French Level I– SY 2016 – 2017
AP THEME: Contemporary Life
AP SUBTHEME: Travel: Survey of Francophone World; Geography of France(To be taught sometime during first semester) / 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. (One Week – Q1)
Virginia State Foreign Language Standards of Learning for Level:
FI.7 The student will develop an awareness of common perspectives, practices, and products of francophone cultures
FI.8 The student will recognize that perspectives, practices, and products of francophone cultures are interrelated.
FI.9 The student will connect information about French and francophone culture(s) with concepts studied in other subject areas
FI.10 The student will compare basic elements of French to those of English and other languages.
FI.11 The student will demonstrate understanding of the significance of culture through comparisons between francophone cultures and the cultures of the United States.
FI.12 The student will explore situations in which to use 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 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/
DVD: The Red Balloon (Le Ballon Rouge)
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: Travel: Numbers, Alphabet, Accents, Greetings, Introductions / Recommended pacing: 4 weeks (Q1) 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 sustain brief oral and written exchanges in French, using familiar phrases and sentences.
FI.6 The student will present rehearsed material in French, including brief narratives, monologues, dialogues, poetry, and songs.
FI.7 The student will develop an awareness of common perspectives, practices, and products of francophone cultures
FI.11 The student will demonstrate understanding of the significance of culture through comparisons between francophone cultures and the cultures of the United States
COMMUNICATION
-Interpersonal –Interpretive -Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPRETIVE MODE:
• Identify the correct response to greetings and ça va?
• Identify the correct form of address for formal and informal conversations.
INTERPERSONAL MODE:
• Ask and answer others’ names and how they are feeling
• Conduct a discussion greeting others; both informal and formal.
PRESENTATIONAL MODE:
• Recite the date;
• Recite the alphabet;
• Recite the numbers;
• Produce oral and written reports/skit on greetings. / CULTURES:
• Discuss the use of formal (vous) and informal (tu) address in conversation and writing
• Discuss the way numerals are written in French.
• Demonstrate how numbers are counted on one’s hand.
• Explore cultural customs when greeting.
CONNECTIONS:
• Recognize French words in the English language
• Complete simple mathematical computations in French
. / COMPARISONS:
• Compare and contrast the use of formal and informal language in French and English
• Compare and contrast different customs of greeting and leave taking in French and English.
COMMUNITIES:
• Discuss how in your own community or household greetings are spoken or written
• Recognize French words seen in daily life / • Terms for greetings, farewells, and introductions
• Expressions of courtesy
• French alphabet and diacritical marks
• Shaking hands and bises
• Gender of nouns
• Articles (definite and indefinite)
• The expression il y a
USEFUL VOCABULARY / See the official VOC list in Vision
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; Contemporary Life
AP SUBTHEME: Beliefs and Values / Language and Identity: physical descriptions and personality, characteristics, feelings, and emotions; Education: objects around the classroom / Recommended pacing: 4 weeks (Q1) 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 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.
FI.8 The student will recognize that perspectives, practices, and products of the cultures studied are interrelated
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 and example 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.
• Identify and understand aspects of France’s multicultural society.
CONNECTIONS:
• Discuss traits of famous people from French cultures.
•Describe American cultural icons in the target language. / COMPARISONS:
• Compare and contrast the use of gender and adjective agreement in French and English
• Begin to compare and contrast schools in the French-speaking world and the United States.
COMMUNITIES:
• Discuss physical appearance in your own community or your school and compare them to issues in French speaking communities. / • Terms to identify people
• Classroom objects
• Rules for silent letters
• France’s multicultural society
• Subject pronouns
• the present tense of être
• c’est vs. il/elle est
• adjective agreement
• some descriptive adjectives
• adjectives for nationality
• how to listen for familiar words
USEFUL VOCABULARY / See the official VOC list in Vision / Puis-je…
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 text 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.
https://www.youtube.com/watch?v=wX91500Ck8o video for making accordion books
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: 4 weeks (Q2) 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 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.10 The student will compare basic elements of French to those of English and other languages
COMMUNICATION
-Interpersonal-Interpretive
-Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPRETIVE MODE:
• Identify classroom objects from pictures or realia
• Identify which courses you like and don’t like and which courses are difficult or easy
INTERPERSONAL MODE:
• Discuss with another student why you like or dislike a course.
• Interview another student asking about his/her class schedule
PRESENTATIONAL MODE:
• Present a student schedule
• Present an oral or written presentation of your favorite course
• Present a basic 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 and grading scales in francophone schools.
CONNECTIONS:
• Identify courses that francophone students take that are the same as in the United States.
• Identify classroom objects for classes other than foreign language.
. / COMPARISONS:
• Compare and contrast the school day and school year in France and the United States.
• Compare and contrast classes offered and preparation for higher education in France and the United States.
COMMUNITIES:
• Identify Francophone cultural influences in communities in the United States.
• Identify what French or Foreign language classes are needed for higher education in students’ communities. / • Terms for academic subjects
• Express likes and dislikes
• Liaisons
• French high schools and the Canadian Immersion system
• Present tense of reg –er verbs
• spelling changes in –cer and –ger verbs
• asking questions
• expressing negation
USEFUL VOCABULARY / See the official VOC list in Vision
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 students take which classes – record likes and dislikes as well. Share the posters with the class and gather statistics; be sure that each group member has a task (writer, proofreader, presenter).
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 schedule and classes. / Students create and present their schedule to the class, stating why they like or dislike their classes.AP THEME: Contemporary Life
AP SUBTHEME: Leisure and Sports: Activities at School and After School / Recommended pacing: 4 weeks (Q2) 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.
F.7 The student will develop an awareness of common perspectives, practices, and products of francophone cultures.
FI.12 The student will explore situations in which to use 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 do. / 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.
• Make a graph of frequency of leisure activities practiced by members of the class.
. / 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 such as Papeterie Gilbert Joseph / •Talking about schedules and when activities take place
• Pronunciation of the French r
• Le baccalaureate and higher education in France
• Present tense of avoir
• Expressions with avoir
• Telling time
• Listening for cognates
USEFUL VOCABULARY / See the official VOC list in Vision
RECYCLED/ONGOING TOPICS/STRUCTURES / Negative sentences, question formation, subject pronouns, French educational system.
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 and decide if the narrator likes/dislikes an activity.