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Performance Tasks for Revised Level I French – July, 2012

UNIT 1: WELCOME TO FRENCH: BIENVENUE AU MONDE FRANCOPHONE!

Unit 1 Performance Task #1 – Interpersonal: Students will perform a meet and greet conversation in pairs or in groups of three.

The dialogue must be in the target language and include: Greeting (appropriate to time of day/class) Self introduction (I’m called or My name is or I am) Ask partner for name (And you? What are you called?) “Pleased to meet you” expression Ask partner where she/he is from Answer with francophone city and country and ask partner for same information Partner answers with different city and country Goodbye expression (closing) Partner responds with leave-taking expression

Required Activities for Unit 1 Performance Task #1: Practice greetings and self identification questions and answers along with gestures and

expressions in the target language. Participate in modeled conversations, TPR activities, and lessons with flashcards or puppets.

Make name cards or passports or ID cards to reinforce self identification questions and answers (samples attached). (Students may choose and adopt French names.)

Use Daily Oral Practice to recycle previously learned conversational phrases, adding next phrase as appropriate.

ASSESSMENT: The teacher scores the oral presentations with NHPS World Languages Interpersonal Rubric. The students record the francophone cities and countries listed during the presentations. Teacher collects and scores the graphic organizers for a class participation grade once all students have presented. This task sets the foundation for Performance Task #2 and may be counted as a quiz grade.

Optional Unit 1 Performance Task #2 – Interpersonal: Paired students will perform a conversation between a Passport Agent and a student traveler.

The dialogue must be in the target language and include: Greetings (appropriate to time of day with appropriate salutations) Response to greeting Request for traveler’s passport Ask traveler his/her name and if he/she is French Answer with name, nationality, and city Question for traveler to declare goods Response indicating traveler has no goods to declare Welcome (to the country) expression

Required Activities for Unit 1 Performance Task #2:

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Practice self identification questions and expressions in the target language. Use sample conversation as a model, using TPR activities and lessons with visuals.

Create passports to reinforce self identification (samples attached).

ASSESSMENT: The teacher scores the oral presentation with NHPS World Languages Interpersonal Rubric. The students complete Unit 1 Listening Comprehension Graphic Organizer while their classmates present. Teacher collects and scores the graphic organizers for a class participation grade once all students have presented. This task is required and will be recorded on the district quarterly exam for both high school and middle school students.

Unit 1 Performance Task #3 – Presentational: Students will write an introductory email to a pen pal in a francophone country. (Class may participate in an actual pen pal exchange or simulate an exchange with classmates.)

The email MUST include sentences in French: Greeting with pen pal’s name Student’s name Student’s age Student’s nationality Student’s city Asking three questions about pen pal


Create pen pal advertisement to reinforce written self introduction Use Daily Oral Practice to recycle expressions Practice writing letter using autobiography

ASSESSMENT: The teacher scores the pen pal email with NHPS World Languages Presentational Rubric. This task is required and will be recorded on the district quarterly exam for middle school students only. (For high school students this task can be recorded as a project/test/quiz grade based on teacher preference.)

Unit 1 Performance Task #4 – Presentational – Autobiography: Students will be constructing the cover of their Cumulative Autobiography. The autobiography is a required performance task for the middle school. It is optional for high school at the discretion of the teacher.

The cover page must be in the target language and include: Photo or drawing of student One sentence stating name One sentence stating age One sentence stating where from (target country with city) Drawing or picture of the city/country of origin

Unit 1 Required Performance task #3 : Presentational . Students will memorize a poem —to be chosen either from the CTCOLT website (of suggested poems for the COLT Poetry Competition), or at the teacher’s discretion. This will be a requirement (as a Performance task)

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for the upcoming 2014-15 school year. It should be considered an “honors option” for the second semester, spring 2014.

HONORS OPTION for Unit 1– Presentational Students will research and present to the class a francophone country OR a French-speaking cultural figure. Students should use as much French as possible in their reports; however, portions of the presentations may be in English.

A: Country Research presentation must include:

Name of country Continent Capital City Flag Population Name of president Three important facts about your country (food/dance/geography, etc.)

(See attached resource – Ici, On Parle Français.)

B: Cultural Figure presentation must include:

Name of cultural figure When he/she was born Nationality City Profession His/her contribution to society When he/she died or whether still alive

ASSESSMENT: The teacher scores the written and oral presentations according to the project rubric or using with NHPS World Languages Presentational Rubric. The students complete a Listening Comprehension Graphic Organizer for these projects while their classmates present. Teacher collects and scores the graphic organizers for a class participation grade once all students have presented. Projects will be assessed as part of the *Honors Contract. (see rubric at end of Performance Tasks)

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UNIT 2: FAMILY AND FRIENDS IN ACTION: VIVE LA DIFFÉRENCE!

Unit 2 Performance Task #1 – Presentational: Students create and write about a family tree that includes themselves, friends, and family members, including pets.

Performance Task #1A: The family tree, real or imaginary, must be labeled in the target language and include:

a graphical depiction of a tree three generations of immediate and extended family members vertical and horizontal relationship indicators photographs or drawings of all family members depicted identification of all family members (e.g. Mon oncle Robert)

Unit 2 Performance Task #2 – Interpersonal: Students will exchange information with a classmate about their pen pal and his/her family in French. Students must ask questions to elicit the following responses:

Names of four family members: mother, father, daughter, son, uncle, etc. Ages Places of origin/nationality Personal description with three adjectives Likes/Dislikes (at least one of each)

Required Activities for Unit 2 Performance Task #2: Students can use Performance Task #1 as a visual aid and prompt if pen pal is a

classmate. Practice conversation spontaneously among students to reinforce the use of the third

person singular and the appropriate use of the verbs “être” and “avoir.”

ASSESSMENT: The teacher scores the oral presentations with NHPS World Languages Interpersonal Rubric. The students complete Unit 2 Listening Comprehension Graphic Organizer while their classmates present. Teacher collects and scores the graphic organizers for a class participation grade once all students have presented. This task is required and will be recorded on the district quarterly exam for middle school students only. (For high school students this can be recorded as a project/test/quiz grade based on teacher preference.)

Unit 2 Performance Task #3 – Presentational – Autobiography: The written description of the family tree or mini photo album becomes one of the Cumulative Autobiography pages that the teacher retains for assembly and assessment at the end of the year. Students may be given the opportunity of re-doing or improving their projects, at the teacher’s discretion. If the tree istoo large, or the student needs to keep the photos from the album, a photo or photocopy of the project may be used for their Cumulative Autobiography instead. The autobiography is a required performance task for the middle school. It is optional for high school at the discretion of the teacher.

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HONORS OPTION for Unit 2 : Presentational . Photo albumThe mini photo album must include photos or drawings of at least 7 family members (either actual or fictional) and written paragraphs describing them in the target language.

The photo album must be decorated, labeled in the target language and include: the student him/herself (labeled “Moi”, or “C’est moi”) two friends (e.g. “Mon ami Paul”) two family members (e.g. “Mon frère Joe”) a variety of personal characteristics, including gender

Students must give a detailed written description of at least three or five family members in the family tree/mini album (depending on level of student). The descriptive sentences about the student him/herself, one male family member, and one female family member must be in the target language and include responses to at least five class-generated questions such as:

Who is it? What is his/her name? What is your relationship with him/her? What is his/her age? Where is s/he from? What is s/he like? (description with adjectives) What does s/he like and dislike?

The accompanying descriptive paragraphs must be in complete target language sentences and include:

name of person depicted and relationship to student age of person place of origin description with three adjectives likes and dislikes (at least one of each)

ASSESSMENT: The project is scored with the NHPS World Languages Presentational Rubric. Projects will be assessed as part of the Honors Contract.

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UNIT 3: FOOD, FUN, AND HEALTH: BON APPÉTIT!

Unit 3 Performance Task #1 – Presentational: Students will write a restaurant scene script, both individually and in pairs, that includes themselves and a partner.

Performance Task #1A: For homework, individual students write a script that must include:

(before restaurant) Greeting (can be a simulated phone conversation) Partner responding Inviting partner to go to café on a specific day Partner declining with reason, suggesting different day Accepting/agreeing to go eat Saying goodbye Partner responding

(at restaurant, with words/gestures) Greeting and asking how person is (appropriate to time of day)

(Server seating partners and asking for their order) One partner orders an unhealthy lunch (food & beverage) The other partner expresses concern about his/her partner’s order and orders a healthy

lunch (food and beverage) Discussing likes and dislikes of food and beverages (two sentences/partner)

(Serving of food by waiter; partners pretending to eat) Partners commenting on food/beverage (at least one remark each) One partner – requesting check from server Other partner – stating the total and paying with tip Saying goodbye and exiting restaurant

Performance Task #1B: Paired students re-write a script combining elements from each individual’s work. The combined script must include all the same information as indicated above.

ASSESSMENT: Teachers use individual scripts to pair students for the oral presentation in Performance Task #2. Students should be paired by quality of written performance (pair weak with weak, strong with strong). Teacher scores the combined script (created in pairs) with the NHPS World Languages Presentational Rubric. This task sets the foundation for Performance Task #2 and may be counted as a quiz grade.

Unit 3 Performance Task #2 – Interpersonal: Paired students perform a restaurant scene skit in front of class based on their combined scripts from Performance Task #1. Teachers may switch partners on the presentation day or present different menus from which students need to make choices in order to have a more spontaneous conversation. Servers may also be given different questions to pose to the café customers. The oral presentation must be in French.Additional presentation information:

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Teacher will appoint two students to take turns being the server in all skits and can provide the lines for those students.

The students performing as the server can receive extra credit but will still be required to perform in their own skit as diners.

ASSESSMENT: The teacher scores the oral presentations with NHPS World Languages Interpersonal Rubric. The students complete the Unit 3 Listening Comprehension Graphic Organizer while their classmates perform their skits. Teacher collects and scores the graphic organizers for a class participation grade once all students have presented. This task is required and will be recorded on the district quarterly exam for both high school and middle school students.

Unit 3 Performance Task #3 – Presentational – Autobiography: Students will create a page for their Cumulative Autobiography which describes a celebration they are planning (e.g. birthday, graduation, holiday party, wedding, etc.). The autobiography is a required performance task for the middle school. It is optional for high school at the discretion of the teacher.

Page should be decorated, in target language and must include: type of party list of invitees with titles (my uncle Joe, my friend Sam) a menu (with at least four items, plus a beverage and a dessert) party details (time, date, day, activities, and phone number for RSVP).

HONORS OPTION for Unit 3: – Presentational : Students will plan and create a menu for a healthy breakfast, lunch, and dinner for their families using guidelines from the American, French, or Canadian Nutritional Guides (Food Pyramid, My Plate, Manger Bouger, Food Rainbow). (Resources Attached.)

Food, drink, and dessert must be chosen from all categories below: Grains Fruits Vegetables Protein Dairy

After creating menu, students will write a reflection in English about the process they went through to plan their menu and explain why they made the choices in their menu. They will also write sentences in French about their choices – using j’aime, je préfère, je n’aime pas, c’est bon/ce n’est pas bon pour la santé, parce que, etc.


Students work in groups using the Food Pyramid and nutritional guidelines to choose what makes a healthy meal.

For homework, students will read a sample menu and choose sample foods items they could include in their menu.

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ASSESSMENT: The menu and descriptive paragraphs are scored with the NHPS World Languages Presentational Rubric. This task is required and will be recorded on the district quarterly exam for middle school students only. Projects will be assessed as part of the High School *Honors Contract.

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UNIT 4: MY DAY, MY TIME, MY LIFE: C’EST LA VIE!

Unit 4 Performance Task #1 – Presentational: Students create and write about BOTH* a one-week school schedule and a birthday-month calendar, using the provided templates. (*Teachers will use both projects for in-class oral communicative activities.)

Performance Task #1A: The school schedule must be labeled in the target language and include: subjects periods/times lunch breaks, other activities before and after school activities sport, club, or lessons teacher opinion about subject (easy/difficult)

Write five complete sentences in French about the school schedule: State your favorite subject or class, with ordinal number for period. State time of your World Language class. Name an after-school activity and state the time in two different ways. State the teacher and room number for one class. Name your least favorite class.

AND

Performance Task #1B: The birthday-month calendar must be labeled in French and include: name of month in title (appropriately capitalized) days of the week (appropriately formatted and capitalized) numbered dates (numerals and number-words) and year labeled birthday another labeled holiday or event

Write five complete sentences in French about the calendar: Name the month and season of your calendar. Describe the typical weather including the average temperature in Celsius and Fahrenheit. Name your birthday, including day of the week, date, month, and year. State your favorite day of the week. Name a holiday or event, other than your birthday, with the date.

ASSESSMENT: One project (either #1A or #1B) is scored with the NHPS World Languages Presentational Rubric according to the student’s choice. Once both the schedule and the calendar are complete (including the sentences), offer the students the choice of which project they would like to use as their written assignment. Collect and score the projects which were selected for writing grades only. The scored written project can be used in Performance Task #4: Cumulative Autobiography. These tasks set the foundation for Performance Task #2 and may be counted as a quiz grade.

