quarterly content guide french 1 (course#0701320) · pdf filequarterly content guide french 1...

THE SCHOOL DISTRICT OF LEE COUNTY

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Quarterly Content Guide French 1 (Course#0701320)

Adopted Instructional Materials: T’es Branché 1 (Publisher: EMC Publishing)

(Q1.A) 4-5 weeks

Bonjour, tout le monde

(Q2.A) 5-6 weeks

À l’école

(Q3A) 4-5 weeks

Les gens que je conais

Q(4A) 5-6 weeks

La rue commerçante

(Q1. B) 4-5 weeks

Les passe-temps

(Q2B) 3-4 weeks

Le weekend ensemble

(Q3B) 4-5 weeks

À la maison

Q(4B) 3-4 weeks

À Paris

Quarter 1 – 43 Days Quarter 2 – 47 Days Quarter 3 – 47 Days Quarter 4 – 43 Days

Major Concepts/Content: French 1 introduces students to the target language and its culture. The student will develop communicative skills in all 3 modes of communication and cross-cultural understanding. Emphasis is placed on proficient communication in the language. An introduction to reading and writing is also included as well as culture, connections, comparisons, and communities.

Quarter 1- Learners exchange personal information with others. Learners can introduce oneself and others. They can appropriately greet and say good-bye according to social register. Also, learners can ask what someone likes to do as say what I like to do, say how much I like to do something, and ask

about and state preferences.

Quarter 2- Learners can say what they and others need, and give prices, describe their teachers and classes, ask for descriptions, ask where, when, why, and with whom questions, and set a time and place to meet someone. Also, learners can make plans, set the time and place to do something, order food and drinks in a café and ask for the bill.

Quarter 3- Learners can propose something to eat and ask if they look like someone, ask someone’s age and tell their age, tell what gift they’re giving and plan a party, ask what someone’s profession is, ask where someone is from, and tell what county they’re from. Also, learners can give a tour of their home and ask where someone lives, give directions in the kitchen, talk about the computer and say I don’t understand something.

Quarter 4- Learners can shop for clothes, sequence activities, and make purchases at the market. Also, learner can extend an invitation, accept or refuse an invitation, excuse oneself, describe actions that took place in the past, and sequence events.

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Additional Course Information

Professional Development

General Resources

World Languages Modes of

Communication (Standards indicators

1,2,3,4,…,9)

1. Interpretive Listening:

The student will be able to understand and

interpret information, concepts, and ideas

orally from a variety of culturally authentic

sources on a variety of topics in the target

language.

2. Interpretive Reading:

The student will be able to understand and

interpret information, concepts, and ideas in

writing from a variety of culturally

authentic sources on a variety of topics in

the target language.

3. Interpersonal Communication:

The student will be able to engage in

conversations and exchange information,

concepts, and ideas orally and in writing

with a variety of speakers or readers on a

variety of topics in a culturally appropriate

context in the target language.

4. Presentational Speaking: The student will be able to present

information, concepts, and ideas to an

audience of listeners on a variety of topics

in a culturally appropriate context in the

target language.

5. Presentational Writing: The student will be able to present

information, concepts, and ideas to an

audience of readers on a variety of topics in

a culturally appropriate context in the target

language.

District

Book Adoption Training

World Language PLC Training

Differentiation Learning Training

Technology in World Languages

Educational Impact

Optional/helpful

World Language Teaching Methods

Testing and Assessing World Languages skills

www.cpalms.org

www.fldoe.org/instructionalstandards

www.EMCLanguages.net

www.duolinguo.com

www.Word-reference.com

www.tes.co.uk

www.actfl.org

Can Do statements from NCSSFL-ACTFL

How to Use the NCSSFL-ACTFL Can-Do Statements Linguafolio

http://www.cpalms.org/

http://www.fldoe.org/instructionalstandards

http://www.emclanguages.net/

http://www.duolinguo.com/

http://www.word-reference.com/

http://www.tes.co.uk/

http://www.actfl.org/

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Intercultural Standards

6. Culture: The student will be able to use the target

language to gain knowledge and

demonstrate understanding of the

relationship among practices, products, and

perspectives of cultures other than his/her

own.

7. Connections: The student will be able to

acquire, reinforce, and further his/her

knowledge of other disciplines through the

target language.

8. Comparisons: The student will be able

to develop insight into the nature of the

target language and culture by comparing

his/her own language(s) and cultures to

others.

9. Communities: The student will be able

to use the target language both within and

beyond the school setting to investigate and

improve his/her world beyond his/her

immediate surroundings for personal

growth and enrichment.

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State Assessment Information

Helpful Websites

French 1 CCE

www.cpalms.org

www.fldoe.org/instructionalstandards

www.EMCLanguages.net

www.duolingocom

www.Word-reference.com

http://www.francaisfacile.com/

http://delaudio-visuelpourlescoursdefle.blogspot.com/

http://fran-lang.vaniercollege.qc.ca/prep/default.htm

http://www.audio-lingua.eu/spip.php?rubrique1&lang=fr

https://bsntube.blendedschools.net/category/9- 12%3EFrench/8517631

http://www.frenchinaclick.com/frenchinaclick2008/unit_descrip tions.shtml

http://www.openculture.com/free_french_lessons

http://www.languageguide.org/

http://www.bonjourdefrance.co.uk/learn-french-online/

http://www.flevideo.com/fle_video_quiz_low_intermediate.php ?id=4202

http://1jour1actu.com/

http://french-resources.org/#!/Skill

http://apprendre.tv5monde.com/

http://www.lepointdufle.net/

http://www.ver-taal.com/

http://www.cpalms.org/

http://www.fldoe.org/instructionalstandards


http://www.word-reference.com/

http://www.francaisfacile.com/

http://delaudio-visuelpourlescoursdefle.blogspot.com/

http://fran-lang.vaniercollege.qc.ca/prep/default.htm

http://www.audio-lingua.eu/spip.php?rubrique1&lang=fr

http://www.frenchinaclick.com/frenchinaclick2008/unit_descrip

http://www.openculture.com/free_french_lessons

http://www.languageguide.org/

http://www.bonjourdefrance.co.uk/learn-french-online/

http://www.flevideo.com/fle_video_quiz_low_intermediate.php

http://1jour1actu.com/

http://french-resources.org/%23!/Skill

http://apprendre.tv5monde.com/

http://www.lepointdufle.net/

http://www.ver-taal.com/


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Quarter 1.A

Academic Plan 2015-2016

French 1 (Course #0701320) Pacing Range: 4-5 weeks

Adopted Instructional Materials: T’es Branché 1 (EMC PUBLISHING)

Big Idea Description: At the end of this unit, learners exchange personal information with others. Learners can introduce oneself and others. They can appropriately greet and say good-bye according to social register.

