TOWNSHIP OF UNION PUBLIC SCHOOLS
French Conversation
Curriculum Guide
2013
Re-adopted June 2014
Board Members
Francis “Ray” Perkins, President
Richard Galante, Vice President
David Arminio
Susan Cooley
Linda Gaglione
Thomas Layden
Versie McNeil
Vito Nufrio
TOWNSHIP OF UNION PUBLIC SCHOOLS
Administration
District Superintendent …………………………………………………………………...…………………….... Dr. Patrick Martin
Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum
Assistant Superintendent ………..……………………………….………………………….…………………… Dr. Noreen Lishak
Director of Elementary Curriculum ……………………………….………………………………..…………….Ms. Tiffany Moutis
Director of Student Information/Technology ………………………………..………………………….…………. Ms. Ann M. Hart
Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta
DEPARTMENT SUPERVISORS
Language Arts/Social Studies K-8 ……..………………………………….…………………………………….. Mr. Robert Ghiretti
Mathematics K-5/Science K-5 …………………………………………….………………………………………. Ms. Deborah Ford
Guidance K-12/SAC …..………………………………………………………………………………….……….Ms. Bridget Jackson
Language Arts/Library Services 8-12 ….………………………………….…………………………………….…Ms. Mary Malyska
Math 8-12…………………………………………………………………………………………………………..Mr. Jason Mauriello
Science 6-12……...... …………………………………………………….………………………………….Ms. Maureen Guilfoyle
Social Studies/Business………………………………………………………………………………………..…….Ms. Libby Galante
World Language/ESL/Career Education/G&T/Technology….…………………………………………….….Ms. Yvonne Lorenzo
Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago
Curriculum Committee
French Conversation
2013
Mrs. Nicole Tartaglia
Table of Contents
Title Page
Board Members
Administration
Department Supervisors
Curriculum Committee
Table of Content
District Mission/Philosophy Statement
District Goals
Course Description
Recommended Texts
Course Proficiencies
Curriculum Units
Appendix: New Jersey Core Curriculum Content Standards
Mission Statement
The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning. State standards, federal and state mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or when necessary, removed in order for the district to maintain the appropriate educational setting.
Philosophy Statement
The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts through its educational practices. It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general, providing therein for individual differences. The school operates as a partner with the home and community.
Statement of District Goals
Ø Develop reading, writing, speaking, listening, and mathematical skills.
Ø Develop a pride in work and a feeling of self-worth, self-reliance, and self discipline.
Ø Acquire and use the skills and habits involved in critical and constructive thinking.
Ø Develop a code of behavior based on moral and ethical principals.
Ø Work with others cooperatively.
Ø Acquire a knowledge and appreciation of the historical record of human achievement and failures and current societal issues.
Ø Acquire a knowledge and understanding of the physical and biological sciences.
Ø Participate effectively and efficiently in economic life and the development of skills to enter a specific field of work.
Ø Appreciate and understand literature, art, music, and other cultural activities.
Ø Develop an understanding of the historical and cultural heritage.
Ø Develop a concern for the proper use and/or preservation of natural resources.
Ø Develop basic skills in sports and other forms of recreation.
Ø To enrich the students’ cultural knowledge, experience, and communication with the Francophone world through a comparison with their own cultural/ linguistic experience.
Course Description
French Conversation is an alternative opportunity for students to acquire the state minimum of 1 year of a foreign language in high school. The class is designed for the alternative learner and/or those with learning style differences. This class is intended to allow all students to have a positive and productive preliminary introduction to basic French vocabulary, grammar and cultural themes along with supporting appropriate classroom processes like note-taking, organization skills and interpersonal interactions. This class will help differentiated learners to decide if they would like to continue on to French I.
French Conversation develops communicative skills in a classroom setting and teaches the learner about French and francophone cultures. Basic communication with learned phrases in the form of simple questions and answers will be introduced to the learner. Simple descriptions of people and things, classroom commands and cultural exploration will be accomplished by the learner.
Recommended Textbooks
French is Fun, Lively Lessons for Beginners – Third Edition, Gail Stein/Heywood Waid
Exploring French – Second Edition, Joan G. Sheeran / J. Patrick McCarthy
Course Proficiencies
Students will be able to…
Semester I
· Meet people, greet people, talk about people, introduce family members
· Express hunger, thirst, pay at a French café, tell time,
· Express days and dates, talk about the weather
· Describe daily activities inside and outside the classroom
· Describe oneself and others, describe one’s room, talk about possessions
Semester II
· Describe one’s city, find one’s way around, describe home/family, make plans to do things in town
· Talk about clothing,
· Discuss leisure activities
· Talk about countries in the French-speaking world
· Discuss French geography
· Discuss well-known French writers, musicians and artists
Additional requirements:
Cultural Research
· Research a French musician, artist or writer
· Watch and complete a web quest or project on a French Film/Play
Curriculum Units
Unit 1: Bonjour, Bienvenue – Meeting People
Unit 2: La Vie Courante – Everyday Life in France
Unit 3: La Vie Quotidienne? – Daily Activities at Home, at School and Weekends
Unit 4: Mes Affaires – People and Their Possessions
Unit 5: En Ville – City Life – the Home, the Family and Urban Activities
Unit 6: Le Shopping - Buying Clothing
Unit 7: Le Temps Libre – Leisure Time Activities
Unit 8: Les Francais Connus – Famous and Celebrated French
Pacing Guide- Course
Content Number of Days
Unit 1: Bonjour, Bienvenue – Meeting People 25 days
Unit 2: La Vie Courante – Everyday Life in France 22 days
Unit 3: La Vie Quotidienne – Daily Activities at Home, at School and Weekends 22 days
Unit 4: Mes Affaires – People and Their Possessions 22 days
Unit 5: En Ville – City Life – the Home, the Family and Urban Activities 22 days
Unit 6: Le Shopping - Buying Clothing 22 days
Unit 7: Le Temps Libre – Leisure Time Activities 22 days
Unit 8: Les Francais Connus – Famous and Celebrated French 23 days
Unit 1:
Essential Questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities / AssessmentsWhat are the basic and defining elements of Francophone culture and conversation?
Why do the French express themselves in both formal and informal ways?
What is the family dynamic like in France and in French-speaking countries? / Meeting people (7-1; 7-2)
• Introducing oneself (Leçon 1A)
• Spelling one’s name (Leçon 1A)
• Asking someone’s name (Leçon 1A)
• Saying where you are from (Leçon 1B)
• Adjectives of nationality (Leçon 1B)
Talking about other people (7-1; 7-2)
• Finding out someone’s name (Leçon 2B)
• Saying where a person is from (Leçon 2B)
• People (Leçon 2A) • Un garçon / une fille (Leçon 2A)
• Le garçon / la fille (Leçon 2B)
Introducing one’s family (7-1; 7-2)
• Giving their names
(Leçon 2C)
Saying you are hungry (7-1; 7-2)
• Offering a friend something to eat (7-1; 7-2)
(Leçon 3A)
• Asking a friend for something to eat (Leçon 3A)
• Foods (Leçon 3A)
Saying you are thirsty (7-1; 7-2)
• Ordering a beverage / Graphic and Pictorial Organizers, Think-Pair-Share
Sticky Note discussions, One sentence summaries, Jigsaw, Power Notes, One Sentence Summary , (Chapter review) / Oral checks and quizzes
Game day reviews
Review of notes Oral presentations
Written and oral quizzes
Review
Homework
Class participation
Unit Test
Unit 2:
Essential Questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities / AssessmentsWhat is food like in France?
How does food play a role in the society and culture of France?
How are general conversational interactions played out in French social situations? / Greeting people (7-1; 7-2)
• Saying hello (Leçon 1A)
• Asking how people feel (Leçon 1C)
• Saying good-bye (Leçon 1C)
• Expressions with ça va (Leçon 1C)
• Counting 0 to 10 (Leçon 1A) (7-1)
• Counting 10 to 20 (Leçon 1B) (7-1)
• Counting 20 to 60 (Leçon 1C) (7-1)
• L’alphabet (Leçon 1A)
(7-1)
• Français / française (Leçon 1B) (7-1)
• Family members (Leçon 2C)
• Counting 60 to 79 (Leçon 2A) (7-1)
• Counting 80 to 100 (7-1)
(Leçon 2B)
• Mon cousin / ma cousine (Leçon 2C) (7-1)
• Ton cousin / ta cousine (Leçon 2C) (7-1)
Talking about time
(7-1; 7-2)
• Asking for the time (Leçon 4A)
• Indicating the time (
(Leçon 4A)
• Expressions of time (Leçon 4A)
• Giving the date (Leçon 4B)
• Days of the week (Leçon 4B) / Graphic and Pictorial Organizers, Think-Pair-Share
Sticky Note discussions, One sentence summaries, Jigsaw, Power Notes, One Sentence Summary , 15-30 second monologue (Chapter review) / Oral checks and quizzes
Game day reviews
Review of notes Oral presentations
Written and oral quizzes
Review
Homework
Class participation
Unit Test
Unit 3:
Essential Questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities / AssessmentsCan the student describe social activities, preferences in France and French-speaking countries?
Is the student able to make comparisons between their own activity preferences and those of others? / Talking about where people are (7-1; 7-2)• Places (Leçon 6) •
The verb être (7-1)
(Leçon 6)
Finding out what is going on (7-1; 7-2)
• Asking yes/no questions (Leçon 6)
• Asking information questions (Leçon 8)
• Yes/no questions with est-ce que (Leçon 6)
• Information questions with est-ce que (Leçon 8)
• Subject pronouns (Leçon 6)
• The negative ne… pas (Leçon 6)
• Regular -er verbs (Leçon 7)
• The verb faire (Leçon 8)
Describing daily activities (7-1; 7-2) / Graphic and Pictorial Organizers, Think-Pair-Share
Sticky Note discussions, Jigsaw, Power Notes, One Sentence Summary ,) / Oral checks and quizzes
Game day reviews
Review of notes Oral presentations
Written and oral quizzes
Review
Homework
Class participation
Quart Test 1
Unit 4:
Essential Questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities / AssessmentsHow does the use and placement of adjectives in French differ from English?
Why is it important to know that all nouns in French have gender?
How does the student use a conjugation matrix to conjugate regular verbs?
What is an irregular verb? Why are they important? / • The verb avoir (Leçon 9/10) (7-1)
• The negative article pas de (Leçon 10)
(7-1)
Expanding one’s conversational skills
• Getting someone’s attention (Leçon 12)
(7-1; 7-2)
• Expressing opinions (Leçon 12)
• Expressions of opinion (Leçon 12)
• Use of the definite article: in general statements
to indicate repeated
Describing yourself and others
(7-1; 7-2) Physical appearance (Leçon 9)
• Age (Leçons 9, 10)
• Character traits (Leçon 11)
• Nationality (Leçon 11)
• People (Leçon 9)
• Adjectives of physical
• Singular and plural nouns (Leçon 10)
• Definite and indefi nite articles (Leçon 10) (7-1)
• The expression avoir… ans (Leçon 10)
• Adjective formation (Leçon 11)
• Adjective position
Talking about possessions
• Things that one owns and doesn’t own
(Leçon 9)
• Color (Leçon 12) / Graphic and Pictorial Organizers, Think-Pair-Share
Sticky Note discussions, One sentence summaries, Jigsaw, Power Notes, (Chapter review) / Oral checks and quizzes
Game day reviews
Review of notes Oral presentations
Written and oral quizzes
Review
Homework
Class participation
Unit Test
Midterm Exam
Unit 5:
Essential Questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities / Assessments29.
How can French home life be compared and contrasted to that of the student?
Ma LL
How does one use interrogative expressions to create questions determining ownership of and relationship to people and things?
Can the student use relevant vocabulary to describe their home? / Describing your city (7-1; 7-2)
• Streets and public buildings (Leçon 13)
• City places and buildings (Leçon 13)
• Transportation (Leçon 14)
Describing your home and your family (7-1; 7-2)
• Your address (Leçon 13)
• Your family (Leçon 16)
• Rooms of the house (Leçon 13)
• Family members / Graphic and Pictorial Organizers, Think-Pair-Share
Sticky Note discussions, One sentence summaries, Jigsaw, Power Notes,
(MP 1 and 2 review) / Oral checks and quizzes
Game day reviews
Review of notes Oral presentations
Written and oral quizzes
Review
Homework
Class participation
Midterm
Unit 6:
Essential Questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities / AssessmentsCan the student use target vocabulary to describe and buy clothing?
Can the student use ER verb conjugations with spelling changes?
Can the student apply verb conjugation skills to use RE and IR verbs to make choices? / Talking about clothes (7-1; 7-2)
• What people are wearing (Leçon 17)
• Clothing and accessories (Leçon 17)
• Descriptive adjectives (Leçon 17)
Buying clothes
(7-1; 7-2)
• Asking for help (Leçon 17) (7-1; 7-2)
• Finding out prices (Leçons 17, 20)
optional:
(Leçons 17, 18, 19, 20)
• Numbers 100–1000 (Leçon 17) / Graphic and Pictorial Organizers, Think-Pair-Share
Sticky Note discussions, One sentence summaries, Jigsaw, Power Notes,
15-30 second monologue (Chapter review) / Oral checks and quizzes
Game day reviews
Review of notes Oral presentations
Written and oral quizzes
Review
Homework
Class participation
Unit test
Quart Test 2
Unit 7:
Essential Questions / Instructional Objectives/ Skills and Benchmarks (CPIs) / Activities / AssessmentsHow does the student use partitive articles to ask for some or part an object?
Can the student use the verb avoir to form the past tense with ER verbs? / •
Eating out with friends(7-1;7-2)
• Ordering food (Leçon 25)
(7-1;7-2)
• Means of transportation
(7-1)
• Common weekend activities (Leçon 21)
• Individual summer and winter sports (7-1)
Discussing leisure activities
• Going out with friends
(7-1;7-2)
(Leçon 21)
• Sports (Leçon 21)
• Helping around the house (Leçon 21)
Research a region of the world that speaks French (other than France) (7-1;7-2) / Graphic and Pictorial Organizers, Think-Pair-Share
Sticky Note discussions, One sentence summaries, Jigsaw, Power Notes,
15-30 second monologue (MP 3 review) / Oral checks and quizzes
Game day reviews
Review of notes Oral presentations
Written and oral quizzes
Review
Homework
Class participation
Quart Test 3
Unit 8: