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French Intermediate Low TBOE Board Approved 8/26/2013 1
TRENTON PUBLIC SCHOOLS
Department of Curriculum and Instruction
108 NORTH CLINTON AVENUE
TRENTON, NEW JERSEY 08609
World Languages – French 9-12
Intermediate Low
CURRICULUM GUIDE
August 2013
French Intermediate Low TBOE Board Approved 8/26/2013 2
Trenton Public Schools
Curriculum Guide for:
World Languages: French 9-12
Proficiency: Intermediate Low
Pacing Guide
Unit Title Pacing Days
1 Ma Vie Quotidienne / My daily Life
MP 1 23
2 On Fait la Fête ! Let’s celebrate! MP 2 23
3 Retour de Vacances ! Back from Vacation! MP 3 23
4 Le monde du Travail /The Working World MP 4 20
French Intermediate Low TBOE Board Approved 8/26/2013 3
French Curriculum
Intermediate Low 9-12
Unit 1: Ma Vie Quotidienne / My daily Life
French Intermediate Low TBOE Board Approved 8/26/2013 4
Trenton School District: French Curriculum
CONTENT AREA:
World Languages
PROFICIENCY LEVEL:
Intermediate Low 9-12
Unit #1
(23 Days)
UNIT NAME:
Ma Vie Quotidienne / My daily Life
STAGE 1 – Desired Results
Enduring Understanding:
A healthy lifestyle consists of routines and
habits that contribute to healthy body
development.
My daily routine can be similar and
different from a typical French teen.
Essential Questions:
How do people maintain a healthy lifestyle through personal hygiene?
How do I organize my time during a typical day?
How do I discuss my health and give advice?
CORRESPONDING NJCCCS STUDENT LEARNING OBJECTIVES (SLOs)
7.1. NH.A.1 Recognize familiar words and phrases,
understand the main idea, and infer the meaning of
some highly contextualized, unfamiliar spoken or written words contained in culturally authentic
materials using electronic information sources
related to targeted themes.
SLO # 1 – Recognize familiar words and phrases, understand the main idea, and infer the
meaning of some highly contextualized, unfamiliar spoken or written words related to daily
routines in the home and target cultures contained in culturally authentic materials using electronic information sources.
Can do statements:
I can understand conversations about daily routine
I can understand when someone asks about my daily routine and habits
I can complete a health form in the target language
I can view a short video clip about health and identify the main idea and principal
details
I can read a culturally authentic magazine/newspaper article about health and
understand the highlights
7.1. NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written
descriptions.
SLO # 2 - Identify target culture(s) practices related to maintaining healthy habits as found in short conversations and brief written messages and determine how the practices are
similar to and different from those of the home culture.
French Intermediate Low TBOE Board Approved 8/26/2013 5
7.1. NH A.5 Demonstrate comprehension of short
conversations and brief written messages on familiar topics
Can do statements:
I can understand factual information in written/ oral texts about everyday practices
for people in the target culture
I can understand how daily habits/choices influence one’s health
I can infer the meaning of a few unfamiliar words related to health when the text
also contains familiar words and explanation of the unfamiliar words
I can listen to a short conversation between two native speakers and determine what
they consider to be a healthy lifestyle
7.1. NH.A.3 Recognize some common gestures and
cultural practices associated with target culture(s). 7.1. NH.B.3 Imitate appropriate gestures, intonation,
and common idiomatic expressions of the target
culture(s)/language during daily interactions.
SLO # 3 - Recognize and use some gestures and idiomatic expressions for expressing
illnesses and injuries and talking about healthy practices.
Can do statements:
I can recognize some gestures and idiomatic expressions used when speaking about
an illness or an injury
I can imitate some gestures and use some basic idiomatic expressions associated
with an illness or an injury and health practices
7.1. NH.B.1 Use digital tools to exchange basic
information by recombining memorized words,
phrases, and sentences on topics related to self and targeted themes.
7.1. NH.B.5 Converse on a variety of familiar topics and/or topics studied in other content areas.
SLO # 4 - Exchange basic information related to daily routine, habits, and making healthy
choices by recombining memorized words, phrases, and sentences in a culturally
appropriate way using digital tools and face-to-face communication.
Can do statements:
I can use digital tools and face-to-face communication to ask my classmates and
members of the target culture about their routine/habits (e.g. when they do things, what they do on a daily basis, and make recommendations).
I can complain about health and give advice.
I can use appropriate reaction words when my classmates and members of the
target culture answer a question (e.g. me too, not me, that’s interesting, really?,
that’s nice).
7.1. NH.C 1 Recombine basic information at the
word and sentence level related to self and targeted themes to create a multimedia-rich presentation to
be shared virtually with a target language audience.
7.1 NH.C.3 Describe in writing people and things
from home and school environment.
SLO # 5 - Recombine previously studied material to create a multimedia-rich presentation
showing how daily routine and lifestyle choices are influenced by culture, geography and media in the home and target cultures.
Can do statements:
I can use short sentences and digital tools to create a presentation that shows how
French Intermediate Low TBOE Board Approved 8/26/2013 6
7.1. NH.C.5 Tell or write about cultural products associated with the target culture(s), and simulate
common cultural practices
daily routine and health practices are influenced by culture, geography, and media
in my culture and the target culture.
CONCEPTS
WHAT DO STUDENTS NEED TO KNOW? SKILLS
WHAT DO STUDENTS NEED TO BE ABLE TO DO?
Body parts
Names of personal care items
Expressions for sequence of events (e.g. First, then, later)
How often we do things (e.g. always, sometimes, never)
Names of illnesses and injuries
Health related terms
Expressions of feelings and emotions
Grammar:
Reflexive verbs
Tout, tous, toute, toutes
Identify body parts
Recognize gestures associated with expressing an illness or an
injury
Identify some cultural practices associated with daily
routine/habits
Explain personal daily routine
Express feelings/emotions
Exchange information about family and personal health choices
in the home and the target culture(s) using digital tools such as blogs, wikis, or SKYPE as well as face-to-face communication
by recombining previously memorized words, phrases, and
sentences.
Ask and respond to question related to health, daily routine and a
balanced life.
Create a multimedia-rich presentation showing how daily routine
and lifestyles are influenced by culture, geography, and media in
the home and target cultures.
