Subject: French Level I
Grades: High School
Unit 1: Nous commençons!
Time Frame: 25 Instructional Days
Prior Knowledge: None
State Curriculum Indicators:







Students engage in brief exchanges about personal interests in the target language. (1.1.A)
Students understand spoken and written language on very familiar topics in the target language that promote the learning of basic linguistic
structures. (1.2.A)
Students identify and describe practices and perspectives of the cultures studied. (2.1.A)
Students access new information and reinforce existing knowledge of other content areas through the target language. (3.1.A)
Students gain insight into the nature of English by comparing how a different language system expresses meaning and reflects culture. (4.1.A)
Students use and extend their language proficiency and cultural knowledge through face-to-face encounters and/or the use of technology both
within and beyond the school setting. (5.1.A)
Students explore opportunities to use the target language both at home and abroad while accessing a wide variety of resources where students
can pursue topics of personal interest. (5.2.A)
State Curriculum Objectives:
Students will:
 Ask and answer simple questions related to family and self. (1.1.A.a.)
 Give and follow simple directions. (1.1.A.f.)
 Interpret the basic message from spoken and written texts that are on very familiar topics. (1.2.A.a.)
 Identify the main idea and some supporting details from authentic spoken and written texts that have visual support. (1.2.A.b.)
 Demonstrate understanding of developmentally appropriate information gained through active listening or reading by applying it to a different
context. (1.2.A.c.)
 Observe, identify, and replicate in appropriate contexts patterns of behavior used with family, friends, and acquaintances in everyday situations.
(2.1.A.a.)
 Use limited vocabulary and structures in the target language to increase knowledge of other content areas. (3.1.A.a.)
 Compare basic grammatical structures between the target language and English. (4.1.A.a.)
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
1
Subject: French Level I
Grades: High School
 Compare and use the sound-symbol association between the target language and English. (4.1.A.b.)
 Compare the use of cognates, word roots, prefixes, suffixes, or sentence structures between the target language and English. (4.1.A.c.)
 Compare cultural characteristics of the target language, such as levels of politeness, between the target language and English. (4.1.A.e.)
 Communicate with people locally and/or around the world through avenues such as pen pals, Email, video, face-to-face encounters, and
publications with limited use of the target language. (5.1.A.a.)
 Participate in activities to learn more about languages and cultures through various media. (5.2.A.a.)
Unit Objectives:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a, 2.1.A.a, and 5.1.A.a);
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a and 4.1.A.e);
• Compare the vowels in French and English (4.1.A.b);
• Recognize the presence of number and gender in adjectives in French (4.1.A.a);
• Exchange and interpret both oral and written information in response to Comment allez-vous? Comment t’appelles-tu?, Quel âge astu?, and Quel est ton numéro de téléphone? (1.1.A.a and 1.2.A.a);
• Identify certain shapes and colors in the target language (1.1.A.f);
• Recognize both the spoken and the written forms for numbers in the target language (1.2.A.a);
• Identify cognates among words in French and English (4.1.A.c);
• Do simple math problems in the target language (1.1.A.f and 3.1.A.a);
• Provide and obtain information about the calendar in the target language (1.1.A.a and 3.1.A.a);
• Respond to commands in the target language (1.2.A.c);
• Trace French exploration in the New World on a map and recognize place names and other related vocabulary in the target language (1.2.A.b and
3.1.A.a);
• Share what they have learned about from the unit with their families and friends (5.1.A.a);
• Play culturally Loto with friends in settings outside the classroom (5.1.A.a and 5.2.A.a).
Assessment Limits:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a, 2.1.A.a, and 5.1.A.a);
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
2
Subject: French Level I
Grades: High School
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a and 4.1.A.e);
• Compare the vowels in French and English (4.1.A.b);
• Recognize the presence of number and gender in adjectives in French (4.1.A.a);
• Exchange and interpret both oral and written information in response to Comment allez-vous? Comment t’appelles-tu?, Quel âge astu?, and Quel est ton numéro de téléphone? (1.1.A.a and 1.2.A.a);
• Identify certain shapes and colors in the target language (1.1.A.f);
• Recognize both the spoken and the written forms for numbers in the target language (1.2.A.a);
• Identify cognates among words in French and English (4.1.A.c);
• Do simple math problems in the target language (1.1.A.f and 3.1.A.a);
• Provide and obtain information about the calendar in the target language (1.1.A.a and 3.1.A.a);
• Respond to commands in the target language (1.2.A.c);
• Trace French exploration in the New World on a map and recognize place names and other related vocabulary in the target language (1.2.A.b and
3.1.A.a);
• Share what they have learned about from the unit with their families and friends (5.1.A.a);
• Play Loto with friends in settings outside the classroom (5.1.A.a and 5.2.A.a).
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
3
Subject: French Level I
Grades: High School
VOCABULARY
ENDURING UNDERSTANDINGS:
le calendrier - the calendar
Quel mois est-ce? - What month
is this?
C’est le mois de _______. - This is
_______.
Les jours de la semaine- the days
of the week
lundi, mardi, mercredi - Monday,
Tuesday, Wednesday
jeudi, vendredi, samedi Thursday, Friday, Saturday
dimanche – Sunday
Comment t’appelles-tu? - What is
your name? (familiar)
Ça va? - How are you? (familiar)
Ça va bien. ~ I am well.
Très bien. ~ Very well.
Comme çi, comme ça. ~ So-so
Comment allez-vous? ~ How are
you? (formal)
Comment il/elle s’appelle? - What
is his/her name?
Je m’appelle _____. - My name is
_____.
Quel âge as-tu? - How old are
you?
Quel est ton numéro de
téléphone? - What is your
telephone number?
Baltimore City Public Schools





As the world moves towards a global community, it is increasingly important to be able to communicate
in languages other than English.
It is important to understand the perspectives of a culture that generate its patterns of behavior, ways
of life, worldviews, and contributions.
Proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired through
that language and its culture.
The study of a foreign language enables students to develop insights into the nature of language and
culture.
Learning a foreign language enables an individual to participate in multilingual communities.
ESSENTIAL QUESTIONS:
Communication
 Why is it important to communicate in another language?
 How can your communication with a foreign speaker be more meaningful if you speak his/her
language?
As the world moves toward a global community, it is increasingly important for foreign language study to result
in proficiencies that enable students to engage in conversation, interpret authentic materials, and present
concepts in a language other than their own.
Cultures
 Why is it important to understand the perspectives and value systems of another culture?
 How do the products and practices of a culture come from these perspectives and value systems?
The sharing and learning about customs and products increase students’ understanding of the cultural
perspectives that generate patterns of behavior, ways of life, world views, and contributions in the multiple
countries and regions where the language is spoken.
Connections
Office of Humanities
High School French Level I
DRAFT
4
Subject: French Level I
Grades: High School
Les voyelles - the vowels
Loto - Bingo
un, deux, trois, quatre, cinq- one,
two, three, four, five
six, sept, huit, neuf, dix - six,
seven, eight, nine, ten
onze, douze, treize, quatorzeeleven, twelve, thirteen, fourteen
quinze, seize, dix-sept- fifteen,
sixteen, seventeen
dix-huit, dix-neuf- eighteen,
nineteen
vingt, trente, quarante- twenty,
thirty, forty
cinquante, soixante, soixante-dixfifty, sixty, seventy
quatre-vingts, quatre-vingt-dix,
cent - eighty, ninety, one hundred
cent un, deux cents- one hundred
one, two hundred
trios cents, quatre cents - three
hundred, four hundred
cinq cents, six cents - five
hundred, six hundred
sept cents, huit cents- seven
hundred, eight hundred
neuf cent mille - nine hundred,
one thousand
les couleurs ~ the colors
bleu(e), rouge, jaune - blue, red,
yellow
vert(e), orange, violet(te) - green,
orange, purple
Baltimore City Public Schools


How can the study of a foreign language enhance your knowledge of other disciplines?
What can you read about in your foreign language that you would not be exposed to in your native
language?
As students increase their proficiency in another language, they acquire skills that empower them to gain
knowledge in other disciplines and sensitivity to a variety of viewpoints in the target cultures.
Comparisons
 How are thought processes organized into the structure of different languages?
 Why do different cultures have different value systems?
Students develop their critical thinking abilities as they become aware of the similarities and differences
between their first and second languages. In so doing, they gain new perspectives on their own language and
culture.
Communities
 Where can you use the language other than the classroom?
 How has learning a foreign language enriched your life?
Learning a foreign language opens doors to a greater variety of career options, increased lifelong learning
opportunities, and enhanced leisure activities.
ESSENTIAL SKILLS:
 Students will orally and aurally comprehend simple conversational vocabulary.
 Students will know how to read and write simple sentence structures.
 Students will correctly apply basic grammar structures to all forms of communication.
 Students will be reflective of cultural similarities and develop awareness of differences.
 Students will see connections between culture and language.
 Students will enhance knowledge of their own language.
UNIT ESSENTIAL QUESTION:

How is French similar or not similar to English?
Office of Humanities
High School French Level I
DRAFT
5
Subject: French Level I
Grades: High School
brun(e) / marron, blanc(he),
noir(e) - brown, white, black
un cercle, , un carré., un trianglecircle, square, triangle
une étoile, un ovale, un
rectangle- star, oval, rectangle
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
6
Subject: French Level I
Grades: High School
Unit 2: Notre pays et nos voisins
Time Frame: 25 Instructional Days
Prior Knowledge: Previously taught material
State Curriculum Indicators:
Knowledge and Skills










Students engage in brief exchanges about personal interests in the target language. (1.1.A)
Students understand spoken and written language on very familiar topics in the target language that promote the learning of basic
linguistic structures. (1.2.A)
Students identify and describe practices and perspectives of the cultures studied. (2.1.A)
Students identify and describe the products within the cultures studied. (2.2.A)
Students access new information and reinforce existing knowledge of other content areas through the target language. (3.1.A)
Students examine various topics from the perspectives of cultures where the language is spoken. (3.2.A)
Students gain insight into the nature of English by comparing how a different language system expresses meaning and reflects culture.
(4.1.A)
Students identify and compare the products, practices, and perspectives from the target cultures to their own. (4.2.A)
Students use and extend their language proficiency and cultural knowledge through face-to-face encounters and/or the use of technology
both within and beyond the school setting. (5.1.A)
Students explore opportunities to use the target language both at home and abroad while accessing a wide variety of resources where
students can pursue topics of personal interest. (5.2.A)
State Curriculum Objectives:
Students will:
 Ask and answer simple questions related to family and self. (1.1.A.a.)
 Give and follow simple directions. (1.1.A.f.)
 Interpret the basic message from spoken and written texts that are on very familiar topics. (1.2.A.a.)
 Demonstrate understanding of developmentally appropriate information gained through active listening or reading by applying it to a
different context. (1.2.A.c.)
 Observe, identify, and replicate in appropriate contexts patterns of behavior used with family, friends, and acquaintances in everyday
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
7
Subject: French Level I
Grades: High School
situations. (2.1.A.a.)
 Identify some common beliefs and attitudes within the cultures studied and their relationship to practices in the cultures studied. (2.1.A.c.)
 Identify objects and symbols that are used day-to-day and how they are representative of the cultures studied. (2.2.A.a.)
 Use limited vocabulary and structures in the target language to increase knowledge of other content areas. (3.1.A.a.)
 Apply knowledge of the perspectives of the cultures studied to other content areas or to personal situations. (3.2.A.b.)
 Compare and use the sound-symbol association between the target language and English. (4.1.A.b.)
 Compare cultural characteristics of the target language, such as levels of politeness, between the target language and English. (4.1.A.e.)
 Identify similarities and differences of selected practices, products, and perspectives,
from the target cultures as compared to their own. (4.2.A.a.)
 Communicate with people locally and/or around the world through avenues such as pen pals, Email, video, face-to-face encounters, and
publications with limited use of the target language. (5.1.A.a.)
 Participate in activities to learn more about languages and cultures through various media. (5.2.A.a.)
Unit Objectives:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a, 2.1.A.a, and 5.1.A.a);
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a and 4.1A.e);
• Provide both oral and written information in response to the personal questions introduced in Unit 1 (1.1.A.a and 1.2.A.a);
• Provide both oral and written information in response to Où habites-tu?, Dans quel pays habites-tu?, Dans quel état habites-tu?, and Dans
quelle ville habites-tu? (1.1.A.a and 1.2.A.a);
• Identify different community types (le pays, l’état, la ville) in the target language (1.1.A.f);
• Identify the cardinal and intermediate directions in the target language (1.2.A.c and 3.1.A.a.);
• Identify Mexico and Canada on a map and classify them as geographical neighbors of the U.S. in the target language (1.1.A.f and 3.1.A.a);
• Provide information as to how many states/provinces there are in a given country in the target language (1.1.A.f and 3.1.A.a);
• Identify the flags of Mexico, Canada, and the U.S. in the target language (1.1.A.f and 3.1.A.a);
• Provide both oral and written information about the relationships among different places on a map (1.1.A.f, 1.2.A.a, and 3.1.A.a);
• Count in the target language (1.2.A.c and 3.1.A.a);
• Provide and obtain information related to the calendar (1.1.A.f)
• Respond to commands in the target language (1.2.A.c);
• Recognize both the spoken and the written forms for geographical vocabulary introduced in the unit (1.2.A.a and 3.1.A.a);
• Calculate distances on a map in the target language (1.1.A.f, 1.2.A.c, and 3.1.A.a);
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
8
Subject: French Level I
Grades: High School
• Compare and contrast the names of states as they are pronounced in French and English (4.1.A.b);
• Recognize the names in the target language of people/objects related to Thanksgiving (1.1.A.f);
• Realize that Thanksgiving is not celebrated in countries of the target cultures (4.2.A.a);
• Explore the customs and traditions associated with Bastille Day in France and compare the holiday to Independence Day in the United
States (2.1.A.c, 2.2.A.a, 3.2.A.b, and 4.2.A.a);
• Share what they have learned about the United States in the target language with their families and friends (5.1.A.a);
• Play culturally appropriate games with friends in settings outside the classroom (5.1.A.a and 5.2.A.a).
Assessment Limits:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a, 2.1.A.a, and 5.1.A.a);
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a and 4.1A.e);
• Provide both oral and written information in response to the personal questions introduced in Unit 1 (1.1.A.a and 1.2.A.a);
• Provide both oral and written information in response to Où habites-tu?, Dans quel pays habites-tu?, Dans quel état habites-tu?, and Dans
quelle ville habites-tu? (1.1.A.a and 1.2.A.a);
• Identify different community types (le pays, l’état, la ville) in the target language (1.1.A.f);
• Identify the cardinal and intermediate directions in the target language (1.2.A.c and 3.1.A.a.);
• Identify Mexico and Canada on a map and classify them as geographical neighbors of the U.S. in the target language (1.1.A.f and 3.1.A.a);
• Provide information as to how many states/provinces there are in a given country in the target language (1.1.A.f and 3.1.A.a);
• Identify the flags of Mexico, Canada, and the U.S. in the target language (1.1.A.f and 3.1.A.a);
• Provide both oral and written information about the relationships among different places on a map (1.1.A.f, 1.2.A.a, and 3.1.A.a);
• Count in the target language (1.2.A.c and 3.1.A.a);
• Provide and obtain information related to the calendar (1.1.A.f)
• Respond to commands in the target language (1.2.A.c);
• Recognize both the spoken and the written forms for geographical vocabulary introduced in the unit (1.2.A.a and 3.1.A.a);
• Calculate distances on a map in the target language (1.1.A.f, 1.2.A.c, and 3.1.A.a);
• Compare and contrast the names of states as they are pronounced in French and English (4.1.A.b);
• Recognize the names in the target language of people/objects related to Thanksgiving (1.1.A.f);
• Realize that Thanksgiving is not celebrated in countries of the target cultures (4.2.A.a);
• Explore the customs and traditions associated with Bastille Day in France and compare the holiday to Independence Day in the United
States (2.1.A.c, 2.2.A.a, 3.2.A.b, and 4.2.A.a);
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
9
10
Subject: French Level I
Grades: High School
• Share what they have learned about the United States in the target language with their families and friends (5.1.A.a);
• Play culturally appropriate games with friends in settings outside the classroom (5.1.A.a and 5.2.A.a).
VOCABULARY
ENDURING UNDERSTANDINGS:
la ville - city
l’état - state
le pays - country
Quel pays est notre voisin –
Which country is our neighbor
au nord/au sud? to the north/to
the south?
le Canada/ le Mexique Canada/Mexico
Combien d’états est-ce qu’il y a
-How many states are there
aux États-Unis ? In the United
States of America?
Il y a cinquante. - There are fifty.
Les points cardinaux - the
cardinal directions
nord- north
sud - south
est - east
ouest - west
les points intermédiaires- the
intermediate directions
nord-est- northeast
sud-est - southeast
sud-ouest - southwest
nord-ouest - northwest
Baltimore City Public Schools





As the world moves towards a global community, it is increasingly important to be able to
communicate in languages other than English.
It is important to understand the perspectives of a culture that generate its patterns of behavior,
ways of life, worldviews, and contributions.
Proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired
through that language and its culture.
The study of a foreign language enables students to develop insights into the nature of language
and culture.
Learning a foreign language enables an individual to participate in multilingual communities.
ESSENTIAL QUESTIONS:
Communication
 Why is it important to communicate in another language?
 How can your communication with a foreign speaker be more meaningful if you speak his/her
language?
As the world moves toward a global community, it is increasingly important for foreign language study to
result in proficiencies that enable students to engage in conversation, interpret authentic materials, and
present concepts in a language other than their own.
Cultures
 Why is it important to understand the perspectives and value systems of another culture?
 How do the products and practices of a culture come from these perspectives and value
systems?
Office of Humanities
High School French Level I
DRAFT
11
Subject: French Level I
Grades: High School
les drapeaux - the flags
le drapeau des États-Unis de the flag of the United States
le drapeau du Canada - the flag
of Canada
le drapeau du Mexique - the flag
of Mexico
les voisins - neighbors
la frontière - border
l’ état - state
la capitale - capital
les montagnes- the mountains
le lac- the lake
le fleuve - the river
la plage- the beach
l'île- the island
le désert - the desert
la forêt - the forest
les fuseaux horaires - the time
zones
l’heure standard d'Hawaii et des
îles Aléoutiennes- HawaiiAleutian time
l’heure standard de l'AlaskaAlaska time
l’heure standard du PacifiquePacific time
l’heure standard des
Montagnes- Mountain time
l’heure standard du CentreCentral time
l’heure standard de l'EstEastern time
Baltimore City Public Schools
The sharing and learning about customs and products increase students’ understanding of the cultural
perspectives that generate patterns of behavior, ways of life, world views, and contributions in the
multiple countries and regions where the language is spoken.
Connections
 How can the study of a foreign language enhance your knowledge of other disciplines?
 What can you read about in your foreign language that you would not be exposed to in your
native language?
As students increase their proficiency in another language, they acquire skills that empower them to gain
knowledge in other disciplines and sensitivity to a variety of viewpoints in the target cultures.
Comparisons
 How are thought processes organized into the structure of different languages?
 Why do different cultures have different value systems?
Students develop their critical thinking abilities as they become aware of the similarities and differences
between their first and second languages. In so doing, they gain new perspectives on their own language
and culture.
Communities
 Where can you use the language other than the classroom?
 How has learning a foreign language enriched your life?
Learning a foreign language opens doors to a greater variety of career options, increased lifelong learning
opportunities, and enhanced leisure activities.
ESSENTIAL SKILLS:
 Students will orally and aurally comprehend simple conversational vocabulary.
 Students will know how to read and write simple sentence structures.
 Students will correctly apply basic grammar structures to all forms of communication.
 Students will be reflective of cultural similarities and develop awareness of differences.
Office of Humanities
High School French Level I
DRAFT
12
Subject: French Level I
Grades: High School
un, deux, trois, quatre, cinqone, two, three, four, five
six, sept, huit, neuf, dix - six,
seven, eight, nine, ten
onze, douze, treize, quatorzeeleven, twelve, thirteen,
fourteen
quinze, seize, dix-sept- fifteen,
sixteen, seventeen
dix-huit, dix-neuf- eighteen,
nineteen
vingt, trente, quarante- twenty,
thirty, forty
cinquante, soixante, soixantedix- fifty, sixty, seventy
quatre-vingts, quatre-vingt-dix,
cent - eighty, ninety, one
hundred
cent un, deux cents- one
hundred one, two hundred
trios cents, quatre cents - three
hundred, four hundred
cinq cents, six cents - five
hundred, six hundred
sept cents, huit cents- seven
hundred, eight hundred
neuf cent, mille - nine hundred,
one thousand
Baltimore City Public Schools


Students will see connections between culture and language.
Students will enhance knowledge of their own language.
UNIT ESSENTIAL QUESTIONS:

How can I explore other cultures without stereotyping?
Office of Humanities
High School French Level I
DRAFT
Subject: French Level I
Grades: High School
Unit 3: Les sports
Time Frame: 25 Instructional Days
Prior Knowledge: Previously taught material
State Curriculum Indicators:
Knowledge and Skills








Students engage in brief exchanges about personal interests in the target language. (1.1.A)
Students understand spoken and written language on very familiar topics in the target language that promote the learning of basic
linguistic structures. (1.2.A)
Students identify and describe practices and perspectives of the cultures studied. (2.1.A)
Students access new information and reinforce existing knowledge of other content areas through the target language. (3.1.A)
Students gain insight into the nature of English by comparing how a different language system expresses meaning and reflects culture.
(4.1.A)
Students identify and compare the products, practices, and perspectives from the target cultures to their own. (4.2.A)
Students use and extend their language proficiency and cultural knowledge through face-to-face encounters and/or the use of technology
both within and beyond the school setting. (5.1.A)
Students explore opportunities to use the target language both at home and abroad while accessing a wide variety of resources where
students can pursue topics of personal interest. (5.2.A)
State Curriculum Objectives:
Students will:
 Ask and answer simple questions related to family and self. (1.1.A.a.)
 Give and follow simple directions. (1.1.A.f.)
 Interpret the basic message from spoken and written texts that are on very familiar topics. (1.2.A.a.)
 Demonstrate understanding of developmentally appropriate information gained through active listening or reading by applying it to a
different context. (1.2.A.c.)
 Observe, identify, and replicate in appropriate contexts patterns of behavior used with family, friends, and acquaintances in everyday
situations. (2.1.A.a.)
 Compare the use of cognates, word roots, prefixes, suffixes, or sentence structures between the target language and English. (4.1.A.c.)
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
13
Subject: French Level I
Grades: High School
 Identify similarities and differences of selected practices, products, and perspectives, from the target cultures as compared to their own.
(4.2.A.a.)
 Communicate with people locally and/or around the world through avenues such as pen pals, Email, video, face-to-face encounters, and
publications with limited use of the target language. (5.1.A.a.)
 Participate in activities to learn more about languages and cultures through various media. (5.2.A.a.)
Unit Objectives:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a, 2.1.A.a, and 5.1.A.a);
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a and 4.1A.e);
• Provide both oral and written information in response to Comment vas-tu? (1.1.A.a and 1.2.A.a);
• Provide both oral and written information in response to Quel est votre sport préféré? and other questions related to sports (1.1.A.a and
1.2.A.a);
• Identify some common sports and the places where they are played in both their spoken and written forms in the target language (1.1.A.a);
• Provide both oral and written information about when certain sports are played (1.1.A.f and 1.2.A.a);
• Identify seasons in the target language as they relate to sports (1.1.A.a);
• Graph which sports are most popular among their peers (1.1.A.f and 1.2.A.a);
• Respond to commands in the target language (1.2.A.c)
• Recognize both the spoken and the written forms for the parts of the body introduced in the unit (1.2.A.a);
• Identify cognates among the new vocabulary words related to sports (4.1.A.c);
• Compare and contrast which sports and activities are most popular in the United States with those which are most popular in the target
cultures (3.2.A.b and 4.2.A.a);
• Share what they have learned about from the unit with their families and friends (5.1.A.a);
• Play at least one sport which is popular in a French-speaking country with friends in settings outside the classroom (5.2.A.a).
Assessment Limits:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a, 2.1.A.a, and 5.1.A.a);
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a and 4.1A.e);
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
14
Subject: French Level I
Grades: High School
• Provide both oral and written information in response to Comment vas-tu? (1.1.A.a and 1.2.A.a);
• Provide both oral and written information in response to Quel est votre sport préféré? and other questions related to sports (1.1.A.a and
1.2.A.a);
• Identify some common sports and the places where they are played in both their spoken and written forms in the target language (1.1.A.a);
• Provide both oral and written information about when certain sports are played (1.1.A.f and 1.2.A.a);
• Identify seasons in the target language as they relate to sports (1.1.A.a);
• Graph which sports are most popular among their peers and calculate percentages (1.1.A.f, 1.2.A.a, 3.1.A.a);
• Respond to commands in the target language (1.2.A.c)
• Recognize both the spoken and the written forms for the parts of the body introduced in the unit (1.2.A.a);
• Identify cognates among the new vocabulary words related to sports (4.1.A.c);
• Compare and contrast which sports and activities are most popular in the United States with those which are most popular in the target
cultures (3.2.A.b and 4.2.A.a);
• Share what they have learned about from the unit with their families and friends (5.1.A.a);
• Play at least one sport which is popular in a French-speaking country with friends in settings outside the classroom (5.2.A.a).
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
15
Subject: French Level I
Grades: High School
VOCABULARY
ENDURING UNDERSTANDINGS:
l’automne - the fall
l’hiver - the winter
le printemps - the spring
l’été - the summer
le corps - the body
la tête - the head
les épaules - the shoulders
les jambes - the arms
les coudes - the elbows
la main - the hand
le doigt - the finger
le genou - the knee
la jambe - the leg
le pied - the foot
les cheveux - the hair
l’œil – the eye
les yeux - the eyes
les oreilles - the ears
le nez - the nose
la bouche - the mouth
les dents - the teeth
les lèvres - the lips
le visage - the face
la langue - the tongue
jouer à – to play
le football - soccer
le football américain – to play
football
le basket –basketball
Baltimore City Public Schools





As the world moves towards a global community, it is increasingly important to be able to
communicate in languages other than English.
It is important to understand the perspectives of a culture that generate its patterns of behavior,
ways of life, worldviews, and contributions.
Proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired
through that language and its culture.
The study of a foreign language enables students to develop insights into the nature of language
and culture.
Learning a foreign language enables an individual to participate in multilingual communities.
ESSENTIAL QUESTIONS:
Communication
 Why is it important to communicate in another language?
 How can your communication with a foreign speaker be more meaningful if you speak his/her
language?
As the world moves toward a global community, it is increasingly important for foreign language study to
result in proficiencies that enable students to engage in conversation, interpret authentic materials, and
present concepts in a language other than their own.
Cultures
 Why is it important to understand the perspectives and value systems of another culture?
 How do the products and practices of a culture come from these perspectives and value
systems?
The sharing and learning about customs and products increase students’ understanding of the cultural
perspectives that generate patterns of behavior, ways of life, world views, and contributions in the
multiple countries and regions where the language is spoken.
Office of Humanities
High School French Level I
DRAFT
16
Subject: French Level I
Grades: High School
le baseball- baseball
le tennis – to play tennis
la natation – swimming
le volley – volleyball
le golf – golf
le hockey – hockey
la boxe - boxing
le bowling -bowling
faire du vélo – to cycle
faire du ski – to ski
faire de l’alpinisme - mountain
climbing
le patinage – roller skating
Est-ce que tu aimes faire du
sports? – Do you like to play
sports?
Quel est ton sport préféré?
What is your favorite sport?
Mon sport préféré? est _____.
My favorite sport is _____.
Connections
 How can the study of a foreign language enhance your knowledge of other disciplines?
 What can you read about in your foreign language that you would not be exposed to in your
native language?
As students increase their proficiency in another language, they acquire skills that empower them to gain
knowledge in other disciplines and sensitivity to a variety of viewpoints in the target cultures.
Comparisons
 How are thought processes organized into the structure of different languages?
 Why do different cultures have different value systems?
Students develop their critical thinking abilities as they become aware of the similarities and differences
between their first and second languages. In so doing, they gain new perspectives on their own language
and culture.
Communities
 Where can you use the language other than the classroom?
 How has learning a foreign language enriched your life?
Learning a foreign language opens doors to a greater variety of career options, increased lifelong learning
opportunities, and enhanced leisure activities.
ESSENTIAL SKILLS:
 Students will orally and aurally comprehend simple conversational vocabulary.
 Students will know how to read and write simple sentence structures.
 Students will correctly apply basic grammar structures to all forms of communication.
 Students will be reflective of cultural similarities and develop awareness of differences.
 Students will see connections between culture and language.
 Students will enhance knowledge of their own language.
UNIT ESSENTIAL QUESTIONS:
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
17
Subject: French Level I
Grades: High School

Baltimore City Public Schools
What makes a successful team player?
Office of Humanities
High School French Level I
DRAFT
18
Subject: French Level I
Grades: High School
Unit 4: Ma famille et moi
Time Frame: 25 Instructional Days
Prior Knowledge: Previously taught material
State Curriculum Indicators:
Knowledge and Skills









Students engage in brief exchanges about personal interests in the target language. (1.1.A)
Students understand spoken and written language on very familiar topics in the target language that promote the learning of basic
linguistic structures. (1.2.A)
Students make short presentations and write simple communications on very familiar topics in the target language.(1.3.A)
Students identify and describe practices and perspectives of the cultures studied. (2.1.A)
Students access new information and reinforce existing knowledge of other content areas through the target language. (3.1.A)
Students gain insight into the nature of English by comparing how a different language system expresses meaning and reflects culture.
(4.1.A)
Students identify and compare the products, practices, and perspectives from the target cultures to their own. (4.2.A)
Students use and extend their language proficiency and cultural knowledge through face-to-face encounters and/or the use of technology
both within and beyond the school setting. (5.1.A)
Students explore opportunities to use the target language both at home and abroad while accessing a wide variety of resources where
students can pursue topics of personal interest. (5.2.A)
State Curriculum Objectives:
Students will:
 Ask and answer simple questions related to family and self. (1.1.A.a.)
 Interpret the basic message from spoken and written texts that are on very familiar topics. (1.2.A.a.)
 Demonstrate understanding of developmentally appropriate information gained through active listening or reading by applying it to a
different context. (1.2.A.c.)
 Write and deliver short descriptions about very familiar topics of personal interest. (1.3.A.a.)
 Present songs, short poems, impromptu skits, or dialogues. (1.3.A.c.)
 Observe, identify, and replicate in appropriate contexts patterns of behavior used with family, friends, and acquaintances in everyday
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
19
Subject: French Level I
Grades: High School
situations. (2.1.A.a.)
 Identify some common beliefs and attitudes within the cultures studied and their relationship to practices in the cultures studied. (2.1.A.c.)
 Apply knowledge and skills gained in the target language to make connections to other content areas and personal situations. (3.1.A.b.)
 Compare basic grammatical structures between the target language and English. (4.1.A.a.)
 Compare and use the sound-symbol association between the target language and English. (4.1.A.b.)
 Compare the use of cognates, word roots, prefixes, suffixes, or sentence structures between the target language and English. (4.1.A.c.)
 Compare cultural characteristics of the target language, such as levels of politeness, between the target language and English. (4.1.A.e.)
 Identify the form, meaning, and importance, of common perspectives, practices, and products of the target culture and compare it to their
own. (4.2.A.b.)
 Communicate with people locally and/or around the world through avenues such as pen pals, Email, video, face-to-face encounters, and
publications with limited use of the target language. (5.1.A.a.)
 Participate in activities to learn more about languages and cultures through various media. (5.2.A.a.)
Unit Objectives:
Students will:
• Speak using culturally-appropriate greetings, introductions, and farewells both in the classroom and in other settings (1.1.A.a, 2.1.A.a, and
5.1.A.a);
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a and 4.1.A.e);
• Recognize the letters which are unique to the French alphabet and recite the alphabet for an audience (1.2.A.a, 1.3.A.c, 3.1.A.b, and
4.1.A.b);
• Compare the vowels and the consonants in French and English (4.1.A.b);
• Recognize the presence of number and gender in adjectives and some interrogatives in French (4.1.A.a);
• Exchange and interpret both oral and written information in response to questions about one’s or someone else’s name (1.1.A.a and
1.2.A.a);
• Identify family members in the target language and differentiate them by gender (3.1.A.b and 4.1.A.a);
• Provide and exchange information about themselves and others with reference to family relationships, the people one lives with, and
where different members of a given family work (1.1.A.a and 1.3.A.a);
• Recognize both the spoken and the written forms for family members in the target language (1.2.A.a);
• Provide information about their families in the target language to an audience of their peers (1.3.A.a);
• Identify cognates among words in French and English (4.1.A.c );
• Recognize both the spoken and the written forms of numbers in the target language (1.2.A.a);
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
20
Subject: French Level I
Grades: High School
• Provide and obtain information about how many family members one has in the target language (1.1.A.a and 3.1.A.b);
• Respond to commands in the target language (1.2.A.c);
• Examine the concept of extended family and compare the family structure in French-speaking countries to the family structure in the
United States. (2.1.A.c and 4.2.A.b);
• Share what they have learned about from the unit with their families and friends (5.1.A.a);
• Play culturally appropriate games with friends in settings outside the classroom (5.1.A.a and 5.2.A.a).
Assessment Limits:
Students will:
• Speak using culturally-appropriate greetings, introductions, and farewells both in the classroom and in other settings (1.1.A.a, 2.1.A.a, and
5.1.A.a);
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a and 4.1.A.e);
• Recognize the letters which are unique to the French alphabet and recite the alphabet for an audience (1.2.A.a, 1.3.A.c, 3.1.A.b, and
4.1.A.b);
• Compare the vowels and the consonants in French and English (4.1.A.b);
• Recognize the presence of number and gender in adjectives and some interrogatives in French (4.1.A.a);
• Exchange and interpret both oral and written information in response to questions about one’s or someone else’s name (1.1.A.a and
1.2.A.a);
• Identify family members in the target language and differentiate them by gender (3.1.A.b and 4.1.A.a);
• Provide and exchange information about themselves and others with reference to family relationships, the people one lives with, and
where different members of a given family work (1.1.A.a and 1.3.A.a);
• Recognize both the spoken and the written forms for family members in the target language (1.2.A.a);
• Provide information about their families in the target language to an audience of their peers (1.3.A.a);
• Identify cognates among words in French and English (4.1.A.c );
• Recognize both the spoken and the written forms of numbers in the target language (1.2.A.a);
• Provide and obtain information about how many family members one has in the target language (1.1.A.a and 3.1.A.b);
• Respond to commands in the target language (1.2.A.c);
• Examine the concept of extended family and compare the family structure in French-speaking countries to the family structure in the
United States. (2.1.A.c and 4.2.A.b);
• Share what they have learned about from the unit with their families and friends (5.1.A.a);
• Play culturally appropriate games with friends in settings outside the classroom (5.1.A.a and 5.2.A.a).
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
21
Subject: French Level I
Grades: High School
VOCABULARY
ENDURING UNDERSTANDINGS:
deviner ~ to guess
le mot ~ the word
bonjour ~ good morning/good
day.
Comment t’appelles-tu? - What
is your name? (familiar)
Je m’appelle ______. ~ My
name is ______.
Ça va? - How are you? (familiar)
Ça va bien. ~ I am well.
Très bien. ~ Very well.
Comme çi, comme ça. ~ So-so
Comment vas-tu? How are you?
(informal usage)
Comment allez-vous? ~ How are
you? (formal)
Ton ami/amie, comment il/elle
s’appelle? – Your friend, what is
his/her name?
Il/elle s’appelle _____. – His/her
name is _____.
Qui sont les members de ta
famille? ~ Who are your family
members?
mon père/papa, my father/dad,
ma mère/maman ~ my
mother/mom
mes parents ~ my parents
Baltimore City Public Schools





As the world moves towards a global community, it is increasingly important to be able to
communicate in languages other than English.
It is important to understand the perspectives of a culture that generate its patterns of behavior,
ways of life, worldviews, and contributions.
Proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired
through that language and its culture.
The study of a foreign language enables students to develop insights into the nature of language
and culture.
Learning a foreign language enables an individual to participate in multilingual communities.
ESSENTIAL QUESTIONS:
Communication
 Why is it important to communicate in another language?
 How can your communication with a foreign speaker be more meaningful if you speak his/her
language?
As the world moves toward a global community, it is increasingly important for foreign language study to
result in proficiencies that enable students to engage in conversation, interpret authentic materials, and
present concepts in a language other than their own.
Cultures
 Why is it important to understand the perspectives and value systems of another culture?
 How do the products and practices of a culture come from these perspectives and value
systems?
Office of Humanities
High School French Level I
DRAFT
22
Subject: French Level I
Grades: High School
mon frère, ma soeur ~ my
brother, my sister
mes frères, mes soeurs ~ my
brothers and sisters
mon grand-père, ma grandmère ~ my grandfather, my
grandmother
mes grands-parents ~ my
grandparents
paternel ~ paternal
maternel ~ maternal
mon oncle, ma tante~ my uncle,
my aunt
mes oncles et mes tantes~ my
uncles and my aunts
mon cousin, ma cousine ~ my
male cousin, my female cousin
mes cousins/mes cousines ~ my
cousins
Comment tu t’appelles ______?
~ What is your ______ name?
Il/Elle s’appelle ______. ~
His/Her name is ______.
Combien de ______ est-ce que
tu as? ~ How many ______ do
you have?
J’ai ______ ______. ~ I have
______ ______.
Combien de personnes est-ce
qu’il y a ~ How many people are
there
dans ta famille? ~ in your
family?
Baltimore City Public Schools
The sharing and learning about customs and products increase students’ understanding of the cultural
perspectives that generate patterns of behavior, ways of life, world views, and contributions in the
multiple countries and regions where the language is spoken.
Connections
 How can the study of a foreign language enhance your knowledge of other disciplines?
 What can you read about in your foreign language that you would not be exposed to in your
native language?
As students increase their proficiency in another language, they acquire skills that empower them to gain
knowledge in other disciplines and sensitivity to a variety of viewpoints in the target cultures.
Comparisons
 How are thought processes organized into the structure of different languages?
 Why do different cultures have different value systems?
Students develop their critical thinking abilities as they become aware of the similarities and differences
between their first and second languages. In so doing, they gain new perspectives on their own language
and culture.
Communities
 Where can you use the language other than the classroom?
 How has learning a foreign language enriched your life?
Learning a foreign language opens doors to a greater variety of career options, increased lifelong learning
opportunities, and enhanced leisure activities.
ESSENTIAL SKILLS:
 Students will orally and aurally comprehend simple conversational vocabulary.
 Students will know how to read and write simple sentence structures.
 Students will correctly apply basic grammar structures to all forms of communication.
 Students will be reflective of cultural similarities and develop awareness of differences.
 Students will see connections between culture and language.
Office of Humanities
High School French Level I
DRAFT
23
Subject: French Level I
Grades: High School
Il y a ______ personnes dans ma
famille. ~ There are ______
people in my family.

UNIT ESSENTIAL QUESTION:

Baltimore City Public Schools
Students will enhance knowledge of their own language.
What makes a family?
Office of Humanities
High School French Level I
DRAFT
24
Subject: French Level I
Grades: High School
Unit 5: Vive l’école!
Time Frame: 25 Instructional Days
Prior Knowledge: Previously taught material
State Curriculum Indicators:
Knowledge and Skills








Students engage in brief exchanges about personal interests in the target language. (1.1.A)
Students understand spoken and written language on very familiar topics in the target language that promote the learning of basic
linguistic structures. (1.2.A)
Students identify and describe practices and perspectives of the cultures studied. (2.1.A)
Students access new information and reinforce existing knowledge of other content areas through the target language. (3.1.A)
Students gain insight into the nature of English by comparing how a different language system expresses meaning and reflects culture.
(4.1.A)
Students identify and compare the products, practices, and perspectives from the target cultures to their own. (4.2.A)
Students use and extend their language proficiency and cultural knowledge through face-to-face encounters and/or the use of technology
both within and beyond the school setting. (5.1.A)
Students explore opportunities to use the target language both at home and abroad while accessing a wide variety of resources where
students can pursue topics of personal interest. (5.2.A)
State Curriculum Objectives:
Students will:
 Ask and answer simple questions related to family and self. (1.1.A.a.)
 Give and follow simple directions. (1.1.A.f.)
 Interpret the basic message from spoken and written texts that are on very familiar topics. (1.2.A.a.)
 Identify the main idea and some supporting details from authentic spoken and written texts that have visual support. (1.2.A.b.)
 Observe, identify, and replicate in appropriate contexts patterns of behavior used with family, friends, and acquaintances in everyday
situations. (2.1.A.a.)
 Identify some common beliefs and attitudes within the cultures studied and their relationship to practices in the cultures studied. (2.1.A.c.)
 Identify the historic and/or contemporary influences that underlie selected cultural practices. (2.1.A.d.)
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
25
Subject: French Level I
Grades: High School
 Identify objects and symbols that are used day-to-day and how they are representative of the cultures studied. (2.2.A.a.)
 Use limited vocabulary and structures in the target language to increase knowledge of other content areas. (3.1.A.a.)
 Apply knowledge and skills gained in the target language to make connections to other content areas and personal situations. (3.1.A.b.)
 Apply knowledge of the perspectives of the cultures studied to other content areas or to personal situations. (3.2.A.b.)
 Compare basic grammatical structures between the target language and English. (4.1.A.a.)
 Compare and use the sound-symbol association between the target language and English. (4.1.A.b.)
 Compare the use of cognates, word roots, prefixes, suffixes, or sentence structures between the target language and English. (4.1.A.c.)
 Compare cultural characteristics of the target language, such as levels of politeness, between the target language and English. (4.1.A.e.)
 Identify similarities and differences of selected practices, products, and perspectives, from the target cultures as compared to their own.
(4.2.A.a.)
 Communicate with people locally and/or around the world through avenues such as pen pals, Email, video, face-to-face encounters, and
publications with limited use of the target language. (5.1.A.a.)
 Participate in activities to learn more about languages and cultures through various media. (5.2.A.a.)
Unit Objectives:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a, 2.1.A.a, and 5.1.A.a);
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a and 4.1.A.e);
• Compare the vowels and the consonants in French and English (4.1.A.b);
• Recognize the presence of number and gender in adjectives and some interrogatives on French (4.1.A.a);
• Identify some of the people who work in the school in the target language and the places where they work in school (1.1.A.f);
• Identify some of the places found in the school in the target language using a map (1.1.A.f, 3.1.A.b);
• Provide both oral and written information about subjects studied in school in response to Quels cours as-tu? (1.1.A.a and 1.2.A.a);
• Recognize both oral and written forms of the vocabulary related to the school (1.2.A.a);
• Do simple math problems in the target language (1.1.A.f and 3.1.A.a);
• Recognize and use common units of metric measure in the target language (1.1.A.f and 3.1.A.a);
• Convert English system measurement into metric measurements in the target language (3.1.A.a);
• Recognize the metric system as the system used in most French-speaking countries (2.1.A.d);
• Recognize both the spoken and the written forms of numbers in the target language (1.2.A.b);
• Identify cognates among words in French and English (4.1.A.c);
• Provide and obtain information about how much something weighs or how long it is in the target language (1.1.A.f and 3.1.A.a);
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
26
Subject: French Level I
Grades: High School
• Respond to commands in the target language (1.2.A.c);
• Explore the customs and traditions associated with Bastille Day in France and compare the holiday to Independence Day in the United
States (2.1.A.c, 2.2.A.a, 3.2.A.b, and 4.2.A.a);
• Share what they have learned about from the unit with their families and friends (5.1.A.a);
• Play culturally appropriate games with friends in settings outside the classroom (5.1.A.a and 5.2.A.a).
Assessment Limits:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a, 2.1.A.a, and 5.1.A.a);
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a and 4.1.A.e);
• Compare the vowels and the consonants in French and English (4.1.A.b);
• Recognize the presence of number and gender in adjectives and some interrogatives on French (4.1.A.a);
• Identify some of the people who work in the school in the target language and the places where they work in school (1.1.A.f);
• Identify some of the places found in the school in the target language using a map (1.1.A.f, 3.1.A.b);
• Provide both oral and written information about subjects studied in school in response to Quels cours as-tu? (1.1.A.a and 1.2.A.a);
• Recognize both oral and written forms of the vocabulary related to the school (1.2.A.a);
• Do simple math problems in the target language (1.1.A.f and 3.1.A.a);
• Recognize and use common units of metric measure in the target language (1.1.A.f and 3.1.A.a);
• Convert English system measurement into metric measurements in the target language (3.1.A.a);
• Recognize the metric system as the system used in most French-speaking countries (2.1.A.d);
• Recognize both the spoken and the written forms of numbers in the target language (1.2.A.b);
• Identify cognates among words in French and English (4.1.A.c);
• Provide and obtain information about how much something weighs or how long it is in the target language (1.1.A.f and 3.1.A.a);
• Respond to commands in the target language (1.2.A.c);
• Explore the customs and traditions associated with Bastille Day in France and compare the holiday to Independence Day in the United
States (2.1.A.c, 2.2.A.a, 3.2.A.b, and 4.2.A.a);
• Share what they have learned about from the unit with their families and friends (5.1.A.a);
• Play culturally appropriate games with friends in settings outside the classroom (5.1.A.a and 5.2.A.a).
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Office of Humanities
High School French Level I
DRAFT
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Subject: French Level I
Grades: High School
VOCABULARY
ENDURING UNDERSTANDINGS:
Qui travaille à l’école/au lycée?
~ Who works in the school?
le maître/directeur ~ the
principal
l’instituteur/-trice, le professeur
~ the teacher
le/la secrétaire ~ the secretary
le/la bibliothécaire ~ the librarian
le concierge ~ the custodian
le/la cuisinier(ère) the cook
l’assistant(e) ~ the teacher’s
aide
Où est-ce que _____ travaille? ~
Where does _____ work?
______ travaille dans _____.
_____ works in _____.
le bureau, la salle de classe ~ the
office, the classroom
la cantine ~ the cafeteria
la bibliothèque ~ the library
Quels cours as-tu? ~ What
subjects do you take?
les mathématiques, les sciences
naturelles ~ mathematics,
science
les sciences sociales, la langue~
social studies, language
l’art, la musique, l’éducation
physique et sportive~ art, music,
gym
Baltimore City Public Schools





As the world moves towards a global community, it is increasingly important to be able to
communicate in languages other than English.
It is important to understand the perspectives of a culture that generate its patterns of behavior,
ways of life, worldviews, and contributions.
Proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired
through that language and its culture.
The study of a foreign language enables students to develop insights into the nature of language
and culture.
Learning a foreign language enables an individual to participate in multilingual communities.
ESSENTIAL QUESTIONS:
Communication
 Why is it important to communicate in another language?
 How can your communication with a foreign speaker be more meaningful if you speak his/her
language?
As the world moves toward a global community, it is increasingly important for foreign language study to
result in proficiencies that enable students to engage in conversation, interpret authentic materials, and
present concepts in a language other than their own.
Cultures
 Why is it important to understand the perspectives and value systems of another culture?
 How do the products and practices of a culture come from these perspectives and value
systems?
The sharing and learning about customs and products increase students’ understanding of the cultural
perspectives that generate patterns of behavior, ways of life, world views, and contributions in the
multiple countries and regions where the language is spoken.
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Subject: French Level I
Grades: High School
l’informatique ~ computer
science
Combien de cours as-tu? ~ How
many subjects do you take?
J’ai __ cours. ~ I take __
subjects.
Combien de personnes travaille
à ~ How many people work at
ton école/lycée? school?
_____ personnes travaille à mon
école/lycée. ~ _____ people
work in my school.
peser ~ to weigh
le gramme ~ gram
le kilogramme (kilo) ~ kilogram
convertir ~ convert
multiplie par ~ multiply by
mesurer ~ to measure
le centimètre ~ centimeter
le mètre~ meter
le kilomètre ~ kilometer
Connections
 How can the study of a foreign language enhance your knowledge of other disciplines?
 What can you read about in your foreign language that you would not be exposed to in your
native language?
As students increase their proficiency in another language, they acquire skills that empower them to gain
knowledge in other disciplines and sensitivity to a variety of viewpoints in the target cultures.
Comparisons
 How are thought processes organized into the structure of different languages?
 Why do different cultures have different value systems?
Students develop their critical thinking abilities as they become aware of the similarities and differences
between their first and second languages. In so doing, they gain new perspectives on their own language
and culture.
Communities
 Where can you use the language other than the classroom?
 How has learning a foreign language enriched your life?
Learning a foreign language opens doors to a greater variety of career options, increased lifelong learning
opportunities, and enhanced leisure activities.
ESSENTIAL SKILLS:
 Students will orally and aurally comprehend simple conversational vocabulary.
 Students will know how to read and write simple sentence structures.
 Students will correctly apply basic grammar structures to all forms of communication.
 Students will be reflective of cultural similarities and develop awareness of differences.
 Students will see connections between culture and language.
 Students will enhance knowledge of their own language.
UNIT ESSENTIAL QUESTION:
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
29
Subject: French Level I
Grades: High School

Baltimore City Public Schools
In what way do the social institutions of countries differ?
Office of Humanities
High School French Level I
DRAFT
30
Subject: French Level I
Grades: High School
Unit 6: Où habites-tu?
Time Frame: 25 Instructional Days
Prior Knowledge: Previously taught material
State Curriculum Indicators:
Knowledge and Skills








Students engage in brief exchanges about personal interests in the target language. (1.1.A)
Students understand spoken and written language on very familiar topics in the target language that promote the learning of basic
linguistic structures. (1.2.A)
Students identify and describe practices and perspectives of the cultures studied. (2.1.A)
Students identify and describe the products within the cultures studied. (2.2.A)
Students access new information and reinforce existing knowledge of other content areas through the target language. (3.1.A)
Students gain insight into the nature of English by comparing how a different language system expresses meaning and reflects culture.
(4.1.A)
Students use and extend their language proficiency and cultural knowledge through face-to-face encounters and/or the use of technology
both within and beyond the school setting. (5.1.A)
Students explore opportunities to use the target language both at home and abroad while accessing a wide variety of resources where
students can pursue topics of personal interest. (5.2.A)
State Curriculum Objectives:
Students will:
 Ask and answer simple questions related to family and self. (1.1.A.a.)
 Give and follow simple directions. (1.1.A.f.)
 Interpret the basic message from spoken and written texts that are on very familiar topics. (1.2.A.a.)
 Identify the main idea and some supporting details from authentic spoken and written texts that have visual support. (1.2.A.b.)
 Demonstrate understanding of developmentally appropriate information gained through active listening or reading by applying it to a
different context. (1.2.A.c.)
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Office of Humanities
High School French Level I
DRAFT
31
Subject: French Level I
Grades: High School
 Observe, identify, and replicate in appropriate contexts patterns of behavior used with family, friends, and acquaintances in everyday
situations. (2.1.A.a.)
 Identify selected contributions, notable figures, and historic events from the cultures studied. (2.2.A.b.)
 Use limited vocabulary and structures in the target language to increase knowledge of other content areas. (3.1.A.a.)
 Apply knowledge and skills gained in the target language to make connections to other content areas and personal situations. (3.1.A.b.)
 Describe perspectives gained from teacher-prepared print and non-print materials written in the target language. (3.2.A.a.)
 Compare basic grammatical structures between the target language and English. (4.1.A.a.)
 Compare and use the sound-symbol association between the target language and English. (4.1.A.b.)
 Compare cultural characteristics of the target language, such as levels of politeness, between the target language and English. (4.1.A.e.)
 Communicate with people locally and/or around the world through avenues such as pen pals, Email, video, face-to-face encounters, and
publications with limited use of the target language. (5.1.A.a.)
 Participate in activities to learn more about languages and cultures through various media. (5.2.A.a.)
Unit Objectives:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a, 2.1.A.a, and 5.1.A.a);
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a and 4.1.A.e);
• Provide both oral and written information in response to Où habites-tu? and related questions (1.1.A.a and 1.2.A.a);
• Identify different community types (la ville, le village) in the target language (1.1.A.f);
• Classify communities as either urban or rural in the target language (1.2.A.b);
• Classify dwellings by size in the target language (1.2.A.b);
• Recognize the presence of gender in the adjectives and articles used to describe communities, dwellings, and means of transportation
presented in the unit (3.2.A.a and 4.1.A.a);
• Identify the cardinal and intermediate directions and differentiate between left and right in the target language (1.2.A.b and 3.1.A.b);
• Provide both oral and written information about the distance between two places on a map (1.1.A.e, 1.2.A.b, and 3.1.A.a);
• Provide both oral and written information to follow directions using a map (1.1.A.f and 3.1.A.b);
• Respond to commands in the target language (1.2.A.c);
• Identify workers associated with the community services being studied in the target language (1.1.A.f);
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
32
Subject: French Level I
Grades: High School
• Recognize both the spoken and the written forms for community-related vocabulary introduced in the unit (1.2.A.a);
• Identify the planets of the solar system and other entities related to outer space (1.1.A.f and 3.1.A.a);
• Provide both oral and written information about the planets with regard to their relative size, their colors as seen from space, and their
distance from the sun (1.1.A.f, 1.2.A.b, and 3.1.A.a);
• Put the planets in order using ordinal numbers in the target language (1.2.A.a and 3.1.A.a);
• Describe in the target language the relationship of smallest to greatest among such entities as a house, a city, a state, a country, a planet, a
solar system, a galaxy, and a universe (1.1.A.f, 1.2.A.c, and 3.1.A.a);
• Provide and obtain information related to the calendar (1.1.A.f);
• Respond to commands in the target language (1.2.A.c);
• Compare and contrast the names of states as they are pronounced in French and English (4.1.A.b);
• Share what they have learned from the unit in the target language with their families and friends (5.1.A.a);
• Play culturally appropriate games with friends in settings outside the classroom (5.1.A.a and 5.2.A.a).
Assessment Limits:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a, 2.1.A.a, and 5.1.A.a);
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a and 4.1.A.e);
• Provide both oral and written information in response to Où habites-tu? and related questions (1.1.A.a and 1.2.A.a);
• Identify different community types (la ville, le village) in the target language (1.1.A.f);
• Classify communities as either urban or rural in the target language (1.2.A.b);
• Classify dwellings by size in the target language (1.2.A.b);
• Recognize the presence of gender in the adjectives and articles used to describe communities, dwellings, and means of transportation
presented in the unit (3.2.A.a and 4.1.A.a);
• Identify the cardinal and intermediate directions and differentiate between left and right in the target language (1.2.A.b and 3.1.A.b);
• Provide both oral and written information about the distance between two places on a map (1.1.A.e, 1.2.A.b, and 3.1.A.a);
• Provide both oral and written information to follow directions using a map (1.1.A.f and 3.1.A.b);
• Respond to commands in the target language (1.2.A.c);
• Identify workers associated with the community services being studied in the target language (1.1.A.f);
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
33
Subject: French Level I
Grades: High School
• Recognize both the spoken and the written forms for community-related vocabulary introduced in the unit (1.2.A.a);
• Identify the planets of the solar system and other entities related to outer space (1.1.A.f and 3.1.A.a);
• Provide both oral and written information about the planets with regard to their relative size, their colors as seen from space, and their
distance from the sun (1.1.A.f, 1.2.A.b, and 3.1.A.a);
• Put the planets in order using ordinal numbers in the target language (1.2.A.a and 3.1.A.a);
• Describe in the target language the relationship of smallest to greatest among such entities as a house, a city, a state, a country, a planet, a
solar system, a galaxy, and a universe (1.1.A.f, 1.2.A.c, and 3.1.A.a);
• Provide and obtain information related to the calendar (1.1.A.f);
• Respond to commands in the target language (1.2.A.c);
• Compare and contrast the names of states as they are pronounced in French and English (4.1.A.b);
• Share what they have learned from the unit in the target language with their families and friends (5.1.A.a);
• Play culturally appropriate games with friends in settings outside the classroom (5.1.A.a and 5.2.A.a).
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
34
Subject: French Level I
Grades: High School
VOCABULARY
Où habites-tu? ~ Where do you
live?
J’habite ___. ~ I live in ___.
la campagne ~ the country
un village ~ a village,
une ville ~ a city
un appartement ~ an apartment
une maison~ a house
Où habite ___? ~ Where does
___ live?
Il/Elle habite ___. ~ He/She lives
in ___.
les points cardinaux et
intermédiaires ~ the cardinal
and intermediate directions
nord, sud, est, ouest ~ north,
south, east, west
nord-est, sud-est ~ northeast,
southeast
sud-ouest, nord-ouest ~
southwest, northeast
les noms des planètes ~ the
names of the planets
Mercure ~ Mercury
Vénus~ Venus
la Terre ~ Earth
Mars ~ Mars
Jupiter ~ Jupiter
Saturne ~ Saturn
Baltimore City Public Schools
ENDURING UNDERSTANDINGS:





As the world moves towards a global community, it is increasingly important to be able to
communicate in languages other than English.
It is important to understand the perspectives of a culture that generate its patterns of behavior,
ways of life, worldviews, and contributions.
Proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired
through that language and its culture.
The study of a foreign language enables students to develop insights into the nature of language
and culture.
Learning a foreign language enables an individual to participate in multilingual communities.
ESSENTIAL QUESTIONS:
Communication
 Why is it important to communicate in another language?
 How can your communication with a foreign speaker be more meaningful if you speak his/her
language?
As the world moves toward a global community, it is increasingly important for foreign language study to
result in proficiencies that enable students to engage in conversation, interpret authentic materials, and
present concepts in a language other than their own.
Cultures
 Why is it important to understand the perspectives and value systems of another culture?
 How do the products and practices of a culture come from these perspectives and value
systems?
Office of Humanities
High School French Level I
DRAFT
35
Subject: French Level I
Grades: High School
Uranus ~ Uranus
Neptune ~ Neptune
Pluton ~ Pluto
les astéroïdes ~ asteroids
premier, deuxième, troisième,
quatrième ~ first, second, third,
fourth
cinquième, sixième, septième,
huitième, neuvième ~ fifth,
sixth, seventh, eighth, ninth
The sharing and learning about customs and products increase students’ understanding of the cultural
perspectives that generate patterns of behavior, ways of life, world views, and contributions in the
multiple countries and regions where the language is spoken.
Connections
 How can the study of a foreign language enhance your knowledge of other disciplines?
 What can you read about in your foreign language that you would not be exposed to in your
native language?
As students increase their proficiency in another language, they acquire skills that empower them to gain
knowledge in other disciplines and sensitivity to a variety of viewpoints in the target cultures.
Comparisons
 How are thought processes organized into the structure of different languages?
 Why do different cultures have different value systems?
Students develop their critical thinking abilities as they become aware of the similarities and differences
between their first and second languages. In so doing, they gain new perspectives on their own language
and culture.
Communities
 Where can you use the language other than the classroom?
 How has learning a foreign language enriched your life?
Learning a foreign language opens doors to a greater variety of career options, increased lifelong learning
opportunities, and enhanced leisure activities.
ESSENTIAL SKILLS:
 Students will orally and aurally comprehend simple conversational vocabulary.
 Students will know how to read and write simple sentence structures.
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
36
Subject: French Level I
Grades: High School




Students will correctly apply basic grammar structures to all forms of communication.
Students will be reflective of cultural similarities and develop awareness of differences.
Students will see connections between culture and language.
Students will enhance knowledge of their own language.
UNIT ESSENTIAL QUESTION:

Baltimore City Public Schools
What makes a community?
Office of Humanities
High School French Level I
DRAFT
37
Subject: French Level I
Grades: High School
Unit 7: La nourriture
Time Frame: 25 Instructional Days
Prior Knowledge: Previously taught material
State Curriculum Indicators:
Knowledge and Skills











