Chapitre 2: On fait la fete
Content Area:
Course(s):
Time Period:
Length:
Status:
World Language
French 3CP
Marking Period 1
8 weeks
Published
Standards
WL.7.1.NH.B
Interpersonal Mode
WL.7.1.NH.A.L.1.c
Infer the meaning of some unfamiliar words when used in familiar contexts.
WL.7.1.NH.B.C
Cultural
WL.7.1.NH.A.L.1.b
Understand the gist and some supporting details of conversations dealing with everyday
life.
WL.7.1.NH.A.5
Demonstrate comprehension of short conversations and brief written messages on
familiar topics.
WL.7.1.NH.B.L.1.b.5
Request, suggest, and make arrangements.
WL.7.1.NH.B.L.1.b.6
Extend, accept, and decline an invitation.
WL.7.1.NH.A.C.6
The amount of leisure time available and how it is spent varies among cultures. (Topics
that assist in the development of this understanding should include, but are not limited to:
likes/dislikes, pastimes schedules, and travel.)
WL.7.1.NH.A.L
Linguistic
WL.7.1.NH.A.C
Cultural
WL.7.1.NH.A.L.1
The Novice - High language learner has progressed from understanding and
communicating at the word level to understanding and communicating at the sentence
level and can use words, lists, and simple sentences to:
WL.7.1.NH.A.C.2
The study of another language and culture deepens understanding of where and how
people live and why events occur. (Content areas that assist in the development of this
understanding should include, but are not limited to: history, science, economics, and
geography.)
WL.7.1.NH.B.C.6
The amount of leisure time available and how it is spent varies among cultures. (Topics
that assist in the development of this understanding should include, but are not limited to:
likes/dislikes, pastimes schedules, and travel.)
WL.7.1.NH.A.3
Recognize some common gestures and cultural practices associated with target culture(s).
WL.7.1.NH.B.L.1.b
Handle simple transactions related to everyday life:
Enduring Understandings
Learning another language encourages further participation in multilingual communities both within and
beyond the school setting.
Essential Questions
How does our daily routine in the United States compare to the daily routine of a young person living in
France?
How does your routine during the week compare to your routine during the weekend?
How does grammar in French differ from grammar in English?
How does a student develop grammatical accuracy and consistency in the target language?
Knowledge and Skills
 Vocabulary associated with holidays and celebrations.
 Vocabulary associated with objects that we use to celebrate and plan a party.
 Conjugation of the composed past tense with ETRE & AVOIR.
 Differentiating between a the composed past tense with ETRE & AVOIR.
Given a variety of resources teachers will be able to do the following.
Categorize the steps necessary to organize and plan a party.
Identify what the composed past tense is in French and how to conjugate it.
Distinguish between the composed past tense with AVOIR & ETRE.
Write a mini paragraph explaining how you celebrate birthdays and celebrations and correctly conjugate verbs
in the present and composed past tenses.
Interview a partner in class and ask him when, where, etc. he celebrates and what his preferences are on the
topic.
Classify verbs that are conjugated with ETRE & AVOIR.
Determine when a verb will be conjuguated with ETRE & AVOIR.
Create a dialogue about planning a party in the composed past tense.
Create a presentation about planning a party for a famous French person.
Transfer Goals
Students will be able to effectively and independently interpret written text discussing the culture differences
that exist between the French culture and their own culture.
Students will be able to demonstrate a sensitivity to culture and context.
Students will be able to communicate effectively in various real-world situations with diverse audiences in
diverse environments.
Resources
 Bien Dit Level 2
 Bien Dit Online Book resources
 Power Point Presentations used to present new material.
 Workbook activities on material
 Paired Practice activities
 Textbook activities.