Recombine previously memorized words, phrases and sentences
to express daily routine/feelings/illnesses
French Intermediate Low TBOE Board Approved 8/26/2013 7
Stage 3: Strategies:
Students use the target language in the three modes of communication to engage in the study of daily routine and habits and explore the role it
plays in developing a healthy body development. They consider how cultural, geographic, and familial, forces influence people’s daily choices.
(Assessment of the interpretive mode may be in English; however, the text is always in the target language.)
Interpretive: Students examine authentic written and video/audio texts such as health forms, advertisements, health blogs, magazine articles, and other text related to health, daily practices, and routine in the home and target cultures.
Write a composition about their daily routine in the present/past
Cultural reading comprehension
Read a dialogue and answer questions
Interpersonal: They engage in short unrehearsed/unscripted conversations with classmates, the teacher and members of the target language community in which
Stage 2: Assessment Evidence:
Formative Assessments: Summative Assessments:
Daily written/verbal check-ins
Group conversations
Group activities
Online activities
Think-Pair-Share
3-2-1 Reflections
2 Stars and a wish
Exit Ticket
Common Unit Assessment at end of each Unit – Required
Performance Task (See Below) - Required
Oral/written exams (Mid Marking Period)
Projects
Portfolios
Performance Assessment Task: (Presentational)
1. Create and present a team project surveying lifestyle practices of teens in school in the target language.
2. Create a daily routine cartoon/children’s book that illustrates proper daily routine.
Scoring Criteria: See Appendix for appropriate rubric
French Intermediate Low TBOE Board Approved 8/26/2013 8
they ask and answer questions and express preferences related to daily routine and health.
Students will participate in a role play a visit to a doctor
Interview teacher/classmates on daily routine and healthy practices
Post a response to a health blog in the target language
Presentational: Students create surveys, graphs and charts to convey information about the daily routines of teens in the US and in a French speaking country.
They use sentence level discourse to describe what they and others do on a daily basis, which activities are essential to them, and what impact their
life style choices have on overall health. They compare and contrast practices related to daily routine and health in the home and target cultures.
Create and present a power point about daily routine of self or a French teen using authentic visuals and vocabulary
Create and present a team project surveying the lifestyle practices of teens in school in the target language
Create a daily routine cartoon/children’s book that illustrate proper daily routine
Differentiation Strategies:
Tiered Activities (leveled reading)
Flexible grouping based on ability/interest level
Interest-based options (product/process choice)
Learning modalities (interpersonal, intrapersonal, audio, musical, linguistic, mathematical, visual-spatial, bodily-kinesthetic)
Technology integration
French Intermediate Low TBOE Board Approved 8/26/2013 9
Suggested Resources:
Textbook “Bien dit” level 2
Best practices teacher guide
Online Textbook : Classzone:
http://www.classzone.com/cz/index.htm;jsessionid=xrLpRMVFLVp4pcq27Rfxkn7BB0HQMPZ15g7Y1cSyzh1JymnX9fqY!1
325882433
Rosetta Stone https://trentonchs.rosettastoneclassroom.com/en-US/
List of useful websites for world language teachers
http://www.paterson.k12.nj.us/departments/curr/curriculum/WORLD%20LANGUGES%20CURRIC/Websites%20for%20Tea
chers%20and%20Students.pdf
Culturally authentic multimedia resources: YouTube, video clips, music, art, films, documentaries
Literature: Novels, short stories, fables, legends, poems
Department of Education suggested assessment rubrics
http://www.state.nj.us/education/cccs/1996/frameworks/worldlanguages/appendb.pdf
French Intermediate Low TBOE Board Approved 8/26/2013 10
French Curriculum
Intermediate Low 9-12
Unit 2: On Fait la Fête! Let’s celebrate!
French Intermediate Low TBOE Board Approved 8/26/2013 11
Trenton School District: French Curriculum
CONTENT AREA:
World Languages
PROFICIENCY LEVEL:
Novice-High 9-12
Unit # 2
(23 Days)
UNIT NAME :
On Fait la Fête ! Let’s celebrate!
STAGE 1 – Desired Results
Enduring Understanding:
Celebrations are a unique reflection of one’s
culture.
Gastronomy is a unique reflection of
cultural celebrations
Essential Questions:
How do I prepare for celebrations?
How do people in French-speaking countries prepare for celebrations?
CORRESPONDING NJCCCS STUDENT LEARNING OBJECTIVES (SLOs)
7.1. NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar
topics
SLO # 1 – Demonstrate comprehension of short conversations and brief written messages about celebrations
Can do statements:
I can listen to a video clip that contains information about celebrations (personal
and cultural) and:
a. Identify key words and phrases.
b. Determine how the celebrations are similar to and different from those in my culture.
When reading short texts dealing with celebrations (personal and cultural) I can:
a. Identify key words and phrases.
b. Determine how the celebrations are similar to and different from those in my culture.
7.1. NH.A.6 Identify the main idea and other significant ideas in readings from age and level-
appropriate, culturally authentic materials.
SLO # 2 - Identify the main idea and other significant ideas in reading from age and level-appropriate culturally authentic materials that address the celebration of events in the target
culture(s).
Can do statements:
I can listen to a short authentic video clip that contains information about
French Intermediate Low TBOE Board Approved 8/26/2013 12
celebrations of events and :
a. Identify the main idea. b. Recognize other key ideas.
When reading short authentic texts dealing with celebrations of events I can:
a. Identify the main idea.
b. Recognize other key ideas.
7.1. NH.B.2 Give and follow a series of oral and written directions, commands, and requests for
participating in age- and level- appropriate
classroom and cultural activities.
SLO # 3 - Give and follow oral or written directions for performing an authentic cultural activity associated with a celebration.
Can do statements:
I can give directions for participating in a cultural activity (e.g. how to perform a
dance, how to play a game, how to prepare a meal) and I can answer questions
from my classmates and members of the target culture when they don’t understand
my directions.
I can follow directions for participating in a cultural activity (e.g. how to perform a
dance, how to play a game, how to prepare a meal) and ask for clarification when I do not understand (e.g. please repeat, I don’t understand, did you say).
7.1. NH.B.1 Use digital tools to exchange basic
information by recombining memorized words, phrases, and sentences on topics related to self and
targeted themes.
7.1. NH.B.4 Ask and respond to questions, make requests, and express preferences in various social
situations.
SLO # 4 - Use digital tools to ask and answer questions by recombining memorized words,
phrases, and sentences related to celebrations of events in the target culture(s).
