USEMINOLE COUNTY PUBLIC SCHOOLS
ESOL and World Languages Department
Coordinator: Minnie Cardona
ESOL / World Languages Department
French Curriculum Guide
Curriculum Committee
Kay Bresemann
Sandra Bierkan
Viviana Kypraios
Pamela Lynch
Anne White
SCPS French Curriculum, Levels 1-2-3
Yearly Plan by 4 Nine Week Learning Periods
INTRODUCTION:
How to Teach For Meaning and for Students’ Understanding, to Promote Learning
Traditionally, curriculum designs have given priority to content and to lesson
plans centered on teachers’ activities. This has resulted in fragmented student learning,
one that lets the student see the “trees but not the forest”. Research shows that the best
curriculum designs are planned "backward": they proceed from the big picture ideas and
student learning goals, and leave the gritty detail of teaching resources and activities for
the last stage of the process.
To this effect, the SCPS district has recognized the value of a new curriculum
framework called “Understanding by Design: The Logic of Backward Design,”
by Jay McTighe and Associates. In drafting this document, the Curriculum Writing
Team worked to incorporate this innovative framework - Understanding by Design
(UBD) - into the planning of each chapter of the adopted textbook series, by
Glencoe. For a better understanding of the UBD framework and of our curriculum,
we have summarized below the three core stages of UBD framework. Always keep
these in mind as you teach.
STAGE 1•
•
•
STAGE 2•
•
•
STAGE 3•
•
•
•
•
•
Identify students’ Desired Outcomes:
What understanding is desired?
(Students will understand that…);
What essential questions will be considered,
when addressing the content of each chapter?
What key knowledge and skills will students acquire as a result of this
unit? (Students will be able to…; will know that….).
Determine acceptable evidence:
What evidence will show that students understand?
(Performance tasks);
What other evidence (tests/quizzes/work samples, observations) needs to
be collected to support desired outcomes?
What forms of Students’ Self–Assessment and Reflections will be
collected?
Plan of Learning Experiences (acronym of WHERETO):
Where are we headed?
How will the student be Hooked?
Which opportunities will the teacher provide to Explore, Rethink/Revise;
What tools will be used for the Evaluation of the work?
How will the teacher Tailor instruction to students’ interests?
How will the work be Organized?
It is our hope that this will be a “living” and useful curriculum, drafted to guide you
in your teaching efforts to promote students’ understanding and learning.
FRENCH 1 CURRICULUM
YEARLY PLAN PER 9 WEEKS
Glencoe Textbook: BON VOYAGE!
Bon Voyage!, the SCPS adopted textbook for French level 1, is comprised of 14
chapters, not including the Preliminary Lessons, at the beginning of the textbook. The
recommendation of this Committee is that 12 chapters, including the Preliminary
Lessons, should be covered in a standard French one class, over the course of the
school year. However, students enrolled in a French Pre IB class should cover the
entire textbook content, i.e. 14 chapters.
Required Teacher Coverage in Each Chapter
(Textbook pages are color coded)
1) Vocabulaire (green)
2) Structures (red)
3) Conversation (purple)
4) First cultural reading in “Lectures Culturelles” (follows « Conversation » section)
5) Connexions (blue- follows « Lectures supplémentaires»)
6) C’est à vous (blue)
7) Assessment (blue- follows «C’est à vous» section)
8) Focus on Florida: FCAT Readings (red- follows « Assessment » section)
In the outline below for each quarter, the following elements are listed for each
chapter:
- Vocabulaire (vocabulary),
- Structures (grammar concepts)
- Cultural components (First cultural reading in « Lectures Culturelles » and
« Connexions »)
Optional Material
1) Other cultural readings (Lectures supplémentaires)
2) On Parle Super Bien (Illustration page)
3) Musée de l’Art -Fine Arts Transparency Binder (Transparencies of paintings)
1st 9 WEEKS
Preliminary Chapter: Leçons Préliminaires
• Greeting and saying goodbye to people
• Courtesy expressions
• Finding out a person’s name
• Ordering food
• The calendar: days and months
• Telling time
• Numbers 1-30
• L’alphabet français p. xxxviii
•
•
Culture: le Monde Francophone p.xxi – xxxv
Why Learn French? p. xxxvi
Chapter 1: Une amie et un ami
• Describing oneself or someone else
• Numbers 30-69
• Likes/dislikes (aimer, préférer, adorer, détester)
• Questions words: Qui, D’où
• Articles in the singular form: le, la, un, une
• Agreement of adjectives
• Present tense of être (singular form)
• Making a sentence negative
• Culture: Un Parisien et une Martiniquaise
• Connexions: La géographie de France
Compare with Florida geography, p. 147A
Chapter 2: Les cours et les profs
• School
• Class subjects (compare with French schooling p. 70)
• Cont. Numbers 70-100
• Plural of articles, nouns and adjectives
• Present tense of Être: plural form
• Contrast informal and formal you: “tu” and “vous”
• Culture: French Language in Haiti, Canada, Louisiana;
• Connexions: Les sciences naturelles
2nd 9 WEEKS
Chapter 3: Pendant et après les cours
• School subjects
• Shopping for school supplies
• The school day-schedule
• Likes and dislikes: in school and after school
• Numbers 100-1000 Likes and Dislikes
• Present tense Regular verbs in ER
• Negation of indefinite articles: Pas de
• Verbs + infinitive
• Culture: Paris-Une journée avec Jacqueline
• Connexions: L’ordinateur-Computers and Technology
Chapter 4: La famille et la maison
• Members of the family
• Birthdays
•
•
•
•
•
•
•
Rooms of a house
Houses, apartment buildings and neighborhoods
Present tense of Avoir, and idioms (age)
Possessive adjectives: ownership of items
Adjectives: singular, plural and adjectives before the noun
Culture: Housing in France- Où habitent les Français
Connexions: Art and History- Versailles, Marie-Antoinette, la Révolution
Chapter 5: Au café et au restaurant
• Going to a café and restaurants
• Names of food and beverages
• Eating utensils
• Meals (see also French meals p.174)
• Present Tense of Aller
• Aller + infinitive
• Contractions of à and de
• Present tense of prendre
• Culture: a restaurant experience- Au restaurant? Vraiment?
• Connexions: Les mathématiques - counting on one’s fingers
3 rd 9 WEEKS
Chapter 6: la nourriture et les courses
• Types of food
• Shopping for food
• Open-air market
• Supermarket
• Present tense of faire, pouvoir and vouloir
• The partitive and the definite articles
• Negative form of the partitive: Pas de
• Culture: les courses chez les petits commerçants
• Connexions: metric conversions
Chapter 7: Les vêtements
• Clothing
• Shopping for clothes (in Paris and in Africa)
• Sizes and colors
• Present tense of mettre, voir and croire
• Comparative adjectives
• Culture: shopping in Paris- couturiers, boutiques, grands magasins et marché
aux puces
• Connexions: poetry
Chapter 8: L’aéroport et l’avion
• The airport, checking in
• On board an airplane
•
•
•
•
•
Present tense of IR verbs
Quel and tout
Sortir, partir, dormir and servir
Culture : Voyage à Paris et en Normandie
Connexions: climate versus weather
4th 9 WEEKS
Chapter 9: La gare et le train
• The train station, purchasing a ticket (see SNCF p.312)
• On the train
• Present tense of RE verbs
• Demonstrative adjectives (this, that)
• Dire, écrire, lire
• Culture: Francophone world and African geography
• Connexions: the 24-hour clock and the metric system
Chapter 10: Les sports
• Soccer
• Basketball
• Volleyball
• Bicycling
• Running
• Passé composé of regular verbs
• Qui, qu’est-ce que, quoi
• Present tense of boire, devoir, recevoir
• Culture: les sports au Québec et en Afrique
• Connexions: Anatomy: le corps humain
Chapter 11: L’été et l’hiver
• Summer weather and activities
• Spring
• Winter weather and activities
• Autumn
• Passé composé of irregular verbs
• Negative statements (never, no one, nothing)
• Passé composé with être
• Culture: au Canada, au Québec
• Connexions: French painters
Chapter 12: La routine quotidienne
• Daily routine: grooming and family life
• The kitchen
• Watching television
• Reflexive verbs in the present
• Reflexive verbs in the passé composé
• Culture: a family from the Maghreb region
• Connexions: Ecology
Title: Bon Voyage
Subject/Course: French Level I
Topic: Leçons Préliminaires
Grade(s):8-12
Designer(s): French Curriculum Committee
STAGE 1 – DESIRED RESULTS
Content Standard(s)
Communication: A. 1.1.2, A. 2.1.4, A.3.2.3
Culture: B.1.1.2, B 1.1.3,
Connections:
Comparisons D.1.1.2, D.1.2.2
Experiences:
Understanding(s) Students will understand that….
1. Basic greetings and courtesy phrases can be learned and used immediately to interact with French
speaking people.
2. French speaking people consider formal and informal relationships in choosing the language that is used
in conversation.
3. The rules of pronunciation, spelling, and capitalization in French are different than in English.
Essential Question(s)
1. What are some ways to say hello, goodbye, how are you, etc.
2. How are formal greetings different from informal greetings?
3. How does one distinguish when it is appropriate to use the informal phrases?
4. What are some basic pronunciation rules that can be relied on consistently?
5. What are the differences in capitalization rules for days and months?
6. How does one ask and answer what the day and date and time are?
Students will know… Students will be able to….
1. greet people and say goodbye to people
2. ask and tell names
3. ask people how they are
4. express simple courtesies
5. count from 1-30
6. ask and tell the day, date, and time
STAGE 2 – ASSESSMENT EVIDENCE
Performance Task(s)
1. Recite the French alphabet in groups and individually
2. Answer teacher questions
3. Role play conversations
4. Recite numbers, days, and months groups and individually
5. Tell what the time is using examples presented on a transparency, on paper, or with realia.
Key Criteria:
Understanding of questions evidenced by an appropriate response, even if incomplete.
Accurate reproduction of pronunciation modeled by teacher or other resources.
Other Evidence
Impromptu dialog with teacher or between student pairs.
STAGE 3 -- LEARNING PLAN
Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big idea
and questions in the unit? How will
you equip them with needed skills
and knowledge?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing, revising,
and refining their work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals of
the unit?
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
Assess the level of the student’s exposure to French and why
they are studying it now.
Ask students to share experiences with French language and
culture.
Highlight some important contributions made by France and
French culture in the world, such as Cuisine, Fashion. Highlight
cognates and French phrases used in English.
Parent letter, lesson overview, presentation of objectives, video
or audio introduction to basic conversation in various situations.
Class and group practice and role play. Making foldables or
other practice tools, Bell-ringer reviews, competitive games.
Songs to practice specific items, such as the alphabet, counting,
and days and months.
Using pairs and groups to initiate practiced and impromptu
question and answers. Round-robin recitation of days, months,
numbers.
Use pairs and groups for practice. Require a basic conversation
from each pair or group, no matter how brief.
Follow the basic sequence of the Preliminary lessons,
incorporating previous experience when appropriate.
Title: Bon Voyage
Subject/Course: French Level I
Topic: Chapter 1 Une amie et un ami
Grade(s):8-12
Designer(s): French Curriculum Committee
STAGE 1 – DESIRED RESULTS
Content Standard(s)
Communication: A.1.2.2, A.1.2.1, A.2.1.2, A.2.1.3 A.2.2.5, A.3.1.1, A.3.2.1, A 3.2.3
Culture:
Connections: C.1.1.1, C.1.2.2, C.2.1.1
Comparisons: D.1.1.1, D.1.1.2, D.1.2.1, D.1.2.2
Experiences:
Understanding(s) Students will understand that….
1.
2.
3.
4.
5.
6.
Subject/verb agreement is a concept that is used in French to a greater extent than in English.
All nouns have gender and adjectives match the nouns with which they are used.
Word order in French is often different than in English.
Questions can be formed by voice inflection.
There are many cognates between French and English.
French uses a specific set of 2 words to make sentences negative.
7. There are many Francophone nations around the world.
Essential Question(s)
1.
2.
3.
4.
5.
6.
What is a subject pronoun and how does it determine the form of a verb?
What does gender mean? How is the gender of a noun determined or identified?
How do nouns and adjectives change to show gender?
What are the similarities and differences in word order between French and English?
What is a cognate?
How can the voice indicate a question?
7. What is the relationship between Martinique and France?
Students will know… Students will be able to….
1.
2.
3.
4.
ask and tell what someone is like, describe yourself and others
ask or tell who someone is
ask or tell where someone is from
count up to 60
5. talk about students from France and Martinique
STAGE 2 – ASSESSMENT EVIDENCE
Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher’s
Edition, the following activities can be used for assessment:
1.
2.
3.
4.
5.
6.
7.
8.
Performance assessment test (writing)
Situation cards (speaking)
C’est à Vous activities (speaking and writing)
On parle Super Bien (speaking)
Communication Transparencies (speaking)
Impromptu conversation or Question and answer (listening and speaking)
Answers to essential questions
Other Teacher created activities
Key Criteria:
Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking,
as outlined in the Sunshine State Standards.
Other Evidence :
1. Quizzes and tests
2. Homework
3. Lab usage
STAGE 3 -- LEARNING PLAN
Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big idea
and questions in the unit? How will
you equip them with needed skills
and knowledge?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing, revising,
and refining their work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals of
the unit?
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
To review where they have been:
• Use Bell Ringer Reviews
• Use c’est à vous section from previous chapter.
• Use Conversation transparency from previous chapter.
Introduce the main ideas of the chapter
• TPR
• Introduce Videotour
• Present powerteach interactive chalkboard.
• Teacher creativity
Focus on the essential questions using textbook and technology
resources:
• Puzzlemaker
• Quia on-line activities,
• transparencies
• workbook and audio activities,
• foldables
• study tips in handbook section of textbook
• “Passport to success” workbook
As well as the resources listed above, use
• situation cards
• InfoGap activity in handbook section
• role play
• C’est à vous section of textbook
• InfoGap (speaking and listening)
• Conversation section using text, CD, DVD
• Lectures culturelles (reading)
• C’est à vous (writing)
• On parle super bien (speaking)
• Assessment section of textbook (review)
• Mindjoggers Video Game (review)
• Reintroduce Videotour
• Refer to the “Differentiated Instruction” section of the
Teacher edition (pT24-T25)
• Vary instruction to meet all learning modalities.
•
•
Follow the sequence of the chapter.
Use the pacing and priorities section for each chapter and
adjust to meet individual needs.
Title: Bon Voyage
Subject/Course: French Level I
Topic: Chapter 2 Les cours et les profs
Grade(s):8-12
Designer(s): French Curriculum Committee
STAGE 1 – DESIRED RESULTS
Content Standard(s)
Communication: A.1.1.1, A.1.1.2, A.1.1.3, A.1.2.1, A.2.1.2, A.2.1.3, A.2.1.4, A.2.2.3, A.2.2.5, A.3.1.1, A.3.2.1, A.3.2.3
Culture: B.1.1.2
Connections: C.1.1.1, C.1.1.2, C.2.1.1
Comparisons: D.1.1.2, D.1.2.1, D.1.2.2
Experiences: E.1.2.1
Understanding(s) Students will understand that….
1.
2.
3.
4.
5.
6.
Adjectives have plural forms to match plural nouns.
Articles are adjectives and also match nouns in number and gender.
In French the word for ‘they’ can be masculine or feminine.
