ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: French
GRADE LEVEL: 7
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
Approx. Time Allotment:
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.
PA Standards: 1.1, 1.2, 1.3
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
Vocabulary:
Produce and perform brief guided
Oral Presentations
Text
Review of skills for French 6
conversations related to student's
Bienvenue ( Glencoe,
Simulated activities through role
Cafe foods, Food shopping, Daily
needs and interests
Macmillan/McGraw-Hill,1994) playing
activities, Places in the City, Immediate
Create brief conversations related to
. Student Edition
Paired communicative activities
Family Members, Basic Personality and
public place functions in simulation. Teacher’s wraparound edition Cooperative learning groups
Physical Traits, Colors, Basic Clothing,
restaurant, shopping, train station,
. Writing activities Workbook
Drilling
Transportation, Weather Terms, School
airport, daily routines
&
Student
tape
manual,
Student
Memorization
terms, Leisure Activities, Simple Games,
Prepare and respond to basic
edition
Dictation
Clothing size and colors. Shop for clothing. directions, instructions, commands,
.
Writing
activities
Workbook,
TPR activities
Personal grooming and daily routine,
and requests in the classroom
Teacher’s annotated edition
Visual and verbal cues ( e.g.
Physical fitness
Describe state of being and feelings
Propose and answer simple questions . Student tape manual, teacher’s situation cards )
Grammar
Generate conversations integrating
edition ( tape script)
Modeling
Articles: Partitive (lexical)
basic routine social situations
. Audio cassette program
Realia
Nouns: Gender, Partitive as a (lexical item) including greetings, leave takings,
. Overhead transparencies
Audio tape activities
Qui as a subject
and simple introductions of self and
. Video cassette program
Videotape activities
Prepositions: (lexical item) in, to, from, at, family
. Computer software: Practice
Overhead transparency activities
on, under, in front of, behind
Describe daily environment related
and test generator
Computer software activities
Pronouns: subject, interrogatives (who),
topics-weather, time, seasons in
.
Communication
Activities
Games, skits, songs and puzzles
disjunctive pronoun, reflexive pronouns
routine conversations and apply these
masters
Speaking and writing activities (
concepts as appropriate
Verbs:
.
Bell
ringer
review
black
line
e.g. Workbook exercises, taking
present indicative and near future of
Count and use numbers in other
masters
notes, listing, categorizing,
regular “er”, “ re” and “ ir” verbs.
functions-temperature, time, money,
. Situation cards
labeling, summarizing, comparing,
Irregular verbs-avoir, aller, faire, etre,
to indicate quantity
pouvoir, vouloir, mettre, prendre,
Devise simple narrative about a
. Chapter quizzes with answer
contrasting)
apprendre, comprendre, partir, sortir,
personal experience or event
key
Activating prior knowledge
dormir, croire, voir, reflexive verbs,
State preferences pertaining to every
. Testing program with answer Interviewing
changes in verbs like acheter, manger
day life
key
Reading aloud- teacher
Adjectives: common regular forms,
Demonstrate comprehension of short
Reading aloud- student
possessives, demonstratives, irregular
face to face and audio conversations
Other
Brainstorming
adjectives, comparative adjectives,
on familiar topics
Scholastic
MagazineBonjour
superlative.
Assess main idea of simple
French 7
Page 1
-1-
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.
PA Standards: 1.1, 1.2, 1.3
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Conjunctions: mais, et, parce que
oral/written narratives and texts on
Verb Sheets
Adverbs: bien, mal, frequency, trop
Interrogatives: ou, comment, qui, qu'estce que, pourquoi, quand, quel, combien
Syntax simple negative formation, simple
interrogative formation, subject/verb
agreement: gender and number agreements,
contractions with “a” and “de”, use of the
pronoun “on”. Question formation with qui
as a subject or object.
French 7
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
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,
short poems, and songs
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
Page 2
Approx. Time Allotment:
Instructional Strategies
Hardware
CD Player
Cassette tape recorder
VCR player
DVD player
Computer
-2-
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.
PA Standards: 1.1, 1.2, 1.3
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Approx. Time Allotment:
Instructional Strategies
messages, and complete short guided
paragraphs, etc.
Use oral or written language to
produce and share illustrated stories
or projects
Interpret and use gestures germane to
the language
Practice skills using “Teacher of the
Day”
Evaluate communicative skills using
discrete point quizzes and
prochievement Chapter Tests
Recite dialogues
Create role plays
Assess aural comprehension via
dictation
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)
Develop oral Presentations using
relevant vocabulary and grammatical
concepts
Construct reports
Assess listening skills using TPR
French 7
Page 3
-3-
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.
PA Standards: 1.1, 1.2, 1.3
Adaptations/Inclusion Techniques
Enrichment Strategies
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and
assessment
Limit or modify activities, assignments and
assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and
terminology
Use contextural clues
Assist in developing possibilities
Support with realia
Color code or highlight
Provide tutoring and peer mentoring
Employ memory techniques
Provide Individualized Instruction
Give advance notice regarding future
assignments
Note taking by classmates for reproduction
World Language
Departmental Initiatives
Immersion trips to Canada
Reciprocal Exchange program to
France
District World Language Contest
and Fete (award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
French 7
Level I Opportunities
Field trips
Music
Student designed activities
Enhancement activities (e.g.
provide extra reading material,
extra listening and speaking
opportunities)
Guest speakers/ Visiting artists
Out of class enhancement
activities ( e.g. Movies,
language luncheon groups)
Page 4
Remediation Strategies
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
World Languages- French, German,
Latin, Spanish( compare and contrast
languages within the discipline)
Mathematics ( currency exchange,
measurement systems)
Geography ( maps, demographics,
climate)
Language Arts ( etymology,
linguistics, literature, writing, public
speaking, grammar and syntax, theater
and cinema)
Social Studies ( culture, civics,
history, humanities, economics,
ethnicity, government)
Music ( folk songs, dances, popular
music, musical instruments)
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 ( student
projects and research utilizing
technology)
-4-
June, 2004
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the
World Language Acquiring 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 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
Benchmark/Skills
Vocabulary:
Review of skills for French 6. Cafe
foods Food shopping, Daily activities,
Places in the City, Immediate Family
Members, Basic Personality and
Physical Traits, Colors, Basic Clothing,
Transportation, Weather Terms, School
terms, Leisure Activities, Simple
Games, Clothing size and color, Shop
for clothing, Personal grooming and
daily routing. Physical fitness.
Grammar
Articles: partitive (lexical)
Nouns: gender, partitive as a (lexical
item)Qui as a subject
Prepositions: (lexical item) in, to,
from, at, on, under, in front of, behind
Pronouns: subject, interrogatives
(who), disjunctive pronouns, reflexive
pronouns
Verbs:
present indicative and near future of
regular “er”, “ re” and “ ir” verbs.
Irregular verbs-avoir, aller, faire, etre,
pouvoir, vouloir, mettre, prendre,
apprendre, comprendre, partir, sortir,
French 7
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
CONNECTIONS
Text
Use every day number skills to do simple
Bienvenue ( Glencoe,
math problems and to calculate currency
Macmillan/McGrawequivalencies in the target language
Hill,1994)
Make, label and read maps using
Student Edition
appropriate geographical terms in the
target language
Teacher’s wraparound edition
Manipulate the applications of the metric
Writing activities Workbook
system in talking about weather, height,
& Student tape manual,
weight, distance
Student edition
Recognize famous historical events,
Writing activities Workbook,
people, landmarks, places, products from
the target culture
Teacher’s annotated edition
Examine American historical events, place Student tape manual, teacher’s
names, famous people and events from the
edition ( tape script)
target culture perspective and influence
Audio cassette program
Discuss and express preferences about
Overhead transparencies
sports, games and equipment for these in
the target language
Video cassette program
Demonstrate knowledge of other forms of
Computer software: Practice
government
and test generator
Apply as appropriate language arts skills to
the target language-punctuation, dictionary Communication Activities
masters
skills, reading and writing skills
Demonstrate awareness of artistic and
Bell ringer review black line
musical contributions, and practices
masters
present in the target culture-famous works
Situation cards
of art, special musical instruments, famous
Chapter quizzes with answer
artists or composers, well known songs
key
Use computer, multimedia, traditional
texts and printed material to find
Testing program with answer
information on familiar themes to integrate key
in other target language activities (menus,
Internet
phone book ads, TV and movie listings)
Assessment
Instructional Strategies
Oral Presentations
Simulated activities through role
playing
Paired communicative activities
Cooperative learning groups
Drilling
Memorization
Dictation
TPR activities
Visual and verbal cues ( e.g.
situation cards )
Modeling
Realia
Audio tape activities
Videotape activities
Overhead transparency activities
Computer software activities
Games, skits, songs and puzzles
Speaking and writing activities (
e.g. Workbook exercises, taking
notes, listing, categorizing,
labeling, summarizing, comparing,
contrasting)
Activating prior knowledge
Interviewing
Reading aloud- teacher
Reading aloud- student
Brainstorming
Analyze form, presentation, layout of
Page 5
-5-
June, 2004
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the
World Language Acquiring 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 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
Benchmark/Skills
dormir, croire voir, reflexive verbs,
changes in verbs like acheter, manger
Adjectives: common regular forms,
possessives, demonstratives, irregular
adjectives, comparative adjectives
Conjunctions: mais, et, parce que
Adverbs: bien, mal, frequency, trop
Interrogatives: ou, comment, qui,
qu'est-ce que, pourquoi, quand, quel,
combien
Syntax: simple negative formation, simple
interrogative formation, subject/verb
agreement: gender and number agreements,
contractions with “a” and “de”, use of the
pronoun “on”. Question formation with qui as a
subject or object.
French 7
Approx. Time Allotment:
Assessment
target culture products to examine
culturally imbedded features
COMPARISONS
Recognize borrowed words from the target
language
Recognize Anglicisms present in the target
language
Compare grammatical structures,
pronunciation and writing systems
between native and target languages
Identify different social conventions( e.g.
forms of address, idiomatic expressions,
phone etiquette)
Demonstrate understanding that
vocabulary terms mean different things in
different cultures
Identify and understand 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
Compare celebrations and holidays
Page 6
Aligned Materials/
Resources/Technology
Other
Scholastic Magazine- Bonjour
Verb Sheets
Instructional Strategies
Hardware
CD Player
Cassette tape recorder
VCR player
DVD player
Computer
-6-
June, 2004
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the
World Language Acquiring 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 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:
Approx. Time Allotment:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
common to the cultures of the target
language and the native culture (U.S.)
(e.g. Thanksgiving only celebrated in U.S.,
why and where is Mardi Gras celebrated)
Compare some American and French
dining habits.
Contrast some French and American food
shopping customs.
Tell and compare some differences
between train travel in France and the U.S.
Tell come differences between French and
American vacation habits.
Talk about differences in clothes shopping
in France and the U.S.
Talk about what people do to stay fit in
France and the U.S.
COMMUNITY
Identify the target language in the students'
daily life ( e.g. 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 pen pal, give directions to a
visitor, thank visiting artists)
French 7
Page 7
-7-
June, 2004
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the
World Language Acquiring 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 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:
Approx. Time Allotment:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
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
Demonstrate survival skills in an
immersion experience
Evaluate communicative skills and cultural
knowledge using discrete point quizzes
and prochievement chapter tests
Recite dialogues
Create role plays
Assess aural comprehension via dictation
Select and order from a cafe menu
Discuss daily activities and current events
Produce projects( e.g. calendars, daily
logs, family trees)
Construct reports
Develop oral presentations using relevant
vocabulary, grammatical concepts and
cultural knowledge.
French 7
Page 8
-8-
June, 2004
Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the
World Language Acquiring 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 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:
Approx. Time Allotment:
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
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and
assessment
Limit or modify activities, assignments and
assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and
terminology
Use contextural clues
Assist in developing possibilities
Support with realia
Color code or highlight
Provide tutoring and peer mentoring
Employ memory techniques
Provide Individualized Instruction
Give advance notice regarding future
assignments
Note taking by classmates for reproduction
Enrichment Strategies
World Language Departmental
Initiatives
Immersion trips to Canada
Reciprocal Exchange program to
France
District World Language Contest
and Fete (award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
Community concert series
Level I Opportunities
Field trips
Bridge program
Enhancement activities (e.g.
provide extra reading material,
extra listening and speaking
opportunities)
Remediation Strategies
Multicultural/Interdisciplinary
Connection
World Languages- French,
German, Latin, Spanish( compare
and contrast languages within the
discipline)
Mathematics ( currency exchange,
measurement systems)
Geography ( maps, demographics,
climate)
Language Arts ( etymology,
linguistics, literature, writing,
public speaking, grammar and
syntax, theater and cinema)
Social Studies ( culture, civics,
history, humanities, economics,
ethnicity, government)
Music ( folk songs, dances, popular
music, musical instruments)
Art ( art history, crafts, student art
projects, architecture)
Guest speakers/ Visiting artists
Prepare a French dish and share it (cross-cultural
comparison)
French 7
Page 9
-9-
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship between the
Approx. Time Allotment:
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/
Resources/Technology
Topics:
Identifying cultural differences in
Text
Review of skills for French 6. Cafe foods,
the areas of number formation,
Bienvenue ( Glencoe,
Food shopping, Daily activities, Places in the
telling time, calendar design,
Macmillan/McGraw-Hill,1994)
City, Immediate Family Members, Basic
giving phone numbers
. Student Edition
Personality and Physical Traits, Colors, Basic Use appropriate courtesy and
. Teacher’s wraparound edition
Clothing, Transportation, Weather Terms,
etiquette behaviors in basic daily. Writing activities Workbook
School terms, Leisure Activities, Simple
life social situations (e.g. greeting,
& Student tape manual, Student
Games, Clothing size and color, Shop for
leave takings)
edition
clothing, Personal grooming and daily routine. Support oral language through
. Writing activities Workbook,
Physical fitness.
culturally appropriate nonverbal
cues in simple daily-life situations Teacher’s annotated edition
. Student tape manual, teacher’s
Grammar
(e.g. counting from thumb,
Articles: partitive (lexical)
signaling waiter)
edition ( tape script)
Nouns: gender, partitive as a (lexical item)
Compare and identify cultural
. Audio cassette program
Qui as a subject
similarities and differences in
. Overhead transparencies
Prepositions: (lexical item) in, to, from, at,
areas related to linguistic concepts . Video cassette program
on, under, in front of, behind
studied (e.g. food, clothing, leisure . Computer software: Practice
Pronouns: subject, interrogatives (who),
time, school)
and test generator
disjunctive pronouns, reflexive pronouns
Discuss and dispel inappropriate
. Communication Activities
stereotypical images associated
Verbs:
masters
present indicative and near future of regular
with the target culture
. Bell ringer review black line
“er”, “ re” and “ ir” verbs. Irregular verbsDemonstrate awareness of special
avoir, aller, faire, etre, pouvoir, vouloir,
customs of target culture as related masters
. Situation cards
vouloir, mettre, prendre,apprendre
to daily-life activities and special
comprendre, partir, sortir, dormir, croire, voir, events (holidays, gift giving, social . Chapter quizzes with answer
reflexive verbs, Changes in verbs like acheter, roles)
key
manger
Sing folk songs in target language
. Testing program with answer
Adjectives: common regular forms,
Identify contributions of target
key
possessives, demonstratives, irregular
culture to English language and
. Internet
adjectives, superlatives
American society
Other
Conjunctions: mais, et, parce que
Research and describe significant
Adverbs: bien, mal, frequency, trop
locations and monuments of target Scholastic Magazine- Bonjour
Verb Sheets
Interrogatives: ou, comment, qui, qu'est-ce
culture
Benchmark/Skills
French 7
Assessment
Page 10
Instructional Strategies
Oral Presentations
Simulated activities through role
playing
Paired communicative activities
Cooperative learning groups
Drilling
Memorization
Dictation
TPR activities
Visual and verbal cues ( e.g.
situation cards )
Modeling
Realia
Audio tape activities
Videotape activities
Overhead transparency activities
Computer software activities
Games, skits, songs and puzzles
Speaking and writing activities (
e.g. Workbook exercises, taking
notes, listing, categorizing,
labeling, summarizing, comparing,
contrasting)
Activating prior knowledge
Interviewing
Reading aloud- teacher
Reading aloud- student
Brainstorming
- 10 -
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship between the
Approx. Time Allotment:
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/
Resources/Technology
Benchmark/Skills
Assessment
que, pourquoi, quand, quel, combien
Syntax simple negative formation, simple
interrogative formation, subject/verb
agreement: gender and number agreements,
contractions with “a” and “de” (partitif
positive and negative), use of the pronoun
“on”. Question formation with qui as a subject
or object.
Demonstrate awareness of global
impact of target language.
Demonstrate knowledge of
geographical features, landmarks,
seminal historical events, key
institutions and some political
structures of the target culture
environments
Demonstrate knowledge of
selected major works of art, music,
literature, if possible using the
target language
Interpret and use gestures germane
to the language
Evaluate cultural awareness using
discrete point quizzes and
prochievement Chapter Tests
Recite dialogues
Create role plays
Assess aural comprehension via
dictation
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
Daily:
Europeen calendar, Clock, Street signs, In the
Francophone World, Cafe routines, Shopping,
sizes, Open markets, Flea markets,
Geography, Travel: Airports and Airlines
(Aerospace industry), Train stations, Bullet
train, French Cuisine, Cooking and food,
eating habits, Metrique system, Leisure time,
French writers, leisure time for
teenagers,Review of skills for French 6. Cafe
foods, Food shopping, Daily activities, Places
in the City, Immediate Family Members,
Basic Personality and Physical Traits, Colors,
Basic Clothing, Transportation, Weather
Terms, School terms, Leisure Activities,
Simple Games, Clothing size and color, Shop
for clothing, Personal grooming and daily
routine. Physical fitness.
Customs and traditions associated with dining
in France.
French 7
Page 11
Instructional Strategies
Hardware
CD Player
Cassette tape recorder
VCR player
DVD player
Computer
- 11 -
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
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and
assessment
Limit or modify activities, assignments
and assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Explain unfamiliar concepts and
terminology
Use contextural clues
Assist in developing possibilities
Support with realia
Color code or highlight
Provide tutoring and peer mentoring
Employ memory techniques
Provide Individualized Instruction
Give advance notice regarding future
assignments
Note taking by classmates for
reproduction
French 7
Approx. Time Allotment:
Enrichment Strategies
World Language Departmental
Initiatives
Immersion trips to Canada
Recriprocal Exchange program
to France
District World Language Contest
and Fete (award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
Community concert series
Level I Opportunities
Field trips
Rank Level I projects
Bridge program
Enhancement activities (e.g.
provide extra reading material,
extra listening and speaking
opportunities)
Guest speakers/ Visiting artists
Page 12
Remediation Strategies
Multicultural/Interdisciplinary
Connection
World Languages- French,
German, Latin, Spanish( compare
and contrast languages within the
discipline)
Mathematics ( currency exchange,
measurement systems)
Geography ( maps, demographics,
climate)
Language Arts ( etymology,
linguistics, literature, writing,
public speaking, grammar and
syntax, theater and cinema)
Social Studies ( culture, civics,
history, humanities, economics,
ethnicity, government)
Music ( folk songs, dances, popular
music, musical instruments)
Art ( art history, crafts, student art
projects, architecture)
- 12 -
June, 2004