ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: French
GRADE LEVEL: II, Level 2
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
Approx. Time Allotment:
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 French I skills, Sports Names,
conversations related to student's needs and
Bienvenue ( Glencoe,
Simulated activities through role
Weather Terms, Leisure Activities, Colors,
interests
Macmillan/McGraw-Hill,1994) playing
Basic Clothing, Shop for clothing including Create brief conversations related to public
Student Edition
Paired communicative activities
size preferences, Daily grooming habits,
place functions in simulation-restaurant,
Teacher’s wraparound edition
Cooperative learning groups
Daily routine,Cars, Driving habits, servicing shopping, train station, airport, daily
cars, negative terms ( nothing, no one,
routines, leisure activities, sports
Writing activities Workbook & Drilling
never), Sports (soccer, basketball, cycling,
Identify and describe articles of clothing
Student tape manual, Student
Memorization
track, football, baseball, skiing, ice skating,
stating color and size preferences
edition
Dictation
minor illnesses, body parts, pharmacy terms, Find out and tell someone’s name
Writing
activities
Workbook,
TPR activities
Terms relating to movies, plays, and
Tell what some people do to stay fit
Teacher’s annotated edition
Visual and verbal cues ( e.g.
museums, Hotel (checking into and out of),
Tell what people do for themselves and
Money terms (spending habits, exchanging
others
Student tape manual, teacher’s situation cards )
money)
Ask questions using who, whom, what
edition ( tape script)
Modeling
Grammar
Describe symptoms of a minor illness such
Audio
cassette
program
Realia
Articles: Definite and Indefinite, partitive
as a cold, the flu,, or an upset stomach
Overhead transparencies
Audio tape activities
(lexical)
Have a prescription filled at a pharmacy
Video cassette program
Videotape activities
Nouns: articles, regular plurals, gender,
Discuss movies, plays, and museums
partitive as a (lexical item)
Identify cities, countries, and continents
Computer software: Practice
Overhead transparency activities
Prepositions: (lexical item) in, to, from, at,
Tell where people come from
and test generator
Computer software activities
on, under, in front of, behind
Check into and out of a hotel
Communication
Activities
Games, skits, songs and puzzles
Pronouns: subject, interrogatives (who),
Describe various kinds of hotels in France
masters
Speaking and writing activities (
disjunctive pronouns, disjunctive pronouns,
Talk about spending habits
Bell ringer review black line
e.g. Workbook exercises, taking
the interrogative pronouns “qui” and “que” , Exchange money in France and express
“qui” and “quoi” as objects of the
amounts
masters
notes, listing, categorizing,
preposition, direct and indirect object
Say what people receive, owe, and must do
Situation cards
labeling, summarizing, comparing,
pronouns, Y, en
Talk about cars and driving habits
Chapter quizzes with answer
contrasting)
Buy gas and have a car services
Verbs:
key
Activating prior knowledge
present indicative and near future of regular Describe past actions
Testing program with answer
Interviewing
“er”, “ re” and “ ir” verbs, irregular verbsPrepare and respond to basic directions,
avoir, aller, faire, etre, pouvoir, vouloir,
instructions, commands, and requests in the
key
Reading aloud- teacher
vouloir, mettre, verbs like prendre, partir,
classroom
Reading aloud- student
sortir, dormir, croire, reflexive verbs,
Describe state of being and feelings
Other
Internet activities
conduire, lire, ecrire, dire, verbs like ouvrir,
Propose and answer simple questions
Scholastic
MagazineBonjour
Brainstorming
connaitre, savoir, venir, recevoir, devoir;
Generate conversations integrating basic
French II, Level 2
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
passé compose( with avoir) of regular “er”,
routine social situations including greetings,
Verb Sheets
“re” and “ir” verbs, passé compose of all
leave takings, and simple introductions of
Internet
iregular verbs learned in the present tense,
formation of commands, passe compose of
verbs using “etre” as the auxiliary verb
Adjectives: common regular forms,
possessives, demonstratives, adjectives
doubling the final consonant in the
feminine, irregular adjectives whose
masculine form ends in a consonant sound,
comparisons of adjectives, the superlative of
adjectives
Conjunctions: mais, et, parce que
Adverbs: bien, mal, frequency
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”, quelqu’un, negative
expressions (ne...jamais, ne... personne,
ne..rien), inversion, expressions of time,
avoir mal a..., contrast of connaitre and
savoir, prepositions with geographical
names, contrast of “etre” and “avoir” verbs
in passé compose
French II, Level 2
self and family
Describe daily environment related topicsweather, time, seasons in routine
conversations and apply these concepts as
appropriate
Count and use numbers in other functionstemperature, time, money, to indicate
quantity
Devise simple narrative about a personal
experience or event
State preferences pertaining to every day life
Demonstrate comprehension of short face to
face and audio conversations 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
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
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
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
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 II, Level 2
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
Consult student IEP’s
Engage in ongoing communication with
Special Education case workers
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 II, Level 2
Level I Opportunities
Field trips
Music
Student designed activities
Rank Level I projects
Challenge for credit
Independent study
Bridge program
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
Assessment
Topics:
Summer and Winter sports and leisure
activities, vacation venues, shoe and
clothing sizes, Emerging sports in
France, Rules of the road, French
automobiles and modes of
transportation, the Francophone world
outside of France, Ecology, Medical
practices and protocol, medical
advances ( Institut Pasteur) history of
the theater, popular museums, the Arts
( poems and poets, literature and
writers, paintings and painters, cinema,
music), Explorers and explorations,
classifications of hotels, French
currency, teenage pocket money
CONNECTIONS
Use every day number skills to do simple math problems
and to calculate currency equivalencies in the target
language
Demonstrate a knowledge of spending habites among the
French
Make, label and read maps using appropriate geographical
terms in the target language
Manipulate the applications of the metric system in talking
about weather, height, weight, distance
Manipulate the applications of clothing sizes and shoe sizes
when shopping
Recognize famous historical events, people, landmarks,
places, products from the target culture
Demonstrate knowledge of rules of the road and driving
customs
Examine American historical events, place names, famous
people and events from the target culture perspective and
influence
Discuss and express preferences about sports, leisure
activities games and equipment for these in the target
language
Demonstrate knowledge of other forms of government
Demonstrate knowledge of social security, medical
services, facilities and attitudes toward minor illnesses
Apply as appropriate language arts skills to the target
language-punctuation, dictionary skills, reading and writing
skills
Demonstrate awareness of artistic, scientific and musical
contributions, and practices present in the target culturefamous scientists and their contributions, famous works of
art, special musical instruments, famous artists or
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, in front of, behind
Pronouns: subject, interrogatives
(who), disjunctive pronouns,
disjunctive pronouns, the interrogative
French II, Level 2
Approx. Time Allotment:
Page 5
Aligned Materials/
Resources/Technology
Text
Bienvenue ( Glencoe,
Macmillan/McGrawHill,1994)
Student Edition
Teacher’s wraparound
edition
Writing activities
Workbook & Student
tape manual, Student
edition
Writing activities
Workbook, Teacher’s
annotated edition
Student tape manual,
teacher’s edition ( tape
script)
Audio cassette program
Overhead transparencies
Video cassette program
Computer software:
Practice and test
generator
Communication
Activities masters
Bell ringer review black
line masters
-5-
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,
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
Assessment
pronouns “qui” and “que” , “qui” and
“quoi” as objects of the preposition,
direct and indirect object pronouns, Y,
en
Verbs:
present indicative and near future of
regular “er”, “ re” and “ ir” verbs,
irregular verbs-avoir, aller, faire, etre,
pouvoir, vouloir, vouloir, mettre, verbs
like prendre, partir, sortir, dormir,
croire, reflexive verbs, conduire, lire,
ecrire, dire, verbs like ouvrir, connaitre,
savoir, venir, recevoir, devoir; passé
compose( with avoir) of regular “er”,
“re” and “ir” verbs, passé compose of
all iregular verbs learned in the present
tense, formation of commands, passe
compose of verbs using “etre” as the
auxiliary verb
Adjectives: common regular forms,
possessives, demonstratives, adjectives
doubling the final consonant in the
feminine, irregular adjectives whose
masculine form ends in a consonant
sound, comparisons of adjectives, the
superlative of adjectives
Conjunctions: mais, et, parce que
Adverbs: bien, mal, frequency
Interrogatives: ou, comment, qui,
composers, well known songs
Discuss movies, plays, museums
Demonstrate a knowledge of types of hotel
accommodations in France
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 listings)
Analyze form, presentation, layout of 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 common to the cultures
of the target language and the native culture (U.S.)
French II, Level 2
Approx. Time Allotment:
Page 6
Aligned Materials/
Resources/Technology
Situation cards
Chapter quizzes with
answer key
Testing program with
answer key
Other
Scholastic MagazineBonjour
Verb Sheets
Internet
Instructional Strategies
labeling, summarizing,
comparing, contrasting)
Activating prior
knowledge
Interviewing
Reading aloud- teacher
Reading aloud- student
Internet activities
Brainstorming
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:
3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
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”,
quelqu’un, negative expressions
(ne...jamais, ne... personne, ne..rien),
inversion, expressions of time, avoir
mal a..., contrast of connaitre and
savoir, prepositions with geographical
names, contrast of “etre” and “avoir”
verbs in passé compose
French II, Level 2
Approx. Time Allotment:
Assessment
Aligned Materials/
Resources/Technology
Instructional Strategies
(e.g. Thanksgiving only celebrated in U.S., why and where
is Mardi Gras celebrated)
Tell some 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.
Compare driving in France and in the U.S.
Discuss some differences between sports in the U.S. And in
France
Compare some American and French attitudes toward
health
Contrast French and American cultural activities
Contrast American and French teen spending habits
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)
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
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
Assessment
Aligned Materials/
Resources/Technology
Instructional Strategies
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 café 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 II, Level 2
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:
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
Engage in ongoing communication with
Special Education case workers
Consult IEP’s
French II, Level 2
Approx. Time Allotment:
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
Rank Level I projects
Challenge for credit
Independent study
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
Page 9
-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
Identifying cultural differences in the
Topics:
Text
Summer and Winter sports and leisure areas of number formation, telling
Bienvenue ( Glencoe,
time, calendar design, giving phone
activities, vacation venues, shoe and
Macmillan/McGraw-Hill,1994)
numbers
clothing sizes, Emerging sports in
Use appropriate courtesy and etiquette Student Edition
France, Rules of the road, French
Teacher’s wraparound edition
behaviors in basic daily-life social
situations (e.g. greeting, leave takings) Writing activities Workbook &
automobiles and modes of
transportation, the Francophone world Support oral language through
Student tape manual, Student
culturally appropriate nonverbal cues
outside of France, Ecology, Medical
edition
in simple daily-life situations (e.g.
practices and protocol, medical
Writing activities Workbook,
counting from thumb, signaling
advances ( Institut Pasteur) history of
Teacher’s annotated edition
waiter)
Compare
and
identify
cultural
the theater, popular museums, the Arts
Student tape manual, teacher’s
similarities and differences in areas
( poems and poets, literature and
edition ( tape script)
related to linguistic concepts studied
writers, paintings and painters,
Audio cassette program
(e.g. food, clothing, leisure time,
cinema, music), Explorers and
Overhead transparencies
school)
explorations, classifications of hotels, Discuss and dispel inappropriate
Video cassette program
stereotypical
images
associated
with
French currency, teenage pocket
Computer software: Practice and
the target culture
money
test generator
Demonstrate awareness of special
Grammar
Communication Activities masters
customs of target culture as related to
Articles: Definite and Indefinite,
Bell ringer review black line
daily-life activities and special events
partitive (lexical)
masters
(holidays, gift giving, social roles)
Sing folk songs in target language
Nouns: articles, regular plurals,
Situation cards
Identify
contributions
of
target
culture
gender, partitive as a (lexical item)
Chapter quizzes with answer key
to English language and American
Prepositions: (lexical item) in, to,
Testing program with answer key
society
from, at, on, under, in front of, behind Research and describe significant
Pronouns: subject, interrogatives
Other
locations and monuments of target
culture
(who), disjunctive pronouns,
Scholastic Magazine- Bonjour
Demonstrate
awareness
of
global
disjunctive pronouns, the interrogative
Verb Sheets
impact of target language.
pronouns “qui” and “que” , “qui” and
Internet
Demonstrate knowledge of
“quoi” as objects of the preposition,
geographical features, landmarks,
French II, Level 2
Page 10
Approx. Time Allotment:
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
Internet activities
Brainstorming
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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
direct and indirect object pronouns, Y, seminal historical events, key
Hardware
institutions and some political
en
CD Player
structures of the target culture
Cassette tape recorder
Verbs:
environments
present indicative and near future of
VCR player
Demonstrate knowledge of selected
regular “er”, “ re” and “ ir” verbs,
major works of art, music, literature, if DVD player
irregular verbs-avoir, aller, faire, etre, possible using the target language
Computer
pouvoir, vouloir, vouloir, mettre, verbs Interpret and use gestures germane to
the language
like prendre, partir, sortir, dormir,
Evaluate cultural awareness using
croire, reflexive verbs, conduire, lire, discrete point quizzes and
ecrire, dire, verbs like ouvrir,
prochievement Chapter Tests
Recite dialogues
connaitre, savoir, venir, recevoir,
devoir; passé compose( with avoir) of Create role plays
Assess aural comprehension via
regular “er”, “re” and “ir” verbs, passé dictation
compose of all iregular verbs learned
Describe a family member
in the present tense, formation of
Introduce a new friend in a cultural
context
commands, passe compose of verbs
Select and order from a cafe menu
using “etre” as the auxiliary verb
Discuss daily activities
Adjectives: common regular forms,
Identify popular sports, sporting
possessives, demonstratives, adjectives events and leisure activities
doubling the final consonant in the
Identify clothing and shoes by size
Identify various shopping venues from
feminine, irregular adjectives whose
boutiques to flea markets
masculine form ends in a consonant
Demonstrate awareness of French
sound, comparisons of adjectives, the
driving customs and highways of
superlative of adjectives
France
Conjunctions: mais, et, parce que
Identify medical facilities and services
and demonstrate an understanding of
Adverbs: bien, mal, frequency
social security and attitudes towards
Interrogatives: ou, comment, qui,
illness
qu'est-ce que, pourquoi, quand, quel,
Demonstrate an awareness of French
combien
attitudes and preferences with regard
Syntax simple negative formation,
to cultural events and sites with
regard to the arts
simple interrogative formation,
French II, Level 2
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Approx. Time Allotment:
Instructional Strategies
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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 a knowledge of various
subject/verb agreement: gender and
number agreements, contractions with literary and scientific figures, artists
and their contributions
“a” and “de”, use of the pronoun “on”, Demonstrate a knowledge of types of
quelqu’un, negative expressions
hotel accommodations
(ne...jamais, ne... personne, ne..rien),
Demonstrate knowledge of French
currency and an understanding of
inversion, expressions of time, avoir
spending habits ( particularly those of
mal a..., contrast of connaitre and
teens)
savoir, prepositions with geographical Produce projects( e.g. calendars, daily
names, contrast of “etre” and “avoir”
logs, family trees)
verbs in passé compose
Develop oral presentations within an
Approx. Time Allotment:
Instructional Strategies
appropriate cultural context
Construct reports
Assess cultural assimilation using
TPR
French II, Level 2
Page 12
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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
Consult IEP’s
Engage in ongoing communication with
Special Education case workers
French II, Level 2
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
Rank Level I projects
Challenge for credit
Independent study
Bridge program
Enhancement activities (e.g.
provide extra reading material,
extra listening and speaking
opportunities)
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)
Guest speakers/ Visiting artists
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June, 2004
French II, Level 2
Page 14
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June, 2004