French 2 CBE Updated: April 2016 Textbook Titles:

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French 2 CBE
Updated: April 2016
Textbook Titles:
PLEASE NOTE: Plano ISD LOTE French Courses do not follow a textbook
in sequence, vocabulary topic, or grammar focus. The adopted textbook
series for French, Discovering French, is used as a resource only.
Discovering French Blanc ISBN 0618452672
La voyage de sa vie ISBN: 092972458
Vive le taureau! ISBN: 0929724607
TEKS for LOTE :
http://ritter.tea.state.tx.us/rules/tac/chapter114/ch114c.html
Exam Format and Weighting
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Speaking Task 1: persuasive prompt requiring examples and comparisons (25%)
Speaking Task 2: suggestions prompt requiring description supported by graphic organizer (25%)
Writing Task 1: sequence of events prompt based on visual (25%)
Writing Task 2: compare/contrast prompt requiring personal response based on narrative (25%)
Multiple Choice Listening, Reading, and Grammar (50%)
Speaking and Writing Task Rubrics assess student work in these domains:
-
Task Completion
Performance Expectation (length of time for speaking and amount of words for writing)
Vocabulary
Depth of Response
Grammatical Accuracy
Target Grammar:
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Present
informal Future (aller + infinitive)
Passé Composé
Imperfect
Double verb constructions
Impersonal expressions
Noun-adjective agreement
Comparatives and Superlatives
French 2 CBE Guidelines for Parents & Students
April 2016 1
Sample writing rubric
3
2
1
0
Task
Completion
Responds with a full
description of what happened
before, during & after the
middle picture
Responds with an adequate
description of what happened
before, during & after the
middle picture
Describes only one picture or
does not address the prompt
Performance
Expectation
Vocabulary
Responds with 100 words or
more
Responds with considerable
appropriate vocabulary words
with few repeated words
Responds with 75 – 99 words
Responds with an inadequate
description of what happened
before, during & after the
middle picture; or does not
respond to all three pictures
Responds with 50 - 74 words
Depth of
Response
Responds with details and
elaboration of some details
Accuracy
Responds in sentences with
good command of
appropriate tense & generally
accurate grammar
Responds with appropriate
but limited vocabulary with
some repeated words or
redundant sentences
Responds with details and
limited elaboration of the
details
Responds in sentences with
some command of
appropriate tense & generally
accurate grammar
Responds with limited
vocabulary with noticeable
repeated words and
redundant sentences
Responds with details but
little elaboration of the
details
Responds in sentences &/or
phrases with minimal
command of appropriate
tense & grammar
Responds with 50 words or
less
Responds with insufficient
vocabulary; majority repeated
and repetitious
Responds with minimal to no
details and no elaboration of
the details
Responds in sentences &/or
phrases with no obvious
awareness of tense or
grammar
Sample speaking rubric
Task
Completion
Performance
Expectation
Vocabulary
Depth of
Response
Accuracy
3
2
Fully addresses all aspects:
ask to go, comparing
positive/negative choice,
reason/ explanation why
Speaks for 120 seconds or
more with no lengthy gaps;
actual spoken content at
least 120 seconds
Responds with interesting &
appropriate vocabulary words
with few repeated words
Adequately addresses all
aspects: ask to go, comparing
positive/negative choice,
reason/ explanation why
Speaks for 120 seconds but
lengthy gaps; actual spoken
content obviously less than
120 sec (approx. 110- 90 sec)
Responds with appropriate
but basic vocabulary with
some repeated words or
redundant sentences
Responds with details and
limited elaboration of the
details; evidence of reasoning
in request
Responds in sentences with
some command of
appropriate tense & generally
accurate grammar
Responds with details and
elaboration of some details;
compelling request &
reasoning
Responds in sentences with
good command of
appropriate tense & generally
accurate grammar
French 2 CBE Guidelines for Parents & Students
1
0
Inadequately addresses all
aspects, OR responds to less
than all aspects
Responds to one aspect only
or does not respond to the
task.
Spoken content
approximately 89- 60
seconds
Spoken content less than 59
seconds
Responds with limited
vocabulary with noticeable
repeated words and
redundant sentences
Responds with details but
little elaboration of the
details; little reasoning in
request
Responds in sentences &/or
phrases with minimal
command of appropriate
tense & grammar
Responds with insufficient
vocabulary; majority repeated
and repetitious
Responds with minimal to no
details and no elaboration of
the details; reason stated but
not explained
Responds in sentences &/or
phrases with no obvious
awareness of tense or
grammar
April 2016 2
Level Two OVERVIEW Part 1
Concepts to Know and Understand:
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Responding appropriately to real life situations – oral & written; rehearsed & unrehearsed
Using a variety of strategies to make meaning of written & oral texts;
Building accuracy to enhance the effectiveness of communication;
Recognizing differences in products, practices & perspectives among cultures
Trading Places
Bright Lights, Big City
Focus Question:
Focus Question:
1. How do my life, family, and activities compare with those of a typical teen
from a French speaking country?
1. How is urban life in Texas different from urban life in French speaking
countries?
Learning Targets
1. I can compare & contrast my typical day with a typical day in the
Francophone culture.
2. I can compare and contrast my school, home, and social life with those of a
typical French -speaking teen.
3. I can connect time, frequency, and sequencing with my typical day.
*4. I can tell others what they should, can or need to do.
*5. I can give my opinion and preferences and ask about those of others.
*6. I can describe people, places, objects, and events.
*7. I can relate a past event based on a prompt.
Learning Targets
1. I can identify & connect places in an urban area with the services or goods
they provide.
2. I can explain why a particular place in a city meets my needs.
3. I can navigate around a French speaking city.
4. I can compare & contrast challenges of living in my city with those in a
Spanish speaking city.
*5. I can give my opinions & preferences & ask about those of others.
*6. I can tell others what they should, can or need to do.
*7. I can describe people, places, objects, & events.
*8. I can relate a past event based on a prompt.
Topics:
 Family Descriptions
 Cultural comparisons between families and family structures
 Cultural comparisons between homes and activities & interests
 Cultural comparisons among schools, school customs, and school
expectations
 Cultural comparisons between social groups & activities & free time
activities
 Giving suggestions & recommendations
 Offering alternatives and options
Topics:
 Places in the city
 Following maps & directions
 Goods & services sold and/or offered at places in the city
 Cultural comparisons among transportation customs, purchasing customs,
and daily lives of city dwellers.
 Asking for help, assistance, and guidance
 Giving suggestions & recommendations
 Offering alternatives & options
French 2 CBE Guidelines for Parents & Students
April 2016 3
Level Two OVERVIEW Part 2
It’s A Whole New You
Taking a Trip
Focus Questions
1. What did I do previously that I need to do differently now?
2. What choices can I make to improve myself?
Focus Questions
1. How should one prepare for a trip?
2. How did I handle unexpected issues on a trip?
Learning Targets
1. I can make connections between health choices and their consequences.
2. I can make connections between behavior choices and their consequences.
3. I can ask for and give advice, suggestions, and recommendations.
4. I can give my opinions and preferences and ask about those of others.
5. I can tell others what they should, can or need to do.
6. I can describe people, places, objects, and events.
7. I can relate a past event based on a prompt.
Learning Targets
1. I can explain planning steps for a vacation or a trip abroad.
2. I can tell about a vacation trip I took.
3. I can explain a travel issue or problem and how I solved it.
4. I can ask for, give, and understand advice.
5. I can give my opinion and preferences and ask about those of others.
6. I can tell others what they should, can, or need to do.
7. I can describe people, places, objects, and events.
8. I relate a past event based on a prompt.
Topics:
 Health Choices: benefits & consequences
 Behavior Choices: benefits & consequences
 Cultural comparison of healthy lifestyles
 Cultural comparison of acceptable & non-acceptable behaviors & choices
 Giving suggestions, advice, alternatives, & recommendations
 Offering alternatives & options
 Expressing opinions and preferences
Topics:
 Planning & preparing for a trip abroad
 Sights & attractions in a city
 Travel issues and problems
 Cultural comparisons between sights and attractions
 Cultural comparisons among travel expectations, travel customs, and travel
 Giving suggestions & recommendations
 Offering alternatives & options
 Deciding among options & suggestions based on preferences and
circumstances
French 2 CBE Guidelines for Parents & Students
April 2016 4
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