high school ap french curriculum · grade 9th – 12th, 1 credit elective course prerequisite:...
TRANSCRIPT
Grade 9th – 12th, 1 Credit
Elective Course
Prerequisite: French IV
High School AP French Curriculum
Course Description: The purpose is to develop proficiency in the French language. Students
have already acquired a basic knowledge of the language and culture of French speaking peoples
and have developed a reasonable proficiency in listening comprehension, speaking, reading and
writing. This course stresses vocabulary, oral skills, composition and grammar, and requires
students to use French for active communication. In order to promote language proficiency, this
class is conducted primarily in the target language. Students work toward building a larger
reading, speaking and listening vocabulary through use of materials representative of the French-
speaking culture. Extensive training in the organization and writing of compositions is an
integral part of AP French.
Board Approved: January 14, 2016 P a g e | 2
Scope and Sequence:
Timeframe Unit Instructional Topics
6 Weeks L’Esthetique Topic 1: Architecture
Topic 2: Contributions to World Artistic Heritage
Topic 3: Ideals of Beauty
Topic 4: Literature
Topic 5: Music
Topic 6: Performing Arts
Topic 7: Visual Arts
6 Weeks Les Defis Mondiaus Topic 1: Diversity Issues
Topic 2: Economic Issues
Topic 3: Environmental Issues
Topic 4: Health Issues
Topic 5: Human Rights
Topic 6: Nutrition and food Safety
Topic 7: Peace and War
6 Weeks La science et la
technologie
Topic 1: Current Research Topics
Topic 2: Discoveries and Inventions
Topic 3: Ethical Questions
Topic 4: Future Technologies
Topic 5: Intellectual Property
Topic 6: The New Media
Topic 7: Social Impact of Technology
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Unit 1: L’Esthétique
Subject: AP French
Grade: 10-12
Name of Unit: L’Esthétique
Length of Unit: 6 Weeks
Overview of Unit: Students will study areas of literature, architecture, music, performing arts,
visual arts and other ideals of beauty.
Priority Standards for unit:
● Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.
○ Demonstrate competencies previously introduced.
○ Exchange and support opinions and individual perspectives on a variety of topics
dealing with contemporary and historical issues.
○ Discuss aspects of a field of study and/or employment opportunities.
● Students will demonstrate understanding of the nature of language through comparisons
of the language studied and their own.
○ Demonstrate competencies previously introduced.
○ Apply the various ways of expressing ideas using idiomatic expressions, dialect
and differentiated speech to indicate age, social status or gender.
○ Apply knowledge of the similarities and differences between the sound and
writing system of the target language and native language in communication.
● Students understand and interpret written and spoken language on a variety of topics.
○ Demonstrate competencies previously introduced.
○ Identify and interpret the main plot, subplot, characters (their descriptions, roles,
and significance to the story) in authentic literary texts in the target language.
● Students present information, concepts, and ideas to an audience of listeners or readers on
a variety of topics.
○ Demonstrate competencies previously introduced.
○ Prepare a written summary of the plot and characters in selected pieces of
literature (fiction or nonfiction) written in the target language.
● Students present information, concepts, and ideas to an audience of listeners or readers on
a variety of topics.
○ Demonstrate competencies previously introduced.
○ Prepare a research-based analysis of a current event or issue from the perspective
of both the native and target language cultures.
Supporting Standards for unit:
● Students show evidence of becoming lifelong learners by using the target language for
personal enjoyment and enrichment.
○ Demonstrate competencies previously introduced.
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○ Access or acquire cultural information through community sources.
○ Read, listen, or watch authentic materials or media for personal enjoyment.
● Students demonstrate understanding of the practices and perspectives of the cultures
studied.
○ Demonstrate competencies previously introduced.
○ Interact with culturally appropriate patterns of behavior in familiar situations.
○ Describe the historical significance of activities and celebrations in the culture
studied.
○ Investigate and explain how previous cultures influenced the modern culture
studied.
● Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology (ISTE 1 - Creativity and Innovation).
○ Apply existing knowledge to generate new ideas, products, or processes.
○ Create original works as a means of personal or group expression.
● Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others (ISTE 2 - Communication and Collaboration).
○ Interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media.
○ Communicate information and ideas effectively to multiple audiences using a
variety of media and formats.
● Students apply digital tools to gather, evaluate, and use information (ISTE 3 - Research
and Information Fluency).
○ Plan strategies to guide inquiry.
○ Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media.
○ Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
○ Process data and report results.
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Unwrapped Concepts
(Students need to know)
Unwrapped Skills
(Students need to be able to
do)
Bloom’s Taxonomy
Levels Webb's DOK
competencies previously
introduced Demonstrate Remember 1
opinions and individual
perspectives on a variety of
topics dealing with
contemporary and historical
issues. Exchange Evaluate 3
opinions and individual
perspectives on a variety of
topics dealing with
contemporary and historical
issues. Support Evaluate 3
aspects of a field of study
and/or employment
opportunities. Discuss Analyze 3
competencies previously
introduced. Demonstrate Remember 1
the various ways of
expressing ideas using
idiomatic expressions,
dialect and differentiated
speech to indicate age,
social status or gender. Apply Apply 2
knowledge of the
similarities and differences
between the sound and
writing system of the target
language and native
language in communication. Apply Apply 1
the main plot, subplot,
characters (their
descriptions, roles, and
significance to the story) in
authentic literary texts in the
target language. Identify Understand 1
the main plot, subplot,
characters (their
descriptions, roles, and
significance to the story) in
authentic literary texts in the
target language. interpret Analyze 2
a written summary of the
plot and characters in Prepare Create 2
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selected pieces of literature
(fiction or nonfiction)
written in the target
language.
a research-based analysis of
a current event or issue from
the perspective of both the
native and target language
cultures. Prepare Create 3
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Essential Questions:
1. How are perceptions of beauty and creativity established?
2. How do ideals of beauty and aesthetics influence daily life?
3. How do the arts both challenge and reflect cultural perspectives?
Enduring Understanding/Big Ideas:
1. Beauty is perceived by the view of the individual, what one thinks is beauty could be
different from another. Creativity can be established through many different mediums.
2. Beauty and aesthetics influence our perception in mainstream culture, music, literature,
art.
3. Because of the differences in viewpoints on what beauty is, different cultures see beauty
in different ways. Cultural practices affect what we perceive as beauty.
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
Vocabulary related to:
● architecture
● ideals of beauty
● literature
● music
● performing arts
● visual arts
● world artistic heritage
Resources for Vocabulary Development: Authentic texts, online resources, videos, cultural
readings and texts, etc.
