TOWNSHIP OF UNION PUBLIC SCHOOLS
French II Honors
Curriculum Guide
2012
Re-adopted June 2014
Board Members
Francis “Ray” Perkins, President
Versie McNeil, Vice President
Gary Abraham
David Arminio
Linda Gaglione
Richard Galante
Thomas Layden
Vito Nufrio
Judy Salazar
TOWNSHIP OF UNION PUBLIC SCHOOLS
Administration
District Superintendent …………………………………………………………………...…………………….... Dr. Patrick Martin
Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum
Director of Elementary Curriculum ……………………………….………………………………..…………….Ms. Tiffany Moutis
Director of Secondary Curriculum ……………………………….………………………….…………………… Dr. Noreen Lishak
Director of Student Information/Technology ………………………………..………………………….…………. Ms. Ann M. Hart
Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta
DEPARTMENT SUPERVISORS
Language Arts/Social Studies K-8 ……..………………………………….…………………………………….. Mr. Robert Ghiretti
Mathematics K-5/Science K-5 …………………………………………….………………………………………. Ms. Deborah Ford
Guidance K-12/SAC …..………………………………………………………………………………….……….Ms. Bridget Jackson
Language Arts/Library Services 8-12 ….………………………………….…………………………………….…Ms. Mary Malyska
Math 8-12…………………………………………………………………………………………………………..Mr. Jason Mauriello
Science 6-12……...... …………………………………………………….………………………………….Ms. Maureen Guilfoyle
Social Studies/Business………………………………………………………………………………………..…….Ms. Libby Galante
World Language/ESL/Career Education/G&T/Technology….…………………………………………….….Ms. Yvonne Lorenzo
Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago
Curriculum Committee
French IIH
2012
Ms. Nicole Mortellito
Mrs. Kimberlee J Safranek
Table of Contents
Title Page
Board Members
Administration
Department Supervisors
Curriculum Committee
Table of Content
District Mission/Philosophy Statement
District Goals
Course Description
Recommended Texts
Course Proficiencies
Curriculum Units
Appendix: New Jersey Core Curriculum Content Standards
Mission Statement
The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning. State standards, federal and state mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or when necessary, removed in order for the district to maintain the appropriate educational setting.
Philosophy Statement
The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts through its educational practices. It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general, providing therein for individual differences. The school operates as a partner with the home and community.
Statement of District Goals
Ø Develop reading, writing, speaking, listening, and mathematical skills.
Ø Develop a pride in work and a feeling of self-worth, self-reliance, and self discipline.
Ø Acquire and use the skills and habits involved in critical and constructive thinking.
Ø Develop a code of behavior based on moral and ethical principals.
Ø Work with others cooperatively.
Ø Acquire a knowledge and appreciation of the historical record of human achievement and failures and current societal issues.
Ø Acquire a knowledge and understanding of the physical and biological sciences.
Ø Participate effectively and efficiently in economic life and the development of skills to enter a specific field of work.
Ø Appreciate and understand literature, art, music, and other cultural activities.
Ø Develop an understanding of the historical and cultural heritage.
Ø Develop a concern for the proper use and/or preservation of natural resources.
Ø Develop basic skills in sports and other forms of recreation.
Ø To enrich the students’ cultural knowledge, experience, and communication with the Francophone world through a comparison with their own cultural/ linguistic experience.
Course Description
French II Honors develops and expands the fundamental skills introduced in French I. Aural comprehension, pronunciation, and speaking exercises
facilitate oral communication. Additional vocabulary and grammar are introduced to lead to more advanced reading and writing. Authentic reading
materials and audio/video/ film resources enrich instruction as well as authentic writing and speaking opportunities that apply vocabulary and grammar to real-life situations. The course includes applications, problem solving, higher-order thinking skills, and performance-based, open-ended assessments with rubrics. In accordance with NJSCC standards, a minimum of 50% of the class is conducted in the target language with a view to a greater percentage over the progression of the scholastic year. Separate, distinct course proficiencies as well as additional, more challenging assignments and assessments validate the distinction of French II Honors from French II.
Earning a passing grade in French I is a prerequisite class for this level
Recommended Textbooks
Discovery French Blanc, Valette/Valette
Course Proficiencies
Students will be able to…
Marking Periods 1&2:
· Create one paragraph writing samples in the target language on a given topic by the end of marking period 2.
· Present oneself to others, interact with others, talk about oneself and others, describe one’s plans using the verbs “faire” and “avoir”
· Talk about weekend plans, get from one place to another, narrate past weekend activities correctly using passé compose and the imperfect tense.
· Plan a meal, go to a café and create an oral skit correctly using the irregular verbs “boire”, payer” and “vouloir”; talk about favorite foods and shop for foods at a French market
· Plan one’s free time, talk about friends, and one’s neighborhood, discuss relations with others, read and write about daily events, narrate what happened in the past
· Apply skills for writing about daily events toward writing a summary paragraph (5 sentences) about a current event or news article in the target language.
· Distinguish between direct object pronouns and indirect object pronouns and use them correctly in speech and composition
· Distinguish between the two irregular verbs that mean “to know’ in French (“savoir” and “connaitre”)
Marking Periods 3&4
· Create two paragraphs in target language on a given topic by the end of marking period 4.
· Discuss sports, describe fitness, talk about daily activities correctly using the present tense of reflexive verbs, narrate past events
· Apply skills for writing paragraphs about fitness, sports, daily events etc to write a news article in the target language (two paragraphs)
· Correctly use object pronouns “y” and “en” in composition and speech
· Discuss where one lives, rent an apartment in a French-speaking country
· Talk about clothes, shop for clothes, compare people and things using adjectives correctly, talk about how things are done using adverb comparisons.
· Discuss summer vacation using the immediate future, make travel plans, make future plans correctly using the simple future, talk about what one would do under certain circumstances correctly using the conditional tense
· Talk about cars, express feelings about certain events, discuss what has to be done
· Prepare and perform work products and assessments using interpersonal presentational modalities to demonstrate mastery of second half of year proficiencies
Curriculum Units
Unit 1: Presenting oneself and Interacting with Others
Unit 2: Weekend Activities
Unit 3: Meals and Food Shopping
Unit 4: Free time and Entertainment
Unit 5: Sports and Health
Unit 6: House and Home
Unit 7: Clothing and Accessories
Unit 8: Travel and Summer Vacation
Unit 9: Getting around by Car
Pacing Guide- Course
Content Number of Days
Unit 1: 15-20 days
Unit 2: 15-20 days
Unit 3: 15-20 days
Unit 4: 15-20 days
Unit 5: 15-20 days
Unit 6: 15-20 days
Unit 1:
Essential Questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities / Assessments[Comment t'appelles-tu?]
a. Je suis français.
b. étudiant.
(c.) François Dubois.
In each of the following categories, choose the item that does not fit. It is the intruder. Cross it out.
-> Objets raquette journaliste appareil-photo
Answer: journaliste
Find the logical completion for each of the following sentences and circle the corresponding letter: a, b, or c.
____ 13. Je n'ai pas le ___ de téléphone de Malik.
a. / nom
b. / nombre
(c.) / numéro
____ 14. Katrin est de Berlin. Elle est ___.
a. / coréenne
b. / russe
(c.) / allemande
____ 15. Marc n'aime pas étudier. C'est un garçon ___.
a. / pauvre
(b.) / paresseux
c. / consciencieux
Describe what the following people are doing on Saturday afternoon by completing the sentences below with the PRESENT tense of the verb in parentheses.
18. (avoir) Patrick et Thomas _ont______une classe de piano.
19. (être) Nous _sommes______au café avec des amis.
20. (venir) Isabelle et Catherine _viennent______à la boum.
Describe the following people by completing the sentences with the appropriate forms of the adjectives in parentheses.
23. (spirituel) Isabelle et Catherine sont très spirituelles______
24. (sportif) Cécile et Mélanie sont tres _sportives______.
25. (généreux) Nathalie est une fille _genereuse___.
Mon voisiMon / Ma voisine
In a paragraph, describe a neighbor of yours, real or imaginary. Use complete sentences.
Mention:
- your neighbor's name
- how old he/she is
- his/her nationality
- his/her profession
- if he/she is single or married
- two physical traits
- two personality traits
- if he/she is a good neighbor
Mon voisi Ma voisine s’appelle...
/ Presenting oneself and others
• Providing personal data (Leçon 1)
• Identifying one’s family (Leçon 1)
• Talking about professions (Leçon 1)
• Adjectives of nationality (Leçon 1)
• Family and friends (Leçon 1)
• Professions (Leçon 1)
Interacting with others
• Introducing people (Leçon 1)
• Making phone calls (Leçon 1)
• Reading birth and wedding announcements (Leçon 1)
Expressing oneself on familiar topics
• Giving the date (Rappel-1)
• Telling time (Rappel-1)
• Describing the weather (Rappel-1)
• Review: numbers 1-100 (Appendix A)
• Review: days, months (Appendix A)
• Review: times of day (Appendix A)
• Review: weather (Appendix A)
• The verb être (Leçon 2)
• C’est and il est (Leçon 2)
Talking about oneself and others
• Describing looks and personality (Leçon 2)
• Talking about age (Leçon 3)
• Describing feelings and needs (Leçon 3)
Describing one’s plans
• Saying where people are going and what they are going to do
(Leçon 4)
• Saying where people are coming from (Leçon 4)
• Saying how long people have been doing things (Leçon 5)
• Expressions with depuis (Leçon 4)acquainted
• Descriptive adjectives (Leçon 2)
• Expressions with avoir (Leçon 3)
• Expressions with faire (Leçon 3)
• Regular and irregular adjectives (Leçon 2)
• The verb avoir (Leçon 3)
• The verb faire (Leçon 3)
• Inverted questions (Leçon 3)
• The verb aller (Leçon 4)
• The construction aller + infinitive (Leçon 4)
• The verb venir (Leçon 4)
• The present with depuis (Leçon 4) / Graphic and Pictorial Organizers, Think-Pair-Share
Sticky Note discussions, One sentence summaries, Jigsaw, Power Notes, One Sentence Summary , pair dialogues (Chapter review) / Oral checks and quizzes
Game day reviews
Review of notes Oral presentations
Written and oral quizzes
Review
Homework
Class participation
Unit Test
Unit 2:
[Qu'est-ce que tu vas faire à la piscine?]
a. Je vais étudier.
b. Je vais jouer au foot.
(c.) Je vais nager.
Find the logical completion for each of the following sentences and circle the corresponding letter: a, b, or c.
____ 11. Juliette va en ville. Elle va faire ___.
a. / la vaisselle
(b.) / des achats
c. / ses devoirs
____ 12. Catherine est à la plage, mais elle ne nage pas. Elle préfère ___.
a. / partir en vacances
b. / faire les courses
(c.) / prendre un bain de soleil
____ 13. Nicolas est très ordonné (neat). Cet après-midi, il va ___ sa chambre.
a. / laver
(b.) / ranger
c. / sortir de
Qu'est-ce qu'ils font?
Describe what the following people are doing right now by completing the sentences below with the present tense of the verb in parentheses.
23. (voir) Vous _voyez_____vos copains.
24. (mettre) Je _mets______un CD de rap.
25. (sortir) Tu _sors______du musée.
Un week A la campagne
In a paragraph, describe a real (or imaginary) weekend in the country. Use complete sentences.
Mention:
- what time you left
- how you got to the country (did you go by bicycle? by car? did you take the bus?)
- how long did you stay (how many days)
- whether you went for a horseback ride or a walk
- what animals you saw (name two animals)
- what else you did there (name one activity)
- what day you got back / Getting from one place to another
• Getting around in Paris (Leçon 5)
• Visiting the countryside (Leçon 5)
• Getting around by subway (Leçon 5) • The verb prendre (Leçon 6)
• Going out with friends (Leçon 5)
• Helping at home (Leçon 5)
• The country and the farm (Leçon 5)
• Domestic and other animals (Leçon 5)
• Expressions of present and future time
(Leçon 7)
• The verbs mettre, permettre, and promettre (Leçon 6)
• The verb voir (Leçon 7)
• The verbs sortir, partir, and dormir (Leçon 8)
Talking about weekend plans
• Describing weekend plans in the city (Leçon 5)
• Planning a visit to the country (Leçon 5)Narrating past weekend activities
• Talking about where one went (Leçons 7, 8)
• Talking about what one did and did not do (Leçons 6, 7, 8)
• The passé composé with avoir (Leçons 6, 7)
• The passé composé with être (Leçons 7, 8)
• Impersonal expressions: quelqu’un, quelque chose,
personne, rien (Leçon 7)
• Il y a + elapsed time (Leçon 8)
• Expressions of past time (Leçon 6) / Graphic and Pictorial Organizers, Think-Pair-Share
Sticky Note discussions, One sentence summaries, Jigsaw, Power Notes, One Sentence Summary , 15-30 second monologue & pair dialogues (Chapter review) / Oral checks and quizzes
Game day reviews
Review of notes Oral presentations
Written and oral quizzes
Review
Homework
Class participation
Unit Test
Unit 3:
Essential Questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities / Assessments[Tu veux une limonade?]
a. Oui, j'aime le poisson.
b. Non, merci. Je n'ai pas faim.
(c.) Oui, j'ai soif.
Le choix logique
Find the logical completion for each of the following sentences and circle the corresponding letter: a, b, or c.
____ 12. Il est sept heures et demie du matin. Céline va dans la cuisine pour ___.
a. / dîner
b. / déjeuner
(c.) / prendre le petit déjeuner
____ 13. Pour manger la soupe, Béatrice a besoin d'___.
a. / un couteau
(b.) / une cuillère
c. / une fourchette
____ 14. J'ai soif. Je vais boire ___ d'eau minérale.
(a.) / un verre
b. / une tasse
c. / une assiette
Verbes en Contexte
Complete the following dialogues with the present tense of the verbs in parentheses.
A. Marc invite Christine et ses soeurs au cinéma.
Marc: Est-ce que vous _voulez_ aller au cinéma avec moi samedi après-midi? (vouloir)
Christine: Moi, je veux____bien (vouloir), mais mes soeurs ne __peuvent______pas. (pouvoir)
Mes Rep
In a paragraph, write about yesterday's meals and the foods that you like. Use complete sentences.
Mention:
- what time you had lunch yesterday
- what you ate
- what you drank
- where you had dinner
- what you had for dinner
- one dish you like
- one dessert you like
Hier,... / • The verb boire (Leçon 11)
• The verb préférer (Leçon 11)
• The verb vouloir (Leçon 10)
Shopping for food at a market
• Interacting with vendors and asking prices (Leçon 9)
• Asking for specific quantities (Leçon 9)
• Discussing what one can get (Leçon 12)
• Talking about what one should buy or do (Leçon 12)
• Common quantities (Leçon 12)
• Expressions of quantity (Leçon 12)
• Partitive article (Leçon 10)
• The verbs acheter and payer (Leçon 11)
• Expressions of quantity with de (Leçon 12)
• The adjective tout (Leçon 12)
• The verbs devoir and pouvoir (Leçon 10)
• The expression il faut (Leçon 1) Meals and food shopping
Getting from one place to another
• Getting around in Paris (Leçon 5)
• Visiting the countryside (Leçon 5)
• Getting around by subway (Leçon 5) • The verb prendre (Leçon 6)
• Going out with friends (Leçon 5)
• Helping at home (Leçon 5)
• The country and the farm (Leçon 5)
• Domestic and other animals (Leçon 5)
• Expressions of present and future time
(Leçon 7)
• The verbs mettre, permettre, and promettre (Leçon 6)
• The verb voir (Leçon 7)
• The verbs sortir, partir, and dormir (Leçon 8)
Talking about weekend plans
• Describing weekend plans in the city (Leçon 5)
• Planning a visit to the country (Leçon 5)
Planning a meal
• Talking about where to eat (Leçon 9)
• Setting the table (Leçon 9)
• Meals (Leçon 9)
• Place setting (Leçon 9)
Going to a café
• Ordering in a café (Leçon 9) • Café foods and beverages (Leçon 9)
Talking about favorite foods
• Discussing preferences (Leçon 9)
• Expressing what one wants (Leçon 12)
• Mealtime foods and beverages (Leçon 9)
• Fruits and vegetables (Leçon 9) / Graphic and Pictorial Organizers, Think-Pair-Share
Sticky Note discussions, Jigsaw, Power Notes, One Sentence Summary , 15-30 second monologue & pair dialogues (MP 1 review) / Oral checks and quizzes
Game day reviews
Review of notes Oral presentations
Written and oral quizzes
Review
Homework
Class participation
Quart Test 1
Unit 4: