ohio common core state standards curriculum map i unit one -2013.pdf · ohio common core state...
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Carrollton Exempted Village School District – Carrollton, Ohio
OHIO COMMON CORE STATE STANDARDS
Curriculum Map
Course Title: French I Month: August/September Academic Year: 2013-2014
Essential Questions for this Month: 1. Why is French an important world language? 2. How has the French language influenced North America? 3. How did French colonization affect Africa? 4. What types of music do French speakers around the world listen to?
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
Unit One Recognize and identify instances when languages and cultures have interacted with, influenced or changed each other over time. Identify cultural perspectives as they are portrayed in the media and other sources.
1. Students will discover that 40 countries in the world speak French. 2. Students will complete a world map highlighting French-speaking countries. 3. Students will discuss the French influence in North America. 4. Students will discuss the French colonization of Africa. 5. Students will listen to jazz, techno, zydeco and calypso selections.
Group Discussion Questions and Presentation of Answers Test over information Identification of Music and Association with Region
Map of the French-speaking world French Is Fun textbook Music Clips
Course Title: French I Month: August/September Academic Year: 2013-2014
Essential Questions for this Month: 1. What are the French greetings? 2. What are the French definite articles? 3. What are the French accent marks and how do they affect pronunciation?
3. What are the French vowels and how do they affect definite articles? 4. What are the members of the family?
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
Unit Two
Engage in greetings, introductions and leave-taking Make use of print and digital resources to understand meaning of new words and expressions Rehearse presentations using a variety of delivery strategies
1.Students will learn the French alphabet and its pronunciation through song 2. Students will learn the French vowels and their affect on pronunciation and spelling 3. Students will learn to recognize the 5 French accent marks 4. Students will learn the spelling and pronunciation of greetings, introductions and leave-taking 5. Students will create a greetings dialogue and present it to the class
Recognition of accent marks and vowels Quiz Written Dialogue
Verbal Presentation
Alphabet Song Written Text with accent marks
Unit Two (con’t)
Gain and utilize knowledge of word families/characters and cognates to figure out the meaning of new words and
1.Students will learn le for masculine, la for feminine, and l’ before a vowel 2. Students will learn the vocabulary for
Quiz over family members and definite articles
French Is Fun textbook
expressions Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts
family members 3. Students will read and translate a simple story about the family. 4. Students will write simple sentences using family members and adjectives.
Story Translation and Discussion Simple sentences with adjective agreement
Course Title: French I Month: September/October Academic Year: 2013-2014
Essential Questions for this Month: 1.What changes take place with French numbers after 69? 2. How does the U.S. clock compare to the European clock? 3. Why is the French rail system significant? 4. What are 3 type s of French trains? 5. How does one read a European train schedule?
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
Unit Three Use language to acquire a variety of goods, services or information. Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts. Play music of the target
1. Students will write and pronounce numbers 1 to 60. 2. Students will count various items in the classroom. 3. Students will apply numbers to math problems 4. Students will sing a French children’s song about numbers. 5. Students will read a story about a losing lottery ticket.
Daily Quizzes (1-5) (1-10) (1-15) (1-20) Test (1-60) Math Problems Worksheet
YouTube French
numbers
French Is Fun
textbook
YouTube “123 Nous
language and share information about it with others
Presentation of French children’s song
Irons Au Bois” song
Unit Four
Understand new words, phrases and sentences or the main idea with the help of visuals and graphics that accompany texts. Use information from authentic sources to inform and enhance learning.
1. Students will learn how to tell time in French.
2. Students will learn the 24 hour clock which is used throughout Europe and compare it to the U.S. clock. 3. Students will learn about the TGV, Eurostar and couchettes by watching a video. 4. Students will answer questions about an authentic train schedule
Worksheets and board activities
about time
Time conversion chart
Essay test about 3
types of French trains
“French Is Fun” text
Actual train schedules
from France
Video about
French trains
Course Title: French I Month: October Academic Year: 2013-2014
Essential Questions for this Month: 1. What was the Romantic Movement in French literature? 2. How did Victor Hugo address the social issues of 19th century France? 3. What are the main themes of “Les Miserables?” 4. How does the musical elevate the themes of the book?
