ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: French
GRADE LEVEL: 6
CREATION DATE: June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining
information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken
language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of
topics.
Approx. Time Allotment:
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
Vocabulary:
Greetings, Alphabet, Courtesy
expressions, Classroom Objects,
Basic classroom expressions,
Numbers 1-100 + year, Calendar,
Time, Sports Names, Cafe foods,
Daily activities, Places in the City,
Places in the house, Immediate
Family Members, Basic Personality
and Physical Traits, Colors, Class
subjects Weather Terms, Simple
Games
Grammar
Articles: Definite and Indefinite,
partitive (lexical)
Nouns: articles, regular plurals,
gender, partitive as a (lexical item)
Prepositions: (lexical item) in, to,
from, at, on, under
Pronouns: subject, interrogatives
(who)
Verbs:present indicative of regular
er verbs. Irregular verbs-avoir. Verb
+ infinitive.
Adjectives: common regular forms,
precede the noun, singular form of
possessives
Conjunctions: et
Adverbs: bien, mal,
Interrogatives: ou, comment, qui,
qu'est-ce que, pourquoi, quand, quel,
combien
French 6
Aligned Materials/
Resources/Technology
Assessment
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Produce and perform brief guided conversations related to
student's needs and interests
(eg. home, school, family)
Create brief conversations related to public place functions
in simulation-restaurant, shopping, train station, tell about
simple daily routines, give and respond to basic directions,
instructions, commands, and requests in the classroom
Describe state of being and feelings
Propose and answer simple questions
Generate conversations integrating basic routine, social
situations, including greetings, leave takings, and simple
introductions of self and family
Describe daily environment related topics-weather, time,
seasons in routine conversations and apply these concepts
as appropriate
Count and use numbers in other functions-temperature,
time, money, indicate quantity
Devise in simple narrative about a personal experience or
event, express preferences pertaining to every day life
State preferences pertaining to every day life
Demonstrate comprehension short face to face an audio
conversation as well as video presentations on familiar
topics
Assess main idea of simple oral/written narratives and texts
on familiar topic
Distinguish words and phrases heard or seen in songs
Utilize appropriate responses to oral and/or written
requests, directions and other information
identify people and objects based on oral and written
descriptions
Demonstrate comprehension and use for contextualized
understanding of isolated words or phrases in authentic but
unfamiliar printed material or announcements from target
culture
Page 1
Text:
Bienvenue ( Glencoe,
Macmillan/McGraw-Hill 1994)
Instructional Strategies
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Student Edition
Teacher’s Wraparound Edition
Writing Activities Workbook and
Student Tape Manual, Student
Edition.
Writing Activities Workbook,
Teacher’s Annotated Edition.
Student Tape Manual, Teacher’s
Edition (typescript)
Audio Cassette Program
Overhead Transparencies
Video Cassette Program
Computer Software: Practice and
Test Generator
Communication Activities Masters
Bell Ringer Review Black Line
Masters
Situation Cards
Chapter Quizzes with Answer Key
Testing Program with Answer Key
Verb sheets
Overhead Projector
Computer
VCR and Video Cassettes
Cassette tape recorder and audio
tapes
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-1-
Oral presentations
Simulated activities
through role playing
Paired communicative
activities
Memorization
Drilling
TPR activities
Visual and Verbal cues
(situation cards)
Modeling
Realia
Audio tapes activities
Videotapes activities
Computer software
Overhead transparencies
activities
Songs, skits, games and
puzzles
Cloze activities
Writing activities (e.g.
Workbook exercises,
taking notes, listing,
categorizing, labeling,
summarizing, comparing,
contrasting)
Cooperative learning
groups
Activating prior
knowledge
Interviewing
Reading aloud – teacher
Reading aloud – student
Speaking and writing
June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining
information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken
language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of
topics.
Approx. Time Allotment:
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
Syntax simple negative formation,
simple interrogative formation,
subject/verb agreement: gender and
number agreements, use of pronoun
“on”
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French 6
Aligned Materials/
Resources/Technology
Assessment
Repeat unfamiliar words that recombine familiar sound
patterns and letter combinations
Use knowledge of linguistic system (grammar, word
patterns) to derive meaning from unfamiliar material
Use cognates to facilitate comprehension
Read aloud familiar stories, passages, dialogues etc. with
appropriate intonation and comprehensible pronunciation.
Recite proverbs, nursery rhymes and short poems
Compose and present simple guided texts on familiar topics
Reproduce in written form most language that is used orally
Use oral or written language to give messages, and
complete short guided paragraphs etc.
Use oral or written language to produce and share
illustrated stories or projects.
Use target language pronunciation and spelling for specific
vocabulary imbedded in native language presentations (e.g..
names of places, people, things that appear in more
complex presentations made in English
Interpret and use gestures germane to the language
Practice skills using “Teacher of the Day”
Evaluate communicative skills using discreet point quizzes,
and prochievement Chapter Tests.
Assess aural comprehension via dictations
Recite dialogues
Create role plays
Describe a family member
Introduce a new friend
Select and order from a cafe menu.
Discuss daily activities
Produce projects (e.g.calendars, daily logs, family trees,)
Use 24 hour clock.
Develop oral presentations using relevant vocabulary and
grammatical concepts
Construct reports
Assess using TPR
Page 2
Instructional Strategies
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activities
Brainstorming
Create a family tree
June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining
information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken
language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of
topics.
Approx. Time Allotment:
PA Standards:
Adaptations/Inclusion Techniques
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Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning
strategy
Modeling pronunciation
Use organizers
Employ TPR
Extend or adapt written practices
Allow extra time for practice and
assessment
Limit or modify activities,
assignments and assessment
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and
terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color coding or highlighting
Provide tutoring and peer mentoring
after school
Employ memory techniques
Give advance notice regarding future
assignments
Note taking by classmates for
reproduction
French 6
Enrichment Strategies
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Enhancement activities
(e.g. provide extra reading
materials, extra reading
material, extra listening
and speaking
opportunities)
Guest speakers/artists
Concerts
Music
Additional readings
Student designed activities
World Language
Departmental Initiatives
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National World Language
Contest
Reciprocal Concerts
Immersion Trip to Canada
District World Language
Contest
Fun Day World Language
Fete (awards program)
Projects
Page 3
Remediation Strategies
Multicultural/Interdisciplinary
Connection
World Languages (French,
German, Latin, Spanish: compare
and contrast languages within the
discipline.
Music (popular music, songs and
dances, musical instruments)
Geography (maps,
demographics, climate)
Mathematics (currency
exchange, measurement systems)
Language Arts (etymology,
linguistics, literature, writing,
public speaking, grammar and
syntax, theater and cinema)
Social Studies (culture, civics,
history, humanities, economics,
ethnicity, governments)
Art (art history, crafts, student art
projects, architecture)
Science (famous scientists,
ecology, natural sciences)
Consumer Sciences, (cuisine,
etiquette, fashion, advertising
Physical Education (sports,
recreational activities, health and
fitness)
Technology Education (graphic
arts, student projects and research
utilizing technology)
-3-
June, 2004
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the
World Language. Acquire information and recognizing the distinctive viewpoints that are only available through the World Language and
its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply that knowledge to their
own language. Demonstrating an understanding of the concept of culture through comparisons of the cultures studied and their own.
Community: Using the language both within and beyond the school setting. Using language for leisure and personal enrichment.
Approx. Time Allotment:
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
Topics:
Greetings, Alphabet, Courtesy
expressions, Classroom Objects,
Basic classroom expressions,
Numbers 1-100 + year, Calendar,
Time, Cafe foods, Daily activities,
Places in the City, Places at home,
Immediate Family Members, Basic
Personality and Physical Traits,
Colors, Clothing, Weather Terms,
Simple Games
Use every day number skills to do simple
math problems and to calculate currency
equivalencies in the target language
Make, label and read maps using
appropriate geographical terms in the
target language
Manipulating the applications of the
metric system in talking about weather,
height, weight and distance
Recognize famous historical events,
people, landmarks, places, products from
the target culture
Examine American historical events, place
names, famous people and events from the
target culture perspective and influence
Discuss and express preferences about
sports, games and equipment for these in
the target language
Demonstrate knowledge of other forms of
government
Apply as appropriate language arts skills
to the target language-punctuation,
dictionary skills, reading and writing skills
Demonstrate awareness of artistic and
musical contributions, and practices
present in the target culture-famous works
of art, special musical instruments, famous
artists or composers, well known songs
Use computer, multimedia, traditional
texts and printed material to find
information on familiar themes to
integrate in other target language activities
(menus, phone book ads, TV and movie
Grammar
Articles: Definite and Indefinite,
partitive (lexical)
Nouns: articles, regular plurals,
gender, partitive as a (lexical item)
Prepositions: (lexical item) in, to,
from, at, on, under
Pronouns: subject, interrogatives
(who)
Verbs:present indicative of regular
er verbs. Irregular verbs-avoir, etre
Adjectives: common regular
forms, possessives
Conjunctions: et
Adverbs: bien, mal,
Interrogatives: ou, comment, qui,
French 6
Page 4
Text:
Bienvenue ( Glencoe,
Macmillan/McGraw-Hill 1994)
Student Edition
Teacher’s Wraparound Edition
Writing Activities Workbook and
Student Tape Manual, Student
Edition.
Writing Activities Workbook,
Teacher’s Annotated Edition.
Student Tape Manual, Teacher’s
Edition (typescript)
Audio Cassette Program
Overhead Transparencies
Video Cassette Program
Computer Software: Practice and
Test Generator
Communication Activities Masters
Bell Ringer Review Black Line
Masters
Situation Cards
Chapter Quizzes with Answer Key
Testing Program with Answer Key
Verb sheets
Overhead Projector
Computer
VCR and Video Cassettes
Instructional Strategies
Oral presentations
Simulated activities through role
playing
Paired communicative activities
Memorization
Drilling
TPR activities
Visual and Verbal cues (situation
cards)
Modeling
Realia
Audio tapes activities
Videotapes activities
Computer software
Overhead transparencies activities
Songs, skits, games and puzzles
Cloze activities
Writing activities (e.g. Workbook
exercises, taking notes, listing,
categorizing, labeling,
summarizing, comparing,
contrasting)
Cooperative learning groups
Activating prior knowledge
Interviewing
Reading aloud - teacher
Reading aloud - student
Speaking and writing activities
-4-
June, 2004
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the
World Language. Acquire information and recognizing the distinctive viewpoints that are only available through the World Language and
its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply that knowledge to their
own language. Demonstrating an understanding of the concept of culture through comparisons of the cultures studied and their own.
Community: Using the language both within and beyond the school setting. Using language for leisure and personal enrichment.
Approx. Time Allotment:
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Assessment
qu'est-ce que, pourquoi, quand,
quel, combien
Syntax simple negative formation,
simple interrogative formation,
subject/verb agreement: gender and
number agreements, use of
pronoun “on
listings)
Analyze form, presentation, layout of
target culture products to examine
culturally imbedded features
Recognize borrowed words from the target
language
Recognize Anglicism present in the target
language
Compare grammatical structures,
pronunciation and writing systems
between native and target languages
Identify different social conventions-forms
of address, idiomatic expressions, phone
etiquette
Demonstrate understanding that
vocabulary terms mean different things in
different cultures (e.g. bread, money)
Identify and understands cognates
between languages
Understand and use appropriate nonverbal
communication of the target language
Use the target language in a manner
appropriate to the etiquette of the native
speaker
Compare and contrast basic conditions in
the various target cultures e.g. weather,
seasons, food customs
Speculate and defend perceptions on why
certain products are important in the target
culture
Compare target culture products toys,
games, foods, with those in native culture
Compare target culture daily practices
(e.g. grocery shopping) with native culture
Daily: Honorifics, Names, French
Classroom, Gestures, Handwriting,
European Calendar, Clock, Street
signs, Cafe routines, telephone
numbers and calling cards, family,
leisure, TV, radio, climate, sports,
24 hour clock.
Historical/Political/Artistic etc.Paris, Bayeux, Le Monde
Francophone, Versailles,
Government
French 6
Page 5
Aligned Materials/
Resources/Technology
Cassette tape recorder and audio
tapes
Instructional Strategies
Brainstorming
-5-
June, 2004
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the
World Language. Acquire information and recognizing the distinctive viewpoints that are only available through the World Language and
its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply that knowledge to their
own language. Demonstrating an understanding of the concept of culture through comparisons of the cultures studied and their own.
Community: Using the language both within and beyond the school setting. Using language for leisure and personal enrichment.
Approx. Time Allotment:
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
Compare celebrations and holidays
common to the cultures of the target
language and the native culture (US) (e.g.
Thanksgiving only celebrated in US, why
and where is Mardi Gras celebrated)
Identify the target language in the
students' daily life (restaurant menus,
recipes, tv commercials, travel programs,
movies)
Find connections with the target culture
through the use of technology, media and
authentic sources
Participate in structured curricular
programs designed to extend learning
beyond the classroom (e.g. visiting artists,
field trips, discover and utilize rich
resources within the RTM community
Use target language to respond to basic
target language situations encountered in
the students' daily life (e.g. read a menu,
write to a penal, give directions to a
visitor, thank visiting artists)
Listen to music, sing songs, and/or play
instruments from target culture
Participate in games and sports from target
culture
Read age-appropriate and linguistically
appropriate materials from target culture
Experience new foods from target culture
View age-appropriate and linguistically
appropriate films from target culture
Appreciate target culture elements that are
related to travel experiences
Evaluate communicative and cultural
knowledge using discrete point quizzes
French 6
Page 6
-6-
June, 2004
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the
World Language. Acquire information and recognizing the distinctive viewpoints that are only available through the World Language and
its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply that knowledge to their
own language. Demonstrating an understanding of the concept of culture through comparisons of the cultures studied and their own.
Community: Using the language both within and beyond the school setting. Using language for leisure and personal enrichment.
Approx. Time Allotment:
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
Demonstrate survival skills in an emergent
experience
Prochievement Chapter Tests, including
Listening, Speaking, Reading, Writing
components Dictation
Recite Dialogues
Role Plays
Discuss daily activities/current events
Produce projects-making calendars, daily
logs, family tree,
Develop oral Presentations using relevant
vocabulary, grammatical concepts, and
cultural knowledge
Construct reports
Practice skills using “Teacher of the Day”
French 6
Page 7
-7-
June, 2004
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines
through the World Language. Acquire information and recognizing the distinctive viewpoints that are only available through the
World Language and its culture. Comparisons: Recognizing that different languages use different ways to communicate and can
apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of the
cultures studied and their own. Community: Using the language both within and beyond the school setting. Using language for
leisure and personal enrichment.
PA Standards:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Adaptations/Inclusion Techniques
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Modeling pronunciation
Use organizers
Employ TPR
Extend or adapt written practices
Allow extra time for practice and assessment
Limit or modify activities, assignments and
assessment
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color coding or highlighting
Provide tutoring and peer mentoring after
school
Employ memory techniques
Give advance notice regarding future
assignments
Note taking by classmates for reproduction
French 6
Approx. Time Allotment:
Enrichment Strategies
Grade level 6
Independent Study
Field Trips
Enhancement activities (e.g.
provide extra reading materials,
extra reading material, extra
listening and speaking
opportunities)
Seminars (Fairy tales)
Guest speakers/artists
Concerts
Music
Additional readings
Student designed activities
World Language Departmental
Initiatives
National World Language Contest
Reciprocal Concerts
Immersion Trip to Canada
District World Language Contest
Fun Day World Language
Fete (awards program)
Projects
Page 8
Remediation Strategies
Multicultural/Interdisciplinary
Connection
World Languages (French, German,
Latin, Spanish: compare and contrast
languages within the discipline.
Music (popular music, songs and dances,
musical instruments)
Geography (maps, demographics,
climate)
Mathematics (currency exchange,
measurement systems)
Language Arts (etymology, linguistics,
literature, writing, public speaking,
grammar and syntax, theater and cinema)
Social Studies (culture, civics, history,
humanities, economics, ethnicity,
governments)
Art (art history, crafts, student art
projects, architecture)
Science (famous scientists, ecology,
natural sciences)
Consumer Sciences, (cuisine, etiquette,
fashion, advertising
Physical Education (sports, recreational
activities, health and fitness)
Technology Education (graphic arts,
student projects and research utilizing
technology)
-8-
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship
between the practices and perspectives of the culture. Demonstrating and understanding the relationship
between the products and perspectives of the culture.
PA Standards:
2.1, 2.2
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Identifiying cultural differences in the Text:
Topics:
areas of number formation, telling
Greetings, Alphabet, Courtesy
Bienvenue ( Glencoe,
time, calendar design, giving phone
expressions, Classroom Objects, Basic numbers
Macmillan/McGraw-Hill 1994)
classroom expressions, Numbers 1Use appropriate courtesy and etiquette
100 + year, Calendar, Time, Cafe
Student Edition
behaviors in basic daily-life social
situations
(e.g
greeting,
leave
takings)
foods, Places in the City, Places in the
Teacher’s Wraparound Edition
Support oral language through
home, Immediate Family Members,
Writing Activities Workbook and
culturally appropriate non-verbal cues
Basic Personality and Physical Traits, in simple daily-life situations.(e.g
Student Tape Manual, Student
Colors, Basic Clothing, Weather
Edition.
counting from thumb, signalling
Terms, Simple Games
Writing Activities Workbook,
waiter)
Compare and identify cultural
Teacher’s Annotated Edition.
similiarities and differences in areas
Grammar
Student Tape Manual, Teacher’s
related to linguistic concepts studied
Articles: Definite and Indefinite,
Edition (typescript)
(e.g, food, clothing, leisure time,
partitive (lexical)
Audio Cassette Program
school)
Nouns: articles, regular plurals,
Overhead Transparencies
Discuss and dispel inappropriate
stereotypical images associated with
gender, partitive as a (lexical item)
Video Cassette Program
the
target
culture
Prepositions: (lexical item) in, to,
Computer Software: Practice and
Demonstrate awareness of special
from, at, on, under
Test Generator
customs of target culture as related to
Pronouns: subject, interrogatives
Communication Activities Masters
daily-life activities and special events
(who), tu and vous
Bell Ringer Review Black Line
(holidays, gift giving, social roles)
Verbs:present indicative of regular er Recognize cultural differences in the
Masters
areas
of
number
formation,
telling
verbs. Irregular verbs-avoir, etre
Situation Cards
time, calendar design, giving phone
Adjectives: common regular forms,
Chapter Quizzes with Answer Key
numbers.
possessives
Testing Program with Answer Key
Sing folk songs in target language
Conjunctions: et
Identify contributions of target culture Verb sheets
to English language and American
Adverbs: bien, mal,
Overhead Projector
society
Interrogatives: ou, comment, qui,
Computer
Research and describe significant
qu'est-ce que, pourquoi, quand, quel,
VCR and Video Cassettes
locations and monuments of target
combien
Cassette tape recorder and audio
culture
Syntax simple negative formation,
tapes
Demonstrate awareness of global
impact
of
target
language
simple interrogative formation,
French 6
Page 9
Approx. Time Allotment:
Instructional Strategies
Oral presentations
Simulated activities through role
playing
Paired communicative activities
Memorization
Drilling
TPR activities
Visual and Verbal cues (situation
cards)
Modeling
Realia
Audio tapes activities
Videotapes activities
Computer software
Overhead transparencies activities
Songs, skits, games and puzzles
Cloze activities
Writing activities (e.g. Workbook
exercises, taking notes, listing,
categorizing, labeling,
summarizing, comparing,
contrasting)
Cooperative learning groups
Activating prior knowledge
Interviewing
Reading aloud - teacher
Reading aloud - student
Speaking and writing activities
Brainstorming
-9-
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship
between the practices and perspectives of the culture. Demonstrating and understanding the relationship
between the products and perspectives of the culture.
PA Standards:
2.1, 2.2
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Demonstrate knowledge of
subject/verb agreement: gender and
geographical features, landmarks,
number agreements, use of pronoun
seminal historical events, key
“on”
institutions and some political
Daily: Honorifics, Names, French
Classroom, Gestures, Handwriting,
European Calendar, Clock, Street
signs, Cafe routines, telephone
numbers and calling cards, family,
leisure, tv, radio, climate, sports,
values, Education system in France,
Paris suburbs, 24 hour clock. Compare
schools in U.S. and in France, les
Lyceens.
Historical/Political/Artistic etc.
Paris, Bayeux, Le Monde
Francophone, Versailles, Government,
Giverny, Antibes.
French 6
Approx. Time Allotment:
Instructional Strategies
structures of the target culture
environment
Demonstrate knowledge of selected
major works of art, music, literature, if
possible using the target language
Interpret and use gestures germane to
the language
Practice skills using “Teacher of the
Day”
Evaluate cultural awarness,
communicative skills, discrete point
quizzes, and prochievement Chapter
Tests.
Assess aural comprehension via
dictations
Recite dialogues
Create role plays
Describe a family member
Introduce a new friend in a cultural
context
Select and order from a cafe menu.
Discuss daily activities
Produce projects (e.g.calendars, daily
logs, family trees,)
Develop oral presentations within an
appropriate cultural context
Construct reports
Assess cultural assimilation using
TPR
Page 10
- 10 -
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship
between the practices and perspectives of the culture. Demonstrating and understanding the relationship
between the products and perspectives of the culture.
PA Standards:
2.1, 2.2
Adaptations/Inclusion Techniques
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Modeling pronunciation
Use organizers
Employ TPR
Extend or adapt written practices
Allow extra time for practice and assessment
Limit or modify activities, assignments and
assessment
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color coding or highlighting
Provide tutoring and peer mentoring after
school
Employ memory techniques
Give advance notice regarding future
assignments
Note taking by classmates for reproduction
Tell some differences between French and
American schools
French 6
Enrichment Strategies
Grade level 6
Enhancement activities (e.g.
provide extra reading materials,
extra reading material, extra
listening and speaking
opportunities)
Guest speakers/artists
Concerts
Music
Additional readings
Student designed activities
World Language Departmental
Initiatives
National World Language Contest
Reciprocal Concerts
Immersion Trip to Canada
District World Language Contest
Fun Day World Language
Fete (awards program)
Projects
Page 11
Remediation Strategies
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
World Languages (French, German,
Latin, Spanish: compare and contrast
languages within the discipline.
Music (popular music, songs and
dances, musical instruments)
Geography (maps, demographics,
climate)
Mathematics (currency exchange,
measurement systems)
Language Arts (etymology,
linguistics, literature, writing, public
speaking, grammar and syntax, theater
and cinema)
Social Studies (culture, civics,
history, humanities, economics,
ethnicity, governments)
Art (art history, crafts, student art
projects, architecture)
Science (famous scientists, ecology,
natural sciences)
Consumer Sciences, (cuisine,
etiquette, fashion, advertising
Physical Education (sports,
recreational activities, health and
fitness)
Technology Education (graphic arts,
student projects and research utilizing
technology)
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June, 2004