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Topic 1: Architecture
Engaging Experience 1
Title: Modern Architecture
Suggested Length of Time: 1 Day
Standards Addressed
Priority:
● Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
○ Demonstrate competencies previously introduced.
○ Exchange and support opinions and individual perspectives on a variety of
topics dealing with contemporary and historical issues.
○ Discuss aspects of a field of study and/or employment opportunities.
Supporting:
● Students demonstrate understanding of the practices and perspectives of the
cultures studied.
○ Demonstrate competencies previously introduced.
○ Interact with culturally appropriate patterns of behavior in familiar
situations.
○ Describe the historical significance of activities and celebrations in the
culture studied.
○ Investigate and explain how previous cultures influenced the modern
culture studied.
Detailed Description/Instructions: Students will look at two types of architecture found in
France-modern and classic. (Example- Opera Bastille and Paris Garnier Opera House) and make
a compare and contrast Venn diagram on the architectural design. Students will then discuss the
similarities and differences and give their opinion on which style they prefer.
Bloom’s Levels: Analyze, Evaluate
Webb’s DOK: 3, 4
Rubric: To be created
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Topic 2: Contributions to World Artistic Heritage
Engaging Experience 1
Title: Contribution of a Francophone Artist
Suggested Length of Time: 2-3 Days
Standards Addressed
Priority:
● Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
○ Demonstrate competencies previously introduced.
○ Prepare a research-based analysis of a current event or issue from the
perspective of both the native and target language cultures.
Supporting:
● Students apply digital tools to gather, evaluate, and use information (ISTE 3 -
Research and Information Fluency).
○ Plan strategies to guide inquiry.
○ Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
○ Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
○ Process data and report results.
Detailed Description/Instructions: Students will research a famous Francophone artist and
present the importance and contribution of this artist to the world. Students will need to provide
samples of the artist’s work. Students will also give their opinion of one piece of artwork.
Bloom’s Levels: Understand, Evaluate
Webb’s DOK: 2, 3
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 10
Topic 3: Ideals of Beauty
Engaging Experience 1
Title: Stereotypes in France
Suggested Length of Time: 1 Day
Standards Addressed
Priority:
● Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
○ Demonstrate competencies previously introduced.
○ Exchange and support opinions and individual perspectives on a variety of
topics dealing with contemporary and historical issues.
○ Discuss aspects of a field of study and/or employment opportunities.
Supporting:
Detailed Description/Instructions: Students will discuss common stereotypes that Americans
think of the French. They will then read an article about these stereotypes (Example:
http://lci.tf1.fr/monde/amerique/les-10-prejuges-americains-sur-les-francais-7598291.html and
make a comparison of what is true and what is perceived.
Bloom’s Levels: Understand, Evaluate
Webb’s DOK: 2, 3
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 11
Topic 4: Literature
Engaging Experience 1
Title: L’etranger by Albert Camus
Suggested Length of Time: 2-3 Days
Standards Addressed
Priority:
● Students understand and interpret written and spoken language on a variety of
topics.
○ Demonstrate competencies previously introduced.
○ Identify and interpret the main plot, subplot, characters (their descriptions,
roles, and significance to the story) in authentic literary texts in the target
language.
● Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
○ Demonstrate competencies previously introduced.
○ Exchange and support opinions and individual perspectives on a variety of
topics dealing with contemporary and historical issues.
Supporting:
Detailed Description/Instructions: Students will read a piece of authentic French literature
(chapter of L’Etranger by Albert Camus, for example) and the students will work with a partner
on the role-play based on a hypothetical discussion related to the chapter. These role plays
provide additional opportunities for interpersonal communication, as well as help the students to
synthesize the material from the chapter.
Bloom’s Levels: Understand, Analyze
Webb’s DOK: 1, 3
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 12
Topic 5: Music
Engaging Experience 1
Title: Everybody loves Stromae!
Suggested Length of Time: 2-3 Days
Standards Addressed
Priority:
● Students understand and interpret written and spoken language on a variety of
topics.
○ Demonstrate competencies previously introduced.
○ Identify and interpret the main plot, subplot, characters (their descriptions,
roles, and significance to the story) in authentic literary texts in the target
language.
● Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
○ Demonstrate competencies previously introduced.
○ Exchange and support opinions and individual perspectives on a variety of
topics dealing with contemporary and historical issues.
○ Discuss aspects of a field of study and/or employment opportunities.
● Students will demonstrate understanding of the nature of language through
comparisons of the language studied and their own.
○ Demonstrate competencies previously introduced.
○ Apply the various ways of expressing ideas using idiomatic expressions,
dialect and differentiated speech to indicate age, social status or gender.
○ Apply knowledge of the similarities and differences between the sound
and writing system of the target language and native language in
communication.
Supporting:
● Students show evidence of becoming lifelong learners by using the target
language for personal enjoyment and enrichment.
○ Demonstrate competencies previously introduced.
○ Access or acquire cultural information through community sources.
Detailed Description/Instructions: Students will study the newest hit in Europe, Stromae! They
will look at his history and how his struggles in life have affected him. Students will pick a song
by Stromae as a class. Begin by playing the video (found on YouTube and iTunes) so that the
students can see Stromae singing the song. As they listen, they’ll fill in a graphic organizer with
their thoughts and reactions to the song. Then pass out the lyrics and have students discuss the
vocabulary, key verses and theme of the song. Lastly, they’ll write additional verses for the
song.
Bloom’s Levels: Understand; Webb’s DOK: 1; Rubric: To be created
Board Approved: January 14, 2016 P a g e | 13
Topic 6: Performing Arts
Engaging Experience 1
Title: Re-enactment of a Story
Suggested Length of Time: 3-4 Days
Standards Addressed
Priority:
● Students understand and interpret written and spoken language on a variety of
topics.
○ Demonstrate competencies previously introduced.
○ Identify and interpret the main plot, subplot, characters (their descriptions,
roles, and significance to the story) in authentic literary texts in the target
language.
● Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
○ Demonstrate competencies previously introduced.
○ Prepare a written summary of the plot and characters in selected pieces of
literature (fiction or nonfiction) written in the target language.
Supporting:
● Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology (ISTE 1 - Creativity and
Innovation).
○ Apply existing knowledge to generate new ideas, products, or processes.
○ Create original works as a means of personal or group expression.
● Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others (ISTE 2 - Communication and Collaboration).
○ Interact, collaborate, and publish with peers, experts, or others employing
a variety of digital environments and media.
○ Communicate information and ideas effectively to multiple audiences
using a variety of media and formats.
Detailed Description/Instructions: Students will research and find a story from a francophone
country (this could be a children’s story, fairytale, movie, play, etc…) and students will reenact
the main event of the story in a skit format.
Bloom’s Levels: Understand
Webb’s DOK: 1
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 14
Topic 7: Visual Arts
Engaging Experience 1
Title: Work of Art in a new way
Suggested Length of Time: 2-3 Days
Standards Addressed
Priority:
● Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
○ Demonstrate competencies previously introduced.
○ Prepare a research-based analysis of a current event or issue from the
perspective of both the native and target language cultures.
Supporting:
Detailed Description/Instructions: After studying different mediums of visual arts, students
will pick one to “recreate” in a different style, explaining the differences between the two.
Bloom’s Levels: Remember, Create
Webb’s DOK: 1, 3
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 15
Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the
following components: situation, challenge, specific roles, audience, product or performance.)
Students will create a presentation in French expressing their ideas of beauty in their lives and
what role it plays in society. They can do this through any form of presentation- a blog post, a
poem, song, or skit with a group. They will cite specific examples in their lives where this
beauty is represented.
Rubric for Engaging Scenario: To be created
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Summary of Engaging Learning Experiences for Topics
Topic Engaging
Experience Title
Description Suggested
Length of
Time
1 Modern
Architecture
Students will look at two types of architecture
found in France-modern and classic.
(Example- Opera Bastille and Paris Garnier
Opera House) and make a compare and
contrast Venn Diagram on the architectural
design. Students will then discuss the
similarities and differences and give their
opinion on which style they prefer.
1 Day
2 Contribution of a
Francophone
Artist
Students will research a famous Francophone
artist and present the importance and
contribution of this artist to the world. Students
will need to provide samples of the artist’s
work. Students will also give their opinion of
one piece of artwork.
2-3 Days
3 Stereotypes in
France
Students will discuss common stereotypes that
Americans think of the French. They will then
read an article about these stereotypes
(Example: http://lci.tf1.fr/monde/amerique/les-
10-prejuges-americains-sur-les-francais-
7598291.html and make a comparison of what
is true and what is perceived.
1 Day
4 L’etranger by
Albert Camus
Students will read a piece of authentic French
literature (chapter of L’Etranger by Albert
Camus, for example) and the students will
work with a partner on the role-play based on a
hypothetical discussion related to the chapter.
These role plays provide additional
opportunities for interpersonal communication,
as well as help the students to synthesize the
material from the chapter.
2-3 Days
Board Approved: January 14, 2016 P a g e | 17
5 Everybody loves
Stromae!
Students will study the newest hit in Europe,
Stromae! They will look at his history and how
his struggles in life have affected him. Students
will pick a song by Stromae as a class. Begin
by playing the video (found on YouTube and
iTunes) so that the students can see Stromae
singing the song. As they listen, they’ll fill in
a graphic organizer with their thoughts and
reactions to the song. Then pass out the lyrics
and have students discuss the vocabulary, key
verses and theme of th
2-3 Days
6 Re-enactment of a
Story
Students will research and find a story from a
francophone country (this could be a children’s
story, fairytale, movie, play, etc…) and
students will reenact the main event of the
story in a skit format.
3-4 Days
7 Work of Art in a
new way
After studying different medias of visual arts,
students will pick one to “recreate” in a
different style, explaining the differences
between the two.
2-3 Days
Board Approved: January 14, 2016 P a g e | 18
Unit 2: Les Défis Mondiaux
Subject: AP French
Grade: 10-12
Name of Unit: Les Defis Mondiaux
Length of Unit: 6 Weeks
Overview of Unit: Students will describe the French and American governmental systems.
Students will debate current events and controversial issues. Students will describe their own
health and others including life-threatening health issues and how it’s viewed by different
countries.
Priority Standards for unit:
● Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.
○ Demonstrate competencies previously introduced.
○ Exchange and support opinions and individual perspectives on a variety of topics
dealing with contemporary and historical issues.
○ Discuss aspects of a field of study and/or employment opportunities.
● Students will demonstrate understanding of the nature of language through comparisons
of the language studied and their own.
○ Demonstrate competencies previously introduced.
○ Apply the various ways of expressing ideas using idiomatic expressions, dialect
and differentiated speech to indicate age, social status or gender.
○ Apply knowledge of the similarities and differences between the sound and
writing system of the target language and native language in communication.
● Students understand and interpret written and spoken language on a variety of topics.
○ Demonstrate competencies previously introduced.
○ Identify and interpret the main plot, subplot, characters (their descriptions, roles,
and significance to the story) in authentic literary texts in the target language.
● Students present information, concepts, and ideas to an audience of listeners or readers on
a variety of topics.
○ Demonstrate competencies previously introduced.
○ Prepare a written summary of the plot and characters in selected pieces of
literature (fiction or nonfiction) written in the target language.
● Students present information, concepts, and ideas to an audience of listeners or readers on
a variety of topics.
○ Demonstrate competencies previously introduced.
○ Prepare a research-based analysis of a current event or issue from the perspective
of both the native and target language cultures.
● Students acquire information and recognize the distinctive viewpoints that are only
available through the world language and its culture.
Board Approved: January 14, 2016 P a g e | 19
○ Distinguish the viewpoints in print and in online newspapers, magazines, and
emails to identify perspectives of target culture.
○ Regularly use information from target language sources to communicate in oral
and written formats with target-language speakers.
● Students reinforce and further their knowledge of other disciplines through the world
language.
○ Demonstrate competencies previously introduced.
○ Acquire information from a variety of sources written in the target language about
topics being studied in other school subjects.
○ Compare information available on a variety of topics such as art, literature,
history, politics, economics, and contemporary global issues.
Supporting Standards for unit:
● Students demonstrate understanding of the concept of culture through comparisons of the
cultures studied and their own.
○ Demonstrate competencies previously introduced.
○ Identify and analyze cultural perspectives as reflected in a variety of nonfiction
and fiction texts.
● Students demonstrate understanding of the practices and perspectives of the cultures
studied.
○ Demonstrate competencies previously introduced.
○ Interact with culturally appropriate patterns of behavior in familiar situations.
○ Describe the historical significance of activities and celebrations in the culture
studied.
○ Investigate and explain how previous cultures influenced the modern culture
studied.
Board Approved: January 14, 2016 P a g e | 20
Unwrapped Concepts
(Students need to know)
Unwrapped Skills
(Students need to be able to
do)
Bloom’s Taxonomy
Levels Webb's DOK
competencies previously
introduced Demonstrate Remember 1
opinions and individual
perspectives on a variety of
topics dealing with
contemporary and historical
issues. Exchange Evaluate 3
opinions and individual
perspectives on a variety of
topics dealing with
contemporary and historical
issues. Support Evaluate 3
aspects of a field of study
and/or employment
opportunities. Discuss Analyze 3
competencies previously
introduced. Demonstrate Remember 1
the various ways of
expressing ideas using
idiomatic expressions,
dialect and differentiated
speech to indicate age,
social status or gender. Apply Apply 2
knowledge of the
similarities and differences
between the sound and
writing system of the target
language and native
language in communication. Apply Apply 1
the main plot, subplot,
characters (their
descriptions, roles, and
significance to the story) in
authentic literary texts in the
target language. Identify Understand 1
the main plot, subplot,
characters (their
descriptions, roles, and
significance to the story) in
authentic literary texts in the
target language. Interpret Analyze 2
a written summary of the
plot and characters in Prepare Create 2
Board Approved: January 14, 2016 P a g e | 21
selected pieces of literature
(fiction or nonfiction)
written in the target
language.
a research-based analysis of
a current event or issue from
the perspective of both the
native and target language
cultures. Prepare Create 3
Board Approved: January 14, 2016 P a g e | 22
Essential Questions:
1. How do environmental, political and social issues pose challenges to societies throughout
the world?
2. How do we arrive at possible solutions to those challenges?
Enduring Understanding/Big Ideas:
1. No person, company or country exists in isolation in the world. Our actions have an
impact on others either positively or negatively.
2. Through understanding of, tolerance for and cooperation with each other we can arrive at
possible solutions to the environmental, political and social issues in global societies.
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
Vocabulary related to:
● diversity and tolerance
● economic issues
● environmental issues
● health
● human rights
● nutrition and food safety
● peace and wa
Resources for Vocabulary Development: Authentic texts, online resources, videos, cultural
readings and texts, etc.
Board Approved: January 14, 2016 P a g e | 23
Topic 1: Diversity Issues
Engaging Experience 1
Title: Diversity Role Play
Suggested Length of Time: 1 Day
Standards Addressed
Priority:
● Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
○ Demonstrate competencies previously introduced.
○ Exchange and support opinions and individual perspectives on a variety of
topics dealing with contemporary and historical issues.
○ Discuss aspects of a field of study and/or employment opportunities.
● Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
○ Demonstrate competencies previously introduced.
Supporting:
Detailed Description/Instructions: Each student will be assigned a particular physical trait that
will place him or her in a particular group. (For example, one group of students all have long
hair while another all have green eyes.) At any given time the teacher will declare one group
superior over the other. Students will be given situations/conversations to act out, in the target
language, in which “inferior” students are treated as such until all students have experienced
some form of discrimination. Students will then discuss how that discrimination made them feel
and how those feelings could translate into potential social issues.
Bloom’s Levels: Apply
Webb’s DOK: 1
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 24
Topic 2: Economic Issues
Engaging Experience 1
Title: Income Inequality
Suggested Length of Time: 1 Day
Standards Addressed
Priority:
● Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
○ Demonstrate competencies previously introduced.
○ Exchange and support opinions and individual perspectives on a variety of
topics dealing with contemporary and historical issues.
○ Discuss aspects of a field of study and/or employment opportunities.
Supporting:
Detailed Description/Instructions: Students will compare and contrast incomes for various
professions in the U.S. and a francophone country as well as income inequality and analyze the
results in a class discussion.
Bloom’s Levels: Understand, Analyze
Webb’s DOK: 1, 3
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 25
Topic 3: Environmental Issues
Engaging Experience 1
Title: Green Washing
Suggested Length of Time: 2 Days
Standards Addressed
Priority:
● Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
○ Demonstrate competencies previously introduced.
○ Exchange and support opinions and individual perspectives on a variety of
topics dealing with contemporary and historical issues.
○ Discuss aspects of a field of study and/or employment opportunities.
● Students will demonstrate understanding of the nature of language through
comparisons of the language studied and their own.
○ Demonstrate competencies previously introduced.
○ Apply the various ways of expressing ideas using idiomatic expressions,
dialect and differentiated speech to indicate age, social status or gender.
○ Apply knowledge of the similarities and differences between the sound
and writing system of the target language and native language in
communication.
● Students understand and interpret written and spoken language on a variety of
topics.
○ Demonstrate competencies previously introduced.
● Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
○ Demonstrate competencies previously introduced.
○ Prepare a research-based analysis of a current event or issue from the
perspective of both the native and target language cultures.
● Students acquire information and recognize the distinctive viewpoints that are
only available through the world language and its culture.
○ Distinguish the viewpoints in print and in online newspapers, magazines,
and emails to identify perspectives of target culture.
○ Regularly use information from target language sources to communicate
in oral and written formats with target-language speakers.
● Students reinforce and further their knowledge of other disciplines through the
world language.
○ Demonstrate competencies previously introduced.
○ Acquire information from a variety of sources written in the target
language about topics being studied in other school subjects.
Board Approved: January 14, 2016 P a g e | 26
○ Compare information available on a variety of topics such as art,
literature, history, politics, economics, and contemporary global issues.
Supporting:
● Students demonstrate understanding of the practices and perspectives of the
cultures studied.
○ Demonstrate competencies previously introduced.
○ Interact with culturally appropriate patterns of behavior in familiar
situations.
○ Describe the historical significance of activities and celebrations in the
culture studied.
○ Investigate and explain how previous cultures influenced the modern
culture studied.
Detailed Description/Instructions: Students will analyze the meaning and underlying message
of music video “Green Washing” by Tryo, and discuss about consumers’ wants versus needs and
the role the advertising industry plays in confusing the two in buyers’ minds giving examples
from American society.
Bloom’s Levels: Analyze
Webb’s DOK: 3
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 27
Topic 4: Health Issues
Engaging Experience 1
Title: Healthy Choices
Suggested Length of Time: 1 Day
Standards Addressed
Priority:
● Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
○ Demonstrate competencies previously introduced.
○ Prepare a research-based analysis of a current event or issue from the
perspective of both the native and target language cultures.
Supporting:
Detailed Description/Instructions: Students will keep a journal in French for two weeks of
their eating and exercise habits and compare them to medical industry suggestions. They will
write a reflection essay deciding what changes, if any, they might make for a healthier lifestyle.
