Course/ Subject:French Vgrade:12Teacher: Weaver/Benton

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Course/ Subject:French VGrade:12Teacher: Weaver/Benton

Month: September

Content / Skills / Assessment

Get-acquainted activities

Prepare questions and interview classmates
“Cherchez quelqu’un” – find classmates with whom have things in common

Vocabulary review pages

Chiffres et Temps (all about numbers and time)

Les objets (describing physical objects)

Comment demander de l’aide

Caractère et Personnalité

Poster de Moi

Essential Questions:
1. How can I describe simple objects in French, according to size, shape, texture, and purpose?
2. How can I describe my past, my present, and my intended future in French? What are my likes and dislikes? /

To “refresh” verbal proficiency
To review questions forms and verb tenses

To review vocabulary
To provide a personal glossary

To review and expand vocabulary concerning numbers and time

To acquire vocabulary necessary for describing objects, e.g., size, shape, volume, consistency, etc.
To learn to circumlocute, i.e., define a word by “talking around” the idea
To review adjective forms and placement

To learn to ask for help, in preparation for using only French in class

To acquire new vocabulary concerning character and personality
To practice irregular adj.
To expand on the placement of adj.
before and after group
beyond BAGS

To make a visual display of student’s past, present and future life
To be able to use all of the above (vocabulary, numbers, dates, adjectives, verbs) in an oral presentation

After the interview, write 5 lines about partner

Written and oral exercises
A group quiz

Using the new vocabulary, each student will write and present a description of something typically found in a school or classroom, e.g., file cabinet, bulletin board

From here on, students may not speak English without asking permission

Graded written assignment using all adj. forms
Conversation in which “child” convinces “parent” to accept a new friend by describing his/her character traits

Oral presentation (mid-October), using only the poster (no written script)

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Course/ Subject:French VGrade:12Teacher: Weaver/Benton

Month: October

Content / Skills / Assessment

Reflexive verbs
Conjunctions, e.g., therefore, whereas

Futur et Conditionnel

Pronunciation

Essential Questions:
1. How can I perfect the pronunciation of the French “R”?
2. Am I able to use the future and conditional tenses correctly to describe “If” situations and result clauses?
3. Do I understand the rhyme, imagery and meaning of Paul Verlaine’s “Chanson d’automne”, and am I able to recite it? /

To review reflexive verbs in all forms, i.e., single verb, passé compose, verb + infinitive
To expand vocabulary

To review verb forms
To practice “Si” clauses
To use future with quand, lorsque, etc.
To practice the polite conditional

To be able to pronounce the French “R”
To focus on particular vowel combinations

Written quiz
Oral interviews, using reflexive verbs related to relationships, e.g., to get along, to argue, etc.

To be included on the oral presentation for their “Poster de Moi”
Translation exercise

Recite a poem which includes all of the most important sounds. Must score at least 22/25.

Oral presentations – “Moi”

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Course/ Subject:French VGrade:12Teacher: Weaver/Benton

Month: November and December

Content / Skills / Assessment

“Mon portrait de A à Z”
Read the interview that appeared in Paris Match
In groups, identify structures and themes in sample portrait which will be required in own portrait

(End of first marking period)

Reportages
In groups, read and analyze news articles provided by teacher
Practice presenting to class

Les adverbes

“Le Horla”
Who was Guy de Maupassant?
Why this story?
Introduce PLN technique, using worksheets

Irregular verbs like souffrir and apercevoir

Differences between imparfait and passé composé

Passé simple

Project – Pays francophones
Choose a country
Begin research

Essential questions:
1. Can I write a self-portrait that incorporates appropriate cumulative grammar?
2. Who was Guy de Maupassant? Do I understand his story, “Le Horla”, and am I able to describe it in French?
3. What do I know about a French-speaking country, and what did I learn and share with my class by researching a current news item there?
4. Can I read, understand, and use the passé simple tense correctly? /

To write an autobiographical sketch, using the alphabet to organize themes
To incorporate all of the grammatical points already reviewed
To use new vocabulary

To find and read news articles related to any French-speaking country
To look for the “who, what, when, etc.” in those articles
To simplify and explain own article

To learn formation and practice placement of adverbs

To read a famous story in its original version
To apply reading techniques from PLN course
To be able to discuss story in French

To use these verbs in the telling of the story

To relate a story in the past using the correct past tense

To be able to read and understand the literary past

To learn about a French-speaking country not previously studied in depth

To be able to write about and present orally the information found

/ é

Written (typed) self-portrait using 22 of the 26 letters in the alphabet and a list of structures

Oral report to the class (2-3 per week at the beginning of class for the balance of the marking period)

Written quiz

Comprehension quizzes in French and English
Written summaries of parts of story
Oral test at the end

Verb exercises

Description of the patient’s symptoms and the actions he took

Verb exercises (changing passé composé to passé simple and vice versa)

Poster or booklet with all required information (2nd marking period)
Oral presentation with Power Point for those who chose to make a booklet (3rd marking period)

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Course/ Subject:French VGrade:12Teacher: Weaver/Benton

Month: January and February

Content / Skills / Assessment

“Le Horla” (cont.)

Project – Pays francophones (cont.)

(End of 2nd marking period)

Foods and recipes

Articles and quantities

Object pronouns
Double object pronouns

L’Afrique francophone

Movie “Au revoir les enfants”

Relative pronouns

Essential Questions:
1. What is a recipe of a food typical of the French-speaking country I have researched? Can I express that recipe in French?
2. What are some current issues concerning French-speaking Africa?
3. How does the French movie, Au revoir les enfants, help my understanding of the problems of racism and tolerance? /

To review story in preparation for written and oral test
To prepare own vocabulary list to be used during test

To expand foods vocabulary
To learn recipe vocabulary
To translate recipes from French to English

To review the use of definite, indefinite and partitive articles

To use the object pronouns correctly
To use more than one object pronoun in a sentence

To understand issues concerning French-speaking Africa, e.g., immigration, racism, religion

To watch a French movie set in France during WWII
To learn about France during WWII
To continue discussion of racism and tolerance

To be able to use the relative pronouns correctly in complex sentences

Test – 6 questions
3 Oral
3 Written

Poster or booklet due

Translation exercise
Recipe translation as part of Pays francophones project

Written exercises using all articles with foods

Quiz on articles, quantities and pronouns

Comprehension questions (quiz) on reading
Class discussion about reading

Notes taken during the film
Class discussion of film and the main characters

Written description of main characters (personality traits with examples)

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Course/ Subject:French VGrade:12Teacher: Weaver/Benton

Month: March

Content / Skills / Assessment

Project – Pays francophones

Essential Questions:
1. What did I learn about the French-speaking country that I researched, with particular attention to the topics of unemployment, AIDS, illiteracy, pollution, cultural and religious traditions, and government?
2. What did I learn about the other countries that my classmates spoke about? /

To speak in French for 10-15 minutes, using notes but no script
To understand what classmates are saying about their countries
To take notes about other countries
To compare and contrast countries and regions
Location
Problems, e.g., unemployment, AIDS, illiteracy, pollution
Cultural and religious traditions
Government

Oral presentation, using poster and/or Power Point
Written translation of typical recipe
Notes on each presentation
Test on all countries

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Course/ Subject:French VGrade: 12Teacher: Weaver/Benton

Month: April – May (1st half)

Content / Skills / Assessment

“Comte de Monte Cristo”

Subjunctive

Essential Questions:
1. Do I understand Alexandre Dumas’ work,
Comte de Monte Cristo, after reading excerpts from the book?
2. Can I successfully debate the concept, “Is vengeance right or wrong?”
3. Can I use the subjunctive and the past subjunctive moods correctly to explain event in Dumas’ story? /

To read and understand this famous story
To understand the historical context
To expand working vocabulary
To discuss the idea of vengeance

To learn the forms of the subjunctive
To use the expressions which require the subj. – WEIRD
To be able to use the past subjunctive

Comprehension quizzes
Chapter notes and summaries
Debate (oral participation) – Is vengeance right or wrong?

Verb quizzes
Written explanation of the story, using verbs in the subjunctive

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Course/ Subject:French VGrade:12Teacher: Weaver/Benton

Month: May (2nd half) - June

Content / Skills / Assessment

Livre pour enfants

Essential Questions:
1. Am I able to create an original children’s story in French and illustrate it in the form of a small book?
2. Can I use aspects that I have learned about a French-speaking country in my story? /

To write and illustrate a children’s story
To use all structures studied this year
To incorporate aspects of the French-speaking country from the project into the story

Children’s story