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
Benchmark/Skills
Vocabulary:
Words and Expressions relating to clothing and care of clothing(laundry/dry cleaners),
Public transportation, Holidays and family celebrations, school and school supplies, parts of the body
Words and Expressions relating to addressing people appropriately,
Words and Expressions relating to
Africa, Words and Expressions relating to farms and farm animals, words and Expressions relating to professions, Giving dates and expression numbers over 1,000
Grammar
Pronouns
: the pronoun “en” with reference to persons
Verbs: the formation of the
Conditional mood of regular and irregular verbs, formation of the subjunctive mood- present tense of regular and irregular verbs, formation of the past subjunctive verbs rire and sourire, boire
Conjunctions : bien que, pourvu que, à moins que, sans que, pour que, avant que, jusqu’à ce que
Assessment
Produce and perform brief guided conversations related to student's needs and interests
Create brief conversations related to public place functions in simulation-laundry and dry cleaners, public transportation, holidays and family celebrations, school, etiquette, the country and rural areas, professions and job opportunities
Talk about taking care of your clothes
Express conditions
Say what you or others have someone else do
Refer to people or things already mentioned
Request information both formally and informally
Tell what you and others have just done
Talk about festivities of all kinds (Bastille Day,
Christmas, Hanukah, New Year’s, weddings
Talk about playing a musical instrument
Talk about actions that may or may not take place
Express necessity
Give dates and express numbers over 1,000
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 topics
Talk about school supplies and equipment
Describe your school’s facilities and personnel
Express wishes, preferences, and demands
Talk about people laughing and smiling
Introduce people formally and informally
Address people appropriately using tu and vous
Express emotional reactions to the actions of others
Talk about culture and life in Arabic- and Frenchspeaking North Africa( Tunisia, Algeria, and
Morocco)
Express doubt, uncertainty, or disbelief about
Aligned Materials/
Resources/Technology
Text
A Bord ( Glencoe,
Macmillan/McGraw-Hill,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
. Situation cards
. Chapter quizzes with answer key
. Testing program with answer key
Other
French III Page 1 - 1 -
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
June, 2004

I
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
Benchmark/Skills nterrogatives combien de temps, depuis quand
Syntax
: the use of “si” in conditional sentences, the causative”faire”, double object pronouns with Y and en, venir de, subjunctive with expressions of necessity, possibility, wishing or willing, emotion, doubt, uncertainty, contrast of subjunctive and indicative moods, subjunctive with certain conjunctions, the subjunctive with superlative expressions, direct and Indirect commands
: où, comment, qui, qu’est-ce qui, qu'est-ce que, pourquoi, quand, lequel, depuis
Assessment present or future actions
Tell what people or things seem to be like
Describe two related activities
Talk about farms and farm animals
Express emotions about past events
Talk about professions
Express certainty and uncertainty
Express uniqueness
Give direct and indirect commands
Distinguish words and phrases heard or seen in songs
Utilize appropriate responses to oral and/or written requests, directions and other information
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 messages, and complete short guided paragraphs, etc.
Use oral or written language to produce and share
Aligned Materials/
Resources/Technology
Scholastic Magazine - Ca va
Verb Sheets
Internet
Hardware
CD Player
Cassette tape recorder
VCR player
DVD player
Computer
French III Page 2 - 2 -
Approx. Time Allotment:
Instructional Strategies
Interviewing
Reading aloud- teacher
Reading aloud- student
Internet activities
Brainstorming
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
Benchmark/Skills Assessment
Aligned Materials/
Resources/Technology 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
Develop oral Presentations using relevant vocabulary and grammatical concepts
Construct reports
Assess listening skills using TPR
Approx. Time Allotment:
Instructional Strategies
French III 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
Remediation Strategies 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 caseworkers
French III
Enrichment Strategies
World Language Departmental
Initiatives
Immersion trips to Canada
Reciprocal Exchange program to France
District World Language
Contest and Fête (award program)
Phyllis Kavanaugh
Scholarship
National Contests
World Language Honor
Society
Fun Day
Level III Opportunities
Field trips
Music
Student designed activities
Challenge for credit
Independent study
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
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
Topics:
Words and Expressions relating to clothing and care of clothing(laundry/dry cleaners),
Public transportation, Holidays and family celebrations, school and school supplies, parts of the body Words and
Expressions relating to addressing people appropriately, Words and
Expressions relating to Africa,
Words and Expressions relating to farms and farm animals, words and
Expressions relating to professions, Giving dates and expression numbers over 1,000
Grammar
Pronouns
: the pronoun “en” with reference to persons
Verbs: the formation of the
Conditional mood of regular and irregular verbs, formation of the subjunctive mood- present tense of regular and irregular verbs, formation of the past subjunctive verbs rire
Assessment
CONNECTIONS
Use every day number skills to do simple math problems and to calculate currency equivalencies in the target language
Use dates to identify notable events and express numbers beyond 1,000
Demonstrate a knowledge of purchasing tickets for various forms of transportation in France
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
Recognize famous historical events, people, landmarks, places, products from the target culture
Demonstrate knowledge of schedules of various forms of public transportation
Examine American holiday celebrations, historical events, place names, famous people and events from the target culture perspective and influence
Discuss and express preferences about living in a large city, the suburbs and the countryside
Discuss the advantages of learning a foreign language for future employment
Apply as appropriate language arts skills to the target languagepunctuation, dictionary skills, reading and writing skills
Demonstrate awareness of artistic, scientific and musical contributions, and practices present in the target culture-famous scientists and their contributions, famous works of art, special musical instruments, famous artists or composers, well known songs
Discuss movies, plays, museums
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
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Text
A Bord ( Glencoe,
Macmillan/McGraw-
Hill,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
. Situation cards
. Chapter quizzes with answer key
. Testing program with
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,
French III 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 and sourire, boire
Conjunctions : bien que, pourvu que, à moins que, sans que, pour que, avant que, jusqu’à ce que
I nterrogatives
: où, comment, qui, qu’est-ce qui, qu'est-ce que, pourquoi, quand, lequel, depuis combien de temps, depuis quand
Syntax : the use of “si” in conditional sentences, the causative”faire”, double object pronouns with Y and en, venir de, subjunctive with expressions of necessity, possibility, wishing or willing, emotion, doubt, uncertainty, contrast of subjunctive and indicative moods, subjunctive with certain conjunctions, the subjunctive with superlative expressions, direct and Indirect commands
Assessment movie listings, advertisements, public transportation schedules)
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, table manners)
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 dry cleaners and Laundromats in France and the U.S.
Compare various aspects of French and American cities and suburbs
Tell some differences between French and American eating habits
Compare and contrast ways similar holidays are celebrated in each culture
Contrast French and American cultural activities
Contrast and compare high schools in France and the U.S.
Contrast good manners in France and the U.S.
Compare climate, countryside, life, food, clothing, and cities of
Northern Africa with ones in the U.S.
Compare farms in France and the U.S.
Approx. Time Allotment:
Aligned Materials/
Resources/Technology answer key
Other
Scholastic Magazine- Ca va
Verb Sheets
Internet
Hardware
CD Player
Cassette tape recorder
VCR player
DVD player
Computer
Instructional Strategies comparing, contrasting)
Activating prior knowledge
Interviewing
Reading aloud- teacher
Reading aloud- student
Internet activities
Brainstorming
French III Page 6 - 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 Assessment
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
COMMUNITY
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, transportation)
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. letters, train and plane schedules)
Construct reports
Develop oral presentations using relevant vocabulary, grammatical concepts and cultural knowledge.
French III 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: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Approx. Time Allotment:
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 contextual 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 III
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 III Opportunities
Field trip
Challenge for credit
Independent study
Enhancement activities (e.g. provide extra reading material, extra listening and speaking opportunities)
Guest speakers/ Visiting artists
Page 8
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)
- 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
Approx. Time Allotment: between the products and perspectives of the culture.
PA Standards : 2.1, 2.2
Topics:
Laundromats and drycleaners, mountain and country regions such as the Pyrenees and
La Camargue, the Parisian public transportation system and life in the
Paris suburbs, family celebrations and tradtions relating to French holidays, the secondary educational system in
France, the contributions of historical figures Charlemagne, Napoléon and
Jules Ferry, Charles De Gaulle, and literary figures Tahar Ben Jelloun and
Léopold Senghor from Africa, the medieval epic poem”Lla Chanson de
Roland”, Gothic architecture and the cathedral of Chartres. Etiquette in
France, the way of life in northern
Africa, Agriculture and the farming regions of France
Grammar
Pronouns
: the pronoun “en” with reference to persons
Verbs:
Benchmark/Skills the formation of the
Conditional mood of regular and irregular verbs, formation of the subjunctive mood- present tense of regular and irregular verbs, formation schools takings) language
Assessment
Identifying cultural differences in the areas public transportation, holidays and family celebrations, secondary
Use appropriate courtesy and etiquette behaviors in basic daily-life social situations (e.g. greeting, leave
Support oral language through culturally appropriate nonverbal cues in simple daily-life situations
(e.g.table manners, using “tu” and
“vous” forms appropriately)
Compare and identify cultural similarities and differences in areas related to linguistic concepts studied
(e.g. public transportation, holidays and family celebrations, school, etc.)
Discuss and dispel inappropriate stereotypical images associated with the target culture
Listen and sing songs in target
Identify contributions of target culture to English language and
American society
Research and describe significant locations and monuments of target
Aligned Materials/
Resources/Technology
Text
A Bord ( Glencoe,
Macmillan/McGraw-
Hill,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
. Situation cards
. Chapter quizzes with answer key
. Testing program with
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
French III 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
Approx. Time Allotment: between the products and perspectives of the culture.
PA Standards : 2.1, 2.2
Benchmark/Skills of the past subjunctive verbs rire and sourire, boire
Conjunctions
: bien que, pourvu que, à moins que, sans que, pour que, avant que, jusqu’à ce que
I nterrogatives
: où, comment, qui, qu’est-ce qui, qu'est-ce que, pourquoi, quand, lequel, depuis combien de temps, depuis quand
Syntax
: the use of “si” in conditional sentences, the causative”faire”, double object pronouns with Y and en, venir de, subjunctive with expressions of necessity, possibility, wishing or willing, emotion, doubt, uncertainty, contrast of subjunctive and indicative moods, subjunctive with certain conjunctions, the subjunctive with superlative expressions, direct and
Indirect commands culture
Assessment
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 historical and literary figures and their contributions, 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
Write a letter to a friend, family member, or an adult such as a teacher or school administrator
Demonstrate a knowledge of the public transportation system in Paris ( how to purchase tickets, how to travel by bus, metro or trains)
Prepare greeting cards to celebrate
Aligned Materials/
Resources/Technology answer key
Other
Scholastic MagazineCa va
Verb Sheets
Internet
Hardware
CD Player
Cassette tape recorder
VCR player
DVD player
Computer
Instructional Strategies
Brainstorming
French III 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
Approx. Time Allotment: between the products and perspectives of the culture.
PA Standards : 2.1, 2.2
Benchmark/Skills Assessment
Aligned Materials/
Resources/Technology
Instructional Strategies
French holidays
Demonstrate a knowledge of the culture of French-speaking Africa
Produce a map highlighting French products found in the various regions of France
Demonstrate an awareness of French attitudes and preferences with regard to cultural events and sites with regard to the arts
Produce projects( e.g. letters, develop transportation routes using public transportation in Paris, conduct job interviews, etc.)
Develop oral presentations within an appropriate cultural context
Construct reports
Assess cultural assimilation using
TPR
French III Page 11 - 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
Remediation Strategies
Approx. Time Allotment:
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
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 III Opportunities
Field trips
Challenge for credit
Independent study
Enhancement activities (e.g. provide extra reading material, extra listening and speaking opportunities)
Guest speakers/ Visiting artists
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)
French III Page 12 - 12 - June, 2004

French III Page 13 - 13 - June, 2004