French 3 - images.pcmac.orgimages.pcmac.org/Uploads/NewberryCountySchools/New… · Web viewLevel 3.1. Unit Topic: Introduction to French 3. Duration: 11½ Hours. Unit Goal(s)/Desired

French 3

Level 3.1Unit Topic: Introduction to French 3 Duration: 11½ Hours

Unit Goal(s)/Desired Results:Students will be able to… identify the geographic location of France. discuss eight major periods of history. discuss cultural practices of specific francophone countries to be explored.

Unit Understanding: Tourist destinations may be culturally defined.

Essential Questions: 1. What stereotypes do students have about France?2. What are the differences and similarities of the student’s own culture and that of the French-speaking world?3. Why and how has the specific culture of as region developed and evolved as it has?4. How do geographic factors influence cultural practices?5. What do you need to know and be able to do in order to effectively present oral and written information in a language that is not your’s native tongue?

Integrated Performance Assessment

Context for the Integrated Performance Assessment: Plans are being made to visit a region in France by each student.

Interpretive Task:

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List information from the web site of the office of tourism of a specific city in France in order to learn about the tourist attractions and cultural activities there.

Use the information gathered to produce a brochure containing information about the city (include climate and geographical features; sports and leisure activities).

Interpersonal Task: Work with a partner with one acting as the travel agent and the other as the client. The client will ask appropriate questions about travel to their specific city and the agent will respond using the list to answer the questions. The target language must be used. Presentational Task:Use the information obtained about a specific city during the previous tasks to produce an oral presentation. During the presentation of the specific city the student will take on the role of a French travel agent to convince the class to visit that particular city.

South Carolina Academic Standards for Modern and Classical Languages

B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors.B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language. B-1.1-4 Use the target language to exchange personal information (e.g., names, home addresses, telephone numbers, e-mail

addresses) with others.B-1.1-5 Use the target language to express personal needs in familiar situations.B-1.1-6 Use the target language to express personal likes, dislikes, agreement, and disagreement regarding familiar topics.B-1.1-7 Use the target language to ask and answer simple questions.B-1.2-1 Respond appropriately to simple directions and commands given in the target language.B-1.2-2 Identify aural, visual, and context clues in authentic target language materials, in both oral and written forms. B-1.2-3 Identify the main idea in authentic target language materials, in both oral and written forms. B-1.2-4 Understand information on familiar topics that is conveyed in the target language in sentence-level oral and written

presentations.B-1.3-1 Use the target language to give simple directions and commands.B-1.3-2 Use visuals as support in communicating a message in the target language. B-1.3-3 Use the target language to express personal likes or dislikes regarding familiar topics.

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B-1.3-5 Use the target language to list and compare information from simple sources.B-1.3-6 Communicate information in the target language in sentence-level oral and writtenB-2.1-1 Imitate language and behaviors that are appropriate to interactions in the target culture. B-2.1-2 Use the target language to identify behaviors and traits that are characteristic of everyday life in the target culture.B-2.1-3 Use the target language to identify the cultural practices that are particular to the target culture. B-2.1-4 Use the target language to identify social issues currently affecting the target culture.B-2.2-1 Use the target language to identify tangible products and symbols of the target culture (e.g., toys, dress, types of dwellings, foods, flags, monuments, landmarks).B-2.2-2 Use the target language to identify and participate in artistic expressions of the target culture (e.g., songs, literature, dance,

artworks).B-2.2-3 Use the target language to identify the contributions that the target culture has made to the world.B-2.2-4 Use the target language to identify social, economic, and political perspectivesB-3.1-1 Locate resources and identify information in the target language that will further his or her knowledge in other subject areas.B-3.2-1 Use the target language to identify viewpoints within the target culture that are that are expressed in sources intended for native speakers.B-4.1-1 Compare cognates and word borrowings between the target language and English. B-4.1-2 Identify differences and similarities in register between the target language and English.B-4.1- 3 Recognize high-frequency target language idioms within limited contexts.B-4.2-1 Use the target language to identify the products of the target culture and those of his or her native culture.B-4.2-2 Use the target language to identify behavioral patterns and perspectives in the target culture that are similar to and different

from those in his or her native culture.B-4.2-3 Use the target language to identify practices within the target culture that are similar to and different from those in his or her

native culture.B-5.1-3 Identify examples of the target culture (e.g., restaurants, festivals, dramatic productions) in the local or regional community.

Lexical Content Support Structures Instructional Strategies Resources and Materials Interim AssessmentsNEW: Names and locations

of francophone countries other than

REVIEW: Formation and

answering questions Present and past

Language ladder for extending conversations

Language ladder for

Target language ads for summer work/study opportunities

Teaching

Students assume role of agent for a travel agency

Students will

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France Historical

information including Neanderthals up through Napoleon III

REVIEW/SPIRAL Geographical

information about France (cities, mountains, rivers, landmarks, etc.)

Numbers Currency of France

tenses of regular –er, -ir, re verbs

requesting clarification

Communication gap activities

Paired activities Cooperative learning Questioning

strategies (yes, no, either/or, multiple choice, one word/short answer

Total Physical Response (TPR) for vocabulary introduction

Direct instruction of vocabulary

Use of graphic organizers to compare, graph and outline

Reading strategies to create mental images

Writing strategies to develop sensory details

transparencies Grammar tutor for

students of French online

Map of France and francophone countries

Websites of French magazines

Practice exercises on vocabulary, grammar, and application

Vocabulary, grammar, and application

Reading strategies and skills handbook

Advanced reading books

Flash cards of classroom and subject vocabulary

Word game puzzles Computer(s)/internet Posters Appropriate audio and

or video clips of people talking about travel, employment, and finance

Cultural references: West Nile fever in

design a brochure in the target language

Students present a French city in target language to class

Match student generated sentences with travel photos (present and past)

Written and/or oral quizzes on grammar structures and vocabulary

Written chapter tests

Online culture project

Homework Assignments

pertinent to daily lessons

Observation

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France paintings by

Georges- Pierre Seurat sculptures in the city of Rothéneuf, France

eating carp in France

French youth vacations

French regional festivals

story by Gisèle Pineau readings from

Creolité literature ski manufacturing

in France skiing in France polo in France Tour de France extreme sports in

Canada French high school

system French school

degree Templates for graphic

organizers

TVs VCRs

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CD player and CDs Overhead projector Textbooks Notebooks Calendars (student

agendas)

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French 3

Level 3.2Unit Topic: Return from Vacation- 1 Duration: 18¾ Hours

Unit Goal(s)/Desired Results:Students will be able to … express likes and dislikes. express preferences while on vacation. describe a place visited in the past.

Unit Understandings: Understand and interpret written and spoken language related to vacations. Access information and appreciate a variety of distinctive landmarks, festivals, and other tourist activities while on vacations.

Essential Questions:1. While on vacation how do you effectively communicate with local people?2. How does knowledge of another language enhance your understanding of culture and society in general?3. Why does an understanding of another language and culture allow you to participate more fully in the global community?


Context for the Integrated Performance Assessment: Pretend to work on a magazine and create an advertisement for summer activities or vacations about a region in France.

Interpretative Task: List information from the web sites of French magazines and specific vocabulary collected from textbooks, dictionaries, and

magazines without assistance. Use the information gathered to produce a magazine advertisement.

Interpersonal Task:

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Use the information gathered to produce a magazine advertisement being sure to include a price in euros reflecting the exchange rate and include graphics.

After completion of rough draft, time will be allotted for peer review. Work as partners to do peer review in French.

Presentational Task: Write a blog entry that presents their advertisement.


B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors.B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language. B-1.1-4 Use the target language to exchange personal information (e.g., names, home addresses, telephone numbers, e-mail

addresses) with others.B-1.1-5 Use the target language to express personal needs in familiar situations.B-1.1-6 Use the target language to express personal likes, dislikes, agreement, and disagreement regarding familiar topics.B-1.1-7 Use the target language to ask and answer simple questions.B-1.2-1 Respond appropriately to simple directions and commands given in the target language.B-1.2-2 Identify aural, visual, and context clues in authentic target language materials, in both oral and written forms. B-1.2-3 Identify the main idea in authentic target language materials, in both oral and written forms. B-1.2-4 Understand information on familiar topics that is conveyed in the target language in sentence-level oral and written

presentations.B-1.3-1 Use the target language to give simple directions and commands.B-1.3-2 Use visuals as support in communicating a message in the target language. B-1.3-3 Use the target language to express personal likes or dislikes regarding familiar topics.B-1.3-5 Use the target language to list and compare information from simple sources.B-1.3-6 Communicate information in the target language in sentence-level oral and written presentations.B-2.1-1 Imitate language and behaviors that are appropriate to interactions in the target culture. B-2.1-2 Use the target language to identify behaviors and traits that are characteristic of everyday life in the target culture.

B-2.1-3 Use the target language to identify the cultural practices that are particular to the target culture.

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B-2.1- Use the target language to identify social issues currently affecting the target culture.B-2.2-1 Use the target language to identify tangible products and symbols of the target culture (e.g., toys, dress, types of dwellings,

foods, flags, monuments, landmarks).B-2.2-2 Use the target language to identify and participate in artistic expressions of the target culture (e.g., songs, literature, dance,

artworks).B-2.2-3 Use the target language to identify the contributions that the target culture has made in the world.B-2.2-4 Use the target language to identify social, economic, and political perspectives with the target culture.B-3.1-1 Locate resources and identify information in the target language that will further his or her knowledge in other subject areas.B-3.2-1 Use the target language to identify viewpoints within the target culture that are that are expressed in sources intended for native speakers.B-4.1-1 Compare cognates and word borrowings between the target language and English. B-4.1-2 Identify differences and similarities in register between the target language and English.B-4.1- 3 Recognize high-frequency target-language idioms within limited contexts.B-4.2-1 Use the target language to identify the products of the target culture and those of his or her native culture.B-4.2-2 Use the target language to identify behavioral patterns and perspectives in the target culture that are similar to and different

from those in his or her native culture.B-4.2-3 Use the target language to identify practices within the target culture that are similar to and different from those in his or her native culture.B-5.1-3 Identify examples of the target culture (e.g., restaurants, festivals, dramatic productions) in the local or regional community.

Lexical Content Support Structures Instructional Strategies Resources and Materials Interim AssessmentsNEW: Vocabulary for

back-to-school activities

Vocabulary for after-school activities

Vocabulary for

NEW: Regular and irregular

verbs in the past tense

Imperfect tense Adjectives

describing travel concepts

Agreement


Language ladder for requesting clarification


Paired activities Cooperative learning


Teaching transparencies

Grammar tutor for students of French online

Websites of French magazines*

Role playing in the target language

Writing their own article in target language

Presenting an article in target language to class

Match up student generated

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summer: present and past activities, things and places, preferences

REVIEW: Numbers Monetary unit

REVIEW/ SPIRAL: Regular verbs in the

present tense Irregular verbs in the

present tense

Questioning strategies (yes, no, either/or, multiple choice, one word/short answer







Quizzes on vocabulary, grammar, and application

Textbook Reading strategies and

skills handbook Advanced reading

books Flash cards of

classroom and subject vocabulary

Appropriate audio and or video clips of people talking about travel, employment, and finance

Word game puzzles TV’s VCR’s CD player and CD’s Computer(s)/internet Overhead projector Notebooks Flashcards Posters

Markers and erasers White board Cultural references:

sentences with travel photos (present and past)


Unit test Online culture

project Homework

assignments pertinent to daily lessons

Observation

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baccalauréat and professional studies

Chevaux de polo Les moniteurs Le français et

développement des loisirs et du tourisme

summer vacation for French youth

festivals in French Un dimanche

après-midi à l’île de la Grande Jatte de Georges Seurat

Templates for graphic organizers

Calendars (student agendas)

*cite web site, then give name of magazine or newspaper: www.yahoo.com magazines: Paris-Match, Elle, L’Express; newspapers: Le Figaro, Le Monde

French 3

Level 3.3Unit Topic: Working World- 2 Duration: 18¾ Hours

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http://www.yahoo.com/

Unit Goal(s)/Desired ResultsStudents will be able to. . . ask about future plans. make polite requests. make a phone call. write a formal letter.

Unit Understandings: Develop an awareness of careers in the francophone world with emphasis in France.

Essential Questions 1. What do you need to know and be able to do in order to correctly interpret what you hear and read in a language that is not your native tongue?2. How can you effectively present oral and written information in a language that is not your native tongue?3. Why does an understanding of another language and culture broaden your ability to access information and to appreciate a variety of distinctive viewpoints?


Context for the Integrated Performance Assessment: Research a particular career of interest in France using the internet, magazines, newspapers, encyclopedia, etc.

Interpretive Task: Using gathered research, find out what kind of classes are needed, which university to attend, how net earnings may be made a chosen career, and whether that career and the salary range will satisfy future plans.

Interpersonal Task:

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Work with a partner and use gathered information on careers and programs of study at universities to write a letter to a pen pal in France.

Make a poster to use in explaining a career choice to the class (must use French).

Presentational Task: Write a formal letter in French to a pen pal in France discussing their future plans and careers. Pen pal responses will be summarized and presented orally to the class in French.

South Carolina Academic Standards for Modern and Classical Languages:

D-1.1-1 Use circumlocution and alternative phrasing in the target language when he or she cannot communicate a message adequately.

D-1.1-2 Identify and respond appropriately in the target language to nonverbal cues.D-1.1-3 Use the target language to give directions and ask questions for clarification; understand directions given in the target

language. D-1.1-4 Use the target language to exchange information on topics of personal interest with others.D-1.1-5 Use the target language to express personal needs in detail in predictable situations. D-1.1-6 Use the target language to express personal preferences and opinions with supporting details.D-1.1-7 Use the target language to ask and answer complex questions and to provide and request clarification when needed.D-1.2-1 Respond appropriately to more complex directions and commands given in the target language.D-1.2-2 Use aural, visual, and context clues to derive meaning from authentic target language materials, in both oral and written

forms. D-1.2-3 Identify the main idea and discern supporting details in authentic target language materials, in both oral and written forms.D-1.2-4 Understand information on a variety of topics that is conveyed in the target language in paragraph-length oral and written

presentations.D-1.3-1 Use the target language to give directions and commands for simple processes.