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Unit 4 Performance Task #2 – Interpersonal: In pairs, students will use either their birthday month calendar or their school schedule, Performance Task #1, to share information with their in-class “exchange” student. Each student will ask and answer questions. Students may use their calendar or schedule as a visual aid during the conversation.

My Birthday Dialogue must include: Greetings and courtesies between the students (appropriate to time of day) Questions and responses about when their birthday is and how old they are What the weather and season are during their birthday month What activities they like to do on their birthday Who they celebrate with (family members, friends) What they eat for their birthday meal What sports or extracurricular activities they participate in during that season Comments about shared likes/dislikes or preferences of activities, foods, etc.

OR

My Busy Schedule Dialogue must include: Greetings and courtesies between the students (appropriate to time of day) Questions and responses about classes and course times What courses they like or dislike (and why) What subjects they have in common What activities they like to do in school and/or after school Whether they play any sports Who has the busiest schedule during the week Choose two days that they are both free after school to work on a project

ASSESSMENT: The teacher scores the oral presentation Performance Task #2 with the NHPS World Languages Interpersonal Rubric. The students complete the Unit 4 Listening Comprehension Graphic Organizer while their classmates present. Teacher collects and scores the graphic organizers for a class participation grade once all students have presented. This task is required and will be recorded on the district quarterly exam for middle school students only. (For high school students this can be recorded as a project/test/quiz grade based on teacher preference.)

Unit 4 Performance Task #3 – Presentational – Autobiography: The calendar or schedule not used in Performance Task #2 (the one previously scored only as a written project) becomes one of the Cumulative Autobiography pages that the teacher retains for assembly and assessment at the end of the year. Students may be given the opportunity of re-doing or improving their projects, at the teacher’s discretion. The autobiography is a required performance task for the middle school. It is optional for high school at the discretion of the teacher.

*HONORS OPTION for Unit 4 Performance Task Presentational (Oral and Written) : Students research, create, and present a weather and travel brochure and broadcast for francophone countries. (Resources Attached – Un pays pour toutes les saisons OR Si c’est mardi,

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c’est la Belgique ! ) This project is a year-end assignment for middle school students; a mid-term project for high school students. It incorporates information from prior units as well as from Unit 4. Teachers may elect to require students to include information about their traveling companions (family or friends), and what they will eat during their trip.

The oral presentation must be in the target language and include: A forecast for the week for a francophone city/region The season A description of the weather for each day of the week (Il fait beau, etc.) Low and high temperatures for each day At least three activities that you can do

OR A weather forecast for seven different French-speaking locations, one country/city/region

for each day of the week The season A highlight of the weather for each day and each selected location visited Low and high temperatures for each day At least three fun activities for tourists traveling to the selected country

Required Activities Students research weather forecasts for selected French-speaking countries/regions/cities. Students take notes on weather conditions and fun activities at the selected tourist

destinations. Students create brochure/flyer/PowerPoint/postcards of weather conditions and activities

in French for each day of the week and destination. Students present weather and travel reports in French. Students use graphic organizers for listening and reading comprehension of presentations.

ASSESSMENT: The teacher scores the projects and presentations with NHPS World Languages Presentational Rubric. The students complete the Unit 4 Listening Comprehension Graphic Organizer while their classmates present. Teacher collects and scores the graphic organizers for a class participation grade once all students have presented. Projects will be assessed as part of the High School *Honors Contract

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UNIT 5: HOME SWEET HOME: CHEZ MOI

Unit 5 Performance Task #1 – Presentational: Students design their dream home, creating a front view cross-section, floor plan, or diorama, and write a descriptive paragraph and real estate advertisement for it. (See alternative performance task option*.)

Performance Task #1A: The front view cross-section, floor plan, or diorama of the dream home must be labeled in the target language and include:

floor(s) using ordinal numbers rooms furniture, fixtures, personal items, etc. in each room color, shape, size architectural features (i.e., patio, balcony, terrace, pool) complete written descriptive paragraph about bedroom or other room of your choosing,

including detailed information and location of at least 10 items (furnishings/features/possessions)

Performance Task #1B: The real estate advertisement for the dream home/château must be written in the target language and include:

type of home (architectural style, with regional differences as appropriate) architectural features unique to the home (i.e. patio, balcony, terrace) number of floors number and type of rooms size, shape, and color of rooms telephone number of contact – realtor/homeowner to schedule viewing appointment street address area location (city, suburbs, countryside) type of municipality (town, city, county, country) asking price in Euros/Canadian dollars/currency of any francophone country

ASSESSMENT: The design project and real estate advertisement describing the dream home/château are scored with the NHPS World Languages Presentational Rubric. This task is required and will be recorded on the district quarterly exam for both high school and middle school students.

Unit 5 Performance Task #2 –Interpersonal: In pairs or threes, students will write, prepare/practice, and present role plays between a real estate or rental agent and a client(s). To encourage a more spontaneous conversational exchange, on presentation day, students will be given a choice to present as realtor or client and partners will be randomly assigned. (See alternative performance task option*.)

Using a question and answer format, the dialogue (role play) must be in the target language and include:

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exchange of appropriate greetings and courtesies type of abode client would like (château, house, apartment) client’s preferred location of the house (town, suburbs, countryside) realtor responds with prospective residence (with street address and city) number and types of rooms in the house or apartment (e.g. 2 BR, 1 BA) size of a main room (e.g. kitchen, LR or BR) color of the building and/or rooms whether home has a specific feature (e.g. patio or balcony, carpet, yard, A/C) how much the house will cost in Euros/other francophone currency as appropriate determine client interest and arrange a viewing appointment exchange of appropriate courtesies (thank-you) and leave-taking expressions

ASSESSMENT: The teacher scores the real estate dialogue with NHPS World Languages Interpersonal Rubric. The students complete the Unit 5 Listening Comprehension Graphic Organizer while their classmates present. Teacher collects and scores the graphic organizers for a class participation grade once all students have presented. This task is required and will be recorded on the district quarterly exam for middle school students only. (For high school students this can be recorded as a project/test/quiz grade based on teacher preference.)

*Alternative Unit 5 Performance Task Options #1 and #2: As an alternative performance task, students may elect to complete a service project, designing a Habitat for Humanity home for a francophone region devastated by a natural disaster, i.e. New Orleans (hurricanes, flooding, tornadoes) or Haïti (earthquake, hurricanes), or they may use a French château as the basis of their design and description. They would adapt all requirements for Performance Tasks #1 and #2 to their design project. Oral presentations could be done between the architect and prospective Habitat homeowner or the historical architect and proprietor of the château.