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
Unit Five Explain the viewpoint of an authentic source by determining who produced the text, when,
1.Students will research Victor Hugo and the Romantic movement
Study guide while watching movie
Video “Les
Miserables
why and for whom Relate texts to self, current or historical events or world issues. Answer a range of questions, from simple to detailed about literary texts. Use information and viewpoints from authentic sources to inform or enhance a conversation, presentation or expression of creativity.
2. Students will watch the video “Les Miserables” 3. Watch parts of the musical and compare it with the story 4. Students will present group discussion essays to the class about the themes and characters in the story.
Group essay questions and presentation
Test on “Les Miserables”
”
Musical “Les Mis”
Course Title: French I Month: October Academic Year: 2013-2014
Essential Questions for this Month: 1.What is an adjective? 2. What are the French colors?
3. How does the spelling of adjectives change to agree with nouns?
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
Unit Six Understand new words, phrases, sentences or the main idea with help of visuals and graphics that accompany texts Gain and utilize knowledge of word families/characters and cognates to figure out the meaning of new words and expressions
Students will discuss the definition of an adjective and how it affects the meaning of a
sentence.
Students will watch a power point and take notes on colors.
Students will compare English and French
adjectives
Students will color various items on a color
Color by Number Sheets
Quiz over Colors
Adjective Agreement
Sentences Worksheet
Coloring Sheets
Crayons &
Markers
Video on pronun-
ciation of colors
by number sheet
Students will fill out an adjectives chart with masculine, feminine, singular and plural
Power Point
Presen- tation of
Adjectives and
Agreement
Course Title: Month: November Academic Year: 2013-2014
Essential Questions for this Month: 1. How are the masculine, feminine, singular and plural of adjectives formed? 2.How do these changes affect description in French?
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
Unit Seven
Gain and utilize knowledge of word families and cognates to
figure out meaning of new words and expressions
Produce a booklet in the target
language and share it with others
Describe people, places or
things in some detail to educate or entertain others
1. Students will learn the vocabulary for zoo animals. 2. Students will review adjectives, then construct an adjective chart of masculine, feminine, singular and plurals 3. Students will utilize colors and adjectives that describe animals to form simple phrases 4. Students will create a booklet of zoo animals using descriptive adjectives and illustrate it. 5. Students will present their booklets on zoo animals to the class
Zoo animals quiz Adjectives chart Drawings and description booklet of zoo animals Class presentations of booklets
Power Point of
zoo animals
Adjectives
chart
Markers, crayons
and other materials to make booklets
Course Title: French I Month: Nov./Dec. Academic Year: 2013-2014
Essential Questions for this Month: 1. How does one conjugate a verb in English? 2. How does one conjugate a verb in French? 3. How are verbs made negative? 4. What are the 4 ways to ask a question in French?
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
Unit Eight Follow multistep instructions, directions and requests
Use a range of common
expressions to make requests and seek clarification
Use a range of conversation
strategies to steer interactions
1.Students will learn to set up the conjugation of a verb in English 2. Students will set up the conjugations of French verbs and compare them to their English counterparts. 3. Students will take French verbs out of their conjugations to form simple phrases
Conjugation Charts
Simple Sentences Test
Flash Cards
List of 13 French verbs
Unit Nine Follow multistep instructions, directions and requests
Use a range of common
expressions to make requests and seek clarification
1.Students will add 10 more verbs to their verb list 2.Students will learn to conjugate verbs in the negative form
Comparison Chart (Positive vs. Negative)
List of 23 Verbs
Unit Ten Ask and answer a range of 1.Students will add 10 more verbs to their Worksheet using ? List of 33
questions to seek or clarifinformation
lists 2. Students will work with each of the 4 ways to ask a question
Worksheet using
est-ce que
Worksheet using n’est-ce pas
Worksheet using
inversion
verbs
Rules for the 4 ways
to ask a question
Flash Cards
Course Title: French I Month: December Academic Year: 2013-2014
Essential Questions for this Month: 1.What are the days of the week, months of the year and 4 seasons in French? 2.How is the French calendar different from the American calendar? 3. What are the rules for capitalization of months and days in French?
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
Unit 11
Days, Months and
Seasons
Gain and utilize knowledge of word families and cognates to
figure out meaning of new words and expressions
Use knowledge of the situation and purpose of communication or context clues to understand
messages.
Perform an authentic song
Produce a poster in the target language and share it with
others
Students will learn the vocabulary for the days of the week, months of year and four
seasons
Students will express their favorite day, favorite month and favorite season in French
Students will sing a traditional French song
about the days of the week
Students will organize months according to seasons in French, using a drawing on a
poster
Poster of the 4 seasons and 12 months
Student expression
of preference of season, month, day
Vocabulary Quiz
Song: “Lundi Matin”
4 Seasons
Poster
French Calendar
Course Title: French I Month: January Academic Year: 2013-2014
Essential Questions for this Month: 1. What does the verb faire mean? 2.How does one express weather in French? 3.What English expressions use the verb faire?
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
Unit 12 Exchange, compare and support preferences and opinions about
personal, academic, professional and contemporary
or historical topics.
Produce a drawing in the target language and share it with
others
Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts
Students will learn to conjugate the verb “faire”
Students will draw weather patterns and
faire expressions and label them in French
Students will play charades using faire expressions, including weather
Students will connect weather expressions
with four seasons
Students will express their favorite activity that uses a faire expression
Students will read and translate a story
using faire expressions
Verbal Expression of faire activity
Identification of daily
weather
Matching weather to season
Vocabulary Quiz
Drawing of weather
and faire expressions
Story Translation
Pictures of various
activities using faire vocabulary
Story using
faire vocabulary
Poster board,
markers
Course Title: French I Month: January/February Academic Year: 2013-2014
Essential Questions for this Month: 1. What are the names of the body parts in French? 2. How are aches and pains expressed? 3. How does “a” change to agree with le, la, l’ and les? 3. What temporary conditions use avoir?
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
Unit 13 Share descriptions of people, places, things and events Present a song in the target language Ask and answer questions about feelings, emotions and preferences
Students will learn the conjugation of the irregular verb avoir Vocabulary will be divided into two sections: face and rest of body Students will sing the songs “Head, Shoulders, Knees and Toes” “Savez-vous Planter les Choux?” in French Students will play Pictionary with parts of the body Students will make a chart using “a” with le, la, l’ and les Students will practice sentences “I have a headache” “My feet hurt,” etc. Students will express temporary conditions in French (I am hot, I am cold, I am hungry)
Vocabulary Quiz on face
Vocabulary Quiz on
rest of body
Chart of “a” with le, la, l’ and les
Personal Expression
of temporary conditions
Identification of
pictures of temporary conditions
Power Point
(notes on body parts)
Songs
about body parts
(YouTube)
Worksheet on aches and pains
Pictures of hot, cold, hungry,
etc.
Course Title: French I Month: February Academic Year: 2013-2014
Essential Questions for this Month: 1. What are the French words for classroom objects? 2. What is the focus of the French educational system? 3. What are the daily and yearly differences in French and American schools?
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
Classroom Vocabulary
Education in
France
Unit 14
Gain and utilize knowledge of word families and cognates to
figure out meaning of new words and expressions
Identify, examine and compare practices and perspectives of the U.S. and target cultures
Identify, investigate and
describe institutions, contemporary and historical
figures, contributions and time periods of the target culture.
Students will learn vocabulary for classroom objects
Students will read about the French
educational system
Students will compare French and U.S. schools and discuss the French focus on
academics
Students will research the French academic calendar and compare it to the U.S.
academic calendar
Identification of Classroom Objects
Vocabulary Quiz
Compare and
Contrast Chart of French and
American schools
ClassroomRealia to identify
YouTube video on French school lunches
Calendar of French
school year and
holidays
Diary of a French student
Course Title: French I Month: February/March Academic Year: 2013-2014
Essential Questions for this Month: 1. How is the verb “to go” expressed in French? 2. What is the cultural significance of the Louvre, Notre Dame and the Eiffel Tower? 3. How can the verb “to go” be used to express future actions?
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
Aller and Places
Unit 15
Produce a drawing in the target language and share it with others
Students will conjugate aller
Students will read and translate a story using the verb aller, then answer questions
Conjugation Quiz over aller
Story Translation
Story using aller
Books and
Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts
Identify, examine, describe, and
create replicas of important objects, images and symbols
Identify, investigate and describe institutions,
contemporary and historical figures, contributions and time
periods of the target culture
Use authentic digital and print media
pertaining to the story
Students will draw pictures of museum, cathedral, souvenir shop, swimming pool, boutique, restaurant, tower, monument,
hotel and airport and label them in French.
Students will write sentences about going to the 10 places reviewing a la, au, a l’ and aux
Students will watch videos and take notes on Notre Dame, the Louvre and the Eiffel
Tower
Students will learn how to use the verb aller with and infinitive to express the future.
“I am going to visit” or “He is going to play”
Vocabulary Quiz over 10 places
Sentences
Worksheet over aller and places
Culture Quiz over
Notre Dame, Louvre and Eiffel Tower
Future Sentences
Quiz using aller and infinitives
Pictures of the Louvre,
Notre Dame and the Eiffel Tower
YouTube Videos about
Louvre and Notre Dame
Video
La Tour Eiffel
Course Title: French I Month: March Academic Year: 2013-2014
Essential Questions for this Month: 1. Who wrote the “Count Of Monte Cristo?” 2. What genre is this story? 3. What are the main themes of the story?
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
“The Count Of Monte
Cristo”
Unit 16
Explain the viewpoint of an authentic source by determining who produced the text, when, why and for whom
Students will read a biography about Alexandre Dumas
Students will discuss the differences
between fiction, non-fiction and historical
True/false questions about Alexandre
Dumas Label descriptions of
Alexandre Dumas bio
Definitions of historical
Relate texts to self, current or historical events or world issues. Answer a range of questions, from simple to detailed about literary texts. Use information and viewpoints from authentic sources to inform
or enhance a conversation, presentation or expression of
creativity.
fiction
Students will read a short biography of Napoleon Bonaparte and discuss his
fictitious role in the “Count Of Monte Cristo”
Students will watch the video “The Count Of Monte Cristo,” filling out a study guide about
characters and themes and discussing it each day
books as fiction, non- fiction or historical fiction
Discussion about Napoleon Bonaparte Quiz over “Count Of Monte Cristo” video study guide
fiction, fiction and non-fiction
Napoleon Bonaparte biography
Video “The Count Of
Monte Cristo”
Course Title: French I Month: April Academic Year: 2013-2014
Essential Questions for this Month: 1. What is the difference between an ER verb and an RE verb? 2. What is the vocabulary for common neighborhood places? 3. What makes Montreal a unique francophone city?
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
RE Verbs and Places
Montreal
Unit 17
Create and present lists and classifications Gain and utilize knowledge of word families/characters and cognates to figure out meaning of new words and expressions Identify, examine and compare products, practices and perspectives of the U.S. and target cultures Recognize and identify
Students will define and conjugate 10 RE verbs
Students will compare the endings of RE verbs to those of ER verbs side by side
Students will review negative conjugations and the 4 ways to ask a question using RE
verbs
Students will practice vocabulary for neighborhood places through charades,
Pictionary and spelling games
RE Verb Definition Quiz
RE Verb
Conjugation Quiz
Neighborhood Places Quiz
RE Verbs and
Places Sentences, Questions and Negatives Quiz
Pictures of neighbor-
hood places
Chart
comparing ER and RE
verbs
Worksheet practicing sentences with RE
instances when languages and cultures have interacted with, influenced or changed each other over time
Students will complete sentences written at the board and worksheets combining RE
verbs and places
Students will read about Montreal
Students will watch a video about Montreal in French
Montreal Quiz Verbs and Places
French Is Fun Book
Montreal
Video
Course Title: French I Month: April Academic Year: 2013-2014
Essential Questions for this Month: 1. What is the theme of the French Soiree? 2.What is my personal contribution to the Soiree? 3. What factors would make the Soiree an enjoyable experience for the public?
