Plumsted Township Public Schools
PHILOSOPHY
“New Jersey hosts a growing economy that is oriented toward agriculture, industry, finance, education, and research—an economy
that demands contact and interaction with the global marketplace. For New Jersey students, the need to function competently in more
than one language has therefore become increasingly important in order to participate fully in the economic, political, and social life of
a state with over 100 ethnic groups, and where more than 150 different languages are spoken. In the twenty-first century, students
must be able to participate in culturally appropriate ways in face-to-face interaction with members of other cultures in order to be
productive members of the diverse communities in which we all live.”1
The foreign language department is committed to meeting the communication and language demands of our local, state, and national
community through the acquisition of a second language. Our program, aligned to the New Jersey Core Curriculum Content
Standards as well as national standards, promotes communication based language instruction in a practical learning environment.
Curriculum designs encourage a hands-on approach and stress critical thinking skills while concentrating on fluency and cultural
awareness inside and outside of our immediate community
DEPARTMENT OBJECTIVES:
The learner will be able to:
1. Integrate foreign language with other content areas
2. Improve communication and language skills through acquisition and practice of a foreign language
3. Promote cultural awareness inside and outside of our local community
4. Use technology as a medium for learning within the foreign language curriculum
5. Identify and generate an understanding of foreign language with regards to social, behavioral, environmental, and human systems
1
2004, New Jersey Core Curriculum Content Standards
Plumsted Township Public Schools
Plumsted Township Public Schools
Mission Statement
The educational program of the New Egypt Schools shall foster high expectations, in academics and behavior, giving attention to all
students’ individual needs. Children will be provided a variety of activities and experiences that allow them to mature into lifelong
learners, who are critical thinkers, and who cooperate with others as they grow and learn in our democratic society.
Plumsted Township Board of Education
Mrs. Joanne Barlow, President
Mr. Herbert Marinari, Vice President
Mrs. Karen Amburgey,
Mr. Lawrence Downs
Mr. Anthony O’Donnell
District Administration
Dr. Robert Smith, Superintendent
Frank Gripp, Business Administrator
Elizabeth Panella, Principal New Egypt High School
John Blair, Assistant Principal New Egypt High School
Andrea Raniero, Principal New Egypt Middle School
Tom Farrell, Assistant Principal New Egypt Middle School
Jean Morgan, Principal New Egypt Elementary School
Toni Ferry, Principal New Egypt Primary School
Colleen Davidson, Director of Curriculum & Instruction
Richard Carroll, Supervisor of Athletics
Renée Palumbo, French teacher
*All concepts and objectives are mastery learning objectives aligned to the New Jersey State Core Content Curriculum Standards
**Professional staff will differentiate instruction to ensure students achieve the stated objectives.
2
Plumsted Township Public Schools
Curriculum
Scope and Sequence
-Review of French 3
- Le Conditionnel (The Conditional)- describing what people
- present tense
would do and or what would happen if certain conditions
- passé composé
applied
- reflexive verbs
- Formation of the conditionnel with regular &
- imparfait
irregular verbs
- indirect & direct object pronouns
- Vocabulaire: Le Look (French fashion & style)
- Vocabulaire: La description physique (Physical Description)
- Review adjectives learned in French 2/3
- Review parts of the body & definite articles
- Vocabulaire: La toilette et les soins personnels (Bathroom & Personal Items)
- Review of reflexive verbs
- Vocabulaire: La routine quotidienne (Discussing daily routine)
- Review of reflexive verbs in the passé compose
- Vocabulaire: La condition physique et les sentiments (Physical condition & Feelings)
- Reflexive verbs: s’asseoir, s’approcher, s’arrêter, s’en aller,
s’amuser, s’inquiéter, se mettre en colère, se sentir, s’impatienter,
s’embêter, s’énerver, se trouver, s’intéresser, s’occuper, se tromper,
se taire, se souvenir
- Vocabulaire: Les travaux domestiques (Household chores)
- Vocabulaire: Objets Utiles pour les travaux domestiques ( Items used for household chores)
- Le Subjonctif (The Subjunctive)- expressing necessities or obligations
- Formation of subjonctif with regular verbs ending in –er, -ir, and –re
- Formation of subjonctif with stem changing irregular verbs
- Irregular verbs – être, avoir, faire, & aller
- Subjonctif used with : Il faut que, Il est bon que, Il est utile que, Il est dommage que,
Il est important que, Il est naturel que, Il vaut mieux que, Il est essential que,
Il est normal que, Il est indispensable que, Il est juste que, & vouloir que
- Subjonctif used with certain expressions of desire: Je préfère que, Je souhaite que, etc.
- Vocabulaire: Comment faire des achats (Everyday shopping & errands)
- Vocabulaire: different stores, items, quantities, & asking/ordering items properly
- Review of object pronouns y and en
- Vocabulaire: Les Voyages (Travel- preparing for a trip to France)
- Negative Expressions: ne personne, ne rien, ne nulle part, ne aucun(e), ne ni ni
- Vocabulaire: Partons en voyage (Leaving on a trip- preparations & useful vocabulary at the
airport & train stations)
- Le Futur Simple (The Simple Future)- describing what people will do in the future
- Formation of the futur simple with regular verbs ending in –er, -ir, and –re
- Formation of the futur simple with irregular future stems
- Review of le futur proche
*
3
Plumsted Township Public Schools
Curriculum
- Novel: Le Ballon Rouge (en français)
-Vocabulary from the book
- Le Passé Simple literary tense
- Novel: Le Petit Prince (en français)
- Vocabulary from the book
- Examine the use of the subjonctif throughout
- History & introduction of author Antoine de Saint-Exupéry
- Novel: Ourika (en français)
- Vocabulary from novel
- History & introduction of author Claire de Duras
- Examine relationship between Sénégal & France
- Novel: A Town Like Paris (en anglais)
- Discuss cultural differences mentioned throughout
- Film: L’Auberge Espagnole
- Accompanies vocabulaire: les voyages et partons en voyage
- Comparison paper with Novel: A Town like Paris
- Film: Les Poupées Russes
-Sequel to L’Auberge Espagnole
- French Artists- PowerPoint Presentation/Project
- Current Events Project- Research & Present article
*
4
Plumsted Township Public Schools
Curriculum
Unit Topic: Review of French 3 Topics ( Le Présent, Le Passé Composé, L’imparfait, Les Verbes Réfléchis, Les Objets Directs et Indirects)
Topic/Essential Question
What are the most important
concepts to be learned during
this unit?
Le Présent
Essential Questions:
1. What verb
endings are used
to conjugate a
regular verb in
the present tense?
2. Can you recall
and conjugate the
irregular verbs
reviewed and
learned from
previous years?
Le Passé Composé
Essential Questions:
1. How can one
differentiate
between a verb
conjugated with
avoir or être in
the passé?
2. When does a verb
agree in number
and gender with
the subject?
3. What kind of
actions does the
passé composé
*
describe?
Objectives
Core Activities
What will students know and be
able to do?
What Activities Will help them learn
or know?
The Learner Will:
- Recall regular verb
conjugations and be able to
use these conjugations in
sentences, questions, and
spoken discourse.
- Recall and review
irregular verbs from
previous years.
The Learner Will:
- Recall the verbs in the
acronym Mrs. Vandertramp
that are conjugated with
être in the passé.
- Remember that verbs
conjugated with être agree
in number and gender with
the subject.
- Describe past and
completed actions using the
passé compose.
- Tell a story about a past
action or event in his or her
life using the passé.




Students will be asked
various questions in the
present tense about their
surroundings, other people,
and activities in which he
or she participates. Students
will answer and elaborate
using the present tense.
Irregular verbs will be
reviewed playing Memory
on the overhead, and
completing a worksheet
focusing only on irregular
verbs.
Students will write a
paragraph about an
event or action that
happened in his or her
life. Students will
create an illustration
for his or her story and
will tell their story to
the class.
Students will complete
various written
activities to help
refresh the passé using
avoir and être.
Assessment
How will you
know they have
learned it?
-Faites
Maintenant
will be
collected using
the present
tense.
- Irregular verb
worksheet.
- Paragraphs,
illustrations,
and
presentations
will be graded.
- Written
activities will
be collected
and graded.
Technology
Literacy
What technology
skills are being
introduced,
developed,
mastered?
Overhead
Projector
N/A
NJCCCS
(CI’s)
I.L.L.R.
7.1A.1
7.1A.3
7.1B.1
7.1B.2
7.1B.3
I.L.L.R.
7.1A.1
7.1A.3
7.1A.4
7.1A.7
7.1B.3
7.1B.4
7.1C.2
5
Plumsted Township Public Schools
Curriculum
L’imparfait
Essential Questions:
1. What kind of
past actions
does the
imparfait
describe?
2. How can one
differentiate
between the
use of the
passé composé
and the
imparfait?
3. What are the
imparfait
endings?
4. How is the
imperfect stem
determined?
Les Verbes Réfléchis
Essential Questions:
1. What are
reflexive verbs
used to
describe?
2. Can you recall
the reflexive
pronouns used to
describe these
actions?
3. Can you
describe your
daily routine
using all
reflexive verbs?
*
The Learner Will:
- Describe and tell what
he or she used to do in
the past.
- Recall the imparfait
stem is formed by taking
the present tense form of
the verb conjugated with
the subject pronoun nous
and dropping of the –ons
ending.

The Learner Will:
- Describe their daily

routine using reflexive
verbs learned in French 3,
such as se brosser, se lever,
se coucher, se laver, se
maquiller, se raser,
s’habiller.
- Describe and tell what
others are doing using
reflexive verbs and the
correct reflexive pronouns.
- Recall that reflexive verbs
are always used to describe
an action performed on him
or herself.


Students will find five
photos of him or herself
at different ages.
Students will then write
a paragraph describing
what he or she used to
do or what used to
happen at that specific
age.
Students will also
complete various
listening activities to
practice using the
imparfait versus the
passé compose.
Students will play
pictionary to recall the
reflexive verbs. One
student will draw a
picture on the board and
the first team that is able
to write a sentence
describing the drawing
on their group’s white
board wins the point.
The sentence must
describe the drawing
using a reflexive verb.
Students will answer
daily questions in their
Faites Maintenant
concerning their routine.
- Imparfait miniproject will be
graded for
accuracy,
comprehensibility,
and effort.
- All listening
activities will be
graded.
- Students will be
tested on all
review topics at
this time. ( Passé,
Imparfait, Verbes
Réfléchis)
CD/ Cassette player
will be used for
listening activities.
Overhead Projector
used to illustrate
reflexive verbs.
I.L.L.R.
7.1A.3
7.1A.7
7.1B.3
7.1B.4
7.1C.2
I.L.L.R.
7.1A.3
7.1A.7
7.1B.1
7.1B.3
7.1B.4
7.1C.2
6
Plumsted Township Public Schools
Curriculum
Unit Topic: Le Look/ La Description Physique/ La Toilette/ La Routine/ Les Sentiments
Topic/Essential
Question
Objectives
Core Activities
Assessment
What are the most
important concepts to be
learned during this unit?
What will students know and
be able to do?
What Activities Will help them
learn or know?
How will you know
they have learned it?
La Description
Physique/ Les
Sentiments
Essential Questions:
1. Can you describe
yourself and others
physically, including
their hair type and
color, eye color, shape
of the face, and body
description?
2. Can you recall the
parts of the body
previously learned?
3. Can you describe
how you and other
people are feeling,
mentally and
physically?
The Learner Will:
- Describe him or herself
including hair color and
type, eye color, shape of
face and physical build of
his or her body.
- Compare the style of
French teens versus
American teens by
looking at several
different photos from
various sources.
- Describe members of
his or her family,
teachers, celebrities, and
role models in his or her
life.
- Recall the parts of the
body previously learned
to describe feelings and
physical condition using
reflexive verb se sentir.
- Explain how different
people feel based on
various situations.
*


Create and perform
a skit describing a
younger person in
his or her family.
Students will
pretend they lost a
younger member of
their family and
they have to
describe him or her
to security. The
security guard will
ask questions about
the physical
appearance of the
child to guide the
distraught teen into
a description.
Students will
receive a note card
that describes a
situation. Working
with a partner,
students will write
and tell how
different people
would feel if placed
in this situation.
Technology
Literacy
What technology skills
are being introduced,
developed, mastered?
- Students will be Internet Photos via
graded on their
television.
comprehensibility,
grammar, and
pronunciation
during their
dialogue.
- Students will be
graded on their
partner
description of
different feelings
in certain
situations.
- Students will be
quizzed on
physical
description, parts
of the body, and
physical and
mental feelings.
NJCCCS
(CPI’s)
I.L.L.R.
7.1 A.1
7.1A.3
7.1B.1
7.1B.2
7.1B.4
7.1C.1
7.1C.2
7.2A.1
7.2B.2
7
La Toilette/ La
Routine
Essential Questions:
1. Can you recall the
reflexive verbs
previously reviewed to
explain your daily
routine?
2. What items do you
use in the bathroom
when getting ready in
the morning?
3. Outside of getting
ready in the morning,
can you describe your
daily routine?
4. Can you recall how
reflexive verbs are
conjugated in the
passé composé?
*
Plumsted Township Public Schools
Curriculum
The Learner Will:
 Students will create - Students will be
- Explain their morning
graded on their
and perform a skit
routine and describe what
dialogue creation.
with a partner.
toiletries while preparing
Dialogues will be
Students will
for the day.
compare their daily checked for
- Use such reflexive
grammatical
routines to see if
verbs as se réveiller, se
accuracy and
they would be
lever, se preparer, se
students will also
compatible
rendre à, se dépêcher,
be graded on
roommates in
s’amuser, se promener,
pronunciation.
University.
s’acheter, se reposer, and
- Students will be
 Students will play
se coucher to describe
graded on their
Pictionary to help
other aspects of their
learn the items used presentation in the
daily routine.
passé composé.
in the bathroom
- Compare the daily
such as un rasoir, la Students will be
routine of an American
graded on their
brosse à dents, un
teen to the daily routine
use of the passé.
miroir, un gant de
of a French teen.
- Students will be
toilette, le
- Recall that reflexive
quizzed on the
deodorant, le
verbs are conjugated with
new reflexive
dentifrice, etc.
être in the passé composé
 Each student will do verbs learned in
and agree in number and
a presentation in the the present and
gender with the subject.
past tense describing past tenses and
bathroom items.
what he or she did
-Students will
the prior day using
complete an
reflexive verbs in
online quiz to
the passé compose.
submit for
Students will be
approval.
permitted to use
note cards to help
remember their
presentation.
www.classzone.com
Online quiz: Unité
1: Partie 2 to be
submitted for online
grading.
I.L.L.R.
7.1A.1
7.1A.3
7.1B.1
7.1B.2
7.1B.3
7.1B.4
7.1C.1
7.1C.2
7.2A.1
7.2B.3
8
Plumsted Township Public Schools
Curriculum
Unit Topic: Les Travaux Domestiques et Subjonctif
Topic/Essential
Question
Technology
Literacy
Objectives
Core Activities
Assessment
What are the most
important concepts to be
learned during this unit?
What will students know and
be able to do?
What Activities Will help them
learn or know?
How will you know
they have learned it?
What technology skills
are being introduced,
developed, mastered?
Les Travaux
Domestiques
Essential Questions:
1. Can you explain
some of the household
chores that you are
responsible for doing
and also tell how
often?
2. Can you recall the
vocabulary used to
describe different
rooms and pieces of
furniture in the home?
3. Can you also tell
what household chores
other members of your
family are responsible
for doing?
4. What objects are
required to do each
household chore you
are describing?
5. How can you ask
for, accept, and refuse
help in different
situations?
The Learner Will:
- Explain what chores he
or she is responsible for
doing around the home
and also how often these
chores need to be
performed.
- Identify different
objects used to perform
each chore.
- Ask others to help with
chores using such
vocabulary as m’aider,
donner un coup de main,
me rendre service.
- Recall the names of all
the rooms in the home
learned in French 3.
- Recall and review the
names of furniture and
objects found in the
home learned in French
3.
- Students will be
assessed on their
dialogue
performance.
Students must use
the appropriate
vocabulary and will
also be checked for
grammatical
accuracy.
- Students will be
also complete a
project at home.
Students will write
a paragraph
explaining their
household duties
and will illustrate
their paragraph.
- Students will also
be quizzed on the
household
vocabulary.
Jeopardy via
PowerPoint shown
on television.
*


Students will first
recall household
vocabulary learned
in French 3 by
playing several
review games such
as Pictionary and
Jeopardy. Students
will have to draw
different items or
rooms in the home
and their team will
have to guess the
vocabulary
correctly.
Students will create,
write, and perform a
dialogue discussing
household chores.
Students will play the
role of a parent asking
their son or daughter
to do various chores
around the house.
Students will accept,
reject, or negotiate the
chores discussed.
NJCCCS
(CPI’s)
I.L.L.R.
7.1A.1
7.1A.3
7.1A.4
7.1B.1
7.1B.3
7.1B.4
7.1C.1
7.1C.2
7.2A.1
7.2A.2
7.2B.3
9
Le Subjonctif
Essential Questions:
1. What is the
subjunctive tense used
to express?
2. How is the
subjunctive tense
formed?
3. What are the
subjunctive verb
endings?
4. What are the
irregular stem
changing verbs in the
subjunctive tense?
5. What are some of
the expressions of
opinion where the
subjunctive tense is
used?
6. How are être, avoir,
aller, and faire
conjugated in the
subjunctive tense?
*
Plumsted Township Public Schools
Curriculum
The Learner Will:
 Students will create, - Students will be www.classzone.com
- Understand that the
-Online quiz: Unité
write, and perform a assessed on their
subjunctive tense is used
use of the
2
dialogue using the
to describe necessities,
subjonctif in their
-Online workbook:
subjonctif. One
obligations, and opinions
Unité 2: Langue et
student will play the dialogue. The
referring to specific
subjonctif
must
be
Communication A
role of a student
people.
used correctly
et B: Le Subjonctif
preparing for
- Recognize that the
(expressing
an
Université and the
subjunctive verb is
obligation or
other student will
formed by taking the
opinion) and be
explain what is
present tense of a verb
grammatically
necessary to do to
conjugated with the
correct (spelling
prepare for
subject pronoun “ils” and
Université. Students & verb endings).
dropping off the –ent
- Student’s
will also discuss
ending and adding the
projects will be
their opinions
subjunctive verb endings
checked for
concerning certain
–e, -es, -e, -ions, -iez, grammatical
things they must
ent.
accuracy and
prepare.
- Recall and review stem
comprehensibility.
 Students will also
complete a project
changing verbs such as
Students will also
using the subjonctif.
acheter, espérer, appeler,
be graded on
Students
will
be
payer, boire, voir, venire,
effort regarding
divided into groups
and prendre.
their photos and
and
will
create
a
- Use the irregular verbs
neatness of poster.
poster for incoming
être, aller, avoir, and
-Students will
High School
faire to express
freshmen, telling them complete an
obligations and/or
online quiz to
what they must do to
opinions.
submit for
prepare for High
-Express his or her
approval.
School. Each
opinions using the
- Students will
statement must be
illustrated with a
subjonctif
also be tested on
photo of students
- Compare what students
the subjonctif.
doing
the
action
in a French High School
mentioned in the
must do in order to
subjonctif.
graduate versus what
American teens must do.
I.L.L.R.
7.1A.3
7.1A.7
7.1B.2
7.1C.1
7.1C.2
7.2A.1
7.2B.1
10
Plumsted Township Public Schools
Curriculum
Unit Topic: Comment faire des achats
Topic/Essential
Question
Technology
Literacy
Objectives
Core Activities
Assessment
What are the most
important concepts to be
learned during this unit?
What will students know and
be able to do?
What Activities Will help them
learn or know?
How will you know
they have learned it?
What technology skills
are being introduced,
developed, mastered?
Des Achats
(Shopping)
Essential Questions:
1. Can you recall some
useful vocabulary
previously learned that
you would use if
shopping in France or
another Frenchspeaking country?
2. What are some of
the items found in a
papeterie, poste,
photographe,
pharmacie, and a
supérette?
3. What are some of
the measures of
quantity used for
different items?
4. How would you ask
an employee for help
in a store in a Frenchspeaking country?
The Learner Will:
- Recall and discuss
previously learned
vocabulary such as “ Je
voudrais, Donnez-moi, Je
veux, etc”.
- Identify the names of
different stores and
understand what can be
found in these stores in a
French-speaking country.
- Compare what is found
in certain American
stores versus the same
stores in France.
- Practice ordering
different everyday items
from an employee in
various quantities.
- Students will be
assessed on their
shopping
interaction.
Assessment will
be based on the
student’s ability to
successfully shop
and purchase all
items needed.
- Students will
also complete a
speaking quiz,
where they will
have to shop and
buy different
items from their
teacher.
French shopping
video: showing
different stores in
France, items found
in each store, and
different
interactions with
employees.
*


Five students will be
given the opportunity
to open a French store
such as a poste or a
supérette. These
students will stock
their store with the
necessary items
(provided by teacher)
and will create price
tags for each item.
Each students in class
will be responsible for
“shopping” at each
store and buying what
is necessary (using the
subjonctif and
vocabulary learned) to
live in France.
Students must interact
with each employee
and pay for their items
before moving on to
the next shop.
Students will also play
Pictionary to help
learn the vocabulary
of all items and
quantities in different
stores.
NJCCCS
(CPI’s)
I.L.L.R.
7.1 A.1
7.1A.2
7.1A.3
7.1A.4
7.1A.7
7.1B.2
7.1B.6
7.1C.3
7.1C.4
7.2A.1
7.2A.2
7.2A.4
7.2B.1
7.2B.3
11
Review of pronouns
“y” and “en”
Essential Questions:
1. What does the
object pronoun “y”
replace in a sentence?
2. What is “y” the
equivalent of in
English?
3. What does the
object pronoun “en”
replace in a sentence?
4. Can you recall
several prepositions of
location?
5. What is the English
equivalent of “en”?
6. What is the correct
location of the object
pronouns “y” and “en”
in a sentence?
*
Plumsted Township Public Schools
Curriculum
The Learner Will:
- Students will be
 Students will
- Recall that “y” is the
assessed on two
practice using “y”
English equivalent of
different
and “en” when
“there” and “en” is the
homework
ordering different
equivalent of “some or
assignments
items when
many”.
shopping and when incorporating the
- Remember the
discussing where the shops, items,
prepositions of location
different
purchased each
such as à, sous, sur, etc.
quantities, and the
item.
- Remember that du, de
object pronouns y
la, des, etc. should be a
and en.
hint to replace the noun
- Students will
with the object pronoun
also submit an
“en”
online quiz for
- Recall that “y” and “en”
approval.
are generally found
before the verb in a
sentence.
www.classzone.com
Unité 4: Partie 1
online quiz
I.L.L.R.
7.1A.3
7.1A.7
7.2B.1
12
Plumsted Township Public Schools
Curriculum
Unit Topic: Bon Voyage/ Les expressions negatives/ Le Futur Simple/ Le Conditionnel
Topic/Essential
Question
Objectives
Core Activities
What are the most important
concepts to be learned during
this unit?
What will students know and be
able to do?
What Activities Will help them
learn or know?
Les Voyages
Essential Questions:
1. Can you explain
where you are traveling
to and what you will do
and see during your trip?
2. What are some useful
things to know when
going through passport
control and customs in
the airport?
3. How can you purchase
a plane, train, bus, or
metro ticket in a Frenchspeaking country?
4. What are some useful
expressions to know
when traveling by plane
and dealing with Frenchspeakers in an airport?
The Learner Will:
- Explain where he or she
is traveling to and what he
or she will see and do
during their trip.
- Respond to typical
questions posed when
passing through customs.
- Understand
announcements made in
the airport and also on the
airplane to safely and
effectively reach their
destination.
- Know how to order bus,
train, or metro tickets and
be able to differentiate
between first and second
class, one way and round
trip, and seat assignment.
- Be able to resolve issues
such as missing luggage, a
missed flight, an incorrect
seat or meal, or a late or
cancelled flight.
*



Students will write a
paragraph telling a
story about an
experience they had
traveling. Students will
discuss where they
traveled and what he or
she did and saw when
on their trip. This
paragraph will be
written in the passé and
imparfait if necessary.
Students will also
include photos from
their trip.
Students will also role
play different situations
such as missing luggage
or a cancelled flight.
One student will play
the role of the French
employee and the other
student will have to
problem solve. After
their mini-dialogue,
students will rotate and
switch roles.
Assessment
How will you
know they have
learned it?
- Vacation mini
project will be
assessed on
relevant
vocabulary and
grammatical
accuracy.
- Students will
be assessed on
their abilities to
problem solve
when dealing
with difficult
traveling
situations.
- Students will
also be quizzed
on travel
vocabulary.
Students will
complete a
written and oral
quiz. The oral
quiz will assess
their ability to
problem solve
when traveling.
Technology
Literacy
What technology skills
are being introduced,
developed, mastered?
- Cassette/CD
player for listening
activities.
NJCCCS
(CPI’s)
I.L.L.R.
7.1A.2
7.1B.1
7.1B.2
7.1C.1
7.1C.2
7.1C.4
7.2A.1
7.2A.3
7.2B.1
Students will complete
various listening activities
with true announcements
from airports and train
stations
13
Les Expressions
Négatives
Essential Questions:
1. Can you recall any
negative expressions
learned in French 2 and
3?
2. What are the English
equivalents of ne..nulle
part and ne… aucun(e)?
3. Where are negative
expressions found in a
sentence in the passé
composé?
4. What negative
expression is found
before the past participle
in the passé?
5. How can ne..ni..ni.. be
used in a sentence?
6. What does ne.. que
express in a sentence?
Le Futur Simple
Essential Questions:
1. Can you recall how to
form the futur proche
using the verb aller?
2. How is the futur
simple formed and when
is it used?
*
Plumsted Township Public Schools
Curriculum
The Learner Will:
 Students will
- Recall the expressions
complete a police
ne..personne, ne.. jamais,
report activity. This
and ne..rien learned in
written activity will
French 2 and 3.
ask a number of
- Understand, define, and
questions in the
be able to use ne..nulle
present and passé
part (nowhere), ne..ni..ni..
regarding a burglary.
(neither/nor) and
Students must answer
ne..aucun(e)(none/not any)
all questions in the
in sentences in the present
negative.
and passé.
 Students will
- Express what he or she
complete numerous
only does by using the
online workbook
expression ne…que.
activities.
The Learner Will:
- Recall the formation of
the futur proche and the
different conjugated forms
of the verb aller.
- Understand how the futur
simple is formed and
memorize the futur simple
verb endings.
- Express what he or she
will be doing in the future.

Students will discuss
what he or she will be
doing during their
summer before
Université. Students
will create a short
presentation describing
their future summer.
Students will be
required to pose
numerous questions to
their classmates and be
able to respond.
- Written
police report
will be
checked for
grammatical
accuracy.
-Online
workbook
activities will
be printed and
collected for
accuracy.
- Students
will be graded
on their
presentation,
questions
posed to their
classmates as
well as their
responses to
classmate’s
questions.
- Exchange
student letters
www.classzone.com
Online Workbook
activities:
Unité 5: Partie 1Langue et
Communication A
et B
I.L.L.R.
7.1A.3
7.1A.6
7.1A.7
7.1B.3
7.1B.5
7.1C.3
Overhead Projector
used to show
examples of the
futur simple.
I.L.L.R.
7.1A.3
7.1A.7
7.1B.2
7.1C.1
7.1C.2
7.2B.3
7.2B.4
14
Plumsted Township Public Schools
Curriculum
 Students will also
write a letter to a
French exchange
student. Their
letter will explain
what they will do
and what they
will see once the
exchange student
arrives.
Le Conditionnel
Essential Questions:
1. What is the
conditionnel tense used
to describe?
2. What verb endings are
used to form the
conditionnel?
3. Can you explain what
you would do if you won
the lottery?
4. Can you describe what
would happen if each
teacher in our school
was given one million
dollars to enhance their
classroom and the
learning experience?
*
The Learner Will:
- Recognize that the
conditionnel tense is used
to describe what people
would do or what would
happen in certain
situations.
- Understand that the
imparfait verb endings are
used to form the
conditionnel tense.
- Describe what he or she
would do if they won the
lottery.
- Explain what a teacher’s
classroom would look like
if that teacher was given a
million dollars.
- Compare the learning
experience today with
what would happen if a
teacher was awarded one
million dollars for their
classroom.


will be graded
for
grammatical
accuracy
regarding the
futur simple.
- Students
will be tested
on the futur
simple.
Students will be
- Group
divided into groups to projects will
create their ideal
be graded on
classroom and
the creativity,
learning experience.
correct use of
Students will choose
one teacher to receive the
the million dollar
conditionnel
award and will create tense, and
a poster illustrating
thorough
what changes would
explanation of
be made in the
environment and how the classroom
their learning
and learning
experience would be
experience
enhanced. Students
changes.
will explain what
- Homework
would happen using
the conditionnel and
essays will be
will also illustrate the graded for
new and improved
completeness
classroom.
and correct
Students will write an
use of the
essay for homework
explaining what he or conditionnel.
she would do if they
- Students
won the lottery.
will also be
Students must
tested on the
address all areas of
conditionnel
their lives that would
tense.
change .
Overhead Projector
used to show
examples of the
conditionnel.
I.L.L.R.
7.1A.3
7.1A.5
7.1B.1
7.1B.4
7.1C.1
7.1C.2
7.1C.3
7.2B.4
7.2A.4
15
Plumsted Township Public Schools
Curriculum
Unit Topic: Culture~ French Novels (Le Ballon Rouge/ Le Petit Prince/Ourika/ A Town like Paris)
Topic/Essential
Question
Objectives
Core Activities
Assessment
What are the most important
concepts to be learned during
this unit?
What will students know and be
able to do?
What Activities Will help them
learn or know?
How will you know
they have learned it?
Le Ballon Rouge:
Albert Lamorisse
Essential Questions:
1. How is Pascal
different and/or the same
as little boys living
today?
2. Do you feel that the
balloon is a figment of
Pascal’s imagination?
3. What do you think the
red balloon represents for
Pascal?
4. What are the various
forms of the passé
simple? Why is the passé
simple used versus the
passé composé?
5. How is the movie
different from the book?
The Learner Will:
- Identify and define
vocabulary for better
understanding.
- Recognize the passé
simple (literary tense) in
regular and irregular verbs.
- Discuss the role that the
red balloon plays in
Pascal’s life and also
imagination.
- Compare Pascal with
modern day little boys and
discuss their similarities or
differences and explain
why.




*
Students will first
identify and define
vocabulary needed for
comprehension. The
vocabulary list will be
divided amongst the
students and students
will have to define for
homework and be
prepared to act out the
definition in class.
Le Ballon Rouge will
be read together in
class, stopping
periodically to check
for understanding and
to ask questions.
Answer guided
reading questions in
groups.
- Students will be
graded on their
vocabulary
presentations.
- Students will
turn in their
guided reading
questions. These
questions will be
checked for
accuracy and use
of the passé
simple/imparfait.
- Group projects
will be graded on
accuracy,
creativity,
comprehensibility,
and use of the
passé simple.
Technology
Literacy
What technology
skills are being
introduced,
developed,
mastered?
NJCCCS
(CPI’s)
Le Ballon
Rouge film &
television
P.A.L.R.
7.1A.1
7.1A.4
7.1A.6
7.1B.1
7.1B.3
7.1B.5
7.1C.1
7.2A.3
7.2B.2
Students will create a
short story upon
completion of the novel.
This story will show
where Pascal travels to
with his group of
balloons.
16
Plumsted Township Public Schools
Curriculum
Le Petit Prince
(Antoine de SaintExupéry)
Essential Questions:
1. Why does the Little
Prince decide to leave his
planet?
2. Who does the Little
Prince meet on his
journeys to other planets?
Can you describe each
person? What does the
Little Prince learn from
each person he meets?
3. What does the fox
teach the Little Prince
about his relationship
with the rose?
4. How is the Little
Prince similar to Pascal
in Le Ballon Rouge?
5. What does the narrator
ask of his readers at the
end of the novel?
Ourika (Claire de
Duras)
Essential Questions:
1. What can you tell me
about the time in history
that Ourika was written?
2. Why do you think
Madame raises Ourika as
a debutante and does not
treat her as a slave?
3. What changes
Ourika’s outlook on life?
*
The Learner Will:
- Identify and define
vocabulary needed for
comprehension.
- Discuss and compare all
of the different people that
the Little Prince meets on
every planet.
- Explain what lesson each
new person teaches the
Little Prince.
- Describe the Little
Prince’s relationship with
the rose and compare with
his or her own
relationships with family
and friends.
- Reflect upon the
narrator’s ultimate demand
at the end of the novel.
- Discuss and compare the
Little Prince with Pascal.

The Learner Will:
- Identify and define
vocabulary for
comprehension.
- Complete guided
questions.
- Research and discuss the
French Revolution and
relations between France
and Sénégal during this
time.
- Discuss and compare how






Students will define
vocabulary in groups
and present the
definitions. Students
will present via acting
or illustrations.
Students will complete
guided reading
questions in groups.
Le Petit Prince will be
read inside and outside
of class. All chapters
will be checked for
understanding.
Students will discuss
and compare each
person that the Little
Prince meets during his
travels.
Students will watch the
movie after finishing the
novel.
- Students will
turn in their 50
guided questions
which will be
graded for
accuracy and
understanding.
- Group
vocabulary
presentations will
be graded on
accuracy and
creativity.
- Students will
complete an essay
test upon
completion of the
novel and film.
Students will review
vocabulary for
comprehension.
Students will research
the time period and the
relationship between
France and Sénégal and
complete a one-minute
presentation of their
findings. This will help
us discuss Ourika’s
issues in the novel.
- Students will be
assessed on their
one-minute
presentation and if
they researched
thoroughly.
- Students will
also be quizzed on
the novel upon
completion.
Le Petit Prince
film and
television.
P.A.L.R.
7.1A.1
7.1A.4
7.1A.6
7.1B.1
7.1B.3
7.1B.5
7.1C.1
7.2A.3
7.2B.2
Internet/
Computers
used for
research.
P.A.L.R.
7.1 A.1
7.1A.3
7.1A.4
7.1A.5
7.1A.6
7.2A.1
7.2A.3
7.2B.2
17
Plumsted Township Public Schools
Curriculum
What sends her into a
deep depression?
4. What do you think you
would have done
differently if you were in
Ourika’s situation?
5. How is Ourika
different or the same as
Pascal?
they think Ourika’s
situation could have been
handled differently.
- Compare Ourika with
Pascal from Le Ballon
Rouge.
A Town Like Paris
(Bryce Corbett)
Essential Questions:
1. Why do you think that
Bryce decided to leave
Australia and London for
Paris?
2. What are some of the
key cultural themes
highlighted in the novel?
3. Do you think that you
could pick up and move
to another country
lacking the knowledge
that Bryce did?
4. Why do you think that
Bryce was able to excel
and still remain in Paris
to this day?
5. How is Bryce similar
to Xavier in the film
L’auberge espagnole?
The Learner Will:
- Read A Town Like Paris
at home/on their own.
- Complete guided
questions.
- Examine and discuss all
of the cultural themes
highlighted in the novel.
- Discuss why and how
Bryce was so successful in
his move to Paris.
- Determine if he or she
could make the move to
another country and what
her or she would do to
prepare.
- Compare Xavier in the
film L’auberge espagnole
to Bryce.
*






Students will discuss
what they would do if
they were put in
Ourika’s situation.
Students would also
discuss how Ourika
would deal with modern
day society.
Students will discuss the
similarities and
differences between
Ourika and Pascal.
Students will complete
guided reading
questions.
Students will write an
essay examining five
cultural themes that they
found to be the most
important or interesting
from the novel. Students
will compare with their
own preconceived ideas
and also American
culture.
Students will discuss
how they would prepare
for a move to another
country.
Students will discuss
and compare Xavier and
Bryce.
7.1B.1
7.1B.3
7.1B.4
7.1B.5
7.1C.3
- Students will be N/A
assessed on their
essay and how
thoroughly they
examine each
cultural theme and
compare and
contrast.
- Guided
questions will be
collected and
graded for
accuracy.
- Students will
complete three
quizzes on the
novel.
P.A.L.R.
7.1 A.6
7.1B.3
7.1B.5
7.1C.2
7.2C.1
7.2B.3
7.2A.3
18
Plumsted Township Public Schools
Curriculum
Unit Topic: Culture~ French films
Topic/Essential
Question
What are the most important
concepts to be learned during
this unit?
L’auberge Espagnole/
Les Poupées Russes
Essential Questions:
Objectives
Core Activities
What will students know and be
able to do?
What Activities Will help them learn
or know?
The Learner Will:
- Discuss and understand
why it is important to
1. Why do you think that
experience other cultures of
Xavier decided to leave
the world.
Paris to move to Barcelona? - Observe how
2. How does Xavier’s
preconceived ideas of
experience expand beyond
certain cultures should be
the Spanish culture?
broken.
3. Can you compare all of
- Entertain the idea of
Xavier’s roommates? How
moving to another country
does each roommate break
their cultural mold and help to experience culture firsthand.
Xavier enhance his
- Compare and contrast
experience in Spain?
4. Would you ever be able to Xavier and Bryce Corbett
pick up and move to another and their experiences
country alone? What steps
abroad.
would you take to prepare?
- Compare William’s
5. Do you think that Xavier
attitude in L’auberge versus
will see his roommates in
five years later in Les
the future after returning to
Poupées Russes.
Paris?


Students will watch
each film in class. The
films will be broken
down over several
days so students can
stop and discuss.
Students will complete
guided questions while
watching each film.
Assessment
How will you
know they have
learned it?
Technology
Literacy
What technology
skills are being
introduced,
developed,
mastered?
NJCCCS
(CPI’s)
- Guided
questions will
be collected.
- Students will
complete an
essay quiz
upon
completion of
each film.
L’auberge
Espagnole &
Les Poupées
Russes films &
television
P.A.L.R.
7.1A.1
7.1A.2
7.1A.7
7.1B.1
7.1B.3
7.1C.3
7.2C.1
7.2C.2
6. How are Xavier and
Bryce Corbett similar and/or
different in their cultural
experiences abroad?
7. How does William change
over the course of five years?
*
19
Plumsted Township Public Schools
Curriculum
Unit Topic: Culture~ Research Projects
Topic/Essential
Question
Objectives
Core Activities
Assessment
What are the most important
concepts to be learned
during this unit?
What will students know and
be able to do?
What Activities Will help them
learn or know?
How will you know
they have learned it?
Artist PowerPoint
Presentation
Essential Questions:
1. Can you provide an
overall summary of
your artist’s life and
achievements?
2. Why did you choose
this artist to research?
3. Can you show
between five and ten of
your artist’s most
influential works?
The Learner Will:
- Research an artist of
their choice such as
Monet, Van Gogh,
Picasso, Degas, Cézanne,
Pisarro, etc.
- Create a PowerPoint
presentation describing
the life and achievements
of his or her artist.
- Show between five and
ten different works from
their artist.
Current Events
Presentations
Essential Questions:
1. Why did you choose
the article that you did?
2. Why is this topic
important to the
French?
3. Can you summarize
exactly what happened
in the article?
*



The Learner Will:
- Choose a current events
article related to France, the
French people, or another
French-speaking country.
- Summarize the article and
present the key points to
their peers.
- Quiz their peers upon
completion of their
presentation.


Students will
complete their
research at home and
will have to turn in
rough copies of their
written research.
Students will also
have rough copies of
their presentation
due to ensure he or
she is on track.
Students will present
their artist for the class
and give a written quiz
to their peers.
Students will choose an
article and submit the
article for approval.
Once article is approved,
students will write a
summary and submit
their rough copy.
Students will then
prepare their
presentation and peer
quiz. Students will also
correct the rough copy of
their summary.
Technology
Literacy
What technology skills
are being introduced,
developed, mastered?
- Presentations
will be noted on
research,
materials,
presentation, and
use of technology.
- Peer quizzes
willl also be
graded.
Internet/Computers
for research
NJCCCS
(CPI’s)
P.A.L.R.
7.1A.3
7.1A.5
7.1B.1
7.1B.3
7.1B.4
7.1C.1
7.1C.2
7.2A.4
7.2B.2
PowerPoint for
presentation
- Written
P.A.L.R.
Internet/Computers
summaries, peer
7.1 A.4
for research
quizzes, and
7.1A.5
presentations will
7.1B.1
all be graded for
7.1B.3
accuracy,
7.1B.4
comprehensibility,
7.1B.5
and
7.1C. 1
pronunciation.
7.1C.4
7.2A.1
7.2A.2
7.2A.3
20
Plumsted Township Public Schools
Curriculum
*
21