Farmington Public Schools
Curriculum Map
for
[French V Honors]
Subject/Department: World Languages
Grade(s): 11
Date: July 2009
Course Purpose
French V Honors is a full year course open to students in grades 11 and 12 who have successfully completed French IV Honors or who have been
recommended by the French IV teacher.
Students will strengthen their language ability in all skill areas by exchanging and obtaining authentic information, investigating and evaluating historical
perspectives of the prescribed cultures and communicating in real-life situations with native speakers. Their investigation of authentic documents and
literature will allow them to understand the distinctive viewpoints of the Francophone world in an uncensored version while communicating with a greater
range of vocabulary and with more complex sentence structure. Students will re-define their own cross-cultural understandings about immigration, racism
fine arts and family structures in order to act and respond as global citizens of the 21st century with tolerance and acceptance in preparation for the
workplace and communities of this new century.
Major Learning Goals & Understandings
Students will explore cultural perspectives through the use of authentic Francophone literature, radio and television broadcasts, songs and video
performances and documentaries. Their exploration will provide them with opportunities to read unabridged French text, communicate with peers
through blogs and Emails, discover world views of Francophone countries on topics of political and social value, and view behaviors, gestures and
language via French film. They will communicate in all skill areas in a wide range of communicative and socially appropriate interactions, in order
to expand and enrich vocabulary and integrate complex sentence structures and verb tenses in authentic situations that require both cultural
competency and linguistic accuracy.
COMMUNICATION: The purpose of communication includes exchanging information and getting to know each other through the skills of reading, writing, speaking, and listening.
CONNECTIONS: The acquisition of information only available in the world language leads to understanding of distinctive viewpoints and allows for a more meaningful connection to the rest of
world.
CULTURES: The study of other cultures enriches our understanding of the human experience and encourages personal growth
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Author(s): Linda Zabor
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Sequence of Units
Unit 1 - Family and Heritage – 8 weeks
a. Family members and relationships
b. Family traditions (mariage, baptism, confirmation, death) and activities common and unique to Francophone families.
c. Family structures unique to different Francophone cultures.
Unit 2 – Materialism through the centuries. (19th century vs. 20th century) – 8 weeks
a. La Parure, by Guy de Maupassant
b. Consumable products of the 21st century.
Unit 3 – French Fine Arts - 8 weeks
a. Reading and writing of poetry as an art form. ( Caligrammes of Apollinaire, poetry of Jacques Prévert)
b. Impressionist Art and Music
Unit 4 – Immigration and Racism - 8 weeks
a. Overview of immigration: struggles / challenges / reasons
b. Analyze issues of immigration unique to France.
Unit 5 – Current Events – 8 weeks
. a. Familiarisation with French media – magazines, newspapers
b. Compare and contrast French media to American media.
c. Debat a critical issue using both the French and American perspectives.
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Unit 1: [Families and Traditions]
Length of unit - 35 days
Essential Questions
• How do the values of a culture determine the roles of family members within that culture?
• How does the use of plus-que-parfait & conditionnel antérieur allow us to hypothesize about past events?
Stage I – Desired Results
World Languages EU #1 – Communication: The purposes of communication include exchanging information, expressing ourselves, and
getting to know others through the skills of : reading, writing, speaking, listening, viewing and gesturing.
Speaking:
1.S.10.4 Produce spontaneous language and sustained conversations, including answering questions with more elaboration; pronunciation and
intonation do not interfere with meaning.
1.S.12.1 Exchange opinions on a variety of topics, including issues that are of contemporary or historical interest in the target language and
their native cultures; share their personal reactions and feelings about authentic target language works.
Listening:
1.L.10.2 Understand the main idea or plot and details or subplots of television programs, films or other forms of authentic media, such as
songs, folk tales, anecdotes, and/or live or recorded presentations.
Reading:
1.R.10.2 Comprehend the main ideas and significant details of readings on familiar and some unfamiliar topics, such as authentic pamphlets,
magazine articles, short stories and legends.
Writing:
1.W.12.5 Create original messages with advanced grammatical structures, advanced vocabulary, nuance and appropriate social register to
demonstrate voice, mood, satire and humor.
Knowledge – Students will know:
• Vocabulary of the family & family relationship
• Vocabulary to describe interactions and relationships in families.
• Forms and use of reciprocal reflexive verbs.
• Forms and uses of the “plus-que-parfait”, “conditionnel antérieur” and “futur antérieur”
• Sequencing words used to tell stories
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• Correct forms of comparisons and superlatives.
• Uses of si clauses with present / future, imparfait / conditionnel and plus-que-parfait / conditionnel antérieur
• Question formation (recycle with an emphasis on the differences between qui / qu’est-ce qui / qu’est-ce que / qui est-ce que / que
Skills – Students will be able to:
• Interview classmates about personal family relationships and roles of individual family members within their families.
• Discuss uniqueness and universality of family traditions.
• Role-play individual family situations within family structures of different Francophone cultures.
• Exchange information with other members of class about the roles and practices in a French family
World Languages EU #2 - CULTURES: The study of culture enables us to communicate more effectively because it helps us to
understand how other people interpret behavior and both verbal and non-verbal messages.
2.12.2 Interact successfully in a range and variety of cultural contexts, simple and ones that require resolving a problem or negotiating
within reasonable imitations within the target culture using verbal and non-verbal clues.
World Languages EU #5 - COMPARISONS: Comparing our culture to another raises our awareness of the diverse ways people make
sense of the world.
5.12.2 Describe and discuss a range of cultural beliefs and perspectives.
5.12.4 Use new information and perspectives to compare, contrast and analyze the similarities and the differences among other cultures
and their own culture(s)
Knowledge – Students will know:
 The role of animisme and the griot in African legends.
 Womens’ perspective on Muslim traditions as seen in the writing of Miriam Ba. (Je t’éppouse)
 Role of nature and social customs in different cultures and traditions in Africa. (Les Touaregs)
 Family traditions of other cultures based on legend. (Le Pagne Noir)
 Importance of family in the French culture through readings and songs. (La nouvelle image du couple, la génération Kangourou, le couple
biactif, Les nouveaux rapports du couple, Mon frère , by Maxime Le Forestier)
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Skills – Students will be able to:
 Understand and analyze articles about the traditional French family in order to compare and contrast with the American family.
(Kangaroo Generation, the couple, marriages, adolescents at home)
 Draw conclusions about the relationships between families and cultural values, based on the songs, stories, poems, legends in the unit.
 React appropriately in social situations with correct vocabulary and behaviors. (weddings, baptisms, guests in homes of French speakers,
funerals)
 Participate in family celebrations in Francophone countries using correct vocabulary and social register.
 Compare and contrast the French and American governments’ roles in practices of mariage, PACS, co-habitation, giving birth.
 Compare and contrast documents (wedding announcements, invitations, birth announcements) of different cultures.
 Participate in social activities where exchanges of information about families, jobs, child rearing are part of discussion are based on
cultural knowledge.
Stage II – Major Summative Assessments
Assessment
Rubric or Grading Criteria
World Languages Speaking Presentational Rubric
PERFORMANCE ASSESSMENT:
WRITING / SPEAKING / CULTURE :
Fabricate a family that is different than your own (based on the readings you have done of
different types of families in other cultures) and create a dialogue that demonstrates the cultural
differences of the country.(i.e. wedding ceremony in Morocco, “le réveillon” in France, young
teenager meeting with griot in Côte d’Ivoire, PACS ceremony in France, animisme in northern
Africa, asking something in nature for help, Touareg dating ritual in Northern Africa). Class
members will serve as the audience in an international conference on family values and
traditions. Their role as listeners will be to identify the cultural values unique to each
presentation and ask follow up questions for clarification. (1.S.12.3, 1.W.12.5, 2.12.2, 5.12.2 )
How well students understand:
Use of reflexive verbs in reciprocal or reflexive
sense.
Use of si clauses.
Vocabulary of the family
Question formation
Design a blazon (coat of arms) for your family. Then, write a short paragraph that you will
present to the class explaining the designs or words that are part of your blazon and that
represent the history, traditions, and cultural beliefs of your family.(SPEAKING /
WRITING) (1.W.12.1, 1.S.12.1)
How well students understand:
CHAPTER TEST (1.L.12.1, 1.W.12.1)
How well students understand:
What heritage is.
How individual family traditions, history and cultural
beliefs contribute to your uniqueness.
Use of appropriate vocabulary to discuss above.
Listening (Identify family roles by descriptions of traditions in
different cultures, answer questions relating to child rearing),
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Describe hypothetical situations of families using si clauses
(present / future, imperfect / conditional, plus-que-parfait /
conditionnel antérieur),
Use vocabulary in context to describe family situations,
Ask questions about customs and traditions
Compare and contrast family structures in US / Francophone
countries using correct forms of comparisons
QUIZ: Identify family members in your family and famous families in history: Describe activities and
traditions common to your family and the “American family”. (1.W.12.1)
QUIZ: Describe relationships / roles of family members. Identify family traditions and customs that
make people of other cultures unique. Read about Moroccan family and identify characteristics of
the family. (1.W.12.1, 1,R,12,2, 5.12.2)
QUIZ: Forms and use of compound tenses (plus-que-parfait / conditionnel antérieur) and question
How well students understand:
Diversity of different family structures.
Vocabulary used to describe common interactions within a
family.
How well students understand:
How and why family traditions change from one culture
to another.
How well students understand:
Uses of si clauses to describe hypothetical situations in
different time frames.
formation (who and what). (1W.10.5)
Complete ancillary listening activities to accompany BRAVO and Chapter 6, Level 3 (Allez,viens)
(1.L.10.2)
How well students understand:
WRITING: Make a journal entry which compares and contrasts the American and French families
using prescribed vocabulary. (1.W.12.4)
SPEAKING: After viewing excerpts of the original Jean Cocteau “La Belle et la Bête”, students will
speak for 2 – 3 minutes about the family interactions in the movie. (1.S.12.4)
World Languages Writing Rubric
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Spoken language related to vocabulary.
World Languages Sustained Speaking Rubric
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Stage III – Learning Plan
Unit Instructional Overview
This unit begins with the discussion of family structures (traditional and non-traditional) and the necessary vocabulary. Students are asked to
describe cultures, traditions unique to their own families as well as those of a typical “American” family. They continue by examining celebrations
of traditional milestones in their own cultures and those of Francophone cultures (i. e. mariage, PACS, births, deaths, etc.) Once the family structure
is defined, we continue a discussion of unique and diverse family structures in different parts of the Francophone world. Through our reading on
Mirama Ba, we look at the family structure of polygamy, through an exploration of cultural readings on a Touareg culture, we learn about a nomadic
culture that has unique dating and social rituals. We discuss not only family traditions, but how laws, cultural beliefs, religious beliefs, and ancestral
history affect the structure and moral codes of individual family units. A review of question formation allows us to interact in role-play situations as
members of these unique cultures, and new verb tenses allow us to hypothesize about individual family relationships and structures.
Guiding Question, Big
Idea or Major Concept
Core Assured Learning Experiences (the major work of the discipline
that all students will perform during the unit)
Formative Check for Understanding
(identifies student misconceptions & provides
feedback for teachers to adjust instruction; not
counted in student grade) or Self-Reflection
How are individual
family members
related?
Describe relationships between individual family members.
Describe famous families and their relationships.
Complete family trees for yourself and
other families based on oral discussions and
audio.
Match pictures of famous family members to correct vocabulary.
Listen to descriptions of family members and match to pictures.
Are family structures
unique to a culture?
Brainstorm different family structures in our own Farmington
community, traditional and non-traditional.
How does family
heritage change
family structures and
practices within a
Describe in small think / pair / share groups what makes your own
family unique. (Traditions, beliefs, celebrations, food, language, etc.)
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Draw a family tree that represents your
own family and describe to others.
Describe Power Point presentations of
famous families around the world.
Small group activity
THINK / PAIR / SHARE groups
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culture?
What customs make
your own family
unique? What customs
are reflective of the
bigger culture you are
a part of and which
customs are more a
part of your
ethnicity?
Make an entry in your journal describing what aspects of your family
are unique to your cultural identity.
Journal entry
VENN Diagram
How can you
represent visually
some of the important
traditions
and customs in your
family?
Design a blazon (coat of arms) for your family. Then, write a short
paragraph that you will present to the class explaining the designs or
words that are part of your blazon and that represent your family.
Students present blazon in small groups.
Each group member is responsible for
asking presenter questions about their
“blason”.
How do …verb tenses
allow us to create a
different family
structure in a purely
hypothetical
situation?
Listen to and analyze the song, Mon frère.
Complete slot completion of verbs used in song. (compound tenses)
Class discussion
Discuss what activities, what emotions these family members might
share, how the singer’s life would be different .
Hypothesize in small group.s
Imagine having a family member that you don’t have and what you
would like to do with that person, why that relationship would be
important, how it would change your life.
Brainstom activity
Compose a new song based on the song of Maxime Le Forestier, ……..
using si clauses (imparfait / conditionnel) selecting 10 things you
could do if you had a family member that you don’t presently have.
Journal entry
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(after listening to the song “mon frère”)
How do reciprocal
verbs allow you to
describe
actions of family
members?
What formulas of
politeness and
gestures allow you to
become socially
competent in a
Francophone culture?
How are the ancestral
traditions of African
culture symbolized in
the poem of the
baobab?
What rites,
traditions, family
structures have you
observed through the
movie Kirkou?
Pair with another member of the class and discuss hypothetical
situations in unique family structures.