When talking about groups of mixed gender the masculine form is used.
The word ‘vous’ for you has more than one meaning.
Using the question word ‘comment’ with the verb ‘être’ is asking for a description.
7. Varieties of French are still spoken by descendents of French immigrants to North America and the
Carribean.
Essential Question(s)
1.
2.
3.
4.
5.
6.
How are nouns and adjectives made plural?
What is an article and how are they used with nouns?
How are the words for ‘he’ and ‘she’ made plural to express ‘they’?
How does one decide if ‘they’ should be masculine or feminine.
What are the different meanings for ‘vous’ and how are they different from ‘tu’?
What is the difference between ‘comment est’ and ‘comment va’?
7. Where and why is French still spoken in North America?
Students will know… Students will be able to….
1.
2.
3.
4.
Describe people and things
talk about more than one person or thing
tell what subjects you take in school and give opinions about them
speak to people formally and informally
5. talk about French-speaking people in the United States
STAGE 2 – ASSESSMENT EVIDENCE
Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher’s
Edition, the following activities can be used for assessment:
1.
2.
3.
4.
5.
6.
7.
Performance assessment test (writing)
Situation cards (speaking)
C’est à Vous activities (speaking and writing)
On parle Super Bien (speaking)
Communication Transparencies (speaking)
Impromptu conversation or Question and answer (listening and speaking)
Answers to essential questions
8. Other Teacher created activities
Key Criteria:
Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking,
as outlined in the Sunshine State Standards.
Other Evidence
1. Quizzes and tests
2. Homework
3. Lab usage
STAGE 3 -- LEARNING PLAN
Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big idea
and questions in the unit? How will
you equip them with needed skills
and knowledge?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing, revising,
and refining their work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals of
the unit?
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
To review where they have been:
• Use Bell Ringer Reviews
• Use c’est à vous section from previous chapter.
• Use Conversation transparency from previous chapter.
Introduce the main ideas of the chapter
• TPR
• Introduce Videotour
• Present powerteach interactive chalkboard.
• Teacher creativity
Focus on the essential questions using textbook and technology
resources:
• Puzzlemaker
• Quia on-line activities,
• transparencies
• workbook and audio activities,
• foldables
• study tips in handbook section of textbook
• “Passport to success” workbook
As well as the resources listed above, use
• situation cards
• InfoGap activity in handbook section
• role play
• C’est à vous section of textbook
• InfoGap (speaking and listening)
• Conversation section using text, CD, DVD
• Lectures culturelles (reading)
• C’est à vous (writing)
• On parle super bien (speaking)
• Assessment section of textbook (review)
• Mindjoggers Video Game (review)
• Reintroduce Videotour
• Refer to the “Differentiated Instruction” section of the
Teacher edition (pT24-T25)
• Vary instruction to meet all learning modalities.
•
•
Follow the sequence of the chapter.
Use the pacing and priorities section for each chapter and
adjust to meet individual needs.
Title: Bon Voyage
Subject/Course: French Level I
Topic: Chapter 3 Pendant et après les cours
Grade(s):8-12
Designer(s): French Curriculum Committee
STAGE 1 – DESIRED RESULTS
Content Standard(s)
Communication: A.1.1.1, A 1.2.1, A.2.1.2, A 2.1.3, A.2.2.3, A.2.2.5, A 3.1.1, A.3.2.1, A.3.2.3
Culture: B.1.1.1
Connections: C.1.1.1, C.1.1.2
Comparisons: D.1.1.1, D.1.2.1, D.1.2.2, D.2.1.1
Experiences:
Understanding(s) Students will understand that….
1. Regular verbs in French have an infinitive and conjugated forms.
2. The pattern of verb endings corresponds to the Subject pronouns they are used with.
3. Verb infinitives can be used with other verbs to express preferences.
4. French schools are different from American schools, and students rarely work after school.
Essential Question(s)
1. What is a verb infinitive?
2. What does conjugation mean?
3. How is the pattern of regular verb endings applied to all verbs in the same group?
4. How are 2 verbs put together to express likes and dislikes?
5. How does one know when to conjugate a verb and when to leave it in the infinitive form?
6. What is a normal school day like for a French student?
Students will know… Students will be able to….
1. talk about what you and your friends do in school and after school
2. talk about what you don’t do
3. identify and shop for school supplies
4. tell what you and others like and don’t like to do
5. discuss schools in France
STAGE 2 – ASSESSMENT EVIDENCE
Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher’s
Edition, the following activities can be used for assessment:
1.
2.
3.
4.
5.
6.
7.
Performance assessment test (writing)
Situation cards (speaking)
C’est à Vous activities (speaking and writing)
On parle Super Bien (speaking)
Communication Transparencies (speaking)
Impromptu conversation or Question and answer (listening and speaking)
Answers to essential questions
8. Other Teacher created activities
Key Criteria:
Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking,
as outlined in the Sunshine State Standards.
Other Evidence
1. Quizzes and tests
2. Homework
3. Lab usage
STAGE 3 -- LEARNING PLAN
Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big idea
and questions in the unit? How will
you equip them with needed skills
and knowledge?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing, revising,
and refining their work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals of
the unit?
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
To review where they have been:
• Use Bell Ringer Reviews
• Use c’est à vous section from previous chapter.
• Use Conversation transparency from previous chapter.
Introduce the main ideas of the chapter
• TPR
• Introduce Videotour
• Present powerteach interactive chalkboard.
• Teacher creativity
Focus on the essential questions using textbook and technology
resources:
• Puzzlemaker
• Quia on-line activities,
• transparencies
• workbook and audio activities,
• foldables
• study tips in handbook section of textbook
• “Passport to success” workbook
As well as the resources listed above, use
• situation cards
• InfoGap activity in handbook section
• role play
• C’est à vous section of textbook
• InfoGap (speaking and listening)
• Conversation section using text, CD, DVD
• Lectures culturelles (reading)
• C’est à vous (writing)
• On parle super bien (speaking)
• Assessment section of textbook (review)
• Mindjoggers Video Game (review)
• Reintroduce Videotour
• Refer to the “Differentiated Instruction” section of the
Teacher edition (pT24-T25)
• Vary instruction to meet all learning modalities.
•
•
Follow the sequence of the chapter.
Use the pacing and priorities section for each chapter and
adjust to meet individual needs.
Title: Bon Voyage
Subject/Course: French Level I
Topic: Chapter 4 La famille et la maison
Grade(s):8-12
Designer(s): French Curriculum Committee
STAGE 1 – DESIRED RESULTS
Content Standard(s)
Communication: A.1.1.2, A.1.2.2, A.2.1.2, A.2.1.3, A.3.1.1, A.3.2.1, A.3.2.3
Culture: B.1.2.1
Connections: C.1.2.2, C.2.1.1
Comparisons: D.1.1.1, D.1.1.2, D.1.2.1, D.1.2.2, D.2.1.2, D.2.2.2
Experiences:
Understanding(s) Students will understand that….
1. Like the United States, French people live in both urban and rural situations.
2. In French buildings the floors are numbered differently than in the United States.
3. In French, age is expressed with the verb meaning ‘to have’.
4. Possessive adjectives and some descriptive adjectives are placed before the noun they modify.
5. Some irregular adjectives have alternative spellings to facilitate pronunciation.
Essential Question(s)
1. What are the different kinds of housing in France?
2. What is a ‘rez-de-chaussée‘?
3. How does one use avoir (‘to have’) to express age?
4. What is a possessive adjective and how is it used?
5. How are the irregular adjectives that come before nouns different from other descriptive adjectives?
Students will know… Students will be able to….
1. talk about your family
2. describe your home and neighborhood
3. tell your age and find out someone else’s age
4. tell what belongs to you and others
5. describe more people and things
6. talk about families and homes in French-speaking countries
STAGE 2 – ASSESSMENT EVIDENCE
Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher’s
Edition, the following activities can be used for assessment:
1.
