do environmental, social, economic, and health issues impact the society and
culture of a country? • How does learning about other countries help me better understand and appreciate my
own country? • How does understand other cultures help me to become a better citizen? • How can my actions of today shape the world of tomorrow?
Students will know how to:
• Use vocabulary related to health, illnesses, with symptoms, injuries, treatments and types of physicians.
• Compare and contrast health care issues in America and in France with the French-‐speaking African countries
• Use the present, the passé composé, the imparfait with reflexive verbs to express health-‐related situations
• Use vocabulary related physical characteristics and volunteer organizations and opportunities
• Conduct phone conversations in making and extending invitations • Use vocabulary related to feeling (avoir mal à) following by a part of the body • Use the conditional and the subjunctive to give suggestions and recommendations • Use vocabulary and structures related to African art, literature, music, and traditions
Students will be able to:
• Describe the daily routine and activities of French-‐speaking African countries • Use vocabulary and structures related to African art, music, literature, foods, dress
69
• Compare and contrast the African and American cultures • Identify volunteer organizations and opportunities and express their preferences • Make a timeline of the West Indies francophone islands • Identify francophone African traditions • Describe the common themes in African fables and legends • Discover how different African artists have expressed their concept of beauty
Resources
Core Text:
Discovering French Rouge (text and ancillary materials)
Suggested Resources:
• Technology (Internet resources, CD Rom, DVD, etc.) • Authentic realia • Contes et legends du monde francophone: A Collection of Tales from the French-‐
speaking World. Andrée Vary & Claire Brouillet. McGraw Hill Glencoe (no date) • “Kirikou et la sorcière” and “Kirikou et les bêtes sauvages” • “Pourquoi le lièvre n’a pas de queue?” in Dis-‐moi: Scott Foreman, level 2 book • National Standards document Standards for Foreign Language Learning in the 21st
century • Languages and Children: Making the Match (Curtain and Pesola)
Unit 5: Vers la Vie Active – Universities and Careers
Content Area: World Language
Course & Grade Level: French III, Level 9 -‐ 12
Summary and Rationale
Today the majority of French people live in big cities but they stay very attached to the place where they grew up. They return during the summer vacation to their roots and mainly to establish contact with nature. This love for their land and nature explains “le tourisme vert” or eco tourism.
70
Recommended Pacing
15 days
State Standards
Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.
CPI # Cumulative Progress Indicator (CPI)
CPI #7.1 A Cumulative Progress Indicator (CPI)
Strand A Interpretive Mode
7.1.IM.A.1 Compare and contrast information contained in culturally authentic materials using electronic information sources related to targeted themes.
This CPI supports Anchor Standards 1, 2, & 3 CCSS-‐ELA Reading
7.1. IM .A.2 Demonstrate comprehension of oral and written instructions connected to daily activities and to some unfamiliar situations through appropriate responses.
This CPI supports Anchor Standard 1CCSS-‐ELA Reading
7.1. IM .A.3 Analyze the use of verbal and non-‐verbal etiquette (i.e., gestures, intonation, and cultural practices) in the target culture(s) to determine the meaning of a message.
This CPI supports Anchor Standard 6 CCSS-‐ELA Writing and Anchor Standard 1 Speaking & Listening
7.1. IM .A.4 Use target language to paraphrase what is heard or read in oral or written descriptions of people, places, objects, and daily activities.
This CPI supports Anchor Standards 1, 2, & 3 CCSS-‐ELA Reading
7.1. IM. A.5 Comprehend conversations and written information on a variety of familiar and some unfamiliar topics.
7.1. IM .A.6 Compare and contrast the main idea, theme, main characters, and setting in readings from age and level-‐appropriate, culturally authentic materials.
7.1. IM .A.7 Infer the meaning of some unfamiliar words in some new contexts.
71
7.1. IM .A.8 Use knowledge of structures of the target language to deduce meaning of new and unfamiliar structures.
CPI #7.1 B Cumulative Progress Indicator (CPI)
________________________________________________________________________
Strand B Interpersonal Mode
7.1. IM .B.1 Use digital tools to participate in short conversations and to exchange information related to a variety of familiar topics and some unfamiliar topics.
This CPI supports Anchor Standard 6CCSS-‐ELA Writing and Anchor Standard 1 CCSS-‐ELA Speaking & Listening
7.1. IM .B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age-‐ and level-‐appropriate classroom and cultural activities in familiar and some unfamiliar situations.
This CPI supports Anchor Standard 1 CCSS-‐ELA Reading
7.1. IM .B.3 Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar and some unfamiliar situations.
7.1. IM .B.4 Ask and respond to factual and interpretive questions of a personal nature, on school-‐related topics, and on some unfamiliar topics and situations.
This CPI supports Anchor Standard 1 CCSS-‐ELA Speaking & Listening
7.1. IM .B.5 Engage in short conversations about personal experiences or events, topics studied in other content areas, and some unfamiliar topics and situations.
This CPI supports Anchor Standard 1 CCSS-‐ELA Speaking & Listening
CPI #7.1 C Cumulative Progress Indicator (CPI)
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Strand C Presentational Mode
7.1.IM.C.1 Synthesize information related to the cultural products, cultural practices, and cultural perspectives associated with targeted culture(s) to create a multimedia-‐rich presentation on targeted themes to be shared virtually with a target language audience.
This CPI supports Anchor Standards 4,5, & 6 CCSS-‐ELA Writing and Anchor Standard 4 Speaking & Listening
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7.1. IM .C.2 Dramatize student-‐created and/or authentic short plays, skits, poems, songs, stories, or reports.
7.1. IM .C.3 Use language creatively to respond in writing to a variety of oral or visual prompts about familiar and some unfamiliar situations.
7.1. IM C.4 Synthesize information found in age-‐ and level-‐appropriate culturally authentic materials.
This CPI supports Anchor Standard 4 CCSS-‐ELA Writing and Anchor Standard 4 Speaking & Listening
7.1. IM .C.5 Compare the cultural perspectives of the target culture(s) with those of
one’s own culture, as evidenced through the cultural products and cultural practices associated with each.
Instructional Focus
Unit Enduring Understandings:
• Moving to a French-‐speaking country impacted my life • Where I live affected my choices and leisure activities • How I chose to spend my time reflects on my myself and my personality
• The following are differences between French and American culture: * Daily routine (past tenses & reflexive verbs) * Leisure activities * Food (partitive articles, expressions of quantities) * Cultural comparisons on where certain services are performed. * Prepositions with geographical locations
Unit Essential Questions
• How did my year spent in France impact on my view of the world? • How could my experiences break down cultural barriers between societies?
Students will know how to:
• Use vocabulary related to their daily routine • Compare and contrast after school leisure activities • Compare and contrast the passé compose and the imparfait • Use the imperative to give advice and order • Use vocabulary related to different lodging options such as hotels and where to have
certain services performed • Use vocabulary related to feeling (expressions with the verbe être • Use reflexive verbs in the present and past tenses • Use prepositions with geographical locations
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• Use comparative adjectives and adverbs to make comparisons
Students will be able to:
• Describe their daily routine and activities • Describe their leisure activities using the past tenses • Narrate a story using the passé compose and the imparfait • Compare and contrast French and American culture related to lodging and shopping
stores • Describe what French people call “le look” and why it is important to them • Discover how different artists have expressed the concept of beauty
Resources
Core Text:
Discovering French Rouge (text and ancillary materials)
Suggested Resources:
• Technology (Internet resources, CD Rom, DVD, etc.) • Authentic realia • National Standards document Standards for Foreign Language Learning in the 21st
century • Languages and Children: Making the Match