Can do statements:
I can ask classmates and others simple questions related to a celebration using
digital tools and face-to-face communication.
I can answer simple questions related to a celebration using digital tools and face-
to-face communication.
I can use appropriate reaction words when my classmates and members of the
target culture answer a question (e.g. me too, not me, that’s interesting, really?,
that’s nice).
I can ask for clarification when I don’t understand something (e.g. please repeat, I
don’t understand, did you say).
7.1NH.C.1 Recombine basic information at the
word and sentence level related to self and targeted
themes to create a multimedia-rich presentation to be shared virtually with a target language audience.
SLO # 5- Recombine words, phrases, and sentences to create a multi-media rich
presentation that compares and contrasts celebrations in the home and target cultures.
Can do statements:
I can create a multi-media presentation in which I recombine words, phrases and
French Intermediate Low TBOE Board Approved 8/26/2013 13
sentences to compare and contrast a celebration (personal or cultural) in the US and
in a French-speaking country.
CONCEPTS
WHAT DO STUDENTS NEED TO KNOW?
SKILLS
WHAT DO STUDENTS NEED TO BE ABLE TO DO?
Vocabulary associated with celebrations within the target
culture(s)
The structures necessary to:
o Express comparisons
o Express superlatives
o Describe cultural celebrations in the present time frame
The products and practices that individuals and families in the
target culture(s) use when celebrating
Communication strategies to facilitate conversations related
to celebrations (asking for clarification, circumlocution, expressions of reacting, rewording)
It is understood that students at the NH level will have already
mastered the following:
Family members
Clothing
Names of authentic holidays
Seasons
Structures needed to:
o Describe typical holidays
Describe activities that take place during holiday celebrations
How to wish someone a good time
Cultural dishes associated with specific celebrations
How to shop for and prepare celebration dishes
Grammar:
Direct object pronouns
Indirect object pronouns Negative expressions
Passé compose
Demonstrate comprehension of short conversations and brief
messages dealing with celebrations within the target culture(s).
Identify the main idea and other significant ideas in readings
from age and level-appropriate, culturally authentic materials
dealing with celebrations within the target culture(s).
Use digital tools to ask and answer questions related to
celebrations that mark important events within the home and target cultures.
Give and follow a series of directions related to a cultural
celebration/food preparation
Ask and respond to questions, make requests, and express
preferences related to celebrations events within the target culture(s)
Recombine basic information at the word and sentence level to
create a multi-media presentation that compares and contrasts
celebrations event(s) in the home and target culture(s).
Prepare for parties and celebrations (go food shopping in a
French-speaking supermarket, prepare food…)
Discuss food, festivals, and holidays in a French-speaking
country
French Intermediate Low TBOE Board Approved 8/26/2013 14
Future tense
Imperfect Partitive
Pronouns “Y” and “en”
Contractions with “à” and “de”
Stage 2: Assessment Evidence:
Formative Assessments: Summative Assessments:
Daily written/verbal check-ins
Group conversations
Group activities
Online activities
Think-Pair-Share
3-2-1 Reflections
2 Stars and a wish
Exit Ticket
Common Unit Assessment at end of each Unit – Required
Performance Task (See Below) - Required
Oral/written exams (Mid Marking Period)
Projects
Portfolios
Performance Assessment Task: (Interpersonal/Presentational)
1. Create a skit discussing the last holiday they celebrated. Work in a group to present a selected skit to the whole class.
Scoring Criteria: See Appendix for appropriate rubric
French Intermediate Low TBOE Board Approved 8/26/2013 15
Stage 3: Strategies:
Students use the target language in the three modes of communication to explore events as celebrated in the target culture and compare and
contrast them to similar celebrations in the home culture. (Assessment of the interpretive mode may be in English; however, the text is always in
the target language.)
Interpretive: They interpret authentic written and video/audio texts such as magazine articles, newspaper articles, and short video clips that focus on the celebrations in the target culture(s).
Read a culturally authentic text about a celebration and identify the main ideas
Write a story about your favorite holiday/celebration in the target language
Post a blog about a popular holiday recipe in the target culture
Watch a culturally authentic video about celebrations in a French-speaking country
Write an invitation to a celebration in the target language
Interpersonal: They engage in short unrehearsed/unscripted conversations with classmates, the teacher, and members of the target language community, in which
they ask and answer question related to preparation and celebration of holiday events.
Ask and respond to questions about popular celebrations
Exchange information with teacher/classmates about preparing for a celebration/holiday
Create a skit discussing the last holiday they celebrated
Presentational: They use written and oral sentence discourse to compare and contrast how events are celebrated in the home and target cultures.
Create and present a greeting card project in the target language
Create and present a plan for a culturally authentic holiday party
Prepare a culturally authentic holiday dish/poem/ song and share with the class
Differentiation Strategies:
Tiered Activities (leveled reading)
Flexible grouping based on ability/interest level
Interest-based options (product/process choice)
Learning modalities (interpersonal, intrapersonal, audio, musical, linguistic, mathematical, visual-spatial, bodily-kinesthetic)
Technology integration
French Intermediate Low TBOE Board Approved 8/26/2013 16
Suggested Resources:
Textbook “Bien dit” level 2
Best practices teacher guide
Online Textbook : Classzone:
http://www.classzone.com/cz/index.htm;jsessionid=xrLpRMVFLVp4pcq27Rfxkn7BB0HQMPZ15g7Y1cSyzh1JymnX9fqY!1
325882433
Rosetta Stone https://trentonchs.rosettastoneclassroom.com/en-US/
List of useful websites for world language teachers
http://www.paterson.k12.nj.us/departments/curr/curriculum/WORLD%20LANGUGES%20CURRIC/Websites%20for%20Tea
chers%20and%20Students.pdf
Culturally authentic multimedia resources: YouTube, video clips, music, art, films, documentaries
Literature: Novels, short stories, fables, legends, poems
Department of Education suggested assessment rubrics
http://www.state.nj.us/education/cccs/1996/frameworks/worldlanguages/appendb.pdf
French Intermediate Low TBOE Board Approved 8/26/2013 17
French Curriculum
Intermediate Low 9-12
Unit 3: Retour de Vacances! Back from Vacation!
