FrenchCurriculum I – AP SY 2012 – 2013

LOUDOUN cOUNTY pUBLIC sCHOOLS
WORLD LANGUAGES AND CULTURES
French Curriculum I – AP 2012-2013

August 2012

NOTES

FRENCH LEVEL I

AP THEME:Contemporary Life

AP SUBTHEME: Education: Numbers and Alphabet, Classroom Commands, and Calendar / Recommended pacing: 2 (Quarter 1) weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level:
FI.1ThestudentwillexchangesimplespokenandwritteninformationinFrench.
FI.2ThestudentwilldemonstrateskillsnecessarytosustainbrieforalandwrittenexchangesinFrench,usingfamiliarphrasesandsentences.
FI.7 The studentwilldevelopanawarenessofperspectives,practices,andproductsoffrancophonecultures.
FI.8Thestudentwillrecognizethatperspectives,practices,andproductsoffrancophoneculturesareinterrelated.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Answer and pose mathematical questions.
INTERPRETIVE MODE:
• Identify the correct response to basic mathematical questions;
PRESENTATIONAL MODE:
• Recite the date;
• Recite the alphabet;
• Recite the numbers. / CULTURES:
• Discuss the way numerals are written in French.
• Demonstrate how numbers are counted on one’s hand.
CONNECTIONS:
• Complete simple mathematical computations in French.
. / COMPARISONS:
• Compare and contrast the different formats of writing the date with personal cultures.
COMMUNITIES:
• Discuss howin your own community or household how the date is spoken and written.
• Recognize French words seen in daily life. / Diacritical marks
ABC
1-100
Classroom expressions
Cognates & false cognates
Week starts with Monday
Days & months not capitalized.
C’est…
Phrases for asking and telling date.
USEFUL VOCABULARY / Numbers 1-100, ABC, classroom commands, days, months
RECYCLED/ONGOING TOPICS/STRUCTURES / none
RESOURCES/ ACTIVITIES / Crossword puzzles, spelling bees, math problems, math flashcards, La bise video clip from youtube. Write the date in the notebook daily. Daily calendar person to recite the date to the class.
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs. / Suggested Interpretive Task / Suggested Interpersonal Task / Suggested Presentational Task

Have a timed math quiz using words only.

/ Have a spelling bee. / Recite the alphabet.
Create and sing your own number song.
Rap the alphabet.

AP THEME: Families and Communities

AP SUBTHEME: Family Structures / Customs and Ceremonies (Greetings and Introductions) / Recommended pacing: 3 (Quarter 1) weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level:
FI.1Thestudentwill exchangesimplespokenandwritteninformationinFrench.
FI.2Thestudentwill demonstrateskillsnecessarytosustainbrieforalandwrittenexchangesinFrench,usingfamiliarphrasesandsentences.
FI.3 The studentwill understandsimplespokenandwrittenFrenchpresentedthroughavarietyof mediaandbasedonfamiliartopics.
FI.7Thestudentwill developanawarenessofperspectives,practices,andproductsoffrancophonecultures.
FI.8Thestudentwill recognizethat perspectives,practices,andproductsoffrancophoneculturesareinterrelated.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Conduct a discussion greeting others; both students and adults.
• Conduct a discussion introducing friends and family to others.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from audio visual texts relating to family descriptions.
PRESENTATIONAL MODE:
• Produce oral and written reports/skit ongreetings.
• Present a family tree. / CULTURES:
• Explore cultural customs when greeting.
• Explore cultural customs of family composition.
CONNECTIONS:
• Make connections between historical contexts and current attitudes towards family make-up.
. / COMPARISONS:
• Compare and contrast different styles of greeting and leave taking with personal cultures.
COMMUNITIES:
• Discuss family/greeting make-up/usage in your own community or your school and compare them to issues in French speaking communities.
• Identify local French speaking communities and cultural events. / Tu vs. Vous
Formal and informal expressions
Etre
Subject pronouns
Voila / voici
USEFUL VOCABULARY / Basic 3 generation family member vocabulary.
RECYCLED/ONGOING TOPICS/STRUCTURES / Classroom commands, numbers, dates
RESOURCES/ ACTIVITIES / Students will create a family tree diagram. Students will create a foldable describing themselves, a family member and a pet (or additional family member if no pet).
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs. / Suggested Interpretive Task / Suggested Interpersonal Task / Suggested Presentational Task

Students will listen and identify family members on a family tree

/ Students will write to a penpal telling them about their family.
Students will ask and tell another student about their family. / Students will create a foldable in written form describing themselves, a family member and a pet. The student will present either their family member or pet orally.

AP THEME: Personal and Public Identities

AP SUBTHEME: Beliefs and Values / Language and Identity: physical descriptions and personality, characteristics, feelings, and emotions. / Recommended pacing: 3 (Quarter 1) weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level:
FI.1ThestudentwillexchangesimplespokenandwritteninformationinFrench.
FI.2ThestudentwilldemonstrateskillsnecessarytosustainbrieforalandwrittenexchangesinFrench,usingfamiliarphrasesandsentences.
FI.4 The studentwilluseverbalandnonverbalcuestounderstandsimplespokenandwrittenmessagesin French.
FI.5ThestudentwillpresentinformationorallyandinwritinginFrench,usingavarietyoffamiliarvocabulary,phrases,andstructuralpatterns
COMMUNICATION
-Interpersonal -Interpretive
-Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Answer questions about your best friend/yourself.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from audio visual texts relating to family descriptions.
PRESENTATIONAL MODE:
• Produce oral and written reports/skit ondescriptions of friends and family. / CULTURES:
• Discuss cultural generalizations and sterotyping based upon physical appearance.
CONNECTIONS:
• Discuss traits of famous people from French cultures.
. / COMPARISONS:
• Compare and contrast different styles of greeting and leave taking with personal cultures.
COMMUNITIES:
• Discuss appearances in your own community or your school and compare them to issues in French speaking communities. / Cognates
Adjective agreement & placement of adjectives
Descriptive vocabulary
Negation
Nationalities
Origins
Question & answer formation
Avoir with eye and hair color
USEFUL VOCABULARY / Cognates, descriptive adjectives. / Où, quel, comment
RECYCLED/ONGOING TOPICS/STRUCTURES / Classroom commands, numbers, dates
Greetings, family vocabulary.
RESOURCES/ ACTIVITIES / Make an accordian book describing yourself- the book builds with each page repeating the prior and adding a sentence. Students read their books aloud to each other. The teacher describes a student in the class- students guess who it is.
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs. / Suggested Interpretive Task / Suggested Interpersonal Task / Suggested Presentational Task

Students hear a description of someone and then identify the person from a picture.

/ Students ask each other to describe their family members. / Students describe their favorite musician. Students describe their favorite teacher. Students describe their best friend(s).

AP THEME: Contemporary Life

AP SUBTHEME: Education: classes, schedules, and supplies / Recommended pacing: 3 (Quarter 2) weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level:
FI.1ThestudentwillexchangesimplespokenandwritteninformationinFrench.
FI.2ThestudentwilldemonstrateskillsnecessarytosustainbrieforalandwrittenexchangesinFrench,usingfamiliarphrasesandsentences.
FI.3 The studentwillunderstandsimplespokenandwrittenFrenchpresentedthroughavarietyofmediaandbasedonfamiliartopics.
FI.4Thestudentwilluseverbalandnonverbalcuestounderstandsimplespokenandwrittenmessagesin French.
FI.5ThestudentwillpresentinformationorallyandinwritinginFrench,usingavarietyoffamiliarvocabulary,phrases,andstructuralpatterns.
COMMUNICATION
-Interpersonal -Interpretive
-Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Discuss with another student why you like a course.
INTERPRETIVE MODE:
• Identify the classroom objects from pictures or realia.
• Identify which courses they like and don’t like, identify which teachers are strict or not strict.
PRESENTATIONAL MODE:
• Present a student schedule.
• Present an oral or written presentation of your favorite course.
• Present an oral or written presentation of the educational system of a Francophone country. / CULTURES:
• Discuss the educational systems throughout the Francophone world and their successes.
CONNECTIONS:
• Identify courses that francophone students takes that are the same as the US.
. / COMPARISONS:
• Compare and contrast the different educational systems in France and the US.
COMMUNITIES:
• Discuss howin your own community or household there are different educational opportunities. / ·Vocabulary related to school, schedules, rooms of the school, and classroom objects
·Articles-indefinite & definite
·Time expressions
·24 hour clock
·‘er’ verbs
USEFUL VOCABULARY / Classroom supplies, courses, schedules, classroom objects.
RECYCLED/ONGOING TOPICS/STRUCTURES / Days, classroom commands
RESOURCES/ ACTIVITIES / ·Move game: students cut out and make a paper backpack, students cut out and label school supplies; teacher uses classroom commands mettez+ sortez; students insert and remove items to and from the backpack based on the teacher commands; a strong student may take over as the teacher.
·Students write their own schedule in French.
·Students work in groups with bulletin board paper; they write which teachers are strict, their favorite course, which student is really good in a course. Share the posters with the class gathering statistics; be sure that each group member has a task (writer, presenter, checker).
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs. / Suggested Interpretive Task / Suggested Interpersonal Task / Suggested Presentational Task

Students identify classroom objects from photos or realia.

/ Students ask each other which teachers they like best, who is strict. / Students create and present their schedule to the class, stating why they like or dislike the class.

AP THEME: Contemporary Life

AP SUBTHEME: Education: classes, schedules, and supplies / Recommended pacing: 3 (Quarter 2) weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.1 The student will exchange simple spoken and written information in French.
FI.3 The student will understandsimplespoken andwritten Frenchpresented through a variety of media and based onfamiliar topics.
FI.5 The student will present informationorally and inwritingin French, using avariety of familiar vocabulary, phrases, andstructuralpatterns. FI.7 The student will develop an awareness of perspectives, practices, and products of francophonecultures.
FI.12 Thestudent willexploresituationsinwhichtoapplyFrenchlanguageskillsandculturalknowledgebeyondtheclassroomsettingforrecreational,educational,andoccupationalpurposes
COMMUNICATION
-Interpersonal -Interpretive
-Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Ask and answer questions related to interests and leisure activities, including likes and dislikes.
INTERPRETIVE MODE:
• Comprehend simple, culturally-authentic announcements and advertisements related to leisure activities.
• Identify activities being described.
• Determine whether a person likes or dislikes a particular activity.
PRESENTATIONAL MODE:
• Tell if a person likes or dislikes various activities.
• Tell when and how frequently a person participates in various activities.
• Tell what leisure activities a person does or does not do. / CULTURES:
CONNECTIONS:
• Make connections between historical contexts and current attitudes towards afterschool activities.
. / COMPARISONS:
• Compare extracurricular activities in
American and francophone schools.
COMMUNITIES:
• Describe sports and leisure activities in francophone countries. / • 1st Conjugation:
Present tense of regular –er verbs (i.e. parler, danser, regarder, etc.)
• Use of faire and jouer
• Adverbs of frequency
• Vocabulary for expressing likesand dislikes
USEFUL VOCABULARY / passer la journée, rigoler, parler, regarder, étudier, jouer, rentrer à la maison, écouter la radio, parler au téléphone, travailler, arriver, / Survey the students to obtain the vocabulary that makes a personal connection
RECYCLED/ONGOING TOPICS/STRUCTURES / • Negative sentences
• Question formation
RESOURCES/ ACTIVITIES / Students draw a picture to represent the new verb, conjugate on the back; Students create a short foldable book using photos and the new verbs in order of their day with one sentence per page. Students create a PowerPoint showing activities that they like/dislike.
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs. / Suggested Interpretive Task / Suggested Interpersonal Task / Suggested Presentational Task

Students will read or hear a short conversation; they will decide if the person likes/dislikes an activity.

/ Create a skit related to afterschool activities. / Students create a PowerPoint project about the activities they like/don’t like and present to class.

AP THEME: Global Challenges

AP SUBTHEME: Environmental Issues: Weather and Seasons / Recommended pacing: 3 (Quarter 2) weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.1Thestudentwill exchangesimplespokenandwritteninformationinFrench.
FI.2Thestudentwill demonstrateskillsnecessarytosustainbrieforalandwrittenexchangesinFrench,usingfamiliarphrases and sentences.
FI.3 The studentwill understandsimplespokenandwrittenFrenchpresentedthroughavarietyof mediaandbasedonfamiliartopics.
FI.5Thestudentwill presentinformationorallyandinwritinginFrench,usingavarietyoffamiliar vocabulary,phrases,andstructuralpatterns.FI.7 The studentwill developanawarenessofperspectives,practices,andproductsoffrancophonecultures.
FI.8Thestudentwill recognizethat perspectives,practices,andproductsoffrancophoneculturesareinterrelated.
FI.10Thestudentwill demonstrateunderstandingofthesignificanceofculturethroughcomparisonsbetweenfrancophoneculturesandtheculturesoftheU.S.
FI.12 Thestudentwill exploresituationsinwhichto applyFrenchlanguageskillsandculturalknowledgebeyondtheclassroomsettingforrecreational,educational,and occupationalpurposes.
COMMUNICATION
-Interpersonal -Interpretive -Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Ask and answer questions about weather and seasons.
• Ask and respond to questions about activities and weather during different seasons.
INTERPRETIVE MODE:
• Identify weather and seasons based on spoken and written descriptions.
• Identify weather and seasons as represented by symbols (e.g., picture of sun labeled il fait chaud).
PRESENTATIONAL MODE:
• Describe a variety of weather conditions and seasons. / CULTURES:
• Identify varying climates in different geographiclocations in francophone countries.
CONNECTIONS:
• Describe the use of metric system in giving temperatures.
. / COMPARISONS:
• Identify the different seasons in various francophone countries.
COMMUNITIES:
• Interpret a French language weather report. / Seasonal activity
vocabulary
• Use of verb faire
with weather
expressions
• Prepositions en and
au with seasons
• avoir chaud/froid
USEFUL VOCABULARY / l’été (m.),en été, l’automne (m.) , en automne, le printemps , au printemps , l’hiver (m.), en hiver, / Quel temps fait-il?, Il fait beau, Il fait du soleil, Il fait mauvais, Il fait chaud. , Il fait froid, Il fait frais, Il fait bon, Il neige. , Il pleut, Il gèle, Il fait du vent, Il fait nuageux, Il y a un orage, Il fait du brouillard, Il y a une tornade, Il y a de la pluie, Il y a de la neige, Il y a des éclairs, Il y a du tonnerre.
RECYCLED/ONGOING TOPICS/STRUCTURES / Regular –er verbs, Negative sentences
RESOURCES/ ACTIVITIES / Students create a 4 flap foldable-students list the weather in each season. Daily weather man- one student daily says the date, the weather, and the word of the day.
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs. / Suggested Interpretive Task / Suggested Interpersonal Task / Suggested Presentational Task

Students will hear various weather conditions and categorize them as either good or bad weather.

/ Students ask each other about the weather in their country prior to the francophone presentation. / Present the weather in the country from their francophone project.

AP THEME: Contemporary Life

AP SUBTHEME:Leisure & Sports: Dining Out / Recommended pacing: 5 (Quarter 3) weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level:
FI.7Thestudentwill developanawarenessofperspectives,practices,andproductsoffrancophonecultures.
FI.8Thestudentwill recognizethat perspectives,practices,andproductsoffrancophoneculturesareinterrelated.
FI.10ThestudentwilldemonstrateunderstandingofthesignificanceofculturethroughcomparisonsbetweenfrancophoneculturesandU.S.
FI.11 The studentwillcomparebasicelementsoftheFrenchlanguage tothoseoftheEnglishlanguage.
FI.12 Thestudentwill exploresituationsinwhichto applyFrenchlanguageskillsandculturalknowledgebeyondtheclassroomsettingforrecreational,educational,and occupationalpurposes.
COMMUNICATION
-Interpersonal -Interpretive -Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Ask and aswer questions to order food and pay the bill.
INTERPRETIVE MODE:
• Identify items on a menu.
• Identify basic food offerings.
PRESENTATIONAL MODE:
• List items for sale.
• Tell favorite restaurant(s) and what type of food is served at those locations. / CULTURES:
• Discuss menu items unique to francophone countries.
CONNECTIONS:
• Convert US currency to francophone rates.
• Compare prices between countries.
. / COMPARISONS:
• Compare cuisines between francophone countries and the US.
COMMUNITIES:
• Understand recipes/menus on the Internet from francophone countries. / Topic specific vocabulary
Prendre
S’il vous plaît
USEFUL VOCABULARY / Je voudrais
Question formation- Combien
Table settings / Beverage & Food Vocabulary
RECYCLED/ONGOING TOPICS/STRUCTURES / Je voudrais
Aller
Aller + infinitive
à + le = au
Numbers
Tu vs. Vous
RESOURCES/ ACTIVITIES / Students create a shopping list with what stores they are going to. Students create a food pyramid with food in each category.
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs. / Suggested Interpretive Task / Suggested Interpersonal Task / Suggested Presentational Task

Students identify items from a menu..

/ Students create a dialogue about going food shopping.
Students create a dialogue about going food shopping. / Create a restaurant menu.

AP THEME: Contemporary Life

AP SUBTHEME: Advertising and Marketing: Meals and Food / Shopping / Recommended pacing: 4 (Quarter 3) weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level:
FI.7Thestudentwill developanawarenessofperspectives,practices,andproductsoffrancophonecultures.
FI.8Thestudentwill recognizethat perspectives,practices,andproductsoffrancophoneculturesareinterrelated.
FI.10ThestudentwilldemonstrateunderstandingofthesignificanceofculturethroughcomparisonsbetweenfrancophoneculturesandU.S.
FI.11 The studentwillcomparebasicelementsoftheFrenchlanguage tothoseoftheEnglishlanguage.
FI.12 Thestudentwill exploresituationsinwhichto applyFrenchlanguageskillsandculturalknowledgebeyondtheclassroomsettingforrecreational,educational,and occupationalpurposes.
COMMUNICATION
-Interpersonal -Interpretive -Presentational / CULTURES/ CONNECTIONS / COMPARISONS/ COMMUNITIES / ESSENTIAL KNOWLEDGE
(Facts & Skills)
INTERPERSONAL MODE:
• Ask and answer questions about stores and types of merchandise. Discuss shopping experiences.
INTERPRETIVE MODE:
• Identify items for sale in an advertisement.
• Identify where specific items can be purchased.
PRESENTATIONAL MODE:
• Describe and item for sale.
• Tell about the purchase or sale of an item. / CULTURES:
• Discuss products unique to francophone countries.
CONNECTIONS:
• Convert US currency to francophone rates.
• Compare prices between countries.
. / COMPARISONS:
• Compare bargaining practices between francophone countries.
COMMUNITIES:
• Identify cognates related to shopping. / Topic specific vocabulary
Je voudrais
Aller
à + le = au
2nd Conjugation:Present tense of regular –ir/-iss verbs(i.e. finir, punir, réussir, etc.)
USEFUL VOCABULARY / Je voudrais
Question formation- Combien
RECYCLED/ONGOING TOPICS/STRUCTURES / Adjective placement
Numbers
Tu vs. Vous
faire
RESOURCES/ ACTIVITIES / Students create a shopping list with where they are going and what they are buying.
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs. / Suggested Interpretive Task / Suggested Interpersonal Task / Suggested Presentational Task

Students identify items for sale in an advertisement