French Level I– SY 2013 – 2014

LCPS
French I – AP Curriculum
World Languages and Cultures
LCPS
2013-2014
French I Curriculum
World Languages and Cultures
LCPS
2013-2014

AP THEME: Contemporary Life

AP SUBTHEME: Travel: Survey of Francophone World;
Geography of France is / Recommended pacing: Throughout Year: Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level:
FI.7 The student will develop an awareness of perspectives, practices, and products of francophone cultures.
FI.8 The student will recognize that perspectives, practices, and products of francophone cultures are interrelated.
FI.10 The student will demonstrate understanding of the significance of culture through comparisons between francophone cultures and U.S.
FI.11 The student will compare basic elements of the French language to those of the English language.
FI.12 The student will explore situations in which to apply French language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational purposes.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPRETIVE MODE:
• Identify francophone countries on a map.
• Identify France on a world/European map, showing rivers, mountains, and bordering countries and bodies of water.
INTERPERSONAL MODE:
• Answer questions about personal origin.
PRESENTATIONAL MODE:
• Produce an oral / written report about a francophone country. / CULTURES:
• Name and locate francophone countries on a map.
CONNECTIONS:
• Discover the French name of your country of origin.
. / COMPARISONS:
• Compare and contrast different geographical characteristics between France and other countries.
COMMUNITIES:
• Recognize different modes of transportation available in francophone countries. / Map skills
France Neighboring countries
The French-speaking world
USEFUL VOCABULARY / See the official VOC list in the AP Theme_Subtheme_Vocabulary folder in Vision
RECYCLED/ONGOING TOPICS/STRUCTURES / Depending on when this is presented by the teacher
être
Colors (flags)
Adjective placement
Weather expressions
RESOURCES/ ACTIVITIES / Mapping activities: identify French speaking countries using colors, label items (countries, rivers, mountains, bordering countries); Choose a francophone country and report on their location, flag, food, clothing, etc. in a brochure format;
http://www.atlas-francophone.refer.org/
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPAs rubrics for speaking and writing assessments. / Suggested Interpretive Task / Suggested Interpersonal Task / Suggested Presentational Task

Students identify the francophone countries of the world on a map coloring them following instructions.

/ Students ask each other where they are from and answer. / Present a small poster of a francophone country; include a picture of a map, flag, typical food and dress, literacy rate, and one fun fact of your choice.

AP THEME: Contemporary Life

AP SUBTHEME: Education: Numbers, Alphabet, Classroom Expressions, Calendar, Colors, Greetings, Leave-taking, and Introductions / Recommended pacing: 3 (Quarter 1) weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level:
FI.1 The student will exchange simple spoken and written information in French.
FI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in French, using familiar phrases and sentences.
FI.7 The student will develop an awareness of perspectives, practices, and products of francophone cultures.
FI.8 The student will recognize that perspectives, practices, and products of francophone cultures are interrelated.
COMMUNICATION
-Interpersonal –Interpretive
-Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPRETIVE MODE:
• Identify the correct response to basic mathematical questions.
INTERPERSONAL MODE:
• Answer and pose mathematical questions
• Conduct a discussion greeting others; both students and adults.
PRESENTATIONAL MODE:
• Recite the date;
• Recite the alphabet;
• Recite the numbers;
• Produce oral and written reports/skit on greetings. / CULTURES:
• Discuss the way numerals are written in French.
• Demonstrate how numbers are counted on one’s hand.
• Explore cultural customs when greeting.
• Introduce French holidays.
CONNECTIONS:
• Complete simple mathematical computations in French.
. / COMPARISONS:
• Compare and contrast the different formats of writing the date in French and English.
• Compare and contrast different styles of greeting and leave taking in French and English.
COMMUNITIES:
• Discuss how in your own community or household the date is spoken and written.
• Recognize French words seen in daily life. / Diacritical marks
Alphabet
1-31
Classroom expressions
Cognates & false cognates
Week starts with Monday
Days & months not capitalized.
C’est…
Phrases for asking and telling date.
Formal and informal greetings
Colors (with flags)
USEFUL VOCABULARY / See the official VOC list in the AP Theme_Subtheme_Vocabulary folder in Vision / De quelle couleur est…?
Quelle est la date aujourd’hui? C’est …
RECYCLED/ONGOING TOPICS/STRUCTURES / none
RESOURCES/ ACTIVITIES / Crossword puzzles, spelling bees, math problems, math flashcards, play Loto or dot-to-dot. Write the date in the notebook daily. Daily calendar person to recite the date to the class.
http://lexiquefle.free.fr/allpha.swf to hear the alphabet
http://www.languageguide.org/vocabulary/num/?lang=fr&target=en Numbers listening quiz with three levels of difficulty http://uregina.ca/~laninstit/HotPot/French/Elementaire/exercises/N/n004.htm Simple math listening quiz http://french.about.com/od/vocabulary/a/classroomphrase.htm Classroom expressions recorded http://www.bbc.co.uk/languages/french/family/game/ Numbers and colors game
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA rubrics for speaking and writing assessments. / Suggested Interpretive Task / Suggested Interpersonal Task / Suggested Presentational Task

Have a timed math quiz using words only.

/ Have a spelling bee.
Have students introduce themselves and others / Recite / sing the alphabet.
Create and sing your own number song.
Rap the alphabet.

AP THEME: Personal And Public Identities

AP SUBTHEME: Beliefs and Values / Language and Identity: physical descriptions and personality, characteristics, feelings, and emotions. / Recommended pacing: 3 (Quarter 1) weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level:
FI.1 The student will exchange simple spoken and written information in French.
FI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in French, using familiar phrases and sentences.
FI.4 The student will use verbal and nonverbal cues to understand simple spoken and written messages in French.
FI.5 The student will present information orally and in writing in French, using a variety of familiar vocabulary, phrases, and structural patterns.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPRETIVE MODE:
• Demonstrate comprehension of content from audio visual texts relating to peer descriptions.
INTERPERSONAL MODE:
• Answer questions about your best friend/yourself.
PRESENTATIONAL MODE:
• Produce oral and written reports/skit on descriptions of friends. / CULTURES:
• Discuss cultural generalizations and stereotyping based upon physical appearance.
CONNECTIONS:
• Discuss traits of famous people from French cultures.
. / COMPARISONS:
• Compare and contrast the use of gender and adjective agreement.
• Begin to compare and contrast schools in the French-speaking world and the United States.
COMMUNITIES:
• Discuss appearances in your own community or your school and compare them to issues in French speaking communities. / Cognates
Definite and indefinite articles
Adjective agreement
Descriptive vocabulary
Oui and Non
Negation
Nationalities
Origins
Question & answer formation
Etre-singular
Subject pronouns-singular
Voilà / voici
USEFUL VOCABULARY / See the official VOC list in the AP Theme_Subtheme_Vocabulary folder in Vision / Où, qui, comment, est-ce que, de quelle nationalité…?
RECYCLED/ONGOING TOPICS/STRUCTURES / Classroom expressions, numbers, date;
Greetings.
RESOURCES/ ACTIVITIES / Make an accordion book describing yourself- the book builds with each page repeating the prior and adding a sentence. Students read their books aloud to each other. The teacher describes a student in the class- students guess who it is.
http://www.didierbravo.com/modulesflash/module1/module1.swf game for nationalities and sports (cognates)
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPAs rubrics for speaking and writing performance assessments. / Suggested Interpretive Task / Suggested Interpersonal Task / Suggested Presentational Task

Students hear a description of someone and identify the person from a picture.

/ Students ask each other to describe their classmates and friends. Students play guessing games to identify someone (20 Questions, Guess Who). / Students describe familiar characters or famous people. Students describe their best friend(s).

AP THEME: Contemporary Life

AP SUBTHEME: Education: classes, schedules, and classroom objects / Recommended pacing: 3 (Quarter 1) weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level:
FI.1 The student will exchange simple spoken and written information in French.
FI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in French, using familiar phrases and sentences.
FI.3 The student will understand simple spoken and written French presented through a variety of media and based on familiar topics.
FI.4 The student will use verbal and nonverbal cues to understand simple spoken and written messages in French.
FI.5 The student will present information orally and in writing in French, using a variety of familiar vocabulary, phrases, and structural patterns.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPRETIVE MODE:
• Identify the classroom objects from pictures or realia.
• Identify which courses you like and don’t like,
• Identify which teachers are strict or not strict.
INTERPERSONAL MODE:
• Discuss with another student why you like a course.
PRESENTATIONAL MODE:
• Present a student schedule.
• Present an oral or written presentation of your favorite course.
• Present an oral or written presentation of the educational system of a Francophone country. / CULTURES:
• Introduce the educational system in France.
• Identify the structure of grade levels in French schools.
CONNECTIONS:
• Identify courses that francophone students take that are the same as the US.
. / COMPARISONS:
• Compare and contrast formal and informal address in French and English.
• Compare and contrast the school day and school year in France and the United States.
COMMUNITIES:
• Identify Francophone cultural influences in communities in the United States. / Vocabulary related to school, schedules, , and classroom objects
J’aime, je n’aime pas
Time expressions
24 hour clock
Etre-all forms
All subject pronouns
Plural structures
Numbers 32-69
USEFUL VOCABULARY / See the official VOC list in the AP Theme_Subtheme_Vocabulary folder in Vision / Quel cours tu aimes? Quelle heure est-il? A quelle heure est…?
RECYCLED/ONGOING TOPICS/STRUCTURES / Numbers, dates, days and months, classroom expressions, articles-indefinite & definite
RESOURCES/ ACTIVITIES / ·Students write their own schedule in French.
·Students work in groups to write with bulletin board paper: which teachers are strict, which student is really good in a course, what their favorite course is. Share the posters with the class and gather statistics; be sure that each group member has a task (writer, presenter, checker).
http://laits.utexas.edu/fi_media/m4vs/01_voc_salle.m4v la salle de classe video http://www.languageguide.org/french/vocabulary/school-continued2/ pronunciation of school subjects http://peinturefle.free.fr/lexique/couleur.htm adjective agreement quiz
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPAs rubrics for speaking and writing assessments. / Suggested Interpretive Task / Suggested Interpersonal Task / Suggested Presentational Task

Students identify classroom objects from photos or realia or label classroom.

/ Students ask each other about their teachers, who are strict etc… about their schedule and classes. / Students create and present their schedule to the class, stating why they like or dislike the class.

AP THEME: Contemporary Life

AP SUBTHEME: Leisure and Sports: Activities at School and After School / Recommended pacing: 3 (Quarter 2) weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.1 The student will exchange simple spoken and written information in French.
FI.3 The student will understand simple spoken and written French presented through a variety of media and based on familiar topics.
FI.5 The student will present information orally and in writing in French, using a variety of familiar vocabulary, phrases, and structural patterns. FI.7 The student will develop an awareness of perspectives, practices, and products of francophone cultures.
FI.12 The student will explore situations in which to apply French language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational purposes
COMMUNICATION
-Interpersonal -Interpretive
-Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPRETIVE MODE:
• Comprehend simple, culturally-authentic announcements and advertisements related to leisure activities.
• Identify activities being described.
• Determine whether a person likes or dislikes a particular activity.
INTERPERSONAL MODE:
• Ask and answer questions related to activities at and after school, including likes and dislikes.
PRESENTATIONAL MODE:
• Tell if a person likes or dislikes various activities.
• Tell when and how frequently a person participates in various activities.
• Tell what leisure activities a person does or not. / CULTURES:
Identify at school and after school activities of students in France as related to school schedule
CONNECTIONS:
• Make connections between historical contexts and current attitudes towards afterschool activities.
. / COMPARISONS:
• Compare extracurricular activities in American and francophone schools.
• Compare and contrast regular verb conjugations in the present tense for French and English.
COMMUNITIES:
• Identify French descriptions or directions on products used for/at school and after school activities.
• Visit a French school supply website Papeterie Gilbert Joseph / 1st Conjugation:
Present tense of regular –er verbs (i.e. parler, danser, regarder, etc.)
Adverbs of frequency
Vocabulary for expressing likes and dislikes + infinitive
Vocabulary of places in and out of town
Identify school supplies and rooms of the school,
Tu vs Vous
USEFUL VOCABULARY / See the official VOC list in the AP Theme_Subtheme_Vocabulary folder in Vision / Qu’est-ce qu’il/elle fait?
Qu’est-ce que tu fais le week-end?
Qu’est-ce que c’est? Qu’est-ce qu’il y a?
Combien coûte…/C’est combien?
RECYCLED/ONGOING TOPICS/STRUCTURES / • Negative sentences Question formation. Subject pronouns.
RESOURCES/ ACTIVITIES / Move game: students cut out and make a paper backpack, students cut out and label school supplies; teacher uses classroom commands mettez+ sortez; students insert and remove items to and from the backpack based on the teacher commands; a strong student may take over as the teacher. Students draw a picture to represent the new verb, conjugate on the back; Students create a short foldable book using photos and the new verbs in order of their day with one sentence per page. Students create a PowerPoint showing activities that they like/dislike.
http://www.mjcvillebon.org/web/# See Plaquettes Activites for community center list of after school activities http://www.gibertjoseph.com/papeterie.html Supplies for sale
http://www.fnac.com/ buy latest books CD’s DVDs, games, devices online
http://www.laits.utexas.edu/tex/gr/ver1.html listening quiz for er verbs (scroll down)
http://www.ac-paris.fr search box Jacques Prévert middle school for schedule and after school activities
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPAs rubrics for speaking and writing assessments. / Suggested Interpretive Task / Suggested Interpersonal Task / Suggested Presentational Task

Students will read or hear a short conversation; they will decide if the person likes/dislikes an activity.