Standards

World Languages Next Generation Sunshine State Standards Florida Standards

WL.K12.NM.1.1: Demonstrate understanding of basic words, phrases, and questions about self and personal experiences, through gestures, drawings, pictures, and actions. WL.K12.NM.1.2: Demonstrate understanding of everyday expressions dealing with simple and concrete daily activities and needs presented in a clear, slow, and repeated speech.

WL.K12.NM.1.5: Demonstrate understanding of simple rhymes, songs, poems, and read aloud stories. WL.K12.NM.2.3: Demonstrate understanding of simple written announcements with prompting and support.

WL.K12.NM.2.4: Recognize words and phrases when used in context on familiar topics. WL.K12.NM.3.1: Introduce self and others using basic, culturally- appropriate greetings. WL.K12.NM.3.4: Exchange essential information about self, family, and familiar topics. WL.K12.NM.3.5: Understand and use in context common concepts (such as numbers, days of the week, etc.) in simple situations. WL.K12.NM.3.7: Understand and respond appropriately to simple directions. WL.K12.NM.4.1: Provide basic information about self and immediate surroundings using words and phrases and memorized expressions. WL.K12.NM.4.2: Present personal information about self and others.

LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision- making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning

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WL.K12.NM.6.1: Recognize basic practices and perspectives of cultures where the target language is spoken (such as greetings, holiday celebrations, etc.) WL.K12.NM.6.2: Recognize common patterns of behavior (such as bod language, gestures) and cultural practices and/or traditions associated with the target culture. WL.K12.NM.6.4: Recognize products o culture (e.g., food, shelter, clothing, transportation, toys)

WL.K12.NM.8.3: Identify celebrations typical of the target culture and one’s own. WL.K12.NH.1.6: Follow directions or instructions to complete a task when expressed in short conversations.

WL.K12.NH.2.4: Identify key detailed information needed to fill out forms. WL.K12.NH.3.2: Exchange information about familiar tasks, topics and activities, including personal information.

WL.K12.NH.3.5: Exchange information about meeting someone including where to go, how to get there, and what to do and why.

WL.K12.NH.3.7: Ask for and give simple directions to go somewhere or to complete a task. WL.K12.NH.6.1: Use information acquired through the study of the practices and perspectives of the target culture to identify some of their characteristics and compare them to own culture.

WL.K12.NH.6.3: Recognize different contributions from countries where the target language is spoken and how these contributions impact our global society. WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of the target culture. WL.K12.NH.7.1: Use vocabulary acquired in the target language to access new knowledge from other disciplines.

WL.K12.NH.7.2: Use maps, graphs, and other graphic organizers to facilitate comprehension and expression of key vocabulary in the target language to reinforce existing content area knowledge.

LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely,

and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.

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WL.K12.NH.8.1: Distinguish similarities and differences among the patterns of behavior of the target language by comparing information acquired in the target language to further knowledge of own language and culture.

WL.K12.NH.8.2: Compare basic sound patterns and grammatical structures between the target language and own language. WL.K12.NH.8.3: Compare and contrast specific cultural traits of the target culture and compare to own culture.

Big Idea

Knowledge of the French language and culture is a valuable asset in our global world

Essential Outcome Questions

In what ways is learning another language beneficial? How do I share basic personal information to get to know others?

Where is French spoken in a global world?

Aligned Learning Goals District Adopted Materials

Supplemental Resources

Strategies for Differentiation

Introduce oneself and others, respond to an introduction, and respond to/initiate greetings and farewells.

Maps in Front of text

Unité 1A -1C

E visuals Unite 1

Workbook unit 1A-1C

Comunicative activities manual

Listening activities

Rendez-vous á Nice episode 1

Why learning a foreign Language: Jigsaw

Reading

Vocabulary

Presentation: Quizlet.com, Search:

Unite 1A, 1B www.emclanguages.ne

t

See Differentiated Learning section of TE

Kagan Structures: Mix-Pair-Share: Give an index card with a name and nationality to each student. Have students introduce themselves in small groups.

Rally Robin or Round Robin : Communicative Activities

Ask/give personal information

Invite someone and accept or refuse an invitation

http://www.emclanguages.ne/

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Learning Activities

Interpersonal:

Role play conversations

Surveys and interviews about personal information.

Interpretive:

Listen to descriptions of students’ personal information

Read simple descriptions about French-speaking countries

Presentational:

Create a collage p.25

Structures:

L’alphabet

Cultures: Points de departs: Cultural reading plus activities and workbook extension activities related to the unit.(pgs. 9- 12,20-23, 33-37)

Formative Assessment Options: Exit tickets Dictation Hot Potato Game-Alphabet Label map

Summative Assessment(s):

Unit Assessments

Performance Assessment:

French Country Project: You will be assigned to research one Spanish speaking country, and will be responsible for sharing your findings with the class in the form of a poster presentation. You will teach your classmates about the country you researched. Since you are only beginning your studies of the French language, this project may be presented in English.

Progress Monitoring Assessment ICAN…statement : (Before and after this unit)

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Quarter: 1-B





Big Idea Description: At the end of this unit, learners can ask what someone likes to do as say what I like to do, say how much I like to do something, and ask about and state

preferences.

Standards


WL.K12.NM.1.1: Demonstrate understanding of basic words, phrases, and questions about self and personal experiences, through gestures, drawings, pictures, and actions.

WL.K12.NM.1.2: Demonstrate understanding of everyday expressions dealing with simple and concrete daily activities and needs presented in a clear, slow, and repeated speech. WL.K12.NM.1.3: Demonstrate understanding of basic words and phrases in simple messages and announcements on familiar settings. WL.K12.NM.1.4: Demonstrate understanding of simple information supported by visuals through a variety of media.

WL.K12.NM.2.1: Demonstrate understanding of written familiar words, phrases, and simple sentences supported by visuals. WL.K12.NM.2.3: Demonstrate understanding of simple written announcements with prompting and support. WL.K12.NM.2.4: Recognize words and phrases when used in context on familiar topics. WL.K12.NM.3.2: Participate in basic conversations using words, phrases, and memorized expressions. WL.K12.NM.3.3: Ask simple questions and provide simple responses related to personal preferences.

LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision- making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

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WL.K12.NM.3.4: Exchange essential information about self, family, and familiar topics. WL.K12.NM.3.5: Understand and use in context common concepts (such as numbers, days of the week, etc.) in simple situations. WL.K12.NM.3.6: Use appropriate gestures, body language, and intonation to clarify a message. WL.K12.NM.3.8: Differentiate among oral statements, questions, and exclamations in order to determine meaning.

WL.K12.NM.4.1: Provide basic information about self and immediate surroundings using words and phrases and memorized expressions. WL.K12.NM.4.2: Present personal information about self and others. WL.K12.NM.4.3: Express likes and dislikes.

WL.K12.NM.4.5: Role-play skits, songs, or poetry in the target language that deal with familiar topics. WL.K12.NM.4.6: Present simple information about a familiar topic using visuals.

WL.K12.NM.5.1: Provide basic information in writing using familiar topics, often using previously learned expressions and phrases. WL.K12.NM.5.2: Fill out a simple form with basic information. WL.K12.NM.5.3: Write simple sentences about self and/or others. WL.K12.NM.5.4: Write simple sentences that help in day-to-day life communication. WL.K12.NM.5.5: Write about previously acquired knowledge and experiences. WL.K12.NM.5.6: Pre-write by drawing pictures to support ideas related to a task.

WL.K12.NM.6.2: Recognize common patterns of behavior and cultural practices and/or traditions associated with the target culture. WL.K12.NM.6.3: Participate in age-appropriate and culturally authentic activities such as celebrations, songs, games, and dances. WL.K12.NM.6.4: Recognize products of culture (e.g., food, shelter, clothing, transportation, toys). WL.K12.NM.7.2: Identify basic information common to the world

language classroom and other disciplines.

LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely, and

logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.


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WL.K12.NM.8.1: Demonstrate basic knowledge acquired in the target language in order to compare words that are similar to those in his/her own language. WL.K12.NM.8.2: Recognize true and false cognates in the target language and compare them to own language. WL.K12.NM.8.3: Identify celebrations typical of the target culture and one’s own. WL.K12.NM.9.1: Use key words and phrases in the target language to participate in different activities in the school and community settings. WL.K12.NH.1.1: Demonstrate understanding of familiar topics and frequently used expressions supported by a variety of actions. WL.K12.NH.1.2: Demonstrate understanding of short conversations in familiar contexts. WL.K12.NH.1.3: Demonstrate understanding of short, simple messages and announcements on familiar topics. WL.K12.NH.1.4: Demonstrate understanding of key points on familiar topics presented through a variety of media. WL.K12.NH.2.1: Determine main idea from simple texts that contain familiar vocabulary used in context. WL.K12.NH.3.1: Engage in short social interactions using phrases and simple sentences. WL.K12.NH.3.3: Exchange information using simple language about personal preferences, needs, and feelings. WL.K12.NH.3.4: Ask and answer a variety of questions about personal information.

WL.K12.NH.3.6: Use basic language skills supported by body language and gestures to express agreement and disagreement. WL.K12.NH.4.1: Provide basic information on familiar topics using phrases and simple sentences. WL.K12.NH.4.4: Present personal information about one’s self and others. WL.K12.NH.5.1: Write descriptions and short messages to request or

provide information on familiar topics using phrases and simple sentences.

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WL.K12.NH.5.2: Write simple statements to describe aspects of daily life. WL.K12.NH.5.4: Write short personal notes using a variety of media. WL.K12.NH.5.7: Pre-write by generating ideas from multiple sources based upon teacher directed topics. WL.K12.NH.6.1: Use information acquired through the study of the practices and perspectives of the target culture to identify some of their characteristics and compare them to own culture. WL.K12.NH.6.2: Identify examples of common beliefs and attitudes and their relationship to practices in the cultures studied. WL.K12.NH.6.3: Recognize different contributions from countries where the target language is spoken and how these contributions impact our global society (e.g., food, music, art, sports, recreation, famous international figures, movies, etc. WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of the target culture.

WL.K12.NH.7.1: Use vocabulary acquired in the target language to access new knowledge from other disciplines. WL.K12.NH.7.2: Use maps, graphs, and other graphic organizers to facilitate comprehension and expression of key vocabulary in the target language to reinforce existing content area knowledge. WL.K12.NH.8.1: Distinguish similarities and differences among the patterns of behavior of the target language by comparing information acquired in the target language to further knowledge of own language and culture. WL.K12.NH.8.2: Compare basic sound patterns and grammatical structures between the target language and own language. WL.K12.NH.8.3: Compare and contrast specific cultural traits of the target culture and compare to own culture.

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Big Idea

Knowledge of who I am and what I like to do to help me get to know others.


How do I share information about who I am to get to know others? What do activities and pastimes reveal about a culture?

Aligned Learning Goals District Adopted Materials

Supplemental Resources Strategies for Differentiation

Ask what someone likes to do and say what I like to do

Textbook: Unite 2A, 2b, 2C Workbook Quizzes Exam View

Communicative activities Rendez-vous à Nice (épisode 2) Listening Activities manual (units above) Assessment (units above)

www.quizlet.com www.hello-mylo.com www.quizlet.com www.tv5.fr www.emclanguages.net

See Differentiated Learning section of TE

Kagan Structures: Inside-Outside Circle Round Robin

Say how much I like to do something

Ask about and state preferences, and agree and disagree.

http://www.quizlet.com/

http://www.hello-mylo.com/


http://www.tv5.fr/


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Interpersonal

Survey and interviews about likes and dislikes

Role Play conversation about activities p.76

Interpretive:

Listen to descriptions students’ likes and dislikes and personality

Learning Activities

Presentational:

Au telephone p.76

Tu préféres p.80

Structures:

Subject pronoun

Tu vs. vous

Present tense of regular-er verbs

Position of adverbs

Gender of nouns and definite articles

The verb préférer

Negation with ne pas

Culture: Points de departs: Cultural reading plus activities and workbook extension activities related to the unit. (Pages: 57-60, 73-74, and

82-83)

Formative Assessment Options: Exit tickets Game-Telephone p. 92

Guess who game Summative Assessment(s)

Unit assessments

Progress Monitoring Assessment

I CAN… statement

Performance Assessment: Interview p. 100 B Write a postcard p.104 (Composition)

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Quarter 2.A





Big Idea Description: At the end of this unit, learners can say what they and others need, and give prices, describe their teachers and classes, ask for descriptions, ask where, when, why, and with whom questions, and set a time and place to meet someone.

Standards


WL.K12.NM.1.1: Demonstrate understanding of basic words, phrases, and questions about self and personal experiences, through gestures, drawings, pictures, and actions. WL.K12.NM.1.2: Demonstrate understanding of everyday expressions dealing with simple and concrete daily activities and needs presented in a clear, slow, and repeated speech. WL.K12.NM.1.3: Demonstrate understanding of basic words and phrases in simple messages and announcements on familiar settings. WL.K12.NM.1.4: Demonstrate understanding of simple information supported by visuals through a variety of media. WL.K12.NM.2.1: Demonstrate understanding of written familiar words, phrases, and simple sentences supported by visuals. WL.K12.NM.2.3: Demonstrate understanding of short, simple written announcements with prompting and support. WL.K12.NM.2.4: Recognize words and phrases when used in context on familiar topics. WL.K12.NM.3.2: Participate in basic conversations using words, phrases, and memorized expressions. WL.K12.NM.3.4: Exchange essential information about self, family, and familiar topics. WL.K12.NM.3.8: Differentiate among oral statements, questions, and exclamations in order to determine meaning.

LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others

into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning

LAFS.910.RH.1.2: Determine the central ideas or information of a primary or secondary source: provide an accurate summary of how key events or ideas develop over the course of the text.

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WL.K12.NM.4.5: Role-play skits, songs, or poetry in the target language that deal with familiar topics. WL.K12.NM.5.1: Provide basic information in writing using familiar topics, often using previously learned expressions and phrases. WL.K12.NM.5.3: Write simple sentences about self and/or others. WL.K12.NM.6.2: Recognize common patterns of behavior (such as body language, gestures) and cultural practices and/or traditions associated with the target culture(s).

WL.K12.NM.6.3: Participate in age-appropriate and culturally authentic activities such as celebrations, songs, games, and dances. WL.K12.NM.6.4: Recognize products of culture (e.g., food, shelter, clothing, transportation, toys). WL.K12.NM.8.1: Demonstrate basic knowledge acquired in the target language in order to compare words that are similar to those in his/her own language.

WL.K12.NM.9.2: Participate in simple presentations, activities, and cultural events in local, global, and/or online communities. WL.K12.NH.1.1: Demonstrate understanding of familiar topics and frequently used expressions supported by a variety of actions. WL.K12.NH.1.2: Demonstrate understanding of short conversations in familiar contexts. WL.K12.NH.1.4: Demonstrate understanding of key points on familiar topics presented through a variety of media. WL.K12.NH.2.1: Determine main idea from simple texts that contain familiar vocabulary used in context. WL.K12.NH.2.2: Identify the elements of story such as setting, theme, and character. WL.K12.NH.2.3: Demonstrate understanding of signs and notices in public places. WL.K12.NH.3.1: Engage in short social interactions using phrases and simple sentences. WL.K12.NH.3.4: Ask and answer a variety of questions about personal information.


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WL.K12.NH.3.5: Exchange information about meeting someone including where to go, how to get there, and what to do and why. WL.K12.NH.4.1: Provide basic information on familiar topics using phrases and simple sentences.

WL.K12.NH.4.2: Describe aspects of daily life using complete sentences. WL.K12.NH.4.3: Describe familiar experiences or events using both general and specific language.

WL.K12.NH.5.3: Write a description of a familiar experience or event. WL.K12.NH.5.7: Pre-write by generating ideas from multiple sources based upon teacher-directed topics.

WL.K12.NH.6.1: Use information acquired through the study of the practices and perspectives of the target culture to identify some of their characteristics and compare them to own culture. WL.K12.NH.6.2: Identify examples of common beliefs and attitudes and their relationship to practices in the cultures studied. WL.K12.NH.6.3: Recognize different contributions from countries where the target language is spoken and how these contributions impact our global society (e.g., food, music, art, sports, recreation, famous international figures, movies, etc.) WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of the target culture(s).

WL.K12.NH.7.1: Use vocabulary acquired in the target language to access new knowledge from other disciplines. WL.K12.NH.8.1: Distinguish similarities and differences among the patterns of behavior of the target language by comparing information acquired in the target language to further knowledge of own language and culture. WL.K12.NH.8.2: Compare basic sound patterns and grammatical structures between the target language and own language. WL.K12.NH.8.3: Compare and contrast specific cultural traits of the target culture and compare to own culture (typical dances, food, celebrations, etc.)

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WL.K12.NH.9.1: Use key target language vocabulary to communicate with others within and beyond the school setting.

Big Idea

School systems reflect their culture


What is my school day like? How does education shape individuals and societies?

How would you describe your classes? How would you talk about your favorite class?

Aligned Learning Goals District Adopted Materials Supplemental Resources


Classroom objects and numbers 20-100

Unité 3a, 3b, 3c Workbook Quizzes

Exam View Communicative activities Rendez-vous à Nice (épisode 2) Listening Activities manual (units above) Assessment (units above)


See additional and specific differentiated strategies in TE

Kagan-Structures

Quiz-Quiz-Trade: Vocabulary practice or Verb conjugations Timed-Pair-Share: Vocabulary practice

Classroom subjects, adjectives, time expressions

Places in a school and places in a city




http://www.tv5.fr/


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Learning Activities

Interpersonal:

Compare schedules with classmate(s)

Compose an e-mail (on paper) to a pen pal about school life

Interpretive:

Read and interpret school schedules

Listen to descriptions of school schedules

View and interpret T’es Branché videos

Presentational:

Create a presentation about your school life.

Make a list of 10 items you need for school.

Structures:

Indefinite articles

Plurals of articles and nouns

Verb: “avoir”

Avoir besoin de

Telling time

Present tense of être

Agreement and position of regular adjectives

Present tense of aller

A + definite article

Forming questions with

“est-ce que”

Culture:

Carefour, French school supplies, the euro, and e- learning in France

French school schedules, courses, exams, the naming of francophone schools and French Polynesia

Lunches in French school cafeterias

Formative Assessment Options: Exit tickets Dictation Venn Diagram: U.S. schools compared to schools in francophone countries Create a schedule using your school schedule

Draw a classroom with classroom items

Summative Assessment(s):

Unit Assessments Performance Assessment

Presentation: Give a school orientation

Create a brochure about your school.


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Quarter 2.B




Big Idea Description: At the end of this unit, learners can make plans, set the time and place to do something, order food and drinks in a café and ask for the bill.

Standards


WL.K12.NM.1.2: Demonstrate understanding of everyday expressions dealing with simple and concrete daily activities and needs presented in a clear, slow, and repeated speech. WL.K12.NM.1.3: Demonstrate understanding of basic words and phrases in simple messages and announcements on familiar settings.

WL.K12.NM.1.4: Demonstrate understanding of simple information supported by visuals through a variety of media. WL.K12.NM.1.6: Follow short, simple directions. WL.K12.NM.2.1: Demonstrate understanding of written familiar words, phrases, and simple sentences supported by visuals. WL.k12.NM.2.3: Demonstrate understanding of simple written announcements with prompting and support. WL.K12.NM.2.4: Recognize words and phrases when used in context on familiar topics. WL.K12.NM.3.2: Participate in basic conversations using words, phrases, and memorized expressions. WL.K12.NM.3.6: Use appropriate gestures, body language, and intonation to clarify a message. WL.K12.NM.4.1: Provide basic information about self and immediate surroundings using words and phrases and memorized expressions.

WL.K12.NM.5.4: Write simple sentences that help in day-to-day life communication.

LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning


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WL.K12.NM.5.5: Write about previously acquired knowledge and experiences. WL.K12.NM.6.2: Recognize common patterns of behavior (such as body language, gestures) and cultural practices and/or traditions associated with the target culture(s). WL.K12.NM.6.4: Recognize products of culture (e.g., food, shelter, clothing, transportation, toys). WL.K12.NH.1.1: Demonstrate understanding of familiar topics and frequently used expressions supported by a variety of actions. WL.K12.NH.1.2: Demonstrate understanding of short conversations in familiar contexts. WL.K12.NH.1.3: Demonstrate understanding of short, simple messages and announcements on familiar topics. WL.K12.NH.1.4: Demonstrate understanding of key points on familiar topics presented through a variety of media. WL.K12.NH.2.1: Determine main idea from simple texts that contain familiar vocabulary used in context. WL.K12.NH.3.1: Engage in short social interactions using phrases and simple sentences.

WL.K12.NH.3.5: Exchange information about meeting someone including where to go, how to get there, and what to do and why. WL.K12.NH.4.5: Retell the main idea of a simple, culturally authentic story in the target language with prompting and support. WL.K12.NM.5.6: Pre-write by drawing pictures to support ideas related to a task. WL.K12.NM.5.7: Draw pictures in sequence to demonstrate a story plot. WL.K12.NH.6.1: Use information acquired through the study of the practices and perspectives of the target culture to identify some of their characteristics and compare them to own culture. WL.K12.NH.6.2: Identify examples of common beliefs and attitudes and their relationship to practices in the cultures studied. WL.K12.NH.6.3: Recognize different contributions from countries where the target language is spoken and how these contributions

LAFS.910.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize ideas, concepts, and information to make

important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


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impact our global society (e.g., food, music, art, sports, recreation, famous international figures, movies, etc.) WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of the target culture.

WL.K12.NH.8.1: Distinguish similarities and differences among the patterns of behavior of the target language by comparing information acquired in the target language to further knowledge of own language and culture.

Big Idea

Weekend activities


What activities do friends in other countries do together? What role does eating out play in different cultures?

How do I order and pay for a meal appropriately?



Soccer and soccer clothes

Unité 4a & 4b Workbook Quizzes Exam View Communicative activities Rendez-vous à Nice

Listening Activities manual (units above) Assessment (units above)



Kagan-Structures

Flashcard game

RallyRobin: Conversation cards

Send-A- Problem

Food and drink

Numbers 100-1,000




http://www.tv5.fr/


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Learning Activities

Interpersonal:

Ask and answer questions about soccer

Discuss foods you prefer

Role play ordering at a café

Interpretive:

Compare French programming to US sports coverage

Read and interpret menus

Presentational:

Create a soccer trading card

Design a menu for a Parisian café

Structures:

Aller + infinitive

Forming questions

Present tense of

prendre

Avoir expressions

Culture:

Soocer in France and a famous French soccer player

Le fast food and famous cafés

in France

Formative Assessment Options: Exit tickets Dictation Label a picture of a player wearing a uniform

Summative Assessment(s): Unit Assessments Performance Assessment

Le football américain p. 210


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Quarter 3.A




Big Idea Description: At the end of learners can propose something to eat and ask if they look like someone, ask someone’s age and tell their age, tell what gift they’re giving and plan a party, ask what someone’s profession is, ask where someone is from, and tell what county they’re from.

Standards



WL.K12.NM.1.4: Demonstrate understanding of simple information supported by visuals through a variety of media. WL.K12.NM.1.6: Follow short, simple directions WL.K12.NM.2.1: Demonstrate understanding of written familiar words, phrases, and simple sentences supported by visuals. WL.k12.NM.2.3: Demonstrate understanding of simple written announcements with prompting and support. WL.K12.NM.2.4: Recognize words and phrases when used in context on familiar topics. WL.K12.NM.3.2: Participate in basic conversations using words, phrases, and memorized expressions. WL.K12.NM.3.4: Exchange essential information about self, family, and familiar topics. WL.K12.NM.3.5: Understand and use in context common concepts (such as numbers, days of the week, etc.) in simple situations. WL.K12.NM.4.2: Present personal information about self and others.

LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning


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WL.K12.NM.5.1: Provide basic information in writing using familiar topics, often using previously learned expressions and phrases WL.K12.NM.6.2: Recognize common patterns of behavior (such as body language, gestures) and cultural practices and/or traditions associated with the target culture(s). WL.K12.NM.6.3: Participate in age-appropriate and culturally authentic activities such as celebrations, songs, games, and dances.

WL.K12.NH.1.1: Demonstrate understanding of familiar topics and frequently used expressions supported by a variety of actions. WL.K12.NH.1.4: Demonstrate understanding of key points on familiar topics presented through a variety of media. WL.K12.NH.2.1: Determine main idea from simple texts that contain familiar vocabulary used in context. WL.K12.NH.3.1: Engage in short social interactions using phrases and simple sentences.

WL.K12.NH.3.2: Exchange information about familiar tasks, topics and activities, including personal information. WL.K12.NH.3.3: Exchange information using simple language about personal preferences, needs, and feelings. WL.K12.NH.3.4: Ask and answer a variety of questions about personal information. WL.K12.NH.3.6: Use basic language skills supported by body language and gestures to express agreement and disagreement. WL.K12.NH.4.1: Provide basic information on familiar topics using phrases and simple sentences. WL.K12.NH.4.6: Use verbal and non-verbal communication when making announcements or introductions. WL.K12.NH.5.1: Write descriptions and short messages to request or provide information on familiar topics using phrases and simple sentences.

WL.K12.NH.5.3: Write a description of a familiar experience or event. WL.K12.NH.5.7: Pre-write by generating ideas from multiple

sources based upon teacher directed topics.

LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely, and

logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.


g. Introduce a topic and organize ideas, concepts, and information to make


h. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

i. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

j. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

k. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

l. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


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WL.K12.NH.6.1: Use information acquired through the study of the practices and perspectives of the target culture to identify some of their characteristics and compare them to own culture. WL.K12.NH.6.2: Identify examples of common beliefs and attitudes and their relationship to practices in the cultures studied. WL.K12.NH.6.3: Recognize different contributions from countries where the target language is spoken and how these contributions impact our global society (e.g., food, music, art, sports, recreation, famous international figures, movies, etc.) WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of the target culture. WL.K12.NH.7.1: Use vocabulary acquired in the target language to access new knowledge from other disciplines. WL.K12.NH.7.2: Use maps, graphs, and other graphic organizers to facilitate comprehension and expression of key vocabulary in the target language to reinforce existing content area knowledge. WL.K12.NH.8.1: Distinguish similarities and differences among the patterns of behavior of the target language by comparing information acquired in the target language to further knowledge of own language and culture. WL.K12.NH.8.2: Compare basic sound patterns and grammatical structures between the target language and own language. WL.K12.NH.8.3: Compare and contrast specific cultural traits of the target culture and compare to own culture. WL.K12.NH.9.1: Use key target language vocabulary to communicate with others within and beyond the school setting.

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Big Idea

The definition of family and home differs from culture to culture


What is family? How do I describe myself and family?

Who lives in my home? How do family relationships differ from culture to culture?

What is the nature of relationships in other cultures?



Family members Physical descriptions

Numbers 1,000-1,000,000

Unité 5 Workbook Quizzes Exam View Communicative activities Rendez-vous à Nice




Kagan-Structures

Inside-Outside Circle

People Hunt

Months of the year Birthdays Descriptions of character

French-speaking African countries and nationalities Professions




http://www.tv5.fr/


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Learning Activities

Interpersonal:

Survey and interviews about family members.

Interpretive:

Interpret videos about families.

Read about family traditions.

Presentational:

Perform a skit to demonstrate activities done with your family.

Structures:

Possessive adjectives

Indefinite articles in negative sentneces

Present tense of regular verbs ending in –ir

Dates

Expressions with avoir

Present tense of offrir

C’est vs. il/elle est

Present tense of the irregular verb venir

De + definite articles

Culture:

Name measurements in the metric system and talk about Martinique

Discuss holidays in francophone countries

Discuss French-speaking Africa and performers Amadou and Mariam

Formative Assessment Options: Exit tickets Dictation

Create a family tree Comic strip: create a storyboard telling about a friend’s birthday party

Summative Assessment(s): Unit Assessments Performance Assessment Create a family album of your future family where you write a description of yourself and four family members. Be sure to include a name, age, birthday, relationship to you, physical description, personality traits, favorite activity, favorite food, and profession.


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Quarter 3.B





Big Idea Description: At the end of this unit, learners can give a tour of their home and ask where someone lives, give directions in the kitchen, talk about the computer and say I don’t understand something.

Standards



WL.K12.NM.1.4: Demonstrate understanding of simple information supported by visuals through a variety of media. WL.K12.NM.1.6: Follow short, simple directions WL.K12.NM.2.1: Demonstrate understanding of written familiar words, phrases, and simple sentences supported by visuals. WL.K12.NM.2.3: Demonstrate understanding of simple written announcements with prompting and support. WL.K12.NM.2.4: Recognize words and phrases when used in context on familiar topics. WL.K12.NM.3.2: Participate in basic conversations using words, phrases, and memorized expressions. WL.K12.NM.3.4: Exchange essential information about self, family, and familiar topics. WL.K12.NM.3.5: Understand and use in context common concepts (such as numbers, days of the week, etc.) in simple situations. WL.K12.NM.3.8: Differentiate among oral statements, questions, and exclamations in order to determine meaning.

LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others

into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning


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WL.K12.NM.5.1: Provide basic information in writing using familiar topics, often using previously learned expressions and phrases. WL.K12.NM.5.3: Write simple sentences about self and/or others. WL.K12.NM.5.4: Write simple sentences that help in day-to-day life communication. WL.K12.NM.5.5: Write about previously acquired knowledge and experiences. WL.K12.NM.6.2: Recognize common patterns of behavior (such as body language, gestures) and cultural practices and/or traditions associated with the target culture(s). WL.K12.NM.6.4: Recognize products of culture (e.g., food, shelter, clothing, transportation, toys). WL.K12.NM.7.2: Identify (within a familiar context and supported by visuals), basic information common to the world language classroom and other disciplines. WL.K12.NM.8.1: Demonstrate basic knowledge acquired in the target language in order to compare words that are similar to those in his/her own language. WL.K12.NM.9.1: Use key words and phrases in the target language to participate in different activities in the school and community settings.

WL.K12.NM.9.2: Participate in simple presentations, activities, and cultural events in local, global, and/or online communities. WL.K12.NH.1.1: Demonstrate understanding of familiar topics and frequently used expressions supported by a variety of actions. WL.K12.NH.1.2: Demonstrate understanding of short conversations in familiar contexts. WL.K12.NH.1.3: Demonstrate understanding of short, simple messages and announcements on familiar topics. WL.K12.NH.2.1: Determine main idea from simple texts that contain familiar vocabulary used in context.

WL.K12.NH.2.3: Demonstrate understanding of signs and notices in public places. WL.K12.NH.3.1: Engage in short social interactions using phrases

and simple sentences.


m. Introduce a topic and organize ideas, concepts, and information to make


n. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

o. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

p. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

q. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

r. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


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WL.K12.NH.3.3: Exchange information using simple language about personal preferences, needs, and feelings. WL.K12.NH.3.4: Ask and answer a variety of questions about personal information.

WL.K12.NH.3.8: Describe a problem or a situation with sufficient details in order to be understood. WL.K12.NH.4.1: Provide basic information on familiar topics using phrases and simple sentences.

WL.K12.NH.5.5: Request information in writing to obtain something needed. WL.K12.NH.6.1: Use information acquired through the study of the practices and perspectives of the target culture(s) to identify some of their characteristics and compare them to own culture. WL.K12.NH.6.3: Recognize different contributions from countries where the target language is spoken and how these contributions impact our global society (e.g., food, music, art, sports, recreation, famous international figures, movies, etc.) WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of the target culture(s). WL.K12.NH.7.1: Use vocabulary acquired in the target language to access new knowledge from other disciplines.

WL.K12.NH.8.1: Distinguish similarities and differences among the patterns of behavior of the target language by comparing information acquired in the target language to further knowledge of own language and culture. WL.K12.NH.8.2: Compare basic sound patterns and grammatical structures between the target language and own language. WL.K12.NH.8.3: Compare and contrast specific cultural traits of the target culture and compare to own culture (typical dances, food, celebrations, etc.)

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Big Idea

How do homes differ in different cultures


What makes a house a “home”? How is my home similar or different to other homes? How can I describe a home and the items in a home?

Where would you prefer to live?



Rooms in a house

Furniture in the kitchen and living room

Unité 7 Workbook Quizzes Exam View Communicative activities Rendez-vous à Nice




Kagan-Structures

Team draw: House blueprint

Line-ups: Ordinal numbers

Rally Robin

Meals Table setting

The bedroom and bathroom Computer and other technology




http://www.tv5.fr/


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Learning Activities

Interpersonal:

Ask each other true/false questions about homes

Role play p.352

Interpretive:

Listen to descriptions of homes p.353

Presentational:

Take turns describing a house p.352

Structures:

Ordinal numbers

Comparative of adjectives

Present tense devoir

Present tense mettre

Present tense pouvoir

Culture:

Talk about housing in France and le Maghreb and share facts about Algeria.

Talk about Marseille and Provence

Talk about technology that young French people use, the province of New Brunswick in Canada, and the singer Natasha St. Pier.



La maison de l’avenir p.389


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Quarter 4.A





Big Idea Description: At the end of this unit, learners can shop for clothes, sequence activities, and make purchases at the market.

Standards


WL.K12.NM.1.1: Demonstrate understanding of basic words, phrases, and questions about self and personal experiences, through gestures, drawings, pictures, and actions. WL.K12.NM.1.2: Demonstrate understanding of everyday expressions dealing with simple and concrete daily activities and needs presented in a clear, slow, and repeated speech. WL.K12.NM.1.3: Demonstrate understanding of basic words and phrases in simple messages and announcements on familiar settings. WL.K12.NM.1.4: Demonstrate understanding of simple information supported by visuals through a variety of media. WL.K12.NM.1.6: Follow short, simple directions WL.K12.NM.2.1: Demonstrate understanding of written familiar words, phrases, and simple sentences supported by visuals. WL.K12.NM.2.2: Demonstrate understanding of short, simple literary stories.

WL.K12.NM.2.3: Demonstrate understanding of short, simple written announcements with prompting and support. WL.K12.NM.2.4: Recognize words and phrases when used in context on familiar topics. WL.K12.NM.3.2: Participate in basic conversations using words, phrases, and memorized expressions. WL.K12.NM.3.3: Ask simple questions and provide simple responses related to personal preferences.

LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning

LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.


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WL.K12.NM.3.4: Exchange essential information about self, family, and familiar topics. WL.K12.NM.3.6: Use appropriate gestures, body language, and intonation to clarify a message.

WL.K12.NM.3.8: Differentiate among oral statements, questions, and exclamations in order to determine meaning. WL.K12.NM.4.1: Provide basic information about self and immediate surroundings using words and phrases and memorized expressions. WL.K12.NM.4.3: Express likes and dislikes WL.K12.NM.4.4: Provide an account of daily activities. WL.K12.NM.5.6: Pre-write by drawing pictures to support ideas related to a task. WL.K12.NM.5.7: Draw pictures in sequence to demonstrate a story plot. WL.K12.NM.6.2: Recognize common patterns of behavior (such as body language, gestures) and cultural practices and/or traditions associated with the target culture(s). WL.K12.NM.6.3: Participate in age-appropriate and culturally authentic activities such as celebrations, songs, games, and dances. WL.K12.NM.6.4: Recognize products of culture (e.g., food, shelter, clothing, transportation, toys).

WL.K12.7.1: Identify key words and phrases in the target language that are based on previous knowledge acquired in subject area classes.

WL.K12.NM.8.1: Demonstrate basic knowledge acquired in the target language in order to compare words that are similar to those in his/her own language. WL.K12.NM.8.3: Identify celebrations typical of the target culture and one’s own.

WL.K12.NM.9.2: Participate in simple presentations, activities, and cultural events in local, global, and/or online communities.

LAFS.910.WHST.1.1: Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented.


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WL.K12.NH.1.1: Demonstrate understanding of familiar topics and frequently used expressions supported by a variety of actions. WL.K12.NH.1.2: Demonstrate understanding of short conversations in familiar contexts.

WL.K12.NH.1.4: Demonstrate understanding of key points on familiar topics presented through a variety of media. WL.K12.NH.1.5: Demonstrate understanding of simple stories or narratives. WL.K12.NH.2.1: Determine main idea from simple texts that contain familiar vocabulary used in context. WL.K12.NH.2.3: Demonstrate understanding of signs and notices in public places. WL.K12.NH.3.1: Engage in short social interactions using phrases and simple sentences. WL.K12.NH.3.3: Exchange information using simple language about personal experiences, needs, and feelings. WL.K12.NH.3.4: Ask and answer a variety of questions about personal information. WL.K12.NH.3.6: Use basic language skills supported by body language and gestures to express agreement and disagreement. WL.K12.NH.4.1: Provide basic information on familiar topics using phrases and simple sentences. WL.K12.NH.4.2: Describe aspects of daily life using complete sentences. WL.K12.NH.4.3: Describe familiar experiences or events using both general and specific language.

WL.K12.NH.5.7: Pre-write by generating ideas from multiple sources based upon teacher-directed topics. WL.K12.NH.6.1: Use information acquired through the study of the practices and perspectives of the target culture to identify some of their characteristics and compare them to own culture.

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WL.K12.NH.6.2: Identify examples of common beliefs and attitudes and their relationship to practices in the cultures studied. WL.K12.NH.6.3: Recognize different contributions from countries where the target language is spoken and how these contributions impact our global society (e.g., food, music, art, sports, recreation, famous international figures, movies, etc.)

WL.K12.NH.7.2: Use maps, graphs, and other graphic organizers to facilitate comprehension and expression of key vocabulary in the target language to reinforce existing content area knowledge.

WL.K12.NH.8.1: Distinguish similarities and differences among the patterns of behavior of the target language by comparing information acquired in the target language to further knowledge of own language and culture. WL.K12.NH.8.2: Compare basic sound patterns and grammatical structures between the target language and own language. WL.K12.NH.8.3: Compare and contrast specific cultural traits of the target culture and compare to own culture (typical dances, food, celebrations, etc.) WL.K12.NH.9.1: Use key target language vocabulary to communicate with others within and beyond the school setting. WL.K12.NH.9.2: Use communication tools to establish a connection with a peer from a country where the target language is spoken.

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Big Idea Clothing reflects personal and cultural identity


What do I like to wear? How do I shop and where do I shop?

How does the weather affect my clothing choices? How do my activities and plans affect my clothing choices?

How is shopping different in other countries? How does clothing affect my personal and cultural identity?

Aligned Learning Goals District Adopted Materials Supplemental Resources Strategies for Differentiation

Articles of clothing

Unité 6 Workbook Quizzes Exam View

Communicative activities Rendez-vous à Nice Listening Activities manual (units above)

Assessment (units above)



Kagan-Structures

Line Ups: Sentences using the verb vouloir.

Flashcard game: vocabulary and/or verbs

Mix-Pair-Share: survey classmates

Stores and grocery items, quantities

Fruits and vegetables




http://www.tv5.fr/


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Learning Activities

Interpersonal:

Role play a scene between a salesperson and a customer.

Survey classmates using questions on p.297

Interpretive:

Interpret videos about shopping

Presentational:

Make a presentation in which you describe what clothes you own and which items you like and don’t’ like.

Research famous francophone designers

Structures:

Present tense acheter

Present tense vouloir

Demonstrative

adjectives

Present tense verbs ending in –re

Expressions of quantity

The partitive article

The partitive in negative sentences

Culture:

Shopping online in France, French flea markets, designers, and clothing in West Africa.

French stores, cheeses, metric measurements.

French and North African markets and the slow food movement in France.


Have students draw a person or color a coloring page and describe what the person is wearing. Skit about shopping in a supermarché Make a grocery store flyer


Plan a party P. 330

Have a fashion show


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Quarter 4.B





Big Idea Description: At the end of this unit, learners can extend an invitation, accept or refuse an invitation, excuse oneself, describe actions that took place in the past, and sequence events.

Standards


WL.K12.NM.1.1: Demonstrate understanding of basic words, phrases, and questions about self and personal experiences, through gestures, drawings, pictures, and actions. WL.K12.NM.1.2: Demonstrate understanding of everyday expressions dealing with simple and concrete daily activities and needs presented in a clear, slow, and repeated speech. WL.K12.NM.1.3: Demonstrate understanding of basic words and phrases in simple messages and announcements on familiar settings. WL.K12.NM.1.4: Demonstrate understanding of simple information supported by visuals through a variety of media. WL.K12.NM.2.1: Demonstrate understanding of written familiar words, phrases, and simple sentences supported by visuals. WL.K12.NM.2.3: Demonstrate understanding of short, simple written announcements with prompting and support. WL.K12.NM.2.4: Recognize words and phrases when used in context on familiar topics. WL.K12.NM.3.2: Participate in basic conversations using words, phrases, and memorized expressions. WL.K12.NM.3.3: Ask simple questions and provide simple responses related to personal preferences. WL.K12.NM.3.4: Exchange essential information about self, family, and familiar topics.

LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning

LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.


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WL.K12.NM.3.8: Differentiate among oral statements, questions, and exclamations in order to determine meaning. WL.K12.NM.4.5: Role-play skits, songs, or poetry in the target language that deal with familiar topics. WL.K12.NM.6.2: Recognize common patterns of behavior (such as body language, gestures) and cultural practices and/or traditions associated with the target culture(s). WL.K12.NM.6.4: Recognize products of culture (e.g., food, shelter, clothing, transportation, toys). WL.K12.NM.8.2: Recognize true and false cognates in the target language and compare them to own language. WL.K12.NM.9.1: Use key words and phrases in the target language to participate in different activities in the school and community settings. . WL.K12.NH.1.1: Demonstrate understanding of familiar topics and frequently used expressions supported by a variety of actions. WL.K12.NH.1.2: Demonstrate understanding of short conversations in familiar contexts. WL.K12.NH.1.3: Demonstrate understanding of short, simple messages and announcements on familiar topics. WL.K12.NH.1.4: Demonstrate understanding of key points on familiar topics presented through a variety of media. WL.K12.NH.2.1: Determine main idea from simple texts that contain familiar vocabulary used in context. WL.K12.NH.2.3: Demonstrate understanding of signs and notices in public places.

WL.K12.NH.3.1: Engage in short social interactions using phrases and simple sentences. WL.K12.NH.3.2: Exchange information about familiar tasks, topics and activities, including personal information. WL.K12.NH.4.1: Provide basic information on familiar topics using phrases and simple sentences. WL.K12.NH.4.3: Describe familiar experiences or events using both general and specific language.

LAFS.910.WHST.1.1: Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented.


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WL.K12.NH.4.6: Use verbal and nonverbal communication when making announcements or introductions. WL.K12.NH.5.6: Prepare a draft of an itinerary for a personal experience or event (such as for a trip to a country where the target language is spoken). WL.K12.NH.6.1: Use information acquired through the study of the practices and perspectives of the target culture to identify some of their characteristics and compare them to own culture. WL.K12.NH.6.2: Identify examples of common beliefs and attitudes and their relationship to practices in the cultures studied.

WL.K12.NH.6.3: Recognize different contributions from countries where the target language is spoken and how these contributions impact our global society (e.g., food, music, art, sports, recreation, famous international figures, movies, etc.) WL.K12.NH.8.1: Distinguish similarities and differences among the patterns of behavior of the target language by comparing information acquired in the target language to further knowledge of own language and culture. WL.K12.NH.8.3: Compare and contrast specific cultural traits of the target culture and compare to own culture (typical dances, food, celebrations, etc.) WL.K12.NH.9.1: Use key target language vocabulary to communicate with others within and beyond the school setting.

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Big Idea

Off to Paris


How do major world cities tell their stories?

Aligned Learning Goals District Adopted Materials Supplemental Resources Strategies for Differentiation

Weather, seasons, and pets

Unité 8A & 8B Workbook Quizzes

Exam View Communicative activities Rendez-vous à Nice Listening Activities manual (units above) Assessment (units above)



Kagan-Structures

Team Draw: Design and label the layout of a city

Quiz-Quiz-Trade

Mix-Pair-Share

Places in the city

Monuments in Paris




http://www.tv5.fr/


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Learning Activities

Interpersonal:

Role play a scenario that takes place around your town.

Interpretive:

Interpret videos about Paris.

Presentational:

Present a description of a pet.

Album de photos de monuments parisiens p.408

Structures:

Present tense of faire

Expressions with avoir, avoir froid, avoir chaud, avoir envie de

Passé composé with

avoir

Culture:

Paris sites, famous pastries, and Port-au-Prince, the capital Haiti

Three famous Paris monuments


Reproduce a Parisian monument


Plan a trip to Paris.p.450


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