French II
TAKS Objective
TEKS
Statement
Unit Name:
Overview
Allen ISD - Bundled Curriculum
Te
t
LOTE
Subject
TEKS
1a 3b
1a
1a 3b
1a 3b
1.a,
power
standard
power
standard
1.a, 1.b, 1.c
4.a, 4.b
Unit 1 Lesson 2
1-2.1
1.a, 1e 1f 3b
1.a, 3b
power
standard
1.a, 3b
1.a, 3b
power
Page 1 of 15
11a 1e 1f 3b
Nine Weeks: 1st
Student Expectation/District Clarification
Identity
Students will discuss and understand personal information such as name, address, age, birth date and
place and nationality.
Nationality
Students will comprehend and apply nationality vocabulary. Student will use feminine/masculine forms
appropriately in written and oral languge such as, elle est mexicaine et il est italien.
Culture-Francophonie
Students will identify French-speaking countries and their geographic locations.
Family and friends
Students will describe and discuss immediate and extended family relations such as marital status,
siblings and ages.
Professions
Students will comprehend and produce appropriate feminine/masculine forms of professions and article
deletion ex. Il est avocat/C’est un bon avocat. Students will comprehend and apply profession
vocabulary such as, un mannequin, une actrice etc
Vocabulary resource: Professions
\\Aisd-share.allenisd.net\share$\ForeignLangShr\Curriculum Docs\2013 Curriculum DocsWord\French\French 2 curriculum hyperlinks\Semester 1\Lesson 1\les professions.ppt
Introductions/Telephone
Students will make introductions formally and informally. Students will demonstrate an understanding of
phone etiquette and phone vocabulary such as greetings, leaving a message and calling back later.
Expressions with être
Students will conjugate être correctly and use this verb with idiomatic expressions such as to be on
time, to belong to, to be busy doing something.
Regular adjectives
Students will demonstrate an understanding of adjective agreement and placement of regular
adjectives such as, une voiture bleue.
Adjectives which precede the noun
Students will demonstrate an understanding of adjective agreement and placement of preceding
adjectives such as, une bonne fille.
Irregular adjectives
Students will recognize and produce irregular adjective patterns using the appropriate gender and
plurality such as eux/euse, if/ive and en/enne.
C’est /Il est
Students will demonstrate an understanding of the difference between c’est/il est in context such as
C’est une femme/Elle est jolie.
Expressions with avoir
Revised: 7/1/2015
standard
power
standard
1aa 1e 1f 3b
1.a, 3a 3b
1.a, 3b
1.a 1e 1f 3b
1.a 1e 1f 3b
1a 1e 1f 3b
1a
1a
2.a 2b 2c 2d
1.a, 1e 1f 3b
power
standard
Page 2 of 15
1.a, 1 e 1f 3b
Students will conjugate avoir correctly and apply this verb with idiomatic expressions such as to be
afraid, to be cold, to be hungry and to need.
Vocabulary resource: Avoir/Faire expressions
\\Aisd-share.allenisd.net\share$\ForeignLangShr\Curriculum Docs\2013 Curriculum DocsWord\French\French 2 curriculum hyperlinks\Semester 1\Lesson 3\avoir.faire expressions.ppt
Expressions with faire
Students will conjugate faire correctly and use this verb with idiomatic expressions such as to do the
dishes, to pay attention and to go for a walk.
Inverted questions
Students will create and respond to inverted questions.
Adverbs
Students will comprehend and apply adverb creation based on the appropriate masculine or feminine
form ex. Patient-patiemment, calme-calmement etc
Close future tense
Students will correctly conjugate aller in context. Students will apply
aller + infinitive to discuss the future.
Venir and related verbs
Students will comprehend and produce the correct conjugation of venir and related verbs including
venir de, revenir and devenir.
Depuis
Students will comprehend and produce depuis + present tense to talk about the duration of time e.g. Je
parle français depuis un an.
Speaking Practice Resource
\\Aisd-share.allenisd.net\share$\ForeignLangShr\Curriculum Docs\2013 Curriculum DocsWord\French\French 2 curriculum hyperlinks\Semester 1\Lesson 4\Situation Orale Leçon 4.doc
Culture- The geography of France and French-speaking countries in Europe.
Students will locate and identify important historical sites and geographical features within France
including Paris, the Seine, regions of France, the Alps and bordering countries.
Weekend vocabulary
Students will comprehend and produce weekend activity vocabulary. Students will discuss weekend
plans in the present and close future tense.
Paris vocabulary
Students will comprehend and produce vocabulary specific to Parisian tourist sites such as aller à pied,
monter and descendre.
Culture-Tourist sites in Paris and the Métro.
Students will identify and locate important tourist sites in Paris. Students will explain travel by Métro
and how to use a métro map.
Countryside vocabulary
Students will comprehend and produce countryside vocabulary such as animals, aller à la pêche,
passer etc
Introduction of the passé composé
Students will comprehend and produce regular verbs which use avoir in the passé compose including
all regular verbs in French I such as, manger, finir, et entendre.
Conjugation resource: Passé Composé
Revised: 7/1/2015
1a
power
standard
power
standard
1 a 1e 1f 3b
1.a,
1.a, 3.b
2a-d
\\Aisd-share.allenisd.net\share$\ForeignLangShr\Curriculum Docs\2013 Curriculum DocsWord\French\French 2 curriculum hyperlinks\Semester 1\Lesson 6\les.6.blanc.passecompos.doc
Past tense vocabulary
Students will relate past tense stories using appropriate time expressions such as d’abord, avant, enfin,
etc.
Negative past tense
Students will comprehend and produce negative past tense verbs.
Questions in past tense
Students will comprehend and respond to questions in past tense such as, je n’ai pas fini.
Irregular verbs prendre and mettre
Students will comprehend and produce irregular verbs inclucding prendre, mettre promettre,
comprendre, apprendre à etc.
Cultural elements
Students will compare American culture to French culture through the study of chosen texts from “Read
& Think French” book (pages 108-111).
Guiding/Essential Questions
•
Content Vocabulary
Academic Vocabulary
Signature Resources
• Verbs booklet \\Aisd-share.allenisd.net\share$\ForeignLangShr\Curriculum Docs\2013 Curriculum Docs- Word\French\French 2 curriculum hyperlinks\Semester 1\Fr2 livret
de verbes.docx
Resources
Knowledge and skills.
(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a
variety of contexts. The student uses a mixture of short statements and sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The
student is expected to:
(A) ask and respond to questions about everyday life with simple elaboration in spoken and written conversation;
(B) express and exchange personal opinions or preferences with simple supporting statements in spoken and written conversation;
(C) ask and tell others what they need to, should, or must do with simple supporting reasons in spoken and written conversation;
(D) articulate requests, offer alternatives, and develop plans with simple supporting statements in spoken and written conversation;
(E) interact and react in spoken conversation using culturally appropriate expressions, register, and gestures; and
(F) interact and react in writing using culturally appropriate expressions, register, and style.
(2) Interpretive communication: reading and listening. The student comprehends simple connected statements from culturally authentic print, digital, audio, and audiovisual materials as
appropriate within contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the
specified proficiency levels. The student is expected to:
(A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;
(B) identify the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;
(C) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and
(D) identify cultural practices from authentic print, digital, audio, and audiovisual materials.
(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of phrases and sentences with appropriate and applicable
grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) express and support an opinion or preference orally and in writing with supporting statements; and
(B) describe people, objects, and situations orally and in writing using a series of sequenced sentences with essential details and simple elaboration.
Page 3 of 15
Revised: 7/1/2015
Book
Read & Think French by The editors of Think French magazine, Mc Graw Hill
Textbook Alignment
•
Formative Assessment
•
Summative Assessment
•
Page 4 of 15
Revised: 7/1/2015
French II
TAKS Objective
TEKS
Statement
Unit Name:
Overview
Allen ISD - Bundled Curriculum
Tested
LOTE
Subject
TEKS
1a
power
standard
1.a, 1e 1f 3a 3b
1a 1e 1f 3b
power
standard
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
power
standard
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
Page 5 of 15
Nine Weeks: 2nd
Student Expectation/District Clarification
The verb voir
Students will comprehend and produce the verb voir.
Irregular past participles
Students will comprehend and produce common irregular past tense verbs including être, avoir, faire,
voir, mettre and prendre.
Conjugation Resource: Irregular past participles
\\Aisd-share.allenisd.net\share$\ForeignLangShr\Curriculum Docs\2013 Curriculum DocsWord\French\French 2 curriculum hyperlinks\Semester 1\Lesson 7\Le passé compose des verbes
irréguliers.doc
Quelqu’un, quelque chose, ne….rien and ne….personne
Students will comprehend and produce quelqu’un, quelque chose and their negative counterparts in
present and past tense. Students will demonstrate appropriate placement and meaning of affirmative
and negative expressions.
The passé composé of aller
Students will comprehend and apply the conjugation rules for aller in the passé composé including the
use of être and gender appropriate spellings of the past participle such as, je suis allée.
Time expressions
Students will comprehend and produce time expressions according to the appropriate tense such as
Hier, j’ai mangé une salade, aujourd’hui je mange une salade et demain, je vais manger une salade.
The verbs sortir, partir and dormir
Students will comprehend and produce these irregular verbs including the past tense conjugation such
as sortir, partir et dormir.
The passé composé with être
Students will comprehend and produce all verbs which use être as the auxiliary verb such as, je suis
venu(e). Students will conjugate être verbs correctly including gender appropriate spelling of the past
participle such as, nous sommes retourné(e)s.
Conjugation resource: Verbs with être in the passé compose
\\Aisd-share.allenisd.net\share$\ForeignLangShr\Curriculum Docs\2013 Curriculum DocsWord\French\French 2 curriculum hyperlinks\Semester 1\Lesson 8
Time expression il y a
Students will comprehend and produce il y a as a time expression in appropriate context such as Je
suis allé en Chine il y a deux mois.
Culture-French cuisine and shopping
Students will comprehend and identify cultural differences in regards to shopping, cuisine and dietary
habits.
Revised: 7/1/2015
Meal vocabulary
Students will comprehend and produce vocabulary including meals, times, places and favorite cuisine.
Student will discuss and explain meal routines and above details.
Café vocabulary
Students will comprehend and produce vocabulary including appropriate salutations such as Bonjour,
monsieur, l’addition et le service est compris. Students will use appropriate salutations, order and pay
for a café meal using the formal register.
Food vocabulary
Students will comprehend and produce vocabulary including food preferences. Students will describe
and discuss in detail food preferences and meal components such as breakfast foods, typical lunch
and dinner foods
power
standard
1.a 1b 1c 1d,
1.e 1f 3a 3b
1a 1e 1f
1a 1e 1f
1a 1e 1f 3b
1.a, 1.e 1f 3b
1.a, 1.e 1f 3a3b
Page 6 of 15
Market vocabulary
Student will comprehend and produce vocabulary including fruits, vegetables, and market specific
vocabulary such as c’est tout et un kilo/un livre. Students will use appropriate salutations and purchase
market items in the formal register.
Speaking Resource: Shopping situations
\\Aisd-share.allenisd.net\share$\ForeignLangShr\Curriculum Docs\2013 Curriculum DocsWord\French\French 2 curriculum hyperlinks\Semester 1\Lesson 9
The verbs vouloir, pouvoir and devoir.
Students will comprehend and produce irregular verb forms in appropriate contexts including vouloir,
pouvoir et devoir.
Partitive articles
Students will demonstrate an understanding of partitive articles including meaning, gender and
plurality.
Vocabulary resource: partitive articles
\\Aisd-share.allenisd.net\share$\ForeignLangShr\Curriculum Docs\2013 Curriculum DocsWord\French\French 2 curriculum hyperlinks\Semester 1\Lesson 10
Students will demonstrate an understanding of the partitive article in negative sentences.
The verb boire
Students will comprehend and produce the irregular verb boire including the past tense conjugation
Stem changing verbs like acheter, préférer et payer
Students will comprehend and produce the stem-changing verbs including the past tense conjugation.
Article choice
Students will comprehend and apply partitive, definite and indefinite articles. Students will use the
appropriate form based on gender and plurality and in the appropriate context such as un gâteau/du
gâteau.
Grammar resource: Article choice
\\Aisd-share.allenisd.net\share$\ForeignLangShr\Curriculum Docs\2013 Curriculum DocsWord\French\French 2 curriculum hyperlinks\Semester 1\Lesson 11
Revised: 7/1/2015
1.a, 1.e 1f 3a
3b
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
2a-2d
Expressions of quantity
Students will comprehend and produce expressions of quantity and demonstrate an understanding of
de + noun formula such as un litre de lait.
The adjective tout
Students will comprehend and produce appropriate form of the adjective tout according to gender and
plurality.
Il faut
Students will comprehend and apply the expression Il faut + infinitive in affirmative and negative
constructions. Students will demonstrate an understanding of the idiomatic nature of this expression
such as, Il ne faut pas fumer-You “should” not smoke.
Writing Resource: <Il faut> situations
\\Aisd-share.allenisd.net\share$\ForeignLangShr\Curriculum Docs\2013 Curriculum DocsWord\French\French 2 curriculum hyperlinks\Semester 1\Lesson 12
Cultural elements
Students will compare American culture to French culture through the study of chosen texts from “Read
& Think French” book (pages 112-115).
Guiding/Essential Questions
•
Content Vocabulary
Academic Vocabulary
Signature Lessons
•
Resources
Knowledge and skills.
(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a
variety of contexts. The student uses a mixture of short statements and sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The
student is expected to:
(A) ask and respond to questions about everyday life with simple elaboration in spoken and written conversation;
(B) express and exchange personal opinions or preferences with simple supporting statements in spoken and written conversation;
(C) ask and tell others what they need to, should, or must do with simple supporting reasons in spoken and written conversation;
(D) articulate requests, offer alternatives, and develop plans with simple supporting statements in spoken and written conversation;
(E) interact and react in spoken conversation using culturally appropriate expressions, register, and gestures; and
(F) interact and react in writing using culturally appropriate expressions, register, and style.
(2) Interpretive communication: reading and listening. The student comprehends simple connected statements from culturally authentic print, digital, audio, and audiovisual materials as
appropriate within contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the
specified proficiency levels. The student is expected to:
(A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;
(B) identify the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;
(C) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and
(D) identify cultural practices from authentic print, digital, audio, and audiovisual materials.
(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of phrases and sentences with appropriate and applicable
grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) express and support an opinion or preference orally and in writing with supporting statements; and
(B) describe people, objects, and situations orally and in writing using a series of sequenced sentences with essential details and simple elaboration.
Page 7 of 15
Revised: 7/1/2015
Book
Read & Think French by The editors of Think French magazine, Mc Graw Hill
Textbook Alignment
•
Formative Assessment
•
Summative Assessment
•
Page 8 of 15
Revised: 7/1/2015
French II
TAKS Objective
TEKS
Statement
Unit Name:
Overview
Allen ISD - Bundled Curriculum
Tested
LOTE
Subject
TEKS
2a-2d
2a-2d
2a-2d
1a 1e 1f
power
standard
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
power
standard
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
power
standard
Page 9 of 15
1.a, 1.e 1f 3b
Nine Weeks: 3rd
Student Expectation/District Clarification
Culture-French cinema
Students will identify and discuss important actors, actresses and movies in French cinematic history.
Students will comprehend and discuss the cultural differences between French and American cinema.
Spectacle vocabulary
Students will comprehend and produce spectacle vocabulary. Students will discuss in 2-3 sentences
weekend activities with friends, concerts, movies and music.
Vocabulary resource: Les spectacles
\\Aisd-share.allenisd.net\share$\ForeignLangShr\Curriculum Docs\2013 Curriculum DocsWord\French\French 2 curriculum hyperlinks\Semester 2\lesson 13\Les spectacles.ppt
Movie genre vocabulary
Students will comprehend and produce movie genre vocabulary such as movie genre preferences,
movie times and purchasing tickets.
Accepting and refusing invitations
Students will extend, accept and refuse invitations including salutations. Students will comprehend and
produce movie genre vocabulary such as movie genre preferences, movie times and purchasing
tickets.
Object pronouns: me, te, nous, vous
Students will comprehend and produce object pronouns in indicative sentences. Students will identify
the difference between the subject and object of a verb in French and English.
Grammar Resource: Direct Object Pronouns
\\Aisd-share.allenisd.net\share$\ForeignLangShr\Curriculum Docs\2013 Curriculum DocsWord\French\French 2 curriculum hyperlinks\Semester 2\Lesson 14
Verbs followed by à
Students will comprehend and produce object pronouns and common verbs followed by à in context
such as presenter à et donner à.
Imperative with me, te, nous et vous
Students will comprehend and produce affirmative and negative commands using objective pronouns.
Infinitive with me, te, nous et vous
Students will comprehend and produce affirmative and negative infinitive constructions placing object
pronouns in the appropriate place e.x. Je vais te donner un stylo.
The verb connaître
Students will comprehend and apply conjugation of the verb connaître including subject/verb
agreement in present and past tense ex. Je connais Marc et j’ai reconnu Marc.
Object pronouns le, la, les
Students will comprehend and apply grammatical rules of direct object pronouns including gender and
Revised: 7/1/2015
plurality. Students will explain the function of object pronouns in English and French.
Grammar practice: Object pronouns
\\Aisd-share.allenisd.net\share$\ForeignLangShr\Curriculum Docs\2013 Curriculum DocsWord\French\French 2 curriculum hyperlinks\Semester 2\Lesson 15
power
standard
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
Page 10 of 15
The irregular verbs dire, lire et écrire
Students will comprehend and apply irregular verb forms in appropriate contexts including subject/verb
agreement in present and past tense.
Vocabulary to accompany dire, lire et écrire
Students will appropriately pronounce dire, lire et écrire vocabulary and apply in context with applicable
verb ex.Je lis un roman.
Indirect object pronouns lui et leur
Students will comprehend and apply indirect object pronouns with verbs followed by à such as, montrer
à et donner à. Students will apply rules of gender and plurality when incorporating direct object
pronouns e.x. Je parle à Pierre/Je lui parle.
Smartoard Resource: Direct/Indirect pronouns
\\Aisd-share.allenisd.net\share$\ForeignLangShr\Curriculum Docs\2013 Curriculum DocsWord\French\French 2 curriculum hyperlinks\Semester 2\Lesson 16\direct.indirect verbs.notebook
Verbs followed by an indirect object
Students will comprehend and apply rules of direct and indirect verbs including the appropriate form of
the direct or indirect object pronoun ex. Je vois Marc-je le vois, J’écris à Marc-je lui écris.
Word order with multiple pronouns
Students will apply appropriate word order when creating sentences containing multiple object
pronouns ex. Je le lui donne. Students will apply word order rules in negative sentences, imperative,
infinitive constructions.
Connaître et savoir
Students will comprehend and apply the conjugation of the irregular verbs savoir et connaître in the
present and past tense in the proper context. Ex. Je connais Jean-Paul. Je sais où il habite.
House and city vocabulary (21A)
Students will pronounce appropriately and apply house and city vocabulary. Students will discuss and
describe houses and cities including color, size, location, neighborhood, rooms, floors, furniture and
equipment.
Furniture and equipment in the house (21B)
Students will pronounce appropriately and apply furniture and equipment vocabulary including le salon,
la salle à manger, la cuisine, la chambre et la salle de bains.
Verbs for actions in the house
Students will comprehend and apply action verb vocabulary. Students will discuss and explain various
activities in the house ex. J’allume la lampe et j’ouvre la porte.
Smartboard Activity : Verb conjugation
\\Aisd-share.allenisd.net\share$\ForeignLangShr\Curriculum Docs\2013 Curriculum DocsWord\French\French 2 curriculum hyperlinks\Semester 2\Lesson 21
The verb vivre
Students will comprehend and apply irregular conjugation of the verb vivre in the present and past
tense. Students will apply vivre et habiter in the proper context. Ex. Je vis bien. J’habite ici.
Revised: 7/1/2015
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
2a-d
Revision of the passé compose
Students will comprehend and apply conjugation rules to all previously acquired regular and irregular
verbs in the passé compose. Students will discuss and explain past events in detail and at length.
Relative pronouns qui et que
Students will comprehend and apply relative pronouns. Students will explain the difference between qui
referring to the subject of the verb which follows and que referring to the object of the verb which follow.
Grammar Resource: qui/que
Cultural elements
Students will compare American culture to French culture through the study of chosen texts from “Read
& Think French” book (pages 116-119).
Guiding/Essential
Questions
•
Content Vocabulary
Academic Vocabulary
Signature Lessons
•
Resources
Knowledge and skills.
(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a
variety of contexts. The student uses a mixture of short statements and sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The
student is expected to:
(A) ask and respond to questions about everyday life with simple elaboration in spoken and written conversation;
(B) express and exchange personal opinions or preferences with simple supporting statements in spoken and written conversation;
(C) ask and tell others what they need to, should, or must do with simple supporting reasons in spoken and written conversation;
(D) articulate requests, offer alternatives, and develop plans with simple supporting statements in spoken and written conversation;
(E) interact and react in spoken conversation using culturally appropriate expressions, register, and gestures; and
(F) interact and react in writing using culturally appropriate expressions, register, and style.
(2) Interpretive communication: reading and listening. The student comprehends simple connected statements from culturally authentic print, digital, audio, and audiovisual materials as
appropriate within contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the
specified proficiency levels. The student is expected to:
(A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;
(B) identify the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;
(C) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and
(D) identify cultural practices from authentic print, digital, audio, and audiovisual materials.
(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of phrases and sentences with appropriate and applicable
grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) express and support an opinion or preference orally and in writing with supporting statements; and
(B) describe people, objects, and situations orally and in writing using a series of sequenced sentences with essential details and simple elaboration.
Book
Read & Think French by The editors of Think French magazine, Mc Graw Hill
Page 11 of 15
Revised: 7/1/2015
Textbook Alignment
•
Formative Assessment
•
Summative Assessment
•
•
Page 12 of 15
Revised: 7/1/2015
Unit Name:
Overview
TAKS Objective
Allen ISD - Bundled Curriculum
French II
TEKS
Statement
power
standard
power
standard
Tested
LOTE
Subject
TEKS
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
power
standard
1.a, 1.e 1f 3b
power
standard
1.a, 1.e 1f 3b
power
standard
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
Page 13 of 15
Nine Weeks: 4th
Student Expectation/District Clarification
Conjugation of the imparfait
Students will comprehend and apply imperfect conjugation to all previously acquired regular and
irregular verbs.
Smartboard Resource: Imperfect
Imperfect implementation: habitual actions
Students will comprehend and apply the imperfect tense such as to describe habitual actions in the
past ex. Tous les jours, je jouais au tennis.
Time expressions
Students will comprehend and apply time expression vocabulary. Students will compare and contrast
the use of the imparfait vs passé compose. Ex. Un soir j’ai mangé/ Tous les soirs Je mangeais.
Imperfect implementation: past progressive actions
Students will comprehend and apply the imperfect tense to discuss background action in the past Ex.
Je faisais mes devoirs quand il a téléphoné.
Imperfect implementation: circumstances of an event
Students will comprehend and apply the imperfect tense to describe and explain the circumstances of
an event. Students will construct a half-page story including information about time, weather, day,
month, people, clothing, actions, physical, mental and emotional states and external circumstances.