ASSESSMENT: Projects and presentations would be scored with the NHPS World Languages Presentational and Interpersonal Rubrics. The Alternative Performance Tasks would be recorded on the district quarterly exam, as stated above, in place of Performance Task #1 and #2. Alternative Performance Task #1 is recorded on exam for both high school and middle school; Alternative Performance Task #2 is recorded on exam for middle school only. (For high school students this can be recorded as a project/test/quiz grade based on teacher preference.)

Unit 5 Performance Task #3 – Presentational - Autobiography: For their Cumulative Autobiography pages, the students will each design and describe a drawing of their real or imaginary bedroom. If student created a description of a different room for Performance Task #1, this room can replace the bedroom design and description for the autobiography page. The autobiography is a required significant task for the middle school. It is optional for high school at the discretion of the teacher.

The drawing must be colored, labeled in the target language, and include: 5 items of furniture (e.g. bed, lamp, table, desk, chair) 5 features of the room (e.g. curtains, rug, floor, window, door, wall) 5 personal objects (e.g. hairbrush, book bag, phone, radio, computer)

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The descriptive sentences must be in the target language and include: floor level and description of room (size, color, beauty) description of an item of furniture with three adjectives (# and gender) description of a room feature with three adjectives (# and gender) description of a personal item with three adjectives (# and gender) reason why like or dislike room

Unit 5 Performance Task #4 – Interpersonal (Optional): As an additional interpersonal class activity, students may participate in a “design expo.” Students will present their home design to classmates, trying to convince someone to purchase their home. Using their project design (Performance Task #1) as a model, “architects” will point out features that make their design desirable, describe rooms, and respond to spontaneous questions from their potential “clients” (classmates) on the colors chosen, furnishings, location of rooms and items, price and location of the residence. (Model homes (projects) may be on display and prospective buyers (students) can circulate through classroom to conference with multiple “architects” during the activity.)

The audience will include classmates and teacher, who will act as prospective buyers, evaluating the merits of the designed houses, their locations, and amenities. The architectural clients (teacher and students) will use rubrics to evaluate the students’ writing and oral presentations.

ASSESSMENT: As with Performance Task #2, the teacher scores the oral presentations with NHPS World Languages Interpersonal Rubric. The students complete the Unit 5 Listening Comprehension Graphic Organizer or activity rubric while their classmates present. Teacher collects and scores the graphic organizers for a class participation grade following the activity. Presentation scores may be counted as an additional project, test, or quiz grade for the quarter.

HONORS OPTION for Unit 5– Presentational : Honors students will incorporate history, geography, and architectural developments in their unit on the “home” as they explore Tours and the châteaux of the Loire Valley. Students will research and describe a château using the vocabulary and expressions studied in this unit, with additional specific vocabulary as needed. They may present their château as the architect or as a historical personage linked to the château.

The presentation will indicate whether the building was constructed for defensive purposes (fortifications, moat, drawbridge, watch-towers, etc.) or for luxury and decorative purposes (fountains, decorative gardens, opulent chambers, etc.), whether it was a royal château or the manor home of the nobility.

Students may choose châteaux of the Middle Ages (Angers, Vincennes, the Louvre, Chinon, Langeais), the Renaissance (Amboise, Blois, Fontainebleau, Chambord, Chenonceau), the 17th century of Louis XIV (Vaux-le-Vicomte, Versailles, Maintenon, Ussé), and from the 18th century prior to the French Revolution to the Empire and Restoration (Villandry, Malmaison, Chantilly).

If time allows, middle school students may do a modified version of the château research project.

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ASSESSMENT: The château presentation (oral and written) will be scored with the NHPS World Languages Presentational Rubric along with a research project rubric. Projects will be graded and counted as a requirement for completion of the Honors Contract.

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UNIT 6: MY NEIGHBORHOOD: MON QUARTIER

Unit 6 Performance Task Option #1 – Presentational/Interpersonal: As an alternative to Performance Task #1, students may choose a neighborhood in Paris in which to “rent” an apartment. Students will adapt all project requirements for Performance Task #1 to their Parisian neighborhood map and directions:

Students will map their new “quartier,” indicating streets, nearest bus and métro stops, places of interest (school, bank, stores, restaurants, parks, etc.) as well as nearby landmarks or tourist destinations. (Google maps will provide students with street views of their Parisian neighborhood.)

Students will provide directions for classmates from a central location (like a well-known hotel) and guide them to the nearest monuments, museums, or churches.

During the oral presentation of the neighborhood, classmates could ask the presenter questions about places s/he goes or why s/he chose this location, adding spontaneity to their responses.

Classmates could also challenge presenters by giving a location to be coming from and one to be going to, along with an activity of what they are going to do when they get to their destination, practicing the unit’s grammar focus – aller à, aller + infinitive, venir de, and recycling “activities” infinitives along with jouer à and jouer de.

ASSESSMENT: This Alternative Performance Task #1 will be assessed, as described above, with New Haven World Languages Interpersonal and Presentational Rubrics. The alternative performance task will be counted as a quiz, project, or test grade according to the preference of the teacher.

Unit 6 Performance Task #2 – Presentational : Paris Landmark Project – Students identify, describe, and locate famous sites in Paris on a wall-sized map of the city center. (See alternative performance task option*.)

Performance Task #2A: Students will research, describe, and locate Parisian landmarks, including:

teacher-created skeleton map of city center (sample attached) student-created picture (photo or drawing) of a chosen famous site in Paris, which they

will attach to the appropriate location on the skeleton map during their oral presentations description of landmark/monument written public transportation directions to five site locations, starting from a designated

central point

Performance Task #2B: Students will give an oral presentation of one famous site in the target language, including:

name of the chosen site location within the city (e.g., on the Left Bank, in the # arrondissement, in the north of

the town)

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type of site (e.g., cathedral, museum, monument) at least two other cultural, historical, or architectural details closest public transportation stop and cost of travel in local and U.S. currency admission hours and cost of full and reduced price entry in local and U.S. currency

Students will also have to present an opinion and discuss with the class whether this landmark should be on the list of “Les Incontournables de Paris – Les endroits à voir absolument.” At the end of all landmark presentations, students can vote on which landmarks would be on their “not to be missed” list.

ASSESSMENT: The teacher scores the student presentations with the NHPS World Languages Presentational Rubrics. The students complete the Unit 6 Listening Comprehension Graphic Organizer while their classmates present. The teacher collects and scores the graphic organizers for a class participation grade. This task is required and will be recorded on the district quarterly exam for middle school students only. (For high school students this can be recorded as a project/test/quiz grade based on teacher preference.)

*Alternative Unit 6 Performance Task Option #2 – Presentational: As an alternative to Performance Task #2, students may create and present a guided tour of Paris. The tours would have a central theme and focus, as if created for tourists with a common interest:

any cultural aspect of Paris, for example: o visit the sites of the Parisian Harlem Renaissance o tour the bridges (and canals) of Paris and trace the importance of the river Seine o map and stroll the places mentioned in songs about Paris (Aux Champs-Élysées,

À Travers Montmartre, La Seine, Left Bank, Paris, Rue de la Paix, Versailles, etc.)

o map and walk locations cited in works of literature and/or musical theatre (Hunchback of Notre Dame, Phantom of the Opera)

OR

a whirlwind week-long visit to see “Les Incontournables de Paris.” (Resource attached – Une semaine à Paris.)

Students may create a slide show or digital story using pictures of their destinations, their route, and their method of transportation with French narration and appropriate music, giving specific details about their sites, their cultural significance, cost of entry, cost and time of travel, and all other information required in Performance Task #2.

ASSESSMENT: The teacher scores the student projects (both oral and written presentations) with the NHPS World Languages Presentational Rubric. The students complete the Unit 6 Listening Comprehension Graphic Organizer while their classmates present. The teacher collects and scores the graphic organizers for a class participation grade

The Alternative Performance Task #2 will be recorded on the district quarterly exam, as stated above, in place of Performance Task #2. Alternative Performance Task #2 is recorded on exam

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for middle school only. (For high school students this can be recorded as a project/test/quiz grade based on teacher preference.)

Unit 6 Performance Task #3 – Interpersonal: Students will prepare and practice a conversation between two friends spending a day in Paris. In the dialogue, students must talk about:

where they are going to go (at least three planned locations) what they are going to do or see there (at least two different activities) what directions they have to follow between locations (with street names) how they will travel – by foot, métro, bus, vélib’, bateau mouche, etc.

After their second landmark, zut! They have made a wrong turn and are lost. The student sight-seers will then have to ask a Parisian (a third student) for:

directions to their next landmark and suggestions how they should best reach their destination (foot, bus, métro line and

station, etc.) include exchanges of courtesy, greeting, and leave-taking (pardon, merci, au revoir, etc.)

On presentation day, teacher will randomly assign “Parisians” and the final landmark destination. (An alternative task would be to have two students at a café studying their map, comparing their individual sightseeing plans, and then asking the Parisian sitting next to them for advice and directions to a given landmark.)

Required Activities for Performance Task #3: Students will practice reading maps of the streets of Paris and the métro and bus routes,

locating landmarks and giving and following directions, as a class activity. Students will be familiar with neighborhoods and landmarks in Paris from their research

for Performance Task #2

ASSESSMENT: The teacher scores the lost sight-seers dialogue with NHPS World Languages Interpersonal Rubric. The students complete the Unit 6 Listening Comprehension Graphic Organizer while their classmates present. Teacher collects and scores the graphic organizers for a class participation grade once all students have presented. This task is required and will be recorded on the district quarterly exam for both high school and middle school students.

Unit 6 Performance Task #4 – Presentational – Autobiography: For their Cumulative Autobiography page, students may use their written directions and map from Performance Task #1, describing their neighborhood. They will use command verb forms to write out directions for three routes and destinations they frequent (e.g., home to park, bus stop, school, corner store, friend’s house, etc.). The map and directions are included in the Cumulative Autobiography. The autobiography is a required significant task for the middle school. It is optional for high school at the discretion of the teacher.

Unit 6 Performance Task #5 – Presentational: Les jardins et la géométrie – Le Château de Villandry: Each student will:

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design a potager garden (a decorative kitchen garden) using symmetry and geometry, based on the famous vegetable gardens at the Chateau de Villandry in the Loire Valley

integrate color, size, shape, geometric calculations, descriptions, and directions in their garden design

use and reinforce knowledge gained in the prior unit’s exploration of châteaux of the Loire Valley

write a written description of their garden in French, using prepositions of location and directional vocabulary to present the layout of their design, reinforcing vocabulary and grammar from the prior unit

Classmates will guide each other through their gardens, asking questions and offering descriptions and opinions on what they “see.” (Resource Attached.)

ASSESSMENT: The teacher scores the student projects with the NHPS World Languages Presentational Rubric. During “guided tours” of the gardens, the teacher will evaluate student conversations using the NHPS World Languages Interpersonal Rubric. Students may complete the Unit 6 Listening Comprehension Graphic Organizer while their classmates present. The teacher collects and scores the graphic organizers for a class participation grade. Projects may be counted as an additional project, test or quiz grade for the quarter according to teacher preference.

Unit 6 Performance Task #6 – Interpersonal (Optional): As a culminating interpersonal class activity, students may use their knowledge of various modes of transportation and places around the city to participate in a “Great Race-Paris” map activity at the conclusion of their unit on Paris. Groups will find their way around Paris, visiting “les incontournables” landmarks:

Students decide the most efficient method of transportation – by foot, bus, taxi, métro, vélib’ (Paris’s bicycle sharing system), or bateaux mouches.

They will calculate their fares and travel time. Teams will have different landmarks and provide clues and directions for their classmates

to follow for each location. (Teacher will randomly assign landmarks to each team. Landmarks will be throughout Paris and distances to each teams’ locations will be approximately the same. Teams may decide the most efficient order to visit their assigned destinations.)

All groups will have the same final destination; the team arriving first will win the “amazing race”.

ASSESSMENT: As with Performance Task #3, the teacher scores the oral presentations with NHPS World Languages Interpersonal Rubric. The students complete the Unit 6 Listening Comprehension Graphic Organizer or activity rubric while their classmates present. Teacher collects and scores the graphic organizers for a class participation grade following the activity. Presentation scores may be counted as an additional project, test, or quiz grade for the quarter.

HONORS OPTION for Unit 6: Presentational/Interpersonal : Students will map, describe, and give directions around their neighborhood.

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Performance Task #1A: Students will create, design, and label a map of their neighborhood. In addition, students will write detailed directions to their house. (See alternative performance task option.*) The map must include:

a plan/map with a title (i.e. Mon quartier) and streets with names labeled in French student’s house or apartment indicated on map other neighborhood buildings – places/landmarks/monuments ― all labeled in French

Performance Task #1B: Students will give detailed directions orally using to their home and other places of interest. To encourage spontaneous conversation, classmates may choose several locations that they want to “visit” and the presenter will provide directions for students to follow to reach their destinations.

Directions must include: One sentence introducing your neighborhood using “Voici” One sentence expressing whether it is nice/beautiful/quiet, etc. One sentence identifying your street/avenue/boulevard/road, etc. Directions from a point of interest to your home using command forms (commencez

à/ici/etc., continuez tout droit, tournez à gauche, etc.), including names of streets Directions from one point of interest to another place of interest (e.g. church, synagogue,

monuments) Directions using an alternate route to one of the places mentioned above due to

traffic/construction One means of transportation to get to one of the places mentioned above and a reason for

that choice

Required Activities for Performance Task #1:

Teacher gives students sample city/neighborhood map to practice locating places and giving directions.

Students create a map by hand or on the computer of their neighborhood. These maps may be projected or distributed to classmates during presentation.

Students may include directions that require the audience/classmates to “stop at the corner store,” “stop at the museum to meet a parent,” “take an alternate route because of a traffic jam, parade or accident...,” etc.

Students learn how the city “works,” (getting to and from a destination – accounting for one-way streets, railroad crossings, road blocks, etc.) and how to communicate this to the class through pair work/group work/class discussions.

Students make multicultural connections to their own and neighboring communities by creating a map for their classmates to follow, which may incorporate neighborhood corner stores and restaurants (i.e. a Spanish/Mexican food store, an Italian pizzeria, a Polish American Club, a Greek/Mediterranean restaurant, a Jewish deli, an Irish-American Community Center, a Japanese Sushi restaurant, a French bistro, etc.), exploring the different cultures that co-exist in this town.

Finally, students will present their map to the class, using their written directions.

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ASSESSMENT: Teacher scores the oral presentation using the NHPS World Languages Presentational Rubric. Projects will be graded and counted as a requirement for completion of the Honors Contract.

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UNIT 7: SHOP ‘TIL YOU DROP: L’HABIT NE FAIT PAS LE MOINE

Unit 7 Performance Task # 1 – Presentational: Students will design and write about EITHER a shop window with labeled items OR an advertisement for a store with the kind of products found there.

Performance Task #1A: The shop window/advertisement must be in the target language and include:

Name of store Type of store Address Phone number Items in store for purchase (en vente) Prices (in target culture currency) Sizes available Conversion chart for sizes or prices Whether prices are “en soldes” or “prix réduit” (national semi-annual sales or reduced

price)

Performance Task #1B: Students will write a paragraph about their store window or advertisement that must include:

Location of store, including street, city, country (postal code or arrondissement) (Students may choose an actual Parisian street address or use a local address and zip code)

Description of the store, including at least three adjectives Reason they like the store Three items they buy in the store, including size, price, and color

ASSESSMENT: The labeled store design or advertisement and descriptive paragraph are scored with NHPS World Languages Presentational Rubric. This task is required and will be recorded on the district quarterly exam for middle school students only. (For high school students this can be recorded as a project/test/quiz grade based on teacher preference.)

Unit 7 Performance Task #2 – Presentational/Interpersonal: Students will create a dialogue between a customer and a sales representative in a shop. Students will then present the dialogue as a skit in class. (See Choice Board – Block E.)

Performance Task #2A: Student will write and practice both roles of a dialogue between a customer and a sales person at a clothing store. Conversation must include:

Greetings with appropriate salutations (Bonjour/ Bonsoir Mme/M./Mlle) The question “How may I help you?” The item(s) of clothing the customer is looking for/wants to purchase A question about the color and size A sentence telling the colors and sizes customer wants

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A question about the price of item(s) A sentence stating the price An expression indicating item is expensive/cheap A question about the total price of item(s) purchased A response with payment An expression of thanks and appropriate courtesies A leave-taking expression

Performance Task #2B: Students present dialogue with random partners, taking on different roles as customer or sales representative to encourage a more spontaneous conversational exchange. On presentation day, teacher will give students the choice of role (customer or sales clerk) and type of store/merchandise to pair partners.

ASSESSMENT: The teacher scores the student projects (both written and oral presentations) with the NHPS World Languages Presentational and Interpersonal Rubrics. The students complete the Unit 7 Listening Comprehension Graphic Organizer while their classmates present. Teacher collects and scores the graphic organizers for a class participation grade once all students have presented.

The Presentational Rubric score (written conversation – Performance Task #2A) may be recorded as a project, test, or quiz, according to teacher preference. Performance Task #2B (oral dialogue presentation and the Interpersonal Rubric score) is required and will be recorded on the district quarterly exam for both high school and middle school students.

Unit 7 Performance Task #3 – Presentational: Alternative Performance Tasks attached as Choice Board: Students will select an additional performance task from the Choice Board according to their strengths, learning styles, and interests. (See following page.) ASSESSMENT: The teacher will score these tasks with the NHPS World Languages Presentational Rubric. Projects will be counted as an additional test or quiz grade for quarter, according to teacher preference.

Unit 7 Performance Task #4 – Presentational - Autobiography: For their Cumulative Autobiography page, students will create a shopping wish list if given 500 Euros to spend. This task can be used as a technology-based project with students searching authentic French clothing store online catalogs or as a low-tech version with students using printed store catalogs or advertising circulars. The autobiography is a required significant task for the middle school. It is optional for high school at the discretion of the teacher.

Page should be decorated, in target language, and must include: Labeled drawings/pictures of items Prices of items (converted to Euros at current exchange rate, if necessary) Name of store where items can be purchased

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ALTERNATIVE PERFORMANCE TASKS FOR REVISED FRENCH LEVEL 1 UNIT 7

UNIT 7 ACTIVITIES CHOICE BOARD

Post-Learning Activities

This is your project for the unit. You must complete at least one of the blocks from the board below in addition to Block E. Each project is worth 100 points. You may choose to do additional projects for extra points.

Choice Boards

A

Write four cards to be read at a fashion show. Describe the

outfits to be worn by the models, each representing one

of the four seasons. Include adjectives, color and price.

B

Create a brochure for traveling to different tourist attractions

in a foreign country. Highlight four different types of

activities and the appropriate outfit for each. Describe at

least four outfits, using adjectives and colors.

C

Present a four season fashion show to your classmates using a bag of clothing props. Use complete sentences. Include adjectives, color, and price.

D

You have been invited to a party by a French friend.

Write a paragraph describing what you are wearing,

including color, size, and descriptive adjectives.

E ***

Write and present a dialogue of at least ten exchanges about shopping for clothing and accessories. In your conversation, discuss the color, size, and price, using adjectives to describe at least two pieces of clothing.

F

Create a clothing catalog for a boutique. Include at least four clothing items for each of the

four seasons. Be sure to include colors available, sizes,

and prices.

G

Create a picture story, using at least ten items of clothing. Make sure to describe the

clothing and color and have someone read it back to you.

H

Draw or download pictures of ten items of clothing you own (j’ai) or would like to have (je voudrais) and tell what color each item is and one adjective to describe it.

***All students

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HONORS OPTION FOR UNIT 7: Presentational – “Faire des Achats!”

For this project you will design a boutique. Assemble from home (or the “lost and found” several pieces of clothing, and/or accessories, such as hats, belts, shoes, etc. Arrange on a table in the classroom, or around the room on tacks, hangers, or bookshelves.

Required in your presentation: At least 7 articles for sale Identification of each article either on the object or on a posted list The price in Euros, attached to the article A pad of paper for the salesperson to write down the articles chosen and the prices Business cards for the shop (these can be easily created on Word and made in mulitiple)

You are the salesperson. You will be expected to: Greet the guest (in appropriate French expressions, inquiring, perhaps of the person’s

well being, etc. (this means: Comment allez-vous? etc. Be careful to use the “vous” form in all aspects of the conversation.

Ask the customer what s/he would like to see or buy Ask the customer about the article (examples could include size, desired color, price

requirements Ask if the customer would like to see anything else? Would that be all? Etc… Write up the bill, take the (play) credit card or play money. Give change, counting it out

in French. Say good-bye and please return someday!

Since this is an “honors project” you may either do this presentation with another honors student (in which case both salesperson and client would not need notes), or with another student in class (who may use a book or notes).

Remember: This does not need to be an exact replica of a real store, and is just for fun!

ASSESSMENT: The teacher will score these tasks with the NHPS World Languages Interpersonal and Presentational Rubric. This Project will be graded and counted as a requirement for completion of the Honors Contract.

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UNIT 8: AROUND THE FRANCOPHONE WORLD: BON VOYAGE !

Unit 8 Performance Task #1 – Presentational: The tourism departments of various French-speaking countries/regions need help developing promotional materials directed at exchange students highlighting places of interest and activities for young people visiting or studying in their area. Students will create a poster/flyer/brochure or PowerPoint and present it to convince other students to plan a trip to the area they “visited.” Students may use their “adopted” country from Unit 1 or choose a new francophone country/region/city to research. (Resource attached: Allez, viens à Orléans.) (*See alternative task option.)

Performance Task #1A – Presentational: Students research a francophone country/area/town/city and make a travel brochure or other promotional material to present to the class orally. The travel document will be written in French and include:

Cover page with project title naming highlighted country/region/city Map and photo representing the location (recognizable landmark, typical geographic

feature – beaches, mountains, picturesque villages, etc.) Geographic location – continent, proximity to New Haven, time zone (time difference

from EST), travel time and method, etc. Five or more recommended sites to visit Five or more recommended activities (and where to do them) Information about typical weather by season Recommendations of appropriate clothing and any dress restrictions or cultural etiquette Traditional foods and specialties Basic information on education system and family life Cultural events (festivals, concerts, parades, sporting events, etc.) Available public transportation Important practical information about currency used, system of measurement (metric,

Celsius, etc.), visa or passport requirements, etc. Optional: include hotel or restaurant recommendations or advice on shopping Cited sources for internet sites and print resources

Research Ideas:

France : Paris, Normandy (history and culture), the Loire Valley (the Châteaux), Provence-Alpes-Côte d’Azur (history and the Riviera), Alsace-Lorraine (Germanic influence), the western coast of France (Biarritz, jet-set area on the west coast), les Pyrénées (southern-most mountains, bordering Spain)

Monaco (Monte Carlo) Les Caraïbes : La Martinique (Fort de France), Haïti, Guadeloupe L’Afrique : Le Maroc, l’Algérie, Niger, Mali, Mauritanie, Sénégal, Guinée, la Côte

d’Ivoire, Tchad, Cameroun, (République et République démocratique du) Congo, Burkina Faso, Bénin, Madagascar, etc.

North America : Québec, Montréal, Louisiana, etc.

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Performance Task #1B – Presentational/Interpersonal: Students will present their promotional material to their classmates pointing out the highlights of their countries and the benefits for student exchange visits. Potential travelers (classmates) may ask questions about any aspect of interest to exchange students.

Once all students have presented, the class may discuss and select the most desirable, practical, and economical locations for a proposed school exchange visit.

ASSESSMENT: The teacher scores the student projects (both written and oral presentations) with the NHPS World Languages Presentational and Interpersonal Rubrics. Students will complete the Unit 8 Listening Comprehension Graphic Organizer while their classmates present. Teacher collects and scores the graphic organizers for a class participation grade once all students have presented. This task will serve as a foundation for Performance Task #2 and may be recorded as a project, test, or quiz grade based on teacher preference.

Class extension activity – a secondary optional task would be for the class to create similar promotional materials for French-speaking exchange students visiting New Haven.

*Alternative Performance Task Option #1: Students may choose to update their projects from Unit 4 – “Un pays pour toutes les saisons,” “Si c’est mardi, c’est la Belgique,” or “Une semaine à...(any francophone city other than Paris)” – to include information on tourist locations, modes of transportation, clothing, events and activities, etc. as required in Performance Task #1.

ASSESSMENT: The teacher scores the student projects (both written and oral presentations) with the NHPS World Languages Presentational and Interpersonal Rubrics. This alternative task will serve as a foundation for Performance Task #2 and may be recorded as a project, test, or quiz grade based on teacher preference.

Unit 8 Performance Task #2 – Interpersonal: Paired students will perform a role-play conversation between a Passport Agent and a student traveler. This performance task is similar to the interpersonal task from Unit 1; however, now the student is returning to America from their visit to the francophone country and the agent has plenty of questions. Students will prepare and practice a dialogue with a class partner. On presentation day, partners and roles will be randomly assigned.

The dialogue must be in the target language and include:

Greetings (appropriate to time of day with appropriate salutations) Response to greeting Request for traveler’s passport (student will present passport created in Unit 1) Ask traveler her/his name and if s/he is American Answer with name, nationality, and city of residency Ask and answer where student has traveled Ask and answer whether student lived in a house, student residence, or hotel while abroad Ask and answer purpose of trip (vacation, study, exchange visit to pen pal or extended

family, etc.)

