“Essential Questions/Enduring Understandings and Classroom Applications”
Content Area: World Languages
Grade: Proficiency (Novice Mid French Level 2)
Standard 7: Communication & Culture for the 21st Century
All students will be able to communicate, to understand and be understood in real world contexts, in at least one world language in addition to English.
Descriptive Statement:
Students will use language to understand and interpret spoken and written language (interpretive), engage in meaningful conversation and negotiate
meaning (interpersonal), and present information, concepts and ideas (presentational) as they gain understanding of the perspectives of the
culture(s)while experiencing its products and practices, make connections with other content areas, compare the language/culture studied with their
own, and participate in home and global communities in or outside a school setting.
Strand: Interpretive Interpersonal Presentational
Essential Questions
You may leave this space blank.
What are the general procedures for taking a flight at the
airport?
Where do you find out about arrivals and departures?
What do you need in terms of identification in order to go on
flight?
What do you do with your luggage?
Where, when and how do you board the plane?
What do you do with goods and products that you are traveling
with?
Enduring Understanding
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How air travel operates in France
Information posted on TV screens at the airport
The airline attendants’ safety direction
General activities that take place during the flight
Content
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Cumulative Progress Indicators (CPIs)
Interpretive:
Interpersonal:
Presentational:
Demonstrate
comprehension of the
main idea and significant
important ideas in
readings from age and
level-appropriate,
culturally authentic
selections.
N-H 1: Give and follow a Create and present orally
series of oral directions, or in writing brief
commands, and requests messages, poems,
for participating in age- rhymes, songs, short
appropriate classroom and plays, or role-plays using
cultural activities.
familiar vocabulary in a
guided format.
N-H 3: Ask and respond
to questions, make
requests, and express
preferences in various
social situations using
learned expressions and
strings of sentences
- Check in for a flight
-Read the arrival and departure screens
-Go through security checking
-Read and understand boarding passes: row and seat –
window or isle seating
-Fill out a customs form while declaring goods
-Talk about some services aboard the plane
-Ask related questions
-Talk about people and things as a group
-Discuss air travel in France
-Plan a trip to a French speaking country
Instructional Focus
Be in class dressed as a pilot and inform students that they are going to take a trip to Paris, France via airplane. Use LCD projector, video
and sound effects to give the illusion of transport.
http://www.a1freesoundeffects.com/890soundsredocommercial.htm
Describe the process: How do you set the stage, provide comprehensible input and check for understanding? What are some activities that you
practice in class to prepare students for the final assessment task? Please fill in that information below. Give at least one example for each
mode.)
a)
b)
c)
d)
Teach vocabulary using TPR
Use Graphic Organizers to re-tell the story using vocabulary
Use Overhead transparencies as visuals
Present video clips of situations.
Interpretive mode:
e) read arrival screen
f) read departure screen
g) fill out a boarding pass
http://www2.gol.com/users/bibendum/boarding_pass/boarding_pass_01.html
h) fill out a customs form
Interpersonal mode: Ask and respond to questions, make requests, and express preferences in various social situations using learned expressions and
strings of sentences.
a) order a meal (possibly)
Presentational mode: Ask and respond to questions, make requests, and express preferences in various social situations using learned expressions and
strings of sentences.
a)
role play with a partner (i.e, passenger/ticket agent)
b) role play with a partner (i.e, passenger/airline attendant)
_____________________________________________________________________________________________________________________________
Interdisciplinary/Assessment Implementation Strategies

Interdisciplinary Connections
Using geography, students will locate city/country of choice

Technology Integration
Virtual Flight: http://www.aeroportsdeparis.fr/ADP/fr-fr/Passagers/
http://www.a1freesoundeffects.com/890soundsredocommercial.htm
Web Quest:
http://glencoe.mcgraw-hill.com/sites/dl/free/0078791448/209783/ch8_frwk_bv1_8_8_05.pdf
In addition: Web Quest, Overhead Projectors, LCD Projectors, Audio sound recorders, videos, environmental changes

Global Perspectives
Correspond with a classroom in Canada through www.sitenous.com
Students will discuss their experience in flight. Cultural experiences while traveling to and from US and/or another country.
Summative:
Here you should indicate what your three final assessments will be. Your interpretive task should lead to
an interpersonal task which should lead to a final presentational task. Keep in mind that there should be a
real-life purpose for the communication.
Interpretive:
Read and understand a boarding pass for a flight to Paris.
Complete a customs form.
http://guides.moscowtimes.ru/photos/travel/arriving/byplane/custom24.gif
Interpersonal:
Presentational:
Students will present their city/country to the class in the target language sharing their experience with the class. They will discuss the procedure from
the time they arrived at the airport, where they sat on the plane, what they ate, time of departure and arrival,
You may leave this section blank or you may provide some “along the way” assessment strategies that you
will employ to make sure that your students are “getting it.”
Formative: Using www.foridahoteachers.org I will select various strategies to
Interpretive:
Interpersonal: Students will take surveys of favorite places visited.
Students will role play while dialoguing with each other.
Presentational:
`1
Content Area: World Languages
Grade: Novice Mid Proficiency
Standard 7: Communication & Culture for the 21st Century
All students will be able to communicate, to understand and be understood in real world contexts, in at least one world language in addition to English.
Descriptive Statement:
Students will use language to understand and interpret spoken and written language (interpretive), engage in meaningful conversation and negotiate
meaning (interpersonal), and present information, concepts and ideas (presentational) as they gain understanding of the perspectives of the
culture(s)while experiencing its products and practices, make connections with other content areas, compare the language/culture studied with their
own, and participate in home and global communities in or outside a school setting.
Strand: Interpretive Interpersonal Presentational
Essential Questions
K-5:
Enduring Understanding
K-5:
I will understand that…
How can I better understand when I do not know everything?
Listening for familiar words and watching the speaker for clues may help me
figure out what the speaker is saying.
Even though I don’t know all the words that are written, I can figure out the
main idea by paying attention to titles, pictures, and familiar expressions.
6-12:
I will understand that…
6-12:
How do I understand what I hear and read when I am just beginning to
learn a new language?
Actively thinking about what I already know helps me better understand.
When listening, watching the speaker closely or examining other visual clues
help me to understand more.
When reading, looking at pictures, charts, titles and other visual cues will
help me to better understand.
Content
Cumulative Progress Indicators (CPIs)
Content includes: Personal Identity (self, friends, family, pets), Home and Interpretive:
Community, Basic Needs, Geography and Climate (Social Studies and
Science Connection), Wellness and Leisure Activities (Health Connection)
within the context of the home and target cultures.
NM 4 - Comprehend
brief oral and written
messages on familiar
topics.
Interpersonal:
Presentational:
N-M 3: Ask and respond
to simple questions,
make requests, and
express preferences
using memorized words
and phrases.
N-M 3: Present orally or
in writing information
from age-appropriate,
culturally authentic
selections.
Instructional Focus
Interpretive mode: Comprehensible input prepares students for the summative assessment.
 Set the context for the unit by coming to class dressed as a traveler complete with sunglasses, a camera, passport and a packed suitcase.
Use multimedia presentation tool to showcase what students will do and the places they will visit during the trip.
 Scaffold activities so that students acquire the vocabulary and language functions.
Interpersonal mode: Information Gap activities and Role Plays prepare students for summative assessment.
You and your brother are packing your suitcases to go to summer camp. To check that you each have what you will need, compare what you have put
in your suitcases.
Presentational mode: Graphic Organizers prepare students for the summative assessment task.

Use a KWHL chart as students work through the unit. This will help them to organize what they are learning throughout the unit.
Interdisciplinary/Assessment Implementation Strategies

Interdisciplinary Connections
Geography (locations, map skills)
Science (weather, temperature)
Math (Currency conversion)
Language Arts Literacy (Comprehension & Communication strategies)

Technology Integration
Internet searches (interpretive)
Digital voice recording (interpersonal)
Pod-cast and/or Multimedia presentation tools (Presentational)

Global Perspectives
Take a virtual trip
Research products and practices of target culture (food, meal times, schedules, 24 hour clock)
Sample Assessment Items
Summative:
Interpretive:
You have traveled to the target country and are getting ready to decide what to do for the day. In order to help you decide, you will look at the
weather forecast on the Internet to help you decide how you should dress and where you will go. (Teacher provides students with an authentic
weather forecast from a target language country – this can be in either print or audio-visual format.)
Interpersonal:
While traveling from one city to another, you leave your suitcase in the train. You go to the police station to file a report. The officer asks you very
specific questions about yourself and the contents of your suitcase.
Presentational:
Create a Podcast, or any type of multimedia presentation for posting on your social networking site. Describe what you now know about the people,
places, and things to do in the target language culture.
Formative:
Interpretive:

Name the person/Point to the person who has a picture, manipulative of…

Signaling Thumbs up if the answer is ‘yes’; thumbs down if the answer is ‘no’.

Cover your eyes. I will remove a picture/item. Open your eyes. What is missing?
Interpersonal:

Teacher circulates and monitors students’ completion of task by having a rubric for assessing students’ participation in this activity.
Presentational:
 Teacher periodically checks students’ organizers to assess student learning.