ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: French
GRADE LEVEL: V
CREATION DATE: November, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information,
Approx. Time Allotment:
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
Vocabulary:
Words and Expressions relating to
identity and description, Words
and expressions relating to
ecology, SAT II French
vocabulary expansion and review,
AP French exam vocabulary
expansion and review
Grammar
Nouns: unit on determining noun
gender, use and forms of relative
pronouns and relative clauses
Adjectives: placement and
agreement, regular and irregular
comparative and superlative
forms of adjectives
Verbs and Verbal Forms:
review of the formation and usage
the passé simple, passé compose,
imparfait, future, conditionnel,
plus-que-parfait, and passé
conditionnel tenses, review of the
past and present subjunctive
moods, formation and usage of
infinitives and present participles,
review of the passive voice
structure
Produce and perform short oral presentations with
artifacts about their summer vacation
Write a detailed description of an item
Write a descriptive composition about someone
they admire.
Create poster detailing the meaning of their first
name and present it orally in class.
Create a legend about the origin of their surname.
Write the story in the passé simple and present it
orally in class in the passé composé.
Choose an environmental problem and create a
poster to promote awareness.
Present the problem and solutions orally in class.
Prepare and present chapters of Le Petit Prince to
the class.
Write and illustrate an original fairy tale.
Present selected fables by La Fontaine.
Extend the story of On Ne Tue Pas Les Pauvres
Types.
Present short play or video in class.
Redo the ending of L’Etranger in play or video
format.
Oral presentations on the different departments of
France.
French V
Page 1
Aligned Materials/
Resources/Technology
Text
Reprise
Glencoe/McGraw-Hill
Le Petit Prince,
Antoine de SaintExupéry
L’Etranger, Albert
Camus
Barron’s SAT II French
Une Fois Pour Toutes,
Struges II, Cregg &
Herbst
Traitement de Textes,
New & Scott
En D’Autres Termes,
White
AP French, Ladd &
Girard
Other
Scholastic MagazineChez Nous
Verb Sheets
Internet
Hardware
CD player
Cassette tape recorder
VCR player
DVD player
Computer
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
-1-
November, 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 V
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
Societé Honoraire Française
Fun Day
Level V Opportunities
Field trips
Music
Student designed activities
Enhancement activities (e.g.
provide extra reading material,
extra listening and speaking
opportunities)
Guest speakers/ Visiting artists
Out of class enhancement
activities (e.g. Movies,
language luncheon groups)
Preparation for the SAT II
French exam
Preparation for the AP French
exam
Page 2
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)
-2-
November, 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.
Approx. Time Allotment:
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Assessment
Vocabulary
Words and Expressions relating
to identity and description,
Words and expressions relating
to ecology, SAT II French
vocabulary expansion and
review, AP French exam
vocabulary expansion and review
Grammar
Nouns: unit on determining noun
gender, use and forms of relative
pronouns and relative clauses
Adjectives: placement and
agreement, regular and irregular
comparative and superlative
forms of adjectives
Verbs and Verbal Forms:
review of the formation and
usage the passé simple, passé
compose, imparfait, future,
conditionnel, plus-que-parfait,
and passé conditionnel tenses,
review of the past and present
subjunctive moods, formation
and usage of infinitives and
present participles, review of the
passive voice structure
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
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 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
Learn about the social problems in France
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
French V
Page 3
Aligned Materials/
Resources/Technology
Reprise Glencoe/McGrawHill
Le Petit Prince, Antoine de
Saint-Exupéry
L’Etranger, Albert Camus
Barron’s SAT II French
Une Fois Pour Toutes,
Struges II, Cregg & Herbst
Traitement de Textes, New &
Scott
En D’Autres Termes, White
AP French, Ladd & Girard
Other
Scholastic Magazine- Chez
Nous
Verb Sheets
Internet
Hardware
CD player
Cassette tape recorder
VCR player
DVD player
Computer
-3-
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)
November, 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.
Approx. Time Allotment:
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
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)
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, and 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, and 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.
French V
Page 4
Instructional Strategies
Activating prior knowledge
Interviewing
Reading aloud- teacher
Reading aloud- student
Internet activities
Brainstorming
-4-
November, 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.
Approx. Time Allotment:
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
Contrast good manners in France and the U.S.
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, and
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
Demonstrate survival skills in an immersion experience
Recite dialogues
Create role plays
Assess aural comprehension via dictation
Discuss daily activities and current events
Develop oral presentations using relevant vocabulary,
grammatical concepts and cultural knowledge.
French V
Page 5
-5-
November, 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 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 V
Approx. Time Allotment:
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
Societé Honoraire Française
Fun Day
Level V Opportunities
Field trips
Music
Student designed activities
Enhancement activities (e.g.
provide extra reading material,
extra listening and speaking
opportunities)
Guest speakers/ Visiting artists
Out of class enhancement
activities (e.g. Movies, language
luncheon groups)
Preparation for the SAT II
French exam
Preparation for the AP French
exam
Page 6
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)
-6-
November, 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
Benchmark/Skills
Assessment
Vocabulary:
Words and Expressions relating to
identity and description, Words
and expressions relating to
ecology, SAT II French
vocabulary expansion and review,
AP French exam vocabulary
expansion and review
Grammar
Nouns: unit on determining noun
gender, use and forms of relative
pronouns and relative clauses
Adjectives: placement and
agreement, regular and irregular
comparative and superlative
forms of adjectives
Verbs and Verbal Forms:
review of the formation and usage
the passé simple, passé compose,
imparfait, future, conditionnel,
plus-que-parfait, and passé
conditionnel tenses, review of the
past and present subjunctive
moods, formation and usage of
infinitives and present participles,
review of the passive voice
structure
Use appropriate courtesy and etiquette
behaviors in basic daily-life social
situations
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
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, 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, using the target language
French V
Approx. Time Allotment:
Page 7
Aligned Materials/
Resources/Technology
Text
Reprise
Glencoe/McGraw-Hill
Le Petit Prince, Antoine
de Saint-Exupéry
L’Etranger, Albert Camus
Barron’s SAT II French
Une Fois Pour Toutes,
Struges II, Cregg &
Herbst
Traitement de Textes,
New & Scott
En D’Autres Termes,
White
AP French, Ladd &
Girard
Other
Scholastic MagazineChez Nous
Verb Sheets
Internet
Hardware
CD player
Cassette tape recorder
VCR player
DVD player
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
-7-
November, 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
Benchmark/Skills
French V
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Read and discuss original works of poetry, Computer
songs, plays, books, authentic newspaper
and magazine articles in the target
language
Interpret and use gestures germane to the
language
Create role plays
Assess aural comprehension via dictation
Develop oral presentations within an
appropriate cultural context
Assessment
Page 8
Instructional Strategies
-8-
November, 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 context 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 V
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
Societé Honoraire Française
Fun Day
Level V Opportunities
Field trips
Music
Student designed activities
Enhancement activities (e.g.
provide extra reading material,
extra listening and speaking
opportunities)
Guest speakers/ Visiting artists
Out of class enhancement
activities (e.g. Movies, language
luncheon groups)
Preparation for the SAT II
French exam
Preparation for the AP French
exam
Page 9
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)
-9-
November, 2004