“Through the Eyes of the Learner”
Regional School District #10
Curriculum Pacing Map
Grade Level or Course: French II (LSM)
Timeframe
August-October
Unit(s)
Resource:
Bien Dit 2 (Chapter 1)
Content:
The student will form the present of regular verbs; conjugate
avoir/être/dormir/partir/sortir; form regular and irregular adjective
agreement; and review French I vocabulary. In addition, student
will name characteristics of Paris and regions of France.
Skills:
The student will introduce himself/herself, discuss preferences,
describe himself/herself and others, and express what is
happening.
Resource:
Bien Dit 2 (Chapters 3)
Content:
The student will name fruits, vegetables, and common French
Burlington/Harwinton, Connecticut
1
A Shift from Teaching to Learning
“Through the Eyes of the Learner”
Regional School District #10
Curriculum Pacing Map
stores; form the partitive; choose the correct article; formulate
questions; restate sentences using the object pronouns y and en;
conjugate vouloir/pouvoir/devoir/boire; and indicate where items
are located. In addition, student will name characteristics of
French cuisine and describe Québécois culture.
Skills:
The student will identify food vocabulary, express his/her food
preferences, indicate how much he/she would like to buy, explain
where items are located, and describe how to make a recipe.
November-January
Resources:
Bien Dit 2 (Chapter 5 ; Géoculture Chapters 5/6 ; Géoculture 7/8)
Content:
The student will conjugate reflexive verbs; form the imperative of
reflexive and non-reflexive verbs; conjugate verbs like
mettre/prendre/conduire; and name toiletry items. In addition,
students will name characteristics of eastern and southern France.
Skills:
The student will describe his/her daily routine, give orders/advice
to others, and express impatience.
Burlington/Harwinton, Connecticut
2
A Shift from Teaching to Learning
“Through the Eyes of the Learner”
Regional School District #10
Curriculum Pacing Map
Resources:
Bien Dit 2 (Chapter 2)
Content:
The student will name holidays in French and list vocabulary
related to organizing a party. In addition, students will describe
holiday customs in Francophone countries.
Skills:
The students ask for help and advice, create and verify the
completion of plans, and extend seasonal/cultural greetings.
February-April
Resources:
Bien Dit 2 (Chapter 2, continued)
Content:
The student will name holidays in French; list vocabulary related
to organizing a party; conjugate verbs like recevoir and ouvrir;
form the passé composé with avoir/être; and form negative
expressions. In addition, students will describe holiday customs
in Francophone countries.
Skills:
Burlington/Harwinton, Connecticut
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A Shift from Teaching to Learning
“Through the Eyes of the Learner”
Regional School District #10
Curriculum Pacing Map
The students will discuss what happened, ask for help and advice,
create and verify the completion of plans, and extend
seasonal/cultural greetings.
Resource:
Bien Dit 2 (Chapter 4 ; Géoculture Chapters 7/8)
Content:
The student will name areas of the school; list parts of a computer
and webpage; conjugate verbs like suivre; and replace nouns with
object pronouns. In addition, students will describe
characteristics of Senegalese culture.
Skills:
The student will ask for information, express frustration, discuss
what happened, and restate sentences using object pronouns.
May - June
Resource:
Bien Dit 2 (Chapter 6)
Content:
The students will name vocabulary related to childhood; list farm
animals; name buildings in a city; form the imparfait; and choose
between the passé composé and imparfait in storytelling. In
Burlington/Harwinton, Connecticut
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A Shift from Teaching to Learning
“Through the Eyes of the Learner”
Regional School District #10
Curriculum Pacing Map
addition, students will name characteristics of Francophone
countries.
Skills:
The student will discuss his/her childhood, describe his/her home,
and explain what happened.
.
Burlington/Harwinton, Connecticut
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A Shift from Teaching to Learning