1

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.
Learning Goals: Students will:
 renew old acquaintances
 exchange information
 express anticipation (use of adverbial conjunctions in the future)
 make suppositions
 express certainty (futur)
 express doubt (subjonctif)
 inquire (expressions interrogatives et pronouns)
 express excitement and disappointment
 compare and contrast print advertisement in French magazine
 read and choose a francophone country to explore
 identify sources for accessing information of a francophone country
 request information
 write a formal letter
2

Suggested Strategies
Suggested Assessments
Suggested Resources

Discovery activity ( Qui a un chat? …)

Communicative activity ( Faisons la Connaissance)

Devinette sheet with irregular verbs (sentences Je, questions Tu, communicating, reporting)

Read, take notes, of current event ( France,Today -magasine)

Answer questions about an article on French culture

Pair communicative activities

Realia cards

Question pair sheet

Situation cards

Circumlocution activities

Homework

Quizzes

Lab and internet assignment

Informal Oral Daily Assessments

Allez, Viens!
Level III Textbook (Holt, Rinehart, Winston)

Allez, Viens!
Cahier d’activités (chapter 12)

Allez, Viens!
Teaching Transparencies

Allez, Viens!
Travaux Pratiques de Grammaire

Allez, Viens!
Activities for Communication

Allez, Viens!
Lesson Planner

Allez, Viens!
TPR Storytelling Book

Allez, Viens!
Alternative Assessment Guide

Allez, Viens!
Reading Strategies and Skills Handbook

Allez, Viens!
Standardized Assessment Tutor

Allez, Viens!
Listening Activities workbook

Allez, Viens!
Video guide workbook

Allez, Viens!
Testing program

Allez, Viens !, Internet

Discovering French (Rouge) (DC Heath) Reprise

Images Reading material

Joie de lire booklets
 “Wicked Cool French: What High School French Students Really Want to Learn”

French/English Dictionary

France, Today (magazine)
 Le Journal Français d’Amerique
3

Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21 st Century
Skills

Allez, Viens!
DVD Tutor

Allez, Viens!
DVD-Rom set

Allez, Viens!
Audio Compact Discs
 www.hrw.com
 www.gohrw.com

Holt World Language Software

Classroom requests and terminology

Terminology to make inquiries

Expressions: anticipation, certainty, doubt, excitement & disappointment

Productive Habits of Mind

Quality Work

Read Critically

Communicate Effectively

Collaborate and Cooperate

Access and Process Information

Core Ethical Values
4

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.
Learning Goals: Students will:
 describe a work of art
 identify various works of art and the associatd artist
 view a DVD and comprehend the artists’ descriptions
 use art terminology to describe a painting and/or sculpture
 research an artist, identify his/her style, present their findings
 role play a scene in a café d’artiste
 understand the concept of impressionisme and en plein air
5

Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration

Deconstructing associated video

Communicative activity ( Jouons aux cartes impressionistes)

Deconstruction of a DVD featuring interviews

Read, take notes, identify art movements and artists

Jumelle activity with artists

Go Fish with artists and their works

Realia cards

Situation cards

Power point presentation

Internet activity with Chicago Art Institute
 DVD (Voix du Musée d’Orsay) presentation and worksheets

Field trip to Hillstead Museum

Painting en plein air
 Role play café scene; taking on artist’s character

Identify countries that influenced an artist and possible reasons


Homework
Quizzes

Tests

Worksheets

Power point

Lab and internet assignment

Informal Oral Daily Assessments



Role play
Discovering French (Rouge) ( ch. 1)
Internet site: Chicago Institute of Art

Voices from the Orsay (DVD et guide)

Impressionism (DVD series-CRHS library)

Playing cards of artist

French/English Dictionary

Clip art posters


Voix des artistes (DVD)
Internet activities of artist

Microsoft PowerPoint
6

Content Vocabulary
Lifelong Learning/21 st Century
Skills

Art terminology in French

Descriptive and personal terminology



Productive Habits of Mind

Quality Work
Read Critically
Communicate Effectively

Collaborate and Cooperate

Access and Process Information

Core Ethical Values
7

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.
Learning Goals: Students will:

Use circumlocution to define precise vocabulary terminology

Identify the main events at the beginning of World War II that led to a divided France
 Identify stereotypes and discuss their role in people’s actions

Compare characters in a film

Describe settings in a small village and school

Explain events as they related to a particular character

Express statements of condition (le conditionnel)

Express emotions, possibility and necessity (le subjonctif)

Identify with a certain personality and role play the character

Analyze the principal characters in the film and their relationships

Ask about and summarize a story

Read and analyze the significance of a poem
8

Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21 st Century
Skills

Situation cards

Write definitions in French of lexical items

Read, take notes, identify events leading to Vichy government

Communicative activity (Et Vous ?)