2.
3.
4.
5.
6.
7.
Performance assessment test (writing)
Situation cards (speaking)
C’est à Vous activities (speaking and writing)
On parle Super Bien (speaking)
Communication Transparencies (speaking)
Impromptu conversation or Question and answer (listening and speaking)
Answers to essential questions
8. Other Teacher created activities
Key Criteria:
Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking,
as outlined in the Sunshine State Standards.
Other Evidence
1. Quizzes and tests
2. Homework
3. Lab usage
STAGE 3 -- LEARNING PLAN
Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing, revising,
and refining their work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals of
the unit?
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
To review where they have been:
• Use Bell Ringer Reviews
• Use c’est à vous section from previous chapter.
• Use Conversation transparency from previous chapter.
Introduce the main ideas of the chapter
• TPR
• Introduce Videotour
• Present powerteach interactive chalkboard.
• Teacher creativity
Focus on the essential questions using textbook and technology
resources:
• Puzzlemaker
• Quia on-line activities,
• transparencies
• workbook and audio activities,
• foldables
• study tips in handbook section of textbook
• “Passport to success” workbook
As well as the resources listed above, use
• situation cards
• InfoGap activity in handbook section
• role play
• C’est à vous section of textbook
• InfoGap (speaking and listening)
• Conversation section using text, CD, DVD
• Lectures culturelles (reading)
• C’est à vous (writing)
• On parle super bien (speaking)
• Assessment section of textbook (review)
• Mindjoggers Video Game (review)
• Reintroduce Videotour
• Refer to the “Differentiated Instruction” section of the
Teacher edition (pT24-T25)
• Vary instruction to meet all learning modalities.
•
•
Follow the sequence of the chapter.
Use the pacing and priorities section for each chapter and
adjust to meet individual needs.
Title: Bon Voyage
Subject/Course: French Level I
Topic: Chapter 5 Au café et au restaurant
Grade(s):8-12
Designer(s): French Curriculum Committee
STAGE 1 – DESIRED RESULTS
Content Standard(s)
Communication: A.1.2.1, A.2.1.2, A.2.1.3, A.2.1.4, A.3.1.1, A.3.2.1, A.3.2.3
Culture: B.1.1.1, B 1.1.2, B.1.1.3
Connections: C.1.1.2, C.1.2.2
Comparisons: D.1.1.2, D.1.2.2, D.2.1.1, D.2.2.2
Experiences:
Understanding(s) Students will understand that….
1.
2.
3.
4.
5.
6.
French food and dining are important to the French people.
The word for ‘to go’ has special words that are used with it.
The prepositions ‘a’ and ‘de’ contract with masculine definite articles.
The verb aller (‘to go’) is often used with other verbs to tell what one is ‘going to do’.
How does one express a degree of frequency, such as always, sometimes, and not much.
Two specific verbs are often used to talk about asking for food.
7. The verb ‘avoir’ (to have) is used to express hunger and thirst.
Essential Question(s)
1.
2.
3.
4.
5.
6.
What are the eating traditions of French families?
How does one use ‘a’ and ‘y’ with ‘aller’ (to go).
What is a definite article and when does it contract with ‘a’ and ‘de’?
What is the ‘near future’ expressed with the verb ‘aller’?
What are some ways to express how often one does something?
What verbs are used to order or ask for food?
7. How does one say that one is hungry or thirsty?
Students will know… Students will be able to….
1.
2.
3.
4.
5.
6.
order food or a beverage at a café or restaurant
tell where you and others go
tell what you and others are going to do
give locations
tell what belongs to you and others
describe more activities
7. compare eating habits in the United States and in the French-speaking world
STAGE 2 – ASSESSMENT EVIDENCE
Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher’s
Edition, the following activities can be used for assessment:
1.
2.
3.
4.
5.
6.
7.
Performance assessment test (writing)
Situation cards (speaking)
C’est à Vous activities (speaking and writing)
On parle Super Bien (speaking)
Communication Transparencies (speaking)
Impromptu conversation or Question and answer (listening and speaking)
Answers to essential questions
8. Other Teacher created activities
Key Criteria:
Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking,
as outlined in the Sunshine State Standards.
Other Evidence
1. Quizzes and tests
2. Homework
3. Lab usage
STAGE 3 -- LEARNING PLAN
Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big idea
and questions in the unit? How will
you equip them with needed skills
and knowledge?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing, revising,
and refining their work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals of
the unit?
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
To review where they have been:
• Use Bell Ringer Reviews
• Use c’est à vous section from previous chapter.
• Use Conversation transparency from previous chapter.
Introduce the main ideas of the chapter
• TPR
• Introduce Videotour
• Present powerteach interactive chalkboard.
• Teacher creativity
Focus on the essential questions using textbook and technology
resources:
• Puzzlemaker
• Quia on-line activities,
• transparencies
• workbook and audio activities,
• foldables
• study tips in handbook section of textbook
• “Passport to success” workbook
As well as the resources listed above, use
• situation cards
• InfoGap activity in handbook section
• role play
• C’est à vous section of textbook
• InfoGap (speaking and listening)
• Conversation section using text, CD, DVD
• Lectures culturelles (reading)
• C’est à vous (writing)
• On parle super bien (speaking)
• Assessment section of textbook (review)
• Mindjoggers Video Game (review)
• Reintroduce Videotour
• Refer to the “Differentiated Instruction” section of the
Teacher edition (pT24-T25)
• Vary instruction to meet all learning modalities.
•
•
Follow the sequence of the chapter.
Use the pacing and priorities section for each chapter and
adjust to meet individual needs.
Title: Bon Voyage
Subject/Course: French Level I
Topic: Chapter 6 La nourriture et les courses
Grade(s):8-12
Designer(s): French Curriculum Committee
STAGE 1 – DESIRED RESULTS
Content Standard(s)
Communication: A.1.1.1, A.1.2.1, A.1.2.2, A.2.1.2, A.2.2.3, A.3.1.1, A.3.2.3
Culture: B.1.1.2, B.1.1.3
Connections: C.1.1.1, C.2.1.1
Comparisons: D.1.1.2, D.1.2.1, D.2.2.2
Experiences:
Understanding(s) Students will understand that….
1.
2.
3.
4.
French people prefer to shop at ‘specialty’ stores for various kinds of food products.
A combination of ‘de’ and the definite article is used to express a ‘part’ of something.
The construction called ‘the partitif’ has special rules for negative expressions.
The verbs ‘to want’ and ‘to be able to’ are often combined with verb infinitives to express what one wants or is able
to do.
5. In France, the metric system of measurement is used to express quantities of food.
Essential Question(s)
1.
2.
3.
4.
How are French food stores different from American Supermarkets. Do Supermarkets exist in France?
What does it mean to say one wants ‘a part’ of something?
How is the partitive in the negative different from the affirmative?
How are ‘to want’ and ‘to be able to’ combined with other verbs?
5. What is the metric system, and how does it compare with the common measurements in the United States?
Students will know… Students will be able to….
1.
2.
3.
4.
5.
6.
identify more foods
shop for food
tell what you or others are doing
ask for the quantity you want
talk about what you or others don’t have
tell what you or others are able to do or want to do
7. talk about French food-shopping customs
STAGE 2 – ASSESSMENT EVIDENCE
Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher’s
Edition, the following activities can be used for assessment:
1.
2.
3.
4.
5.
6.
7.
Performance assessment test (writing)
Situation cards (speaking)
C’est à Vous activities (speaking and writing)
On parle Super Bien (speaking)
Communication Transparencies (speaking)
Impromptu conversation or Question and answer (listening and speaking)
Answers to essential questions
8. Other Teacher created activities
Key Criteria:
Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking,
as outlined in the Sunshine State Standards.
Other Evidence
1. Quizzes and tests
2. Homework
3. Lab usage
STAGE 3 -- LEARNING PLAN
Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big idea
and questions in the unit? How will
you equip them with needed skills
and knowledge?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing, revising,
and refining their work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals of
the unit?
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
To review where they have been:
• Use Bell Ringer Reviews
• Use c’est à vous section from previous chapter.
• Use Conversation transparency from previous chapter.
Introduce the main ideas of the chapter
• TPR
• Introduce Videotour
• Present powerteach interactive chalkboard.
• Teacher creativity
Focus on the essential questions using textbook and technology
resources:
• Puzzlemaker
• Quia on-line activities,
• transparencies
• workbook and audio activities,
• foldables
• study tips in handbook section of textbook
• “Passport to success” workbook
As well as the resources listed above, use
• situation cards
• InfoGap activity in handbook section
• role play
• C’est à vous section of textbook
• InfoGap (speaking and listening)
• Conversation section using text, CD, DVD
• Lectures culturelles (reading)
• C’est à vous (writing)
• On parle super bien (speaking)
• Assessment section of textbook (review)
• Mindjoggers Video Game (review)
• Reintroduce Videotour
• Refer to the “Differentiated Instruction” section of the
Teacher edition (pT24-T25)
• Vary instruction to meet all learning modalities.
•
•
Follow the sequence of the chapter.
Use the pacing and priorities section for each chapter and
adjust to meet individual needs.
Title: Bon Voyage
Subject/Course: French Level I
Topic: Chapter 7 Les vêtements
Grade(s):8-12
Designer(s): French Curriculum Committee
STAGE 1 – DESIRED RESULTS
Content Standard(s)
Communication: A.1.1.1, A.1.2.1, A.1.2.2, A.2.1.2, A.2.1.3, A.2.2.3, A.2.2.5, A.3.1.1, A.3.2.1, A.3.2.3
Culture: B.1.1.1, B.1.1.3
Connections: C.1.2.1
Comparisons: D.1.1.2, D.2.2.2
Experiences:
Understanding(s) Students will understand that….
1.
2.
3.
4.
Adjectives can sometimes be used with ‘the’ to indicate a thing; such as ‘the green’ (one).
Size is expressed using a different system of measurement than in the United States.
Three distinct expressions are used to compare things.
The verbs ‘voir’ (to see) and ‘croire” (to believe) are used with ‘que’ (that) to introduce the rest of a complex
sentence.
5. The Fashion industry is an important part of French culture and commerce.
6. France is the home of many famous Fashion designers.
Essential Question(s)
1.
2.
3.
4.
5.
When can the adjective be used without an accompanying noun?
How are sizes of clothing and shoes expressed in French?
How does one compare things using ‘more than’, ‘less than’, or ‘the same as’?
How does one say ‘ I see that…’ or ‘I believe that…’?
What kinds of clothing stores are found in France?
6. Who are some of the famous names in French Fashion Design?
Students will know… Students will be able to….
1.
2.
3.
4.
5.
6.
identify and describe articles of clothing
2.state color and size preferences
shop for clothing
describe people’s activities
compare people and things
express opinions and make observations
7. discuss clothes and clothes shopping in the French-speaking world
STAGE 2 – ASSESSMENT EVIDENCE
Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher’s
Edition, the following activities can be used for assessment:
1.
2.
3.
4.
5.
6.
7.
Performance assessment test (writing)
Situation cards (speaking)
C’est à Vous activities (speaking and writing)
On parle Super Bien (speaking)
Communication Transparencies (speaking)
Impromptu conversation or Question and answer (listening and speaking)
Answers to essential questions
8. Other Teacher created activities
Key Criteria:
Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking,
as outlined in the Sunshine State Standards.
Other Evidence
1. Quizzes and tests
2. Homework
3. Lab usage
STAGE 3 -- LEARNING PLAN
Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big idea
and questions in the unit? How will
you equip them with needed skills
and knowledge?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing, revising,
and refining their work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals of
the unit?
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
To review where they have been:
• Use Bell Ringer Reviews
• Use c’est à vous section from previous chapter.
• Use Conversation transparency from previous chapter.
Introduce the main ideas of the chapter
• TPR
• Introduce Videotour
• Present powerteach interactive chalkboard.
• Teacher creativity
Focus on the essential questions using textbook and technology
resources:
• Puzzlemaker
• Quia on-line activities,
• transparencies
• workbook and audio activities,
• foldables
• study tips in handbook section of textbook
• “Passport to success” workbook
As well as the resources listed above, use
• situation cards
• InfoGap activity in handbook section
• role play
• C’est à vous section of textbook
• InfoGap (speaking and listening)
• Conversation section using text, CD, DVD
• Lectures culturelles (reading)
• C’est à vous (writing)
• On parle super bien (speaking)
• Assessment section of textbook (review)
• Mindjoggers Video Game (review)
• Reintroduce Videotour
• Refer to the “Differentiated Instruction” section of the
Teacher edition (pT24-T25)
• Vary instruction to meet all learning modalities.
•
•
Follow the sequence of the chapter.
Use the pacing and priorities section for each chapter and
adjust to meet individual needs.
Title: Bon Voyage
Subject/Course: French Level I
Topic: Chapter 8 L’aéroport et l’avion
Grade(s):8-12
Designer(s): French Curriculum Committee
STAGE 1 – DESIRED RESULTS
Content Standard(s)
Communication: A.1.1.1, A.1.2.2, A.2.1.2, A.2.1.3, A.2.2.1, A.2.2.3, A.2.2.5, A.3.1.1, A.3.2.1, A.3.2.3
Culture: B.1.1.1
Connections: C.1.2.1, C.1.2.2, C.2.1.1,
Comparisons: D.1.1.2, D.1.2.2, D.2.2.2
Experiences: E.1.2.2
Understanding(s) Students will understand that….
1.
2.
3.
4.
5.
There is a second group of regular verbs with infinitives ending in ‘ir.
‘Ir’ verbs have their own set of conjugated forms.
French uses an interrogative adjective to ask ‘what’ or ‘which’, followed by the noun.
To express ‘all’ or ‘every’ in French requires various forms of the word ‘tout’.
There is a group of ‘ir’ verbs which are conjugated differently than the regular ‘ir’ verbs.
6. International and Domestic Air Travel to and within France has several procedures and requirements.
Essential Question(s)
1.
2.
3.
4.
5.
How are ‘ir’ verbs different from ‘er’ verbs?
How is the stem of ‘ir’ verbs change in the plural forms?
How are the forms of ‘quel’ used with nouns to express what or which?
How are the forms of ‘tout’ used with nouns to express all or every?
How is the second group of ‘ir’ verbs conjugated?
6. What steps are involved in plane travel to and within France?
Students will know… Students will be able to….
1.
2.
3.
4.
5.
check in for a flight
talk about some services aboard the plane
talk about more activities
ask more questions
talk about people and things as a group
6. discuss air travel in France
STAGE 2 – ASSESSMENT EVIDENCE
Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher’s
Edition, the following activities can be used for assessment:
1.
2.
3.
4.
5.
6.
7.
Performance assessment test (writing)
Situation cards (speaking)
C’est à Vous activities (speaking and writing)
On parle Super Bien (speaking)
Communication Transparencies (speaking)
Impromptu conversation or Question and answer (listening and speaking)
Answers to essential questions
8. Other Teacher created activities
Key Criteria:
Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking,
as outlined in the Sunshine State Standards.
Other Evidence
1. Quizzes and tests
2. Homework
3. Lab usage
STAGE 3 -- LEARNING PLAN
Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big idea
and questions in the unit? How will
you equip them with needed skills
and knowledge?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing, revising,
and refining their work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals of
the unit?
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
To review where they have been:
• Use Bell Ringer Reviews
• Use c’est à vous section from previous chapter.
• Use Conversation transparency from previous chapter.
Introduce the main ideas of the chapter
• TPR
• Introduce Videotour
• Present powerteach interactive chalkboard.
• Teacher creativity
Focus on the essential questions using textbook and technology
resources:
• Puzzlemaker
• Quia on-line activities,
• transparencies
• workbook and audio activities,
• foldables
• study tips in handbook section of textbook
• “Passport to success” workbook
As well as the resources listed above, use
• situation cards
• InfoGap activity in handbook section
• role play
• C’est à vous section of textbook
• InfoGap (speaking and listening)
• Conversation section using text, CD, DVD
• Lectures culturelles (reading)
• C’est à vous (writing)
• On parle super bien (speaking)
• Assessment section of textbook (review)
• Mindjoggers Video Game (review)
• Reintroduce Videotour
• Refer to the “Differentiated Instruction” section of the
Teacher edition (pT24-T25)
• Vary instruction to meet all learning modalities.
•
•
Follow the sequence of the chapter.
Use the pacing and priorities section for each chapter and
adjust to meet individual needs.
Title: Bon Voyage
Subject/Course: French Level I
Topic: Chapter 9 La gare et le train
Grade(s):8-12
Designer(s): French Curriculum Committee
STAGE 1 – DESIRED RESULTS
Content Standard(s)
Communication: A.1.2.1, A.1.2.2, A.2.1.2, A.2.1.3, A.2.2.1, A.2.2.3, A.2.2.5, A.3.2.1, A.3.2.3
Culture: B.1.1.1
Connections: C.1.2.1, C.1.2.2, C.2.1.1
Comparisons: D.1.1.2, D.2.2.2
Experiences:
Understanding(s) Students will understand that….
1. There is a third group of regular verbs with infinitives ending in ‘re’.
2. Demonstrative adjectives (this, that, etc) are used to point out people and things.
3. An additional group of ‘re’ verbs have irregular forms.
4. Train travel in France is well-developed and frequently used.
5. Traveling by train in France requires knowledge of train stations and procedures.
Essential Question(s)
1. What is the pattern of endings for regular ‘re’ verbs?
2. What are the forms of the demonstrative adjectives, and how is the addition of –là used to clarify meaning.
3. Why are the irregular verbs ‘dire’, ‘lire’, and ‘écrire’ presented as a group?
4. Why is train travel a popular means of transportation in France?
5. How does one purchase tickets, read time tables, find and change trains?
Students will know… Students will be able to….
1. purchase a train ticket and request information about arrival and departure
2. use expressions related to train travel
3. talk about people’s activities
4. point out people or things
5. discuss an interesting train trip in French-speaking Africa
STAGE 2 – ASSESSMENT EVIDENCE
Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher’s
Edition, the following activities can be used for assessment:
1.
2.
3.
4.
5.
6.
7.
Performance assessment test (writing)
Situation cards (speaking)
C’est à Vous activities (speaking and writing)
On parle Super Bien (speaking)
Communication Transparencies (speaking)
Impromptu conversation or Question and answer (listening and speaking)
Answers to essential questions
8. Other Teacher created activities
Key Criteria:
Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking,
as outlined in the Sunshine State Standards.
Other Evidence
1. Quizzes and tests
2. Homework
3. Lab usage
STAGE 3 -- LEARNING PLAN
Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big idea
and questions in the unit? How will
you equip them with needed skills
and knowledge?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing, revising,
and refining their work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals of
the unit?
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
To review where they have been:
• Use Bell Ringer Reviews
• Use c’est à vous section from previous chapter.
• Use Conversation transparency from previous chapter.
Introduce the main ideas of the chapter
• TPR
• Introduce Videotour
• Present powerteach interactive chalkboard.
• Teacher creativity
Focus on the essential questions using textbook and technology
resources:
• Puzzlemaker
• Quia on-line activities,
• transparencies
• workbook and audio activities,
• foldables
• study tips in handbook section of textbook
• “Passport to success” workbook
As well as the resources listed above, use
• situation cards
• InfoGap activity in handbook section
• role play
• C’est à vous section of textbook
• InfoGap (speaking and listening)
• Conversation section using text, CD, DVD
• Lectures culturelles (reading)
• C’est à vous (writing)
• On parle super bien (speaking)
• Assessment section of textbook (review)
• Mindjoggers Video Game (review)
• Reintroduce Videotour
• Refer to the “Differentiated Instruction” section of the
Teacher edition (pT24-T25)
• Vary instruction to meet all learning modalities.
•
•
Follow the sequence of the chapter.
Use the pacing and priorities section for each chapter and
adjust to meet individual needs.
Title: Bon Voyage
Subject/Course: French Level I
Topic: Chapter 10 Les sports
Grade(s):8-12
Designer(s): French Curriculum Committee
STAGE 1 – DESIRED RESULTS
Content Standard(s)
Communication: A.1.2.1, A.1.2.2, A.1.3.4, A.2.1.2, A.2.1.3, A.2.2.3, A.2.2.5, A.3.1.1, A.3.2.1, A.3.2.3
Culture: B.1.1.1, B.1.1.3
Connections: C.1.2.2, C.2.1.1,
Comparisons: D.1.1.2, D.1.2.1, D.2.1.1, D.2.2.1
Experiences:
Understanding(s) Students will understand that….
1. Actions completed in the past are expressed with a ‘helping verb’ and a ‘past participle’.
2. Each group of regular verbs has a corresponding past participle ending.
3. The passé composé does not correspond directly to the English past tense.
4. There is more than one way of asking ‘who and what’ in French
5. The irregular verbs ‘boire’, ‘devoir’, and ‘recevoir’ have similar forms.
6. Popularity of sports is tied to culture
Essential Question(s)
1. Which part of the passé compose is conjugated, and which one is not?
2. How are the past participle formed in regular verbs?
3. What is the correct word order for affirmative and negative statements in the passé composé?
4. What are the differences in meaning among ‘qui, quoi, qu’est-ce que’?
5. Why are the irregular verbs ‘boire’, ‘devoir’, and ‘recevoir’ presented as a group?
6. Which sports are popular in the francophone world?
Students will know… Students will be able to….
1. talk about team sports and other physical activities
2. describe past actions and events
3. ask people questions
4. discuss sports in Canada and in French-speaking Africa
STAGE 2 – ASSESSMENT EVIDENCE
Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher’s
Edition, the following activities can be used for assessment:
1.
2.
3.
4.
5.
6.
7.
Performance assessment test (writing)
Situation cards (speaking)
C’est à Vous activities (speaking and writing)
On parle Super Bien (speaking)
Communication Transparencies (speaking)
Impromptu conversation or Question and answer (listening and speaking)
Answers to essential questions
8. Other Teacher created activities
Key Criteria:
Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking,
as outlined in the Sunshine State Standards.
Other Evidence
1. Quizzes and tests
2. Homework
3. Lab usage
STAGE 3 -- LEARNING PLAN
Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big idea
and questions in the unit? How will
you equip them with needed skills
and knowledge?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing, revising,
and refining their work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals of
the unit?
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
To review where they have been:
• Use Bell Ringer Reviews
• Use c’est à vous section from previous chapter.
• Use Conversation transparency from previous chapter.
Introduce the main ideas of the chapter
• TPR
• Introduce Videotour
• Present powerteach interactive chalkboard.
• Teacher creativity
Focus on the essential questions using textbook and technology
resources:
• Puzzlemaker
• Quia on-line activities,
• transparencies
• workbook and audio activities,
• foldables
• study tips in handbook section of textbook
• “Passport to success” workbook
As well as the resources listed above, use
• situation cards
• InfoGap activity in handbook section
• role play
• C’est à vous section of textbook
• InfoGap (speaking and listening)
• Conversation section using text, CD, DVD
• Lectures culturelles (reading)
• C’est à vous (writing)
• On parle super bien (speaking)
• Assessment section of textbook (review)
• Mindjoggers Video Game (review)
• Reintroduce Videotour
• Refer to the “Differentiated Instruction” section of the
Teacher edition (pT24-T25)
• Vary instruction to meet all learning modalities.
•
•
Follow the sequence of the chapter.
Use the pacing and priorities section for each chapter and
adjust to meet individual needs.
Title: Bon Voyage
Subject/Course: French Level I
Topic: Chapter 11 L’été et l’hiver
Grade(s):8-12
Designer(s): French Curriculum Committee
STAGE 1 – DESIRED RESULTS
Content Standard(s)
Communication: A.1.1.1, A.1.2.1, A.1.2.2, A.2.1.2, A.2.1.3, A.2.2.3, A.2.2.5, A.3.1.1, A.3.2.1, A.3.2.3
Culture: B.1.1.1, B.1.1.3, B.1.2.1
Connections: C.1.2.2, C.2.1.1
Comparisons: D.1.2.2
Experiences:
Understanding(s) Students will understand that….
1.
2.
3.
4.
5.
There are two different helping verbs to express the passé compose in French.
Past participles used with être follow the same rules as adjectives used with nouns.
Some verbs have irregular past participles.
In French there are many negative expressions in which ‘pas’ is replaced by a different negative word.
Climate and seasons play a role in the popularity of sports around the world.
6. People choose vacation destinations based on the activities they enjoy.
Essential Question(s)
1. How does one choose between ‘être’ or ‘avoir” as a helping verb in the passé composé?
2. Can the past participle of irregular verbs be grouped in a meaningful way?
3. What are the corresponding negative words for: toujours, souvent , quelquefois, quelqu’un, quelque chose, and
encore?
4. What are the most popular sports in the francophone world?
5. What are some popular vacation destinations in the francophone world?
Students will know… Students will be able to….
1.
2.
3.
4.
5.
describe summer and winter weather
talk about summer activities and sports
talk about winter sports
discuss past actions and events
make negative statements
6. talk about a ski trip in Quebec
STAGE 2 – ASSESSMENT EVIDENCE
Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher’s
Edition, the following activities can be used for assessment:
1.
2.
3.
4.
5.
6.
7.
Performance assessment test (writing)
Situation cards (speaking)
C’est à Vous activities (speaking and writing)
On parle Super Bien (speaking)
Communication Transparencies (speaking)
Impromptu conversation or Question and answer (listening and speaking)
Answers to essential questions
8. Other Teacher created activities
Key Criteria:
Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking,
as outlined in the Sunshine State Standards.
Other Evidence
1. Quizzes and tests
2. Homework
3. Lab usage
STAGE 3 -- LEARNING PLAN
Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big idea
and questions in the unit? How will
you equip them with needed skills
and knowledge?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing, revising,
and refining their work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals of
the unit?
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
To review where they have been:
• Use Bell Ringer Reviews
• Use c’est à vous section from previous chapter.
• Use Conversation transparency from previous chapter.
Introduce the main ideas of the chapter
• TPR
• Introduce Videotour
• Present powerteach interactive chalkboard.
• Teacher creativity
Focus on the essential questions using textbook and technology
resources:
• Puzzlemaker
• Quia on-line activities,
• transparencies
• workbook and audio activities,
• foldables
• study tips in handbook section of textbook
• “Passport to success” workbook
As well as the resources listed above, use
• situation cards
• InfoGap activity in handbook section
• role play
• C’est à vous section of textbook
• InfoGap (speaking and listening)
• Conversation section using text, CD, DVD
• Lectures culturelles (reading)
• C’est à vous (writing)
• On parle super bien (speaking)
• Assessment section of textbook (review)
• Mindjoggers Video Game (review)
• Reintroduce Videotour
• Refer to the “Differentiated Instruction” section of the
Teacher edition (pT24-T25)
• Vary instruction to meet all learning modalities.
•
•
Follow the sequence of the chapter.
Use the pacing and priorities section for each chapter and
adjust to meet individual needs.
Title: Bon Voyage
Subject/Course: French Level I
Topic: Chapter 12 La routine quotidienne
Grade(s):8-12
Designer(s): French Curriculum Committee
STAGE 1 – DESIRED RESULTS
Content Standard(s)
Communication: A.2.1.2, A.2.1.3, A.2.2.3, A.2.2.5, A.3.1.1, A.3.2.1, A.3.2.3
Culture: B.1.1.2
Connections: C.1.1.1
Comparisons: D.1.2.1, D.2.1.1
Experiences:
Understanding(s) Students will understand that….
1.
2.
3.
4.
5.
When the action of a verb reflects back on the speaker a reflexive pronoun must be used before the verb.
Reflexive verbs in the passé composé require être as a helping verb.
Reflexive pronouns correspond to the subjects of the sentence even when the reflexive verb is used in the infinitive.
Verbs like ‘appeler’, and ‘manger’ have spelling changes for phonetic reasons.
Daily routines, before and after school, vary from family to family.
6. A variety of cultural traditions influence food choices and family life style.
Essential Question(s)
1.
2.
3.
4.
5.
How does one know when a verb requires a reflexive pronoun?
How does one express a reflexive verb in the past?
What rules apply when reflexive verbs are used in the infinitive form?
What are the spelling changes associated with some verb stems?
How does one’s lifestyle and family background affect daily routines?
6. What are the main ethnic groups in France today?
Students will know… Students will be able to….
1.
2.
3.
4.
5.
describe your personal grooming habits
talk about your daily routine
talk about your family life
tell some things you do for yourself
talk about daily activities in the past
6. discuss a French family’s daily routine
STAGE 2 – ASSESSMENT EVIDENCE
Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher’s
Edition, the following activities can be used for assessment:
1.
2.
3.
4.
5.
6.
7.
Performance assessment test (writing)
Situation cards (speaking)
C’est à Vous activities (speaking and writing)
On parle Super Bien (speaking)
Communication Transparencies (speaking)
Impromptu conversation or Question and answer (listening and speaking)
Answers to essential questions
8. Other Teacher created activities
Key Criteria:
Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking,
as outlined in the Sunshine State Standards.
Other Evidence
1. Quizzes and tests
2. Homework
3. Lab usage
STAGE 3 -- LEARNING PLAN
Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big idea
and questions in the unit? How will
you equip them with needed skills
and knowledge?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing, revising,
and refining their work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals of
the unit?
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
To review where they have been:
• Use Bell Ringer Reviews
• Use c’est à vous section from previous chapter.
• Use Conversation transparency from previous chapter.
Introduce the main ideas of the chapter
• TPR
• Introduce Videotour
• Present powerteach interactive chalkboard.
• Teacher creativity
Focus on the essential questions using textbook and technology
resources:
• Puzzlemaker
• Quia on-line activities,
• transparencies
• workbook and audio activities,
• foldables
• study tips in handbook section of textbook
• “Passport to success” workbook
As well as the resources listed above, use
• situation cards
• InfoGap activity in handbook section
• role play
• C’est à vous section of textbook
• InfoGap (speaking and listening)
• Conversation section using text, CD, DVD
• Lectures culturelles (reading)
• C’est à vous (writing)
• On parle super bien (speaking)
• Assessment section of textbook (review)
• Mindjoggers Video Game (review)
• Reintroduce Videotour
• Refer to the “Differentiated Instruction” section of the
Teacher edition (pT24-T25)
• Vary instruction to meet all learning modalities.
•
•
Follow the sequence of the chapter.
Use the pacing and priorities section for each chapter and
adjust to meet individual needs.
Title: Bon Voyage
Subject/Course: French Level I (IB only)
Topic: Chapter 13 Les Loisirs Culturels
Grade(s):8-12
Designer(s): French Curriculum Committee
STAGE 1 – DESIRED RESULTS
Content Standard(s)
Communication: A.1.1.1, A.1.2.1, A.1.2.2, A.2.1.2, A.2.1.3, A.2.1.4, A.2.2.3, A.2.2.5, A.3.1.1, A.3.2.1, A.3.2.3
Culture: B.1.1.2, B.1.1.3, B.1.2.1
Connections: C.1.1.1, C.1.2.1, C.1.2.2, C.2.1.1
Comparisons: D.1.2.1
Experiences:
Understanding(s) Students will understand that….
1.
2.
3.
4.
5.
6.
Films can be viewed in an original version (with subtitles) or with a dubbed soundtrack.
As in English, entertainment and the arts can be classified according to type.
French uses two verbs to express the English ‘to know’.
In French direct and indirect object pronouns are used to refer to people or things already mentioned.
Object pronouns in French are placed before the verb.
Direct object pronouns reflect the gender and number of the noun they replace.
7. Music from Africa is an example of the great variety of musical expression throughout the French speaking world.
Essential Question(s)
1.
2.
3.
4.
5.
6.
What are the different ways in which one may view a foreign language film?
What are the major types or ‘genres’ of artistic expression in art, music, and films?
What are the two verbs that mean ‘to know’ and what is the difference in use and meaning?
What are the object pronouns used in French?
Are the object pronouns used in the same way as in English?
How does one determine the form (gender and number) of object pronouns and their placement in a sentence?
7. What kinds of music are typical of Africa and other French speaking countries?
Students will know… Students will be able to….
1.
2.
3.
4.
discuss movies, plays, and museums
tell what you know and whom you know
tell what happens to you or someone else
refer to people and things already mentioned
5. talk about some cultural activities in Paris
STAGE 2 – ASSESSMENT EVIDENCE
Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher’s
Edition, the following activities can be used for assessment:
1.
2.
3.
4.
5.
6.
7.
Performance assessment test (writing)
Situation cards (speaking)
C’est à Vous activities (speaking and writing)
On parle Super Bien (speaking)
Communication Transparencies (speaking)
Impromptu conversation or Question and answer (listening and speaking)
Answers to essential questions
8. Other Teacher created activities
Key Criteria:
Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking,
as outlined in the Sunshine State Standards.
Other Evidence
1. Quizzes and tests
2. Homework
3. Lab usage
STAGE 3 -- LEARNING PLAN
Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big idea
and questions in the unit? How will
you equip them with needed skills
and knowledge?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing, revising,
and refining their work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals of
the unit?
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
To review where they have been:
• Use Bell Ringer Reviews
• Use c’est à vous section from previous chapter.
• Use Conversation transparency from previous chapter.
Introduce the main ideas of the chapter
• TPR
• Introduce Videotour
• Present powerteach interactive chalkboard.
• Teacher creativity
Focus on the essential questions using textbook and technology
resources:
• Puzzlemaker
• Quia on-line activities,
• transparencies
• workbook and audio activities,
• foldables
• study tips in handbook section of textbook
• “Passport to success” workbook
As well as the resources listed above, use
• situation cards
• InfoGap activity in handbook section
• role play
• C’est à vous section of textbook
• InfoGap (speaking and listening)
• Conversation section using text, CD, DVD
• Lectures culturelles (reading)
• C’est à vous (writing)
• On parle super bien (speaking)
• Assessment section of textbook (review)
• Mindjoggers Video Game (review)
• Reintroduce Videotour
• Refer to the “Differentiated Instruction” section of the
Teacher edition (pT24-T25)
• Vary instruction to meet all learning modalities.
•
•
Follow the sequence of the chapter.
Use the pacing and priorities section for each chapter and
adjust to meet individual needs.
Title: Bon Voyage
Subject/Course: French Level I (IB only)
Topic: Chapter 14 La santé et la médecine
Designer(s): French Curriculum Committee
STAGE 1 – DESIRED RESULTS
Content Standard(s)
Communication: A.1.1.2, A.1.1.3, A.1.2.2, A.2.1.2, A.2.1.3, A.2.2.1, A.2.2.5, A.3.1.1, A.3.2.3
Culture: B.1.1.2
Connections: C.1.2.1, C.1.2.2
Comparisons: D.1.2.1, D.1.2.2, D.2.2.1
Experiences: E.1.2.2
Understanding(s) Students will understand that….
1.
2.
3.
4.
5.
6.
It is important to be able to express that one is sick or in pain and talk about medicines.
Indirect object pronouns expressing “to him, to her, to them” have singular and plural forms.
Some ‘IR’ verbs are conjugated like ‘ER’ verbs.
There is a specific verb form to use when giving commands (telling people what to do).
There is one object pronoun to replace an expression using a form of ‘de’ or quantity expressions.
There are some differences in health care systems in different countries.
7. There are differences in the way French and American people talk about some ailments.
Essential Question(s)
1.
2.
3.
4.
5.
6.
What are the primary expressions that indicate that one is sick or in pain?
What are the 3rd person direct object pronouns and where are they placed in the sentence?
What are the present tense verb endings for infinitives ending in –vrir and –ffrir?
What is a ‘command’ form of a verb and when is it used?
What is the meaning of ‘en’ and how is it used?
What are some differences in health care systems in different countries?
7. What are some common expressions used to indicate general ‘indigestion’?
Students will know… Students will be able to….
1.
2.
3.
4.
5.
6.
explain a minor illness to a doctor
have a prescription filled at a pharmacy
tell for whom something is done
talk about some more activities
give commands
refer to people, places, and things already mentioned
7. discuss medical services in France
STAGE 2 – ASSESSMENT EVIDENCE
Performance Task(s): Using teacher created rubrics or the speaking & writing rubrics on p T20 of the Teacher’s
Edition, the following activities can be used for assessment:
1.
2.
3.
4.
5.
6.
7.
Performance assessment test (writing)
Situation cards (speaking)
C’est à Vous activities (speaking and writing)
On parle Super Bien (speaking)
Communication Transparencies (speaking)
Impromptu conversation or Question and answer (listening and speaking)
Answers to essential questions
8. Other Teacher created activities
Key Criteria:
Students will exhibit proficiency in meeting the chapter objectives in listening, reading, writing and speaking,
as outlined in the Sunshine State Standards.
Other Evidence
1. Quizzes and tests
2. Homework
3. Lab usage
STAGE 3 -- LEARNING PLAN
Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big idea
and questions in the unit? How will
you equip them with needed skills
and knowledge?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing, revising,
and refining their work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals of
the unit?
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
To review where they have been:
• Use Bell Ringer Reviews
• Use c’est à vous section from previous chapter.
• Use Conversation transparency from previous chapter.
Introduce the main ideas of the chapter
• TPR
• Introduce Videotour
• Present powerteach interactive chalkboard.
• Teacher creativity
Focus on the essential questions using textbook and technology
resources:
• Puzzlemaker
• Quia on-line activities,
• transparencies
• workbook and audio activities,
• foldables
• study tips in handbook section of textbook
• “Passport to success” workbook
As well as the resources listed above, use
• situation cards
• InfoGap activity in handbook section
• role play
• C’est à vous section of textbook
• InfoGap (speaking and listening)
• Conversation section using text, CD, DVD
• Lectures culturelles (reading)
• C’est à vous (writing)
• On parle super bien (speaking)
• Assessment section of textbook (review)
• Mindjoggers Video Game (review)
• Reintroduce Videotour
• Refer to the “Differentiated Instruction” section of the
Teacher edition (pT24-T25)
• Vary instruction to meet all learning modalities.
•
•
Follow the sequence of the chapter.
Use the pacing and priorities section for each chapter and
adjust to meet individual needs.