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
French Soiree Unit 18
Plan a presentation by brainstorming ideas/organize
thoughts and choose resources.
Publicize an event, program or recent success by providing
relevant details
Advocate for and against the purchase or sale of products and/or services to a variety of
audiences
Identify, examine, describe and
Students will discuss the “theme” of the French Soiree.
They will help determine colors, food, jobs and shirts that would align with the theme
Students will bring in recipes, share them and discuss whether or not they would sell
and if they are theme appropriate
Students will take ownership by choosing a job or shop that they will organize and work
at during the Soiree
Recipe that is appropriate for the
theme
List of responsibilities for the set up, running
and clean up of shops
Soiree Participation Grade
(based on
Money generated from sales
project
Videos of past
Soirees
T Shirt options
Use of
Facilities
create replicas of important objects, images and symbols
Motivate others to meet or
exceed shared goals
Students will work with others in their class who are in the same shop to look through catalogs for ordering, make decisions, and make a shopping list. They will also draft a list of responsibilities for the shop (set up,
running of the shop and clean up)
Students will create a poster that captures the theme of the Soiree. They will get
permission from an area business and hang the sign.
Students will participate in the set up,
running and clean up of their shops at the Soiree.
participation and fulfillment of
responsibility)
Poster-board
Catalogs
for options for shops (Oriental Trading,
Teacher’s Discovery,
etc.)
Course Title: French I Month: May Academic Year: 2013-2014
Essential Questions for this Month: 1. What is the vocabulary for farm animals in French? 2.Do French farm animals make different sounds than American animals?
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
Farm Animals
“Venez Voir Ma Ferme”
Group Presention
Ask and answer questions about preferences
Share descriptions of people,
places, things and events
Perform an authentic song/rehearse presentations
Students will state their preferences about farm animals
Students will draw and label farm animals in
French
Students will review colors and adjective agreement before writing a sentence
Animal Quiz
Descriptive sentences about
each animal
Group Presentation
Power Point on
Farm Animals
Song: “Venez Voir Ma
Unit 19 using a variety of delivery strategies
Use visuals and sound to
enhance a range of basic to more elaborate performances
describing each animal to accompany their drawings
Students will learn the sounds that French
farm animals make
Students will learn the words to the song “Venez Voir Ma Ferme” “Come See My Farm”
Students will work in groups of four to
practice, then present the song to the class
of “Venez Voir Ma Ferme”
Ferme”
Course Title: FrenchI Month: May Academic Year: 2013-2014
Essential Questions for this Month: 1.How are IR verbs conjugated in French? 2.How are IR conjugations different than ER and RE conjugations? 3. What are the French words for fruits?
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
IR Verbs and Fruit Unit 20
Create and present lists and classifications Gain and utilize knowledge of word families/characters and cognates to figure out meaning of new words and expressions
Perform an authentic song/
produce an artistic creation in the target language and share it
with others
Students will learn the definitions and practice the conjugations of 12 IR Verbs
Students will add IR verbs to their charts,
comparing them to ER and RE Verbs
Students will review negatives and the 4 ways to ask a question. Students will apply
these rules to IR Verbs
Students will create a unique design using 15 fruits (quilt pattern, a rock band, fruits
playing sports, a fruity classroom) Students will present their projects to the class
Definition and conjugation quiz over IR Verbs
Original Creations
using fruits (projects will be graded on
neatness, listing of all fruit and proper
spelling) Presentation Grade
Fruit Vocabulary and
IR Verb List
Compar-
ison Chart
Poster-board,
markers
Fruit Flash Cards
“Fruit
Students will combine fruit vocabulary and
IR Verbs to create sentences
Students will learn the “Fruit Salad” song in French
IR Verbs sentences Quiz
Salad” Song
“Salade de Fruits”