French I
Approved February 2011
Unit 1: Getting Acquainted
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: How do we introduce ourselves in French?
Learning Goals: Students will be able to:
 explain the importance of learning French
 recognize and understand the expanse of Francophone world
 spell and count (with numbers and gestures) in French
 greet people and say good-bye
 tell how they are (using gestures) and ask how someone else is
 tell their name, age and interests (likes and dislikes of things and activities)
 ask someone’s name, age and interests
 use and understand: subject pronouns, definite articles, negation, and –er conjugation
 apply reading, writing, speaking, listening, inquiry and research skills to getting acquainted in the French language.
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Suggested Strategies
Suggested Assessments
Suggested Resources
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French language world map
World speaks French poster
Counting with gestures, round-robin, by multiples
TPR (Total Physical Response): Thomas/Julie Story
BBC Counting Worksheets www.bbc.co.uk
Subject Pronoun Song (Sung to tune of Frère Jacques)
Mime and charades
Flash cards
Partner conversations
Vocabulary masters
Ranson & Carlisle Article, “Why Do the French Give Their Nouns Gender?”
Round Robin Game: J’aime ___.; Tu aimes ____; Il/Elle aime ____; Vous aimez ___.
Informal Oral Daily Assessments
Homework
Quizzes
Tests
Whiteboards
Mini-Poster
Unit Project: iMovie Self-introduction
Allez, Viens! Level 1 Textbook
Allez, Viens! Cahier d’activités
Allez, Viens! associated Learning/Activity materials
Discovering French textbook + videos (Middle School)
Images Reading material
Joie de lire booklets
“Wicked Cool French: What High School French Students Really Want to Learn”
French/English Dictionary
Clip art posters
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Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Allez, Viens! DVD Tutor, DVD-Rom set, Audio CDs
www.hrw.com
www.gohrw.com
Holt World Language Software
Microsoft PowerPoint
Comic Life
Halloween Writing & Poster/Story
Unit Project: iMovie (introduce self + likes)
Grammatical terminology in French
Geographical names in French
Classroom requests and terminology
Numbers (0-20)
Alphabet
Productive habits of mind
Quality work
Communicate effectively
Collaborate and cooperate
Core Ethical Values
4
Unit 2: Talking about School
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: How do we discuss school subjects?
Learning Goals: Students will be able to:
 ask for and give information about school schedules
 agree and disagree using basic-level constructions
 converse about school subjects
 correctly use the verb avoir
 ask for and express opinions
 tell time using a 12- and 24-hour clock
 explain how the French school system differs from the American school system
 use “si” to respond affirmatively to negative questions
 explain what the baccalauréat test is in France
 apply reading, writing, speaking, listening, inquiry and research skills to school-related themes.
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
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Counting games ; Ball toss; Random; Multiples
TPR (Total Physical Response)
School subject “Go Fish” [Il me faut…Tu as…? etc.]
Clock games: Individual clocks; Clock overheads
Around the World
Flash cards; Memory
Dictation
Bingo (word & number boards)
Partner conversations
Vocabulary masters
Vocabulary Slider Games: Sort; flip; call-outs
Informal Oral Daily Assessments
Homework
Quizzes
Tests
Whiteboards
Unit Project: Poster “My Future”
Allez, Viens! Level 1 Textbook
Allez, Viens! Cahier d’activités
Allez, Viens! associated Learning/Activity materials
Discovering French textbook + videos (Middle School)
Images Reading material
Joie de lire booklets
“Wicked Cool French: What High School French Students Really Want to Learn”
French/English Dictionary
Clip art posters
Allez, Viens! DVD Tutor, DVD-Rom set, Audio CDs
www.hrw.com
www.gohrw.com
Holt World Language Software
Grammatical terminology in French
School subjects
Days of the week
Numbers from 21-60
Time-related expressions
Parts of the school day & regular day
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Lifelong Learning/21st Century
Skills
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Productive habits of mind
Quality work
Communicate effectively
Collaborate and cooperate
Core Ethical Values
7
Unit 3: Back-to-School
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: How do we get ready for school?
Learning Goals: Students will be able to:
 make and respond to requests
 ask others what they need
 tell what they need (Il me faut…)
 tell what they would like (Je voudrais…)
 tell what they like to do (Je voudrais + infinitif)
 get someone’s attention
 ask for information
 express and respond to thanks
 explain French shopping habits
 use color adjectives appropriately
 count to one thousand
 explain the Euro and its denominations
 apply reading, writing, speaking, listening, inquiry and research skills to preparing for school.
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
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Counting games ; Ball toss; Random; Multiples
TPR (Total Physical Response): Re-create story & Act it out
Around the World
Flash cards; Memory
Dictation
Bingo (words & number boards)
Partner conversations
Vocabulary masters
Vocabulary Slider Games: Sort; flip; call-outs, Desk Bingo
Pictionary
Cover/Uncover Items Memory
In & Out Activity
Euro Calculations (real bills & coins + questions)
Informal Oral Daily Assessments
Homework
Quizzes
Tests
Whiteboards
Fill out blank schedule
Unit Project: Create a catalogue
Unit Project: Create a skit (shopping for back-to-school)
Allez, Viens! Level 1 Textbook
Allez, Viens! Cahier d’activités
Allez, Viens! associated Learning/Activity materials
Discovering French textbook + videos (Middle School)
Images Reading material
Joie de lire booklets
“Wicked Cool French: What High School French Students Really Want to Learn”
French/English Dictionary
Clip art posters
Allez, Viens! DVD Tutor, DVD-Rom set, Audio CDs
www.hrw.com
www.gohrw.com
Holt World Language Software
Mac program for Catalogue
Digital Video Skit
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Content Vocabulary
Lifelong Learning/21st Century
Skills
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Grammatical terminology in French
School supplies
Personal items (clothing, music items, etc)
Numbers 60-1000
Colors
Money (Euros)
Needs + apology
Productive habits of mind
Quality work
Communicate effectively
Collaborate and cooperate
Access and process information
Core Ethical Values
10
Course: French I
Unit 4: Sports & Hobbies
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: How do we spend our free time?
Learning Goals: Students will be able to:
 tell how much they like/dislike something
 exchange information
 make/accept/turn-down suggestions
 discuss French-speaking Canada
 form yes/no questions using “est-ce que”
 ask informational questions using “qu’est-ce que”
 use the pronoun “on” for “we” and “one”
 use the irregular verb faire & review –er verb jouer
 talk about the weather
 use the months of the year and days of the week
 tell how often they do activities
 correctly pronounce the French ‘u’ sound
 apply reading, writing, speaking, listening, inquiry and research skills to leisure activities
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
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Role-play (using seasons + activities)
5-day weather Chart
1 month calendar activity
Flash cards; Memory
Dictation
Partner conversations
Vocabulary masters
Living Sentences for jouer à and faire de
Math link for Fahrenheit & Celsius
Review board game using “Que sais-je?” activity
Informal Oral Daily Assessments
Homework
Quizzes
Chapter test
Whiteboards
Weather Report Video
My Favorite Team/Sportsperson Collage
Unit Project: Design a Camp (write script; make movie)
Unit Project: iMovie or like program for Weather Report
Allez, Viens! Level 1 Textbook
Allez, Viens! Cahier d’activités
Allez, Viens! associated Learning/Activity materials
Online French weather reports
Discovering French textbook + videos (Middle School)
Images Reading material
Joie de lire booklets
“Wicked Cool French: What High School French Students Really Want to Learn”
French/English Dictionary
Clip art posters
Allez, Viens! DVD Tutor, DVD-Rom set, Audio CDs
www.hrw.com
www.gohrw.com
Web Search (Camp movie)
Holt World Language Software
Adobe Acrobat
Mac program for Catalogue
iMovie or like program for Weather Report and Camp Skit
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Content Vocabulary
Lifelong Learning/21st Century
Skills
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Grammatical terminology in French
Sports
Hobbies
Question formation (est-ce que + qu’est-ce que)
weather (il fait…)
months of the year
times of the year (vacation, weekend, etc)
Making/accepting/rejecting suggestions
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Access and process information
Core Ethical Values
13
Unit 5: Café Life
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: How do we successfully function in a French café?
Learning Goals: Students will be able to:
 make suggestions using “on”
 make excuses not to do something
 make recommendations
 get a server’s attention
 place an order at a restaurant
 ask about likes/dislikes
 pay for a check
 use the irregular verb prendre
 discuss café culture in France
 apply cultural French eating habits to writing + skits
 correctly pronounce the French nasal sound for ‘en’, ‘an’ and ‘in’
 apply reading, writing, speaking, listening, inquiry and research skills to restaurant themes.
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
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Role-play (café/crêpe day)
Restaurant Realia
French Dish for Feast Day
Slider Games (matching/bingo, etc)
Food Bingo
Vocabulary Dice Game
Vocabulary Chart Game
Dictation
Partner conversations
Vocabulary masters
Round-robin game: Make suggestions, then accept/reject
Pictionary
Jeopardy
Comic strip of angry waiter (“Les Croissants”): Create the conversation
Informal Oral Daily Assessments
Homework
Paris Mini-poster
Quizzes
Chapter Test
Whiteboards
Create a Menu
Unit Project : Café Skit (props, culture, dialogue)
Allez, Viens! Level 1 Textbook
Allez, Viens! Cahier d’activités
Allez, Viens! associated Learning/Activity materials
Authentic menus from fracophone countries
Discovering French textbook + videos (Middle School)
Images Reading material
Joie de lire booklets
“Wicked Cool French: What High School French Students Really Want to Learn”
French/English Dictionary
Clip art posters
Allez, Viens! DVD Tutor, DVD-Rom set, Audio CDs
www.hrw.com
www.gohrw.com
Holt World Language Software
Internet sites/resources
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Content Vocabulary
Lifelong Learning/21st Century
Skills
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Grammatical terminology in French
Food
Beverages
Café conversation
Inquiring about likes/dislikes regarding food/ beverages
Expressing like/dislikes regarding food/beverages
Ordering food
Paying the check
Productive habits of mind
Quality work
Communicate effectively
Collaborate and cooperate
Access and process information
Core Ethical Values
16
Unit 6: Planning to Go Places
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: How do we make plans to go somewhere?
Learning Goals: Students will be able to:
 make plans
 identify places
 make recommendations
 extend and respond to invitations
 make plans to meet someone somewhere
 discuss different activities
 use the irregular verbs aller and vouloir
 compare and contrast a French teenager’s life with their own
 employ a variety of question words to ask questions (when/where/with whom, etc)
 express frequency of activities
 apply reading, writing, speaking, listening, inquiry and research skills to planning an event.
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
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Concentration
Slider Games (matching/bingo, etc)
Vocabulary Dice Game
Vocabulary Chart Game
Dictation
Crossword puzzles
Jumelle activity
Clock game
Partner conversations
Vocabulary masters
Pictionary
Map Activities (variety, incl. Paris)
Scavenger Hunt
Informal Oral Daily Assessments
Homework
2 famous people making a “date”
Make a map
Quizzes
Chapter Test
Whiteboards
Unit project: Celebrities Conversation (oral + written component)
Allez, Viens! Level 1 Textbook
Allez, Viens! Cahier d’activités
Allez, Viens! associated Learning/Activity materials
Authentic maps of Paris: street & Metro
Discovering French textbook + videos (Middle School)
Images Reading material
Joie de lire booklets
“Wicked Cool French: What High School French Students Really Want to Learn”
French/English Dictionary
Clip art posters
Allez, Viens! DVD Tutor, DVD-Rom set, Audio CDs
www.hrw.com
www.gohrw.com
Holt World Language Software
Internet sites & resources
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Content Vocabulary
Lifelong Learning/21st Century
Skills
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Grammatical terminology in French
Making plans
Things to do
Places to go
Extending/accepting/rejecting invitations
Arranging to meet someone
Time expressions
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Core Ethical Values
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