Speaking Practice: Stories in the imperfect
Imparfait et Passé compose
Students will evaluate and apply the passé composé and imparfait in the appropriate context. Students
will discuss in 2-3mins.and in detail past events using a variety of verbs and tenses.
Individual sport vocabulary
Students will appropriately pronounce and apply sport vocabulary while discussing and explaining
sporting habits of themselves and others. Students will demonstrate an understanding of the
application of partitive articles with sports and activities ex. Je fais du tennis./Je joue au tennis.
Vocabulary Resource: Les sports
Body parts vocabulary
Students will comprehend and apply body part vocabulary. Students will comprehend, respond to and
give commands incorporating body parts Ex. Touchez les jambes!
Health vocabulary
Students will comprehend and apply health vocabulary. Students will explain health issues in 2-3
sentences using the present and past tense. Ex. J’ai eu la grippe l’hiver dernier/j’ai la grippe
aujourd’hui.
Revised: 7/1/2015
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
power
standard
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
The pronoun y
Students will comprehend and apply the pronoun y in present and past tense constructions.
Speaking Resource: Y/En
The pronoun en
Students will comprehend and apply the pronoun en in present and past tense constructions
Vocabulary for expressing an opinion
Students will construct and explain opinions on various topics including à mon avis, selon moi, d’après
moi, je pense que, je trouve que et je crois que.
Definite article with parts of the body
Students will apply and comprehend the use of the definite article with body parts ex. J’ai les yeux
bleus.
Reflexive verbs
Students will comprehend and apply of reflexive verbs in the present tense such as, je me lave.
Smartboard Resource: Reflexive verbs
Reflexive verbs and accompanying vocabulary
Students will comprehend and apply reflexive vocabulary and verbs to discuss daily routines.
Grammar Resource: Reflexive Verbs
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
1.a, 1.e 1f 3b
2a-d
The imperative with reflexive verbs
Students will apply and create reflexive verb commands in the affirmative and negative such as, lavetoi! et ne te lave pas!
The passé compose with reflexive verbs
Students will comprehend and apply reflexive verb conjugation in the passé composé including the use
of the verb être and the agreement of the past participle. Ex. Nous nous sommes levés.
Infinitive constructions with reflexive verbs
Students will apply and create infinitive constructions containing reflexive verbs in the affirmative and
negative Ex. Je vais me laver.
Cultural elements
Students will compare American culture to French culture through the study of chosen texts from “Read
& Think French” book (page 184-199).
Guiding/Essential Questions
•
Content Vocabulary
Academic Vocabulary
Signature Lessons
•
Resources
Knowledge and skills.
(1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a
variety of contexts. The student uses a mixture of short statements and sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The
student is expected to:
Page 14 of 15
Revised: 7/1/2015
(A) ask and respond to questions about everyday life with simple elaboration in spoken and written conversation;
(B) express and exchange personal opinions or preferences with simple supporting statements in spoken and written conversation;
(C) ask and tell others what they need to, should, or must do with simple supporting reasons in spoken and written conversation;
(D) articulate requests, offer alternatives, and develop plans with simple supporting statements in spoken and written conversation;
(E) interact and react in spoken conversation using culturally appropriate expressions, register, and gestures; and
(F) interact and react in writing using culturally appropriate expressions, register, and style.
(2) Interpretive communication: reading and listening. The student comprehends simple connected statements from culturally authentic print, digital, audio, and audiovisual materials as
appropriate within contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the
specified proficiency levels. The student is expected to:
(A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;
(B) identify the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;
(C) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and
(D) identify cultural practices from authentic print, digital, audio, and audiovisual materials.
(3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of phrases and sentences with appropriate and applicable
grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) express and support an opinion or preference orally and in writing with supporting statements; and
(B) describe people, objects, and situations orally and in writing using a series of sequenced sentences with essential details and simple elaboration.
Book
Read & Think French by The editors of Think French magazine, Mc Graw Hill
Textbook Alignment
•
Formative Assessment
•
Summative Assessment
•
Page 15 of 15
Revised: 7/1/2015