Chapter 6

Department: World Languages
Standard(s):
Understanding by Design Course: French I – Unit 6
Include the Illinois State Standards addressed in this unit.
State Goal 28: Use the target language to communicate within and beyond the classroom setting.
State Goal 29: Use the taret language to develop an understanding of the customs, art, literature, history and geography
associated with the target language.
State Goal 30: Use the target language to make connections and reinforce knowledge and skills across academic,
vocational and technical disciplines.
Stage 1: Desired Results
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Understandings
Learning another language expands one's opportunities for participating in multilingual communities and global
activities.
The more vocabulary you know in another language, the more you can understand and communicate.
Languages have patterns.
Learning another language helps one understand their own language.
Custom and tradition vary within a culture, as well as between cultures.
Language is a reflection of culture.
Essential Questions
-How does word-order/inflection differ in questions and
affect meaning?
-What individual sounds are used in the target language?
-How are sets of words put together to produce sentences?
-What is an infinitive?
-What is a conjugated verb?
What is the difference between an infinitive and a
conjugated verb?
-What is gender and number?
-What is agreement?
-What is Affirmative versus Negative?
Knowledge & Skill
-I can identify several ethnicities.nationalities.
-I can identify several French castles.
-I can conjugate/use the irregular verb venir.
-I can correctly use de + definite articles.
-I can form questions.
-I can properly use intonation in questions and statements.
-I can identify several different professions.
-I can describe the typical workweek in France.
-I can make indefinite articles ngative when appropriate.
-I can correctly use the interrogative pronoun quel.
-I know when to use c’est as opposed to il/elle est in a
sentence.
-I can discuss the geography of France.
-I can name the seasons and talk about the weather.
-I can correctly use and conjugate the irregular verb faire.
Stage 2: Assessment Evidence
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Performance Task Summary
Not Optional:
1. Unit Test
2. Lesson Quizzes A and B
Rubric Titles
Speaking/Writing Test Rubrics (C’est à Toi! Curriculum)
Rubric for Oral Production (C’est à Toi Curriculum)
Optional:
1.
2.
3.
4.
Dialogues, skits and demonstrations
Projects, presentations
Authentic performance tasks (listening,
reading, speaking and writing) that ask
students to use the subject matter.
Lesson Quiz C
Self-Assessments
Opportunities to imitate, practice and rehearse.
Chapter review.
Other Evidence, Summarized
Formal/Informal Observations or Interviews of Students
Bellringers or Pop Quizzes
Class Discussion/Participation
Work Samples, Homework
Stage 3: Learning Activities
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Day 1- Lesson A – Introduce nationalites vocabulary. Conversation culturelle/Aperçus culturels. Comprehension/Practice
exercises.
Day 2- Venir, and de + Definite Articles. Practice exercises.
Day 3-Forming questions. Intonation. Practice /Review activities.
Day 4-Lesson A Quiz
Day 5-Profession vocabulary. Conversation culturelles / Aperçus culturels. Practice/Comprehension exercises.
Day 6-Indefinite Articles in negative sentences. Interrogative adjective Quel. Practice exercises.
Day 7-C’est v.s. Il/Elle est. Read ‘La France et ses Voisins’ Practice/Comprehension exercises.
Day 8-Review activities.
Day 9-Lesson B Quiz
Day 10-Lesson C- Season/Weather vocabulary. Conversation culturelle / Aperçus culturels. Practice/Comprehension
exercises.
Day 11-Faire. Forming questions w/ Inversion. Practice exercises.
Day 12-Review. Evaluation culturelle / visuelle. Révision de fonctions. Review activities.
Day 13-Unit 6 Test