French 3 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 Rouge (3) ISBN: 0618452699
Le petit Prince ISBN: 9780156013987
le petit Nicolas ISBN: 9782070364237
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: comparative prompt based on a survey (25%)
Speaking Task 2: compare/contrast prompt based on a graphic organizer (25%)
Writing Task 1: cultural comparison based on an article (25%)
Writing Task 2: reflective prompt based on a quote (25%)
Multiple Choice Listening, Reading, and Grammar (50%)
Speaking and Writing Task Rubrics assess student work in these domains:
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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
Subjunctive
Conditional
On constructions
Double verb constructions
Adverbial pronouns
Noun-adjective agreement
Comparatives and Superlatives
French 3 CBE Guidelines for Parents & Students
April 2016
1
Sample writing rubric
Task
Completion
Performance
Expectation
Vocabulary
Depth of
Response
Accuracy
3
2
1
0
Fully explores 3 points of
comparison as defined by the
bullets
Responds with 125 words or
more
Responds with interesting &
appropriate vocabulary words
with few repeated words
Adequately explores 3 points
of comparison as defined by
the bullets
Responds with 80 – 124
words
Responds with appropriate
but basic vocabulary with
some repeated words or
redundant sentences
Responds with details and
some elaboration
Responds with connected
sentences with some
command of tense & mood;
grammar sufficiently accurate
minimally explores at least 2
points of comparison as
defined by the bullets
Responds with 79 - 50 words
Compares only 1 aspect;
skeletal treatment of more
than 1 aspect
Responds with 50 words or
less
Responds with insufficient
vocabulary; majority repeated
and repetitious
Responds with details and
elaboration of most details
Responds with connected
sentences with good
command of tense & mood;
generally accurate grammar
Responds with limited
vocabulary with noticeable
repeated words and
redundant sentences
Responds with details but
limited elaboration
Responds with connected
sentences with minimal
command of tense & mood;
grammatical accuracy limited
Responds with limited details
& limited or no elaboration
Responds in sentences with
minimal or no awareness of
tense, mood or grammatical
accuracy
Sample speaking rubric
3
2
1
Task
Completion
Fully responds to the
question; refers to the survey
Adequately responds to the
question; refers to the survey
Minimally responds to the
question; refers to the survey
Skeletal response to the
question.
Performance
Expectation
Speaks for 180 seconds or
more with no lengthy gaps;
actual spoken content at least
180 seconds
Responds with interesting &
appropriate vocabulary words
with few repeated words
Speaks for 180 seconds but
lengthy gaps; actual spoken
content obviously less than
180 sec (approx 151-170 sec)
Responds with appropriate
but basic vocabulary with
some repeated words or
redundant sentences
Responds with details and
some elaboration
Responds with connected
sentences with some
command of conditional;
grammar sufficiently accurate
Spoken content
approximately 61-150
seconds
Spoken content less than 60
seconds
Responds with limited
vocabulary with noticeable
repeated words and
redundant sentences
Responds with details but
limited elaboration
Responds with connected
sentences with minimal
command of conditional;
grammatical accuracy limited
Responds with insufficient
vocabulary; majority repeated
and repetitious
Vocabulary
Depth of
Response
Accuracy
Responds with details and
elaboration of most details
Responds with connected
sentences with good
command of conditional;
generally accurate grammar
French 3 CBE Guidelines for Parents & Students
0
Responds with limited details
& limited or no elaboration
Responds in sentences with
minimal or no use of
conditional; grammatical
accuracy limited
April 2016
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FRENCH THREE OVERVIEW Part 1
Concepts to Know and Understand:
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Creating appropriate responses to content-based situation
Using context demonstrating understanding of written & oral texts
Acquiring accuracy in structures to reduce the chance of miscommunication & to increase sophistication in communication
Telling personal stories & stories about others using appropriate time frames & mood
Recognizing differences in products, practices, & perspectives among cultures.
Secret of Success
It’s Not Easy Being Green
Focus Questions
How can one’s current social and educational choices shape one’s future?
How do my strengths influence my future possibilities?
Is it more important to strengthen weaknesses or focus on strengths?
Focus Questions
What are environmental challenges in the world today?
What can I do in my community to help the environment ?
Learning Targets
1. I can identify advantages & disadvantages of my strengths and weaknesses
and ask others about theirs.
2. I can compare educational choices in my community with educational
choices in the target culture.
3. I can connect experiences, abilities, and future plans.
4. I can ask for advice, recommendations, and suggestions and give the same
to others.
5. I can state and support my opinions and preferences and ask others about
their opinions and preferences.
6. I can describe people, places, objects and events.
7. I can relate an experience or explain a situation (informational, personal, or
historical) in appropriate time frame and mood using connected sentences.
Learning Targets
1. I can identify and describe environmental issues in my community and in the
Francophone community.
2. I can make suggestions, give alternatives, and propose solutions for
environmental issues.
3. I can compare and contrast natural disasters common to my region with those
common to other regions.
4. I can state and explain actions that one can take that have a positive impact on
the environment.
5. I can ask for advice and recommendations and give advice and
recommendations to others.
7. I can state and support my opinions and preferences and ask others about their
opinions and preferences.
8. I can describe people, places, objects, and events
9. I can relate an experience or explain a situation (informational, personal, or
historical) in appropriate time frame and mood using connected sentences.
Topics:
 Life stages, events & relationships
 Personal characteristics
 Education
 Employment
o Skills/abilities
o Interview
o Résumé
o Personal characteristics
o Career search
o Career planning
Topics:
 Environmental issues in home community & Francophone community
 Conservation actions
 Extreme Weather & Natural Disasters
 Survival needs during and after a natural disaster
 The environmental impacts of natural disasters
French 3 CBE Guidelines for Parents & Students
April 2016
3
FRENCH THREE OVERVIEW Part 2
So You Want a Revolution
Focus Questions
How can conflicts among groups lead to revolution?
How do themes from the French Revolution connect with other political
movements?
How does a personal revolution develop into a movement?
Learning Targets
1. I can describe the causes and effects of the French Revolution.
2. I can connect political movements with themes of the French Revolution.
3. I can describe how personal choices lead to a revolutionary movement.
4. I can ask for advice, recommendations, and suggestions and give the same
to others.
5. I can state and support my opinions and preferences and ask others about
their opinions and preferences.
6. I can describe people, places, objects and events.
7. I can relate an experience or explain a situation (informational, personal, or
historical) in appropriate time frame and mood using connected sentences.
Topics:
 Important or influential people before, during, and after the Revolution
 Causes and lasting effects of the French Revolution
 Influential movements and the people behind them
Through a Different Lens
Focus Questions
How do I decide what is most important in life?
How does a person’s age influence his point of view?
Learning Targets
4. I can identify elements and actions that are significant to achieve in a lifetime.
5. I can explain how time and age impact perspectives regarding what is
important to achieve in life.
6. I can explain and defend my opinion about what is important in life.
4. I can ask for advice and recommendations and give advice and
recommendations to others.
5. I can state and support my opinions and preferences and ask others about their
opinions and preferences.
6. I can describe people, places, objects, and events
7. I can relate an experience or explain a situation (informational, personal, or
historical) in appropriate time frame and mood using connected sentences.
Topics:
 perspectives on what is important in life
French 3 CBE Guidelines for Parents & Students
April 2016
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