Paired activity
What things can you do for other family members that they can also
help you with? What things could you do for / to other family
members that would not be in the best interest of the family?
Paired interview
Conjugate reciprocal / reflexive verbs in both present and past
tenses in order to describe these activities. (recycle agreement rules
for reflexive verbs)
Vocabulary for offering congratulations, condolences, compliments on
brith of child, appropriate behaviors and gifts for weddings,
showers, etc.
Complete worksheets
View examples of faire-part and discuss cultural differences.
Read “le carnet du jour”
Baobab, Jean-Baptiste Tati-Loutard
What does the orality of African literature mean?
Who is the griot? Discuss the reading “RACONTE-MOI” – griot as an
important person in African culture, based on questions about
reading. Discuss the counterpart of the “griot” in our own culture.
How our own ancestors transmit knowledge about family traditions,
stories, beliefs.
View excerpts of the movie Kirikou and identify the family structure,
importance of witchcraft, rites and traditions. (Fill in diagram)
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Role-play in family situations.
Extract information from announcements
to be used in informal ole-play.
Design a Faire-Part, Wedding invitation,
birth announcement, death announcement
and role-play a situation related to this.
Class discussion of poem and comprehension
questions. Symbolism of poem
Discussion of reading on “orality”
Students share a story told be either an
ancestor or an older member of their
family.
Complete a diagram which categorizes
family members in film in relation to roles
in family, importance of sorcery in their
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How do legends in
African cultures
reinforce typical
family stereotypes?
Read the story of “Le Pagne Noir” by Bernard Dadié and discuss the
characters of the legend / what characteristics these characters
represent.
lives, rites and traditions.
What other African
cultures have unique
family traditions and
structures?
Presentation of “Touraeg” culture” / location in Africa, family
traditions, clothing, professions, dating rituals
NOTE TAKING (Power Point)
How do cultural
beliefs and laws of a
country affect family
practices within that
culture?
Students read a variety of articles about social aspects of the family
in France.
(Le couple biactif, la famille, la nouvelle image du couple, les rapports
entre parents et enfants, la transformation de la famille, la
génération kangourou, vote des femmes)
Jigsaw groups explain main points of
articles to other members of groups.
Students act out dialogue « La leçon de conduite » that exemplies
child rearing beliefs in the French family. Students find beliefs that
are exemplified in the dialogue and discuss differences between
American and French child rearing beliefs.
Small group discussion of differences in
child rearing beliefs. (US / France)
Students assume an identity in a French family given to them by the
teacher (i. e. single, married, divorce with children, mother-in-law)
and prepare a biography of this person, including family interactions,
work responsibilities, vacation schedules, responsibilities for
housekeeping and child rearing.
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Identify changes in nature in each scene /
retell story by paraphrasing and using
appropriate vocabulary from story.
Students prepare for true / false
questions about articles based on
summaries of classmates.
Whole class participates in a “cocktail
party” atmosphere where they circulate,
introduce themselves, and obtain
information about people they meet at the
party. They initiate conversation (question
formation), react, and answer questions.
Students complete summary sheets of a
required number of people they have met
at the party.
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Unit 2: [The Necklace and Materialism]
Length of unit: 8 weeks
Essential Questions
• How and why does the idea of materialism change through time and culture?
• How does literature give us an insight into the culture and values of a time period?
Stage I – Desired Results
World Languages EU #1 – Communication: The purposes of communication include exchanging information, expressing ourselves, and
getting to know others through the skills of : reading, writing, speaking, listening, viewing and gesturing.
Speaking:
1.S.10.4 Produce spontaneous language and sustained conversations and narrations; pronunciation and intonation do not interfere with meaning.
1.S.12.2 Fluently express ideas by rephrasing, circumlocuting and using synonyms / antonyms and word families in a variety of familiar and unfamiliar situations.
Listening:
1.L.12.1 Comprehend sustained conversations and narratives inferring speaker’s tone and purpose.
Reading:
1.R.12.2 Comprehend the main ideas and significant details of written materials, e. g. literary texts, newspapers
1.R.12.3 Interpret text by identifying word nuance, inferring meaning and recognizing author’s tone and style.
World Languages EU #4 - COMPARISONS: Studying one or more other languages will improve mastery of Englsih or of the student’s first language.
4.12.2 Analyze complex language elements of the target language (sound system) and compare and contrast with comparable sound discrimination in English.
Knowledge – Students will know:
 Vocabulary of materialistic goods (clothing, electronics)
 Vocabulary used to tell the story of La Parure.
 Forms and uses of plus-que-parfait and conditionnel antérieur (recycle)
 Forms and use of demonstrative pronouns and lequel (clothing, electronics)
 Forms and use of possessive pronouns
 Forms and uses of partitive and definite articles
 Vocabulary developed through a study of families of words.
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
Sounds produced by various combinations of letters in French.
Skills – Students will be able to:
• Locate and purchase personal goods via the internet comparable to possessions of those caracters in the story of The Necklace.
• Explore the boutiques and shops of 21st Paris and chose personal goods representative of today’s culture.
• Differentiate life styles of different classes in 19th century France based on the reading of La Parure.
• Paraphrase story of La Parure while incorporating new vocabulary.
• Write out spoken dialogue (dictation) using correct spelling and punctuation.
• Compare and contrast the differences in materialism presented in La Parure with a more modern version of material possessions.
World Languages EU #2 - CULTURE: The study of other culture enables us to communicate more effectively because it helps us to
understand how other people interpret behavior and both verbal and non-verbal communication.
2.12.1 Discuss, demonstrate and analyze various patterns of behavior or interactions that are typical of the target culture.
2.12.2 Interact successfully in a range and variety of cultural contexts, simple and conmplex ones that require resolving a problem or
negotiating within reasonable limitations within the target culture using verbal and non-verbal clues.
Knowledge – Students will know:
• Background information on Guy de Maupassant.and the genre of realism in France.
• Historical information about the 19th century.
• Where and how to shop in a French department store (like Galeries Lafayette)
Skills – Students will be able to:
• Identify products and practice of 19th century France based on the short story, (La parure)The Necklace
• Compare the realism of literature to paintings and other material good of the time period.
• Purchase goods in the setting of a major department store in France.
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Stage II – Major Summative Assessments
Assessment
Rubric or Grading Criteria
Students will use the ideas of materialism in the story of La Parure along with
their class discussions about materialism in the 21st century and debate one of the
following topics:
“Material goods have made my life more meaningful”
“The increasing choice of brands for a product is good for the consumer”
“Materials goods have made my life more meaningful.”
“Advertising influences the name brands that people buy”
(1.S.12.1, 1.S.12.3, 1.S.12.4, 1.L.12.1)
WL PRESENTATIONAL SPEAKING RUBRIC
QUIZ: Vocabulary of La Parure (4.12.1)
How well students understand:
Contextual use of vocabulary. (adjectives /
prepositions / nouns)
How luxury items change through time.
QUIZ: Vocabulary of consumerism and forms and uses of the partitive. (1.W.10.5)
How well students understand:
Correct use of the partitive is important in
purchasing and shopping for material possessions.
Knowledge of specific vocabulary contributes to
authentic shopping experiences.
How well students understand:
Letter combinations of the target language that
produce sounds unique to French and different
from English.
DICTATION: Products of consumerism and forms of partitive. (4.12.2)
LISTENING EXERCISES (Le commerce et la consommation ) (1.L.8.1)
WRITING / READING: Students will shop in one of the boutiques or large
department stores that have been discussed. They have been giveen 500 Euros
and are instructed to purchase clothing for a formal activity. Using a list of
possible clothing / accessories and a list of store web sites, the students
Purchase their clothing for the event. Students will then write in detail about
what they will be wearing the evening of the danse. (1.R.12.3, 1.W.12.5)
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How well students understand:
Supporting grammar (si clauses and use of
subjunctive) develops flow of language and ability
to produce spontaneous language
How well students understand :
What ingredients and quantitites are purchased in
order to ake a meal
How well students understand:
Vocabulary for clothing, sizes, colors, fabrics,
design, departments in department stores, kinds of
stores, (jewelry, watch store, etc.)
World Languages Writing Rubric
Page 14
Stage III – Learning Plan
Unit Instructional Overview
This unit begins with a discussion of what being materialistic in the 21st century means to each student. They are asked to create personal budgets,
list and discuss their own most valuable possessions and shop for a formalware similar to that worn in the story (via the Internet) using a prescribed
amount of money. They are then lead into the world of 19th century France, where 2 young women of different social status have aquired different
possessions and live different life stories. While incorporating their knowledge of hypothetical clauses (si clauses), they put themselves in the place
of the main characters and discuss what they would have done in her situation, how their lives would have been different, and imagine another ending
to the story if circumstances had been different. They then move to a more global view of material goods, talk about shopping habits of French and
Americans, globalization of the economy, and take a stand on how this affected their own lives. (debate)
Guiding Question, Big
Idea or Major Concept
Core Assured Learning Experiences (the major work of the discipline
that all students will perform during the unit)
Formative Check for Understanding
(identifies student misconceptions & provides
feedback for teachers to adjust instruction; not
counted in student grade) or Self-Reflection
What is materialism?
What does it mean to be a
consumer in the 21st
century?
Class discussion: What objects are most important in your life?
What would you need to take with you if you were on a deserted
island in order to survive? How do teenagers earn money? (Students
ask and answer questions in small groups)
List of 10 most valuable possessions.
Students justify in small groups why these
possessions are important.
Post ideas on blog and receive answers
from French students.
What brands, articles of
clothing and articles of
technology do French
teenagers spend their
money on?
What do we need to know
in order to successfully
purchase merchandise in
a store like Galeries
Lafayette?
Read short articles about how French teenagers spend their
allowance, including popular brands of clothing, accessories, and how
teenagers earn spend money. Using the French survey results,
students in the class are surveyed about their own spending habits
and results are compared.
“Marchands d’uniformes” & “Basics” et grigis”
View slide show of Galeries Lafayette.. Au Printemps,
Listen to the history of the department store. (about.com)
Role-play purchases in these department stores.
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Survey results
Class discussion.
Answer questions orally.
Participation checks
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How does the use of
pronouns (possessive /
interrogative /
demonstrative) allow us
to shop more affectively
in a French department
store?
What historical, literary,
artistic influences do we
recognize during this
period of time?
Recycle of uses of “which one” (lequel) / “this one” (celui).
Students purchase articles of clothing with different colors /
designs / texture.
Role-play of shopping experience
Use possessive pronouns to identify items. Whose iPod is it.
Paired practice
Slide presentation of Paris in the late 19th century.
Note taking
La Parure:
How is life different for
members of different
classes of this time
period? How are
Mathilde’s views of
reality and her dreams
different?
Discussion based on reading of La Parure isolates elements of story.
How has reading enriched
your vocabulary?
Families of words. Students practice making nouns / adjectives from
verbs in same families
Artists, musicians, historical figures of time period
CHART: How does Mathilde’s view of
reality and dreams differ? (CHART)
EXIT ACTIVITY: Categorize list of
Expressions from story that describe
either Mme Forestier or Mme Loisel /
explain the misery of her life or how M
Loisel will repay the debt.
Written worksheets
Synonyms / Antonyms – vocabulary enrichment
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Unit 3: [FINE ARTS: Poetry, Music and Art]
Length of unit - 35 days
Essential Questions
• How and why do we use subjunctive to express opinions, doubts, and emotions?
• What do works of art and literature reveal about the perspectives of a culture?
• How do the arts and literature give us an insight into the history of a people?
Stage I – Desired Results
World Languages EU #1 – The purposes of communication include exchanging information, expressing ourselves, and getting to know
others through the fills of : reading, writing, speaking, listening, viewing and gesturing.
Speaking:
1.S.12.1 Exchange opinions on a variety of topics, including issues that are of contemporary or historical interest in the target language and their native
cultures; share their personal reactions and feelings about authentic target language works.
Listening:
1.L.12.2 Understand the details, nuances and inferences in a wide range of authentic media.
Reading:
1.R.12.2 Comprehend the main ideas and significant details of written materials, e.g., literary texts, newspapers.
Writing:
1.W.12.5 Create original messages with advanced grammatical structures, advanced vocabulary, nuand and appropriate social register to demonstrate
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voice, mood, satire and humor.
Knowledge – Students will know:
 Vocabulary to discuss different art forms and techniques of the artists.
 Vocabulary to describe materials needed in the creation of paintings, sculptures, photographs
 Expressions used to react to different works of art.
 Differences in form and use of infinitives and commands to give directions.
 Expressions used to indicate likes & dislikes (subjunctive vs. indicative) (conjunctions with subjunctive)
 Sequencing words
 Conjunctions used with subjunctive.
 Expressions for reacting, paraphrasing and circumlocuting (Du Tac)
Skills – Students will be able to:
 Discuss past visits to museums and what students have previously learned about art. Name and discuss painters students are familiar
with.
 Interview a classmate about their preferences of forms of art and artists.
 Defend your choice of a particular work of art in terms of style, choice of subject, color choices, brush strokes, relationship to history
or time period.
 Create an impressionist painting and use appropriate techniques in a “Plein air” environment. (with help from the Art Department)
 Read background information about the time period of the Impressionists.
 Compare the art of the poet to that of the painter.
 Apply historical information and information about the impressionist styles to individual paintings.
 Simulate a visit to a museum, playing the role of both an artist and a visitor to the museum. (Gallery walk)
 Play the role of an artist in ordr to sell your paintings to a gallery.
World Languages EU #2 - CULTURE: The study of culture enables us to communicate more effectively because it helps use to
understand how other people interpet behavior and both verbal and non-verbal messages.
2.12.2. Interact successfully in a range and variety of cultural contexts, simple and ones that require resolving a problem or negotriating
within reasonable limitations within the target culture using verbal and non-verbal clues.
World Languages EU #3 – CULTURE: The study of other cultures enriches our understanding of the human experience and
encourages personal growth.
3.10.2 Explore and identify a variety of art forms, including painting, artwork, film, architecture, costumes, etc.
3.10.3. Produce or perform a work that demonstrates an understanding of the art form(s) studied.
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World Languages EU #5 - COMPARISONS: Comparing our culture to another raises our awareness of the diverse ways people make sense
of the world.
5.12.1 Identify, analyze and discuss and demonstrate a range of different patterns of behavior of the target culture, comparing and contrasting them
with behaviors of their own culture.
World Languages EU #7 - CONNECTIONS:The acquisition of information only available in the world language leads to
understanding of distinctive viewpoints and allows for a more meaningful connection to the rest of the world.
7.12.3 Consult a wide range of authentic sources to obtain information on topics of personal interest.
Knowledge – Students will know:
 Forms of a Caligramme (poem) by Guillaume Apollinaire
 History of impressionist artists and history of the time period.
 Techniques, subjects and historical aspects of the art of this period.
 Biographical information about Camille Claudel and what makes her work important.
Skills – Students will be able to:
 Discuss past visits to museums and what students have previously learned about art. Name and discuss painters students are familiar
with.
 Interview a classmate about their preferences of forms of art and artists.
 Defend your choice of a particular work of art in terms of style, choice of subject, color choices, brush strokes, relationship to history
or time period.
 Use authentic French websites to research biographical and historical information about artists and musicians.
 Identify historical features and artitic techniques and genres in the works of Impressionist artists.
Use authentic French websites to research biographical and historical information about artists and musicians.
 Identify historical features and artitic techniques and genres in the works of Impressionist artists.
 Give examples of the problems and struggles of an artists of the time period through the viewing of a video. (Camille Claudel)
 Create an impressionist painting and use appropriate techniques in a “Plein air” environment. (with help from the Art Department)
 Read background information about the time period of the Impressionists.
 Sell their work of art to a gallery.
Stage II – Major Summative Assessments
Assessment
Rubric or Grading Criteria
Convince a local art gallery to have an exhibition of your artist’s works.
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WL PRESENTATIONAL SPEAKING RUBRIC
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Students will make a presentation to the class that retells the life and importance
of works of an artist or musician. The goal is to use the vocabulary of art, the
visuals of the work and life of the artists, and appropriate interviewing vocabulary
and conservational strategies as well as use of the subjunctive. Students will work
in groups of 3-4 as they role-play the following roles:
artist, biographer, friend of artists or contemporary (possibly another artist of
the same time period) and someone responsible for commercial products. (i. e. a
tour of cathedrals by the Monet tour company, umbrelles by Seurat, jockey
lessons by Dégas) Presentation will include a background of Power Point Slides that
include biographical and historical information as well as products for sale.
Students will understand:
Use of subjunctive with conjunctions
Pronouns with passé composé
Use of sentences with IPA (interrupted past
action)
Use of après & past infinitive
Use of varied negative expressions
WRITING: Create a “Caligramme” similar to those of Apollinaire
How well students understand:
Relationships between words and images in a
“Caligramme”
WRITING: Design a “Diamante” describing your favorite work of art.
World Languages Writing Rubric:
1. Expression of ideas – images are tied to theme of
poem) (double points)
2. Grammar / agreement of adjectives & verb forms.
3. Rich, extensive vocabulary
4. Elaboration
How well students understand:
Forms of a “diamante”
Correct us of adjectives / infinitives / present
participles.
QUIZ: Vocabulary of the artist, techniques, supplies and styles of art.
How well students understand:
Vocabulary that describes genres, style and
individual aspects of paintings.
QUIZ: Forms and uses of the subjunctive with conjunctions: Discriminate between those
expressions that need subjunctive and those that need indicative and infinitives. Choose
conjunctions that allow them to construct meaningful sentences.
How well students understand:
How to discriminate between conjunctions that
require subjunctive and those that require
indicative.
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LISTENING: La Joconde. Students answer questions about the theft of the Mona Lisa at the
Louvre.
How well students understand:
Art vocabulary in context of news report.
Stage III – Learning Plan
Unit Instructional Overview
This unit begins with a discussion of the value of art, what it reveals about a culture and what makes the art form enduring. This leads to a
discussion of individual tastes in art and what personal experiences students have had – visits to museums, favorite paintings, interest in music,
palinting, photography and writing poetry. Students are introduced to poetry by creating an art form of a poem by Jacques Prévert. To continue
discussion of how the two arts are related, we view examples of Apollinaire’s Calligrammes and then they create their own poem. They are then
introduced to different styles of art through authentic works of art, are asked to dialogue about the art, learning others opinions about the works,
We discuss the history of the impressionists, their style, how they were influenced by the times, and what makes their art “impressionists” . Students
do some initial research and chose one painting that they can be the guide for in a museum and research that painting. We have a simulation of an art
gallery, as students are asked to exchange roles, exchange iinformation about the individual paintings, react and express their opinions. We continue
our study of this time period as we watch excerpts from the life and works of Camille Claudel. Students then produce their own sales pitch to a local
gallery after they have completed more extensive research on the life and work of a chosen artist.
Guiding Question, Big
Idea or Major Concept
Core Assured Learning Experiences (the major work of the discipline
that all students will perform during the unit)
Formative Check for Understanding
(identifies student misconceptions & provides
feedback for teachers to adjust instruction; not
counted in student grade) or Self-Reflection
What is art? Is it
always visual? How
are poetry and the
visual arts related?
Class discussion
Think / Pair / Share groups
View a “Caligrammes” and identify themes based on structure of
poems.
Classroom discussion of “Calligrammes”
Work with a partner and describe the portrait of the bird to your
partner as they draw the physical description that exists in the
poem. (Theme of poem is a recipe on how to be an artist)
Physical representation of words to poem.
How does art
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collection have an
affect on the
everyday life?
How does art reflect
culture?
What historical,
literary, artistic
influences do we
recognize during this
period of time?
How will the use of
conjunctions
(subjunctive and
indicative) enrich the
language we use to
discuss art?
How are artists
influenced by works
of art of their
Read an excerpt from “La Cathédrale”, André Maurois
Listen to an impressionist piece of music and describe what they
heard.
Class discussion:
Does art exist outside of museums?
What makes art beautiful?
What kind of art do you prefer?
Journal writing
Using a painting, interview a classmate about why they like / don’t
like painting.
(Recycle Du Tac expressions)
Power Point Presentation
Interview
Library Research. Each student researches one work of art that
they can apply information to as they become experts in this
painting. (Students print out copy of chosen work)
Students write out their research on one
painting.
Gallery Walk. Class is divided into 3 groups. Each student assumes
the role of a docent / guide, and a visitor to a museum. In groups of
2, the visitors to the museum discuss the paintings (using reacting
and paraphrasing expressions) and obtain and exchange information
using correct question formation and vocabulary.
Teacher circulates and assigns
participation grades according to flow of
language / quality and depth of questions /
use of reacting expressions.
Conjunctions that require subjunctive
THINK / PAIR / SHARE
Note-taking
Students complete information sheets
about paintings viewed during gallery walk.
Student worksheets
Entrance cards.
Students read about the life and works of Camille Claudel
Comprehension questions
Power Point of famous works and discussion of important techniques
EXIT CARD: Reaction to style / technique
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predecessors?
How do we convince an
art gallery to
purchase our works of
art?
of Camille Claudel
/ subject matter of sculpteurs.
Viewing of excerpts of the movie “Camille Claudel”
Individual student performances
Listening comprehension questions
NOTE TAKING:
Works of individual painters
Music of individual musicians
How do we convince a
symphony orchestra
to perform our
creations?
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Unit 4: [Immigration and Racism]
Length of unit - 35 days
Essential Questions



What does the culture, history and politics of a host country impact its immigrants?
How do immigration issues impact the development of the host country?
How do authentic materials in the target language allow us to understand behaviors unique to a culture?
Stage I – Desired Results
World Languages EU #1 – The purposes of communication include exchanging information, expressing ourselves, and getting to know
others through the fills of : reading, writing, speaking, listening, viewing and gesturing.
Speaking:
1.S.12.4 Produce spontaneous language and sustained conversations and narrations; pronunciation and intonation begin to approximate native
speech.
Listening:
1.L.12.2 Understand the details, nuances and inferences in a wide range of authentic media.
Reading:
1.R.12.2 Comprehend the main ideas and significant details of written materials, e.g., literary texts, newspapers.
Writing:
1.W.12.5 Create original messages with advanced grammatical structures, advanced vocabulary, nuance and appropriate social register to
demonstrate voice, moode, satire, humor.
Knowledge – Students will know:
 Vocabulary to discuss racism and immigration.
 Vocabulary to accompany “Le Journal de Fatiah” (Algerian woman)
 Forms and uses of adverbs. (Une Fois pour toutes)
 Infinitives with prepositions (Une Fois pour toutes)
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Skills – Students will be able to:
 Define and identify policies on immigration in US and identify nationalities of people who have contributed to the immigrant population
in US as it has changed over time
 Discuss issues of racism and immigration with their French peers or Blog with French correspondants to learn a French perspective on
immigration.
 Describe how immigrants are treated in different cultures, using verbs with prepositions and adverbs.
 Identify themes in songs Etre né quelque part – Maxime Le Forestier, Jeune de banlieue, métis, Yannick Noah
 Discuss issues of racism and immigration with their French peers or Blog with French correspondants to learn a French perspective on
immigration.
 Describe how immigrants are treated in different cultures, using verbs with prepositions and adverbs.
Identify themes in songs Etre né quelque part – Maxime Le Forestier, Jeune de banlieue, métis, Yannick Noah
 Discuss differences in immigration policies in both US and France and impact immigrant have had on the culture and assimiliation of the
immigrants.
 Describe how immigrants are treated in different cultures, using verbs with prepositions and adverbs.
World Languages EU #7 – The acquisition of information only available in the world language leads to understanding of distinctive viewpoints and
allows for a more meaningful connection to the rest of the world.
7.12.2. Use and respond to a range of age and level appropriate media from the target language demonstrating comprehension of both of
the language and the culture revealed.
World Languages EU #3 – CULTURE: The study of other cultures enriches our understanding of the human experience and encourages personal
growth.
3.10.2 Identify or read about and discuss expressive products of the culture, including periodicals, commercials, videos, etc.
World Languages EU #8 - COMMUNITIES:The acquisition of a world language facilitates active and effective participation in the
economic, social, cultural and civic aspects of globally interdependent communities.
8.12.1 Exchange substantial information with native speakers on a range of topics.
Knowledge – Students will know:
 Immigration issues and policies in France.
 Historical facts about immigration.
 Reasons and problems created in a society of immigrants.
 Descriptions of “beurs” “pieds noirs” and “magrebs”
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
Living conditions of immigrants in the projects.
Skills – Students will be able to:
 Define and identify policies on immigration in US and identify nationalities of people who have contributed to the immigrant population
in US as it has changed over time
 Discuss issues of racism and immigration with their French peers or Blog with French correspondants to learn a French perspective on
immigration.
 Describe how immigrants are treated in different cultures, using verbs with prepositions and adverbs.
 Discuss differences in immigration policies in both US and France and impact immigrant have had on the culture and assimiliation of the
immigrants.
Stage II – Major Summative Assessments
Assessment
Rubric or Grading Criteria
PERFORMANCE ASSESSMENT:
WRITING: Using the movies, songs and excerpts from stories that we have
World Lanaguages Writing Rubric:
Emphasis on:
Use of adverbs or adverbally clauses
discussed in class, write a week of journal entries from the perspective of an
Si clauses
immigrant, métis or pied noir who is living in France. (dress, how men/ women are
Subjunctive
treated, job situations, religion and traditions of family, role of extended families)
Wide range of verb tenses and structures
(1.W.12.5)
Transition words
QUIZ: Use vocabulary in context to describe themes that were discussed in the
movie “Inchallah Dimanche”. Use additional vocabulary in context. (1.W.12.1)
QUIZ: Correct forms and uses of adverbs / comparisons / superlatives of nouns /
adjectives and adverbs. (1.W.10.1)
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Students will be able to:
Use appropriate vocabulary in context.
Use vocabulary in new situations to describe
“Inchallah Dimanche”
Students will be able to:
Place adverbs in the correct part of the sentence.
Rephrase adverbs to expressions like (with facility,
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WRITING: Create a public service poster to be placed in government buildings to
promote positive interactions among cultures or among immigrant populations.
Members of the class will view displayed posters and identify the issue(s) being
highlighted. (1W.12.1)
SPEAKING: Using an excerpt of the story of Inchallah Dimanche as a prompt,
students will speak for 3 minutes about the problems, solutions, positive and
negative effects of immigration in France. (1.S.12.1)
LISTENING: Students listen to 2 interviews of franco-americans in Maine.
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In an easy manner)
Form comparisons with adjectives, nouns, and
adverbs.
Form superlatives of BANGS and non-BANGS
adjectives.
Students will be able to:
Develop a possible solution to the problem
Of racism using the voculary of the unit.
World Languages Sustained Speaking Prompt
Students will be able to:
Identify the problems and solutions of assimilation
In the dialogues.
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Stage III – Learning Plan
Unit Instructional Overview
This unit begins with the discussion of immigration as it relates to the US. Why do people immigrate / what nationalities have
been predominant in the immigration to our own country. Discussion then moves to what it means to be an immigrant – clash of
traditions, beliefs, religions, and how people are integrated into a new culture. Through a series of videos and songs and
videoclips, the students discover the culture class in the French culture and the difficulties that immigrants have living in the
“projects”. They discuss how immigrants can best be integrated into a culture, and how the laws, perceptions of citizens of this
country, over the period of a week, from the perspective of a Muslim in France. We end the unit with a discussion of possible
solutions, and students design a poster that promotes positive interactions among people of different cultures.
Guiding Question, Big
Idea or Major Concept
Core Assured Learning Experiences (the major work of the discipline
that all students will perform during the unit)
Formative Check for Understanding
(identifies student misconceptions & provides
feedback for teachers to adjust instruction; not
counted in student grade) or Self-Reflection
What issues do
immigrants to the US
face? What
nationalities have
commonly immigrated
to the US? For what
reasons did they
immigrate?
Class discussion. What part of your personal identity would remain
and if lived in a society where your religion, ethnicity, language and
cultural traditions and beliefs were not accepted.
Students draw a circle which represents
their own personal identity. They then
divide the circle into those characteristics
that best represent them as an individual.
Students are then directed to eliminate
religion, language / ethnicity, political
beliefs. (those things that another culture
would be least tolerant of or that they
might lose as part of their identity if they
were totally assimilated into the new
culture.
What parts of your
own personal identity
would produce a
culture clash if you
Role play situations where personal identity produces a clash with
beliefs or traditions of the host country. (job situations, religious
beliefs within the home, language difficulties, role of different
family members, clothing,
Based on two magazine covers (visual) (French / American),
hypothesize about the immigrants of each country, what cities they
traditionally come to, what images the immigrants associate with the
host country.
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Students are assigned individual role-play
situations where difficulties arise
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were to move to
another country?
What policies do
different countries
have in order to
assimilate people of
different races?
What is “racisme”?
What was the
“regroupement
familial”? How did this
affect assimilation of
different cultures?
What was the opinion
of the French people?
How does the support
vocabulary of this unit
allow you to discuss
immigration issues in
Read a political cartoon and discuss the message that the cartoonist
hopes to convey. What does the cartoon suggest (Plantu) about the
relationship between the French and the Arab immigrants.
Use Venn diagram to illustrate differences.
After reading an article where US and French policies are
contrasted, discuss differences in two policies.
Draw a cartoon or write a short dialogue
that illustrates the relationship between an
American and an immigrant.
Pre-reading: Give some examples of racism and reasons for
discrimination drawn from your own personal experience, history or
current events. What targets do people have? How would you explain
what racism is to a young child?
Class discussion
Read an excerpt from “Le racisme expliqué à ma famille”, Tahar Ben
Jelloun.
Comprehension questions and whole class
discussion.
View excerpts from the movie « Inchallah Dimanche » Discuss the
reasons for immigration in the film, and the difficulties that a family
has integrating themselves into the culture. Discuss the reaction of
the French people to these immigrants.
Listening questions.
Read a short dialogue of an immigrant worker from Algeria at the
office of family benefits in France. Why is there distrust between
these two people? What do we learn about the support that political
parties give to immigrants? What can we do to fight racism?
Students have begun to use vocabulary in their discussion of the
movies. Close activities and more guided vocabulary practice allow
students to create meaning within the context of immigration.
Discussion and comprehension questions.
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France?
What nationalities
make up the
immigrant population
in France? What is
meant by the words
“Magreb”, “pieds
noirs” and “beur”?
Students read articles about “Magreb” and Magrébens”, excerpts
that describe the identity of the “pieds noirs” and the “beurs” and
“identité belge”
Students will choose the best summaries of each identity from a
group of summaries.
Students sort summaries
What social problems
arise in communities
where there are many
immigrants?
Student will watch excerpts from the film “La Haine ”. Three
teenagers have witnessed a killing in their house development.
A Jew, north African, and Afro-Caribbean. Students discuss life in
the projets (“HLM”, role of the police in their lives, and their
hatred.)
Question sheet
What vocabulary
words support the
discussion of these
problems (crimes)?
How does the
vocabulary word for
illegal aliens in French
reflect a difference
in perspective with
relation to
immigrants?
Oral and written practice of vocabulary.
Student worksheets
Students listen to song (Là où j’habite, Kawl) and watch youtube video Crossword puzzle.
of the group Kwal in the projects of Paris. Using vocabulary from the
song, students discuss:
Who is portrayed in the song, what are the conditions in the HLM,
Discussion with French students.
what political statement is the song writer trying to make, what
Students make charts comparing
clothing do they mention that represents other cultures, what
immigration issues / policies / nationalities
symbols do they use from the past.
of immigrants in each country.
Student listen to song (Jeunes de banlieue, Disiz la Peste)
They watch the video and answer visual questions.
What do the young people complain about? What is life in the HLM
like?
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Jeunes de banlieue – Complete chart
differentiating the negative and positive
images in the video and song.
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How do adverbs and
adverbial expressions
enrich our discussion?
How could you, as a
young adult, become
more active and aware
of the problem of
racism in your own
country?
Power Point Presentation of adverbs / formation and placement
Group practice changing adverbs to adverbal expressions.
Comparisons of immigration policies / stereotypes / living situations
of immigrants, etc. using adverbs.
Using (imparfait / conditionnel) construction, students brainstorm
what they could do on a personal level to reduce issues around
immigration.
Notes on Power Point.
Notes
Students brainstorm ideas for a creation of a positive poster.
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Unit 5: [Current Events]
Length of unit - 35 days
Essential Questions


How do a person’s views on social issues reflect their culture?
How does your culture shape your perspectives of the world?
Stage I – Desired Results
World Languages EU #1 – Communication: The purposes of communication include exchanging information, expressing
ourselves, and getting to know others through the fills of : reading, writing, speaking, listening, viewing and gesturing.
Speaking:
1.S.12.1 Exchange opinions on a variety of topics, including issues that are of contemporary or historical interest in the target and their
native cultures; share their personal reactions and feelings about authentic target language works.
Reading:
1.R.12.2 Comprehend the main ideas and significant details of written materials,, e. g. literary texts, newspapers.
Writing:
1.W.12.5 Write summaries and analyses and express different points of view.
1.W.12.1 Express thoughts using proper conventions, including compound and complex sentences, proper sequence of tense, indicate and
subjunctive moods.
Knowledge: - Students will know:
The students will know





Vocabulary for parts of the newspaper
Vocabulary to describe « keeping informed »
Vocabulary to describe current events.
Geography and Prepositions
Procedure to follow in participating in a WebQuest
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Skills: Students will be able to:










Identify articles and sections of authentic French newspapers.
Use vocabulary to identify various Francophone magazines and newspapers and describe their readers, contents and overall appeal.
Discuss news found in international newspapers.
Interview students and their ways of keeping informed.
Explore authentic French magazines, newspapers and Websites to learn about cultural similarities and differences.
Survey students about cultural knowledge of different geographical areas.
Analyze information obtained from a variety of sources to predict a possible solution or compromise to cultural differences.
Debate a viewpoint on a topic of current events using the correct social register and topical vocabulary.
Compare and contrast viewpoints on a given topic of current events using the past tense.
Orally comprehend the cultural perspectives presented by their peers.
World Languages EU #3 - CULTURES: The study of other cultures enriches our understanding of the human experience and
encourages personal growth.
3.12.1 Use a variety of items from a target culture and speak and/or write about the products, practices, and perspectives of the culture
expressing why this item makes sense in the target culture in comparison to one’s own culture.
World Languages EU #5 - COMPARISONS:Comparing our culture to another raises our awareness of the diverse way people make
sense of the world
5.12.5 Compare, contrast and draw logical conclusions about the treatment of current issues in both the target culture and their own
culture(e) by drawing on various types of media.
World Languages EU #7 CONNECTIONS:The acquisition of information only available in the world language leads to understanding
of distinctive viewpoints and allows for a more meaningful connection to the rest of the world.
7.12.2 Use and respond to a range of age and level appropriate mediate from the target language demonstrating comprehension of both
language and the culture revealed.
7.12.3 Consult a wide range of authentic sources to obtain information on topics of personal interest.
World Languages EU #8 COMMUNITIES:The acquisition of a world language facilitates active and effective participation in the
economic, social, cultural, and civic aspects of globally interdependent communities.
8.12. Exchange substantial information with native speakers on a range of topics
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Knowledge:Students will know:
 Opinions and biases of French people on a variety of topics.
 Opinions and facts of the Francophone people on topics of interest. (unemployment, drugs, alcohol, violence in schools, social services, etc.)
Skills: Students will be able to:







Locate, comprehend and analyze authentic magazine and newspaper articles found on the Internet or in print.
Interpret results of answers to pen-pal letters to construct viewpoints on international events.
Compare and contrast viewpoints of American and French students on a given topic of current events using the past tense.
Understand world-views of other Francophone cultures on topics of personal interest – i. e. unemployment, drugs, violence, etc.)
Identify and evaluate sources of information available only in the target language.
Compare the treatment of similar topics in several French newspapers.
Identify audiences and techniques of individual magazines and newspapers.
Stage II – Major Summative Assessments
Assessment
Rubric or Grading Criteria
PERFORMANCE ASSESSMENT:
SPEAKING: Students will role-play an interview between an American journalist and
Nicolas Sarkozy.
Having researched information about a topic of your choice, they will debate that
particular issue and the cultural differences you have found. Sarkozy will
represent the viewpoint of the French people. The Interviewer / Journalist will
represent an American cultural perspective. Ask questions during your role-play
World Languages Presentational Speaking Rubric
How well students understand:
What is necessary to speak for an extended period
of time about an social or political issue.
Different cultural erspectives as they relate to
Political and social problems.
which underline and clarify the differences in opinion / differences in policy / or
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cultural differences between the United States and France. In summary, you will
provide possible compromises or explanations for the different perspectives.
les organisations caritatives
les bandes et la violence
le chômage
le racisme
le plan anti-violence au lycée
les drogues
la consommation d’alcool
l’environnement
les stéréotypes
la violence et les sports
Students will launch a magazine. Their job will be to sell the magazine to an editor.
World Languages Writing Rubric
Their issue will include a cover page, with headlines of articles, a graphic to
represent their topic, correct pricing, name of magazine and when magazine will
appear (date, if it is a daily, weekly, monthly magazine using a French format. They
will include one sample article from the magazine.)
QUIZ: Vocabulary of current events, natural disasters and weather.
QUIZ: Vocabulary to identify different sections of French newspapers. Identify
sections of the newspaper, match headlines from the French news to sections of
the paper.
QUIZ: Prepositions of geography – used with countries, cities, states, etc.
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Students will be able to:
Identify vocabulary used to describe
Current events.
Retell stories included in different sections of the
newspaper.
How well students understand:
What information French newspapers and
magazines include on their cover / first pages.
Different “rubriques” of the French newspaper.
How well students understand:
Prepositions used with cities, countries, states
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QUIZ: Use of the passive voice ( use of être, reflexive verbs)
How well students understand:
Use of the passive voice to retell a news story.
Stage III – Learning Plan
Unit Instructional Overview
This unit begins with an introduction to the sections of French newspapers and magazines and the vocabulary that will
support it. Students complete a visual exploration of French magazines and newspapers, on-line versions and hard copies in order
to familiarize themselves with content, structure, and visual differences. They continue by familiarizing themselves with more
specific examples of French newspapers and listen to both French TV and Radio France. They continue by launching their own
magazines, using the French magazines as models, and then begin a more in-depth analysis of how the French report the news.
They will choose one or two stories to follow over a period of time and discuss how the reporting of this news varies from
country to country. They will demonstrate a knowledge of differences in perspectives in a final debate where they will
represent either the American or the French perspective in a debat of social or political interest.
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Guiding Question, Big
Idea or Major Concept
Core Assured Learning Experiences (the major work of the discipline
that all students will perform during the unit)
Formative Check for Understanding
(identifies student misconceptions & provides
feedback for teachers to adjust instruction; not
counted in student grade) or Self-Reflection
What are the physical
differences between
French and American
newspapers and
magazines? What are
the parts of the
newspapers? How are
they the same or
different?
Scavenger Hunt: Students explore on-line various French
newspapers and magazines and identify readers for each magazine,
types of articles, and compare to American magazines.
Scavenger Hunt
Students read articles from French newspapers and magazines.
Parts of magazines and newspapers are identified and are compared
to American newspapers and magazines – both physical differences
and reporting of news, advertisements, and visuals.
Oral summaries of stories in small groups.
Students listen to Tele5 and Radio France to become familiar with
topics of interest and headlines in the French newspapers.
Comprehension Questions / Group
discussion
How does the
reporting of the news
vary from country to
country? What topics
are in the headlines in
France / in the US?
Students report orally on news reports of different categories to
the class. ( national, international, regional, arts, social, etc.)
Class discussion
Students follow a topic in 2 -3 different newspapers and compare.
(French / English)
Venn diagram
Students summarize articles / videoclips / news on French TV.
Listening exercises
How does using the
passive voice allow us
to describe news
items?
Worksheets on formation of the passive voice.
Passive voice used in various tenses.
Students retell newsworthy events using the passive voice.
French VH Curriculum Map (July 2009)
Property of Farmington Public Schools
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French VH Curriculum Map (July 2009)
Property of Farmington Public Schools
Page 38