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Ask and answer what student saw/visited Ask and answer if student has any foreign currency and total value Ask student to declare goods (whether they have agricultural products, merchandise with

intent to sell, merchandise purchased on trip and monetary value) Response indicating that student has no goods to declare except clothing or consumer

items bought during visit for personal use within total allowed value in U.S. currency (converted from local currency of country visited)

Ask and answer what the weather was like during the trip Student will ask and agent will answer what the local time is (and date in case student

crossed the International Date Line!) Agent welcomes student to U.S. Both exchange courtesies (merci beaucoup, etc.) and leave-taking expressions

(Additional information may be added as desired.)

A SSESSMENT : The teacher scores the oral presentation with NHPS World Languages Interpersonal Rubric. The students complete the Passport Dialogue Listening Comprehension Graphic Organizer while their classmates present. Teacher collects and scores the graphic organizers for a class participation grade once all students have presented. This task is required and will be recorded on the district quarterly exam for middle school students only. (For high school students this can be recorded as a project/test/quiz grade based on teacher preference.)

Unit 8 Performance Task #3 – Presentational - Autobiography: For their Cumulative Autobiography page, students may use their Carnet de Voyage, as described above, OR create a packing list for their trip to the tourism location selected in Performance Tasks #1 and #2. Students will describe clothing, possessions, and personal items that they would pack for their trip and reasons for each, such as weather, season traveling, sporting equipment to play tennis, or umbrella in case of rain, etc. (Students may consult travel websites and printed materials for suggested items to bring on vacations abroad.) The autobiography is a required significant task for the middle school. It is optional for high school at the discretion of the teacher.

Page should be decorated, in target language, and must include: at least 10 items “dans ma valise” clothing for one week family photographs or gift for host family for home-stay school supplies if studying abroad weather-related items (raincoat, umbrella, winter coat, etc.) traveler’s necessities (maps, local currency, passport, GSM phone, etc.) equipment for leisure activities (laptop, iPod, video games, MP3 player, sporting

equipment, etc.)

Unit 8 Performance Task #4 – Interpersonal: Bon Voyage: Students will use the items “packed” in the presentational tasks previously described in a guessing game with classmates. Each student will reveal one item at a time from their “suitcase,” providing classmates with hints and additional descriptions (color, size, likes/dislikes, purpose of item, or planned activities) as

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audience tries to guess the mystery destination of student’s trip. Students may use the destination researched in this unit’s performance tasks or their choice of location. (They may choose a general location, such as the beach, the mountains, etc. or a specific destination.) Classmates will ask questions requiring clarifying responses from presenter. (Resource Attached.)

ASSESSMENT: The teacher scores the student presentations with the NHPS World Languages Interpersonal Rubric or project rubric. The students complete the Bon Voyage Listening Comprehension Graphic Organizer while their classmates present. The teacher collects and scores the graphic organizers for a class participation grade. Presentation scores may be counted as an additional project, test, or quiz grade for the quarter.

Unit 8 Performance Task #5 – Interpersonal/Interpretive: Culminating Class Activity:

FRANCOPHONE EXPO – DÉCOUVRIR LE MONDE FRANCOPHONE!

LEARNING STATIONS

Students will work in small groups to create one (of four or more) classroom learning stations. The stations will focus on food, music, history, and culture. (These stations may be adapted or added to according to student choice, teacher preference or expertise, or classroom needs or limitations.) Each student will contribute specific cultural information from their francophone country research from Performance Tasks #1 or #2.

Each group will produce a presentation board with photos and accompanying descriptions.

For the food station, students should actually prepare and offer a taste of the food, along with recipes (or only recipes and how to prepare them, due to District Food Policy).

For the music station, students should research their country’s music and burn a CD for classmates to listen to while at that station. Have headphones and lyrics ready.

For the culture station, perhaps costumes could be displayed, examples of the country’s unusual customs (as in Haïti’s “tap tap” buses), photos/drawings of cultural landmarks, etc.

For the history station, student creators should provide a written summary of the history of their country/city, or an important event in their location’s past. Then, they will write out a dozen or so questions, pertaining to the summary, which their classmates have to answer in order to move on to the next station.

Note: The teacher may ask all students to create a question and answer sheet for each station, which the classmates will have to complete before moving on.

Teachers may want to invite members of the faculty or administration to their exposition or create a World Language Festival with other language department teachers at their school. This activity may also be included as part of a school-wide year-end celebration of learning. ASSESSMENT: The teacher scores the group projects with the NHPS World Languages Presentational and Interpersonal Rubrics. The students complete an “Expo” Graphic Organizer

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for the stations (and countries). (This may take the form of stamps in student passport for each country or station visited.) The teacher collects and scores the graphic organizers or activity rubric for a class participation grade. This culminating activity would be recorded as an additional project, test, or quiz grade based on teacher preference.

HONORS OPTION for Unit 8 : Presentational/Interpretive : Mon Voyage à l’Étranger: In this three-fold task, students will describe an imaginary trip/visit/home stay to a chosen francophone destination. (Students will use the location researched for Performance Task #1 as their destination.)

Performance Task #2A – Project: Affiche de Voyage: Students will create a tourism poster* for their destination. The poster will include photos/color representations, captions for each picture, name of country, “invitations” to visit (à la tourism posters in the windows of travel agencies, for example). Students may also choose to create postcards or a scrapbook instead of a poster, with “invitations” to visit, captions, or descriptions of the pictured site on the postcard back or on the scrapbook page.

*Technology-based options: Students may use Glogster to create their poster online or create a digital story in place of postcards.

Performance Task #2B – Written: Carnet de Voyage (template attached): The Carnet will be students’ personal daily journals, describing a week or more in their destination. If they choose to describe a home-stay (using pen pal information from prior units or actual letter exchange), students may include information about their new family’s members, names, ages, animals, interests, activities, likes/dislikes, etc. The Carnet should be written in the passé composé, as students write about what they did, including, but not limited to:

what they wore (clothing) where they stayed (student residence/dorm, home-stay, or hotel, whether five, four, three

star rating) what they ate and the restaurants they patronized places they visited how the weather was

Performance Task #2C – Oral: Présentation de Mon Voyage À l’Étranger : Students will present their poster and Carnet as if they were thanking an organization, the school, or the Rotary Club, for example, for funding the trip! Audience members (teacher and classmates) may ask appropriate questions based on each student’s presentation.

Required Class Activity for Performance Task #2: In preparation for this task, students will complete a facsimile of an actual passport application.

ASSESSMENT: Teacher scores Carnet de Voyage and presentation of Mon Voyage à l’Étranger using the NHPS World Languages Presentational Rubrics. The Carnet de Voyage may be used as the Cumulative Autobiography performance task (see additional description). This Project will be graded and counted as a requirement for completion of the Honors Contract.

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