French III scope and sequence 2011

Transcription

French III-Quarter 1
Scope and Sequence
Unit Length/Unit
theme/ Enduring
understanding
Unit length
• About 4 weeks
Unit theme
• Getting reacquainted
Unité 1- Mon portrait
Unit Guiding Questions Assessment
•
•
•
Who am I in a global
world?
What first impression
do I make?
How can I tell about
myself?
What are my
strengths and
challenges?
How do I learn best?
Enduring understanding
• Establishing
relationships
requires sharing and
communicating
information about
self and others.
•
Context
Structure
•
•
•
•
personality traits
daily routine voc.
strengths/
weaknesses voc
multiple
intelligences voc
•
•
•
•
•
•
•
•
•
•
TSD WL 6/26/2012
present tense
immediate future
passé composé tense
imperfect tense
adverbs such as si,
tellement, comme
vraiment
sembler
avoir l’air d’être
transitions
•
•
interpretive listening
task: Samaha song
activity
interpretive reading
task: Iceberg of culture
interpersonal speaking
task: discussion about
strengths/challenges
• presentational
speaking task: “Mon
portrait”
• presentational writing
task: essay-“Mon
portrait”
Culture
Functions
•
•
•
•
•
•
•
•
•
•
•
describing self as a
cultural being
What is culture?
being an active
participant in a global
community
attributes/skills needed
to be a global citizen
Iceberg of Culture
concept
•
•
•
•
give and request
information
describe daily routine
describe self
describe how one learns
describe personality
traits-strengths,
weaknesses
summarize
narrate in present/
immediate future and
past
analyze
draw conclusions
Resources
District Resources- C’est à
toi: Niveau 2
• Unités 1-5 as review
resource
Other resources
• Multiple Intelligences
• True colors survey
• Iceberg of culture
concept
• Samaha song
• Aurélie and Julien
video #12 from Level I
video series (to review)
Scope and Sequence
Unit Length/Unit
theme/ Enduring
understanding
Unité 2: Les souvenirs de mon enfance
Unit length
• (about 4 weeks)
•
Unit theme
• Reminiscing about
and retelling
childhood activities
•
• Our childhood
experiences shape
who we are, and
sharing them with
others promotes
global
understanding.
Context
•
•
•
childhood memories/
activities
movie review terms
WWII historical
terms
•
•
•
How has my
childhood shaped
who I am today?
What are my favorite
childhood memories?
What makes a
children’s story
universally
appealing?
What do we learn
about history when
listening to personal
narratives?
How do we learn
from our past?
Structure
•
•
•
•
•
•
imperfect tense
adjectives
comparative/
superlative or
adjectives
adverbs
transitions
task: A call to armsDe Gaulle
• interpretive listening
task: Unit 9 additional
listening activities
• interpretive reading
task: poetry analysis“La liberté” (Paul
Eluard)
• interpersonal writing
task: write a personal
journal/blog entry to
“child self” discussing
how your life turned
out so far.
• interpersonal speaking
task:”Mon enfance”
task: movie review-Au
revoir les enfants
Culture
•
•
•
•
•
TSD WL 6/26/2012
poetry analysis-“La
liberté” (Paul Eluard)
movie review-Au
revoir les enfants
WWII history-La
Resistance, Le jour du
débarquement-le 6
juin
“A Call to Arms”
(DeGaulle
Functions
•
•
•
•
•
•
•
•
narrate in past
character analysis
express opinions
sequence events in the
past
retell childhood stories
and experiences
describe self and others
as children
compare/contrast
interpret/analyze
literature
Resources
toi: Niveau 2
• Unité 9- (passé
composé, imparfait,
Charles DeGaulle)
Other resources
• “Au revoir, les enfants”
film
• “La liberté” (Paul
Eluard)
• “A Call to Arms”
(DeGaulle)
• La Resistance-WWII
video #2 from Level II
video series
French III-Quarter 1/2
Scope and Sequence
Unit Length/Unit
theme/ Enduring
understanding
Unité 3: La Santé
Unit length
• (about 6 weeks)
•
Unit theme
• Living a healthy
lifestyle
•
• Health, safety and
nutrition are
important for
maintaining a
healthy lifestyle.
•
•
•
•
Context
•
•
•
•
•
•
•
accidents/sickness
medical treatments
parts of the body
medical symptoms
nutrition
exercise
health care
Structure
•
•
•
•
•
•
•
•
TSD WL 6/26/2012
How do daily
routines affect our
health and wellbeing?
What do I do when
I’m sick or hurt in
another country?
How do I respond
appropriately to an
emergency?
How do I maintain a
healthy lifestyle?
How do I give advice
about health and
nutrition?
What are some global
major health issues?
task: Comme
d’habitude songClaude François
task: French food
pyramid
task: Le déjeuner du
matin” (Prévert) poem
task: create/do survey
on eating and healthy
habits
task: responses to
survey
• presentational
speaking task: My
food pyramid
task:My food pyramid
Culture
•
present tense
•
past tense
imperfect tense
reflexive verbs
(present, past,
imperfect)
subjunctive
expressions with the
infinitive (il fau,t il
vaut mieux,, il est
nécessaire, il est
important, il est
préférable)
relative pronouns:
qui/que
direct/indirect object
pronouns-in context
•
•
•
•
•
healthy lifestyle (food,
routines, exercise)
French health system
compare cultural
perspectives about
health, nutrition, and
medicine
eating/exercise habits
“Le déjeuner du
matin” (Prévert) poem
Comme d’habitude
song-Claude François
Functions
•
•
•
•
•
•
describe events
summarize
give/request
information about
health and sicknesses/
accident
analyze data about
health
sequence events in the
past-accident report
report on emergency
situations/events/
accidents
Resources
toi: Niveau 2
• Unité 4 (reflexive
verbs)
Other resources
• “Le déjeuner du matin”
(Prévert) poem
• Comme d’habitude
song-Claude François
• Internet sites for French
health care system
• French food pyramid
video series
Scope and Sequence
Unit Length/Unit
theme/ Enduring
understanding
Unité 4: La Préparation pour les Voyages
Unit Guiding Questions
Assessment
Unit length
• (about 5 weeks)
•
Unit theme
• Travel/vacations
•
• Travel experiences
shape our
worldview.
Context
•
•
•
•
•
•
•
•
•
airport vocabulary
customs
lodging (hotels,
gîtes, youth hostels,
couchsurfing)
packing
trains
train schedules
driving rules/signs
car parts
road maps and types
of routes-Autoroute/
National/
Département
•
•
•
Structure
•
•
•
•
•
•
•
•
•
•
TSD WL 6/26/2012
How do travel
experiences shape our
worldview?
What do I need to
know before I travel?
How can I get the most
out of a trip?
How can I plan for a
trip?
How am I respectful of
a new culture?
expressions of time: il y
a, depuis, pendant,
pour
savoir/connaître
future tense
conditional tense
subjunctive expressions
with infinitive (il
faut,il vaut mieux,, il
est nécessaire, il est
important, il est
préférable)
comparative/superlative
direct /indirect object
pronouns en context- y
si clauses (pres-future,
imperfect/conditional
relative pronouns:
qui/que
prepositions with cities,
countries, regions
•
•
•
•
task: additional
Unit 7, Unit 8
task: online lodging
task: SNCF-train
schedules
interpersonal
speaking task: driving
Culture
•
•
•
•
•
types of lodging
(hotels, gîtes, youth
hostels, couchsurfing)
modes of
transportation
driving/ drving
signs/driving in a new
country
trains
different ways to
travel: group, alone,
green
Functions
•
•
•
•
•
•
•
•
ask for/give
information abut
traveling preparation
read a road map
inquire about details
when traveling
persuade
recommend
hypothesize
compare
map reading
Resources
toi: Niveau 2
• Unité 7 (airport,train)
• Unité 8 (hotel, auberge
de jeunesse)
• Unité 10 (conditional)
• Reprise book (future
tense)
Other resources
• SNCF site
• lodging sites
• metro/RER site
• driving school sites
• Michelin road maps
• Google maps in French
video series
Scope and Sequence
Unit Length/Unit
theme/ Enduring
understanding
Unit length
• (about 5 weeks)
Unit theme
• Regions of France
• The province
(regions) of France
have a richness of
culture that reflects
the multiple
perspectives of
France.
Context
•
•
•
•
French provinces
(regions)
French regional
vocabulary/ food
specialties
French political
divisions-les
départements
DOM/TOM
Unité 5: Les Régions de France
What is important to
learn when visiting a
new country?
• What are the
provinces (regions) of
France?
• What is the historical
background of the
regions of France?
• What are the
characteristics of
each region?
• What languages are
spoken in France?
Structure
•
present tense
imperfect tense
future tense
conditional tense
subjunctive
expressions il faut
que, il vaut mieux
que, il est nécessaire
que, il est important
que, il est préférable
que)
subjunctive verbs to
use for traveling
comparative/
superlative
si clauses-2 forms
relative pronouns
pronouns (in context)
pronouns y, en
relative pronouns:
qui/que
time vocabulary (il y
a, depuis, pendant)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
TSD WL 6/26/2012
•
•
•
task: additional
Unit 7
task:readings on
provinces
interpersonal speaking
task: Mon voyage en
France
presentational writing
task: promotional
poster for a region
Culture
•
•
•
•
French regions and
their cultures
French departments
French history aligned
to French provinces
(regions)
French regional food
specialties
focus on La
Normandie, La
Bretagne, La
Provence, La Côte
d’Azur, L’Alsace, Le
Centre
Functions
•
•
•
•
•
•
•
•
ask for/give
information about
traveling
understand historical
context about regions
describe
narrate
persuade
compare/contrast
make future plans
Resources
toi: Niveau 2
• Unité 7 (les châteaux),
savoir, connaître
Other resources
• Internet sites for the
French provinces
(regions)
video series
Scope and Sequence
Unit Length/Unit
theme/ Enduring
understanding
Unité 6-L’Environnement
Unit length
• About 6 weeks
•
Unit theme
•
Global challenges
•
Enduring
understanding
• There is a
reciprocal effect
between the health
and well-being of
our planet and its
people.
Context
•
•
•
•
•
•
environmental voc.
energy sources
(wind, biomass.
nuclear, solar)
vocabularyrecycle/clean water,
etc.
alternative forms of
transportation
going “green”
transporation
natural disasters
voc such as
hurricanes,
earthquakes,
hurricanes
•
•
•
Structure
•
•
•
•
•
•
•
•
•
•
•
TSD WL 6/26/2012
How do I impact my
environment and vice
versa?
How can I better
recycle?
What are types of
energy sources that
are popular in
Francophone
countries?
What are different
types of “green”
transportation?
What can I do to help
the planet?
present tense
passé composé
imperfect tense
future/conditional
subjunctive
expressions needed
for environmental
unit to propose
solutions
subjunctive verbsin
context
comparative/
superlative
si clauses-2 forms
relative pronounsqui/que
pronouns in contest
sequencing/transitions
task: additional
Unit 11
task:authentic
reading resources
about environment,
energy sources and
transportation
• interpersonal
speaking task: debate
on nuclear energy
• presentational
speaking task:
choose a problem,
research details,
analyze date and
propose an original
solution to an
environmental issue
Culture
•
•
•
•
•
global environmental
challenges
energy sources
environmental
problems-ozone,
desertification,
pollution
being “green”
Functions
•
•
•
•
•
•
•
•
•
•
•
•
discuss nature and
environment
explain a problem
propose solutions
make suggestions
give advice
persuade others
justify and support
opinions
express opinions
hypothesize
narrate and elaborate
present, past, and future
events
summarize, interpret
authentic sources on the
environment
analyze data
Resources
toi: Niveau 2
• Unité 11
Other resources
• Internet –series of
readings about energy
sources, environment
• Viky le petit dauphin song
• Aux arbres, citoyens song
Yannick Noah
• Aurélie and Julien Level
II video #5
Scope and Sequence
Unit Length/Unit
theme/ Enduring
understanding
Unit length
• (about 4 weeks)
Unit theme
• French Africa
Unité 7- L’Afrique Francophone
•
•
How have different
cultures blended?
What can I learn
about my country
from the history of
other countries?
How does story
telling reflect a
culture?
• Contributions and
history from other
civilizations and the
fusion of cultures
form our individual
and global identities
•
Context
Structure
•
•
•
•
•
•
•
•
•
review of
Francophone
countries
major cities in the
Francophone
countries
history
geography of
Francophone
countries
music of
Francophone
countries
arts of Francophone
countries
food of Francophone
countries
myths/legends
un griot
TSD WL 6/26/2012
•
•
•
•
•
•
•
•
•
•
present tense
imperfect tense
future tense
conditional tense
subjunctive
expressions
subjunctive verbs
comparative/
superlative
si clauses
relative pronouns:
qui/que
task: C’est la vie songHenri Dikongué
• interpretive listening
task: Mama Afrika
song-Tukuleur
task: Le pagne noir-un
conte africain
• presentational
speaking task: Le
pagne noir-un conte
africain (skit)
task:create a travel
story in the style of
Jules Verne-Le tour du
monde en 80 jours
Culture
•
•
•
•
•
•
•
•
•
•
major cities in the
Francophone countries
countries and famous
cities of the Maghreb
Maghreb culture
French Africa
Le Sénégal
La Maison des
Esclaves-L’Île de
Gorée (Senégal)
slave trade from
Senegal to USA
Léopold Senghor
un griot
Functions
•
•
•
•
•
•
•
•
ask for/give
information
understand historical
context around Frenchspeaking Africa
describe
narrate
persuade
compare/contrast
analyze a myth/legend
from a cultural
perspective
Resources
toi: Niveau 2
•
•
•
Unité 6-Le Maghreb,
L’homme qui te
ressemble-René
Philombe-p. 253
Unité 6-Le Maghreb
Unité 10
Other resources:
• Leopold Senghor
• Le pagne noir-un conte
africain
• C’est la vie song-Henri
Dikongué
• Mama Afrika songTukuleur
video series
TSD WL 6/26/2012

French III scope and sequence 2011

Transcription

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