D-1.3-2 Use repetition, rephrasing, and gestures to assist in communicating a message in the target language.D-1.3-3 Use the target language to express personal opinions on selected topics.D-1.3-4 Use the target language to summarize the main ideas of age-appropriate authentic materials (e.g., songs, folktales,short

works of literature). D-1.3-5 Use the target language to organize and summarize information from a variety of sources.

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D-1.3-6 Communicate information in the target language in paragraph-length oral and written presentations on a variety of topics.D-2.1-1 Use language and behaviors that are appropriate to interactions in the target culture. D-2.1-2 Use the target language to describe behaviors and traits that are characteristic of everyday life in the target culture.D-2.1-3 Use the target language to compare the cultural practices that are particular to the target culture. D-2.2-1 Use the target language to describe the use of tangible products and symbols of the target culture within that culture. D-2.2-2 Use the target language to describe relationships between the products and perspectives of the target culture. D-2.2-3 Use the target language to describe the contributions that the target culture has made to the world.D-2.2-4 Use the target language to describe social, economic, and political perspectives within the target culture. D-3.1-1 Locate resources and summarize information in the target language that will further his or her knowledge in other subject areas.D-3.2-1 Use the target language to describe viewpoints within the target culture that are expressed in sources intended for native speakers.D-4.1-1 Describe how the target language and English have influenced each other.D-4.1-2 Use the appropriate register when speaking and writing in the target language. D-4.1-3 Use high-frequency target language idioms within familiar contexts.D-4.2-1 Use the target language to compare the products of the target culture with those of his or her native culture. D-4.2-2 Use the target language to compare behavioral patterns and perspectives in the target culture with those in his or her native

culture.D-4.2-3 Use the target language to compare practices that are particular to the target culture with those of his or her native culture. D-5.1-1 Use the target language to converse with target language speakers encountered outside of the classroom setting. D-5.1-2 Use the target language to initiate social connections with target language speakers encountered outside of the classroom

setting. D-5.1-3 Use target-culture resources in the local or regional community to create opportunities for social interaction.


professions and services

NEW: Formation of the

conditional tense Conjugation of


Language ladder for


Letter writing in proper form in target language

Ability to converse

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Vocabulary for telephone and formal letters

REVIEW/SPIRAL: Vocabulary for

future plans Numbers Making a phone call

conduire (present, past, imperfect and future)

Formation of the future perfect (futur antérieur)

REVIEW/SPIRAL: Formation of the

future tense Feminine forms of

nouns Present participles

requesting clarification

















TVs VCRs Word game puzzles

Appropriate audio and or video clips of people talking about careers, employment, and finance

Templates for graphic

in target language during class presentation

Spelling quizzes Matching quiz Dialogues Vocabulary quizzes Grammar quizzes Unit test Observation

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organizers CD player and CDs Computer(s)/internet Overhead projector Textbooks Notebooks Flashcards Posters Markers and erasers White boards Calendars (student

agendas) Cultural references:

Art- Les constructeurs, painting by Léger, Vietnamese lacquer art, Ivory coast masks,

Maghreb rugs and weaving

Literature-Le Petit Prince, book by Antoine de Saint-Exupéry, quote by Simone de Beauvoir;

Fashion- Early

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French, Tahitian People- Antoine

de Saint-Exupéry, Charles Frederick Worth, Blaise Pascal, Fernand Léger, Sylvie Guillen, Coco Channel, Gisèle Halimi, Julie Payette, Euzhan Palcy, Assia Djébar,

Simon de Beauvoir Products &

Economy- French economic sectors, perfume industry, work résumés, labor unions, youth unemployment,

ANPE, women in the work force, Social & Political

Customs- French work & vacation laws

French school

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system, French school degree

*cite websites for projects: ( http://dir.yahoo.com/News_and_Media/Newspapers/ByRegion/Countries/France/ and (http://dir.yahoo.com/News_and_Media/Magazines/ByRegion/Countries/France/ ) **note News_and_Media

French 3

Level 3.4Unit Topic: Once Upon a Time- 3 Duration: 18¾ Hours

Unit Goal(s)/Desired ResultsStudents will be able to …

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http://dir.yahoo.com/News_and_Media/Magazines/ByRegion/Countries/France/

http://dir.yahoo.com/News_and_Media/Newspapers/ByRegion/Countries/France/

set the scene for a story. continue and end a story. relate a sequence of events. tell what happened to someone else.

Unit Understandings: Understand and interpret the purpose and origins of legends, fables and fairy tales in the French culture.

Essential Questions1. What do you need to know and be able to do in order to correctly interpret what you hear and read in a language that is not your native tongue?2. What do you need to know and be able to do in order to effectively present oral and written information in a language that is not your native tongue?3. Why does an understanding of the relationship between the products and perspectives of a given culture allow you to communicate with those who speak the language of that culture?4. Why does an understanding of another language and culture broaden your ability to access information and to appreciate a variety

of distinctive viewpoints?


Context for the Integrated Performance Assessment: Information will be gathered from the internet and various textbooks on fables, legends, and fairy tales.

Interpretive Task: Read stories from web sites or selected French books without assistance except dictionaries Create a questionnaire about the fairy tales/ fables being read.

Interpersonal Task: Choose a partner and present a specific fable that will be read the partner. Have the partner answer their questionnaire in French.

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Presentational Task: Write a fable in French creating original characters, with a moral, and illustrations that are drawn or cut and pasted. Each story should have a cover (homemade or purchased) that represents the fable. South Carolina Academic Standards for Modern and Classical Languages:




forms. D-1.2-3 Identify the main idea and discern supporting details in authentic target language materials, in both oral and written forms. D-1.2-4 Understand information on a variety of topics that is conveyed in the target language in paragraph-length oral and written


D-1.3-2 Use repetition, rephrasing, and gestures to assist in communicating a message in the target language.D-1.3-3 Use the target language to express personal opinions on selected topics.D-1.3-4 Use the target language to summarize the main ideas of age-appropriate authentic materials (e.g., songs, folktales, short

works of literature). D-1.3-5 Use the target language to organize and summarize information from a variety of sources.D-1.3-6 Communicate information in the target language in paragraph-length oral and written presentations on a variety of topics.D-2.1-1 Use language and behaviors that are appropriate to interactions in the target culture. D-2.1-2 Use the target language to describe behaviors and traits that are characteristic of everyday life in the target culture.D-2.1-3 Use the target language to compare the cultural practices that are particular to the target culture.

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D-2.1-4 Use the target language to describe the various perspectives on social issues currently affecting the target culture.D-2.2-1 Use the target language to describe the use of tangible products and symbols of the target culture within that culture. D-2.2-2 Use the target language to describe relationships between the products and perspectives of the target culture. D-2.2-3 Use the target language to describe the contributions that the target culture has made to the world.D-2.2-4 Use the target language to describe social, economic, and political perspectives within the target culture. D-3.1-1 Locate resources and summarize information in the target language that will further his or her knowledge in other subject areas.D-3.2-1 Use the target language to describe viewpoints within the target culture that are expressed in sources intended for native speakers.D-4.1-1 Describe how the target language and English have influenced each other.D-4.1-2 Use the appropriate register when speaking and writing in the target language. D-4.1-3 Use high-frequency target language idioms within familiar contexts.D-4.2-1 Use the target language to compare the products of the target culture with those of his or her native culture. D-4.2-2 Use the target language to compare behavioral patterns and perspectives in the target culture with those in his or her native


setting.


legends, fairy tales and fables

Stories about historical francophone Africa

Sequencing events

NEW: Passé simple (verb

tense used for stories)

Relative pronouns with ce

Adjective placement and meaning




Textbooks Teaching

transparencies Grammar tutor for

students of French online

Websites of fables* Practice exercises on


Matching quizzes Dialogues Oral readings Observation

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Descriptive adjectives which may be used in story telling

REVIEW: Basic adjectives and

agreement

Plus-que-parfait (past perfect)

Sequence of tenses in indirect discourse

Past infinitives

REVIEW/ SPIRAL: Imparfait Passé composé Pronouns qui, que,

and dont Reflexive verbs in

the passé composé








vocabulary, grammar, and application





Markers and erasers White boards Videos and DVDs CD players and CDs Calendars (student


Art: cave art painting

Entertaining: French movie dubbing

Literature: Maghreb

En Attendant Godot, theatre by Samuel BecketLes Origines de l’inimitié entre

Unit test Reading

comprehension quiz (specific fables read by class)

Writing assignment (fable)

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l’homme et les animaux

*cite websites: www.google.com (French fables, fairy tales, Grimm Brothers, Little Golden Books)

French 3

Level 3.5Unit Topic: Love and Friendship -4 Duration: 18¾ Hours

Unit Goal(s)/Desired ResultsStudents will be able to... say what happened. ask for and give advice. share good and bad news.

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http://www.google.com/

renew old acquaintances.

Unit Understandings Understand basic constitutional rights in African francophone countries. Understand economy in African francophone countries.

Essential Questions1. What do you need to know and be able to do in order to correctly interpret what you hear and read in a language that is not your native tongue?2. What do you need to know and be able to do in order to effectively present oral and written information in a language that is not your native tongue?3. Why does an understanding of the relationship between the products and perspectives of a given culture allow you to communicate with those who speak the language of that culture?4. Why does an understanding of another language and culture broaden your ability to access information and to appreciate a variety of distinctive viewpoints?


Context for the Integrated Performance Assessment: Information will be gathered on Mali and other African francophone countries to be used for reports and discussion.

Interpretive Task: Do research on the internet gathering enough information to write a passage on African history in a francophone country. All sources must be properly documented.

Interpersonal Task: Work with a partner to create a conversation in which they tell about a real or fictitious argument about industry, politics, or an interesting fact from an African francophone country.

Presentational Task: Write a half of a page on a topic of African History for a new book, L’ independence du Mali. The sources should be

documented and the passage written in French.

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Select an appropriate photo dealing with African history in a francophone country and create a caption in French.







D-1.3-2 Use repetition, rephrasing, and gestures to assist in communicating a message in the target language.D-1.3-3 Use the target language to express personal opinions on selected topics.D-1.3-4 Use the target language to summarize the main ideas of age-appropriate authentic materials (e.g., songs, folktales, short

works of literature). D-1.3-5 Use the target language to organize and summarize information from a variety of sources.D-1.3-6 Communicate information in the target language in paragraph-length oral and written presentations on a variety of topics.D-2.1-1 Use language and behaviors that are appropriate to interactions in the target culture. D-2.1-2 Use the target language to describe behaviors and traits that are characteristic of everyday life in the target culture.D-2.1-3 Use the target language to compare the cultural practices that are particular to the target culture. D-2.1-4 Use the target language to describe the various perspectives on social issues currently affecting the target culture.D-2.2-1 Use the target language to describe the use of tangible products and symbols of the target culture within that culture.

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D-2.2-2 Use the target language to describe relationships between the products and perspectives of the target culture. D-2.2-3 Use the target language to describe the contributions that the target culture has made to the world.D-2.2-4 Use the target language to describe social, economic, and political perspectives within the target culture. D-3.1-1 Locate resources and summarize information in the target language that will further his or her knowledge in other subject areas.D-3.2-1 Use the target language to describe viewpoints within the target culture that are expressed in sources intended for native speakers.D-4.1-1 Describe how the target language and English have influenced each other.D-4.1-2 Use the appropriate register when speaking and writing in the target language. D-4.1-3 Use high-frequency target language idioms within familiar contexts.D-4.2-1 Use the target language to compare the products of the target culture with those of his or her native culture. D-4.2-2 Use the target language to compare behavioral patterns and perspectives in the target culture with those in his or her native

culture.D-4.2-3 Use the target language to compare practices that are particular to the target culture with those of his or her native culture. D-5.1-1 Use the target language to converse with target-language speakers encountered outside of the classroom setting. D-5.1-2 Use the target language to initiate social connections with target-language speakers encountered outside of the classroom

setting. D-5.1-3 Use target culture resources in the local or regional community to create opportunities for social interaction.

Lexical Content Support Structures Instructional Strategies Resources and Materials Interim AssessmentsNEW: Basic facts about the

country of Mali Vocabulary to

describe what happened in a given situation and to respond

Vocabulary to ask for and give advice

NEW: Past conditional Verbs manquer and

plaire Subjunctive Subjunctive with

necessity, desire, and emotions

Disjunctive pronouns (stress)




Paired activities Cooperative learning







Presenting an photo in target language to class

Match up student generated

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Vocabulary to share good and bad news

Vocabulary used to renew old acquaintances

REVIEW/SPIRAL: Vocabulary for

reflexive verbs

REVIEW/SPRIAL: Present tense of

reflexive verbs Past tense of

reflexive verbs Present conditional

Questioning strategies (yes, no, either/or, multiple choice, one word/short answer












Word game puzzles


Markers and erasers White boards Videos and DVDs CD players and CDs Calendars (student

agendas)

sentences with travel photos (present and past)



project Homework


Observation

*cite websites for projects: ( http://dir.yahoo.com/News_and_Media/Newspapers/ByRegion/Countries/France/ and (http://dir.yahoo.com/News_and_Media/Magazines/ByRegion/Countries/France/ )

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http://dir.yahoo.com/News_and_Media/Magazines/ByRegion/Countries/France/

http://dir.yahoo.com/News_and_Media/Newspapers/ByRegion/Countries/France/

**note News_and_Media

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French 3

Level 3.6Unit Topic: Outside Nature - 5 Duration: 18¾ Hours

Unit Goal(s)/Desired ResultsStudents will be able to. . . express astonishment and fear. forgive and give a warning. give general directions. complain and offer encouragement.

Unit Understandings: America has French influence from both France and Canada.

Essential Questions1. What do you need to know and be able to do in order to correctly interpret what you hear and read in a language that is not your native tongue?2. What do you need to know and be able to do in order to effectively present oral and written information in a language that is not your native tongue?3. Why does an understanding of the relationship between the products and perspectives of a given culture allow you to communicate with those who speak the language of that culture?4. Why does an understanding of another language and culture broaden your ability to access information and to appreciate a variety of distinctive viewpoints?


Context for the Integrated Performance Assessment: The influence of the French and Canadians on the bayous of Louisiana.

Interpretive Task:

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Research bayou tours in southern Louisiana using the internet or sources from the library. Create slogans to promote a tour of the French speaking sections of Louisiana. Write testimonials that express astonishment and encourage readers to take such a tour.

Interpersonal Task:Work in groups of three or four to create a brochure using collected information. Each brochure must… advertise a tour of the bayou in southern Louisiana. include illustrations of and information about modes of transportation, routes, animals, and plants tourists will be seeing along the

way. include historical and cultural facts about the area and its people. offer testimonials of tourists who have previously participated in such a tour. have an attractive cover that will catch tourists’ attention.

Presentational Task: Write three fears you might have about traveling to a French speaking country. Be sure to include the expressions avoir peur que

or craindre que using the subjunctive tense. Write solutions to help with these fears using the imperative.




language. D-1.1-4 Use the target language to exchange information on topics of personal interest with others.D-1.1-5 Use the target language to express personal needs in detail in predictable situations. D-1.1-6 Use the target language to express personal preferences and opinions with supporting details.D-1.1-7 Use the target language to ask and answer complex questions and to provide and request clarification when needed.

D-1.2-1 Respond appropriately to more complex directions and commands given in the target language.D-1.2-2 Use aural, visual, and context clues to derive meaning from authentic target language materials, in both oral and written

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presentations.D-1.3-1 Use the target language to give directions and commands for simple processes. D-1.3-2 Use repetition, rephrasing, and gestures to assist in communicating a message in the target language.D-1.3-3 Use the target language to express personal opinions on selected topics.D-1.3-4 Use the target language to summarize the main ideas of age-appropriate authentic materials (e.g., songs, folktales, short

works of literature). D-1.3-5 Use the target language to organize and summarize information from a variety of sources.D-1.3-6 Communicate information in the target language in paragraph-length oral and written presentations on a variety of topics.D-2.1-1 Use language and behaviors that are appropriate to interactions in the target culture. D-2.1-2 Use the target language to describe behaviors and traits that are characteristic of everyday life in the target culture.D-2.1-3 Use the target language to compare the cultural practices that are particular to the target culture. D-2.1-4 Use the target language to describe the various perspectives on social issues currently affecting the target culture.D-2.2-1 Use the target language to describe the use of tangible products and symbols of the target culture within that culture. D-2.2-2 Use the target language to describe relationships between the products and perspectives of the target culture. D-2.2-3 Use the target language to describe the contributions that the target culture has made to the world.D-2.2-4 Use the target language to describe social, economic, and political perspectives within the target culture. D-3.1-1 Locate resources and summarize information in the target language that will further his or her knowledge in other subject areas.D-3.2-1 Use the target language to describe viewpoints within the target culture that are expressed in sources intended for native speakers.D-4.1-1 Describe how the target language and English have influenced each other.D-4.1-2 Use the appropriate register when speaking and writing in the target language. D-4.1-3 Use high-frequency target-language idioms within familiar contexts.D-4.2-1 Use the target language to compare the products of the target culture with those of his or her native culture. D-4.2-2 Use the target language to compare behavioral patterns and perspectives in the target culture with those in his or her native

culture.

D-4.2-3 Use the target language to compare practices that are particular to the target culture with those of his or her native culture. D-5.1-1 Use the target language to converse with target-language speakers encountered outside of the classroom setting.

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D-5.1-2 Use the target language to initiate social connections with target-language speakers encountered outside of the classroom setting.

D-5.1-3 Use target culture resources in the local or regional community to create opportunities for social interaction.

Lexical Content Support Structures Instructional Strategies Resources and Materials Interim AssessmentsNEW: Vocabulary dealing

with nature Animal vocabulary Vocabulary dealing

with exploration (hiking, rafting, extreme outdoor sports)

Vocabulary to express astonishment and fear

Vocabulary to forbid and give warning

Vocabulary to give general directions

Vocabulary to complain and offer encouragement

NEW: Subjunctive with

expressions of fear Verbs apporter,

amener, emporter, emmener, and craindre

Verbs with idioms Verbs followed by

à/de and the infinitive

REVIEW/SPIRAL: Subjunctive Imperative Voir and regarder Idiomatic

expressions without verbs

Avoir








Use of graphic organizers to compare, graph and



grammar tutor for students of French online

Websites* Practice exercises on






Appropriate audio and or video clips of people talking about travel,



Presenting an photo in target language to class

Match up student generated sentences with travel photos (present and past)



project

Homework assignments pertinent to daily

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outline Reading strategies to

create mental images Writing strategies to

develop sensory details

employment, and finance

Word game puzzles Templates for graphic

organizers TVs VCRs CD player and CDs Computer(s)/internet Overhead projector Textbooks Notebooks Flashcards Posters Markers and erasers White boards Calendars (student


parks in Louisiana French and Cajun

influence in the America

Canadian sports Louisiana heron de

Jean-Jacques Audubon

public parks in France

Moniteurs/Guides de sports extremes

lessons Observation

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Les oies voyageuses

*cites websites- www.hrw.com ; www.louisianaofficeoftourisim.com ; www.google.com (look up bayou)

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http://www.google.com/

http://www.louisianaofficeoftourisim.com/

http://www.hrw.com/

French 3

Level 3.7Unit Topic: Adventures in Literature Part 1 Duration: 30 Hours

Unit Goal(s)/Desired ResultsStudents will be able to. . . read and comprehend literary selections of high quality. increase knowledge of literary vocabulary in general. answer basic questions to check comprehension of reading selection.

Unit Understandings: Reading literature makes the learning of a language an intellectually broadening and stimulating experience .

Essential Questions1. What do you need to know and be able to do in order to correctly interpret what you hear and read in a language that is not native tongue?2. What do you need to know and be able to do in order to effectively present oral and written information in a language that is not your native tongue?3. Why does an understanding of the relationship between the products and perspectives of a given culture allow you to communicate with those who speak the language of that culture?4. Why does an understanding of another language and culture broaden your ability to access information and to appreciate a variety of distinctive viewpoints?


Context for the Integrated Performance Assessment: Modern and classical reading selections and the authors of the selections chosen by the teacher will introduce students to reading totally in French.

Interpretive Task:

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Research and read selections and authors in the library, from classroom books, or on the internet. Create a modern day description of a character they select from one of the reading selections. Write and draw (cut and paste or draw freehand) their character’s description.

Interpersonal Task:Divide students in groups to create the descriptions of a character chosen from their reading. Descriptions should include: both a written and graphic illustration of the characters. historical and cultural facts about the character.

Presentational Task: Select a character from the descriptions written and write a poem in French about that character.






presentations.

D-1.3-1 Use the target language to give directions and commands for simple processes. D-1.3-2 Use repetition, rephrasing, and gestures to assist in communicating a message in the target language.

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D-1.3-3 Use the target language to express personal opinions on selected topics.D-1.3-4 Use the target language to summarize the main ideas of age-appropriate authentic materials (e.g., songs, folktales, short

works of literature). D-1.3-5 Use the target language to organize and summarize information from a variety of sources.D-1.3-6 Communicate information in the target language in paragraph-length oral and written presentations on a variety of topics.D-2.1-1 Use language and behaviors that are appropriate to interactions in the target culture. D-2.1-2 Use the target language to describe behaviors and traits that are characteristic of everyday life in the target culture.D-2.1-3 Use the target language to compare the cultural practices that are particular to the target culture. D-2.1-4 Use the target language to describe the various perspectives on social issues currently affecting the target culture.D-2.2-1 Use the target language to describe the use of tangible products and symbols of the target culture within that culture. D-2.2-2 Use the target language to describe relationships between the products and perspectives of the target culture. D-2.2-3 Use the target language to describe the contributions that the target culture has made to the world.D-2.2-4 Use the target language to describe social, economic, and political perspectives within the target culture. D-3.1-1 Locate resources and summarize information in the target language that will further his or her knowledge in other subject areas.D-3.2-1 Use the target language to describe viewpoints within the target culture that are expressed in sources intended for native speakers.D-4.1-1 Describe how the target language and English have influenced each other.D-4.1-2 Use the appropriate register when speaking and writing in the target language. D-4.1-3 Use high-frequency target language idioms within familiar contexts.D-4.2-1 Use the target language to compare the products of the target culture with those of his or her native culture. D-4.2-2 Use the target language to compare behavioral patterns and perspectives in the target culture with those in his or her native


setting. D-5.1-3 Use target culture resources in the local or regional community to create opportunities for social interaction.

Lexical Content Support Structures Instructional Strategies Resources and Materials Interim AssessmentsNEW: NEW: Language ladder for Target language ads for Writing their own

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Vocabulary included in Le Bourgeois Gentilhomme

Vocabulary included in La Parure

Vocabulary used in various short stories

Simple past as used in literature

REVIEW/SPIRAL: Adjectives and their

agreement Verbs-avoir, être,

aller, faire

extending conversations










summer work/study opportunities



Websites* Practice exercises on







Word game puzzles


TVs

article in target language

Presenting a description in target language to class

Match up student generated sentences

with travel photos (present and past) Written and/or oral

quizzes on grammar structures and vocabulary


project Homework


Observation

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VCRs CD player and CDs Computer(s)/internet Overhead projector Textbooks Notebooks Flashcards Posters Markers and erasers White boards Calendars (student


Molière Guy de

Maupassant Romance and

naturalism in literature

17th century literary characteristics

Definition of hypocrisy

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Documents

French 3 - images.pcmac.orgimages.pcmac.org/Uploads/NewberryCountySchools/New… · Web viewLevel 3.1. Unit Topic: Introduction to French 3. Duration: 11½ Hours. Unit Goal(s)/Desired