Curriculum Map
Discipline: Foreign Language
Course: French 5-6 Weighted
Teacher: Mary Zwilling
August/September:
Standards:
28 A, B, C Use the target language to communicate within and beyond the classroom setting.
A Understand oral communication in the target language. B Interact in the target language in various
settings. C Understand written passages in the target language
29A Use the target language to develop an understanding of the customs, arts, literature, history and
geography associated with the target language. A Understand manners and customs of various target
language societies.
30A Use the target language to make connections and reinforce knowledge and skills across academic,
vocational and technical disciplines. A Use the target language to reinforce and further knowledge of
other disciplines.
CRISS: Graphic and Pictorial Organizers, Cognitive Mapping, Think-Pair-Share
Sticky Note discussions, One sentence summaries, Jigsaw, Carousel, Power Notes,
Magnet Summaries, One Sentence Summary (Frame), 15-30 second monologue, 6 pane
mapping (Chapter review)
Essential Questions:
What relationships exist between travel, geography and weather? What can we say about the influences
and the results? What new concepts and vocab (as well as old) do we need to express these situations?
Content:
Travel vocab (new category, includes verbs)
Weather vocab and expressions (synonyms + additions to previous)
Related class generated vocab
Class-generated extra credit questions/activities
Passé Composé (review and new) with Avoir and Etre plus verbs using both
L'Acadie (reading + history, geography)
Skills:
Students will be able to recognize, define and use vocabulary (written/oral)
Students will be able to state simple sentences of geography, travel and weather.
Students will be able to respond to above questions
Students will be able to express the same concept in a variety of ways.
Students will understand simple questions regarding reading or listening content and respond
(written/oral) + Listening Lab component
Students will identify and expression main ideas and items in articles(readings)
Students will design a weather forecast that produces statements using current vocab and the map of
France.
Assessment:
Oral checks and quizzes
Flyswatter game
Review of notes
Oral presentations: Météo (weather)
Written and oral quizzes
Review exam
Homework
Class participation
Listening Lab activity sheet completion
October:
Standards:
28 A, B, C Use the target language to communicate within and beyond the classroom setting.
A Understand oral communication in the target language. B Interact in the target language in various
settings. C Understand written passages in the target language
29A Use the target language to develop an understanding of the customs, arts, literature, history and
geography associated with the target language. A Understand manners and customs of various target
language societies.
30A Use the target language to make connections and reinforce knowledge and skills across academic,
vocational and technical disciplines. A Use the target language to reinforce and further knowledge of
other disciplines.
CRISS: Graphic and Pictorial Organizers, Cognitive Mapping, Think-Pair-Share
Sticky Note discussions, Magnet Summaries, One Sentence
Summary (Frame), 15-30 second monologue, 6 pane mapping (Chapter review)
Essential Questions:
What relationships exist between travel, geography and weather? What can we say about the influences
and the results? What new concepts and vocab (as well as old) do we need to express these situations?
How does mood and the fact that something "may or may not occur" affect oral and written statements in
French (i.e. what verb forms become required and why). How does recognizing these scenarios affect
expression in the language?
Content:
Ch. 1 cont'd **Subjunctive: Necessity/Wishes/Preferences/Expressions Impersonnelles --Regular and
irregular verbs
French Kiss DVD language acquisition/grammar
Euro
Review all material: PC w/ avoir and être
Ordinal/Cardinal numbers
Extra class generated vocab
Class-generated extra credit questions/activities (e.g. French Film Festival 7-13, weather reports on
francophone countries, France, in French, Without an atmosphere what color would the sky be?)
Weather presentations using current vocab
Excerpt from Le Petit Prince (6e Planète)
Skills:
Students will be able to recognize, define and use vocabulary (written/oral)
Students will be able to state simple sentences of geography, travel and weather.
Students will be able to respond to above questions and reading content (French Kiss/Le Petit Prince)
Students will be able to express the same concept in a variety of ways.
Students will understand simple questions regarding reading or listening content and respond
(written/oral) + Listening Lab component
Students will categorize/compare/contrast areas of information and vocab
Assessment:
Flyswatter game
Weather forecast presentation (oral/written components)
Review of notes
Project: Create new planet chapter for Le Petit Prince to visit/illustrations
plus
written and oral quizzes
narrative
Review exam
BV Internet support site: french.glencoe.com (activities/practice quizzes)
Homework
results can be e-mailed to me
Class participation
PPT/On-line Web/Computer Assisted Instruction
Listening Lab activity sheet completion
Instructional lab
November:
Standards:
28 A, B, C Use the target language to communicate within and beyond the classroom setting.
A Understand oral communication in the target language. B Interact in the target language in various
settings. C Understand written passages in the target language
29A Use the target language to develop an understanding of the customs, arts, literature, history and
geography associated with the target language. A Understand manners and customs of various target
language societies.