Students engage in brief exchanges about personal interests in the target language. (1.1.A)
Students understand spoken and written language on very familiar topics in the target language that promote the learning of basic
linguistic structures. (1.2.A)
Students make short presentations and write simple communications on very familiar topics in the target language.(1.3.A)
Students identify and describe practices and perspectives of the cultures studied. (2.1.A)
Students identify and describe the products within the cultures studied. (2.2.A)
Students access new information and reinforce existing knowledge of other content areas through the target language. (3.1.A)
Students examine various topics from the perspectives of cultures where the language is spoken. (3.2.A)
Students gain insight into the nature of English by comparing how a different language system expresses meaning and reflects culture.
(4.1.A)
Students identify and compare the products, practices, and perspectives from the target cultures to their own. (4.2.A)
Students use and extend their language proficiency and cultural knowledge through face-to-face encounters and/or the use of technology
both within and beyond the school setting. (5.1.A)
Students explore opportunities to use the target language both at home and abroad while accessing a wide variety of resources where
students can pursue topics of personal interest. (5.2.A)
State Curriculum Objectives:
Students will:
 Ask and answer simple questions related to family and self. (1.1.A.a.)
 Give and follow simple directions. (1.1.A.f.)
 Interpret the basic message from spoken and written texts that are on very familiar topics. (1.2.A.a.)
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
38
Subject: French Level I
Grades: High School
 Identify the main idea and some supporting details from authentic spoken and written texts that have visual support. (1.2.A.b.)
 Demonstrate understanding of developmentally appropriate information gained through active listening or reading by applying it to a
different context. (1.2.A.c.)
 Present songs, short poems, impromptu skits, or dialogues. (1.3.A.c.)
 Observe, identify, and replicate in appropriate contexts patterns of behavior used with family, friends, and acquaintances in everyday
situations. (2.1.A.a.)
 Identify some common beliefs and attitudes within the cultures studied and their relationship to practices in the cultures studied. (2.1.A.c.)
 Identify objects and symbols that are used day-to-day and how they are representative of the cultures studied. (2.2.A.a.)
 Apply knowledge and skills gained in the target language to make connections to other content areas and personal situations. (3.1.A.b.)
 Describe perspectives gained from teacher-prepared print and non-print materials written in the target language. (3.2.A.a.)
 Apply knowledge of the perspectives of the cultures studied to other content areas or to personal situations. (3.2.A.b.)
 Compare basic grammatical structures between the target language and English. (4.1.A.a.)
 Compare cultural characteristics of the target language, such as levels of politeness, between the target language and English. (4.1.A.e.)
 Identify similarities and differences of selected practices, products, and perspectives, from the target cultures as compared to their own.
(4.2.A.a.)
 Communicate with people locally and/or around the world through avenues such as pen pals, Email, video, face-to-face encounters, and
publications with limited use of the target language. (5.1.A.a.)
 Participate in activities to learn more about languages and cultures through various media. (5.2.A.a.)
Unit Objectives:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a, 2.1.A.a, and 5.1.A.a);
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a and 4.1.A.e);
• Provide both oral and written information in response to Tu as faim? and related questions about meals and what one is going to eat
(1.1.A.a and 1.2.A.a);
• Recognize and identify various individual foods in the target language (1.1.A.f);
• The colors of individual foods and use some of the foods as manipulatives for counting, adding, and subtracting (1.1.A.f, 1.2.A.b, and
3.1.A.a);
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
39
Subject: French Level I
Grades: High School
• Be aware of the presence of gender and number in the adjectives (colors and numbers) used to describe the foods presented in the unit
(4.1.A.a);
• Classify the above-mentioned foods within their respective food groups in the target language (3.1.A.b);
• Identify vitamins, minerals, proteins, and energy and classify all of the above-mentioned fords into combined categories (i.e., vitamins and
minerals) which best describe the most important nutrients/contributions of each (1.2.A.c and 3.1.A.b);
• Identify foods/drinks that should not be eaten/drunk frequently for health reasons (1.2.A.c and 3.1.A.b);
• Demonstrate knowledge of the importance of good nutrition in the target language (1.2.A.c and 3.1.A.b);
• Be aware of the presence of gender and number in the articles used to describe the foods presented in the unit (3.2.A.b and 4.1.A.a);
• Recognize both orally and in writing the meals eaten in many French-speaking countries (1.2.A.a and 3.2.A.a);
• Put the various meals in order using ordinal numbers in the target language (1.1.A.f);
• Identify the names given to items in a place setting in the target language (1.1.A.f,);
• Respond to commands in the target language (1.2.A.c);
• Provide information as to what one would order in a restaurant in the target language (1.1.A.f);
• Speak using proper etiquette for ordering in a restaurant in a country of the target cultures (1.1.A.f and 2.1.A.a);
• Be aware of foods from the target cultures that are not found in the students’ cultures (3.2.A.b and 4.2.A.a);
• Differentiate between a market and a supermarket and compare and contrast those found in the target cultures with those found in their
own cultures (2.1.A.c, 2.2.A.a, and 4.2.A.a);
• Present what they have learned sharing food charts they have made or by doing table-setting
demonstrations (1.3.A.c and 3.1.A.b);
• Share the food vocabulary learned with their parents and use it when shopping and eating (5.1.A.a and 5.2.A.a).
Assessment Limits:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a, 2.1.A.a, and 5.1.A.a);
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a and 4.1.A.e);
• Provide both oral and written information in response to Tu as faim? and related questions about meals and what one is going to eat
(1.1.A.a and 1.2.A.a);
• Recognize and identify various individual foods in the target language (1.1.A.f);
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
40
Subject: French Level I
Grades: High School
• The colors of individual foods and use some of the foods as manipulatives for counting, adding, and subtracting (1.1.A.f, 1.2.A.b, and
3.1.A.a);
• Be aware of the presence of gender and number in the adjectives (colors and numbers) used to describe the foods presented in the unit
(4.1.A.a);
• Classify the above-mentioned foods within their respective food groups in the target language (3.1.A.b);
• Identify vitamins, minerals, proteins, and energy and classify all of the above-mentioned fords into combined categories (i.e., vitamins and
minerals) which best describe the most important nutrients/contributions of each (1.2.A.c and 3.1.A.b);
• Identify foods/drinks that should not be eaten/drunk frequently for health reasons (1.2.A.c and 3.1.A.b);
• Demonstrate knowledge of the importance of good nutrition in the target language (1.2.A.c and 3.1.A.b);
• Be aware of the presence of gender and number in the articles used to describe the foods presented in the unit (3.2.A.b and 4.1.A.a);
• Recognize both orally and in writing the meals eaten in many French-speaking countries (1.2.A.a and 3.2.A.a);
• Put the various meals in order using ordinal numbers in the target language (1.1.A.f);
• Identify the names given to items in a place setting in the target language (1.1.A.f,);
• Respond to commands in the target language (1.2.A.c);
• Provide information as to what one would order in a restaurant in the target language (1.1.A.f);
• Speak using proper etiquette for ordering in a restaurant in a country of the target cultures (1.1.A.f and 2.1.A.a);
• Be aware of foods from the target cultures that are not found in the students’ cultures (3.2.A.b and 4.2.A.a);
• Differentiate between a market and a supermarket and compare and contrast those found in the target cultures with those found in their
own cultures (2.1.A.c, 2.2.A.a, and 4.2.A.a);
• Present what they have learned sharing food charts they have made or by doing table-setting
demonstrations (1.3.A.c and 3.1.A.b);
• Share the food vocabulary learned with their parents and use it when shopping and eating (5.1.A.a and 5.2.A.a).
Baltimore City Public Schools
Office of Humanities
High School French Level I
DRAFT
41
Subject: French Level I
Grades: High School
VOCABULARY
ENDURING UNDERSTANDINGS:
le repas ~ meal
le petit-déjeuner ~ breakfast
le déjeuner ~ lunch/brunch
le dîner ~ dinner/main meal of
the day
l’assiette ~ the plate
la fourchette ~ the fork
la cuillère ~ the spoon
le couteau ~ the knife
la serviette ~ the napkin
le verre ~ the glass
Tu as faim? - Are you hungry?
(familiar)
Oui, j’ai faim. - Yes, I am hungry.
Non, je n’ai pas de faim. - No, I
am not hungry.
la pomme ~ apple
l’orange ~ orange
la banane ~ banana
la salade ~ lettuce
la carotte ~ carrot
la pomme de terre ~ potato
le pain ~ bread
le croissant ~ croissant
le riz ~ rice
les flocons de maïs ~ corn flakes
le poulet ~ chicken
le bifteck ~ steak
Baltimore City Public Schools
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As the world moves towards a global community, it is increasingly important to be able to
communicate in languages other than English.
It is important to understand the perspectives of a culture that generate its patterns of behavior,
ways of life, worldviews, and contributions.
Proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired
through that language and its culture.
The study of a foreign language enables students to develop insights into the nature of language
and culture.
Learning a foreign language enables an individual to participate in multilingual communities.
ESSENTIAL QUESTIONS:
Communication
 Why is it important to communicate in another language?
 How can your communication with a foreign speaker be more meaningful if you speak his/her
language?
As the world moves toward a global community, it is increasingly important for foreign language study to
result in proficiencies that enable students to engage in conversation, interpret authentic materials, and
present concepts in a language other than their own.
Cultures
 Why is it important to understand the perspectives and value systems of another culture?
 How do the products and practices of a culture come from these perspectives and value
systems?
Office of Humanities
High School French Level I
DRAFT
42
Subject: French Level I
Grades: High School
un hamburger ~ a hamburger
le poisson ~ fish
les haricots verts~ green beans
le lait~ milk
le fromage~ cheese
le yaourt~ yogurt
l’oeuf ~ egg
le citron- lemon
le citron vert - lime
les fraise - strawberries
les raisins - grapes
les fruits, les légumes~ fruits,
vegetables
le pain et les céréales ~ bread
and cereals
la viande et les légumes ~ meat
and beans
les produits laitiers ~ dairy
products
les choses que nous mangeons –
the things we eat
Nous mangeons ___ parce qu’il
nous donne ___. - We eat ___
because they give us ___.
Nous buvons du lait parce qu’il
nous donne ___. - We drink milk
because it gives us ___.
la protéine - protein
les vitamines - vitamins
les minéraux - minerals
l’énergie - energy
Baltimore City Public Schools
The sharing and learning about customs and products increase students’ understanding of the cultural
perspectives that generate patterns of behavior, ways of life, world views, and contributions in the
multiple countries and regions where the language is spoken.
Connections
 How can the study of a foreign language enhance your knowledge of other disciplines?
 What can you read about in your foreign language that you would not be exposed to in your
native language?
As students increase their proficiency in another language, they acquire skills that empower them to gain
knowledge in other disciplines and sensitivity to a variety of viewpoints in the target cultures.
Comparisons
 How are thought processes organized into the structure of different languages?
 Why do different cultures have different value systems?
Students develop their critical thinking abilities as they become aware of the similarities and differences
between their first and second languages. In so doing, they gain new perspectives on their own language
and culture.
Communities
 Where can you use the language other than the classroom?
 How has learning a foreign language enriched your life?
Learning a foreign language opens doors to a greater variety of career options, increased lifelong learning
opportunities, and enhanced leisure activities.
ESSENTIAL SKILLS:
 Students will orally and aurally comprehend simple conversational vocabulary.
 Students will know how to read and write simple sentence structures.
Office of Humanities
High School French Level I
DRAFT
43
Subject: French Level I
Grades: High School
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Students will correctly apply basic grammar structures to all forms of communication.
Students will be reflective of cultural similarities and develop awareness of differences.
Students will see connections between culture and language.
Students will enhance knowledge of their own language.
UNIT ESSENTIAL QUESTION:
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Baltimore City Public Schools
How does where one lives affect what one eats?
Office of Humanities
High School French Level I
DRAFT
44