French Intermediate Low TBOE Board Approved 8/26/2013 18
Trenton School District: French Curriculum
CONTENT AREA:
World Languages
PROFICIENCY LEVEL:
Intermediate-Low 9-12
Unit # 3
(23 days)
UNIT NAME :
Retour de Vacances ! Back from Vacation!
STAGE 1 – Desired Results
Enduring Understanding(s):
There are steps that must be taken when you
travel
Sports bring people together in spite of their
geographical and cultural differences
A healthy lifestyle consists of routines and
habits that contribute to healthy body
development
Gastronomy is a unique reflection of
cultural celebrations
Essential Questions:
How would you plan a trip?
How do sports bring people globally together?
What habits help people maintain a healthy lifestyle?
How do I prepare for a celebration?
CORRESPONDING NJCCCS STUDENT LEARNING OBJECTIVES (SLOs)
7.1. NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of
some highly contextualized, unfamiliar spoken or
written words contained in culturally authentic materials using electronic information sources
related to targeted themes.
SLO # 1 – Recognize familiar words and phrases, understand the main idea, and infer the meaning of spoken or written words as found in culturally authentic materials from
electronic information sources related to factors that contribute to traveling.
Can do statements:
When reading short texts or listening to a clip dealing with travel I can:
c. Identify key words and phrases.
d. Understand the main idea.
e. Figure out the meaning of a few unfamiliar words when they are defined in the target language or when an example is given.
Determine which travel factors are similar and different in the United States and the
countries where French is spoken.
French Intermediate Low TBOE Board Approved 8/26/2013 19
7.1. NH.A.1 Recognize familiar words and phrases,
understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or
written words contained in culturally authentic
materials using electronic information sources
related to targeted themes.
7.1. NH.A.6 Identify the main idea and other
significant ideas in readings from age- and level-appropriate, culturally authentic materials.
SLO # 2 – Identify words/phrases, key points, and main idea(s) in target language age- and
level-appropriate culturally authentic materials dealing with sports, popular sports’ competitions and events, equipment, and other activities .
Can do statements:
I can identify key words and phrases in short readings (e.g. a blog dealing with
sports)
I can understand the main ideas and some details announced during a sport event
I can identify major events and competitions in popular sports at home and in
French-speaking countries
I can listen to a sport commentator and understand the highlights of a game
I can understand specific information regarding sports’ scores, rules, and
equipment
I can follow multi-step instructions on how to play a sport
7.1. NH.A.1 Recognize familiar words and phrases,
understand the main idea, and infer the meaning of
some highly contextualized, unfamiliar spoken or
written words contained in culturally authentic materials using electronic information sources
related to targeted themes.
SLO # 3 - Recognize familiar words and phrases, understand the main idea, and infer the
meaning of some highly contextualized, unfamiliar spoken or written words related to daily
routines in the home and target cultures contained in culturally authentic materials using
electronic information sources.
Can do statements:
I can understand conversations about daily routine
I can understand when someone asks about my daily routine and habits
I can complete a health form in the target language
I can view a short video clip about health and identify the main idea and principal
details I can read a culturally authentic magazine/newspaper article about health and
understand the highlights
7.1. NH.A.6 Identify the main idea and other
significant ideas in readings from age and level-appropriate, culturally authentic materials.
SLO # 4 - Identify the main idea and other significant ideas in reading from age and level-
appropriate culturally authentic materials that address the celebration of events in the target culture(s).
Can do statements:
I can listen to a short authentic video clip that contains information about
celebrations of events and :
c. Identify the main idea.
French Intermediate Low TBOE Board Approved 8/26/2013 20
d. Recognize other key ideas.
When reading short authentic texts dealing with celebrations of events I can:
c. Identify the main idea. d. Recognize other key ideas.
CONCEPTS
WHAT DO STUDENTS NEED TO KNOW?
SKILLS
WHAT DO STUDENTS NEED TO BE ABLE TO DO?
Travel preparations
Travel activities
Sports events/competitions
Sports equipment
Extracurricular activities
Health related terms
Expressions for sequence of events (e.g. First, then, later)
The products and practices that individuals and families in the
target culture(s) use when celebrating
Communication strategies to facilitate conversations related
to celebrations (asking for clarification, circumlocution,
expressions of reacting, rewording)
express what they have done on past vacations
identify the steps necessary for travel home/abroad
Identify the key ideas associated with different sports as found in
culturally authentic material from the target culture.
Ask questions related to sports with classmates and others using
digital tools and face-to-face communication.
Answer questions related to sports with classmates and others
using digital tools and face-to-face communication.
Ask and respond to question related to health, daily routine and a
balanced life.
Recombine previously memorized words, phrases and sentences
to express daily routine/feelings/illnesses
Ask and respond to questions, make requests, and express
preferences related to celebrations events within the target
culture(s)
Discuss food, festivals, and holidays in a French-speaking
country
French Intermediate Low TBOE Board Approved 8/26/2013 21
Students use the target language in the three modes of communication to recycle knowledge about travel, sports, health, and celebrations are
similar and different in the home and target culture(s). (Assessment of the interpretive mode may be in English; however, the text is always in the
target language.)
Interpretive: They interpret authentic written and video/audio texts such as blogs, community bulletin boards, and advertisements that focus on the unit topics.
read dialogues and answer questions
engage and practice audio/video activities
cultural reading comprehension
Stage 2: Assessment Evidence:
Formative Assessments: Summative Assessments:
Daily written/verbal check-ins
Group conversations
Group activities
Online activities
Think-Pair-Share
3-2-1 Reflections
2 Stars and a wish
Exit Ticket
Common Unit Assessment at end of each Unit – Required
Performance Task (See Below) - Required
Oral/written exams (Mid Marking Period)
Projects
Portfolios
Performance Assessment Task: (Presentational)
Research and present an oral or written report about a country you would like to visit in the future. Include places you would
like to visit and things you would like to do. Make sure to give specific reasons. Presentation can be in form of report or
PowerPoint.
Scoring Criteria: See Appendix for appropriate rubric
French Intermediate Low TBOE Board Approved 8/26/2013 22
Interpersonal: They engage in short unrehearsed/unscripted conversations with classmates, the teacher, and members of the target language community, in which they ask and answer questions related to travel, sports, health, and celebrations and how they are similar and different in the home and target
culture(s).
Interact in paired dialogues A/B activities, interviews, role play, and blogs
Communicate with teacher and classmates in the target language
Respond to questions in the target language
Presentational: They use sentence level discourse to discuss travel, sports, health, and celebrations, and how they are similar and different in the home and target
culture(s). They compare and contrast cultural practices that occur in the home and target culture(s).
create and present a multimedia project to demonstrate mastery of the reviewed topic(s)
Differentiation Strategies:
Tiered Activities (leveled reading)
Flexible grouping based on ability/interest level
Interest-based options (product/process choice)
Learning modalities (interpersonal, intrapersonal, audio, musical, linguistic, mathematical, visual-spatial, bodily-kinesthetic)
Technology integration
Suggested Resources:
Textbook “Bien dit” level 3
Best practices teacher guide
Online Textbook : Classzone:
http://www.classzone.com/cz/index.htm;jsessionid=xrLpRMVFLVp4pcq27Rfxkn7BB0HQMPZ15g7Y1cSyzh1JymnX9fqY!1
325882433
Rosetta Stone https://trentonchs.rosettastoneclassroom.com/en-US/
List of useful websites for world language teachers
http://www.paterson.k12.nj.us/departments/curr/curriculum/WORLD%20LANGUGES%20CURRIC/Websites%20for%20Tea
chers%20and%20Students.pdf
Culturally authentic multimedia resources: YouTube, video clips, music, art, films, documentaries
Literature: Novels, short stories, fables, legends, poems
Department of Education suggested assessment rubrics
http://www.state.nj.us/education/cccs/1996/frameworks/worldlanguages/appendb.pdf
French Intermediate Low TBOE Board Approved 8/26/2013 23
French Curriculum
Intermediate-Mid 9-12
Unit 4: Le monde du Travail / The Working World
French Intermediate Low TBOE Board Approved 8/26/2013 24
Trenton School District: French Curriculum
CONTENT AREA:
World Languages
PROFICIENCY LEVEL:
Intermediate-Low 9-12
Unit # 4
(20 Days)
UNIT NAME:
Le monde du Travail /The Working World
STAGE 1 – Desired Results
Enduring Understanding:
What I do now impacts my future success
Part of your job preparation is to analyze
what skills are necessary to be successful in
a future profession
The decisions you make today in school
will impact your future plans and career decisions
Essential Questions:
How do I prepare myself for success in the work force?
What skills are necessary to succeed in the job market?
What kinds of jobs/careers interest you for the future?
CORRESPONDING NJCCCS STUDENT LEARNING OBJECTIVES (SLOs)
7.1. IL.A.1 Identify the main idea and most supporting details contained in culturally authentic
materials using electronic information sources
related to targeted themes.
7.1. IL.A.3 Compare and contrast the use of verbal
and non-verbal etiquette (i.e., the use of gestures,
intonation, and cultural practices) in the target culture(s) and in one’s own culture.
SLO # 1 – Recognize familiar words and phrases, understand the main idea, and infer the meaning of spoken or written words as found in culturally authentic materials from
electronic information sources related to professions and careers.
Can do statements:
When reading short texts or listening to a clip dealing with professions and careers I can:
f. Identify key words and phrases.
g. Understand the main idea.
h. Figure out the meaning of a few unfamiliar words when they are defined in the target language or when an example is given.
i. Determine which skills are similar and different for various careers in the work
force.
French Intermediate Low TBOE Board Approved 8/26/2013 25
7.1. IL.A.5 Demonstrate comprehension of
conversations and written information on a
variety of topics
7.1. IL.B.1 Use digital tools to participate in
short conversations and to exchange
information related to targeted themes.
SLO # 2 - Participate in an online or face-to-face discussion with members of the target
culture or classmates to exchange information regarding future plans for a career.
Can do statements:
I can use digital tools and face-to-face communication to ask questions about:
a. Job skills
b. Future plans c. Career preferences
d. School subjects and how they relate to the job market
I can use digital tools and face-to-face communication to answer questions about:
e. Job skills f. Future plans
g. Career preferences
h. School subjects and how they relate to the job market
I can ask for clarification when I don’t understand the requirements for a specific
job/profession
7.1. IL.B.4 Ask and respond to factual and
interpretive questions of a personal nature or on
school-related topics.
7.1. IL.B.5 Engage in short conversations about
personal experiences or events and/or topics
studied in other content areas.
SLO # 3 - Ask and respond to questions about the role of different professions in the
development of communities by recombining words/phrases using digital tools and face-to-face communication in the target language.
Can do statements:
I can talk with someone about my dream job/profession
I can state the skills needed to succeed in a given profession/job
I can initiate a conversation about careers
I can exchange views and opinions about my favorite profession and how it competes in the job market
I can identify professionals in my community and discuss their roles
7.1. IL.C.3 Use language creatively to respond
in writing to a variety of oral or visual prompts
7.1. IL.C.5 Compare and contrast cultural
products and cultural practices associated with
the target culture(s) and one’s own culture,
orally, in writing, or through simulation.
SLO # 4 - Produce written texts and oral presentations to describe the different
jobs/professions and the requirements/skills that each career entails.
Can do statements:
I can describe my favorite job in terms of educational requirements, personality,
skills, and accomplishments
I can present a resume describing my skills, experiences, accomplishments,
background, and education
French Intermediate Low TBOE Board Approved 8/26/2013 26
I can express opinions about different professions (the pros and cons)
CONCEPTS
WHAT DO STUDENTS NEED TO KNOW?
SKILLS
WHAT DO STUDENTS NEED TO BE ABLE TO DO?
Professions and services
Expressions needed to write a formal letter/resume
Expressions to describe specific skills and abilities
Cultural practices related to applying for a job
The structures necessary to describe people and careers
Locations particular to different professions
Grammar
The future
The conditional
Feminine forms of nouns
Making polite requests
Talk about jobs
Identify the different locations particular to various professions
Compare and contrast professions
Identify what are the 21st century skills they need to succeed
Express interest in various jobs that will impact his/her future
plans and career decisions
Express qualities and experiences necessary for success in the
21st century
Research possible careers that interest them
Conduct or participate in a job interview
Write a resume/cover letter for a job that interests them
Discuss the differences between French and the US job market as
it relates to skills, availability, benefits, requirements…
Stage 2: Assessment Evidence:
Formative Assessments: Summative Assessments:
Daily written/verbal check-ins
Group conversations
Group activities
Online activities
Think-Pair-Share
3-2-1 Reflections
2 Stars and a wish
Exit Ticket
Common Unit Assessment at end of each Unit – Required
Performance Task (See Below) - Required
Oral/written exams (Mid Marking Period)
Projects
Portfolios
French Intermediate Low TBOE Board Approved 8/26/2013 27
Stage 3: Strategies:
Students use the target language in the three modes of communication to explore jobs and professions, skills and requirements in order to become
a productive member of society, make informed decisions about future goals, in the home, and target culture by comparing and contrasting the job markets in both cultures. (Assessment of the interpretive mode may be in English; however, the text is always in the target language.)
Interpretive: They interpret authentic written and video/audio texts such as job search websites, blogs, articles, and commentaries that focus on professions.
Read a culturally authentic article about differences between French jobs and those of the USA and answer questions
Read a job ad from an authentic job search website and fill out a graphic organizer
Read/watch about how to prepare for an interview in the 21st century
Fill out a job application in the target language
Read a biography about a famous professional in a French speaking country
Write a story/blog to describe your future professional goals
Interpersonal: They engage in short unrehearsed/unscripted conversations with classmates, the teacher, and members of the target language community, in which they ask and answer questions related to jobs and professions.
Interact in paired dialogues, A/B activities, interviews, role play, and blogs to practice interviews
Ask/respond to questions about favorite jobs and professional plans
Role play a job applicant and a potential employer
Interview a classmate about their dream career
Discuss a job related article
Presentational: They use sentence level discourse to compare and contrast the job market in both cultures while exploring the cultural norms and practices
Performance Assessment Task: (Presentational)
1. Research different types of resumes online and use the information to create and present video
resume/curriculum vitae to the class.
Scoring Criteria: See Appendix for appropriate rubric
French Intermediate Low TBOE Board Approved 8/26/2013 28
associated with applying for and preparing for a job.
Create and present a video resume or a curriculum vitae
Present advice for job interviews (clothing, questions, etiquette…)
Create a job fair in order to advertise for positions and interview potential candidates
Create and present a power point about a successful professional in the target language
Differentiation Strategies:
Tiered Activities (leveled reading)
Flexible grouping based on ability/interest level
Interest-based options (product/process choice)
Learning modalities (interpersonal, intrapersonal, audio, musical, linguistic, mathematical, visual-spatial, bodily-kinesthetic)
Technology integration
Suggested Resources:
Textbook “Bien dit” level 3
Best practices teacher guide
Online Textbook : Classzone:
http://www.classzone.com/cz/index.htm;jsessionid=xrLpRMVFLVp4pcq27Rfxkn7BB0HQMPZ15g7Y1cSyzh1JymnX9fqY!1
325882433
Rosetta Stone https://trentonchs.rosettastoneclassroom.com/en-US/
List of useful websites for world language teachers
http://www.paterson.k12.nj.us/departments/curr/curriculum/WORLD%20LANGUGES%20CURRIC/Websites%20for%20Tea
chers%20and%20Students.pdf
Culturally authentic multimedia resources: YouTube, video clips, music, art, films, documentaries
Literature: Novels, short stories, fables, legends, poems
Department of Education suggested assessment rubrics
http://www.state.nj.us/education/cccs/1996/frameworks/worldlanguages/appendb.pdf
French Intermediate Low TBOE Board Approved 8/26/2013 29
Appendix A
Assessments/Strategies/Resources:
1. Ads/Commercials/Videos – Go to www.youtube.com. Search for ecotourism in the target language. Select videos that contain
visuals and text that will assist students in understanding the message. Be sure to view all the videos from start to finish before
sharing them with the class.*
2. Brochures – To find brochures that contain lists and visual support do a target-language search for “vacation package”, “tourist
office”, “places of interest”, or “tourism activities” in a specific city or country. An example can be found at
http://www.acentorural.com/turismoactivo/turismo_activo_deporte_aventura_naturaleza_andalucia.asp. There is an interactive
map.*
3. Exit Ticket - Use this technique to show you what students are thinking and what they have learned at the end of a lesson. Before
students leave, they have to hand you a “ticket” filled out with an answer to a question, a solution to a problem, or a response to
what they’ve learned. Exit Tickets help you assess if students have “caught what you taught” and plan for the next lesson or unit of
instruction.
4. Google Earth – This web resource allows you to travel around the world. To download it, go to http://earth.google.com/. In order to
provide students with authentic experiences, the language settings can be changed. Make changes in the program by clicking on
“Tools”, then “Options” and finally “General”. Click on “Language” and select the language of your choice. *
5. Magic Box – Place authentic materials/props such as art books, souvenirs, tickets to events, menus, etc. and introduce each item as a
means to provide a cultural setting and motivation. As a student selects an item from the box, hold it up and tell students what it
represents. For example, if a student selects a ticket to a museum, describe it and tell where it is from, how much admission is, and
what type of items can be found in the museum. Ask students questions related to item and tie it to their own cultural background. *
6. Map/Travel Guide – Using a map of the target language country, students will answer questions about tourist attractions,
restaurants, and hotels. *
French Intermediate Low TBOE Board Approved 8/26/2013 30
7. PowerPoint – A PowerPoint presentation can be an effective way to introduce students to new vocabulary and authentic images.
Once the concepts are introduced, the teacher may incorporate authentic materials and questioning techniques to check for
understanding and reinforcement.
8. Role-Play – It provides opportunities for students in small groups to assume different roles or create skits. In order to maximize
language production during a role-play, brainstorm as a class: words, phrases, questions and statements you might hear during the
role-play.
9. 3-2-1 Reflection Strategy – 3 things you found out, 2 things you learned, 1 question you still have. There are different variations
on-line for this activity.
10. Think-pair-share (TPS) is a collaborative learning strategy in which students work together to solve a problem or answer a
question about an assigned reading. This technique requires students to (1) think individually about a topic or answer to a question;
and (2) share ideas with classmates. Discussing an answer with a partner serves to maximize participation, focus attention and
engage students in comprehending the reading material.
11. TPR Storytelling – Total Physical Response – This is an effective strategy to make language understandable to novice students. Go
to World Language Curriculum page for the “Three Steps of TPR Storytelling”.
12. Two Stars and a Wish – This strategy lets students reflect on their own and each other’s work. Two Stars = two things that are
good about a piece of work. One Wish = one thing that can be improved and made better.
13. Visuals – Incorporate authentic images in the form of prints or a PowerPoint slide show to introduce/reinforce the vocabulary by
using word strips and questioning techniques.
14. Weather Maps – Use the image tab search “forecast” in a target language search engine to locate weather maps. Use the maps to
check for understanding while providing additional input in the target language. Spiral questions by starting with yes/no, either/or
and short responses. Sample questions: Is it cloudy in the center of Spain? What is the weather like in southern Spain?*
(*Adapted from World Languages Standard in Action – NJDOE
French Intermediate Low TBOE Board Approved 8/26/2013 31
Appendix B
Common Core State Standards
The Common Core State Standards for English Language Arts (ELA) and Literacy lay out a vision of what it means to be a literate
person in the twenty-first century, describing the skills and understandings students are expected to demonstrate which have wide
applicability outside the classroom or workplace. The expectations are described in the ELA Anchor standards across four strands:
Reading, Writing, Speaking and Listening, and Language. These four strands are represented in the National Standards for Learning
Languages three modes of communication (interpersonal, interpretive, and presentational) and the level of proficiency demonstrated.
The Common Core strands of Reading, Writing, Speaking and Listening are captured in the standards for learning languages’ goal
area of Communication.
Interpersonal (speaking + listening or writing + reading)
Interpretive (reading, listening, viewing)
Presentational (writing, speaking, visually representing)
The Common Core Strand of Language is described for language learners through proficiency levels that outline three key
benchmarks achieved in world language programs given sufficient instruction over time:
Novice (beginning level)
Intermediate
Advanced
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text
Craft and Structure
French Intermediate Low TBOE Board Approved 8/26/2013 32
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene,
or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors
take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
French Intermediate Low TBOE Board Approved 8/26/2013 33
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under
investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary and or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of tasks, purposes, and audiences.
College and Career Readiness Anchor Standards
for Speaking and Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development,
and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
French Intermediate Low TBOE Board Approved 8/26/2013 34
College and Career Readiness Anchor Standards for Language
Conventions of Standard English
1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style
and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word
parts, and consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an
unknown term important to comprehension or expression. Adapted from the Alignment of the National Standards for Learning Languages with the Common Core State Standards: Performance Expectations,
www.actfl.org (June 21, 2013) Please visit the Trenton Public Schools Curriculum World Language Website to view or download the complete document.
French Intermediate Low TBOE Board Approved 8/26/2013 35
Appendix B
Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, a New Jersey FLAP Grant Project: More information is available at
http://flenj.org/CAPS?page=parent.
Intermediate Interpersonal Rubric
Exceeds Expectations Meets Expectations Does Not Meet Expectations
How well does the student
communicate?
(Text Type)
Student creates with language by
using strings of sentences.
Student creates with language by using
simple sentences and some strings of
sentences.
Student uses simple sentences,
isolated words, and memorized
phrases.
How well am is the student understood?(Comprehensibility)
Student is consistently understood.
Student is generally understood. Student is sometimes difficult to understand.
How well does the student
understand?(Comprehension)
Responses are mostly logical and
on topic.
Responses are generally logical and on
topic.
Responses are occasionally logical
and on topic.
What kind of vocabulary does the
student use?
(Language Use and Vocabulary)
Student uses a wide range of vocabulary appropriate to the
topic most of the time.
Student uses a range of vocabulary that accomplishes the task. However,
occasionally may use the wrong word or
expression.
Student uses basic vocabulary and resorts to English when unable to
communicate the message.
How well does the student keep the
conversation going? (Communication Strategies)
Student asks and answers
questions to maintain the conversation and to clarify. At
times, paraphrases to clarify
meaning.
Student maintains a simple conversation
by asking some questions, but doesn’t ask for clarification.
Student responds to basic, direct
questions, and asks simple questions.
How well does student
demonstrate cultural
understanding?
(Cultural Awareness)
Student generally demonstrates
awareness of cultural
appropriateness.
Student occasionally demonstrates
awareness of cultural appropriateness
Student does not demonstrate an
awareness of cultural appropriateness.
French Intermediate Low TBOE Board Approved 8/26/2013 36
Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, a New Jersey FLAP Grant Project: More information is available at
http://flenj.org/CAPS?page=parent.
Intermediate Interpretive Rubric
Exceeds Expectations Meets Expectations Does Not Meet Expectations
Can the student identify the
main idea?
Student identifies the main ideas
presented in text.
Student identifies the main ideas of
the text.
Student does not identify the main ideas of the
text.
Can the student understand
supporting details?
Student understands most supporting
details of the text.
Student understands some
supporting details.
Student understands a few of the supporting
details.
Can the student infer
meaning?
Student understands the meaning of most cognates and word families.
Student derives the meaning of new words from context.
Student infers the author’s intent.
Answers demonstrate some cultural
awareness.
Student understands the meaning of some cognates and word families.
Student derives meaning of a few new words from context.
Student partially infers the author’s
intent.
Answers demonstrate little cultural
awareness.
Student understands the meaning of few cognates and word families.
Student does not derive the meaning of new words from context.
Student does not infer the author’s intent.
Answers do not demonstrate cultural
awareness.
French Intermediate Low TBOE Board Approved 8/26/2013 37
Intermediate Presentational Rubric (Speaking/Writing)
Exceeds Expectations Meets Expectations Does not meet Expectations
How well does the student
communicate?
(Text Type and Language
Control )
Student creates with language by using strings of sentences and is generally
accurate.
Student creates with language by using simple sentences and some
strings of sentences and is
occasionally accurate.
Student uses simple sentences, isolated words, and memorized phrases with accuracy.
What kind of
vocabulary does the
student use?
(Vocabulary Use)
Student uses a wide range of
vocabulary appropriate to the topic.
Student uses a range of vocabulary
that accomplishes the task.
However, occasionally may use the
wrong word or expression.
Student uses basic vocabulary and resorts to
English when unable to find the appropriate
target language vocabulary.
How well is the student
understood?
(Comprehensibility)
Student is generally understood by
those unaccustomed to the speaking/writing of language learners.
Student is generally understood by
those accustomed to the speaking/writing of language
learners.
Student is understood with occasional difficulty by those accustomed to the speaking/writing of language learners.
How well does the student
capture and maintain the
audience’s attention?
(Impact)
Student makes good choices of
phrases, images, and content to maintain the attention of the audience.
Student sometimes uses phrases,
images, and content to maintain the attention of the audience.
Student uses mostly gestures or visuals to
maintain audience’s attention. Uses some phrases, but the vocabulary conveys very
basic information.
How organized and fluent
is the presentation?
(Communication Strategies)
Student organizes the presentation in a logical manner. Student speaks/writes
with fluency.
Student organizes the presentation in a logical manner. Student may pause
a few times, disrupting the flow of
the presentation.
Student focuses mostly on the completion of the task; pays little attention to the
organization and flow of my presentation.
How well does student
demonstrate cultural
understanding?
(Cultural Awareness)
Student generally demonstrates awareness of cultural appropriateness.
Student occasionally demonstrates awareness of cultural
appropriateness
Student does not demonstrate an awareness of cultural appropriateness.
Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, a New Jersey FLAP Grant Project: More information is available at
http://flenj.org/CAPS?page=parent
French Intermediate Low TBOE Board Approved 8/26/2013 38
Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, a New Jersey FLAP Grant Project: More information is available at
http://flenj.org/CAPS?page=parent.
Student Intermediate Interpersonal Rubric
Exceeds Expectations Meets Expectations Does not meet Expectations
How well do I
communicate?
(Text Type)
I create with the language by
using strings of sentences.
I create with language by using simple
sentences and some strings of sentences.
I use simple sentences, isolated
words, and memorized phrases.
How well am I
understood?
(Comprehensibility)
I am consistently understood. I am generally understood. I am understood with occasional difficulty.
How well do I
understand?
(Comprehension)
My responses are mostly logical and on topic.
My responses are generally logical and on topic.
My responses are occasionally logical and on topic.
What kind of
vocabulary do I use?
(Language Use and Vocabulary)
I use a wide range of vocabulary appropriate to the
topic most of the time.
I use a range of vocabulary that accomplishes the task. However,
occasionally I may use the wrong word or
expression.
I use basic vocabulary and resort to English when I am unable to
communicate my message.
How well do I keep
the conversation
going?
(Communication
Strategies)
I ask and answer questions to
maintain the conversation and
to clarify. At times, I paraphrase to make myself
understood.
I maintain a simple conversation by asking
some questions, but I don’t ask for
clarification.
I respond to basic, direct questions,
and ask simple questions.
How well do I
demonstrate cultural
understanding?
(Cultural Awareness)
I generally demonstrate
awareness of cultural
appropriateness.
I occasionally demonstrate awareness of
cultural appropriateness
I do not demonstrate an awareness of
cultural appropriateness.
French Intermediate Low TBOE Board Approved 8/26/2013 39
Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, a New Jersey FLAP Grant Project: More information is available at
http://flenj.org/CAPS?page=parent.
Student Intermediate Interpretive Rubric
Exceeds Expectations Meets Expectations Does Not Meet Expectations
Can I identify the
main idea?
I identify the main ideas presented in
text.
I identify the main ideas of the text.
I do not identify the main ideas of the
text.
Can I understand
supporting details?
I understand most supporting details
of the text.
I understand some supporting
details.
I understand few supporting details.
Can I infer meaning? I infer the meaning of most cognates and word families.
I derive the meaning of many new words from context.
I infer the author’s intent.
My answers demonstrate some
cultural awareness.
I infer the meaning of some cognates and word families.
I derive the meaning of a few new words from context.
I partially infer the author’s intent.
My answers demonstrate little
cultural awareness.
I infer the meaning of few cognates and word families.
I do not derive the meaning of new words from context.
I do not infer the author’s intent.
My answers do not demonstrate cultural
awareness.
French Intermediate Low TBOE Board Approved 8/26/2013 40
Student Intermediate Presentational Rubric (Speaking/Writing) Exceeds Expectations Meets Expectations Does not meet Expectations
How well do I
communicate?
(Text Type and
Language Control )
I create with the language by using strings of sentences and
am generally accurate.
I create with language by using simple sentences and some strings of sentences and
am occasionally accurate.
I use simple sentences, isolated words, and memorized phrases with accuracy.
What kind of
vocabulary do I use?
(Vocabulary Use)
I use a wide range of vocabulary appropriate to the
topic most of the time.
I use a range of vocabulary that accomplishes the task. However, occasionally I may use
the wrong word or expression.
I use basic vocabulary and resort to English when I am unable to communicate
my message.
How well am I
understood?
(Comprehensibility)
I am generally understood by
those unaccustomed
to the speaking/writing of language learners.
I am generally understood by those
accustomed to the speaking/writing of
language learners.
I am understood with occasional difficulty
by those accustomed to the
speaking/writing of language learners.
How well do I
capture and maintain
my audience’s
attention?
(Impact)
I make good choices of
phrases, images, and content to
maintain the attention of the audience.
I make some good choices of phrases,
images, and content to maintain the attention
of the audience.
I use mostly gestures or visuals to maintain
audience’s attention. I use some phrases,
but my vocabulary conveys very basic information.
How organized and
fluent is my
presentation?
(Communication
Strategies)
I organize my presentation in a logical manner. I speak/write
with fluency.
I organize my presentation in a logical manner. I pause a few times, disrupting the
flow.
I focus mostly on the completion of the task; I pay little attention to the
organization and flow of my presentation.
How well do I
demonstrate cultural
understanding?
(Cultural Awareness)
I generally demonstrate
awareness of cultural appropriateness.
I occasionally demonstrate awareness of
cultural appropriateness
I do not demonstrate an awareness of
cultural appropriateness.
Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, a New Jersey FLAP Grant Project: More information is available at
http://flenj.org/CAPS?page=parent.
French Intermediate Low TBOE Board Approved 8/26/2013 41
Appendix D
Websites
http://www.state.nj.us/education/aps/cccs/wl/ (NJDOE World Language Home Page)
http://www.state.nj.us/education/modelcurriculum/wl/ (WL Model Curriculum)
http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf (Performance
Descriptors)
http://actflproficiencyguidelines2012.org/ (Proficiency Guidelines)
http://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_materials/ (Self-Assessment Checklists)
http://www.state.nj.us/education/aps/cccs/wl/ (NJDOE World Language Home Page)
http://www.state.nj.us/education/modelcurriculum/wl/ (WL Model Curriculum)
http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf (Performance
Descriptors)
http://actflproficiencyguidelines2012.org/ (Proficiency Guidelines)
http://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_materials/ (Self-Assessment Checklist)
http://flenj.org/CAPS?page=parent (Rubrics)