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