Deconstructing associated video (Au Revoir, Les Enfants)

Role play a scene depicting a certain stereotype

Write a letter as Julien and Jean describing the incident in the woods

Complete suppostions ( Si & Conditional)

Express emotions using subjunctive

Role play a character on a sinking ship

Write an essay describing the stages of friendship

Arrange words to create a stanza in/for a poem

Write a new stanza to Liberté (Eluard)

Homework

Class discussion

Essays

Dialogues, conversations, role play activities



Test
Allez, Viens!
(Holt, Rinehart, Winston)
Discovering French (Rouge) Ch 6 Les Grands Moments de l’Histoire

Film Au Revoir, les Enfants

Lesson Packet of Filmarobics of Au Revoir, les Enfants

French/English Dictionary

Internet sites

VHS/DVD of film Au Revoir, les Enfants

Terminology used to describe war events

Classroom objects and descriptions

Religious buildings, practices, events and leaders

Productive Habits of Mind


Quality Work
Communicate Effectively

Collaborate and Cooperate

Core Ethical Values
9

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.
Learning Goals: Students will:

Use Circumlocution to define precise vocabulary terminology

Identify the main events prior to the United States involvement in World War II.

Use vocabulary in meaningful ways (original sentences)

Make suppositions and deduce meaning

Identify meaning of a piece of art work

Ask for and make judgments

Read literary accounts of past events

Describe the setting of past events

Narrate a sequence of past events

Describe past events that happened even farther in the past (plus que parfait)

Express conditions that occurred in the past (conditionnel passé)
 Express emotions, possibility and necessity concerning past (le passé du subjonctif)

Identify with a certain character and role play the character

Analyze the principal characters of a story and their relationships

Read and analyze and respond to questions concerning chapters in a book
10


Identify parts of speech to communicate effectively

Listen to spoken French to comprehend a story line

Respond to personal inquiries

Write a creative work expressing a theme of the book (un cinquain)
Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration

Situation cards

Write definitions in French of lexical items

Read, take notes, identify events prior to US involvement in WWII

Communicative activity (Et Vous ?)

Deconstructing associated CD and identifying vocabulary(cloze exercise)

Write sentences using assigned vocabulary, correct errors using codes

Role play a scene depicting a certain character on an asteroid

Write description in the past of an event & express emotions & conditions

Complete suppositions in the past ( Si & Conditional)

Express emotions in the past (past subjunctive)

Homework

Class discussion
 Write an essay describing Le Petit Prince’s growth

Dialogues, conversations, role play activities

Sentences submitted for correction electronically

Write a Cinquain describing a theme

Cumulative Assessment

Allez, Viens ! (Holt, Rinehart, Winston)

Discovering French (Rouge) Ch 6 Les Grands Moments de l’Histoire

Novelette : Le Petit Prince

Lesson Packet of Le Petit Prince

French/English Dictionary

On line dictionary and

CD recording Le Petit Prince

DVD Le Petit Prince

Internet sites of Le Petit Prince

VHS/DVD of film Le Petit Prince (Claymation & Musical)
11

Content Vocabulary
Lifelong Learning/21 st Century
Skills

Terminology of convincing and supposing

Characteristics of individuals

Geographical descriptions of various environs

Productive Habits of Mind

Quality Work

Read Critically

Communicate Effectively

Collaborate and Cooperate

Access and Process Information

Core Ethical Values
12

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.
Learning Goals: Students will:

Use circumlocution to define precise vocabulary terminology

Identify the current events of 19 th century France
 Identify stereotypes and discuss their affect on people’s actions

Describe and compare characters in an abridged novel

Describe settings in a small village and relationships among its inhabitants

Listen to music and describe theme of song

Express conditions (le conditionnel)

Express emotions, possibility and necessity (le subjonctif)

Analyze the principal characters and their relationships

Read literary accounts of past events

Narrate a sequence of past events

Describe the setting of past events

Ask for and make judgments

Ask for and make recommendations

Ask about and summarize a chapter and/or scene
13


Read, analyze and respond to questions concerning chapters in a book

Identify parts of speech to communicate effectively

Listen to spoken French to comprehend the story line

Respond to personal questions
Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21
Skills st Century

Situation cards

Write definitions in French of lexical items

Read, take notes, identify events leading the Commune uprising in Paris

Role play a scene depicting a certain stereotype

Complete suppositions ( Si & Conditional)

Express emotions using subjunctive

Use expressions of cause and adverbial conjunctions
 Describe events in the past (passé compose, plus que parfait)

Role play a character

Homework (Faisons le pont, Entre les lignes)

Class discussion
 Dictée (dictations from CD)
 DELF activities (examen de langue français)

Essays

Dialogues, conversations, role play activities

Test

Allez, Viens!
(Holt, Rinehart, Winston)

Discovering French (Rouge): Les Grands Moments de l’Histoire

Abridged Book and sound recording Les Misérables (CIDEB)

Les Misérables; Tome 1,2,3 (Hachette)

French/English Dictionary

Internet sites


DVD of film Les Misérables
CD recordings in English and French Les Misérables musical

Terminology used to describe war events

Religious buildings, practices, events and leaders

Judicial system in France and various cases

Current expressions of poverty in cities

Productive Habits of Mind

Read Critically

Communicate Effectively

Core Ethical Values
14

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.
Learning Goals: Students will:
 identify the francophone countries and their major cities and historical sites
 explain why French is an official language in a variety of countries
 respond to questions about a various francophone countries
 explain vacation activities
 describe weather conditions and natural phenomena
 express themselves in present, future and past
 express anticipation
 express themselves using emotions (excitement and disappointment)
 make suppositions and set conditions
 make comparisons
 ask for and make judgments
 ask for and make recommendations
 make observations
 give impressions
15

Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21 st Century
Skills

Read articles from French magazines and newspapers

Correspond with embassy and tourist offices

Research a Francophone region and/or country

Research tourist sites of a francophone region and/or country

Write a journal of a visit to a francophone place

Interview a classmate concerning a francophone country

Homework

Journal writing

Oral interview

Test

Allez, Viens!
Level III Textbook (Holt, Rinehart, Winston)


Discovering French (Rouge) (DC Heath) Reprise
Images Reading material

Joie de lire booklets

French/English Dictionary

France, Today (magazine)
 Le Journal Français d’Amerique



Allez, Viens!
DVD Tutor

Allez, Viens!
DVD-Rom set
Allez, Viens!
Audio Compact Discs www.hrw.com
 www.gohrw.com

Holt World Language Software

Travel



Productive Habits of Mind

Quality Work

Read Critically

Communicate Effectively
Access and Process Information
Core Ethical Values
16

This is a year-long unit. Students should complete various activities during the year. However, the culminating activity should be teaching a lesson, since this a higher proficiency task.
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.
Learning Goals: Students will:

Identify careers that use French

View, describe and critique French art

Define and use lexical items

Create informative signs and posters of current events

View and critique a French play and/or movie

Describe an article of current events from the Francophone world

Compare, contrast and explain cultural differences among French and English speakers

Describe the plot and theme of work of fiction

Describe and explain the merit of a work of fiction

Prepare francophone cuisine using proper ingredients and preparation techniques

Identify and present an aspect of French culture

Read and analyze the significance of a poem

Research current events

Prepare and teach a lesson plan
17

Suggested Strategies
Suggested Assessments
Suggested Resources

Visit a museum. Report on the works of French artists.

Research careers in French & write CV application

Write sentences in French of lexical items

Make an ad/poster/sign in FRENCH for a concert, dance, sporting event

Attend a French play or view a move and write a critique

Read an article concerning the Francophone world; present findings

Read a chapter of a non-fiction book describing French culture

Read a novel set in a Francophone country


Write a review of an article or novel
Research and prepare a regional dish or holiday dish

Create a thematic bulletin board or game on cultural topic
 Memorize a French poem & recite one’s interpretation to audience

Write an article concerning the Francophone world for a newspaper

Write instructional commands

Assemble appropriate props



Demonstrate and instruct classmates in a chosen activity
Homework
Class discussion

Vocabulary notebook (part of speech, definition, sentence)

Book discussions

Essays

Dialogues, conversations, role play activities

Instructive lesson

Allez, Viens (Holt, Rinehart, Winston)


Discovering French (Rouge)
French/English Dictionary

From Paris to the Moon ( non fiction CRHS resource center)

Living and Working in France ( non fiction CRHS resource center)
 Journal Français d’Amerique ( non fiction CRHS resource center)

France Today ( non fiction CRHS resource center)

Chocolat (Joanne Harris)


An Ordinary Hero (Scott Turrow)
The Davinci Code (Dan Brown)

Timeline (Michael Crichton)

A Tale of Two Cities (Charles Dickens)

Asterix et les Gaulois (Gosciny, Uderzo)

Les Aventures de Tintin (Hergé)
18

Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21 st Century
Skills

Internet sites
 DVD/VHS films en français

Terminology used to describe plot, setting and theme

Instructional and Imperative

Parts of speech

Productive Habits of Mind


Quality Work
Read Critically

Communicate Effectively

Access and Process Information

Collaborate and Cooperate

Core Ethical Values
19