Montclair Public Schools

Table of Contents

SECTION I

South Orange & Maplewood Board of Education…………………………………1

Acknowledgements………………… …...... 2

Statement of Philosophy ……………………………………………………….….3

Grade Level Content Overview………………….………………………………...5

Program Goals.…………………………………………………………………….6

SECTION II

Scope and Sequence ……………………………………………………………….8

Core Strands

Enduring Understandings and Essential Questions

Content & Cumulative Progress Indicators

Instructional Guidance

Sample Assessments

Resources

SECTION III

Pacing Guide……………………………………………………………………..…39

Common Rubrics…………………………………………………………………...45

Core Materials………………………………………………………………………47


THE SCHOOL DISTRICT OF SOUTH ORANGE-MAPLEWOOD

BOARD OF EDUCATION MEMBERS

ELIZABETH DAUGHERTY, PRESIDENT

SANDRA KARRIEM, FIRST VICE-PRESIDENT

BILL GAUDELLI,SECOND VICE-PRESIDENT

JEFFREY BENNETT, MEMBER

WAYNE EASTMAN, MEMBER

STEPHANIE LAWSON-MUHAMMAD, MEMBER

MADHU PAI, MEMBER

ANDREA WREN-HARDIN, MEMBER

JOHANNA WRIGHT, MEMBER

ADMINISTRATION

DR. BRIAN OSBORNE, SUPERINTENDENT

DR. LYDIA E. FURNARI, ASSISTANT SUPERINTENDENT FOR CURRICULUM

DR. REGINA M. POSTOGNA, SUPERVISOR, K-12 ENGLISH LANGUAGE LEARNERS (ELL)

AND WORLD LANGUAGES

Committee Credits

World Language Department (Grades 9-12)

PIERRE CHARLES BENOIT

RAANA KHAN

LAURIE PHAM

French I Overview

French I is a course for students of French as a Foreign Language with emphasis on listening, comprehension and speaking, and with an introduction to reading and writing in French, as well as cultural elements of the French speaking world. Students learn foundational structure and syntax including and everyday vocabulary. Students will work toward the improvement of pronunciation and interactive communication. By the conclusion of this course, students are prepared to take the French II Course.

Philosophy:

The mission of the World Languages/ESL Program is to have all students function competently in a language other than their own and to be able to interact and communicate with members of other cultures while gaining a greater understanding of and respect for the cultural perspectives, practices, and products of different countries.

GOALS

The goals of the World Languages program are as follows:

All students will communicate at a level of literacy in a language other than English.

This means that all students will:

  • Develop the ability to understand the spoken language;
  • Communicate orally in the language;
  • Develop the ability to extract and interpret information through reading;
  • Develop the ability to communicate in writing; and
  • Develop an appreciation for basic behavioral, cultural, and linguistic patterns of the language community, whether abroad or in the United States.

All students will recognize the interrelationship between language and culture for at least one world language other than English.

This means that all students will:

  • Gain greater insight and appreciation for the English language and American culture through the study of another language;
  • Understand how language works;
  • Improves the ability to understand career opportunities related to the study of other cultures;
  • And, gain greater personal satisfaction as a citizen of the world.

Language study provides insight into the culture of another country. The acquisition of another language focuses attention on how language and culture interact. The interaction helps students reflect on cultural patterns and thus gain insight into their own language and culture. Exploration of a new culture helps students to frame issues about their own worldview while investigating another. Comparing and contrasting languages and cultures promote cross-cultural discourse and understanding, which are at the heart of the humanities.

SECTION II

The Core Curriculum Content Standards

(Adopted by the NJ Department of Education NJCCCS 2009)

The following information is from the New Jersey Department of Education website

Core Curriculum Content StandardsTop of Form

World Languages Standard Learning Progressions

Introduction

7.1 World Languages

  • A. Interpretive Mode
  • B. Interpersonal Mode
  • C. Presentational Mode
  • Proficiency Levels - All Strands
  • Novice-Mid
  • Novice-High
  • Intermediate-Low
  • Intermediate-Mid
  • Intermediate-High
  • Advanced-Low

Scope and Sequence

Theme / Unit / Duration / Major Concepts
Getting Aquainted /Faisons Connaissance / 1 / Weeks
1-4 /
  • Greet and introduce yourself and others
  • Use numbers
  • Name basic classroom objects
  • Ask and tell age
  • Ask and tell age
  • State their nationality
  • Spell words in French
  • Identify and locate French speaking countries

Everyday life in a Francophone Country/La Vie Courante / 2 / Weeks
5-8 /
  • Seasons
  • Basic weather expressions for each season
  • Compare weather in the different countries
  • Tell time using 24 hour clock
  • Request cost of items
  • Identify monetary system of Europe
  • Identify food & beverages
  • Request food & beverages in a café
  • Tu vs Vous (Informal vs Formal)

Daily & Weekend Activities/
Qu’est-ce qu’on fait? / 3 / Weeks
9-18 /
  • Talk about yourself – likes/dislikes, personality, activities
  • Talk about others – likes/dislikes, personality, activities
  • Compare & contrast American and French school systems
  • Present tense “être” to be
  • Present tense –ER verbs
  • Talk about school subjects and their opinion of them
  • Ask questions

People and Possessions/
Le monde personnel et familier / 4 / Weeks
19-26 /
  • Describe the personality and physical traits of themselves and others
  • Talk about their room at home
  • Tell where objects are located
  • Identify different modes of transportation
  • Identify and describe everyday objects
  • Compare themselves to teenagers and their friends in French speaking countries
  • Present tense “Avoir”
  • Identify placement and agreement of adjectives
  • Common prepositions

Visiting a Francophone City/
En ville / 5 / Weeks
27-34 /
  • Describe their city
  • Ask for and give directions
  • Describe their apartment or house
  • Talk about future plans
  • Present tense “Aller”
  • Aller + Infinitive
  • Concept of “chez”

Fashion/
La Mode / 6 / Weeks
34-39 /
  • Identify and describe articles of clothing
  • Present tense –ir verbs
  • Present tense “mettre”
  • Review numbers 1-1000
  • Ask and tell how much things cost

Unit 1:

Getting Aquainted/Faisons Connaissance

Learning Goal
NJCCCS & CPI / Enduring Understanding / Essential Question
  • Greet new friends
  • Introduce themselves and others
  • Use numbers to tell time and date
  • Name basic classroom objects
  • Spell basic words using the French alphabet
  • Ask how to say various classroom objects in French
  • Distinguish between the subject pronouns
  • Determine whether to use tu or vous
  • Differentiate between definite and indefinite articles
  • Determine gender of a given noun and apply correct article
7.NM.A.1, 7.NM.A.2, 7.NM.A.3, 7.NM.A.8, 7.NM.B.1, 7.NM.B.2, 7.NM.B.3, 7.NM.B.4, 7.NM.C.1, 7.NM.C.2, 7.NM.C.3 /
  1. Meeting, greeting and introducing is an important part of making good first impressions and developing friendships.
  1. Being able to make basic conversation about a common situation is essential to making a good first impression.
  1. All nouns in French are either feminine or masculine.
  1. Knowing numbers in French carries over to any situation
/ 1. Why are knowing common greetings and expressions in a person’s language important in meeting new people?
2. In a new world language class, what basic questions or words are important to know in order to communicate with people?
3. What topics/subjects are important to people your age when meeting for the first time in a common class?
4. What major differences are there between French and English nouns?
Skills / Key Content
  • Greet new friends
  • Introduce themselves and others
  • Use numbers to tell time and date
  • Name basic classroom objects
  • Spell basic words using the French alphabet
  • Ask how to say various classroom objects in French
  • Distinguish between the subject pronouns
  • Determine whether to use tu or vous
  • Differentiate between definite and indefinite articles
  • Determine gender of a given noun and apply correct article
/ Vocabulary and Grammar
  • Greet and introduce yourself and others
  • Use numbers to tell time and the date
  • Name basic classroom objects
  • Subject Pronouns
  • Tu or Vous
  • Definite and indefinite articles
  • French alphabet
  • Feminine and masculine nouns

Assessment:
Interpretive: (Knowledge, Application, Comprehension)
-Read and act out simple dialogues.
-TPR
-Listen to and write times.
-Vocabulary flashcards
-Bingo games
-Manipulative: Match articles to given words.
-Reading passages: Fill-in with appropriate subject pronoun
-Four-corners activity: Students move to Definite / indefinite and feminine/ masculine articles for given classroom objects.
Interpersonal: (Application, Knowledge, Comprehension, Analysis)
-Ask a partner how to say something in Spanish.
-Ask a partner how to spell a word in French while the other writes it.
-Introduce yourself to five other students in the class.
-Introduce two people to each other.
-Outer-inner circles with greetings and classroom objects.
Presentational: (Knowledge, Application, Comprehension, Synthesis)
-Prepare short skits introducing yourself and others
Assessment Models:
Any of the above presentational activities
Matching column written exam
Listening comprehension
Rubric graded skits, posters, poems
Text prepared exams
Additional Resources:
Text online websites (MY.HRW.com)
QUIA.COM Spanish greetings and introductions, classroom objects
EXPRESATE text level I
EXPRESATE level 1 workbook
Learning Activities: (**All textbook references apply to EXPRESATE, Level I) / Instructional Strategies/Best Practices:
  • Assign vocabulary for the lesson (students should copy it).
  • Present objectives.
  • Explain grammar for the lesson,
  • Repeat vocabulary out-loud, read paragraphs and do vocabulary exercises.
  • Read/dramatize out loud the video, translate it out-loud, and watch it.
  • Do activities in the book, workbook and “Guided
  • Practice” related to the vocabulary.
  • Explain grammar again, do activities related to
  • the grammar in the book and the workbook and
  • “Guided Practice”.
  • Create a dialogue with the students. Have them memorize it and work with a partner.
  • Do audio activities in the workbook.
  • Do writing activities in the workbook.
/ Key Criteria:
  • Vocabulary recognition quiz.
  • Vocabulary production quiz.
  • Grammar quiz.
  • Test

Unit 2:

The Weather/ El Clima

Learning Goal
NJCCCS & CPI / Enduring Understanding / Essential Question
  • Name the seasons
  • Use basic weather expressions to describe weather in each season
  • Compare weather in the Northern and Southern Hemispheres
7.NM.A.1, 7.NM.A.3, 7.NM.A.4, 7.NM.A.8, 7.NM.B.2, 7.NM.B.4, 7.NM.B.6, 7.NM.C.2
7.NM.C.3 /
  • Weather is a common topic when meeting people for the first time to initiate conversation.
  • People in Northern and Southern Hemispheres experience opposite weather patterns at the same time of year.
  • Culturally, this is an important difference that affects activities, schooling, vacations, etc. of both.
/
  • How does being able to discuss the weather contribute to fostering initial conversation when meeting a person?
  • Why is it important to know the difference in weather patterns between Northern and Southern Hemispheres?

Skills / Key Content
The student will be able to tell basic weather conditions in each season and compare weather patterns in the Northern and Southern Hemispheres. / Vocabulary and Grammar:
  • Seasons
  • Basic weather expressions for each season
  • Compare weather in the Northern and Southern Hemispheres

Assessment:
Interpretive: (Knowledge, Application, Comprehension, Evaluation)
Flashcard drills
TPR – Students act out oral weather expressions (EX: “Hace calor” – students fan themselves).
Four-corners: Seasons with description
Text “Para Empezar” chapter
Ya Verás text
Read a newspaper weather page. Write three sentences to describe the weather for yesterday, today and tomorrow.
Interpersonal: (Knowledge, Application, Comprehension, Analysis)
Think, Pair, Share: Think of a season, describe to a partner using weather expressions. Partner deduces season based on clues.
Play Pictionary. Teams draw picture of weather conditions. Team-mates determine weather expression and express orally.
Text “Para empezar” chapter “hablar” activities on weather.
Presentational: (Knowledge, Application, Comprehension, Synthesis)
Internet Research: Research two countries, one north and one south of the equator. Compare the weather in different months on a chart. Present to class with oral explanation.
Create a Topic Wheel: Write the season in center and related weather expressions on each spoke. Present to class orally.
Create a poster / chart with seasons, pictures and weather expressions. Present to class orally.
Assessment Models:
Any of the above presentational activities
Matching column written exam
Listening comprehension
Rubric graded skits, posters, poems
Text prepared exams
Additional Resources:
Text online websites (MY.HRW.com)
QUIA.COM Spanish greetings and introductions, classroom objects
EXPRESATE text level I
EXPRESATE level 1 workbook
Learning Activities: (**All textbook references apply to EXPRESATE, Level I) / Instructional Strategies/Best Practices:
1. Assign vocabulary for the lesson (students should copy it).
2. Present objectives.
3. Explain grammar for the lesson,
4. Repeat vocabulary out-loud, read paragraphs and do vocabulary exercises.
5. Read/dramatize out loud the video, translate it out-loud, and watch it.
6. Do activities in the book, workbook and “Guided
Practice” related to the vocabulary.
7. Explain grammar again, do activities related to
the grammar in the book and the workbook and
“Guided Practice”.
8. Create a dialogue with the students. Have them memorize it and work with a partner.
9. Do audio activities in the workbook (second part).
10. Do writing activities in the workbook (Second part). / Key Criteria:
1. Vocabulary recognition quiz.
2. Vocabulary production quiz.
3. Grammar quiz.
4. Test

Unit: 3

What is my family and friends like? /¿Cómo es mi familia y mis amigos?

Learning Goal
NJCCCS & CPI / Enduring Understanding / Essential Question
  • Express their likes/dislikes verbally and in writing
  • Describe their personality
  • Discuss basic recreational activities
  • Ask others about their likes/dislikes
  • Talk about other’s likes/dislikes and activities
  • Understand cultural perspectives on friendship
  • Differentiate between Ser and Estar
  • Conjugate Ser and Estar in present tense
  • Conjugate “Gustar” in present tense for each subject.
  • Make nouns and adjectives agree in a sentence
  • Place nouns and adjectives in appropriate position ina sentence.
  • Conjugate regular –ar verbs in present tense
7. NM.A.1, 7.NM.A.3, 7.NM.A.4, 7.NM.A.8, 7.NM.B.3, 7.NM.B.4, 7.NM.B.6, 7.NM.C.1, 7.NM.C.2, 7.NM.C.3, 7.NM.C.4. /
  • Positive personality traits are valued amongst most people of various cultures.
  • Sharing a common interest fosters friendship bonds.
  • Subjects can be deduced by verb endings.
  • Spanish “liking” refers to how pleasing the object or activity is to the subject.
/
  • How does one’s personality affect their relationships with others?
  • Why is it important to be able to discuss common interests with a person in his native language?
  • What are the common threads of a good friendship in different cultures?
  • Why is it not always necessary to state the subject when speaking in Spanish?
  • How does the expression of “liking” differ in Spanish from English?

Skills / Key Content
The student will be able to talk about themselves and others in terms of likes/dislikes, personality, activities and culture perspectives on friendship. / Vocabulary and Grammar:
  • Talk about yourself – likes/dislikes, personality, activities
  • Talk about others – likes/dislikes, personality, activities Understand cultural perspectives on friendship
  • Ser vs. Estar
  • Present tense Ser and Estar
  • Present tense “gustar”
  • Noun / adjective agreement and placement in a sentence
  • Present tense of regular –ar verbs

Assessment:
Interpretive: (Knowledge, Application, Comprehension, Analysis, Evaluation, Synthesis)
Read short dialogues with vocabulary in context. Underline new vocabulary.
List new vocabulary
Choose Clip-art (emoticons) to label and identify personality traits and recreational activities.
Conjugation charts for regular –ar verbs
Identify and underline conjugated verbs in sentences. Identify the subjects.
Cloze passages: Fill-in sentence with adjective that agrees with subject.
Write a simple description of yourself and your best friend.
Interpersonal: (Knowledge, Application, Comprehension, Analysis)
Use “ser” to tell a friend about another friend or group of people (ex. “los maestros son chistosos”).
Email or text a friend about your likes/dislikes.
Write and exchange three questions with a partner asking about likes/dislikes, his activities, and his personality.
Group activity: Play “¿Quién soy yo?” Write a simple description of a celebrity.
Presentational: (Knowledge, Application, Comprehension, Analysis, Synthesis,)
Create short biographies with your picture to post around class. Introduce yourself, list your likes/dislikes, major personality characteristics, and activities you like.
Write a personal ad. Describe yourself in terms of (dis)likes, personality and interests.
Class produces an ASPCA brochure advertising different animals in need of homes.Each student describes an animal in a short written bio.
Create a hypothetical person with a personality opposite your own. Illustrate them physically and differentiate orally what makes you opposite.
Assessment Models:
Any of the above presentational activities
Matching column written exam
Listening comprehension
Rubric graded skits, posters, poems
Text prepared exams
Additional Resources:
Text online websites (MY.HRW.com)
QUIA.COM Spanish greetings and introductions, classroom objects
EXPRESATE text level I
EXPRESATE level 1 workbook
Learning Activities: (**All textbook references apply to EXPRESATE, Level I) / Instructional Strategies/Best Practices:
1. Assign vocabulary for the lesson (students should copy it).
2. Present objectives.
3. Explain grammar for the lesson,
4. Repeat vocabulary out-loud, read paragraphs and do vocabulary exercises.
5. Read/dramatize out loud the video, translate it out-loud, and watch it.
6. Do activities in the book, workbook and “Guided
Practice” related to the vocabulary.
7. Explain grammar again, do activities related to
the grammar in the book and the workbook and
“Guided Practice”.
8. Create a dialogue with the students. Have them memorize it and work with a partner.
9. Do audio activities in the workbook (second part).
10. Do writing activities in the workbook (Second part). / Key Criteria:
1. Vocabulary recognition quiz.
2. Vocabulary production quiz.
3. Grammar quiz.
4. Test

Unit 4:

School/El Colegio

Learning Goal
NJCCCS & CPI / Enduring Understanding / Essential Question
  • Tell what subjects they have at what time of day
  • Name additional classroom objects
  • Use common prepositions to tell where an object is in a classroom
  • Ask and tell who is doing an action
  • Discuss school/classroom activities
  • Make nouns and their corresponding articles plural
  • Use interrogative words to ask questions Form the present tense of regular –er and –ir verbs
  • Use present tense conjugations to ask and tell about school activities
  • Conjugate common irregular and stem-changing present tense verbs (Ir, Jugar, Poder, Dormir, and Tener) to discuss their activities
  • Compare their school day to that of a student in a Spanish speaking country
7.NM.A.1, 7.NM.A.2, 7.NM.A.3, 7.NM.A.4, 7.NM.A.8, 7.NM.B.3, 7.NM.B.4, 7.NM.B.6, 7.NM.C.1, 7.NM.C.2, 7.NM.C.3, 7.NM.C.4 /
  • Knowing how to say numbers in Spanish extends to shopping, traveling, measuring, etc.
  • Basic location expressions apply to any object in any situation.
  • Using the incorrect interrogative can lead to misunderstandings and misinformation.
  • Most Spanish-speaking students study the same subjects and do the same activities as U.S. students with differences in schedules, number of subjects and grading systems.
/
  • In what situations is knowing how to say numbers in Spanish important in and out of a classroom/ school environment?
  • How can we extend expressions of telling where an object is located beyond the classroom environment?
  • Why is it important to understand and remember the differences between the basic interrogative words in Spanish?
  • How does your typical school day differ or resemble that of a student in a Spanish-speaking country?

Skills / Key Content
The student will be able to discuss school objects, schedules, subjects, activities and cultural perspectives on education in Spanish-speaking countries. / Vocabulary and Grammar:
  • School schedules and subjects
  • Describe a classroom
  • Tell where objects are located
  • Understand cultural perspectives on education in various countries
  • Ask questions about school activities
  • Interrogative words
  • Present tense –er, -ir verbs
  • Irregular/Stem-changing present tense verbs Ir, Jugar, Poder, Dormir, Tener and Poner
  • Common prepositions

Assessment:
Interpretive: (Knowledge, Application, Comprehension, Analysis, Evaluation, Synthesis)
Read short dialogues using new vocabulary in context (text chapter 2A). Identify and list new vocabulary.
Manipulatives: Students place classroom objects in locations relative to others. Ask a question: “ Dónde está el cuaderno?” Written or oral response.
Match visuals of clocks showing a time with written description.
Compile lists of singular and plural nouns. Fill-in articles.
List verbs that relate to various classroom/school activities.
Use conjugation charts to conjugate and compare regular –er and –ir verbs.
Textbook activities chapter 2.
View video with corresponding worksheets.
Venn Diagram: Compare U.S. school day w/ Spanish-speaking country.
Write questions asking who, what, where, when, why or how about various activities.
Interpersonal: (Application, Knowledge, Comprehension, Analysis, Evaluation, Synthesis)
Paired activity: Write a short skit about a student who can’t find objects in a classroom and another who tells him where they are.
Take a classroom poll/ survey of what block students have each subject.
Each student must inquire about how many other students in the class they have lunch with.
Survey classmates on what activities they do most in school. Ex: ¿Quién lee más? ¿Quién escribe más?
Presentational: (Knowledge, Application, Evaluation, Comprehension, Synthesis)
Present the above interpersonal written skit in front of the class. Audience grades on simple rubric for clarity and comprehensibility. Calculate highest score. Winning pair gets HW pass, points on quiz, etc.
Choice of visual display (PowerPoint, poster). Create a visual representation of your day with Spanish captions including subjects with times, locations of objects in your classrooms and your activities in each class. Give a short explanation to class.
Choose a Spanish-speaking country and research the education system. Create a visual display including pictures, charts, and Spanish captions. Explain to class.
Write a paragraph describing your day including schedule, subjects, activities, objects and materials used. Do the same for a student from a Spanish-speaking country. Read to class.
Assessment Models:
Any of the above presentational activities
Matching column written exam
Listening comprehension
Rubric graded skits, posters, poems
Text prepared exams
Additional Resources:
Text online websites (MY.HRW.com)
QUIA.COM Spanish greetings and introductions, classroom objects
EXPRESATE text level I
EXPRESATE level 1 workbook
Learning Activities: (**All textbook references apply to EXPRESATE, Level I) / Instructional Strategies/Best Practices:
1. Assign vocabulary for the lesson (students should copy it).
2. Present objectives.
3. Explain grammar for the lesson,
4. Repeat vocabulary out-loud, read paragraphs and do vocabulary exercises.
5. Read/dramatize out loud the video, translate it out-loud, and watch it.
6. Do activities in the book, workbook and “Guided
Practice” related to the vocabulary.
7. Explain grammar again, do activities related to
the grammar in the book and the workbook and
“Guided Practice”.
8. Create a dialogue with the students. Have them memorize it and work with a partner.
9. Do audio activities in the workbook (second part).
10. Do writing activities in the workbook (Second part). / Key Criteria:
1. Vocabulary recognition quiz.
2. Vocabulary production quiz.
3. Grammar quiz.
4. Test

Unit 5: