Farmington Public Schools
Curriculum Map
Course: French III H
Department: World Languages
Course Purpose:In French III H, students will expand their ability to communicate and understand French. They will learn about and express cultural knowledge in French by using information obtained from a variety of sources. They will communicate and understand language in the present tense, future tense, and 2 past tenses. Core vocabulary will be recycled and expanded upon.
Major Learning Goals and Understandings:
Students will improve proficiency in all four skill areas (Reading, Writing, Speaking, and Listening) so that they can provide, obtain, understand, and use information about patterns of daily life as well as products, practices and perspectives as they relate to different Francophone regions (La Touraine, Côte d’Ivoire).
- The study of patterns of everyday life provides insight into a culture.
- Comparing our culture to another raises our awareness of the diverse ways people make sense of the world.
Units: Unit 1: School Life(Ch. 5)
- Having a bad day
- School documents
- Activities during the day
Unit 2: Travel to La Touraine (Ch. 6)
- Castles
- Train travel
- Leisure activities
Unit 3: Staying Healthy (Ch. 7)
- Eating habits
- Exercise habits
- Illnesses
Unit 4: Travel to La Côte d’Ivoire (Ch. 8)
- Differences between city and village life
- Describing your childhood
- African folk tales and customs
Unit 5: Travel to a FrancophoneCity
- Airplane travel
- Power Point presentation of travel to a Francophone city
Author: Kate Christolini
Date: June 28, 2007
Grade:9 / Subject: French / Course: French III H / Length of Unit: 7-8 weeks
Essential Questions
- How does understanding the school life of a French student provide insights into French culture?
- How does a student’s command of the school vocabulary affect his ability to function in a school environment?
- How do we use the passé composé to tell what happened in the past?
- How do pronouns simplify language?
Stage I - Standards
Primary EU’s and Content Standards / Key Content Knowledge and Concepts/Skills
Communication: The purposes of communication include exchanging information, expressing ourselves, and getting to know others through the skills of: reading, writing, speaking, listening, viewing, and gesturing.
1.S.10.1 Exchange information on an expanded range of current, past or future topics, as well as persuade others to consider alternate perspectives.
1.L.10.1 Comprehend conversations that include historical and/or contemporary themes.
1.R.10.2 Comprehend the main ideas and significant details of readings on familiar and some unfamiliar topics, such as authentic pamphlets, magazine articles, short stories and legends.
1.W.10.5 Create original messages with expanded vocabulary and language appropriate idioms.
Comparisons:
- Studying one or more other languages will improve mastery of the student’s first language.
- Comparing our culture to another raises awareness of the diverse ways people make sense of the world.
Culture: The study of culture enables us to communicate more effectively because it helps us understand how other people interpret behavior and both verbal and non-verbal messages.
2.10.1Identify, discuss and analyze various patterns of behaviors or interactions that are typical of the target cultures. / The students will know:
Communication:
- How to inquire about and provide information about past events (passé composé w/ être, avoir – DR and MRS VANDERTRAMPP
- Pronoun placement (le, la, les, y, en) with passé compose including agreement with preceeding direct object
- The difference between transitive and intransitive verbs in the passé compose: DR MRS PE (descendre, rentrer, monter, retourner, sortir passer, entrer)
- Reflexive verbs in the passé composé
- School Day vocab (school subjects, report card comments, grading system, good day/ bad day)
- What is the bac?
- Recycle classroom objects (See list)
- Correct form and use of connaître / savoir
- Question formation.
- Different school schedules, courses, and grading scales in France.
Communication:
- Form questions and answer questions about past events in the passé composé
- Describe a day when everything went wrong
- Describe your own day in the past including a variety of verbs in the past (avoir, être and reflexive)
- Use connaître/savoir to describe knowledge of facts, things you know how to do, familiarity with dates, numbers, addresses, events, people, and places.
- Respond correctly to questions in the past by using appropriate and correct pronouns.
- Correctly simplify responses to questions or statements by using appropriate and correct pronouns (including in the past)
- Express concern for, sympathize with and console someone
- Choose report card comments based on the French grading system.
- Respond positively or negatively to report card comments and make excuses about bad report card grades.
- Compare and contrast French and U S school systems, their expectations and patterns of behavior.
Stage II – Common Assessments
Alternative Assessments
- FSLT Preparation: Speak for one minute about a thematic prompt (describe characters, scenery, and past events usingpictures from the «Château de Babar» (Lab-based)
- FLST Preparation: Speaking Questions: 5 direct response questions: school life (Lab-based)
- Write an essay about «une journée au lycée français» including the passé composé of avoir, être, pronouns, reflexive verbs, and differences in French and American school systems.
- QUIZ: Passé Composé with avoir: Conjugate given verbs, answer questions in the passé composé, tell about 5 things that happened yesterday.
- QUIZ: Passé Composé with être and reflexive verbs (conjugate given verbs, answer questions in the passé composé)
- QUIZ: Rewrite sentences using the correct pronoun, answer questions using pronouns
- BAD DAY QUIZ: Choose correct phrase to describe what happened.
- UNIT 1 TEST (Allez,viens, Chapter 5): Listen to people describe their school day, decide whether a student received a good or bad grade, read a report card and choose the most likely comment, describe your report card and make comments about yourself
Stage III– Core/Assured Learning Experiences
READING:
- Authentic French report cards & other school documents
- «Le Château de Babar» read and complete vocabulary questions including story map.
LISTENING / VIEWING:
- Answer questions based on video location opener « La Touraine »
- Answer questions based on video « Quelle Journée»
- Complete selected activities from Allez,viens Cds.
- Answer questions about the school system based on video - L’Art deVivre
- (OPTIONAL) Great Castles of Europe (a history of Chambord, gain cultural info about, complete worksheets/ questions)
SPEAKING:
- FSLT Preparation: Speak for one minute about a thematic prompt (describe characters, scenery, and past events using pictures from the «Château de Babar»(Lab-based)
- FLST Preparation: Speaking Questions: 5 direct response questions: school life(Lab-based)
WRITING/CULTURE:
- Fill in authentic school forms (tardy form, carnet de correspondance, gym excuse, etc.)
- Retell the story of Château de Babar(Lab-based)
- Write an essay about «une journée au lycée français» including the passé composé of avoir, être, reflexive verbs, pronouns, and differences in French and American school systems.
Unit 2: Travel to La Touraine (Allez, viens Ch. 6)
Grade:9 / Subject: French / Course: French III H / Length of Unit:7 weeks
Essential Questions
- What does architecture reveal about the history and social life of a people?
- Why is La Touraine called “Le Jardin de France” and what is its historical importance?
Stage I - Standards
Primary EU’s and Content Standards / Key Content Knowledge and Concepts/Skills
Communication: The purposes of communication include exchanging information, expressing ourselves, and getting to know others through the skills of: reading, writing, speaking, listening, viewing, and gesturing.
1.S.10.1 Exchange information on an expanded range of current, past and future topics, as well as persuade others to consider alternate perspectives.
1.L.10.1 Comprehend conversations that include historical and/or contemporary themes.
1.R.10.1 Understand similarities and differences in syntax between English and target language.
1.W.10.1 Express thoughts using proper conventions including compound and complex sentences, many regular and some irregular verbs forms in present, passé composé vs. imparfait.
Culture:
- The study of culture enables us to communicate more effectively because it helps us understand how other people interpret behavior and both verbal and non-verbal messages.
- The study of other cultures enriches our understanding of the human experience and encourages personal growth
Technology: Students will demonstrate ability to extract and record information collected to meet their information need. / The students will know:
Communication:
- How to form the imperfect tense (imparfait)
- When to use the passé composé versus theimparfait (description/background; differentkinds of actions-juxtaposition of two actions: IPA)
- Vocabulary of activities from the châteauxand amusement parks
- Train vocabulary (see list)
- Adjectives describing emotions (Ch. 6 and Ch. 9)
- Format of train schedules and how to read one
- Format 24 hour time system (review and recycle)
- Historical and geographical information about the castles of the Loire. (château fort vs. château de la renaissance)
- Complete internet research on the history and architecture of 3 castles in La Touraine, and correctly cite sources
Communication:
- Obtain and provide travel information by using train vocabulary
- Identify parts of train station,activities associated with each, and explain the role ofpeople who work there.
- Purchase tickets and provide and ask for all other relevant information in atrain station
- Identify and use vocabulary and activities of châteaux and amusement parks
- Describe how they felt about the activities available
- Describe daily activities in the past
- Use variety of verbs correctly in both the imparfait and the passé compose
- Describe past vacation plans and react to others’ plans.
- Write a children’s story combining twopast tenses
- Read a French train schedule, including the use of the 24 hour clock, and answer questions
- Understand the connection between history and architecture as they relate to French castles.
- Choose tourist activities appropriate to castles researched on internet and write summaries using 2 past tenses
- Describe the daily life of people who lived both in and near castles (middle ages and renaissance)
Stage II – Common Assessments
Alternative Assessments
- Write a children’s story telling what a prince/princess would do if he/she were to attend school in Farmington« La Journée d’un Prince/d’une Princesse» (See UbD Unit, Château) as preparation for FLST.
- FLST Preparation: Picture Prompts : Speak for 1 minute about a thematic prompt: trip to La Touraine (Lab-based)
- FLST Preparation: Speaking questions : 5 direct response questions: train travel and castles (Lab-based)
- Write a one page letter to a friend telling what you did over the weekend. Include avoir, être, and reflexive verbs in the passé composé, adjectives describing what you saw, and what you did to have fun (provide verb bank on assessment)
- Write an essay about «un voyage a la Touraine» including the passé composé and imparfait, and historical and geographical information about the castles of the Loire.
- QUIZ: Vocab 6-1: (list & spell activities according to location, match activities to their corresponding verbs, choose logical/ illogical activities for vacation)
- QUIZ: Train vocab (spelling & fill-ins, read and answer questions about a train schedule)
- QUIZ: Imparfait Conjugations (fill in conjugations/ write sentences)
- QUIZ: Complete a paragraph by choosing or pc/imparfait and then conjugating
- QUIZ: write paragraph in past using correct forms of passé composé and imparfait, create sentences of IPA (interrupted past action)
- UNIT 2 TEST (Chapter 6) : Listen to conversations in a train station (multiple choice), read flyers about 2 castles in the Loire valley and respond to statements about each castle, château vocabulary/ respond to cultural question, conjugate verbs in the imparfait, write about your day yesterday including avoir, être, and reflexive verbs in both the imparfait and the passé composé tenses.
Stage III– Core/Assured Learning Experiences
READING:
- Read a French train schedule and answer questions
- Read château brochures and answer questions
- Read « On dirait que je suis une Princesse » then completevocabulary and cultural activities
LISTENING / VIEWING:
- Answer questions based on video « Le disparu »
- Complete selected activities from Allez-viens CD
- Watch theViens, voir video , L’art de vivre and answer teacher created
- questions about the TGV and other train stations.
- (OPTIONAL) Great Castles of Europe (Gain a history of Chenonceau and cultural information about the castle, complete worksheets/ questions)
SPEAKING:
- FLST Preparation: Picture Prompts: Speak for 1 minute about a thematic prompt: trip to La Touraine (Lab-based)
- FLST Preparation: Speaking questions : 5 direct response questions: train travel and castles (Lab-based)
WRITING/CULTURE:
- Write a one page letter to a friend telling what you did over the weekend. Include avoir, être, and reflexive verbs in the passé composé, adjectives describing what you saw, and what you did to have fun (provide verb bank on assessment)
- Write a children’s story combining twopast tenses
- Write an essay about «un voyage a la Touraine» including the passé composé and imparfait, and historical and geographical information about the castles of the Loire.
Unit 3: Staying Healthy (Allez, viens Ch. 7)
Grade:9 / Subject: French / Course: French III H / Length of Unit: 7-8 weeks
Essential Questions
- Do beliefs in maintaining good health differ in other cultures? How?
- Why is structure in a French meal important? Why is variety in diet important? ( Example: cheeses)
- How do we use reflexive verbs to describe physical injuries and staying healthy?
- How do pronouns add complexity and richness to our use of language?
Stage I - Standards
Primary EU’s and Content Standards / Key Content Knowledge and Concepts/Skills
Communication:The purposes of communication include exchanging information, expressing ourselves, and getting to know others through the skills of: reading, writing, speaking, listening, viewing, and gesturing.
1.S.10.1 Exchange information on an expanded range of current, past and future topics, as well as persuade others to consider alternate perspectives.
1.S.10.2 Demonstrate different ways to express a range of ideas by rephrasing, circumlocuting and using synonyms/antonyms and word families in a variety of situations.
1.L.10.1Comprehend conversations that include historical and/or contemporary themes.
1.R.10.1Understand similarities and differences in syntax between English and target language.
1.R.10.2 Comprehend the main ideas and significant details of readings on familiar and some unfamiliar topics, such as authentic pamphlets, magazine articles, short stories and legends.
1.W.10.3 Write poems, letters, journal entries and pieces of work that represent information from a variety of sources.
Culture:
- The study of culture enables us to communicate more effectively because it helps us understand how other people interpret behavior and both verbal and non-verbal messages.
Comparisons: Comparing our culture to another raises awareness of the diverse ways people make sense of the world.
5.10.4 Use new information and perspectives to compare, contrast and analyze the similarities and the differences among other cultures and their own culture(s). / The students will know:
Communication:
- Recycle conjugations of present tense regular and irregular verbs with emphasis on MTV verbs (dormir. Sentir…), boire, prendre, se nourrir, shoe verbs grouped by spelling change (ie. préférer, acheter, and jeter), offrir and ouvrir
- Recycle present tense of reflexive verbs, including new verbs: se blesser, se couper, se brûler, se faire mal, se nourrir
- Parts of the body
- Illnesses, injuries, remedies
- Exercise and diet vocabulary
- Expressions of encouragement, discouragement,
- advice, concern, complaining, frequency
- Recycle Pronouns le,la,les, lui, leur, y & en with physical health and diet.
- Ne pas/ ne jamais / ne rien / ne plus / ne personne/ personne ne/ ne que
- Forms and use of present participles
- Eating, exercise, and health habits of people who live in France.
- Health care is socialized and universal in France (carte de sécurité sociale required)
Communication:
- Spell (and pronounce correctly) parts of the body to describe illnesses and injuries.
- Describe to the nurse physical ailments and symptoms. (Ask and answer questions)
- Use the present tense in the correct context conjugated correctly.
- Choose the correct negative expressions and place in the correct order in sentences.
- Answer questions using negative expressions: what should younot do in order to stay healthy
- Choose correct pronouns and place correctly in sentences(present and past tense)
- Make suggestions about foods and good or bad health (using pronouns) that are appropriate for different lifestyles and health habits.
- Use the present participle correctly in a sentence with one subject and with verbs of different tenses.
- Explain to others how they can be healthy using the present participle.
- Offer advice to others and accept their advice for exercise and good eating habits.
- Compare American exercise and eating habits to those of the French
- Talk about their own good health and what they do in terms of exercise and diet and discuss how this relates to their own cultural norms
Stage II – Common Assessments
Alternative Assessments
- Health Fair (See attached) Students create a product or service that will promote good health, create a written salesbrochure and poster for this product and then sell this product to other members of the class by explaining and defendingtheir product. All students take part in the Health Fair as both clients and promoters of the product.
- FLST Preparation: One Minute Picture Prompt: what constitutes a healthy lifestyle (Lab-based)
- FLST Preparation: Direct Response Speaking – 5 questions: eating, exercise, and illness (Lab-based)
- Write an essay about «la santé des français et les américains» including the present tense, negative expressions, pronouns, reflexive verbs, and differences in French and American nutrition and exercise habits.
- QUIZ: (Students fill in blanks, answer questions using present tense)
- QUIZ: (le,la,les, lui, leur, y, en) Students answer questions and make suggestions to given situations using pronouns.
- QUIZ: Students express bad choices for a healthy life using negative expressions. (ne-plus, ne-jamais, ne-rien, ne-personne, personne-ne, ne-que)
- QUIZ: students describe how they remain healthy by doing certain things using the present participle.
- UNIT 3 TEST (Chapter 7): Students use expressions of giving, accepting and rejecting advice, making suggestions, vocabulary of physical activity and proper diet, complete listening and reading activities using vocabulary, write about their own good health using vocabulary from chapter, correct present tense, pronouns, negative expressions and present participle.
Stage III– Core/Assured Learning Experiences
READING: