G
Glleenn R
Riiddggee P
Puubblliicc S
Scchhoooollss –– W
Woorrlldd LLaanngguuaaggee
C
Cuurrrriiccuulluum
m
Course Title: French 3
Subject: World Language
Grade Level: 10
Duration: 1 year
Prerequisite: French 2
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 standards 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:
This course will afford students a comprehensive presentation of culture, history
and grammar of French and Francophone countries using the communicative,
interpersonal and presentational modes as an interdisciplinary experience.
Classes will be held totally in the target language, except where clarification is
necessary. The students will read the entire original version of Le Petit Prince
by St. Exupery and numerous other short stories by Sempe and Goscinny,
DeMaupassant, Bernard Badie, Andre Theuriet ,and Yves Theuriaut. Cuture will
be stressed through virtual tours, webquests, readings, studies of countries and
Internet research. The study of idioms and a broadening of vocabulary will
increase the student’s competency in the language. All major grammatical
structures and tenses will be learned during this year of language study.
Author: Teresa L. Fitzsimmons
Date Submitted: Summer 2010
World Languages – Curriculum Standards – 2009
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 areas, compare the language and
culture studied with their own, and participate in home and global communities.
A. 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."
B. 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-toface, participating in online discussions or videoconferences, instant messaging
and text messaging, exchanging personal letters or e-mail messages).
C. Presentation 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
Let’s review passé compose & imparfait
Approximate # Of Weeks: 2
Essential Questions:
1. Can I tell a friend about my summer?
2. Can I describe a vacation to a French speaking country?
3. Can I read a story about a past event?
4. How do I design a mystery story?
5. What is the difference between the passé compose and imparfait in
written and spoken forms?
Unit Learning Targets:
http://njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=World+Lan
guages
Upon completion of this unit students will be able to:
CPI #
7.1.IM.B.2
7.1.IM.B.4
7.1.IM.B.5
7.1.IM.C.2
7.1.IM.C.4
7.1.IM.A.2
7.1.IM.A.7
7.1.Im.a.7
6.1.P.D.4
Cumulative Progress Indicator (CPI)
Give and follow a series of oral and written directions,
commands, and requests for participating in age-and
level-appropriate classroom and cultural activities in
familiar and some unfamiliar situations.
Ask and respond to factual and interpretive questions of a
personal nature, on school-related topics and on some
unfamiliar topics and situations.
Engage in short conversations about personal
experiences or events, topics studied in other content
areas, and some unfamiliar topics and situations.
Dramatize student-created and/or authentic short plays,
skits, poems, songs, stories, or reports.
Synthesize information found in age-and level-appropriate
culturally authentic materials.
Demonstrate comprehension of oral and written
Compare and contrast the main idea, theme, main
characters and setting in readings from age-and levelappropriate culturally authentic materials.
Infer the meaning of some unfamiliar words in some new
contexts.
Learn about and respect other cultures within the
classroom and community.
Activities – include 21st Century Technologies:
 Listen to audio clips (21st Century Tech)
 Student conversations
 Present a speech in the past about your summer.
 Design a dialog about a past event.
 Participate in question and answer in the past on the language lab.
 Create a mystery story in the past.
 Describe visual a visual story in the past in writing.
 Read “Les Trois Bagues” .
 Create a dialog about the story.
 Design a different ending for the story.
 Retell the story with 2 partners using the new vocabulary from the story.
 Write a short biography of one of the main characters.
 Review the passé compose with etre and avoir.
 Review the imparfait and all its uses.
Methods of Assessments/Evaluation:
 Student Reponses
 Tests and quizzes
 Oral evaluation
 Act out skits and conversations.
 Speeches.
 Retelling the story.
 Speaking with the partner on lab.
 Homework.
 Listen to the story on tape
Text, Resources, and/or Literature




Discovering French nouveau rouge text
Discovering French nouveau rouge workbook
Listening activities with workbook
Discovering French nouveau rouge- Activites pour Tous
Online Resources:
 Teacher webpage
 Online textbook resources
 Classzone.com
 Take home tutor.
 Story on CD.
Topic/Unit: #2
Let’s appreciate the world round us, everyday life & art.
Approximate # Of Weeks: 3
Essential Questions:
1. Could I describe aspects of my daily routine in French?
2. Who were the French Impressionists?
3. What is Ionesco’s story “Conte pour enfants de moins de trois ans”
about?
4. Can I express my feelings and ask about others?
5. How do French teenagers care about their appearance?
Unit Learning Targets:
http://njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=World+Lan
guages
Upon completion of this unit students will be able to:
CPI #
7.1.IM.A.2
7.1.IM.A.4
7.1.IM.A.5
7.1.IM.A.7
7..1IM.B.1
7.1.IM.B.2
7.1.IM.B.5
7.1.IM.C.2
Cumulative Progress Indicator (CPI)
Demonstrate comprehension of oral and written
instructions connected to daily activities and to some
unfamiliar situations through appropriate responses.
Use target language to paraphrase what is heard or read in
oral or written descriptions of people, places, objects, and
daily activities.
Comprehend conversations and written information on a
variety of familiar and some unfamiliar topics.
Infer the meaning of some unfamiliar words in some new
contexts.
Use digital tools to participate in short conversations and
to exchange information related to a variety of familiar
topics and some unfamiliar topics.
Give and follow a series of oral and written directions,
commands, and requests for participating in age-and
level-appropriate classroom and cultural activities in
familiar and some unfamiliar situations.
Engage in short conversations about personal
experiences or events, topics studied in other content
areas and some unfamiliar topics and situations
Dramatize student-created and/or authentic short plays,
skits, poems, songs, stories, or reports.
7.1.IM.C.3
1.4.8.A.1
8.1.8.A.5
6.1.P.D.3
Use language creatively to respond in writing to a variety
of oral or visual prompts about familiar and some
unfamiliar situations.
Generate observational and emotional responses to divers
culturally and historically specific works of dance, music,
theatre, and visual art.
Select and use appropriate tools and digital resources to
accomplish a variety of tasks to solve problems.
Express individuality and cultural diversity(e.g. through
dramatic play)
Activities – include 21st Century Technologies:
 Listen to audio clips (21st Century Tech)
 Student conversations
 Read about Le Look.
 Listen to French teens talk about their appearance.
 Do listening comprehension activities on the Lb.
 Design and act out a skit.
 Write a proverb related to yourself.
 Use reflexive verbs to talk about daily habits in the present and past
tenses.
 Use overhead photos to promote discussion.
 Research a French artist and present that artist’s work to the class.
 Choose music that would go with a French painting of your choice and
write a poem-recite it with the music in the background.
 Read “Conte pour enfants de moins de trois ans.”
 Compose a scene similar to the one your have read.
 Write a letter as if you were one of the characters in the story.
 Give a speech about your favorite character.
 Read a poem by Jacques Prevert.
Methods of Assessments/Evaluation:
 Student Reponses
 Tests and quizzes
 Oral evaluation
 Act out skits and conversations.
 Power-point presentation and oral presentations.
 Listening, speaking, reading and writing proficiency tests.
 Writing poems and proverbs.
 Workbook exercises.
 Activites pour Tous exercises
 Video and listening exercises with the Lab and DVD.
 Speaking with a partner-digital recordings on Lab.
 Homework.


Cultural Awareness quizzes.
Oral Presentations.
Text, Resources, and/or Literature











Discovering French nouveau rouge text.
Discovering French nouveau rouge workbook.
Discovering French nouveau rouge Activites pour Tous workbook.
Images 2 reader.
Power-point presentations on DVD.
Video presentations on DVD.
Language Lab.
Multiple choice testing.
Unit tests.
Overhead transparencies.
Sing along: Grammar and vocabulary songs.
Online Resources:
 Teacher webpage
 Online textbook resources
 Classzone.com
 Test Generator CD.
 Easy planner CD
 Power-point CD
 Take home tutor DVD
 Chanson audio.
 Video program modules.
 Warm-up transparencies.
 On-line workbook
 Http://www.lilithgallery.com/arthistory/impressionism.shtml-79-cached.,
 http://www.arthistory.about.com.library/quiz/frimp/bl_frimpstsquiz.htm-18Kcached.
 Bestwebquests.com
Topic/Unit: #3
Working and helping around the House.
Approximate # Of Weeks: 4 weeks
Essential Questions:
1. Can you ask and offer help?
2. How do French and American pastimes compare?
3. Describing what has to be done, could I do that?
4. What types of creative activities do the French engage in at home?
5. Can I express my feelings and opinions about certain situations and
events?
6. Who is Asterix?
7. What was the influence of Roman culture on France?
8. Can I read and understand a fable from the Middle Ages?
Unit Learning Targets:
http://njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=World+Lan
guages
Upon completion of this unit students will be able to:
CPI #
7.1.IM.A.1
7.1.IM.A.3
7.1.IM.A.4
7.1.IM.B.1
7.1.IM.B.3
7.1.IM.B.5
7.1.1.IM.C.3
Cumulative Progress Indicator (CPI)
Compare and contrast information contained in culturally
authentic materials using electronic information sources
related to targeted themes.
Analyze the use of verbal and non-verbal etiquette(i.e.,
gestures, intonation, and cultural practices) in the target
culture(s) to determine the meaning of a message.
Use target language to paraphrase what is heard or read in
oral or written descriptions of people, places, objects, and
daily activities.
Use digital tools to participate in short conversations and
to exchange information related to a variety of familiar
topics and some unfamiliar topics.
Use appropriate gestures, intonation and common
idiomatic expressions of the target culture(s)/language in
familiar and some unfamiliar situations
Engage in short conversations about personal
experiences or events, topics studied in other content
areas, and some unfamiliar topics and situations
Use language creatively to respond in writing to a variety
7.1.IM.C.4
1.1.12.C.1
8.1.2.B.1
6.1.P.D.4
6.1.P.D.3
of oral or visual prompts about familiar and some
unfamiliar situations.
Synthesize information found in age-and level-appropriate
culturally authentic materials.
Analyze examples of theatre’s influence on history and
history’s influence on theatre in western and non-western
theatre traditions.
Illustrate and communicate original ideas and stories
using digital tools and media-rich resources.
Learn about and respect other cultures within the
classroom and community.
Express individuality and cultural diversity.
Activities – include 21st Century Technologies:
 Listen to audio clips (21st Century Tech)
 Student conversations
 Read and discuss ‘La Couverture”.
 Do a skit about helping at home.
 Research France known as Gaule.
 Read about Roland, Guillaume le Conquerant and the hundreds years war
and Joan of Arc. Keep a historical journal with a timeline of famous
French people throughout history.
 Create a modern fable with the same moral as “La Couverture”.
 Play charades using Travaux domestique vocabulary.
 Create a conversation about work at home and ask and answer questions
of your partner on the Lab.
 Watch chores with pictures in complete sentences.
 Use the subjunctive to express likes and dislikes with regular and irregular
verbs
 Read about teens in France and their work ethic.
 Write about your ideal job.
 Ask, accept and refuse help in student created dialogs to be acted out in
class.
 Use appropriate vocabulary to describe an object.
 Make a poster of one of the famous people tracking their
accomplishments through history.
 Read an Asterix comic book and compare it to an American comic of your
choice.
Methods of Assessments/Evaluation:
 Student Reponses
 Tests and quizzes
 Oral evaluation
 Act out skits and conversations.
 Power-point presentations.
 Writing samples and writing portfolios.
 Workbook exercises
 Activites pour Tous workbook
 Video activities.
 Listening comprehension exercises on the Lab.
 Speaking with partner-oral testing on the Lab
 Homework.
 Speaking, writing and reading proficiency tests.
 Cultural awareness quizzes.
Text, Resources, and/or Literature









Discovering French nouveau rouge text
Discovering French nouveau rouge workbook.
Discovering French Activites pour Tous workbook
Warm-up activites- Discovering French nouveau rouge.
Powerpoint presentations DVD.
Images 3 reader.
Multiple choice testing.
Sing Along: Grammar and Vocabulary songs
Language Lab.
Online Resources:
 Teacher webpage
 Online textbook resources
 Classzone.com
 Test Generator CD
 Easy planner CD
 Powerpoint CD
 Take Home Tutor DVD
 Chanson audio
 Video program modules.
 Warm-up transparencies






Online-workbook
http://www.lachansonderoland.d-t-x.com
http://www.bbc.com
http://www.tv5.com
http://www.middle-ages.org.uk
http://www.ehistory.osu.edu/middleages/hundredyearswar/
Topic/Unit: #4
Ecology
Approximate # of weeks: 2 weeks
Essential questions:
1.
2.
3.
4.
5.
6.
Can I talk about the weather?
What outdoor activities do the French participate in?
What is eco-tourism? How can we protect the environment?
Who was Jacques Cousteau?
How do you talk about what’s new?
What is the children’s story “King” about?
Unit Learning targets:
http://njccs.org/ContentAreaTabularView.aspx?code=7&Desc=World+Lang
uages
Upon completion of this unit students will be able to:
CPI #
7.1.IM.A.1
7.1.IM.A.4
7.1.Im.B.4
7.1.IM.C.4
6.1.4.A.15
8.1.8.A.5
Cumulative Progress Indicator (CPI)
Compare and contrast information contained in
culturally authentic materials using electronic
information sources related to targeted themes.
Use target language to paraphrase what is heard or
read in oral or written descriptions of people,
places, objects, and daily activities.
Ask and respond to factual and interpretive
questions of a personal nature, on school-related
topics and on some unfamiliar topics and situations.
Synthesize information found in age-and levelappropriate culturally authentic materials.
Explain how and why it is important that people
from diverse cultures collaborate to find solutions
to community, state, national and global challenges.
Select and use appropriate tools and digital
resources to accomplish a variety of tasks and to
solve problems.
Activities-Include 21st Century Technologies:
1. Read about eco-tourism and how people feel about the
environment.
2. Do research on environmental protection in your area.
3. Write a poem about nature.
4. Use vacation vocabulary to create a conversation and do a
situational skit.
5. Read about Jacques Cousteau & research his work and present
your findings to the class.
6. Learn a song by John Denver about the Calypso.
7. Write about one of the species that Jacques Cousteau was trying
to save.
8. Create a slogan and a poster related to protecting the
environment.
9. Give a weather report.
10. Read King- retell the story using the vocabulary with a group on
tape.
11. Listen to a tape by Jacques Cousteau.
Methods of Assessment/Evaluation:
 Student responses
 Tests and quizzes
 Oral evaluation
 Act out skits and conversations
 Powerpoint presentations.
 Writing samples
 Workbook exercises
 Activites pour tous exercises
 Video ctivities
 Listening & speaking on the Lab
 Homework
Text, Resources, and/or Literature





Discovering French nouveau rouge text
Discovering French Images 3 reader.
Video on Jacques Cousteau.
Language Lab.
Multiple choice, speaking and listening tests.
Online Resources:
 Teacher Webpage
 Online textbook resources
 Classzone.com
 Power-point CDE
 Video program
 Warm-up transparencies
 On-line workbook
 http://www.jacquescousteau.fr,
 http://www.ecology.com
 http://www.theenvironment.com
 http://www.johndenver.com
Unit 5
Cyrano de Bergerac
Approximate # of weeks: 1
Essential questions:
1. Was Cyrano real?
2. What was the Renaissance?
3. Who were the mosqueteers?
4. Where is Gascogne?
5. What is a full length French film like?
Unit Learning Targets:
http://njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=World+Lan
guages
Upon completion of this unit students will be able to:
CPI #
7.1.IM..6
7.1.IM.B.4
7.1.IM.C.5
Cumulative Progress Indicator (CPI)
Compare and contrast the main idea, theme, main
characters, and setting in readings from age-and
level-appropriate culturally authentic materials.
Ask and respond to factual and interpretive questions
of a personal nature, on school-related topics and on
some unfamiliar topics and situations.
Compare the cultural perspectives of the target
cultures(s) with those of one’s own culture, as
evidenced through the cultural products and cultural
practices associated with each.
6.1.4.B.6
7.1.IL.A.5
Compare and contrast information that can be found
on different types of maps, and determine when the
information may be useful.
Demonstrate comprehension of conversations and
written information on a variety of topics.
Activities-Include 21st Century Technologies:
 Watch Cyrano de Bergerac?
 Discuss the mousquetiers.
 Research the Renaissance.
 Place Gascogne on the map and research topography, history,
famous places on major cities on the Internet.
 Write a critique of the film.
Methods of Assessment/Evaluation:
 Student responses
 Tests and quizzes
 Oral evaluation
 Writing samples
 Video activities
 Presentations
 homework
Text, Resources, and/or Literature





Discovering French nouveau rouge-Text
Discovering French nouveau rouge- workbook
Video- Cyrano de Bergerac.
Language lab.
Cultural awareness quizzes.
Online Resources:
 Teacher webpage
 Online textbook resources.
 Classzone.com
 Power-point CD
 Video program modules
 www.gascogne.fr
 www.larennaissance.fr
 www.cyranodebergerac.fr
Unit 6
Bon Voyage!
Approximate # of weeks: 4
Essential Questions:
1. Do the French travel a lot?
2. Can I get through customs , make travel arrangements,
read a train, plane or metro schedule?
3. How do I get around in France?
4. Could I speak about my future plans?
5. Who are the famous French singers?
6. What is the difference between the French and American
national anthems?
7. What is it like to travel by train in France?
8. How are the American and French Revolutions connected?
Unit Learning Targets:
http://njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=
World+Languages
Upon completion of this unit students will be able to:
CPI#
Cumulative Progress Indicator(CPI)
7.1.IM.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 in
familiar and some unfamiliar situation.
Use appropriate gestures, intonation and common
idiomatic expressions of target culture(s)/language in
familiar and some unfamiliar situations.
Engage in short conversations about personal
experiences or events, topics studied in other content
areas, and some unfamiliar topics and situations.
Use language creatively to respond in writing to a
variety of oral or visual prompts about familiar and
some unfamiliar situations.
Compare the cultural perspectives of the target
culture(s) with those of one’s own culture, as
evidenced through the cultural products and cultural
practices associated with each.
7.1.IM.B.3
7.1.IM.B.5
7.1.IM.C.3
7l.1.IM.C.5
7.1. IM.A.2
7.1.Im.A.8
8.1.8.A.5
6.1.P.D.4
3.3
Demonstrate comprehension of oral and written
instructions connected to daily activities and to some
unfamiliar situations through appropriate responses.
Use knowledge of structures of the target language to
deduce meaning of new and unfamiliar structures.
Select and use appropriate tools and digital resources
to accomplish a variety of tasks and to solve problems.
Learn about and respect other cultures within the
classroom and community.
All students will speak in clear, concise, organized
language that varies in content and form for different
audiences and purposes.
Activities-include 21st century Technologies:




















Read abut French teens and their passion for travel.
Make a travel brochure.
Explore a favorite francophone travel destination.
Research the American influence on the French Revolution.
Take a virtual tour of a museum in your chosen travel destination
Listen to French music sites on the Internet from other francophone
countries and choose 4 genres of those choose your favorite.
Make a speech about your future plans
Participate in questions and answer about travel on the Language
Lab.
Listen to French speakers talk about travel plans and answer
listening comprehension questions
Read an excerpt, be digitally recorded and self critique.
Read about the impression of francophone people about America.
Go on the Internet and go on a virtual tour of the Eurotunnel
Write a letter to a French person who will visit your area and tell
them about your plans for traveling here.
Use travel vocabulary to simulate buying a ticket, getting on a plane
or train, asking for help and going through customs.
Read a story about a bande dessine
Compose a situational dialog and act it out.
Write a magazine article about a travel destination.
With a group draw and tell about your own bande dessine orally in
class.
Add to your historical journal with the great moments in French
history. Choose one and research and write a one page paper.
Watch the travel video segments.
Methods of Assessment/Evaluation:
 Student responses.













Tests and quizzes
Oral evaluation
Act out skits and conversations
Power-point presentations
Writing samples
Workbook exercises
Activites pour tous workbook
Video activities
Listening comprehension exercises on the Lab
Speaking with partner-oral testing on the Lab
Homework
Speaking, writing, and reading proficiency tests
Cultural Awareness quizzes.
Tests, Resources and/or Literature:







Discovering French nouveau text
Discovering French nouveau workbook
Discovering French Activites pour tous
Images 3 Reader
Warm-up activities
Power-point presentations on DVD
Language Lab.
Online Resources:
 Teacher webpage.
 Online textbook
 Online workbook
 Classzone.com
 Take home tutor
 Online practice quizzes and flash cards.
 Tv5.org, flteach.com, http://www.bandedessine.fr
 http://www.lafrancophonie.fr
 http://www.eurotunnel.com
 http://www.travelocity.com
 http://www.bonjour.fr
Unit 7
My trip to France
Travel tip continuation
Approximate # of Weeks: 4 weeks
Essential Questions:
1. Could I decide where to stay in France and make a hotel
reservation?
2. What is a youth hostel?
3. Where could I go of interest in France?
4. Could I compare different places I visited?
5. How can the chamber of commerce help me plan my trip?
6. Which are the best guide books to get around with in
France?
Unit Learning Targets:
http://njcccs.org/ContnetAreaTabularView.aspx?code=7&Desc=
World+Lanugages
Upon completion of this unit students will be able to:
CPI #
8.1.8.A.3
7.1.Im.A.3
7.1.IM.A.4
7.1.IM.A.5
7.1.Im.A.6
Cumulative Progress Indicator (CPI)
Create a multimedia presentation including sound
and images.
Analyze the use of verbal and non-verbal
etiquette(i.e., gestures, intonation, and cultural
practices) in the target cultures to determine the
meaning of a message.
Use target language to paraphrase what is
heard or read in oral or written descriptions
of people, places objects, and daily
activities.
Comprehend conversations and written
information on a variety of familiar and some
unfamiliar topics.
Compare and contrast the main idea, theme,
main characters, and setting in readings
7.1.IM.C.4
7.1.IM.B.5
from age-and level-appropriate, culturally
authentic materials.
Synthesize information found in age- and
level-appropriate culturally authentic
materials.
Engage in short conversations aobut
personal experiences or events, topics
studied in other content areas, and some
unfamiliar topics and situations.
Activities-Include 21st Century Technologies:
 Read about possible trips for young people on a limited
budget.
 Use a Michelin guide & the Internet to answer questions in
planning a trip.
 Listen to French people on CD talk about planning a trip.
 Use comparisons to choose your destination.
 Watch the video segments with this lesson.
 Take a virtual tour of a hotel in your chosen city.
 Use correct relative pronouns to describe, compare and
contrast travel possibilities.
 Write an adventure story about a trip taken to a village in
France that you will research on the internet beforehand.
 Read a poem by Paul Eluard “La Liberte”.
 Create a visual of the place you are planning to visit.
Methods of Assessment/Evaluation:
 Student responses
 Tests and quizzes.
 Conversations and skits
 Oral evaluation in class and on the lab.
 Powerpoint presentations.
 Writing samples
 Workbook exercises
 Activites pour tous workbook exercises
 Video activities
 Listening comprehension exercises on the Lb




Speaking with a partner- oral testing on the Lab
Homework.
Speaking, writing and reading proficiency tests.
Cultural awareness quizzes.
Tests, resources and/or literature:
 Discovering French nouveau rouge text
 Discovering French nouveau rouge workbook
 Discovering French nouveau rouge Activites pour Tous
 Warm-up activites
 Powerpoint presentations
 Images 3 Reader
Online Resources:
 Teacher webpage
 Online textbook resources, online workbook, take home
tutor, power-point presentations.
 Classzone.com
 Tennesseebobfamousfrenchlinks.com
 http://www.bonjour.com
 http://lafrancophonie.fr
 http://www.fodors.com
 http://www.travelocity.com. Orbitz.com
Unit 8
You and Your Health
Approximate # of Weeks: 4
Essential Questions:
1. Could I participate in a debate about medical care and/or
medicine?
2. How does the French and American health care systems
vary?
3. What are the mineral water spas?
4. Could I get help if I were to become ill abroad?
5. Can I express fear, doubt, and affirm beliefs in French?
6. Can I give my opinion about present or past events?
7. What does water do for you?
Unit Learning Targets:
http://njcccs.org/ContentAreaTabularView.aspx?code=7&Desc=
World+Languages
Upon completion of this unit students will be able to:
CPI #
7.1.IM.A.2
7.1.IM.A.5
7.1.IM.A.1
7.1.IM.B.5
7.1.IM.C.2
Cumulative Progress Indicator(CPI)
Demonstrate comprehension of oral and
written instructions connected to daily
activities and to some unfamiliar
situations through appropriate responses.
Comprehend conversations and written
information on a variety of familiar and
some unfamiliar topics.
Compare and contrast information
contained in culturally authentic materials
using electronic information sources
related to targeted themes.
Engage in short conversations about
personal experiences or events, topics
studied in other content areas, and some
unfamiliar topics and situations.
Dramatize student-created and/or
authentic short plays, skits, poems,
3.3
6.1.P.D.3
1.2.12.A.1
songs, stories, or reports.
All students will speak in clear, concise,
organized language that varies in content
and form for different audiences and
purposes.
Express individuality and cultural
diversity.
Determine how dance, music, theatre and
visual art have influenced world cultures
throughout history.
Activities-include 21st Century Technologies:

















See video on conversations at the doctor’s office.
Research famous French scientists i.e. Pasteur
Take a virtual tour of the Pasteur Institute.
Develop a guide to local emergency services
Design questions for a health survey.
Design a conversation from situations given.
Discuss fears, doubts and thoughts with the subjunctive
ass questions and answers on Lab.
Use the Lab telephone component to simulate a phone
conversation with a doctor’s office.
Research “Les medecins sans frontiers” on line.
Write a letter as if you were raising funds for doctors
without borders describing the organization.
Use picture stories to describe an accident and then a trip
to the emergency room.
Play vocab game – Tabot.
Use the past subjunctive to give commentary on past
events.
Research the education and training to be a language
translator at a hospital.
Read about the unification of Europe
Consult the consulate of a francophone country and note
the services offered to their citizens living in the US.
Write a paper about L’abbe Pierre and his work for the
homeless and poor.
Methods of Assessment/evaluation:
 Student responses
 Tests and quizzes
 Oral evaluation
 Act out skits and conversations
 Powepoint presentations
 Speeches
 Writing samples
 Workbook exercises
 Activites pour Tous workbook exercises
 Video activities
 Listening comprehension exercises on the Loab
 Speaking with partner-oral testing on the Lab
 Homework
 Speaking, writing, and reading proficiency tests.
 Cultural awareness quizzes.
Tests, Resources and/or Literature






Discovering French nouveau rouge text
Discovering French nouveau rouge workbook
Discovering French Activites pour Tous workbook
Images 3 reader
Warm-up activities
Powerpoint presentations DVD.
Online Resources:
 Teacher webpage
 Online textbook resources, online workbook, take home
tutor, powerpoint presentations.
 Classzone.com
 Take home tutor.
 http://www.abbepierre.fr
 http://www.medecinssansfrontiers.fr
 http://www.pasteurinstitute.fr
Unit 9
The Big City
Approximate # of weeks: 3
Essential Questions:
1. How do urban and country life differ in France from the
US?
2. How did French cities develop historically and what do
they look like?
3. What are the advantages and disadvantages of urban life?
4. What types of street artists might you see in Paris?
5. How do I describe my neighborhood?
6. I need to know how to make a wish or a suggestion,
formulate a polite request and indicate what to do in
certain circumstances to get along in the city.
Unit Learning Targets:
http://njcccs.org/ContentAreaTabularView.aspx?code=7$Desc=
World+Languages
Upon Completion of this unit students will be able to:
CPI #
7.1.IM.A.1
7.1.IM.A.4
7.1.IM.A.5
7.1.IM.B.3
7.1.IM.B.5
Cumulative Progress Indicator (CPI)
Compare and contrast information contained in
culturally authentic materials using electronic
information sources related to targeted themes.
Use target language to paraphrase what is
heard or read in oral or written descriptions of
people, places, objects, and daily activities.
Comprehend conversations and written
information on a variety of familiar and some
unfamiliar topics.
Use appropriate gestures, intonation and
common idiomatic expressions of the target
culture(s)/language in familiar and some
unfamiliar situations.
Engage in short conversations about personal
7.1.IM.C.2
7.1.IM.C.5
3.3
8.1.8.A.5
6.1.P.D.4
experiences or events, topics studied in other
content areas, and some unfamiliar topics and
situations.
Dramatize student-created and/or authentic
short plays, skits, poems, songs, stories, or
reports.
Compare the cultural perspectives of the target
culture with those of ones own culture, as
evidenced through the cultural products and
cultural practices associated with each.
All students will speak in clear, concise,
organized language that varies in content and
form for different audiences and purposes.
Select and use appropriate tools and digital
resources to accomplish a variety of tasks and
to solve problems.
Learn about and respect other cultures within
the classroom and community
Activities- Include 21st Century Technologies:













Act out meeting a friend in town.
Use the past perfect to make suppositions about city life
Watch the DVD- cities in France.
Choose a large French city besides Paris to research and
present a speech with visuals as well as pictures of
artwork from a local museum.
Invite a classmate to dinner- on the Lab.
Explain important elements of a city and tell where to go if
you have certain problems.
Write a comical situation-exchange with another group
each saying what they would do in that situation.
Use conditional sentences to state what you would do in
certain situations using advanced tenses.
Read “Les peches’ by Andre Theuriet.
Write your own embarrassing story.
Research la Belle Epoque.
Watch La Rue Cases Negres.
Do paired tete a tete activities.
Methods of Assessments/Evaluation:
 Student responses
 Tests and quizzes
 Oral evaluation
 Language Lab- conversations, questions and answer,
random partner discussion, self evaluation listening after
being digitally recorded on the Lab.
 Writing, speaking, listening, and reading performance
tests.
 Writing portfolio.
 Activites pour tous workbook
 Listening comprehension workbook activities.
 Tests de controle in text.
 Homework.
 Cultural Awareness quizzes.
 Speeches
Tests, Resources and/or Literature:
 Discovering French nouveau rouge text
 Discovering French nouveau rouge workbook
 Discovering French nouveau rouge Activites pour Tous
workbook.
 Images 3 reader
 Warm-up activities
 Power-point presentations on DVD
Online Resources:
 Teacher webpage
 Online textbook resources, online workbook, take home
tutor, power-point presentations.
 Classzone.com
 Online practice quizzes and flash cards
 http://tv5.org, http://lesvillesfrancaises.fr,
http://www.labelleepoque.fr
Unit 10
Personal Relationships
Approximate # of weeks: 4
Essential Questions:
1. What does friendship and family life mean to the French?
2. What kind of volunteer work do French teens do?
3. What is a French wedding like?
4. Can I congratulate people, comfort them, and talk about
friends and acquaintances?
5. How can I describe people and things in a clear and
complete manner?
6. Who is Leopold Senghor?
7. Where in Africa is French an official language and what are
those countries like?
Unit Learning Targets:
http://njccs.org/ContentAreaTabularView.aspx?code=7&Desc=W
orld+Languages
Upon completion of this unit students will be able to:
CPI#
7.1.IM.A.1
7.1.IM.A.3
7.1.IM.A.7
7.1.IM.A.8
7.1.IM.B.4
Cumulative Progress Indicator(CPI)
Compare and contrast information contained
in culturally authentic materials using
electronic information sources related to
targeted themes.
Analyze theuse of verbal and non-verbal
etiquette(i.e., gestures, intonation, and
cultural practices) in the target culture to
determine the meaning of a message.
Infer the meaning of some unfamiliar words in
some new contexts.
Use knowledge of structures of the target
language to deduce meaning of new and
unfamiliar structures.
Ask and respond to factual and interpretive
questions of a personal nature, on schoolrelated topics, and on some unfamiliar topics
7.1.IM.B.5
7.1.IM.C.2
3.3
3.2
and situations.
Engage in short conversations about personal
experiences or events, topics studied in other
content areas, and some unfamiliar topics and
situations.
Dramatize student-created and/or authentic
short plays, skits, poems, songs, stories, or
reports.
All students will speak in clear, concise,
organized language that varies in content and
form for different audiences and purposes.
All students will write in clear, concise,
organized language that varies in content and
form for different audiences and purposes.
Activities-Include 21st Century Technologies:
 Read about the qualities of a friend that are important to
the French.
 Read about French weddings.
 Create a conversation about the importance of friendship.
 Play a vocabulary game.
 Watch a DVD – a wedding in France.
 Do listening comprehension activities on the Lab.
 Use relative pronouns to describe people and things orally
and written in all tenses.
 Describe a wedding you attended and compare it to a
French wedding.
 Write a paper about your expectations in a good marriage.
 Read “Le Bracelet” by Michelle Maurois.
 Retell the story on tape with a group using only the
vocabulary sheet.
 Write an alternate conclusion for the story.
 Read about, research and present francophone countries
in Africa.
 Read an African fable.
 Choose one African francophone country and find samples
of the art and music from that country and share them with
the class.
 Memorize a poem by David Diop
 Read and write a commentary on “La Legende baoule” by
Bernard Dadie.
Methods of Assessment/Evaluation:
 Students Responses
 Tests and quizzes
 Oral evaluation
 Language lab- conversations, question and answer,
random partner discussion, self evaluation-listening after
being digitally recorded.
 Writing, speaking, listening, and reading performance
tests.
 Writing portfolio.
 Activites pour Tous workbook.
 Listening comprehension workbook activities
 Tests de controle in the text
 Homework
 Cultural Awareness quizzes
 Speeches.
Test, Resources and/or Literature:
 Discovering French nouveau rouge- Text, workbook,
Activites pour Tous Workbook, Power-point presentation
DVDs, Warm-up activites.
 Images 3 reader
 Language Lab.
Online Resources:
 Teacher webpage
 Online textbook resources, online workbook
 Take home tutor
 Classzone.com
 Online practice quizzes and flash cards.
 Http://www.senegal.com, http://www.leopaldsenghor.com,
 http://www.lamusiqueafricaine.com,
http://www.lemariagefrancais.fr,
http://www.laculturefrancais.ca
Unit 11
Professions and professionalism
Approximate # of weeks: 4
Essential Questions:
1. What is the “bac”? and who goes to college in France?
2. Which are the most popular professions in France?
3. What type of job or profession would I want in the
future?
4. What are the personal qualifications of many types of
jobs?
5. Can I write a resume in French?
6. How do you prepare for an interview?
7. How do you indicate why you do certain things under
certain conditions in French?
8. How do you describe how your actions have an effect
on other people?
Unit Learning Targets:
http://njcccs.org/ContentAreaTabularView.aspx?code=7$Desc=
World+Languages
Upon completion of this unit students will be able to:
CPI #
7.1.IM.A.3
7.1.IM.A.2
7.1.IM.A.8
7.1.IM.B.1
Cumulative Progress Indicator (CPI)
Analyze the use of verbal and non-verbal
etiquette(i.e., gestures, intonation, and
cultural practices) in the target culture to
determine the meaning of a message.
Demonstrate comprehension of oral and
written instructions connected to daily
activities and to some unfamiliar situations
through appropriate responses.
Use knowledge of structures of the target
language to deduce meaning of new and
unfamiliar structures.
Use digital tools to participate in short
conversations and to exchange information
7.1.IM.B.4
7.1.IM.C.1
7.1.IM.C.3
6.1.P.D.2
3.3
related to a variety of familiar topics and some
unfamiliar topics.
Ask and respond to factual and interpretive
questions of a personal nature, on schoolrelated topics and on some unfamiliar topics
and situations.
Synthesize information related to the cultural
products, cultural practices, and cultural
perspectives associated with targeted
cultures to create a multimedia-rich
presentation on targeted themes to be shared
virtually with a target language audience.
Use language creatively to respond in writing
to a variety of oral or visual prompts about
familiar and some unfamiliar situations.
Demonstrate an understanding of family roles
and traditions.
All students will speak in clear, concise,
organized language that varies in content and
form for different audiences and purposes.
Activities- Include 21st Century Technologies:
 Listen to audio clips
 Read about and research the parts of the French
Baccaulaureat on the internet and compare it to our SAT.
 With a partner-discuss the advantages and disadvantages
of going to college.
 Learn the names of professions and be able to give the
necessary qualities and qualifications needed for each.
 Give a speech about your possible chosen profession
saying why you think this profession would suit you.
 Use the past infinitive to say what you would do in certain
situations.
 Use the present participle to express simultaneous action
and cause and effect orally and written.
 Do a mock interview with a classmate.
 Write a curriculum vitae
 Do a tete a tete conversation with your partner.
 Share your resume with a parent or older person and ask
for commentary.
 Discuss your view of professional life.
 Interview an adult about their professional life.
 Go online and research jobs using the French language.
 Do practice interviews on the Lab with random partners.
 Use conjunctions with the subjunctive to indicate what
people do in certain situations.
 Read “Le Portrait” BY Yves Theriault.
 Write a prediction for the possible end to the sotry.
 Write an imaginary biography of Oncle Jean.
 Do a presentation on either Louisiana, Montreal or Quebec.
Methods of Assessments/Evaluation:
 Student Responses
 Tests and quizzes
 Oral evaluation
 Language lab- conversation, question and answer, random
partner discussion, self evaluation-listening to yourself
after being digitally recorded.
 Writing, speaking, listening, and reading performance
tests.
 Writing portolio
 Activites pour tous workbook activities.
 Listening comprehension workbook activities.
 Tests de Controle in the text.
 Homework
 Cultural awareness quizzes
 Speeches
 Video activities
 Powerpoint presentations
 Act out skits and conversations
Tests, Resources and/or Literature
 Discovering French nouveau rouge text, workbook, &
Activites pour Tous.
 Discovering French- Warm-up activities
 Powerpoint presentations DVD.
 Images 3 reader
Online Resources:
 Teacher webpage
 Online textbook resources, online workbook,
 Take home tutor
 Powerpoint presentation DVD
 Classzone.com
 Online practice quizzes and flash cards.
 http://www.louisiana.com, http://www.travail.com,
http://www.baccalaureat.fr,
 http://www.curriculumvitae.fr
 http://www.webquest.com