3 - Kingsway Regional School District

Transcription

Kingsway Regional School District
Committed to Excellence
Course Name: French I
Department: World Language
BOE Adoption Date: September 22, 2014
Grade Level(s): 9-12
Credits: 5
Revision Date(s): October 22, 2015
ABSTRACT
The study of another language and culture gives students a powerful key to successful communication. In today’s global community,
competence in more than one language is an essential part of communication and cultural understanding. In each level of language study, the
students experience communication through reading, writing, speaking, and listening. The students gain an understanding of the culture that
uses the language. Students make connections across disciplines and access new sources of information through the study of another language.
Through comparisons and contrasts with the new language, students develop greater insight into their own language and culture and discover
multiple ways to view the world. Students become life-long learners as they use the language both within and beyond the school setting. In
French I, the students work at the novice-mid proficiency level within three important modes: interpretive, interpersonal, and presentational.
The students demonstrate an understanding of spoken and written communication within the appropriate cultural context. The students
present, through oral and/or written communications, information, concepts, and ideas to an audience of listeners or readers. The students
engage in direct oral and/or written communication with others. The French I course emphasizes the following key areas: comprehension and
comprehensibility, vocabulary usage, language control, communication strategies, and cultural awareness.
KRSD Office of Curriculum and Instruction
TABLE OF CONTENTS
Mission Statement
Page 3
Curriculum and Instruction Goals
Page 3
Philosophy of Shared Curriculum Service with South Harrison Township Elementary
Page 3
How to Read this Document
Page 4
Terms to Know
Pages 4
Pacing Guide
Pages 7-12
Curriculum Units
Pages 13-110
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Mission Statement
The Kingsway Regional School District believes that this school district is responsible for developing and maintaining a comprehensive
educational program that will foster the academic, social, and personal growth of all students. The Kingsway Regional School District provides a
secure, supportive environment. It also provides high quality resources to challenge and empower each individual to pursue his/her potential, to
develop a passion for learning in a diverse and challenging world, to encourage active citizenship, and to reach a high standard of achievement
at all grade levels as defined by the New Jersey Core Curriculum Content Standards (NJCCCS) & Common Core State Standards (CCSS).
Curriculum & Instruction Goals
Goal(s):
1. To ensure students are college and career ready upon graduation
2. To vertically and horizontally align curriculum K-12 to ensure successful transition of students at each grade level
3. To identify individual student strengths and weaknesses utilizing various assessment measures (formative, summative, alternative, etc.)
so as to differentiate instruction while meeting the rigor of the applicable content standards
4. To improve student achievement as assessed through multiple measures including, but not limited to, state testing, local assessments,
and intermediate benchmarking
Philosophy of the Shared Curriculum Service with South Harrison Township Elementary
The ultimate goal of the newly established shared curriculum service with South Harrison Township Elementary is to provide clearly coherent
curriculum for grades K-12 to enhance student growth and achievement and provide learning experiences that assist in providing an inherent
love of learning. With true vertical and horizontal curricular alignment all students will be effectively prepared for their arrival onto the campus
of Kingsway Regional Middle School. Through this shared vision, both school districts are able to work earlier and more productively with
students to ensure they are properly equipped with the knowledge and skills necessary to be successful in college and career upon graduation
from high school. The alignment of curriculum K-12 safeguards countless benefits for our children; it is the very foundation for the improved
teaching and learning that is our goal as educators, parents, and community members. Most notably, an aligned curriculum K-12 creates a
common ownership and understanding of what must be taught and learned at each grade level for each subject area. No matter where a
student attends, the curriculum requirements are the same across buildings, grade levels and teachers. Additionally, an aligned curriculum
serves to provide valuable information to parents who will know what each child is expected to learn while in the classroom.
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How to Read this Document
This curricular document contains both pacing guides and curriculum units. The pacing guides serve to communicate an estimated timeframe as
to when skills and topics will be taught throughout the year. The pacing, however, may differ slightly depending upon the unique needs of each
learner. The curriculum units contain more detailed information as to the content, goals, and objectives of the course well as how students will
be assessed. The terms and definitions below will assist the reader to better understand the sections and components of this curriculum
document.
Terms to Know
1.
Accommodation(s): The term "accommodation" may be used to describe an alteration of environment, curriculum format, or
equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks. They allow students with
disabilities to pursue a regular course of study. The term accommodation is often used interchangeable with the term modification.
However, it is important to remember that modifications change or modify the intended learning goal while accommodations result in
the same learning goal being expected but with added assistance in that achievement. Since accommodations do not alter what is
being taught, instructors should be able to implement the same grading scale for students with disabilities as they do for students
without disabilities.
2.
Differentiated Instruction: Differentiation of instruction relies on the idea that instructional approaches should be tailored to each individual
student’s learning needs. It provides students an array of options during the learning process that allows them make sense of ideas as it
relates to them. The integration of differentiated instructional techniques is a curriculum design approach to increase flexibility in teaching
and decrease the barriers that frequently limit student access to materials and learning in classrooms.
3.
Enduring Understanding: Enduring understandings (aka big ideas) are statements of understanding that articulate deep conceptual
understandings at the heart of each content area. Enduring understandings are noted in the alongside essential questions within each
unit in this document.
4.
Essential Question: These are questions whose purpose is to stimulate thought, to provoke inquiry, and to spark more questions. They
extend beyond a single lesson or unit. Essential questions are noted in the beginning of each unit in this document.
5.
Formative Assessments: Formative assessments monitor student learning to provide ongoing feedback that can be used by (1)
instructors to improve teaching and (2) by students to improve their learning. Formative assessments help identify students’ strengths
and weaknesses and address problems immediately.
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6.
Learning Activity(s): Learning activities are those activities that take place in the classroom for which the teacher facilitates and the
students participate in to ensure active engagement in the learning process. (Robert J. Marzano, The Art and Science of Teaching)
7.
Learning Assignment(s): Learning assignments are those activities that take place independently by the student inside the classroom or
outside the classroom (i.e. homework) to extend concepts and skills within a lesson.
8.
Learning Goal(s): Learning goals are broad statements that note what students “should know” and/or “be able to do” as they progress
through a unit. Learning goals correlate specifically to the NJCCCS and CCSS are noted within each unit.
9.
Learning Objective(s): Learning objectives are more specific skills and concepts that students must achieve as they progress towards the
broader learning goal. These are included within each unit and are assessed frequently by the teacher to ensure students are
progressing appropriately.
10. Model Assessment: Within the model curriculum, model assessments are provided that included assessments that allow for measuring
student proficiency of those target skills as the year of instruction progresses.
11. Model Curriculum: : The model curriculum has been provided by the state of New Jersey to provide a “model” for which districts can
properly implement the NJSLS (New Jersey Student Learning Standards) by providing an example from which to work and/or a product
for implementation.
12. Modification(s): The term "modification" may be used to describe a change in the curriculum. Modifications are typically made for
students with disabilities who are unable to comprehend all of the content an instructor is teaching. The term modification is often used
interchangeable with the term accommodations. However, it is important to remember that modifications change or modify the
intended learning goal while accommodations result in the same learning goal being expected but with assistance in that achievement.
13. Performance Assessments:
(aka alternative or authentic assessments) Performance assessments are a form of assessment that
requires students to perform tasks that generate a more authentic evaluation of a student’s knowledge, skills, and abilities.
Performance assessments stress the application of knowledge and extend beyond traditional assessments (i.e. multiple-choice question,
matching, true & false, etc.).
14. Standards: Academic standards, from which the curriculum is built, are statements that of what students “should know” or “be able to
do” upon completion of a grade-level or course of study. Educational standards help teachers ensure their students have the skills and
knowledge they need to be successful by providing clear goals for student learning.
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o
State: The New Jersey Student Learning Standards (NJSLSs) include Preschool Teaching and Learning Standards as well as K-12
standards for: Visual and Performing Arts; Comprehensive Health and Physical Education; Science; Social Studies; World
Languages; Technology; 21st-Century Life and Careers; Language Arts Literacy; and, Mathematics.
15. Summative Assessments: Summative assessments evaluate student learning at the end of an instructional time period by comparing it
against some standard or benchmark. Information from summative assessments can be used formatively when students or faculty use it
to guide their efforts and activities in subsequent courses.
st
16. 21 Century Skills: These skills emphasis the growing need to focus on those skills that prepare students successfully by focusing on core
subjects and 21st century themes; learning and innovation skills; information, media and technology skills; and life and career skills.
These concepts are embedded in each unit of the curriculum.
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Proficiencies and Pacing:
Course Title: French I
Unit Title
Duration/
Month(s)
Unit 1:
Introduction to 3 weeks
French Study—
Greetings and
Farewells
Related Standards
Subject Area::
7.1.NM.A.4/7.1.NM.A.3./7.1.NM.B.2/
7.1.NM.B.3/7.1.NM.B.4/7.1.NM.B.5/
7.1.NM.C.2/7.1.NM.C.3/7.1.NM.C.4/
7.1.NM.C.5
Interdisciplinary:
WORK.9-12.9.1.12.1
WORK.9-12.9.1.12.1
TEC.9-12.
6N.S.B.3
RH. 6-8.1
WHST.6-8.1
Learning Goals
1. Students will understand the
reasons for language study and
will be able to recognize French
names, the alphabet, and
cognates.
2. Students will be able to
compose a conversation, which
includes a greeting, a farewell,
an introduction, age, and
feelings and they will be able to
verbally demonstrate this
conversation to the class.
Topics and Skills
1. List reasons for language
study.
2. Locate French speaking
countries on a map.
3. Recognize traditional French
names.
4. Repeat the French alphabet.
5. Identify French words acting
as cognates.
6. Distinguish between tu and
vous.
7. Greet someone and take
leave.
8. Ask someone’s name and tell
your own.
9. Introduce someone.
10. Ask someone’s age and give
your own.
11. Ask/Tell how you are
feeling.
12. Count from 0-30.
13. Imitate culturally
appropriate gestures.
14. Identify subjects and verbs
in French questions and
sentences.
15. Identify French subject
pronouns and how they can
function as replacements for
other words.
Unit Title
Duration/
Month(s)
Unit 2: In the
Classroom
3 weeks
Related Standards
Subject Area:
7.1.NM.A.2/7.1.NM.A.4/7.1.NM.A.2/7
.1.NM.B.4/
7.1.NM.C.3/7.1.NM.C.4
Interdisciplinary:
WORK.9-12.9.1.12.1
WORK.9-12.9.1.12.1
TEC.9-12.
Unit 3: Likes
and Dislikes
3 weeks
Subject Area:
7.1.NM.A.4/7.1.NM.A.5./7.1.NM.B.3/
7.1.NM.B.4/7.1.NM.B.5/
7.1.NM.C.3/7.1.NM.C.4/
7.1.NM.C.5
Interdisciplinary:
WORK.9-12.9.1.12.1
WORK.9-12.9.1.12.1
TEC.9-12.
8
Learning Goals
Topics and Skills
1. Classify avoir as an irregular
verb.
2. Conjugate the verb avoir.
3. Define classroom objects.
4. Use indefinite articles
according to gender and
number.
5. Perform classroom
2. Students will be able to read or
commands.
listen and comprehend native speakers 6. Form the plural of regular
of French, using authentic materials
and irregular noun forms.
related to the classroom.
7. Change sentences from the
affirmative to the negative.
8. Read related materials and
passages.
9. Use target language in paired
conversations.
1. Students will understand how to
1. List several likes and
express likes and dislikes, ask others
dislikes.
about their preferences, and will be
2. Ask and answer about their
able to arrange definite articles and
preferences.
conjugate regular, pattern-following – 3. Agree and disagree in
er verbs.
regards to their likes and
dislikes.
4. Use definite articles
number.
5. Classify regular, patternfollowing –er verbs.
6. Conjugate regular –er verbs
describe which classroom objects they
have—using the appropriate indefinite
article in singular or plural, and they
will be able to follow classroom
commands, using the negative and the
affirmative.
Unit Title
Duration/
Month(s)
Unit 4: Leisure
Activities
3 weeks
Related Standards
Learning Goals
Subject Area:
7.1.NM.A.4/7.1.NM.A.5/7.1.NM.B.2/7
.1.NM.B.3/
7.1.NM.B.4/7.1.NM.B.5/7.1.NM.C.3/7
.1.NM.C.4/
1. Students will be able to tell how
often or how well they do certain
activities and will be able to describe
where they are going using
contractions and conjunctions.
Interdisciplinary:
WORK.9-12.9.1.12.1
2. Students will be able to write a few
sentences demonstrating their ability
to answer memorized questions.
WORK.9-12.9.1.12.1
TEC.9-12.
Unit 5: France
and Its
Surrounding
Countries
3 weeks
Subject Area:
7.1.NM.A.1/7.1.NM.A.3/7.1.NM.C.4/7
.1.NM.C.5
Interdisciplinary:
WORK.9-12.9.1.12.1
WORK.9-12.9.1.12.1
TEC.9-12.
9
1. Students will be able to identify
France and its surrounding countries,
locate geographical features, and
locate and identify major French cities.
cultural nuances related to regional
practices.
Topics and Skills
in the present tense.
1. List several leisure activities
and places.
2. Ask and answer about how
often or well they perform a
certain activity.
3. Form est-ce que questions.
4. Form contractions with à.
5. Combine sentences with
conjunctions.
passages.
7. Use target language in
paired conversations.
1. Locate France and label
surrounding countries on a
map.
2. Identify topical features of
France on a map.
3. Label major cities of France
on a map.
4. Compare and contrast
cultural differences according
to region.
5. View video depicting various
French cities and regions.
Unit Title
Unit 6:
Physical
Descriptions
and
Personality
Traits
Duration/
Month(s)
Related Standards
Learning Goals
Topics and Skills
3 weeks
Subject Area:
7.1.NM.A.1/7.1.NH.A.4/7.1.NH.A.5/7.
1.NM.B.1/
7.1.NM.B.3/7.1.NH.B.4/7.1.NM.B.5/7.
1.NH.C.3/7.1.NM.C.4/
1. Students will be able to describe
people and themselves, using the verb
être. and will be able to read or listen
and comprehend native speakers of
French, using authentic materials
related to personality and physical
characteristics.
1. List and form adjectives
number.
2. Describe yourself and others
orally and in writing.
3. Ask and answer about
physical traits and
personalities.
4. Tell how they feel about
people and/or previously
studied vocabulary.
5. Conjugate the verb être.
6. Differentiate between
regular and irregular formed
adjectives.
identify and speak about family
members and tell how people are
related using contractions, possessive
adjectives, and differentiate between
noun phrases and adjectives.
1. Identify family members.
2. Read and label a family tree.
3. List and form possessive
adjectives according to gender
and number.
4. Form contractions with de.
5. Show possession using de.
6. Distinguish between
sentences requiring c’est and
il/elle est.).
Interdisciplinary:
WORK.9-12.9.1.12.1
WORK.9-12.9.1.12.1
TEC.9-12.
Unit 7: Family
and Pets
3 weeks
Subject Area:
7.1.NM.A.1/7.1.NM.A.4/7.1.NM.A.5/7
.1.NM.B.1/
7.1.NM.B.3/7.1.NM.B.4/7.1.NM.B.5/
7.1.NM.C.3/7.1.NM.C.4/
Interdisciplinary:
WORK.9-12.9.1.12.1
WORK.9-12.9.1.12.1
10
Unit Title
Duration/
Month(s)
Unit 8:
3 weeks
The School Day
Related Standards
TEC.9-12.
Subject Area:
7.1.NM.A.4/7.1.NM.A.3./
7.1.NM.A.35//7.1.NM.B.3/
7.1.NM.B.4/7.1.NM.B.5/7.1.NM.C.3/
7.1.NM.C.4/7.1.NM.C.5
Interdisciplinary:
WORK.9-12.9.1.12.1
WORK.9-12.9.1.12.1
TEC.9-12.
Unit 9:
Sports and
Pastimes
3 weeks
Subject Area:
7.1.NM.A.4/7.1.NM.A.3./7.1.NM.A.5
7.1.NM.B.3/7.1.NM.B.4/7.1.NM.B.5/
7.1.NM.C.3/7.1.NM.C.4/
7.1.NM.C.5
Interdisciplinary:
WORK.9-12.9.1.12.1
WORK.9-12.9.1.12.1
TEC.9-12.
11
Learning Goals
Topics and Skills
read, interpret, and give an opinion of
a French school schedule and will be
able to conjugate regular patternfollowing –re verbs and stem-changing
infinitives ending in –er.
cultural nuances of the people and
customs of the French-speaking world,
related to the French educational
system.
1. Students will understand how to ask
and tell about sports and pastimes,
describing when they do them, and
they will be able to conjugate the verb
faire and form questions using various
strategies.
cultural nuances of the people and
customs of the French-speaking world,
related to sports and pastimes.
1. Tell time in French.
2. Identify days of the week.
3. Define school subjects.
4. Use adjectives to describe a
school subject.
5. Conjugate an –re verb.
6. Conjugate –ger/-cer verbs.
7. Compare & contrast
educational systems.
8. Read related materials &
passages.
1. Identify sports and pastimes.
2. Identify months and
seasons.
3. Distinguish between faire
and jouer verbs.
4. Ask and answer about
activities and when they occur.
5. Conjugate the irregular verb
faire.
6. Define specific question
words.
7. Form questions using
intonation, est-ce que, specific
question words and inversion.
Unit Title
Duration/
Month(s)
Unit 10:
Places to Go
3 weeks
Related Standards
Topics and Skills
passages.
10. Play pétanque.
Subject Area:
7.1.NM.A.4/7.1.NM.A.3./7.1.NM.A.5
7.1.NM.B.3/7.1.NM.B.4/7.1.NM.B.5/
7.1.NM.C.3/7.1.NM.C.4/
7.1.NM.C.5
Interdisciplinary:
WORK.9-12.9.1.12.1
WORK.9-12.9.1.12.1
TEC.9-12.
12
Learning Goals
extend, accept, and refuse an
invitation; make plans; and discuss the
weather, and they will also be able to
conjugate the verb aller in two tenses.
1. Identify various places.
2. Identify weather
expressions.
3. Tell where people are going.
4. Tell what people are going
to do using the Futur Proche.
Grade 9-12-French I
Unit 1: Introduction to French Study—Greeting and Farewells
Recommended Duration: 3 weeks (September)
Unit Description:
This unit is designed to guide students in understanding the basic elements of language study and culture and to identify basic vocabulary.
Students will realize that their own language has similar roots and that French is truly an international language spoken in 40 countries around
the world. This unit will also guide the students in understanding and expressing the basic ways to greet and take leave. Speaking, listening, and
reading comprehension will be taught in context throughout the unit. The unit culminates with a conversation performed for the class
Essential Questions
1. Why study French?
Enduring Understandings
1.
2. How do French and English differ?
3. Where is French spoken around the world?
4. What are the cultural similarities and differences between
French-speakers and English-speaking Americans?
2.
3.
4.
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French study is valuable in many ways. It creates global
understanding between nations. Students strengthen skills in
their own language and in other disciplines. French is an
international language spoken by a large number of people all
around the world. French culture can be found in many
American traditions and academics.
English and French both contain Latin derivatives. However,
the syntax of the two languages is quite different and requires
students to understand the structure of sentences.
French is truly an international language spoken in 40
countries around the world.
In addition to similar words and customs, our countries have
been linked historically, culturally, and academically for
centuries.
Essential Questions
5. How do you construct an everyday conversation including
cultural gestures?
6. What are the differences between formal and informal
greetings?
7. How do you recognize subjects and verbs in French sentences?
8. What are cultural similarities and differences between Frenchspeakers and English-speaking Americans?
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5.
Learning new vocabulary and grammar enable students to
understand cultural and verbal expression used in Frenchspeaking countries.
6. Although formal and informal greetings are common in
English, French has a separate verb form to express it.
7. French subjects and verbs are similar to those in English but
may be found in different parts of the sentence than in
English.
8. Greetings and farewells have cultural differences that must be
remarked upon so that the French ones are realistic.
Relevant Standards
Learning Goals
Content Standards:
Primary (Power):
7.1.NM.A.4-Identify familiar people,
places, and objects based on simple
oral and/or written descriptions.
7.1.NM.B.4-Ask and respond to
simple questions, make requests, and
express preferences, using
memorized words and phrases.
7.1.NM.C.2-Imitate, recite, and/or
dramatize simple poetry, rhymes,
songs, and skits.
Secondary(Supportive):
7.1.NM.A.3-Recognize a few common
Secondary(Supportive): gestures,
and cultural practices associated with
the target culture.
7.1.NM.B.2-Give and follow simple,
oral, and written directions,
commands, and requests when
participating in age-appropriate
classroom and cultural activities.
7.1.NM.B.3.Imitate appropriate
gestures and intonation of the target
15
1. Students will understand the reasons for
language study and will be able to
recognize French names, the alphabet, and
cognates.
2. Students will be able to compose a
conversation which includes a greeting, a
farewell, an introduction, age, feelings, and
they will be able to verbally demonstrate
the conversation to the class.
Learning Objectives
1. List reasons for language study.
2. Locate French speaking countries on a
map.
3. Recognize traditional French names.
4. Repeat the French alphabet.
5. Identify French words acting as cognates.
6. Distinguish between tu and vous.
7. Greet someone and take leave.
8. Ask someone’s name and tell your own.
9. Introduce someone.
10. Ask someone’s age and give your own.
11. Ask/Tell how you are feeling.
12. Count from 0-30.
13. Imitate culturally appropriate gestures.
14. Identify subjects and verbs in French
questions and sentences.
15. Identify French subject pronouns & how
they can function as replacements for other
words.
Relevant Standards
Learning Goals
Learning Objectives
culture/language during greetings,
leave-takings, and daily interactions.
7.1.NM.B.5-Exchange information
using words, phrases, and short
sentences, practiced in class on
familiar topics or on topics studied in
other content areas.
7.1.NM.C.3-Copy/write words,
phrases, or simple guided texts on
familiar topics.
7.1.NM.C.4-Present information from
age-and level-appropriate, culturally
authentic materials orally or in
writing.
7.1.NM.C.5-Name and label tangible
cultural products and imitate cultural
practices from the target culture.
Formative Assessments
1.
2.
3.
4.
5.
6.
Quizzes
Video view-sheets
Listening exercises
Self-evaluation
Exit slips
Index card
16
Summative Assessments
Performance Assessments
Questions/Answers
Unit Test
Spelling practice
Major Activities/ Assignments
(required)
Conversational and Choral practice
Conversation/skit demonstrating a
greeting, farewell, an introduction,
their age and how they are feeling
Project that illustrates the presence
of French language and culture in our
everyday American life
(summaries/questions)
7. Misconception Check
8. A-B-C summaries
9. One-word summary
10. Think-Pair-Share
11. Oral questioning
12. White boards
13. Picture/Word Splash
Possible Assessment Modifications /Accommodations
1.- Extra-time
2.- Word bank
3.- Read it to them
4.- One-on-one instruction
5.- Study sheet
Instructional Strategies (refer to Robert Marzano’s 41 Elements)
1.-Scaffolding
2.-Modeling
3.-Cooperative Learning
4.-Chunking
17
(required)
5.-Graphic organizers
6.-Homework
7.-Notetaking
8.-Guided and Independence Practice/Monitoring
9.-Structured Academic Games
Possible Instructional Modifications /Accommodations/Differentiation
1.- Read examples to them
3.- Study sheet
4.- Preferential seating
5.- Keep on task
6.- Extra-copies of notes
7.- Flexible Grouping
8.- Homework Assignments
9.- Learning Contracts
10.- Learning Stations
18
11.- Multiple Texts
12.- Learning Menus/Choice Boards
13.- Tiered Assignments
14.- Enhanced Directions
Unit Vocabulary
Essential: Cognates, Faux-Amis, Alphabet, consonants, sounds, vowels, accent marks, common French-speaking countries such as: France,
Québec, Belgique, Luxembourg, la Suisse
Essential:
To greet someone and say goodbye
Bonjour
Bonsoir
Salut!
À bientôt
À demain
À plus tard
À tout à l’heure
19
Unit Vocabulary
Au revoir
To ask and tell someone’s name
Comment Il s’appelle ?
Elle s’appelle comment?
Tu t’appelles comment?
Il s’appelle
Elle s’appelle
Je m’appelle
To ask how someone is
Ça va?/Comment ça va?
Comment allez-vous?
Et toi/vous?
Bien
Non, pas très bien
Oui, ça va. Merci
Pas mal
Plus ou moins
Très bien
To introduce and respond to an introduction
C’est un ami/une amie
20
Unit Vocabulary
Ça, c’est
Enchanté(e)!
Je te/vous présente
To ask and tell how old someone is
Il a quel âge?
Elle a quel âge?
Il/Elle a_____ans
Tu as quel âge?
J’ai_____ans
Les nombres 0–30
zéro ............................................................... zero
un .................................................................. one
deux .............................................................. two
trois .............................................................. three
quatre ........................................................... four
cinq ............................................................... five
six .................................................................. six
sept ............................................................... seven
huit ............................................................... eight
neuf .............................................................. nine
dix ................................................................. ten
onze .............................................................. eleven
douze ............................................................ twelve
treize ............................................................. thirteen
quatorze ....................................................... fourteen
quinze ........................................................... fifteen
21
Unit Vocabulary
seize .............................................................. sixteen
dix-sept ......................................................... seventeen
dix-huit ......................................................... eighteen
dix-neuf ........................................................ nineteen
vingt .............................................................. twenty
vingt et un .................................................... twenty-one
vingt-deux ..................................................... twenty-two
vingt-trois ..................................................... twenty-three
vingt-quatre .................................................. twenty-four
vingt-cinq ...................................................... twenty-five
vingt-six ........................................................ twenty-six
vingt-sept ...................................................... twenty-seven
vingt-huit ...................................................... twenty-eight
vingt-neuf ..................................................... twenty-nine
trente ............................................................ thirty
Non-Essential: Lesser-known French-speaking countries, such as: Martinique, Guadaloupe, Tahiti, Ivory Coast, Sénégal, other African countries
Interdisciplinary Connections
(Applicable Standards)
6N.S.B.3
RH. 6-8.1
WHST.6-8.1
WORK.9-12.9.1.12.1
22
Integration of Technology
21st Century Themes
21st Century Skills
Technology:
1. Conjuguemos.com
2. Bien dit website for
online text
3. Duolingo.com
4. YouTube
5. Laptops/chromebooks
6. I-Pads
__x__ Global Awareness
__x__ Creativity & Innovation
____ Civic Literacy
__x__ Media Literacy
____ Financial, Economic,
____ Critical Thinking and Problem
Business, & Entrepreneurial
Solving
21st Century Themes
21st Century Skills
WORK.9-12.9.1.12.1
Literacy
____ Life and Career Skills
TEC.9-12.
____ Health Literacy
__x__ Information & Communication
Technologies Literacy
__x__ Communication &
Collaboration
__x__ Information Literacy
Resources
Texts/Materials:
Bien Dit-Level 1
Bien Dit workbook
Bien Dit Ancilliary Materials
Major Assignments/Assessments (required): Project that illustrates the presence of French language and culture in our everyday American life
Conversational and Choral practice
Major Activities (required): Conversation/skit demonstrating a greeting, farewell, an introduction, their age, and how they are feeling
23
Grade 9-12-French I
Unit 2: In the Classroom
Recommended Duration: 3 weeks (October)
Unit Description:
This unit is designed to guide students in understanding and manipulating classroom vocabulary and related grammatical elements. Students will
understand the concepts and will perform conjugation of a verb as well as use articles and form plurals and the negative. Speaking, listening, and
reading comprehension will be taught in context throughout the unit. The students will have an assessment at the end of the unit to evaluate
their progress.
Essential Questions
1. How can students express complex ideas using simple terms
about school-related topics?
2. What is verb conjugation and how is it executed?
3. What grammatical strategies can students use to communicate
more effectively in the target language?
4. How can students recognize these elements when spoken or
read?
24
1. Through learning classes and time, students will be able to
converse about daily school life. Using these elements and
some additional words, the students will be able to form a more
sophisticated image of their daily routine.
2. The comprehension of pronoun replacement and verb
conjugation is a basic skill needed to express oneself in another
language.
3. Students will apply specific structures that will enable them to
make their words more effective in conversations.
4. Students should be exposed to authentic listening exercises,
videos, and readings that contain learned material.
Relevant Standards
Content Standards:
Primary (Power):
7.1.NM.A.4-Identify familiar people, places,
and objects based on simple oral and/or
written descriptions.
7.1.NM.B.4-Ask and respond to simple
questions, make requests, and express
preferences, using memorized words and
phrases.
7.1.NM.C.4-Present information from ageand level-appropriate, culturally authentic
materials orally or in writing.
7.1.NM.A.2-Demonstrate comprehension of
oral and written instructions connected to
daily activities through appropriate
responses.
7.1.NM.B.5-Exchange information using
words, phrases, and short sentences,
practiced in class on familiar topics or on
topics studied in other content areas
7.1.NM.C.3-Copy/write words, phrases, or
25
Learning Goals
Learning Objectives
1. Classify avoir as an irregular verb.
2. Conjugate the verb avoir.
3. Define classroom objects.
4. Use indefinite articles according to gender and
number.
5. Perform classroom commands.
6. Form the plural of regular and irregular noun
2. Students will be able to read or listen and forms.
comprehend native speakers of French, using 7. Change sentences from the affirmative to the
authentic materials related to the classroom.
negative.
8. Identify school-related vocabulary in authentic
video.
9. Use target language in paired conversations.
1. Students will understand how to describe
which classroom objects they have—using the
appropriate indefinite article in singular or
plural, and they will be able to follow
classroom commands, using the negative and
the affirmative.
Relevant Standards
Learning Goals
Learning Objectives
simple guided texts on familiar topics.
1.
2.
3.
4.
5.
6.
Quizzes
Video view-sheets
Listening exercises
Self-evaluation
Exit slips
Index card
8. A-B-C summaries
9. One-word summary
12. White boards
14. Total Physical Response
Unit Test
Paired Conversations
(required)
Stations
Stations
Possible Assessment Modifications/Accommodations
1.- Extra-time
2.- Word bank
26
Possible Assessment Modifications/Accommodations
3.- Read it to them
5.- Study sheet
6. Presentation of skit to teacher only
1.-Scaffolding
2.-Modeling
4.-Chunking
6.-Homework
7.-Notetaking
27
1.- Extra-time on assessments
2.- Word bank on assessments
5.- Study sheet
7.- Keep on task
13.- Multiple Texts
28
Unit Vocabulary
Essential:
To ask and tell about things in a classroom
un bureau ...................................................... teacher desk/office
une carte ....................................................... map
un CD/un DVD ................................................ CD/DVD
une chaise ..................................................... chair
un/une élève ................................................. student (m/f)
une fenêtre ................................................... window
une fille ......................................................... girl, daughter
un garçon ...................................................... boy
un lecteur de CD/DVD ...................................
un ordinateur ................................................ computer
une porte ...................................................... door
un poster ....................................................... poster
un/une prof…………………………. teacher (m/f)
un professeur ................................................. teacher
la salle de classe ............................................ classroom
une table ....................................................... table
un tableau ..................................................... board
une télé(vision) ............................................. TV
29
Unit Vocabulary
Useful expressions
Il y a…? .......................................................... Is/Are there . . . ?
Non, il n’y a pas de… ..................................... No, there isn’t/aren’t any . . .
Oui, il y a… ..................................................... Yes, there is/are . . .
Combien d’élèves il y a dans la classe?
Il y en a… ...................................................... There is/are . . . (of them).
Il n’y en a pas. ............................................... There aren’t any.
To give classroom commands and ask the teacher something
Asseyez-vous!/Levez-vous! ........................... Sit down!/Stand up!
Silence!/Faites attention! .............................. Silence!/Pay attention!
Écoutez et répétez après-moi! ...................... Listen and repeat after me!
Prenez une feuille de papier! ........................ Take out a sheet of paper.
Allez au tableau! ............................................ Go to the board!
Regardez (la carte)!........................................ Look (at the map)!
Retournez à vos places! ................................. Go back to your seats!
Ouvrez vos livres à la page... ......................... Open your books to page . . .
Fermez vos cahiers. ....................................... Close your notebooks.
Monsieur/Madame/Mademoiselle... ............ Sir/Ma’am/Miss . . .
Je ne comprends pas. ................................... I don’t understand.
Répétez, s’il vous plaît. .................................. Could you please repeat that?
30
Unit Vocabulary
Comment dit-on______ en français? ............ How do you say . . . in French?
Qu’est-ce que ça veut dire___________? ..... What does . . . mean?
To ask and say how words are spelled
Comment ça s’écrit, ________? ................... How do you write . . . ?
Comment tu épelles______? ........................ How do you spell . . . ?
Ça s’écrit________ ........................................ It is written/spelled . . .
To exchange e-mail addresses
Quelle est ton adresse e-mail? ..................... What is your e-mail address?
C’est_____ arobase_____ point_____.
WORK.9-12.9.1.12.1
WORK.9-12.9.1.12.1
TEC.9-12.
31
It’s . . . at . . . dot
21st Century Themes
21st Century Skills
Technology:
1. Conjuguemos.com
online text
3. Duolingo.com
4. YouTube
6. I-Pads
____ Civic Literacy
__x__ Media Literacy
Solving
Literacy
____ Information & Communication
21st Century Themes
21st Century Skills
Collaboration
____ Information Literacy
Resources
Texts/Materials:
Bien Dit-Level 1
Bien Dit workbook
Major Assignments/Assessments (required): Unit Test
Major Activities (required): Paired Conversations and Stations
32
Grade 9-12-French I
Unit 3: Likes and Dislikes
Recommended Duration: 3 weeks (November)
Unit Description:
This unit is designed to guide students to express likes and dislikes and ask others about their preferences. Students will understand the
concepts and will perform the conjugation of regular –er verbs and use definite articles with correct number and gender. The students will
participate in speaking, listening, and reading comprehension activities throughout the unit. Students will have an assessment that includes
listening, writing, grammar skills, and reading comprehension at the end of the unit to evaluate their progress.
Essential Questions
1. How do you express likes and dislikes?
1. The use of the verb “aimer”+ an infinitive is an essential element to
express personal preferences.
2. The comprehension of pronoun replacement and verb conjugation is
a basic skill needed to express oneself in another language.
3. Students will identify the similarities and differences concerning
conjugation and use of “aimer” + an infinitive
4. Students should be exposed to authentic listening exercises, videos,
and readings that contain learned materials.
2. What is verb conjugation and how is it executed?
3. How does French grammar compare with English grammar?
4. How can students comprehend these elements (1-2-3) when listened
to, spoken, or read?
33
Relevant Standards
Learning Goals
Learning Objectives
Content Standards:
Primary (Power):
1. Students will understand how to express
likes and dislikes, ask others about their
preferences, and will be able to arrange
definite articles and conjugate regular,
pattern-following –er verbs.
1. List several likes and dislikes.
2. Ask and answer about their preferences.
3. Agree and disagree in regards to their likes and
dislikes.
4. Use definite articles according to gender and
number.
5. Classify regular, pattern-following –er verbs.
6. Conjugate regular –er verbs in the present
tense.
and objects based on simple oral and /or
questions, make request, and express
preferences using memorized words and
phrases.
brief oral and written messages using ageand label-appropriate, culturally authentic
materials on familiar topics.
7.1.NM.B.3-Imitate appropriate gestures
and intonation of the target
culture/language during greetings, leavetakings and daily interactions.
practiced in class and familiar topics or on
topics studied in other content areas.
34
Relevant Standards
7.1.NM.C.4-Present information for age-and
level-appropriate cultural authentic
7.1.NM.C.5-Name and label tangible cultural
products and imitate cultural practices from
the target culture.
35
Learning Goals
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Quizzes
Video view-sheets
Listening exercises
Self-evaluation
Exit slips
Index card
Misconception Check
A-B-C summaries
One word summary
Think-Pair-Share
Oral questioning
White boards
Picture/Word Splash
Unit Test
Paired conversations
(required)
Stations
Stations
1.- Extra-time
2.- Word bank
3.- Read it to them
5.- Study sheet
36
1.-Scaffolding
2.-Modeling
4.-Chunking
6.-Homework
7.-Note-taking
1. -Extra-time on assessments
5.- Study sheet
37
7.- Keep on task
13.- Multiple Texts
Unit Vocabulary
Essential:
To ask about likes and dislikes
l’anglais (m.) .................................................. English
38
Unit Vocabulary
le baladeur (MP3) ......................................... MP3 player
une bande dessinée (une BD) ....................... comic strip/comic book
chanter .......................................................... to sing
le chocolat ..................................................... chocolate
un crayon (de couleur) .................................. (colored) pencil
un dessin/dessiner ........................................ drawing/to draw
dormir ........................................................... to sleep
l’école (f.) ...................................................... school
écouter de la musique .................................. to listen to music
les écouteurs (m.) ......................................... headphones
envoyer un e-mail (m.) ................................. to send e-mail
étudier .......................................................... to study
le français ...................................................... French
les frites (f.) ................................................... French fries
la glace .......................................................... ice cream
lire .................................................................. to read
un journal ...................................................... newspaper
un magazine .................................................. magazine
manger .......................................................... to eat
les mathémathiques (maths) (f.) .................. mathematics (math)
39
Unit Vocabulary
la musique classique/moderne ..................... classical/modern music
parler anglais/français .................................. to speak English/French
la radio .......................................................... radio
regarder la télé(vision) .................................. to watch T.V.
un roman ....................................................... novel
un SMS (un texto) ......................................... instant message
surfer sur Internet ......................................... to surf the Internet
téléphoner (à des amis) ................................ to telephone friends
travailler ........................................................ to work
les vacances (f.) ............................................. vacation
la voiture de sport ......................................... sports car
Tu aimes…? ................................................... Do you like . . .?
Qu’est-ce que tu aimes (faire)? .................... What do you like (to do)?
Oui, J’adore/J’aime bien… ............................ Yes, I love/I rather like . . .
J’aime mieux/Je préfère… ............................. I prefer . . .
Non, je déteste… ........................................... No, I hate . . .
Je n’aime pas... .............................................. I don’t like . . .
To agree and disagree
Moi, j’aime… Et toi? ...................................... I like . . . And you?
40
Unit Vocabulary
Moi aussi. ...................................................... Me too.
Pas moi. ......................................................... Not me.
Moi, je n’aime pas... ..................................... I don’t like . . .
Moi, si. .......................................................... I do.
Moi non plus. ................................................ Me neither.
WORK.9-12.9.1.12.1
WORK.9-12.9.1.12.1
TEC.9-12.
21st Century Themes
Technology:
1. Conjuguemos.com
2. Bien dit website for ____ Civic Literacy
online text
3. Duolingo.com
4. YouTube
6. I-Pads
Literacy
21st Century Skills
___x_ Creativity & Innovation
____ Media Literacy
Solving
_x___ Communication &
Collaboration
41
Resources
Texts/Materials:
Bien Dit-Level 1
Bien Dit workbook
Bien Dit Ancilliary Materia
Major Activities (required): Paired Conversation and Stations
42
21st Century Themes
21st Century Skills
Grade 9-12-French I
Unit 4: Leisure Activities
Recommended Duration: 3 weeks (November-December)
Unit Description:
This unit is designed to guide students to express how often or how well they do certain activities and describe where they are going. Students
will understand the concepts and will perform the conjugation of the irregular verb aller and use contractions with à. Formation of the
interrogative and compound sentences are also included in this unit. Speaking, listening, and reading comprehension will be taught in context
throughout the unit. Students will have an assessment that includes listening, writing, grammar skills, and reading comprehension at the end of
the unit to evaluate their progress.
Essential Questions
1. What strategies will assist the student to express how often or
well they do certain activities?
1.
2. How can one express one’s destination in simple terms?
2.
3. What is the most effective way to form a question?
3.
4. How can one form a complex sentence in French?
5. How can students comprehend these elements (1-2-3) when
listened to, spoken, or read to?
43
4.
5.
Students will use adverbs in the correct position to state
frequency or proficiency. Checklists or surveys are useful tools
to familiarize the students with adverbs.
Students can use the conjugated verb aller with a variety of
contractions with à + a place.
There are several ways to form questions in French: a) use estce que + the sentence or b) simply raise your voice at the end
of a sentence.
Conjunctions are used to join two simple sentences.
Students should be exposed to authentic listening exercises,
videos, and readings that contain learned materials.
Relevant Standards
Content Standards:
Primary (Power):
phrases.
Secondary (Supportive):
44
Learning Goals
Learning Objectives
1. Students will be able to tell how often or
how well they do certain activities and will be
able to describe where they are going.
1. List several leisure activities and places.
2. Ask and answer about how often or well they
perform a certain activity.
3. Form est-ce que questions.
4. Form contractions with à.
5. Combine sentences with conjunctions.
6. Use target language in paired conversations
7. Identify and discuss several French Christmas
traditions.
2. Students will be able to write sentences
demonstrating their ability to answer
memorized questions.
Relevant Standards
Learning Goals
Learning Objectives
1.
2.
3.
4.
5.
6.
Quizzes
Video view-sheets
Listening exercises
Self-evaluation
Exit slips
Index card
8. A-B-C summaries
9. One-word summary
12. White boards
45
Unit Test
Stations
(required)
Project involving French Christmas
celebration
1.- Extra-time
2.- Word bank
3.- Read it to them
5.- Study sheet
1.-Scaffolding
2.-Modeling
4.-Chunking
46
(required)
6.-Homework
7.-Notetaking
5.- Study sheet
7.- Keep on task
47
13.- Multiple Texts
Unit Vocabulary
Essential:
Les Goûts des jeunes Français
aller à la piscine ............................................ to go to the pool
aller au café ................................................... to go to a café
aller au cinéma .............................................. to go to the movie theater
la balle/le ballon ........................................... ball
la batte .......................................................... bat
la bibliothèque .............................................. library
48
Unit Vocabulary
le centre commercial .................................... mall
danser ........................................................... to dance
discuter (avec des amis) ............................... to chat (with friends)
faire du sport ................................................ to play sports
faire la fête .................................................... to party
faire les magasins (m.) .................................. to go shopping
faire un pique-nique ..................................... to have a picnic
jouer au base-ball/foot(ball) ......................... to play baseball/soccer
jouer aux cartes/aux échecs ......................... to play cards/chess
le lycée .......................................................... high school
la Maison des jeunes et de
la Culture (MJC) ............................................ recreation center
nager ............................................................. to swim
le parc ........................................................... park
le stade .......................................................... stadium
49
Unit Vocabulary
sortir .............................................................. to go out
voir un film .................................................... to see a movie
Tournez, s.v.p.!!!
To ask how often you do an activity
Tu aimes _________ régulièrement? ......... Do you usually like to . . . ?
Oui, souvent. ................................................. Yes, often.
De temps en temps. ...................................... From time to time.
Non, rarement…………………………. No, rarely.
Non, jamais. .................................................. No, never.
To ask how well you do something
Tu danses bien…? ......................................... Do you dance well?
assez bien ……rather well
bien ………………well
très bien ......................................................... . . . very well
mal …………………………….badly
très mal. ........................................................ . . . very badly
50
Unit Vocabulary
To ask about preferences
Tu préfères_____________ou___________ ?
Do you prefer . . . or . . . ?
Tu aimes mieux…
Quelles sont tes activités préférées? ............ What are your favorite activities?
Conjonctions
Mais…but
Ou… or
Et…and
WORK.9-12.9.1.12.1
21st Century Themes
21st Century Skills
Technology
WORK.9-12.9.1.12.1
TEC.9-12.
1. Conjuguemos.com
____ Civic Literacy
online text
3. Duolingo.com
4. YouTube
6. I-Pads
Literacy
51
____ Media Literacy
Solving
___x_ Information & Communication
21st Century Themes
21st Century Skills
Collaboration
Resources
Texts/Materials:
Bien Dit-Level 1
Bien Dit workbook
Major Assignments/Assessments (required): Project involving French Christmas celebration and Unit Test
Major Activities (required): Paired Conversations and Stations
52
Grade 9-12-French I
Unit 5: France and Its Surrounding Countries
Recommended Duration: 3 weeks (January)
Unit Description:
This unit is designed to guide students to locate France and its surrounding countries, explain geographical features, and identify and situate
major French cities. In addition, students will be able to list some nationalities of the people living in surrounding countries. Students will label a
map at the end of the unit, which will assess their knowledge of French geography and includes its surrounding countries.
Essential Questions
1. How does the study of another language and culture make the
world smaller?
2. How can I explore other cultures without stereotyping?
3. What can I learn about my own language and culture from the
study of others?
53
1. When studying about another culture, one discovers that even
though there are differences between people, there are also
many similarities. If you are familiar with people’s customs,
they really don’t seem so different from people that you
already know.
2. It is important to realize that stereotyping is a two way street.
Other cultures stereotype us as well. None of them are realistic
ways to deal with another culture. The best solution is to
communicate with another person one-on-one.
3. When students learn about other cultures, they actually are
learning about their own origins.
Relevant Standards
Content Standards:
Primary (Power):
gestures, and cultural practices associated
with the target culture.
the target culture.
7.1.NM.A.1-Recognize familiar spoken or
written words and phrases contained in
culturally authentic materials using
electronic information sources related to
targeted themes.
7.1.NM.C.4-Present information from ageand level-appropriate, culturally authentic
54
Learning Goals
1. Students will be able to understand France,
its surrounding countries, the geographical
features, and the major French cities.
Learning Objectives
1. Locate France and label surrounding countries
on a map.
2. Identify topical features of France on a map.
3. Label major cities of France on a map.
2. Students will understand several regional
4. Compare and contrast cultural differences
cultural practices related to the French
according to region.
provinces and will be able to compare them to 5. View video depicting various French cities and
their own practices.
regions.
1.
2.
3.
4.
5.
6.
Quizzes
Video view-sheets
Listening exercises
Self-evaluation
Exit slips
Index card
8. A-B-C summaries
9. One-word summary
12. White boards
Unit Test
Paired questions
1.- Extra-time
2.- Word bank
3.- Read it to them
5.- Study sheet
55
(required)
Map Assignment
1.-Scaffolding
2.-Modeling
4.-Chunking
6.-Homework
7.-Note-taking
5.- Study sheet
56
7.- Keep on task
13.- Multiple Texts
Unit Vocabulary
Essential:
La France, L’Espagne, L’Allemagne, L’Italie, La Suisse, La Belgique, Le Luxembourg, L’Angleterre, Les Etats-Unis, La Loire, La Seine, La Rhône,
La Garonne, La Rhîne, Le Jura, Les Vosges, Les Pyrénées, Les Alpes, Le Massif Central, Paris, Marseille, Lyon, La Manche, L’Océan Atlantique,
57
Unit Vocabulary
La Mer Méditrranée, Français (e), Espagnol(e), Allemand(e), Suisse, Anglais(e), Italien(ne), Belge
WORK.9-12.9.1.12.1
21st Century Themes
21st Century Skills
Technology:
___x_ Global Awareness
WORK.9-12.9.1.12.1
TEC.9-12.
1. Conjuguemos.com
____ Civic Literacy
online text
3. Duolingo.com
4. YouTube
6. I-Pads
Literacy
____ Media Literacy
___x_ Critical Thinking and Problem
Solving
Collaboration
___x_ Information Literacy
58
Resources
Texts/Materials:
Bien Dit-Level 1
Bien Dit workbook
Major Assignments/Assessments (required): Unit Test and Map Assignment
Major Activities (required): Paired Conversations
59
Grade 9-12-French I
Unit 6: Physical Descriptions and Personality Traits
Recommended Duration: 3 weeks (February)
Unit Description:
This unit is designed so that the student can describe himself and others. The student will be able to identify physical characteristics and
personality traits. Grammatical structures will include the conjugation of the irregular verb être and agreement and placement of adjectives.
Students will have an assessment that includes listening, writing, grammar skills, and reading comprehension at the end of the unit to evaluate
their progress.
Essential Questions
1. How can students describe themselves and others?
1. Students will need to use adjectives that identify physical
characteristics and personality traits.
2. Articles and adjectives must agree in number and gender with the
2. How does the syntax of articles and adjectives in French differ from noun they modify. Placement of articles is the same as in English, but
their English counterparts?
adjectives usually follow nouns in French.
3. Students should be exposed to authentic listening exercises, videos,
and readings that contain learned materials concerning descriptions.
3. How can students comprehend these elements (1-2) when listened
to, spoken, or read?
60
Relevant Standards
Content Standards:
Primary (Power):
7.1.NH.A.4-Identify people, places, objects,
and activities in daily life based on oral and
7.1.NH.B.4-Ask and respond to questions,
make requests, and express preferences in
various social situations.
7.1.NH.C.3-Describe in writing people and
things from the home and school
environment.
targeted themes.
61
Learning Goals
Learning Objectives
1. Students will be able to describe people and
themselves, using the verb être, and they will
be able to read or listen and comprehend
native speakers of French, using authentic
materials related to personality and physical
characteristics.
1. List and form adjectives according to gender and
number.
2. Describe yourself and others orally and in
writing.
3. Ask and answer about physical traits and
personalities.
4. Tell how they feel about people and/or
previously studied vocabulary.
5. Conjugate the verb être.
6. Differentiate between regular and irregular
formed adjectives.
Relevant Standards
Learning Goals
Learning Objectives
7.1.NM.B.1-Use digital tools to exchange
basic information at the word and
memorized-phrase level related to self and
targeted themes.
1.
2.
3.
4.
5.
6.
Quizzes
Video view-sheets
Listening exercises
Self-evaluation
Exit slips
Index card
62
Unit Test
Stations
(required)
Picture descriptions
8. A-B-C summaries
9. One-word summary
12. White boards
1.- Extra-time
2.- Word bank
3.- Read it to them
5.- Study sheet
1.-Scaffolding
2.-Modeling
63
(required)
4.-Chunking
6.-Homework
7.-Note-taking
1.-Extra-time on assessments
2.-Word bank on assessments
5.- Study sheet
7.- Keep on task
64
13.- Multiple Texts
Unit Vocabulary
Essential:
To ask about and describe people
âgé(e) ............................................................ elderly
beau (belle) ................................................... handsome, beautiful
blanc (blanche) ............................................. white
bleu(e)(s) ....................................................... blue
blond(e) ......................................................... blond
bon/bonne .................................................... good
65
Unit Vocabulary
la bouche ....................................................... mouth
brun(e)/châtain ............................................. dark-haired/chestnut, light brown
court(e)/long (longue) .................................. short/long
créatif (créative) ........................................... creative
fort(e) ............................................................ strong
généreux (généreuse) ................................... generous
génial(e) ........................................................ fantastic/awesome
gentil(le) ........................................................ kind
Il/Elle a les cheveux/yeux... .......................... He/She has . . . hair/eyes.
intelligent(e) .................................................. smart
jeune/vieux (vieille) ...................................... young/old
marrant(e) ..................................................... funny
marron .......................................................... brown
méchant(e)/sympathique ............................. mean/nice
mince/gros(se) .............................................. thin/fat
le nez ............................................................. nose
noir(e)(s) ....................................................... black
nouveau (nouvelle) ....................................... new
les oreilles (f.) ................................................ ears
paresseux (paresseuse) ................................ lazy
66
Unit Vocabulary
pénible .......................................................... tiresome/difficult
petit(e)/grand(e) ........................................... short/tall
roux (rousse) ................................................. red-headed
sérieux (sérieuse) .......................................... serious
sportif (sportive) ........................................... athletic
la tête ............................................................ head
timide ............................................................ shy
vert(e) ........................................................... green
To ask about people/To describe people
Comment est ................................................. What is
Comment sont… ? ......................................... What are. . . like?
Il/
Elle est comment? ………………………. What is he/she like?
Ils/
Elles sont comment… ? ................................. What are they like?
Il/Elle est très… ............................................. He/She is very . . .
Ils/Elles sont assez… ...................................... They are quite . .
Il/Elle n’est ni…ni… ........................................ He/She is neither . . . nor . . .
67
Unit Vocabulary
To ask for and give an opinion
Comment tu trouves… ? ............................... What do you think of . . . ?
Je le/la trouve… ............................................. I think he/she is . . .
Qu’est-ce que tu penses de… ? ..................... What do you think of . . . ?
À mon avis,…. In my opinion,
WORK.9-12.9.1.12.1
WORK.9-12.9.1.12.1
TEC.9-12.
21st Century Themes
Technology
1. Conjuguemos.com
online text
3. Duolingo.com
4. YouTube
6. I-Pads
Literacy
21st Century Skills
____ Media Literacy
__x__ Critical Thinking and Problem
Solving
68
21st Century Themes
21st Century Skills
Collaboration
Resources
Texts/Materials:
Bien Dit-Level 1
Bien Dit workbook
Major Activities (required): Picture descriptions and Stations
69
Grade 9-12-French I
Unit 7: Family and Pets
Recommended Duration: 3 weeks (February and March)
Unit Description:
This unit is designed to guide students in understanding and manipulating vocabulary, dealing with family members and their descriptions. They
will also be able to express possession, make comparisons, and answer questions. Speaking, listening, writing, and reading comprehension will
be taught. As an assessment, students will be able to answer memorized questions related to everyday life and complete a unit test.
Essential Questions
1. How can I enhance my connections with people through language?
1. Through knowledge of vocabulary, grammar, and culture one can
communicate with another culture and discover similarities and
differences.
2. When first learning a language, basic words and phrases express
one’s thoughts. After gaining more experience, fluency increases.
Therefore, fluency depends upon the amount of time spent using the
language. Communication can be made on different levels.
3. By using familiar vocabulary, the speaker is able to convey his
thoughts. These may be expressed very simply or in a complex manner.
It depends upon the speaker’s fluency.
2. How fluent do I need to be in speaking and/or writing a new
language in order to be able to communicate effectively?
3. How do good speakers express their thoughts and feelings?
70
Relevant Standards
Learning Goals
Learning Objectives
Content Standards:
Primary (Power):
1. Students will understand how to identify
and speak about family members and tell how
people are related using contractions,
possessive adjectives while also differentiating
between noun phrases and adjectives.
1. Identify family members.
7.1.NH.A.4-Identify people, places, objects,
and activities in daily life based on oral and
7.1.NH.B.4-Ask and respond to questions,
make requests, and express preferences in
various social situations.
7.1.NH.C.3-Describe in writing people and
things from the home and school
environment.
targeted themes.
7.1.NM.B.1-Use digital tools to exchange
basic information at the word and
71
2. Read and label a family tree.
3. List and form possessive adjectives according to
gender and number.
4. Form contractions with de.
5. Show possession using de.
6. Distinguish between sentences requiring c’est
and il/elle est.)
Relevant Standards
Learning Goals
Learning Objectives
memorized-phrase level related to self and
targeted themes.
1.
2.
3.
4.
5.
6.
Quizzes
Video view-sheets
Listening exercises
Self-evaluation
Exit slips
Index card
8. A-B-C summaries
9. One-word summary
72
Unit Test
Paired Conversation
Stations
(required)
Family Album Project
12. White boards
1.- Extra-time
2.- Word bank
3.- Read it to them
5.- Study sheet
1.-Scaffolding
2.-Modeling
4.-Chunking
6.-Homework
73
(required)
7.-Notetaking
5.- Study sheet
7.- Keep on task
74
13.- Multiple Texts
Unit Vocabulary
Essential:
To identify family members
le beau-père .................................................. stepfather
la belle-mère ................................................. stepmother
le chat ........................................................... cat
le chien .......................................................... dog
le/la cousin(e) ............................................... cousin
le demi-frère ................................................. half-brother
la demi-sœur ................................................. half-sister
divorcé(e) ...................................................... divorced
un/une enfant (m./f.) .................................... child
la famille ........................................................ family
75
Unit Vocabulary
la femme ....................................................... wife
la fille/le fils ................................................... daughter/son
le frère ........................................................... brother
la grand-mère ............................................... grandmother
le grand-père ................................................ grandfather
les grands-parents (m.) ................................. grandparents
le mari ........................................................... husband
la mère/ma mère .......................................... mother/my mother
le neveu ......................................................... nephew
la nièce .......................................................... niece
l’oncle ............................................................ uncle
les parents (m.) ............................................. parents
le père ........................................................... father
la petite-fille .................................................. granddaughter
le petit-fils ..................................................... grandson
les petits-enfants (m.) ................................... grandchildren
la soeur ......................................................... sister
la tante .......................................................... aunt
Voici…/Voilà… ............................................... Here is/are . . ./There is/are . . .
Ça, c’est/ce sont… ......................................... This is/These are . . .
76
Unit Vocabulary
Qui c’est, ça? ................................................. Who is that?
To ask about someone’s family
Tu as des frères et des sœurs? ..................... Do you have brothers and sisters?
Non, je suis fils/fille unique. ......................... No, I’m an only child.
Tu as combien de… ? .................................... How many . . . do you have?
J’ai… et... ....................................................... I have . . . and . . .
Je n’ai pas de… mais… ................................... I don’t have any . . . but . . .
Vous êtes combien dans ta famille? .............. How many people are there in your family?
Nous sommes…_______
........................... There are . . . of us.
Tu as un animal domestique? ....................... Do you have a pet?
Oui, j’ai...
Yes, I have . .
WORK.9-12.9.1.12.1
WORK.9-12.9.1.12.1
TEC.9-12.
77
21st Century Themes
Technology
1. Conjuguemos.com
online text
3. Duolingo.com
4. YouTube
6. I-Pads
21st Century Skills
____ Media Literacy
Solving
21st Century Themes
21st Century Skills
Literacy
Collaboration
Resources
Texts/Materials:
Bien Dit-Level 1
Bien Dit workbook
Major Assignments/Assessments (required): Family Album Project and Unit Test
Major Activities (required): Paired Conversation and Stations
78
Grade 9-12-French I
Unit 8: In the Classroom
Recommended Duration: 3 weeks (March)
Unit Description:
This unit is designed to guide students in understanding and manipulating school subject vocabulary and schedules and related grammatical
elements. Students will understand the concepts and will perform conjugation of regular –re and -ger/-cer verbs as well as adjectives and
agreement when describing school subjects. Speaking, listening, writing, and reading comprehension will be taught. Students will have an
assessment that includes listening, writing, grammar skills, and reading comprehension at the end of the unit to evaluate their progress.
Essential Questions
1. What strategies and resources will help students to describe and to
learn classes and classroom objects?
1. There are many possible strategies: TPR (Total Physical Response),
flashcards (on index cards and online), vocabulary lists, video activities,
workbook resources, and games.
2. What grammatical strategies can students use to communicate more 2. Students will apply specific structures dealing with conjugation of -re
effectively in the target language?
verbs and stem-changing infinitives and adjective agreement.
3. Students must understand that they should use familiar, learned
3. How can I help my audience understand me when I speak in the
vocabulary when speaking. When students use a dictionary or a
target language?
translator, they don’t understand the words they are using and neither
does the audience.
4. What can I learn about my own language and culture from the study 4. Educational systems differ in each country. This is one reason that
of the educational systems in French- speaking countries?
people from various cultures should compare their systems. It
promotes a greater global understanding.
79
Relevant Standards
Content Standards:
Primary (Power):
phrases.
the target culture.
gestures and cultural practices associated
with the target culture(s).
80
Learning Goals
Learning Objectives
1. Students will understand how to read,
interpret, and give an opinion of a French
school schedule and will be able to conjugate
regular pattern-following -re verbs and stemchanging infinitives ending in –er.
1. Tell time in French.
2. Count from 0-200
3. Identify days of the week.
4. Define school subjects.
5. Use adjectives to describe a school subject.
6. Conjugate an –re verb.
7. Conjugate –ger/-cer verbs.
8. Compare and contrast educational systems.
9. Read related materials and passages.
2. Students will understand the cultural
nuances of the people and customs of the
French-speaking world—specifically related to
the French educational system.
Relevant Standards
Learning Goals
Learning Objectives
7.1.NM.C.3 – Copy/write words, phrases, or
1.
2.
3.
4.
5.
6.
Quizzes
Video view-sheets
Listening exercises
Self-evaluation
Exit slips
Index card
8. A-B-C summaries
9. One-word summary
12. White boards
14. Practice presentation
81
Unit Test
Stations
(required)
Mini-Clocks
1.- Extra-time
2. - Word bank
3.- Read it to them
5.- Study sheet
1.-Scaffolding
2.-Modeling
4.-Chunking
6.-Homework
7.-Notetaking
82
5.- Study sheet
7.- Keep on task
13.- Multiple Texts
83
Unit Vocabulary
Essential:
To ask and tell about classes
l’allemand (m.) .............................................. German
les arts (m.) plastiques .................................. art class
aujourd’hui .................................................... today
la biologie ...................................................... biology
la chimie ........................................................ chemistry
les devoirs ..................................................... homework
l’examen (m.) ................................................ test
l’éducation (f.) musicale ............................... music
l’EPS (éducation (f.) physique
et sportive)..................................................... physical education
l’espagnol (m.) .............................................. Spanish
la géographie ................................................ geography
l’histoire (f.) ................................................... history
l’informatique (f.) .......................................... computer science
le jour ............................................................ day
maintenant ................................................... now
les mathématiques (f.) .................................. mathematics
84
Unit Vocabulary
les matières (f.) ............................................. school subjects
la physique .................................................... physics
la récréation .................................................. break
la semaine ..................................................... week
la sortie ......................................................... dismissal
le week-end .................................................. weekend
de l’après-midi (m.) ....................................... in the afternoon
demain .......................................................... tomorrow
du matin ........................................................ in the morning
du soir ........................................................... in the evening
Il est… heure(s) ............................................. It is . . . o’clock.
À quelle heure tu as… ? ................................ At what time do you have . . . ?
Quand est-ce que tu as… ? ........................... When do you have . . . ?
Quelle heure est-il? ....................................... What time is it?
Quel jour est-ce que tu as… ? ....................... What day do you have . . . ?
Tu as quel cours… ? ....................................... What class do you have . . . ?
J’ai… lundi. .................................................... I have . . . on Monday.
J’ai… le lundi, le mercredi, et… ..................... I have . . . on Mondays, Wednesdays and. . .
J’ai… à… ......................................................... I have . . . at . . .
Les jours de la semaine
85
Unit Vocabulary
lundi .............................................................. Monday
mardi ............................................................. Tuesday
mercredi ........................................................ Wednesday
jeudi .............................................................. Thursday
vendredi ........................................................ Friday
samedi ........................................................... Saturday
dimanche ...................................................... Sunday
To ask for and give opinions
Comment est ton cours de maths? .............. What’s your . . . class like?
Il est difficile/facile. ....................................... . . .hard/easy.
Comment c’est, l’éducation .......................... What’s . . . like?
musicale?
C’est intéressant/fascinant/ .......................... It’s interesting/fascinating/boring.
ennuyeux.
D’après moi, c’est cool parce que ................ In my opinion, it’s . . . because . . .
j’adore le prof!
Ça te plaît, l’informatique? ........................... Do you like . . .?
Je trouve ça génial./Ça me ............................ I think it’s awesome./I like it a lot!
plaît beaucoup!
86
21st Century Themes
21st Century Skills
WORK.9-12.9.1.12.1
Technology:
WORK.9-12.9.1.12.1
1.-Conjuguemos.com
2.-Classzone.com
3.-Duolingo.com
4.-YouTube
5.-Laptops
____ Civic Literacy
____ Media Literacy
Solving
Literacy
TEC.9-12.
___x_ Communication & Collaboration
Resources
Texts/Materials:
Bien Dit-Level 1
Bien Dit workbook
87
Resources
Major Activities (required): Mini-clock activities and Stations
88
Grade 9-12-French I
Unit: 9 Sports and Pastimes
Recommended Duration: 3 weeks (April)
Unit Description:
This unit is designed to guide students in understanding pastimes and sports in French-speaking countries. In addition to vocabulary words that
will provide students the ability to express their preferences, students will be able to indicate when they prefer to participate. Grammatically,
students will conjugate the verbs faire and jouer and will be able to form their own questions about sports and pastimes. Speaking, listening,
writing, and reading comprehension will be taught. A unit test will assess the students’ knowledge at the end of the unit.
Essential Questions
1. What are different language learning styles?
2. How do I determine the most effective language learning style for
me?
3. What are the benefits of taking a chance in language?
89
1. In order to practice a second language, it is best to use a
combination of the following: listening, speaking, writing, and
reading comprehension. One can use many different methods
to learn another language. Repetition of vocabulary in various
activities is usually very successful. Some activities could be
stations, flashcards, games, picture or word splash activities, or
sentence strips.
2. Students need to try a variety of methods (computer practice,
flashcards, partner practice, etc.) and choose one or two
methods that work for them.
3. Teens have anxiety from risk-taking. Younger children are more
willing to try something. Speaking another language falls in the
category of risk-taking. Teen students work better if they are
not exposed to a large group but work with one or two others.
Relevant Standards
Learning Goals
Learning Objectives
1. Students will understand how to ask and
tell about sports and pastimes, describing
when they do them, and they will be able to
conjugate the verb faire and form questions
using various strategies.
phrases.
2. Students will understand the cultural
nuances of the people and customs of the
French-speaking world, related to sports and
pastimes.
1. Identify sports and pastimes.
2. Identify months and seasons.
3. Distinguish between faire and jouer verbs.
4. Ask and answer about activities and when they
occur.
5. Conjugate the irregular verb faire.
6. Define specific question words.
7. Form questions using intonation, est-ce que,
specific question words and inversion.
8. Read related materials and passages.
10. Play pétanque.
Content Standards:
Primary (Power):
90
Relevant Standards
the target culture.
91
Learning Goals
Learning Objectives
1.
2.
3.
4.
5.
6.
Quizzes
Video view-sheets
Listening exercises
Self-evaluation
Exit slips
Index card
8. A-B-C summaries
9. One-word summary
12. White boards
14. Total Physical Response
Unit Test
Stations
Paired conversations
1.- Extra-time
2. - Word bank
3.- Read it to them
5.- Study sheet
92
(required)
Pétnaque Tournament
1.-Scaffolding
2.-Modeling
4.-Chunking
6.-Homework
7.-Notetaking
5.- Study sheet
93
7.- Keep on task
13.- Multiple Texts
Unit Vocabulary
Essential:
To ask and to tell about interests
l’appareil photo numérique digital camera
94
Unit Vocabulary
le caméscope ................................................. camcorder
le casque ........................................................ helmet
Faire...
de l’aérobic (f.)........................................... aerobics
de l’ athlétisme (m.)................................... track and field
du jogging .................................................. jogging
du patin à glace.......................................... skating
de la photo ................................................. to do photography
du skate(-board) ........................................ skateboarding
du ski .......................................................... skiing
du surf ........................................................ surfing
du théâtre .................................................. drama
du vélo ....................................................... biking
de la vidéo amateur ................................... make amateur videos
Jouer...
au basket(-ball) .......................................... basketball
à des jeux vidéo (m.) .................................. video games
à la crosse…………………………………………….lacrosse
au hockey ................................................... hockey
au tennis .................................................... tennis
au volley ..................................................... volleyball
de la batterie.............................................. drums
de la guitare ............................................... guitar
du piano ..................................................... piano
les passe-temps ......................................... pastime activities
la raquette ................................................. racket
les skis (m.) ................................................ skis
95
Unit Vocabulary
Est-ce que tu fais du sport? ........................... Do you play sports?
Est-ce que tu joues au... ? .............................. Do you play. . . ?
Qu’est-ce que tu fais comme sport? ............. What sports do you play?
Qu’est-ce que tu fais pour t’amuser? ............ What do you do for fun?
Qu’est-ce que tu fais... ? ................................ What are you doing on . . . ?
Je fais/joue... Je ne fais pas/Je ne joue pas... I do/play . . ./I don’t play . .
Non, je ne fais pas de sport. .......................... No, I don’t play sports.
Je ne fais rien. ................................................ I’m not doing anything.
Les mois (m.) de l’année (f.)
janvier ............................................................ January
février............................................................. February
mars ............................................................... March
avril ................................................................ April
mai ................................................................. May
juin ................................................................. June
juillet .............................................................. July
96
Unit Vocabulary
août ................................................................ August
septembre...................................................... September
octobre........................................................... October
novembre....................................................... November
décembre ....................................................... December
Les saisons (f.)
le printemps ................................................... spring (au printemps)
l’ été (m)......................................................... summer (en été)
l’ automne (m.) .............................................. autumn (en automne)
l’ hiver (m.) ..................................................... winter (en hiver)
To ask when someone does an activity
En quelle saison tu fais_______________ ?.. In which season do you . . . ?
Je joue_______ en/au______________........ I play _________ in the . . .
Je fais_______ en/ au______________. ....... I do/play . . . in . . .
Quand est-ce que tu fais................................ When do you . . . ?
Tu fais... pendant quels mois? ....................... What months do you play . . . ?
97
21st Century Themes
21st Century Skills
WORK.9-12.9.1.12.1
Technology
WORK.9-12.9.1.12.1
1.-Conjuguemos.com
2.-Classzone.com
3.-Duolingo.com
4.-Youtube
5.-Laptops
____ Civic Literacy
____ Media Literacy
Solving
Literacy
TEC.9-12.
__x__ Communication & Collaboration
Resources
Texts/Materials:
Bien Dit-Level 1
Bien Dit workbook
98
Resources
Major Activities (required): Paired Conversations, Stations, Pétanque Tournament
99
Grade 9-12-French I
Unit 10: Places to Go/Weather
Recommended Duration: 2-3 weeks (May-June)
Unit Description:
This unit is designed so that the student can extend, accept, and refuse an invitation to go somewhere. Students will be able to make plans and
discuss the weather. Grammatically, they will be able to conjugate the verb aller in two different tenses and use contractions with de and à.
Speaking, listening, writing, and reading comprehension will be taught. Students will complete a Unit Test as an assessment at the end of the
unit.
Essential Questions
1. How can I sound more like a native speaker?
2. How is written language different from spoken language?
3. How can you make your words more effective?
100
1. Imitating native speakers is difficult. Some students have a
natural ability to mimic voices. Others are “tone deaf.” To
improve and make an accent more authentic, students can listen
to any type of authentic material: films, music, interviews, live
guests, or native-speaking teachers.
2. French-written language often does not look anything like what
is being heard. It is better to hear it before you see it. Once a
novice sees the written word, he/she is tempted to pronounce it
like their native language.
3. A novice language learner should use words that they are
familiar with. It is very common to learn memorized answers to
a set of questions in the first year.
Relevant Standards
Content Standards:
Primary (Power):
phrases.
101
Learning Goals
Learning Objectives
1. Students will understand how to extend,
accept, and refuse an invitation; make plans;
and discuss the weather, and they will be able
to conjugate the verb aller in two tenses.
1. Identify various places.
2. Identify weather expressions.
3. Tell where people are going.
4. Tell what people are going to do using the Futur
Proche.
Relevant Standards
the target culture.
102
Learning Goals
Learning Objectives
1.
2.
3.
4.
5.
6.
Quizzes
Video view-sheets
Listening exercises
Self-evaluation
Exit slips
Index card
8. A-B-C summaries
9. One-word summary
12. White boards
14. Practice presentation
Unit Test
Stations
1.- Extra-time
2. - Word bank
3.- Read it to them
5.- Study sheet
103
(required)
Poster of Seasons, Weather, &
Activities
1.-Scaffolding
2.-Modeling
4.-Chunking
6.-Homework
7.-Notetaking
5.- Study sheet
104
7.- Keep on task
13.- Multiple Texts
Unit Vocabulary
Essential:
Où vas-tu? Je vais…
To invite; to extend, accept and refuse an invitation
105
Unit Vocabulary
la campagne ................................................... country
le club............................................................. sports club
le cybercafé.................................................... cybercafé
le lac/la mer ................................................... lake/sea
la montagne ................................................... mountain
le musée......................................................... museum
l’opera (m.) .................................................... opera house
la patinoire ..................................................... skating rink
la plage ........................................................... beach
le théâtre ....................................................... theatre
le zoo.............................................................. zoo
Quel temps fait-il? ......................................... What’s the weather like?
Il fait beau. ................................................ The weather is nice.
Il fait chaud. .............................................. It’s hot.
Il fait froid. ................................................. It’s cold.
Il fiat mauvais. ........................................... The weather is bad.
Il neige........................................................ It’s snowing.
Il y a des nuages. ........................................ It’s cloudy.
Il pleut. ....................................................... It’s raining.
Il y a du vent............................................... It’s windy.
106
Unit Vocabulary
Il y a du soleil. ............................................ It’s sunny.
To extend an invitation (Exprimons-nous?, p163)
On fait.../On va... ? ........................................ Shall we . . . ?/What about going . . . ?
Tu as envie de... ?/ ......................................... Do you feel like . . . ?
Ça te/vous dit de... ? ...................................... Do you feel like . . . ?
Tu viens... ? .................................................... You want to come. . . ?
D’accord./Bonne idée!/Pourquoi pas? .......... Okay./Good idea!/Why not?
Si tu veux/vous voulez. .................................. If you want.
..., ça ne me dit rien. ...................................... . . ., I don’t feel like it.
Désolé(e), je n’ai pas le temps. ...................... Sorry, I don’t have the time.
J’ai trop de choses à faire. ............................. I have too many things to do.
Je suis très occupé(e). .................................... I’m very busy.
To make plans (Exprimons-nous!, p165)
Avec... ............................................................ With . . .
Avec qui...?..................................................... With whom . . . ?
J’ai trop de choses à faire. ............................ I have too many things to do.
Je suis très occupé(e). .................................... I’m very busy.
Je vais... .......................................................... I will . . .
On pourrait... ................................................. We could . . .
107
Unit Vocabulary
Où ça?/Où est-ce qu’on se retrouve? ........... Where are we meeting?
Pas grand-chose. ............................................ Not much.
Qu’est-ce que tu vas faire s’il... ?................... What are you going to do if . . . ?
Qu’est-ce qu’on fait... ? ................................. What are we doing . . . ?
Rien de spécial. .............................................. Nothing special.
Tu vas faire quoi...?........................................ What are you going to do . . . ?
Idioms with avoir, p170
avoir besoin de... ........................................... to need . . .
avoir envie de... ............................................. to feel like (doing something)
avoir faim ....................................................... to be hungry
avoir soif ........................................................ to be thirsty
avoir chaud .................................................... to feel hot
avoir froid ...................................................... to feel cold
avoir sommeil ................................................ to feel sleepy
J’ai chaud! ...................................................... I’m hot!
Tu as envie de nager? .................................... Do you feel like swimming?
108
21st Century Themes
21st Century Skills
WORK.9-12.9.1.12.1
Technology
WORK.9-12.9.1.12.1
1.-Conjuguemos.com
2.-Classzone.com
3.-Duolingo.com
4.-Youtube
5.-Laptops
____ Civic Literacy
____ Media Literacy
Solving
Literacy
TEC.9-12.
__x__ Communication & Collaboration
Resources
Texts/Materials:
Bien Dit-Level 1
Bien Dit workbook
109
Resources
Major Activities (required): Stations and Poster of Seasons, Weather, and Activities
110

3 - Kingsway Regional School District

Transcription

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