High School French Course Sequence
Level I
Unit
I.
Nous Commençons!
Students will:
Time Frame
20 Instructional Days
• 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 as-tu?, 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.a);
• 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);
• Count from 0 to 20 in the target language and answer question related
to counting. (1.1.A.a, 1.2.A.a, and 3.1A.b);
Do simple math problems in the target language (1.1.A.a 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);
• Develop awareness of where French is spoken around the world
(3.1.A.a and 4.2.A.a);
• Share what they have learned about from the unit with their families
and friends (5.1.A.a).
Unit
Time Frame
20 Instructional Days
II.
À l’école
Students will:
• Provide both oral and written information about subjects studied in
school (1.1.A.a, 1.2.A.a);
• Respond to commands in the target language (1.2.A.a);
• Recognize both the spoken and written forms for school-related
vocabulary introduced in the unit (1.2.A.a);
• Identify cognates among the new vocabulary words related to school
(4.1A.c);
• Identify some of the places found in the school in the target language
using a map (3.1.A.1);
• Identify and describe what school supplies they need for their classes
in French (1.1.A.a);
• Identify and use terms to discuss their opinions about their classes
and teachers at school in French (1.1.A.b, 1.2.A.a);
• Count from 21 to 59 in the target language and answer question
related to counting. (1.1.A.a, 1.2.A.a, and 3.1A.b);
• Provide and obtain information about time in order to discuss their
school schedule in French (1.1.A.a and 3.1.A.b);
• Provide both oral and written information about their classes and
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High School French Course Sequence
Level I
teachers at school in French (1.1.A.a, 1.2.A.a);
• Identify and use days of the week vocabulary in French (1.1.A.a,
1.2.A.a, 3.1.A.a);
• Identify the colors of each school supply mentioned and use some of
the items as manipulatives for counting, adding, and subtracting
(1.1.A.a, 1.2.A.a, 3.1.A.a);
• Be aware of the presence of gender and number in adjectives (colors
and numbers) used to describe school supplies in French (3.2.A.b and
4.1.A.a);
• Compare and contrast school systems in the United States and those
of the target culture (3.2.A.b, 4.2.A.a);
• Share what they have learned about this unit with their families and
friends (5.1.A.a).
Unit
Time Frame
20 Instructional Days
III.
Les activités
Students will:
• Provide both oral and written information in response to Quel sport
est ton favori? 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.a 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.a, 1.2.A.a, 3.1.A.a);
• Identify and use sports and activities vocabulary to discuss their likes
and dislikes (1.1.A.b and 1.2.A.a);
• Recognize 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);
• Identify and use adverbs of frequency to discuss how often they like to
do each activity (1.1.A.a, 1.2.A.a, 4.1.A.a);
• Provide and obtain information about the calendar in French (1.1.A.a,
1.2.A.a, 2.2.A.a);
• 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.a 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).
Unit
Time Frame
20 Instructional Days
IV.
Ma famille et moi
Students will:
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High School French Course Sequence
Level I
• Identify family members in the target language (1.1.A.a);
• Recognize both the spoken and the written forms for family members
in the target language (1.2.A.a);
• Identify cognates among words in French and English (4.1.A.c);
• Provide and obtain information about how many family members one
has, their ages, and where they live in the target language
(1.1.A.a and 3.1.A.a);
• Recognize both the spoken and the written forms of numbers in the
target language (1.2.A.a);
• Recognize both the spoken and the written forms of possessive
adjectives in the target language (1.2.A.a);
• Provide and obtain information related to family member relationships
using possessive adjectives. (1.1.A.a);
• Provide and obtain information related to family member relationships
using the preposition “de”. (1.1.A.a);
• Provide and obtain information using descriptive adjectives in order to
describe themselves and their family members. (1.1.A.a);
• Recognize the presence of number and gender in adjectives in French
(4.1.A.a);
• Identify and describe the hair and eye color of themselves and their
family members (1.1.A.a)
• Make comparisons between aspects of Francophone family life and
their own (4.2.A.a);
• Create a family tree that is labeled in French and share that
information with family and friends (1.3.A.a and 5.1.Aa);
• Share what they have learned about from the unit with their families
and friends by creating a family scrapbook or doing a presentation about
their family in French (1.3.A.a and 5.1A.a).
Unit
Time Frame
20 Instructional Days
V.
La nourriture
Students will:
• 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.a);
• Classify the above-mentioned foods within their respective food
groups in the target language (3.1.A.a);
•Identify foods/drinks that should not be eaten/drunk frequently for
health reasons (1.2.A.a and 3.1.ab);
• 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 adjectives
(colors and numbers) used to describe the foods presented in the unit
(3.2.A.b and 4.2.A.a);
• Be aware of the presence of gender and number in the articles used to
describe the foods presented in the unit (3.2.A.a and 4.1.A.a);
• Recognize both orally and in writing the meals eaten in many French-
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High School French Course Sequence
Level I
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.a);
• Identify the names given to items in a place setting in the target
language (1.1.A.a);
• 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.a);
• Speak using proper etiquette for ordering in a restaurant in a country
of the target cultures (1.1.A.c and 2.1.A.a);
• Be aware of foods from the target cultures that are not found in the
students’ cultures (3.2.A.a 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.c and 5.2.A.a).
Unit
Time Frame
20 Instructional Days
VI.
Chez moi
Students will:
• Identify dwellings (une maison, un appartement) and rooms in the
house in the target language (3.1.A.a);
• Provide and exchange information about themselves and others in
response to the questions Où est-ce que tu habites? and Ta grand-mère,
où est-ce qu’elle habite?, Ton oncle, où est-ce qu’il habite? etc. (1.1.A.a
and 1.3.A.b);
• Provide information about where in a dwelling a given family member
is (1.1.A.a);
• Provide information about their house in the target language to an
audience of their peers (1.3.A.a);
• Provide both oral and written information in response to Quelle est
ton addresse? (1.1.A.a and 1.2.A.a);
• Identify and describe what chores they and others must do in their
house or apartment (1.1.A.a);
• Recognize masculine and feminine articles (both singular and plural) in
their written form and apply them correctly in speech (4.1.A.a);
•Identify the rooms of a house or an apartment and differentiate them
by gender (1.1.A.a and 4.1.A.a);
• Identify the furniture found in different rooms of a house or an
apartment (1.1.A.a);
•Identify cognates among the new vocabulary words related to the
house (4.1.A.c);
•Listen to the reading of a book in the target language related to the
subject of the unit (1.2.A.b);
• Identify in pictures, videos, etc. dwelling types which are common in
the target cultures and explain why they are common to them (2.2.A.a
and 4.2.A.b);
• Compare and contrast typical dwellings in one or more French-
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High School French Course Sequence
Level I
speaking countries to their own and others found in Baltimore (3.1.A.b
and 4.2.A.a);
• Share what they have learned from the unit in the target language
with their families and friends by creating a model of their actual house
or a dream house labeled in the target language (5.1.A.a);
• Express a desire to visit countries of the target culture in order to
experience firsthand the content of the unit (5.2.A.a).
Unit
Time Frame
20 Instructional Days
VII.
Ma communauté
Students will:
• Provide both oral and written information in response to Où est-ce que
tu habites? and Où est-ce qu’ il/elle habite? (1.1.A.a and 1.2.A.a);
• Identify different community types (une ville, un village) in the target
language (1.1.A.a);
• Identify several community services (l’hôpital, la poste, etc.) in the
target language (1.1.A.a);
• Identify workers associated with the community services being studied
in the target language (1.1.A.a);
• Recognize both the spoken and the written forms for community
vocabulary introduced in the unit (1.2.A.a);
• Identify methods of transportation in the target language to describe
how they and others travel around town (1.1.A.a);
• Compare interrogative words (use and punctuation) in French and
English (4.1.A.a);
• Recognize masculine, feminine, and plural articles and possessives in
their written form and begin to apply them correctly in speech (4.1.A.a);
• Recognize masculine and feminine articles (both singular and plural) in
their written form and apply them correctly in speech (1.2.A.c and
4.1.A.a);
•Recognize the presence of gender in adjectives used to describe
communities, dwellings, and means of transportation presented in the
unit (3.2A.a and 4.1.A.a);
• Identify cognates among the new vocabulary words related to the
family (4.1.A.c);
• Provide both oral and written information about the distance between
two places on a map (1.1.A.a, 1.2.A.a, and 3.1.A.a);
• Interpret written and spoken language in order to locate places on a
map (1.2.A.a and 3.1.A.b);
• Interpret written and spoken language in order to follow directions
using a map (1.2.A.a and 3.1.A.b);
• Compare and contrast one a city of the French-speaking world with
Baltimore (3.1.A.b and 4.2.A.a);
• Share what they have learned about the community with their families
and friends (5.1.A.a).
Unit
Time Frame
20 Instructional Days
VIII.
Les vêtements
Students will:
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High School French Course Sequence
Level I
• Provide and obtain information about daily weather using the question
Quel temps fait-il aujourd’hui? ( 1.2A.a and 3.1.A.a)
• Recognize and identify the months of the year, the seasons of the
year, and weather conditions in the target language (1.1.A.a);
• Provide and interpret information about the weather/climate in
certain travel destinations in the target language (1.1.A.a, 1.2.A.c, and
3.1.A.b);
• Recognize both the spoken and the written forms of numbers in the
target language (1.2.A.a);
• Recognize and identify various articles of clothing typical of Frenchspeaking countries (1.1.A.a, 2.2.A.a, and 3.1.A.a);
• Recognize and identify various articles of clothing worn to specific
weather conditions (1.1.A.a, 2.2.A.a, and 3.1.A.a);
• Identify certain patterns and material of clothing in the target
language(1.1.A.b);
• Identify certain colors in the target language (1.1.A.b);
• Recognize and identify various accessories typical of French-speaking
countries (1.1.A.a, 2.2.A.a, and 3.1.A.a);
• Recognize the presence of gender in the adjectives and articles used to
describe the article of clothing presented in the unit (4.1.A.a);
• Count from 60 to 100 in the target language and answer question
related to counting. (1.1.A.a, 1.2.A.a, and 3.1A.b);
• Use money from one of the target cultures to “purchase” clothing
from a classroom store (2.1.A.a and 3.2.A.a);
• Present what they have learned sharing with an audience of their
peers and/or their parents (1.3.A.c);
• Compare and contrast the use of uniforms in French-speaking world
and the United States (3.1.A.b and 4.2.A.a);
• Share what they have learned during the unit in the target language
with their families and friends (5.1.A.a).
Unit
Time Frame
20 Instructional Days
IX.
Les vacances
Students will:
• Respond to the question Où est-ce que tu voudrais aller? in the target
language (1.1.A.a);
• Recognize and identify vocabulary related to travel, vacation
destinations, and means of transportation in the target language
(1.1.A.a);
• Provide and interpret information about the weather/climate in
certain travel destinations in the target language (1.1.A.a, 1.2.A.c, and
3.1.A.b);
• Use a map in the target language to identify and learn the names of
the provinces of Canada (1.2.A.c and 3.1.A.a);
• Provide information as to how many provinces there are in Canada in
the target language (1.1.A.a and 3.1.A.a);
• Use a map in the target language to locate where certain
states/countries are in relation to each other (1.1.A.a and 3.1.A.a);
• Use various resources to learn about possible travel destinations in
French speaking Canada (1.2.a.c and 3.1.A.b);
• Provide and interpret information about the weather/climate in
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High School French Course Sequence
Level I
certain travel destinations in the target language (1.1.A.a, 1.2.A.c, and
3.1A.b);
• Use a map skills in the target language to locate where their travel
destination in Canada is located in relation to Baltimore (3.1.a.b);
• Respond to commands in the target language (1.2.A.c);
• Share what they have learned during the unit with parents (5.1.A.a);
• Continue to review and practice the year’s material and engage in
projects in the target language which expand upon their knowledge
(5.1.A.a and 5.2.A.a).
7