CURRICULUM GUIDE
FRENCH FIVE HONORS
HADDAM-KILLINGWORTH HIGH SCHOOL
Prepared by:
Corey Borzain
COURSE: French 5 Honors
LENGTH OF COURSE: One year, class meets daily
COURSE DESCRIPTION:
The fifth year honors course of French language instruction introduces the student
to grammar structures, phonics, and vocabulary in order to develop communication skills
at the intermediate-mid to the intermediate-high level. Students will also study French
culture, with a focus on Africa, the Caribbean, and also the history of France, in order to
make cultural connections between their home culture and those of France and Frenchspeaking countries. In the target language, the students will engage in conversation,
provide and obtain information, express feelings and exchange opinions in the present,
past, future, conditional, compound tenses, and subjunctive. They will understand and
interpret spoken and written language on a variety of topics. They will present more
information, concepts and ideas to listeners or readers on a variety of topics. They will
demonstrate an understanding of traditions, products and perspectives of the French
cultures studied. They will study the vast influence of globalization on those French
traditions, products and perspectives. They will reinforce and expand their knowledge of
other curricular areas through the French language and culture. Students will acquire and
use information from a variety of authentic French language sources. They will
demonstrate an understanding of the nature of language and the concept of culture
through comparisons of French and their own culture. They will understand and interpret
spoken and written language on a variety of topics related to Francophone regions,
France, history, politics and literature. This course will be taught in French and it is
expected that students communicate in the target language. Students will use strategies
that will promote writing, speaking, listening, and reading comprehension skills.
Students will participate in cultural activities associated with the Francophone
world and Francophone holidays. Students will be provided with sufficient French
language instruction to be able to actively participate in communication both within and
beyond the school setting for personal enjoyment and enrichment.
A wide variety of teaching techniques will be employed by teachers in order to
attain the intermediate-mid to intermediate-high level of French language proficiency.
Some of these techniques include group and pair work to develop dialogs or skits for
developing writing, speaking and listening skills; use of computer labs and SmartBoards
to develop speaking, listening, reading, and writing skills; and class projects for
developing reading, writing, listening, and speaking skills.
TYPE OF CREDIT: 1 credit
French 5 Honors Curriculum
Haddam-Killingworth High School, April 28, 2008
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Also, this course may be offered for University of Connecticut Early College Experience
(ECE) credit depending on teacher availability and student acceptance into the UConn
ECE Program.
GRADE LEVEL: 10, 11, 12
PREREQUISITES: Teacher Approval or B or higher in second term of French 4
Honors
TEXTBOOK AND MATERIALS:
French 5 Honors Curriculum
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BOOKS:
Le Collier africain, Gallembert, NTC, 1992
L’Etranger, Albert Camus, Gallimard, 1989
French Vocabulary, 2nd ed., Coffman Crocker, Schaum, 1998
Third Year French Grammar, Blume, Amsco, 1978
Discovering French Nouveau! Rouge 3, McDougal Littell, 2004
Discovering French Nouveau! Rouge 3 eEdition CD-ROM, McDougal Littell
Selected readings from: Nouvelles lectures libres
Joie de lire, Level 3, Holt, Rinehart and Winston
ANCILLARY MATERIALS:
Teacher prepared materials
Discovering French Nouveau! Rouge 3, Workbook, McDougal Littell
Discovering French Nouveau! Rouge 3, Activités pour tous Workbook, McDougal Littell
Discovering French Nouveau! Rouge 3,Take-Home Tutor CD, McDougal Littell
Discovering French Nouveau! Rouge 3, Overhead Transparencies and Copymasters,
McDougal Littell
Discovering French Nouveau! Rouge 3Teacher Unit Resource Books (8 volumes)
Discovering French Nouveau! Rouge 3, McDougal Littell
Discovering French Nouveau! Rouge 3 Test Generator, McDougal Littell
Discovering French Nouveau! Rouge 3 Teacher to Teacher Copymasters, McDougal
Littell
Discovering French Nouveau! Rouge 3 Power Presentations CD, McDougal Littell
Discovering French Nouveau! Rouge 3 EasyPlanner CD-ROM, McDougal Littell
McDougal Littell website with interactive activities for students and teacher resources:
www.classzone.com
Collins French Concise Dictionary, Harper Collins Publishers
Authentic online resources
French realia
Relevant maps in classroom
AUDIOVISUAL MATERIALS:
Discovering French Nouveau! Rouge 3 Integrated DVD and VHS Video Programs,
McDougal Littell
Discovering French Nouveau! Rouge 3 Audio Program, McDougal Littell
Department-owned culture-related videos, as appropriate.
Use of podcasts where available
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State of Connecticut Content Standards:
In at least one language other than English, students will engage in conversation and
correspondence, provide and obtain information, express feelings and exchange opinions.
In at least one language other than English, students will understand and interpret spoken
and written language on a variety of topics.
In at least one language other than English, students will present information, concepts
and ideas to listeners or readers on a variety of topics.
In at least one language other than English, students will demonstrate an understanding of
the traditions, products, practices and perspective of the cultures studied, and will use
their cultural knowledge for interpersonal, interpretative and presentational
communication.
In at least one language other than English, students will reinforce and expand their
knowledge of other areas of study through the world language, and vice versa.
In at least one language other than English, students will acquire and use information
from a variety of sources only available in the world language.
In at least one language other than English, students will demonstrate literacy and an
understanding of the nature of language through comparison across languages.
In at least one language other than English, students will demonstrate an understanding of
the concept of culture through comparisons across cultures.
In at least one language other than English, students will use the world language and their
cultural knowledge both within and beyond the school setting for personal enjoyment,
enrichment and active participation.
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Enduring Understandings:
Communicating with other people in their language facilitates the building of rapport.
Communicating in another language facilitates participation in global economies.
Gaining awareness and understanding of other cultures allows one to make connections
between one’s own culture and those of other societies.
Culture is reflected in the products, practices and perspectives of a society.
Societies are enriched by the variety of cultures that exist within them.
Gaining knowledge about and empathizing with other peoples and cultures leads to a
more tolerant society.
Essential Questions:
The Francophone World: What is its impact on France?
La Négritude: What was its impact on literature and culture?
Western Francophone Africa: Is it so different from France?
Le Maghreb: How has it impacted French literature and culture?
Societal problems: It’s an outrage! What can I do about it?
Existentialism: Is this the philosophy for me?
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ASSESSMENTS:
Formative Assessments:
Daily oral participation
Homework and brief writings related to lessons
Formal and informal oral and written assessments through teacher generated questions,
paired and small group activities
Journal entries
Simulated language laboratory activities
Oral, aural, and written quizzes
Summative Assessments:
Tests
Performance assessments
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Unit 1: The Francophone World
Essential Questions:
The Francophone World: What is its impact on France?
Key Knowledge and Skills
Students will:
•
Use vocabulary: geography, natural resources, literary terms
•
Practice nationalities and country names
•
Apply location names appropriate prepositions
•
Apply vocabulary to reading: Le collier africain
•
Read an intermediate level novel (Le collier africain ), which takes place in the
Francophone World
•
Identify the different regions of the Francophone World
•
Explain French government in relation to territories and departments
•
List cultural differences in Le collier africain
•
List travel lessons in Le collier africain
•
Apply health vocabulary in a presentation
•
Recycle present, imperative, passé composé, imperfect, future, future perfect,
conditional, conditional perfect, plus-que-parfait
•
Conjugate valoir
•
Explain the history of a Francophone country and the issues of colonialism.
Assessments:
•
Skit: Write a skit in which Pierre and Bernard have one of their adventures, but
give the story a different ending.
•
Quizzes
•
Writing assignments
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•
Project: Prepare a 25 minute presentation with visuals on the history of a
Francophone culture. Place special emphasis on French colonialism, the end of
colonialism and the political situation since the end of colonialism.
•
Composition: Imagine you are a reporter from Paris. After Pierre and Bernard’s
adventure in the Francophone World in Le collier africain, interview one of them
for a newspaper article. Write an article. Include 3 travel tips and 4 cultural
things they learned. Mention at least two adventures and how the story ended.
•
Test on Le collier africain
Performance Assessment:
In college you studied Public Health and you are now an analyst for the State Department
in Washington, DC. Give a report to a new diplomat who is going to that region. Give
health and safety travel tips to this colleague. You will need to research one of the
African countries Pierre and Bernard visited.
Unit 2: La Négritude
Essential Questions:
La Négritude: What was its impact on literature and culture?
Key Knowledge and Skills
Students will:
•
Recycle regular and irregular subjunctive forms
•
Recycle uses of the subjunctive
•
Practice the subjunctive with conjunctions and special expressions
•
Recycle comparatives and superlatives
•
Recycle infinitive construction (aller + infinitive vs. commencer + à + infinitive
vs. défendre + de + infinitive vs. promettre + à + quelqu’un + de + infinitive)
•
List: faux amis
•
Describe the French views toward Francophone Black Africans during the
colonial period
•
Compare/contrast French/American culture and traditional African culture
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•
Explain the role of the griot
•
Explain the effects of colonialism on individuals and communities
•
Discuss the current economic and social situations in Africa
•
Describe the state of Francophone Black Africans/Antillais literature before la
Négritude
•
Describe the changes brought on by Negritude movement
•
Identify Aimé Césaire
•
Identify Léopold Sedar Senghor
•
Read works by Césaire, Senghor, griot stories, Mariama Bâ
Assessments:
•
Skit: Write and perform a dialog between two or more students. Imagine that
some students have studied in France and will respond to questions and explain
how customs associated traditional African families are different in France and
the U.S.
•
Quizzes
•
Writing assignments
•
Test – Francophone World, Western African culture, la Négritude
Performance Assessment:
Imagine that you and your partner are Aimé Césaire and Léopold Sedar Senghor. Write
and perform the discussion you imagine occurred before the publication of the first works
representing la Négritude movement.
Unit 3: Western Francophone Africa
Essential Questions:
Western Francophone Africa: Is it so different from France?
Key Knowledge and Skills:
Students will:
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•
Rehearse relative pronouns (lequel, auquel, duquel, dont, où, etc.)
•
Rehearse relative pronouns (ce qui, ce que, ce dont, tout ce qui, etc.)
•
Rehearse demonstrative pronouns (ce, celui, celui-ci, celui de, celui qui, etc.)
•
List: synonyms
•
Apply vocabulary in the readings
•
Read « Les enfants esclaves du Mali et de la Côte d’Ivoire »
•
Summarize the situation with children on the plantations in la Côte d’Ivoire
Assessments:
•
Quizzes
•
Writing assignments
•
Dialogue: Write a dialogue between a UNICEF worker in la Côte d’Ivoire and a
plantation owner
Performance Assessments:
With a partner, perform the UNICEF dialogue.
Unit 4: Le Maghreb
Essential Questions:
Le Maghreb: How has it impacted French literature and culture?
Key Knowledge and Skills:
Students will:
•
Rehearse interrogatives: qui vs qui est-ce qui, etc.
•
Practice past infinitives (après avoir etudié…)
•
Expand on si clauses
•
Apply special uses of devoir, pouvoir, falloir
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•
Apply special uses of depuis
•
Recognize the imperfect subjunctive (l’imparfait du subjonctif)
•
Use en + the present participle
•
List: antonyms
•
Apply vocabulary for articles, stories, legends, etc.
•
Apply location words
•
Read French/Arab legends
•
Read interview with Tahar ben Jelloun
•
Read L’Enfant de sable (excerpt) by Tahar Ben Jelloun
•
Read the story of Malika Oufkir
•
Read the teacher prepared packet on the French law against wearing the veil in
school
•
Debate the law of the veil
Assessments:
•
Quizzes
•
Writing assignments
•
Write a legend which explains a natural phenomenon.
•
Project: see performance assessment, below
•
Test
Performance Assessment:
Debate: Having read, taken notes and discussed the law against wearing veils in school in
France, prepare for a formal debate on the subject. Be prepared to take the pro or con
position.
Unit 5: Societal Problems
Essential Questions:
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Societal problems: It’s an outrage! What can I do about it?
Key Knowledge and Skills:
Students will:
•
Rehearse indefinites (aucun, soi, un autre, etc.)
•
Recycle the passé simple and distinguish it from the passé composé
•
Recycle the passive voice
•
Learn new vocabulary associated with your topic
•
Learn special constructions: amener/emmener/apporter/emporter
•
Learn special constructions: partir/quitter/s’en aller/laisser/sortir
•
Research and write a report on a societal problem which concerns you
Assessments:
•
Research report: Having read about modern child slavery, political prisoners, and
environmental problems, choose a topic and write a research report. Propose a
solution(s) to the problem. Apply the grammar you have learned this year and as
much vocabulary as possible. Include a specialized vocabulary list for your topic.
Performance Assessment:
Prepare for a panel discussion on which student’s research report problem is the most
urgent. Be prepared to defend your research and its importance.
Unit 6: Existentialism
Existentialism: Is this the philosophy for me?
Key Knowledge and Skills:
Students will:
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•
Recycle position of direct and indirect object pronouns, y and en
•
Learn special constructions: pendant/pour
•
Learn special constructions: en/dans
•
Learn special constructions: vers/envers
•
Employ the passive voice
•
Learn vocabulary associated with L’Etranger by Albert Camus
•
Read the full, unabridged novel L’Etranger by Albert Camus
•
Discuss Europe, literature and the World Wars
•
Discuss the advent of existentialism in a cultural and historical context
•
List literary terms
Assessments:
•
Quizzes
•
Writing assignments
•
Write a 5 page analysis of L’Etranger [5 page paper required for UConn ECE]
Performance Assessment:
Imagine that your college professor has chosen your analysis of L’Etranger as the best in
the class. You have been selected to present your paper at a conference on Camus.
Explain your major points to the audience. Use examples to back up your position.
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