ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: French
GRADE LEVEL: IV
CREATION DATE: June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information,
expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of
topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Approx. Time Allotment:
PA Standards: 1.1, 1.2, 1.3
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
Vocabulary:
Words and Expressions relating to travel,
newspapers and magazines, leisure activities,
words and expressions relating plays and
theatrical performances, the arts, Words and
expressions relating to mental and physical
health, physical fitness, Words and Expressions
relating to ecology, Words and Expressions
relating to the European Union, Words and
Expressions relating to social problems in
France
Grammar
Pronouns: the pronoun “y” referring to places
and things already mentioned, the pronoun “en”
referring to things already mentioned, review of
“qui” and “que”, the relative pronouns “ce qui”
and “ ce que”, dont, interrogative,
demonstrative and possessive pronouns
Verbs: the formation of the futur antérieur, the
formation of regular and irregular verbs in the
passé simple, the formation of the plus-queparfait, the formation of le conditionnel passé.
Verbal forms: the past infinitive and the
present participle
Syntax: the use of “si” in conditional
sentences, the causative”faire”, the futur and
futur antérieur with “quand” clauses, the use of
“depuis” with present and imperfect tenses,the
subjunctive after certain prepositions, the use of
the passé simple, combining simple sentences
to form complex sentences by using relative
pronouns qui, que, ce qui, ce que and dont,
relative pronouns with prepositions, the use of
the past infinitive and present participle,
prepositions with geographic names
Produce and perform brief guided conversations
related to student's needs and interests
Create brief conversations related to public place
functions in simulation-travel, current events,
leisure activities, the theater, character traits,
values, health and well-being, the arts and sciences
Make and cancel plane and train reservations
Express wishes, preferences, or demands
concerning others and how to express necessity
and possibility
Read and discuss excerpts from these literary
works: Le Petit Prince, a tale by Antoine SaintExupéry, and Agence de voyages, a play by
Eugène Ionesco
Be able to handle everyday situations such as
inviting somebody to go to lunch
Be able to extend invitations, and how to accept or
refuse them
Read and discuss excerpts from some literary
works: La Nausée by Jean-Paul Sartre and La
Réclusion solitaire by Tahar Ben Jelloum
Read and discuss the poetic song Les Feuilles
mortes by Jacques Prevert
Express your opinions of certain leisure activities
Express agreement and disagreement, and discuss
various subjects such as the news, social problems,
etc, with others
Read and discuss headlines and new items that
frequently appear in local newspapers
Describe past actions in formal writing
Read and discuss a chapter from Les Misérables
by Victor Hugo
Discuss American character traits
Express personal impressions, opinions and
reactions
French IV
Page 1
Text
En Voyage ( 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
Scholastic Magazine- Chez Nous
Verb Sheets
Internet
Hardware
CD Player
Cassette tape recorder
VCR player
DVD player
Computer
-1-
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
June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information,
expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of
topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Approx. Time Allotment:
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
Review how to identify cities, countries, and
continents: how to refer to places and things
already mentioned: and how to tell what you and
other people will do
Read and discuss newspaper articles about ecology
Tell what you and other people will do before a
future event
Read and discuss these literary works: a poetic
song, Gens du Pays, by Gilles Vigneault; a short
story, La Dernière Classe by Alphonse Daudet
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 who does the chores in your house if
they are divided fairly
Express congratulations, best wishes, and
condolences in typical real-life situations
Express wishes, preferences, and demands
Read and discuss the daily announcements page of
a French newspaper and a French magazine article
Express “ of which” and “whose”, how to write
complex sentences using prepositions and relative
pronouns
Express certainty and doubt
Talk about past actions that precede other past
action
Express emotional reactions to the actions of
others
Read and discuss the poetic song “ La Mauvaise
Réputation” by Georges Brassens; a letter from
Lettres persanes by Montesquieu ; and the poem
“Liberté” by Paul Eluard
Express doubt, uncertainty, or disbelief about
present, past or future actions
Tell what people or things seem to be like
French IV
Page 2
-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.
Approx. Time Allotment:
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
Describe two related activities
Talk about health care situations such as having a
medical checkup
Express emotions about past events
Discuss your physical and emotional health
Express certainty and uncertainty
Give direct and indirect commands
Distinguish words and phrases heard or seen in
songs, newspapers, magazine articles, literature,
plays
Express “which one(s)”, “this one,” “that
one,””these,”or “those,”
Telle what belongs to you and others
Read and discuss exerpts from the following
literary works: Le Malade Imaginaire, a play by
Molière; and Knock ou le Triomphe de la
médecine, a play by Jules Romains
Read about a visit to a French monument and learn
to express feelings about it
Express your reactions (positive and negative) to
works of art of all kinds
Express conditions and how to ask things politely;
describe actions that precede other actions in the
past and to describe people, events, and
simultaneous actions
Read and discuss about Toulouse –Lautrec, a
French painter, and an episode from the adventures
of Tintin, a famous comic strip hero
Express what would happen if certain conditions
had prevailed
Read and discuss the following literary works: Le
Jet d’eau, a poem by Guillaume Apollinaire; an
excerpt from Sans dessus dessous, a novel by
Jules Verne; La Légende de la peinture, a tale by
Michel Tournier
Utilize appropriate responses to oral and/or written
French IV
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.
Approx. Time Allotment:
PA Standards: 1.1, 1.2, 1.3
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
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
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
French IV
Page 4
-4-
June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining
information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken
language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of
topics.
Approx. Time Allotment:
PA Standards: 1.1, 1.2, 1.3
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 IV
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 IV 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 5
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)
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)
-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
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
SKILLS
Words and Expressions relating to
travel, newspapers and magazines,
leisure activities, words and
expressions relating plays and
theatrical performances, the arts,
Words and expressions relating to
mental and physical health,
physical fitness, Words and
Expressions relating to ecology,
Words and Expressions relating to
the European Union, Words and
Expressions relating to social
problems in France
Grammar
Pronouns: the pronoun “y”
referring to places and things
already mentioned, the pronoun
“en” referring to things already
mentioned, review of “qui” and
“que”, the relative pronouns “ce
qui” and “ ce que”, dont,
interrogative, demonstrative and
possessive pronouns
Verbs: the formation of the futur
antérieur, the formation of regular
and irregular verbs in the passé
simple, the formation of the plusque-parfait, the formation of le
conditionnel passé.
Verbal forms: the past infinitive
and the present participle
Syntax: the use of “si” in
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
Know how to get information you need in different travel
situations
Examine American holiday celebrations, historical events,
place names, famous people and events from the target culture
perspective and influence
Learn about the travel habits of the French and about tourism
in France
Discuss how French youths keep up with current events and
why they think it is important to do so
Read and discuss magazine articles about French youths and
their money, and everyday life in France in 1900
Learn about some leisure activities such as attending a play,
including buying tickets and discussing the play afterwards
Learn about the history and tradition of “ la chanson
française”
Discuss what leisure activities French people of different ages
enjoy
Learn about the European Union and how it came about
French IV
Approx. Time Allotment:
Page 6
Text
En Voyage ( 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
Scholastic Magazine- Chez Nous
Verb Sheets
Internet
Hardware
CD Player
Cassette tape recorder
VCR player
DVD player
Computer
-6-
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
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
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
conditional sentences, the
causative”faire”, the futur and futur
antérieur with “quand” clauses, the
use of “depuis” with present and
imperfect tenses, the subjunctive
after certain prepositions, the use
of the passé simple, combining
simple sentences to form complex
sentences by using relative
pronouns qui, que, ce qui, ce que
and dont, relative pronouns with
prepositions, the use of the past
infinitive and present participle,
prepositions with geographic
names
Learn about the social problems in France
Learn how to report problems and crimes to the police
Learn about people’s concern about their health and physical
fitness, and what they do to maintain both
Learn about French people’s passion for their artistic heritage
and the pride they take in it, and about the latest achievements
in scientific research
Discuss the advantages of learning a foreign language for
future employment
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 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 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
French IV
Page 7
-7-
Approx. Time Allotment:
Instructional Strategies
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
Aligned Materials/
Resources/Technology
Assessment
Approx. Time Allotment:
Instructional Strategies
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 American and French character traits
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 France, Canada, Africa with ones in the U.S.
Learn what values are important to the French, both young
and old, and compare them with yours
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
French IV
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
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Approx. Time Allotment:
Instructional Strategies
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 IV
Page 9
-9-
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
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 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
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
French IV
Level IV 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 10
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)
- 10 -
June, 2004
Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship between the
practices and perspectives of the culture. Demonstrating and understanding the relationship between the products and perspectives of
the culture.
PA Standards:
2.1, 2.2
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
Topics:
Words and Expressions relating to
travel, newspapers and magazines,
leisure activities, words and expressions
relating plays and theatrical
performances, the arts, Words and
expressions relating to mental and
physical health, physical fitness, Words
and Expressions relating to ecology,
Words and Expressions relating to the
European Union, Words and
Expressions relating to social problems
in France
Grammar
Pronouns: the pronoun “y” referring to
places and things already mentioned,
the pronoun “en” referring to things
already mentioned, review of “qui” and
“que”, the relative pronouns “ce qui”
and “ ce que”, dont, interrogative,
demonstrative and possessive pronouns
Verbs: the formation of the futur
antérieur, the formation of regular and
irregular verbs in the passé simple, the
formation of the plus-que-parfait, the
formation of le conditionnel passé.
Verbal forms: the past infinitive and
the present participle
Syntax: the use of “si” in conditional
sentences, the causative”faire”, the
futur and futur antérieur with “quand”
clauses, the use of “depuis” with
present and imperfect tenses, the
subjunctive after certain prepositions,
Identifying cultural differences in the areas of
travel and tourism, plane and train transportation,
attitudes towards current events, the media,
earning and spending money among young people,
leisure activities among young and old, character
traits, social problems, values, “division of labor”
in the home, health and physical fitness, art and
scientific research
Use appropriate courtesy and etiquette behaviors
in basic daily-life social situations (e.g. greeting,
leave takings)
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. travel, social problems, health and
fitness, etc.)
Discuss and dispel inappropriate stereotypical
images associated with the target culture
Listen and sing songs in target language
Identify contributions of target culture to English
language and American society
Research and describe significant locations and
monuments of target culture
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
French IV
Approx. Time Allotment:
Page 11
Text
En Voyage ( 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
Scholastic Magazine-Chez Nous
Verb Sheets
Internet
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
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
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
the use of the passé simple, combining
simple sentences to form complex
sentences by using relative pronouns
qui, que, ce qui, ce que and dont,
relative pronouns with prepositions, the
use of the past infinitive and present
participle, prepositions with geographic
names
contributions, if possible using the target language
Read and discuss original works of poetry, songs,
plays, excerpts from books, authentic newspaper
and magazine articles in 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 plane, bus, metro or
trains)
Demonstrate a knowledge about attending plays,
purchasing tickets for these events
Prepare greeting cards to celebrate French
holidays
Demonstrate a knowledge of the culture of the
Acadia region of Canada, French- speaking Africa
and various cities and regions of France
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 IV
Approx. Time Allotment:
Page 12
Instructional Strategies
- 12 -
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 IV
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 IV 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
Page 13
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)
- 13 -
June, 2004