30A Use the target language to make connections and reinforce knowledge and skills across academic,
vocational and technical disciplines. A Use the target language to reinforce and further knowledge of
other disciplines.
CRISS: Graphic and Pictorial Organizers, Cognitive Mapping, Think-Pair-Share
Sticky Note discussions, Magnet Summaries, One Sentence
Summary (Frame), 15-30 second monologue, 6 pane mapping (Chapter review)
Journal Notes, K/W/L
Essential Questions:
What do I need to know about medias in France? How important is it to be informed and in which ways?
Are American and French cultures similar--especially youth?
Content:
Ch. 1 cont'd Le Petit Prince: Vocab/Reading
6e Planète Creative writing: Create own planet project with class generated rubric
Video: Batteries Not Included (Cognate work and puzzle creation) overhead review
Chapter 2: Media. Office and Daily chore vocab
Lundi matin/midi conversation
Negatives
Questions
Article: Media and Teens
Irregular Adjectives
Imparfait
Song: Personne Pascal Obispo (CLOZE Passage)
Skills:
Students will be able to recognize, define and use vocabulary (written/oral)
Students will be able to state simple sentences of media use, content and importance in French culture.
Students will be able to understand and respond to above questions.
Students will be able to express the same concepts in a variety of ways.
Students will understand simple questions regarding reading or listening content and respond
(written/oral) + Listening Lab component
Assessment:
Modified Concept Attainment Model completion
"star" adjective activity (opposites)
Review of notes
written and oral quizzes
PPT/On-line Web/Computer Assisted Instruction
Review/Ch. 1 exam
Instructional Lab
Homework
Class participation
Listening Lab activity sheet completion
December:
Standards:
28 A, B, C Use the target language to communicate within and beyond the classroom setting.
A Understand oral communication in the target language. B Interact in the target language in various
settings. C Understand written passages in the target language
29A Use the target language to develop an understanding of the customs, arts, literature, history and
geography associated with the target language. A Understand manners and customs of various target
language societies.
30A Use the target language to make connections and reinforce knowledge and skills across academic,
vocational and technical disciplines. A Use the target language to reinforce and further knowledge of
other disciplines.
CRISS: Graphic and Pictorial Organizers, Cognitive Mapping, Think-Pair-Share
Sticky Note discussions, Magnet Summaries, One Sentence
Summary (Frame), 15-30 second monologue, 6 pane mapping (Chapter review)
Journal Notes, K/W/L
Essential Questions:
How can I sound more like a native speaker of French through questions, responses and invitations? How
can I learn to use those same types of communication with increasing familiarity? How do the French
value and use the media?
Content:
Ch. 2 Daily Living/Media/Office Vocab/Articles
Language: Yes, No, Maybe expressions/giving invitations
La France Video/worksheet
Conversation
Questions/Question words
Negatives Passé Composé with avoir and être (review)
Regular and Irregular adjectives
Introduce imparfait
France in the 1900's article/activities
Argent de Poche article/activities
Subjonctif (reg and irreg) + expressions of desire/impersonal
Skills:
Students will be able to recognize, define and use vocabulary (written/oral)
Students will be able to state simple sentences of invitation (and responses) and media
Students will be able to respond to questions of invitation (and responses) and media
Students will be able to express the same concept in a variety of ways.
Students will understand simple questions regarding reading or listening content and respond
(written/oral) + Listening Lab component
Assessment:
Flyswatter game
Chapter 2 exam
**Instructional Lab with online quiz (Glencoe)
Review of notes
PPT/On-line Web/Computer Assisted Instruction
written and oral quizzes
Review for Ch. 2 exam
Homework
Class participation
Listening Lab activity sheet completion
January:
Standards:
28 A, B, C Use the target language to communicate within and beyond the classroom setting.
A Understand oral communication in the target language. B Interact in the target language in various
settings. C Understand written passages in the target language
29A Use the target language to develop an understanding of the customs, arts, literature, history and
geography associated with the target language. A Understand manners and customs of various target
language societies.
30A Use the target language to make connections and reinforce knowledge and skills across academic,
vocational and technical disciplines. A Use the target language to reinforce and further knowledge of
other disciplines.
CRISS: Graphic and Pictorial Organizers, Cognitive Mapping, Think-Pair-Share
Sticky Note discussions, Magnet Summaries, One Sentence
Summary (Frame), 15-30 second monologue, 6 pane mapping (Chapter review)
Journal Notes, K/W/L
Essential Questions:
What role does money play in the lives of the French and the youth? How do they use their money for
daily life and leisure activities. How does this compare to the US?
Content:
Final's Review/Final
Chez Nous Language Magazine: Edif Piaf (worksheet/music samples)
Chapter 3 Vocab/Grammar Leisure time activities
Questions/Negatives/Subjonctif
Morocco Video/worksheet
L'imparfait
M or F?
Language Expressions
Adjectifs Irréguliers
Subjonctif ou l'Infinitif
Skills:
Students will be able to recognize, define and use vocabulary (written/oral)
Students will be able to state simple sentences of money, spending money and its role in life and family
life, including leisure activities
Students will be able to respond to questions money, spending money and its role in life and family life.
Students will be able to express the concepts in a variety of ways using current grammar.
Students will understand simple questions regarding reading or listening content and respond
(written/oral) + Listening Lab component
Assessment:
Flyswatter game
First Semester Exams and Review
Review of notes
*Addition of formalized review and scantron practice
written and oral quizzes
PPT/On-line Web/Computer Assisted Instruction
Homework
Instructional Lab
Class participation
Listening Lab activity sheet completion
February:
Standards:
28 A, B, C Use the target language to communicate within and beyond the classroom setting.
A Understand oral communication in the target language. B Interact in the target language in various
settings. C Understand written passages in the target language
29A Use the target language to develop an understanding of the customs, arts, literature, history and
geography associated with the target language. A Understand manners and customs of various target
language societies.
30A Use the target language to make connections and reinforce knowledge and skills across academic,
vocational and technical disciplines. A Use the target language to reinforce and further knowledge of
other disciplines.
CRISS: Graphic and Pictorial Organizers, Cognitive Mapping, Think-Pair-Share
Sticky Note discussions, Magnet Summaries, One Sentence
Summary (Frame), 15-30 second monologue, 6 pane mapping (Chapter review)
Journal Notes, K/W/L
Essential Questions:
How do French teens use their leisure time? How does this compare or contrast with American teens?
How does "Mood" affect French grammar and expression?
Content:
Review content Ch. 2
France video
Begin Ch 3 Vocabulary: Leisure Activities
**PM Fieldtrip to Krannert--Guided Tour
of French
Adjective agreement
Language Expressions
Art
Subjonctif (Emotions, Superlative, Past)
Songs: Edith Piaf
Imperfect vs. Passé Composé (review/contrast)'
Yves Montand (Les Feuilles Mortes)
Reading: Loisirs
History (brief) of music in France
Comparison/Superlative (Regular and Irreg)
Mardi Gras info and vocab activity
Skills:
Students will be able to recognize, define and use vocabulary (written/oral)
Students will be able to state simple sentences of leisure activities, use of time, comparisons and superlatif
and statement of mood.
Students will be able to respond to questions of leisure activities, use of time, comparisons and superlatif
and statement of mood.
Students will be able to express the concept of mood in a variety of ways.
Students will understand simple questions regarding reading or listening content and respond
(written/oral) + Listening Lab component
Assessment:
Team competitions with practices
Evaluation forms from Krannert
Review of notes
PPT/On-line Web/Computer Assisted Instruction
written and oral quizzes
PPT review for Ch. 3 Exam -- prepared by students + me
Review/ Ch. 2 Exam
Instructional Lab
Homework
Class participation
Listening Lab activity sheet completion
March:
Standards:
28 A, B, C Use the target language to communicate within and beyond the classroom setting.
A Understand oral communication in the target language. B Interact in the target language in various
settings. C Understand written passages in the target language
29A Use the target language to develop an understanding of the customs, arts, literature, history and
geography associated with the target language. A Understand manners and customs of various target
language societies.
30A Use the target language to make connections and reinforce knowledge and skills across academic,
vocational and technical disciplines. A Use the target language to reinforce and further knowledge of
other disciplines.
CRISS: Graphic and Pictorial Organizers, Cognitive Mapping, Think-Pair-Share
Sticky Note discussions, Magnet Summaries, One Sentence
Summary (Frame), 15-30 second monologue, 6 pane mapping (Chapter review)
Journal Notes, K/W/L
Essential Questions:
How did the European Union come about and why?
What stereotypes/comparisons/contrasts are made between French and American societies?
How can I express impressions as well as likes and dislikes?
Content:
Ch. 4 Vocabulary
activities)
Qualities/Flaws
Video (in French): Ice Age II (vocab + comprehension
Article: Union Européene
Les Français
Les Américains
Prepositions and Geographical Locations
Stereotypes : Views of French and Americans by each other
Song: Ma Révolution (jenifer)
Langage: Interests/tastes/dislikes (verbal and adj. expressions)
Skills:
Students will be able to recognize, define and use vocabulary (written/oral)
Students will be able to state simple sentences of current content, vocabulary and grammar.
Students will be able to respond to questions of current content, vocabulary and grammar.
Students will be able to express the personal impressions/likes/dislikes.
Students will understand simple questions regarding reading or listening content and respond
(written/oral) + Listening Lab component
Assessment:
Team competitions with practices
Post-it Activity with articles/readings
Review of notes
PPT/On-line Web/Computer Assisted Instruction
Written and oral quizzes
Instructional Lab
Ch. 3 exam
Homework
Class participation
Listening Lab activity sheet completion
April:
Standards:
28 A, B, C Use the target language to communicate within and beyond the classroom setting.
A Understand oral communication in the target language. B Interact in the target language in various
settings. C Understand written passages in the target language
29A Use the target language to develop an understanding of the customs, arts, literature, history and
geography associated with the target language. A Understand manners and customs of various target
language societies.
30A Use the target language to make connections and reinforce knowledge and skills across academic,
vocational and technical disciplines. A Use the target language to reinforce and further knowledge of
other disciplines.
CRISS: Graphic and Pictorial Organizers, Cognitive Mapping, Think-Pair-Share
Sticky Note discussions, Magnet Summaries, One Sentence
Summary (Frame), 15-30 second monologue, 6 pane mapping (Chapter review)
Journal Notes, K/W/L
Essential Questions:
How did the European Union come about and why?
What stereotypes/comparisons/contrasts are made between French and American societies?
How can I express impressions as well as likes and dislikes?
Content:
Chapter 4: Vocabulary
Qualities/Flaws
Bonnes/Mauvaises Impressions
Articles: La Protections des Animaux
Future/Futur Antérieur
(Enrichment: Animal Vocabulary and
activities)
Pronoun "Y"
Les Touaregs
Prepositions with geographical locations
Gypsy Jazz presentation: Bill French (Django Rinehart)
Depuis
Song: Les Gens du Pays (Gilles Vigneault) Comprehension/Interpretation
Skills:
Students will be able to recognize, define and use vocabulary (written/oral)
Students will be able to state simple sentences of leisure activities, use of time, comparisons, superlatif,
statement of mood, preferences and opinions.
Students will be able to respond to questions of leisure activities, use of
time,comparisons,superlatif,statement of mood, preferences and opinions.
Students will be able to express the concept of mood in a variety of ways.
Students will understand simple questions regarding reading or listening content and respond
(written/oral) + Listening Lab component
Assessment:
Ch. 3 Exam
On-line Glencoe site: Test practice
Team competitions with practices
Non-linguistic representation (Les Touaregs)
Notes/Review of notes
PPT/On-line Web/Computer Assisted Instruction
written and oral quizzes
Instructional Lab
Homework
Flyswatter game review
Class participation
Listening Lab activity sheet completion
May/June:
Standards:
28 A, B, C Use the target language to communicate within and beyond the classroom setting.
A Understand oral communication in the target language. B Interact in the target language in various
settings. C Understand written passages in the target language
29A Use the target language to develop an understanding of the customs, arts, literature, history and
geography associated with the target language. A Understand manners and customs of various target
language societies.
30A Use the target language to make connections and reinforce knowledge and skills across academic,
vocational and technical disciplines. A Use the target language to reinforce and further knowledge of
other disciplines.
CRISS: Graphic and Pictorial Organizers, Cognitive Mapping, Think-Pair-Share
Sticky Note discussions, Magnet Summaries, One Sentence
Summary (Frame), 15-30 second monologue, 6 pane mapping (Chapter review)
Journal Notes, K/W/L
Essential Questions:
How did the European Union come into existence? How can one explore and explain historical,
economic, philosophical issues and developments regarding its creation?
What issues are involved in France with endangered species? What are the French doing about this topic?
How does one nomadic tribe in Africa survive? How are they like "endangered species"?
What are possible interpretations and significances of Daudet's "La Dernière Classe"
Content:
Ch. 4 Vocabulary Review
Chapter review (Exam)
Les Touaregs (Prepare Final's oral)
Dictionary Unit: Circumlocution of "Get"
Y, lui, leur pronouns
M or F? unit
Prepositions and Geographical locations
Futur/Futur Antérieur
Depuis
Skills:
Students will be able to recognize, define and use vocabulary (written/oral)
Students will be able to state simple sentences of content, use of time, comparisons, superlatif, statement
of mood, preferences and opinions.
Students will be able to respond to questions of content, use of time,comparisons,superlatif,statement of
mood, preferences and opinions.
Students will be able to express the concept of mood in a variety of ways.
Students will understand simple questions regarding reading or listening content and respond
(written/oral) + Listening Lab component
Assessment:
Chart completion based on narrative notes (preps and geographical locations)
On-line Glencoe site: Test practice
Final's review + graphic organizers
Team competitions with practices
*Revision of finals to include Urbana's 11 words
Notes/Review of notes
PPT/On-line Web/Computer Assisted Instruction
written and oral quizzes
Instructional Lab
Ch. 4 Exam
Homework
Class participation