Bloom’s Levels: Analyze, Evaluate
Webb’s DOK: 3, 4
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 28
Topic 5: Human Rights
Engaging Experience 1
Title: A violation of human rights.
Suggested Length of Time: 1 Day
Standards Addressed
Priority:
● Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
○ Demonstrate competencies previously introduced.
○ Prepare a written summary of the plot and characters in selected pieces of
literature (fiction or nonfiction) written in the target language.
● Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
○ Demonstrate competencies previously introduced.
○ Prepare a research-based analysis of a current event or issue from the
perspective of both the native and target language cultures.
Supporting:
Detailed Description/Instructions: Students will imagine that they are a witness to a violation
of human rights. Students will write an editorial commenting on the incident.
Bloom’s Levels: Create
Webb’s DOK: 2
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 29
Topic 6: Nutrition and Food Safety
Engaging Experience 1
Title: Horsemeat
Suggested Length of Time: 1 Day
Standards Addressed
Priority:
● Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
○ Demonstrate competencies previously introduced.
○ Prepare a written summary of the plot and characters in selected pieces of
literature (fiction or nonfiction) written in the target language.
Supporting:
Detailed Description/Instructions: Students will read an authentic article, look at a visual and
watch a short video on opposing French viewpoints about whether or not horse meat should be
consumed. Students would then give an opinion by writing a persuasive essay on the subject
referencing all three sources.
Bloom’s Levels: Understand, Analyze, Evaluate
Webb’s DOK: 2, 3
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 30
Topic 7: Peace and War
Engaging Experience 1
Title: Current Events
Suggested Length of Time: 1 Day
Standards Addressed
Priority:
● Students acquire information and recognize the distinctive viewpoints that are
only available through the world language and its culture.
○ Distinguish the viewpoints in print and in online newspapers, magazines,
and emails to identify perspectives of target culture.
○ Regularly use information from target language sources to communicate
in oral and written formats with target-language speakers.
Supporting:
● Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own.
○ Demonstrate competencies previously introduced.
○ Identify and analyze cultural perspectives as reflected in a variety of
nonfiction and fiction texts.
Detailed Description/Instructions: Students will watch a French TV news broadcast and/or
read a French newspaper about current conflict in the world and hold a class discussion.
Bloom’s Levels: Understand
Webb’s DOK: 2
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 31
Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following
components: situation, challenge, specific roles, audience, product or performance.)
Students will blog on a topic, such as US, NATO, autocratic governments, environment,
retirement, if it is appropriate to judge the personal life of a candidate or if they have
confidence in the president. The blogs will be posted and students will be assigned to comment
on one of the other topics written on in class.
Rubric for Engaging Scenario: To be created
Board Approved: January 14, 2016 P a g e | 32
Summary of Engaging Learning Experiences for Topics
Topic Engaging
Experience Title
Description Suggested
Length of
Time
1 Diversity Role
Play
Each student will be assigned a particular
physical trait that will place him or her in a
particular group. (For example, one group of
students all have long hair while another all
have green eyes.) At any given time the
teacher will declare one group superior over
the other. Students will be given
situations/conversations to act out, in the target
language, in which “inferior” students are
treated as such until all students have
experienced some form of discrimination.
Students will then discuss how that
discrimination made them feel and how those
feelings could translate into potential social
issues.
1 Day
2 Income Inequality
Students will compare and contrast incomes
for various professions in the U.S. and a
francophone country as well as income
inequality and analyze the results in a class
discussion.
1 Day
3 Green Washing Students will analyze the meaning and
underlying message of music video “Green
Washing” by Tryo, and discuss about
consumers’ wants versus needs and the role the
advertising industry plays in confusing the two
in buyers’ minds giving examples from
American society.
2 Days
4 Healthy Choices Students will keep a journal in French for two
weeks of their eating and exercise habits and
compare them to medical industry suggestions.
They will write a reflection essay deciding
1 Day
Board Approved: January 14, 2016 P a g e | 33
what changes, if any, they might make for a
healthier lifestyle.
5 A violation of
human rights
Students will imagine that they are a witness to
a violation of human rights. Students will write
an editorial commenting on the incident.
1 Day
6 Horsemeat
Students will read an authentic article, look at
a visual and watch a short video on opposing
French viewpoints about whether or not horse
meat should be consumed. Students would
then give an opinion by writing a persuasive
essay on the subject referencing all three
sources.
1 Day
7 Current Events
Students will watch a French TV news
broadcast and/or read a French newspaper
about current conflict in the world and hold a
class discussion.
1 Day
Board Approved: January 14, 2016 P a g e | 34
Unit 3: La science et la technologie
Subject: French IV
Grade: 10-12
Name of Unit: La science et la technologie
Length of Unit: 6 Weeks
Overview of Unit: Students will study and engage in conversations concerning the impact and
moral implications of invention, technology, and media for society.
Priority Standards for unit:
● Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.
○ Demonstrate competencies previously introduced.
○ Exchange and support opinions and individual perspectives on a variety of topics
dealing with contemporary and historical issues.
○ Discuss aspects of a field of study and/or employment opportunities.
● Students will demonstrate understanding of the nature of language through comparisons
of the language studied and their own.
○ Demonstrate competencies previously introduced.
○ Apply the various ways of expressing ideas using idiomatic expressions, dialect
and differentiated speech to indicate age, social status or gender.
○ Apply knowledge of the similarities and differences between the sound and
writing system of the target language and native language in communication.
● Students understand and interpret written and spoken language on a variety of topics.
○ Demonstrate competencies previously introduced.
○ Identify and interpret the main plot, subplot, characters (their descriptions, roles,
and significance to the story) in authentic literary texts in the target language.
● Students present information, concepts, and ideas to an audience of listeners or readers on
a variety of topics.
○ Demonstrate competencies previously introduced.
○ Prepare a written summary of the plot and characters in selected pieces of
literature (fiction or nonfiction) written in the target language.
● Students present information, concepts, and ideas to an audience of listeners or readers on
a variety of topics.
○ Demonstrate competencies previously introduced.
○ Prepare a research-based analysis of a current event or issue from the perspective
of both the native and target language cultures.
● Students acquire information and recognize the distinctive viewpoints that are only
available through the world language and its culture.
○ Distinguish the viewpoints in print and in online newspapers, magazines, and
emails to identify perspectives of target culture.
Board Approved: January 14, 2016 P a g e | 35
○ Regularly use information from target language sources to communicate in oral
and written formats with target-language speakers.
● Students reinforce and further their knowledge of other disciplines through the world
language.
○ Demonstrate competencies previously introduced.
○ Acquire information from a variety of sources written in the target language about
topics being studied in other school subjects.
○ Compare information available on a variety of topics such as art, literature,
history, politics, economics, and contemporary global issues.
Supporting Standards for unit:
● Students demonstrate an understanding of the relationship between the products and
perspectives of the cultures studied.
○ Demonstrate competencies previously introduced.
○ Connect objects, important people and symbols of other cultures to the underlying
beliefs and perspective of the people.
● Students demonstrate understanding of the concept of culture through comparisons of the
cultures studied and their own.
○ Demonstrate competencies previously introduced.
○ Identify and analyze cultural perspectives as reflected in a variety of nonfiction
and fiction texts.
● Students show evidence of becoming lifelong learners by using the target language for
personal enjoyment and enrichment.
○ Demonstrate competencies previously introduced.
○ Access or acquire cultural information through community sources.
○ Read, listen, or watch authentic materials or media for personal enjoyment.
● Students use the target language within and beyond the school setting.
○ Demonstrate competencies previously introduced.
○ Present information about the target language and culture to others.
○ Write a newsletter (class, school, etc.) for peers in country or target language.
● Students demonstrate understanding of the practices and perspectives of the cultures
studied.
○ Demonstrate competencies previously introduced.
○ Interact with culturally appropriate patterns of behavior in familiar situations.
○ Describe the historical significance of activities and celebrations in the culture
studied.
○ Investigate and explain how previous cultures influenced the modern culture
studied.
● Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology (ISTE 1 - Creativity and Innovation).
○ Apply existing knowledge to generate new ideas, products, or processes.
○ Create original works as a means of personal or group expression.
Board Approved: January 14, 2016 P a g e | 36
○ Use models and simulations to explore complex systems and issues.
○ Identify trends and forecast possibilities.
● Students apply digital tools to gather, evaluate, and use information (ISTE 3 - Research
and Information Fluency).
○ Plan strategies to guide inquiry.
○ Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media.
○ Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
○ Process data and report results.
● Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources
(ISTE 4 - Critical Thinking, Problem Solving, and Decision Making).
○ Identify and define authentic problems and significant questions for investigation.
○ Plan and manage activities to develop a solution or complete a project.
○ Collect and analyze data to identify solutions and/or make informed decisions.
○ Use multiple processes and diverse perspectives to explore alternative solutions.
Board Approved: January 14, 2016 P a g e | 37
Unwrapped Concepts
(Students need to know)
Unwrapped Skills
(Students need to be able to
do)
Bloom’s Taxonomy
Levels Webb's DOK
competencies previously
introduced Demonstrate Remember 1
opinions and individual
perspectives on a variety of
topics dealing with
contemporary and historical
issues. Exchange Evaluate 3
opinions and individual
perspectives on a variety of
topics dealing with
contemporary and historical
issues. Support Evaluate 3
aspects of a field of study
and/or employment
opportunities. Discuss Analyze 3
competencies previously
introduced. Demonstrate Remember 1
the various ways of
expressing ideas using
idiomatic expressions,
dialect and differentiated
speech to indicate age,
social status or gender. Apply Apply 2
knowledge of the
similarities and differences
between the sound and
writing system of the target
language and native
language in communication. Apply Apply 1
the main plot, subplot,
characters (their
descriptions, roles, and
significance to the story) in
authentic literary texts in the
target language. Identify Understand 1
the main plot, subplot,
characters (their
descriptions, roles, and
significance to the story) in
authentic literary texts in the
target language. Interpret Analyze 2
Board Approved: January 14, 2016 P a g e | 38
a written summary of the
plot and characters in
selected pieces of literature
(fiction or nonfiction)
written in the target
language. Prepare Create 2
a research-based analysis of
a current event or issue from
the perspective of both the
native and target language
cultures. Prepare Create 3
the viewpoints in print and
in online newspapers,
magazines, and emails to
identify perspectives of
target culture. Distinguish Understand 3
information from target
language sources to
communicate in oral and
written formats with target-
language speakers. Use Apply 2
information from a variety
of sources written in the
target language about topics
being studied in other
school subjects. Acquire Understand 1
information available on a
variety of topics such as art,
literature, history, politics,
economics, and
contemporary global issues. Compare Understand 2
the viewpoints in print and
in online newspapers,
magazines, and emails to
identify perspectives of
target culture. Distinguish Understand 3
information from target
language sources to
communicate in oral and
written formats with target-
language speakers. Use Apply 2
Board Approved: January 14, 2016 P a g e | 39
Essential Questions:
1. How do developments in science and technology affect our lives?
2. In what factors have driven innovation and discovery in the fields of science and
technology?
3. What role do ethics play in scientific advancement?
Enduring Understanding/Big Ideas:
1. Changes in technology and scientific knowledge can render our lives easier yet pose
ethical problems.
2. Money, new technology, desire to improve life all contribute to innovation and discovery
in the fields of science and technology.
3. Philosophical, religious, moral viewpoints all contribute to scientific advancement.
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
Vocabulary related to:
● Discoveries and Inventions
● Future Technologies
● Intellectual Property
● Social Impact of Technology
● The New Media
Resources for Vocabulary Development: Authentic texts, online resources, videos, cultural
readings and texts, etc.
Board Approved: January 14, 2016 P a g e | 40
Topic 1: Current Research Topics
Engaging Experience 1
Title: Debate
Suggested Length of Time: 1 Week
Standards Addressed
Priority:
● Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
○ Demonstrate competencies previously introduced.
○ Exchange and support opinions and individual perspectives on a variety of
topics dealing with contemporary and historical issues.
● Students acquire information and recognize the distinctive viewpoints that are
only available through the world language and its culture.
○ Distinguish the viewpoints in print and in online newspapers, magazines,
and emails to identify perspectives of target culture.
○ Regularly use information from target language sources to communicate
in oral and written formats with target-language speakers.
● Students reinforce and further their knowledge of other disciplines through the
world language.
○ Demonstrate competencies previously introduced.
○ Acquire information from a variety of sources written in the target
language about topics being studied in other school subjects.
○ Compare information available on a variety of topics such as art,
literature, history, politics, economics, and contemporary global issues.
● Students reinforce and further their knowledge of other disciplines through the
world language.
○ Demonstrate competencies previously introduced.
○ Acquire information from a variety of sources written in the target
language about topics being studied in other school subjects.
○ Compare information available on a variety of topics such as art,
literature, history, politics, economics, and contemporary global issues.
Supporting:
● Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own.
○ Demonstrate competencies previously introduced.
○ Identify and analyze cultural perspectives as reflected in a variety of
nonfiction and fiction texts.
● Students apply digital tools to gather, evaluate, and use information (ISTE 3 -
Research and Information Fluency).
Board Approved: January 14, 2016 P a g e | 41
○ Plan strategies to guide inquiry.
○ Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
○ Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
○ Process data and report results.
Detailed Description/Instructions: With a partner, students will research and debate
controversial discoveries and topics such as texting and driving, stem cell research, freedom of
speech and safety on the Internet. The class will listen to each debate and discuss their opinion
on each topic.
Bloom’s Levels: Understand, Analyze, Evaluate
Webb’s DOK: 2, 3, 4
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 42
Topic 2: Discoveries and Inventions
Engaging Experience 1
Title: What’s the Invention?
Suggested Length of Time: 1 Day
Standards Addressed
Priority:
● Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
○ Demonstrate competencies previously introduced.
○ Exchange and support opinions and individual perspectives on a variety of
topics dealing with contemporary and historical issues.
○ Discuss aspects of a field of study and/or employment opportunities.
Supporting:
● Students demonstrate an understanding of the relationship between the products
and perspectives of the cultures studied.
○ Demonstrate competencies previously introduced.
○ Connect objects, important people and symbols of other cultures to the
underlying beliefs and perspective of the people.
Detailed Description/Instructions: Students describe photos of actual inventions from
Francophone countries/inventors to their partners and partners try to comprehend and guess that
invention the student is describing. They will then discuss the importance of the invention.
Bloom’s Levels: Understand, Analyze
Webb’s DOK: 2, 3
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 43
Topic 3: Ethical Questions
Engaging Experience 1
Title: Stem Cell Research
Suggested Length of Time: 2-3 Days
Standards Addressed
Priority:
● Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
○ Demonstrate competencies previously introduced.
○ Exchange and support opinions and individual perspectives on a variety of
topics dealing with contemporary and historical issues.
○ Discuss aspects of a field of study and/or employment opportunities.
● Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
○ Demonstrate competencies previously introduced.
○ Prepare a research-based analysis of a current event or issue from the
perspective of both the native and target language cultures.
Supporting:
Detailed Description/Instructions: Students will research the topic of stem-cell research and
have a debate on the issue in the target language.
Bloom’s Levels: Understand, Analyze, Evaluate
Webb’s DOK: 2, 3, 4
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 44
Topic 4: Future Technologies
Engaging Experience 1
Title: Innovation in a Francophone country
Suggested Length of Time: 2 Days
Standards Addressed
Priority:
● Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
○ Demonstrate competencies previously introduced.
○ Exchange and support opinions and individual perspectives on a variety of
topics dealing with contemporary and historical issues.
● Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
○ Demonstrate competencies previously introduced.
○ Prepare a research-based analysis of a current event or issue from the
perspective of both the native and target language cultures.
Supporting:
● Students use the target language within and beyond the school setting.
○ Demonstrate competencies previously introduced.
○ Present information about the target language and culture to others.
● Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology (ISTE 1 - Creativity and
Innovation).
○ Apply existing knowledge to generate new ideas, products, or processes.
○ Create original works as a means of personal or group expression.
○ Use models and simulations to explore complex systems and issues.
○ Identify trends and forecast possibilities.
Detailed Description/Instructions: Students will design and create a new technological product
(app, media, and device) and will write an Eiffel Tower elevator pitch to investors describing
how it works and what the importance and function of it is. They will “convince” the investor
(teacher and class) to invest in the new product!
Bloom’s Levels: Create
Webb’s DOK: 2
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 45
Topic 5: Intellectual Property
Engaging Experience 1
Title: Whose music is it anyway?
Suggested Length of Time: 1 Day
Standards Addressed
Priority:
● Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
○ Demonstrate competencies previously introduced.
○ Exchange and support opinions and individual perspectives on a variety of
topics dealing with contemporary and historical issues.
● Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
○ Demonstrate competencies previously introduced.
○ Prepare a research-based analysis of a current event or issue from the
perspective of both the native and target language cultures.
Supporting:
● Students demonstrate understanding of the practices and perspectives of the
cultures studied.
○ Demonstrate competencies previously introduced.
○ Interact with culturally appropriate patterns of behavior in familiar
situations.
○ Describe the historical significance of activities and celebrations in the
culture studied.
● Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own.
○ Demonstrate competencies previously introduced.
○ Identify and analyze cultural perspectives as reflected in a variety of
nonfiction and fiction texts.
Detailed Description/Instructions: In groups of two, students will role play the following
scenario: You have been caught illegally downloading music and you will plead your case to
your partner, the judge at your trial. Include in your arguments individual rights, free access to
the internet, loss of income from stolen music, etc.
Bloom’s Levels: Analyze, Evaluate
Webb’s DOK: 3, 4
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 46
Topic 6: The New Media
Engaging Experience 1
Title: Social Media
Suggested Length of Time: 1 Day
Standards Addressed
Priority:
● Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
○ Demonstrate competencies previously introduced.
○ Exchange and support opinions and individual perspectives on a variety of
topics dealing with contemporary and historical issues.
● Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
○ Demonstrate competencies previously introduced.
a. Prepare a research-based analysis of a current event or issue from the perspective
of both the native and target language cultures.
Supporting:
Detailed Description/Instructions: The class will have a discussion on their use of social
media. Students will survey each other on what the best apps and social media is used today.
They will make a T-chart of the pros and cons of social media and discuss in class.
Bloom’s Levels: Analyze, Evaluate
Webb’s DOK: 3, 4
Rubric: To be created
Engaging Experience 2
Title: Social Media in France
Suggested Length of Time: 1 Day
Standards Addressed
Priority:
● Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
○ Demonstrate competencies previously introduced.
○ Exchange and support opinions and individual perspectives on a variety of
topics dealing with contemporary and historical issues.
● Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
○ Demonstrate competencies previously introduced.
○ Prepare a research-based analysis of a current event or issue from the
perspective of both the native and target language cultures.
Board Approved: January 14, 2016 P a g e | 47
● Students will demonstrate understanding of the nature of language through
comparisons of the language studied and their own.
○ Demonstrate competencies previously introduced.
○ Apply the various ways of expressing ideas using idiomatic expressions,
dialect and differentiated speech to indicate age, social status or gender.
○ Apply knowledge of the similarities and differences between the sound
and writing system of the target language and native language in
communication.
● Students acquire information and recognize the distinctive viewpoints that are
only available through the world language and its culture.
○ Distinguish the viewpoints in print and in online newspapers, magazines,
and emails to identify perspectives of target culture.
○ Regularly use information from target language sources to communicate
in oral and written formats with target-language speakers.
Supporting:
● Students use the target language within and beyond the school setting.
○ Demonstrate competencies previously introduced.
● Students demonstrate understanding of the practices and perspectives of the
cultures studied.
○ Demonstrate competencies previously introduced.
Detailed Description/Instructions: Students will investigate what social media is most popular
among teens in France and compare it with social media use among U.S. teens. They will
investigate what, if any, effect the social media has had on the French language including the use
of texting acronyms, English terms used in French, etc.
Bloom’s Levels: Analyze, Evaluate
Webb’s DOK: 3, 4
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 48
Topic 7: Social Impact of Technology
Engaging Experience 1
Title: Comparison of Technology
Suggested Length of Time: 1 Day
Standards Addressed
Priority:
● Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
○ Demonstrate competencies previously introduced.
○ Exchange and support opinions and individual perspectives on a variety of
topics dealing with contemporary and historical issues.
○ Discuss aspects of a field of study and/or employment opportunities.
● Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
○ Demonstrate competencies previously introduced.
○ Prepare a written summary of the plot and characters in selected pieces of
literature (fiction or nonfiction) written in the target language.
● Students reinforce and further their knowledge of other disciplines through the
world language.
○ Demonstrate competencies previously introduced.
○ Acquire information from a variety of sources written in the target
language about topics being studied in other school subjects.
○ Compare information available on a variety of topics such as art,
literature, history, politics, economics, and contemporary global issues.
Supporting:
● Students apply digital tools to gather, evaluate, and use information (ISTE 3 -
Research and Information Fluency).
○ Plan strategies to guide inquiry.
○ Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
○ Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
○ Process data and report results.
● Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources (ISTE 4 - Critical Thinking, Problem Solving, and Decision Making).
○ Identify and define authentic problems and significant questions for
investigation.
○ Plan and manage activities to develop a solution or complete a project.
○ Collect and analyze data to identify solutions and/or make informed
decisions.
Board Approved: January 14, 2016 P a g e | 49
○ Use multiple processes and diverse perspectives to explore alternative
solutions.
Detailed Description/Instructions: Students will look at a series of satirical cartoons on and
advertisements for present and past technology. Students will create a timeline of sorts
explaining the evolution of technology. They will then write an essay explaining what changes
have occurred and what effect they have had on society.
Bloom’s Levels: Understand, Apply
Webb’s DOK: 1, 2
Rubric: To be created
Board Approved: January 14, 2016 P a g e | 50
Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following
components: situation, challenge, specific roles, audience, product or performance.)
Students will select a topic under the realm of Science and technology. They may choose to
delve into one we already discussed or one we never have studied. They research this topic and
each student gives a presentation on his topic of no less than 15 minutes. They are asked to
make the presentation interactive by including discussion questions for the class, visual aids,
quizzes, games, and technology (Kahoot, Nearpod, Plickers, etc…)
Rubric for Engaging Scenario: To be created
Board Approved: January 14, 2016 P a g e | 51
Summary of Engaging Learning Experiences for Topics
Topic Engaging
Experience Title
Description Suggested
Length of
Time
1 Debate
With a partner, students will research and
debate controversial discoveries and topics
such as texting and driving, stem cell research,
freedom of speech and safety on the Internet.
The class will listen to each debate and discuss
their opinion on each topic.
1 Week
2 What’s the
Invention?
Students describe photos of actual inventions
from Francophone countries/inventors to their
partners and partners try to comprehend and
guess that invention the student is describing.
They will then discuss the importance of the
invention.
1 Day
3 Stem Cell
Research
Students will research the topic of stem-cell
research and have a debate on the issue in the
target language.
2-3 Days
4 Innovation in a
Francophone
country
Students will design and create a new
technological product (app, media, and device)
and will write an Eiffel Tower elevator pitch to
investors describing how it works and what the
importance and function of it is. They will
“convince” the investor (teacher and class) to
invest in the new product!
2 Days
5 Whose music is it
anyway?
In groups of two, students will role play the
following scenario: You have been caught
illegally downloading music and you will
plead your case to your partner, the judge at
your trial. Include in your arguments
individual rights, free access to the internet,
loss of income from stolen music, etc.
1 Day
6 Social Media The class will have a discussion on their use of
social media. Students will survey each other
1 Day
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on what the best apps and social media is used
today. They will make a T-chart of the pros
and cons of social media and discuss in class.
6 Social Media in
France
Students will investigate what social media is
most popular among teens in France and
compare it with social media use among U.S.
teens. They will investigate what, if any,
effect the social media has had on the French
language including the use of texting
acronyms, English terms used in French, etc.
1 Day
7 Comparison of
Technology
Students will look at a series of satirical
cartoons on and advertisements for present and
past technology. Students will create a
timeline of sorts explaining the evolution of
technology. They will then write an essay
explaining what changes have occurred and
what effect they have had on society.
1 Day
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Unit of Study Terminology
Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the
appropriate level of rigor that matches the standard.
Big Ideas/Enduring Understandings: Foundational understandings teachers want students to
be able to discover and state in their own words by the end of the unit of study. These are
answers to the essential questions.
Engaging Experience: Each topic is broken into a list of engaging experiences for students.
These experiences are aligned to priority and supporting standards, thus stating what students
should be able to do. An example of an engaging experience is provided in the description, but a
teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in
the standards.
Engaging Scenario: This is a culminating activity in which students are given a role, situation,
challenge, audience, and a product or performance is specified. Each unit contains an example of
an engaging scenario, but a teacher has the ability to substitute with the same intent in mind.
Essential Questions: Engaging, open-ended questions that teachers can use to engage students
in the learning.
Priority Standards: What every student should know and be able to do. These were chosen
because of their necessity for success in the next course, the state assessment, and life.
Supporting Standards: Additional standards that support the learning within the unit.
Topic: These are the main teaching points for the unit. Units can have anywhere from one topic
to many, depending on the depth of the unit.
Unit of Study: Series of learning experiences/related assessments based on designated priority
standards and related supporting standards.
Unit Vocabulary: Words students will encounter within the unit that are essential to
understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be
found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are
those found specifically within the content.
Symbols:
This symbol depicts an experience that can be used to assess a student’s 21st Century Skills
using the rubric provided by the district.
This symbol depicts an experience that integrates professional skills, the development of
professional communication, and/or the use of professional mentorships in authentic classroom
learning activities.