Glen Ridge Public Schools –
World Language Curriculum
Course Title: French I-B
Subject: World Language
Grade Level: 9-12th grade
Duration: 1 Year
Prerequisite: Completion of French I-A, teacher recommendation, and completion of a summer assignment
Elective or Required: Elective
World Language Mission Statement:
The mission of the World Language Department is to prepare students linguistically and culturally to communicate successfully in a pluralistic American society and the world. We, in the World Language Department, believe every individual in our schools is capable of acquiring a second language to the best of their ability. In our endeavor to develop passionate, confident, lifelong learners, we are emphasizing the five national standards: Communicate in Languages Other Than English; Gain Knowledge and Understanding of Other Cultures; Connect With Other Disciplines and Acquire Information; Develop Insight into the Nature of Language and Culture; and Participate in Multilingual Communities at Home and Around the World. These standarads are presented within the four basic areas of language learning: Listening, Speaking, Reading and Writing. Students will be expected to take an active role in the learning of the target language since true communication is an active process.
Course Description:
The High School World Language Program is designed with interdisciplinary units combining communicative, interpersonal, and presentational activities to maximize each student’s individual potential. The French I-B program includes a comprehensive introduction to culture and language usage at a basic level to have a more global view in an increasingly interconnected global world. Real world media such as music, Internet research, webquests, podcasts, DVD, newspapers and magazines are used in the target language for motivation and oral and aural proficiency. The students will be able to read, write, listen and speak at a basic communicative level in the present, near future and the past tense and have an appreciation and awareness of our cross cultural connections.
Author: Jennifer L. Chiang
Date Submitted: Summer 2010
World Languages – Curriculum Standards – 2010
7.1 World Languages:
All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content area, compare the language and culture studied with their own, and participate in home and global communities.
- Interpretive Mode
Interpretive Mode: The mode of communication in which students demonstrate understanding of spoken and written communication within the appropriate cultural context. Examples of “one-way” reading or listening include cultural interpretations of print, video, and online texts, movies, radio and television broadcasts, and speeches. Interpretation beyond the Novice level differs from comprehension because it implies the ability to read or listen “between the lines” and “beyond the lines.”
- Interpersonal Mode
Interpersonal Mode: The mode of communication in which students engage in direct oral and/or written communication with others (e.g. conversing face-to-face, participating in online discussions or videoconferences, instant messaging and text messaging, exchanging personal letters or e-mail messages).
- Presentational Mode
Presentational Mode: The mode of communication in which students present, through oral and/or written communications, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this “one-to-many” mode of communication are making a presentation to a group, posting an online video or webpage, creating and posting a podcast or videocast, and writing an article for a newspaper.
Topic/Unit: #1 Buying Clothes
Approximate # of Weeks: 8
Essential Questions:
- How do I buy clothes at a clothing store?
- How do French teenagers shop for clothes? What stores do they shop at online?
- To what extent can I describe what I have on right now using colors and adjectives?
- How can I discuss style? What vocabulary should I use?
- How do I talk about money?
- What comparisons can I make to describe beautiful and ugly or expensive and cheap clothing?
- How can I point out certain people or objects to my friends?
Unit Learning Targets:
Upon completion of this unit students will be able to:
CPI# / Cumulative Progress Indicator (CPI)7.1.IL.C.4 / Compare and contrast age- and level-appropriate culturally authentic materials orally and in writing.
7.1.IL.B.1 / Use digital tools to participate in short conversations and to exchange information related to targeted themes.
7.1.IL.B.2 / Give and follow a series of oral and written directions, commands, and requests for participating in age- and level-appropriate classroom and cultural activities.
7.1.IL.B.3 / Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar situations
7.1.IL.A.2 / Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.
7.1.IL.C.5 / Demonstrate comprehension of conversations and written information on a variety of topics.
7.1.IL.A.3 / Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, intonation, and cultural practices) in the target culture(s) and in one’s own culture.
7.1.IL.A.4 / Use the target language to describe people, places, objects, and daily activities learned about through oral or written descriptions.
8.1.8.A.5 / Select and use appropriate tools and digital resources to accomplish a variety of tasks to solve problems.
3.1.8.B / Choose appropriate tools and information resources to support research and solve real world problems including but not limited to:
On-line resources and data bases
Search engines and subject directories
6.1.P.D.4 / Learn about and respect other cultures within the classroom and community.
6.1.4.A.14 / Describe how the world is divided into many nations that have their own governments, languages, customs and laws.
Activities – Including 21st Century Technologies:
- Watch a DVD about the lesson and answer listening comprehension questions.
- Rap with MC Solaar
- Make up your own rap about clothing
- Rehearse and act out a skit with partner about shopping a French clothing boutique using accessories as props!
- Play Clothing Bingo
- “Guess what’s missing” game using real clothing as props
- Pack a suitcase to go to a French speaking country at a certain season ex.) Canada in the wintertime
- Design a map labeling all the clothing stores in Paris – Bon Marche, la Samaritaine, le Printemps, and les Galeries Lafayette
- White board assessment using the verbs acheter and preferer
- Read a clothing advertisement and answer comprehension questions based on the text
- Grammar activities using the demonstrative adjective “ce” and all its forms
- Listening activities with verbs ending in –ir
- Design an authentic looking clothing catalogue using the computer
- Write an email describing yourself and comparing yourself to six other people using adjectives learned in this unit: amusant, gentil, optimiste, etc.
- Online investigation – comparing clothing prices in France and the U.S.
Methods of Assessments/Evaluation:
- Student responses
- Tests and quizzes
- Oral evaluation
- Language Lab
- Self correct after digital recordings on the lab.
- Writing portfolios.
- Workbook exercises.
- Clothing Catalogue project
- Essays
- Activites pour tous exercises
- Listening comprehension quizzes
- Online tutor
- Internet research homework
- Daily assignments
- Singing songs and filling in missing words
- Listening, speaking, and writing performance tests.
- Skits
- Classroom conversations
Text, Resources, and/or Literature
- Discovering French Nouveau text
- Images 1 – Discovering French Nouveau
- Activites pour tous – Discovering French Nouveau
- Warm-up activities- Discovering French Nouveau
Online Resources:
- Teacher webpage
- Online textbook resources
- Classzone.org
- Powerpoint presentations on DVD
- Take home tutor –DVD
- Online workbook
Topic/Unit: # 2 Leisure time activities
Approximate # of Weeks: 10
Essential Questions:
- How can I describe my favorite vacation?
- How do I discuss weekend activities?
- To what extent can I talk about an individual summer?
- To what extent can I talk about winter sports?
- What did you do yesterday and where did you go? What did you do last week or last summer?
- How can I speak in the past tense using simple –er verbs? –ir verbs? –re verbs?
- How can I narrate what happened at any time in the past?
- How do French teenagers spend their free time? What activities do they participate in?
- How many hours a week do French teenagers spend watching TV compared to American teenagers?
- How do I use the verb “voir” using simple pronoun construction?
- How do I use the “passé compose” with the verb “etre?”
- What are the verbs in French that are in the House of Etre and what does this mean?
- How can I compose a short composition in the past tense?
Unit Learning Targets:
Upon completion of this unit students will be able to:
CPI# / Cumulative Progress Indicator (CPI)7.1.IL.A.3 / Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, intonation, and cultural practices) in the target culture(s) and in one’s own culture.
7.1.IL.B.1 / Use digital tools to participate in short conversations and to exchange information related to targeted themes.
7.1.IL.B.3 / Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar situations
7.1.IL.C.1 / Use knowledge about cultural products and cultural practices to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience.
8.1.8.A.5 / Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.
6.1.P.D.3 / Express individuality and cultural diversity (e.g., through dramatic play)
6.1.P.D.4 / Learn about and respect other cultures within the classroom and community.
Activities – Including 21st Century Technologies:
- Watch a DVD about the lesson and answer listening comprehension questions.
- Compare and contrast charts analyzing what French teenagers DO during their free time
- Create a board game using winter sports as game pieces!
- Short presentation - talk about what you did over the weekend
- Answer and questions with partner using expressions with “avoir”
- Charades using expressions of “avoir”
- Virtual sharing
- Varied language conversation with the lab
- White board assessment using the negative and forming questions with the Passe Compose
- Replacement oral drills with verbs
- Cultural Reading about Roller Blading in France
- Read interviews on teenagers from different French speaking countries and discuss what they like to do on the weekends
- Find a television schedule of a French TV station online
- Read and compare French television schedules with American TV schedules
- Read a detective story and try to figure out the ending in groups
- Create a picture story in the past tense using your Favorite Vacation as a theme
Methods of Assessments/Evaluation:
- Student responses
- Tests and quizzes
- Oral evaluation
- TPR activities
- Essays
- Picture story Project
- Flashcards – Q/A
- Language Lab
- Self correct after digital recordings on the lab.
- Writing portfolios.
- White board assessment
- Workbook exercises.
- Activites pour tous exercises
- Listening comprehension quizzes
- Online tutor
- Internet research homework
- Daily assignments
- Singing songs and filling in missing words
- Listening, speaking, and writing performance tests.
- Skits
- Classroom conversations
Text, Resources, and/or Literature
- Discovering French Nouveau text
- Images 1 – Discovering French Nouveau
- Activites pour tous – Discovering French Nouveau
- Warm-up activities- Discovering French Nouveau
Online Resources:
- Teacher webpage
- Online textbook resources
- Classzone.org
- Powerpoint presentations on DVD
- Take home tutor –DVD
- Online workbook
Topic/ Unit # 3: Food and meals
Approximate # of Weeks: 10
Essential Questions:
- What does a pain au chocolate taste like?
- How are mealtimes in France different from mealtimes in America? Discuss the differences comparing dinner at home.
- What are my favorite foods?
- To what extent can I discuss the different meals of the day?
- How can I prepare a shopping list and do the grocery shopping?
- How do I order a meal at a French café or restaurant??
- How do I set the table?
- How do I ask people to do things for me?
- What should I take on a pique-nique?
- How can I express wants using the verb “vouloir”?
- How do I use irregular –re verbs such as prendre and comprendre in simple pronoun constructed sentences?
- What is the partitive? And how do I use it with forms of “de”?
- What is the verb to drink and how do I use it with the partitive?
- How do I use the verbs “pouvoir” and “devoir”?
- What is the difference between using “connaitre” and “savoir?”
- How do I use direct object pronouns after a verb? (Using the imperative.)
- How do I tell someone what to do?
- What do the verbs “dire” and “ecrire” mean and how do I use them in sentences?
- How do I make a crepe?
CPI# / Cumulative Progress Indicator (CPI)
7.1.IL.B.1 / Use digital tools to participate in short conversations and to exchange information related to targeted themes.
7.1.IL.B.2 / Give and follow a series of oral and written directions, commands, and requests for participating in age- and level-appropriate classroom and cultural activities.
7.1.IL.B.5 / Engage in short conversations about personal experiences or events and/or topics studied in other content areas.
7.1.IL.C.2 / Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports.
7.1.IL.C.3 / Use language creatively to respond in writing to a variety of oral or visual prompts.
7.1.IL.C.5 / Compare and contrast cultural products and cultural practices associated with the target culture(s) and one’s own culture, orally, in writing, or through simulation.
7.1.IL.A.5 / Demonstrate comprehension of conversations and written information on a variety of topics.
7.1.IL.A.2 / Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.
7.1.IL.A.3 / Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, intonation, and cultural practices) in the target culture(s) and in one’s own culture.
6.1.P.D.4 / Learn about and respect other cultures within the classroom and community.
6.1.P.D.3 / Express individuality and cultural diversity (e.g. through dramatic play).
8.1.8.A.5 / Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.
Activities – Including 21st Century Technologies:
- Watch a DVD about the lesson and answer listening comprehension questions.
- Try a pain au chocolat
- Make a crepe at home with your family and bring it in for tasting
- Draw the food groups on the board using colored chalk as a class
- “Set the table game” with partner – students will have to draw the place setting on a piece of construction paper matching exactly how their partners setting is - using directions ONLY in French
- Food Bingo
- Food pictionary
- Flashcard games with partner using food vocabulary
- Act and create a skit with a partner at a dinner table scene including setting the table
- Create a sophisticated French menu including a Prix Fixe
- Research authentic French dishes online
- Discuss grocery shopping in France and how it differs from America
- Mystery shopper game – use a shopping bag from a grocery food store and fake plastic food as props to test students’ memory
Methods of Assessments/Evaluation:
- Student responses
- Tests and quizzes
- Oral evaluation
- Language Lab
- Flashcards –Q/A
- Self correct after digital recordings on the lab.
- TPR activities
- Writing portfolios.
- Workbook exercises.
- Activites pour tous exercises
- Listening comprehension quizzes
- Online tutor
- Internet research homework
- Daily assignments
- Singing songs and filling in missing words
- Listening, speaking, and writing performance tests.
- Skits
- Classroom conversations
Text, Resources, and/or Literature
- Discovering French Nouveau text
- Images 1 – Discovering French Nouveau
- Activites pour tous – Discovering French Nouveau
- Warm-up activities- Discovering French Nouveau
Online Resources:
- Teacher webpage
- Online textbook resources
- Classzone.org
- Powerpoint presentations on DVD
- Take home tutor –DVD
- Online workbook
Topic/ Unit # 4: City Life: Comparing New York City to Paris
Approximate # Weeks: 7
Essential Questions:
- How do I plan a trip to Paris?
- How do I find and book hotel reservations using French internet sites?
- How do I read a train schedule?
- What are the differences and similarities between Champs-Elysees and Fifth Avenue?
- What is the difference between city life in New York City and city life in Paris?
- What are the differences and similarities between the Louvre and the Metropolitan Museum of Art?
- What are the differences and similarities between Central Park and Les Jardins du Luxembourg?
- How can I ask for directions around Paris?
- To what extent do I now appreciate French art? Impressionism? Artists such as Monet, Renoir, and Degas?
- Why is Bastille Day important to the French?
- What are the comparisons we can make from the 4th of July and the 14th of July?
- Can I now describe a two-week vacation to Paris in the past tense?
- Why is speaking French so important when traveling to a city such as Paris?
- How do I have a conversation with a taxi cab driver in Paris?
CPI# / Cumulative Progress Indicator (CPI)
7.1.IL.B.1 / Use digital tools to participate in short conversations and to exchange information related to targeted themes.
7.1.IL.B.2 / Give and follow a series of oral and written directions, commands, and requests for participating in age- and level-appropriate classroom and cultural activities.
7.1.IL.B.5 / Engage in short conversations about personal experiences or events and/or topics studied in other content areas.
7.1.IL.C.2 / Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports.
7.1.IL.C.3 / Use language creatively to respond in writing to a variety of oral or visual prompts.
7.1.IL.C.5 / Compare and contrast cultural products and cultural practices associated with the target culture(s) and one’s own culture, orally, in writing, or through simulation.
7.1.IL.A.5 / Demonstrate comprehension of conversations and written information on a variety of topics.
7.1.IL.A.2 / Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.
7.1.IL.A.3 / Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, intonation, and cultural practices) in the target culture(s) and in one’s own culture.
6.1.P.D.4 / Learn about and respect other cultures within the classroom and community.
6.1.P.D.3 / Express individuality and cultural diversity (e.g. through dramatic play).
8.1.8.A.5 / Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.
Activities – Including 21st Century Technologies: