French III scope and sequence 2016

French III-Quarter 1
Scope and Sequence
Unit Length/Unit
theme/ Enduring
understanding
Unit length
• About 1 week
Unité 0- review
Unit Guiding Questions Assessment
•
What can I already do •
from French 1 and 2?
Create a review game
using what they
learned in French II.
Functions
•
Describe and follow
commands and rules for
board games
Unit theme
• Review
Enduring understanding
• You review!
Context
•
vocab from French 2
Structure
•
•
•
•
•
•
•
•
TSD WL 8/31/2016
Culture
present tense review
•
going future review
passé compose
review
reflexive verbs in
present and past tense
adverbs: si, tellement,
comme, vraiment,
adverbs of frequency
transitions
compare/contrast
board games
Resources
•
board games
French III-Semester 1
Scope and Sequence
Unit Length/Unit
theme/ Enduring
understanding
Unit length
• About 6 weeks
Unité 1- Mon portrait
Unit Guiding Questions Assessment
Who am I in a global
world?
• What do I want to
Unit theme
know about others
and what do I want
• Who am I in a global
world?
others to know about
me?
Enduring understanding • What are my
• Establishing
strengths and
relationships
challenges?
requires sharing and • How do I learn best?
communicating
• I do I convince others
information about
of my knowledge and
self and others.
strengths?
• How does my daily
life compare to others
in the Francophone
world?
Context
Structure
•
•
•
•
daily routines
strengths/
weaknesses
personal description
identity vocabulary
•
•
•
•
•
•
•
•
•
•
•
present tense review
going future review
passé compose
review
reflexive verbs in
present and past tense
adverbs: si, tellement,
comme, vraiment,
adverbs of frequency
sembler,
avoir l’air d’être
transitions
compare/contrast
•
•
•
•
Culture
•
•
•
•
•
•
TSD WL 8/31/2016
interpretive listening
task: Book additional
listening activities
interpersonal speaking
task: discussion about
strengths/challenges
presentational
speaking task: “Mon
portrait”
presentational writing
task: personal
narrative-“Mon
portrait”
describing self as a
cultural being
attributes/skills needed
to live in a global
community
attributes/skills needed
to work in a global
workforce
compare daily routines
with those from
Francophone countries
compare school with
those from
Francophone countries
Haïti (to compare)
Functions
•
•
•
•
•
•
•
give and request
information
describe daily routines
describe oneself giving
details
describe how one learns
describe personality
traits-strengths,
weaknesses
identify work attributes
to work in a global
workplaces
explain the importance
of knowing another
language in the 21st
century.
Resources
District Resources- C’est à
toi: Niveau 2
• Unités 1-5 as review
resource
• Unité 5- Haïti
Other resources
• Multiple Intelligences
survey
• True colors survey
• Aurélie and Julien
video #12 from Level I
video series (to review)
French III-Semester 1
Scope and Sequence
Unit Length/Unit
theme/ Enduring
understanding
Unité 2: Les souvenirs de mon enfance
Unit Guiding Questions Assessment
Unit length
• (about 6 weeks)
•
Unit theme
• Reminiscing about
and retelling
childhood activities
•
Enduring understanding
• 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
La Resistance en
France
Le Jour J- D-Day in
France
Charles DeGaulle
•
•
•
•
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?
What happened in
France during WWII?
Structure
•
•
•
•
•
•
passé composé tense
imperfect tense
adjectives
comparative/
superlative or
adjectives
adverbs
transitions
•
•
•
•
•
•
Culture
•
•
•
•
•
TSD WL 8/31/2016
interpretive listening
task: A call to armsDe Gaulle
interpretive listening
task: Unit 9 additional
listening activities
interpretive reading
task: poetry analysis“La liberté” (Paul
Eluard)
interpersonal speaking
task:”Mon enfance”
presentational writing
task: movie review-Au
revoir les enfants
presentational Writing:
comic book
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”
Charles DeGaulle
Charles 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
District Resources- C’est à
toi: Niveau 2
• Unité 9- (passé
composé, imparfait,
Charles DeGaulle)
Other resources
• “Au revoir, les enfants”
film with subtitles (2o
min sections with
Englsih subtitles. Film
worksheet)
• “La liberté” (Paul
Eluard)
• “A Call to Arms”
(DeGaulle)
• La Resistance-WWII
• Aurélie and Julien
video #2 from Level II
video series
French III-Semester 1
Scope and Sequence
Unit Length/Unit
theme/ Enduring
understanding
Unit length
• (about 6 weeks)
Unit theme
• Living a healthy
lifestyle
Unité 3: La Santé
Unit Guiding Questions Assessment
•
•
•
Enduring understanding
• Health, safety and
nutrition are
important for
maintaining a
healthy lifestyle.
•
•
•
How do I maintain a
healthy lifestyle?
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 give advice
about health and
nutrition?
What are some global
major health issues?
•
•
•
•
•
•
Context
•
•
•
•
•
•
•
accidents/sickness
medical treatments
parts of the body
medical symptoms
nutrition
exercise
health care
Structure
•
•
•
•
•
•
TSD WL 8/31/2016
present tense
past tense
imperfect tense
reflexive verbs
(present, past,
imperfect)
subjunctive
expressions with the
infinitive (il faut il
vaut mieux,, il est
nécessaire, il est
important, il est
préférable)
relative pronouns:
qui/que
interpretive listening
task: Comme
d’habitude songMichel Sardou (on
YouTube)
interpretive reading
task: French food
pyramid
interpretive reading
task: Le déjeuner du
matin” (Prévert) poem
interpersonal speaking
task: create/do survey
on eating and healthy
habits
Interpersonal writing
assessment blog entrysharing healthy eating
habits
presentational
speaking task: My
food pyramid
Culture
•
•
•
•
•
•
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
District Resources- C’est à
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
• Aurélie and Julien
video #1 from Level II
video series
French III-Semester 2
Scope and Sequence
Unit Length/Unit
theme/ Enduring
understanding
Unit length
• (about 2 weeks)
Unité 3.5: Versailles-right after winter break
Unit Guiding Questions Assessment
•
Unit theme
• Versailles
•
Enduring understanding
• A country’s history
is a big part of the
heart of a country
•
•
•
Context
•
•
•
Vocab
Châteaux
Historical figures
(Louis XIV, Louis
XV…)
Structure
•
•
•
•
•
TSD WL 8/31/2016
How does history
impact the cultural
practices, products
and perspectives of a
country?
Why is Versailles so
famous?
How did they build
Versailles into their
huge palace and
gardens?
How did Louis XIV
and Louis XVI
impact the history of
the US?
Why it is important to
learn about history?
present tense
past tense
imperfect tense
subjunctive
expressions with the
infinitive (il faut il
vaut mieux,, il est
nécessaire, il est
important, il est
préférable)
relative pronouns:
qui/que
•
•
•
•
Presentational
Writing: choose 3
pictures and give
details about the
Interpersonal
Speaking: in group,
talk about the pictures
you have chosen
Interpretive Reading:
wikispace questions
Interpretive Listening:
Mon essentiel, Etre à
la hauteur
Culture
•
•
•
•
•
•
Versailles and its
impact and influence
in the world (Peter the
Great, Russia)
Kings and royalty
History of US
Fleur de lys and
Louisiana
Bête de Gévaudan
Le Roi Soleil musical
Functions
•
•
•
•
Describing a picture
Describing architecture
Describing people
Describing historical
events
Resources
District ResourcesC’est à toi – Niveau 2
• Unité 7 - Les châteaux
Other resources
• Le Roi Soleil videos
• Versailles website
French III- Semester 2
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
•
Enduring understanding
• 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 8/31/2016
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 subjunctive verb
forms(il faut,il vaut
mieux,, il est
nécessaire, il est
important, il est
préférable)
comparative/superlative
pronoun-y
si clauses (pres-future,
imperfect/conditional
relative pronouns:
qui/que
prepositions with cities,
countries, regions
interpretive listening
task: additional
listening activities
Unit 7, Unit 8
• interpretive reading
task: online lodging
• interpretive reading
task: SNCF-train
schedules
• interpersonal
speaking task: driving
• interpersonal
speaking task: hotel
reservation, plane
ticket reservation
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
District Resources- C’est à
toi: Niveau 2
• Unité 7 (airport,train)
• Unité 8 (hotel, auberge
de jeunesse)
• Unité 10 (conditional)
Other resources
• SNCF site
• lodging sites
• metro/RER site
• driving school sites
• Michelin road maps
• Google maps in French
• Aurélie and Julien
video #3 from Level II
video series
French III- Semester 2
Scope and Sequence
Unit Length/Unit
theme/ Enduring
understanding
Unit length
• (about 5 weeks)
Unit theme
• Regions of France
Enduring understanding
• 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
Unit Guiding Questions Assessment
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
•
•
•
•
•
•
•
•
•
•
•
•
•
•
TSD WL 8/31/2016
present tense
passé composé 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 y, en
relative pronouns:
qui/que
time vocabulary (il y
a, depuis, pendant)
•
•
•
•
interpretive listening
task: additional
listening activities
Unit 7
interpretive reading
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, le RhôneAlpes, L’AlsaceLorraine, Le Val de
Loire
Functions
•
•
•
•
•
•
•
•
ask for/give
information about
traveling
understand historical
context about regions
describe
narrate
inquire about details
persuade
compare/contrast
make future plans
Resources
District Resources- C’est à
toi: Niveau 2
• Unité 7 (les châteaux),
savoir, connaître
Other resources
• Internet sites for the
French provinces
(regions)
• Aurélie and Julien
video #4 from Level II
video series
French III- Semester 2
Scope and Sequence
Unit Length/Unit
theme/ Enduring
understanding
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.
Unité 6-L’Environnement
Unit Guiding Questions Assessment
•
•
•
•
•
•
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 8/31/2016
What are the
environmental problems
that the world faces
today?
What are the origins of
these problems?
How can I better
recycle?
What are types of
energy sources that are
popular in Francophone
countries?
What are some of the
possible solutions to
these challenges?
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
direct/indirect object
pronouns in contest
sequencing/transitions
•
•
•
•
interpretive listening
task: additional
listening activities Unit
11
interpretive reading
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
District Resources- C’est à 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
• Dora L’exploratrice reading
and discussion
• Aurélie and Julien Level II
video #5