French 4 Curriculum Map
CONTENT:
SEPTEMBER
Un été pas
comme les autres
Read a simple
novel, written for
non-native
speakers.
OCTOBER
Easy French
Reader
(Vercingétorix,
Clovis,
Charlemagne)
Read brief
biographies of key
French historical
figures
NOVEMBER
Easy French
Reader (“La
Dernière Classe”,
“Les Pêches)
Read short stories
with vocabulary
support and some
revisions for nonnative speakers.
DECEMBER
Easy French
Reader (“La
Parure”,
Guillaume le
Conquérant)
Read short
stories with
vocabulary
support and brief
historical
biographies.
Reading
comprehension.
Reading
comprehension.
Reading
comprehension.
Analysis of
literature.
Reading
comprehension.
Analysis of
literature
(Standard 4.2)
Identify
similarities and
differences
between French
and American
cultures as
presented in
story.
Identify
similarities and
differences
between the
histories of
France and
America.
Identify the
cultural aspects of
literature as
represented by
selected short
stories.
Identify the
cultural aspects
of literature as
represented by
selected short
stories
ASSESSMEN
T:
Questions on the
reading prepared
for homework.
Questions on the
reading prepared
for homework.
Questions on the
reading prepared
for homework.
Questions on the
reading prepared
for homework.
Class discussion
of reading.
Class discussion
of reading.
Class discussion
of reading.
Class discussion
of reading.
Quiz/test
Quiz/test
Quiz/test
Quiz/test
Does the student
demonstrate
understanding of
the reading?
(Honors)
Prepare a
composition
analyzing a short
story.
Does the student
demonstrate
understanding of
the reading?
SKILLS:
Reading
comprehension
(Standard 1.2)
Letter written from
point of view of
the main
character.
ESSENTIAL
QUESTIONS:
Does the student
demonstrate
understanding of
the reading?
Can the student
identify some
differences
between the
cultures?
Can the student
name the
important early
heroes of France
and tell what they
did?
French 4 Curriculum Map
CONTENT:
JANUARY
“Le Portrait”; “La
littérature
française au
Moyen Age”
Read a short
story with
vocabulary
support, but
without revision.
SKILLS:
Reading
comprehensio
n
(Standard 1.2)
Read a history of
early French lit.
Reading
comprehension
Identify the roots
of French
literature.
(Standard 4.2)
FEBRUARY
Poetry; “L’enfant
noir”
Read a short
story by an
African author.
Read a variety of
poems
representing
different styles
and different eras
of French poetry.
Reading
comprehension.
Contrast the
experiences of
the African
francophone and
his European
counterparts.
MARCH
Poetry
APRIL
Le Petit Prince
Read a variety of
poems
representing
different styles
and different eras
of French poetry.
Read a novel
with minimal
vocabulary
support and no
revisions.
Identify the
structure of a
poem and its
contribution to the
poem’s meaning
and effectiveness.
Reading
comprehension.
Identify
symbolism and
irony in Le Petit
Prince.
Identify the
structure of a
poem and its
contribution to the
poem’s meaning
and effectiveness.
ASSESSME
NT:
Questions on the
reading prepared
for homework.
Questions on the
reading prepared
for homework.
Questions on the
reading prepared
for homework.
Questions on the
reading prepared
for homework.
Class discussion
of reading.
Class discussion
of reading.
Class discussion
of reading.
Class discussion
of reading.
Quiz/test
Quiz/test
Quiz/test
Quiz/test
Analysis of poetry
for structure and
form and their
relationship to
content.
(Honors) Oral
“explication de
texte” of a
selected poem.
(Honors) Oral
presentation of
one or more
chapters to class.
Can the student
analyze the form
of a given poem
and relate it to
content? contrast
the African and
European exp.?
Can the student
analyze the form
of a given poem
and relate it to
content
Can the student
explain the
meaning of the
book in more
than superficial
terms?
Does the student
demonstrate
understanding of
the reading?
French 4 Curriculum Map
CONTENT:
SKILLS:
Students
engage in
conversations
, provide and
obtain
information,
express
feelings and
emotions, and
exchange
opinions.
(1.1)
ASSESSME
NT:
ESSENTIAL
QUESTIONS:
SEPTEMBER
“A la recherche
de l’aventure”
(prepositions,
places, and
actions); Reprise
(common
irregular verbs,
idiomatic
expressions)
OCTOBER
“A la recherche
de l’aventure”;
Reprise
NOVEMBER
Communicating in
French
(directions, roads,
cities); Reprise
DECEMBER
Reprise (forms
and uses of the
past tenses)
Describe the
spatial
relationships
among a variety
of people and
objects.
Talk about his/her
activities in the
past, present, and
future.
Give directions
and identify the
destination from
directions that
he/she hears.
Use past tenses
correctly in
talking about
what he/she has
done.
Talk about cities
and
transportation.
Tell about his/her
vacation plans for
Christmas.
Talk about his/her
activities in the
past, present, and
future.
Use idiomatic
expressions in the
target language
correctly.
Use idiomatic
expressions in the
target language
correctly.
Talk about the
history of his/her
country and of
France, making
comparisons
between them.
Tell about his/her
Thanksgiving
plans and
traditions.
Class discussion/
participation
Class discussion/
participation
Class discussion/
participation
Class discussion/
participation
Quiz/test
Quiz/test
Quiz/test
Quiz/test
Where is object
”x” located with
respect to object
“y”?
Can the student
correctly use the
target
expressions?
What are you
doing for the
holiday? What
does your family
usually do?
What will/did you
do this weekend?
What differences
and similarities do
you see between
the early history
of France and the
U.S.?
Can you tell me
how to go from
point A to point
B? Listen to my
directions and tell
me where I am
going.
What are you
doing for the
holiday? What
does your family
usually do?
What did you do
(expression of
past)?
French 4 Curriculum Map
CONTENT:
SKILLS:
JANUARY
Reprise
(negatives)
FEBRUARY
Reprise (nouns in
the plural and
feminine form,
determiners);
Communicating in
French (stores,
foods, grocery
shopping)
MARCH
Reprise
(comparisons and
superlatives); “Le
temps, l’amour, et
la santé”
APRIL
Reprise (future
and conditional);
Use negatives in
a variety of
contexts.
Talk about eating
and grocery
shopping, using
the correct
vocabulary and
determiners.
Talk about issues
of health and
fitness.
Talk about what
he/she will do in
the future.
Make
comparisons
between various
people, objects,
and/or activities.
Talk about what
he/she would do
in a given
situation.
Tell which of a
group of people,
objects, or actions
is best or worst.
ASSESSME
NT:
Class discussion/
participation
Class discussion/
participation
Class discussion/
participation
Class discussion/
participation
Homework
exercises.
Homework
exercises.
Homework
exercises.
Homework
exercises.
Tests/quiz
Tests/quiz
Tests/quiz
Tests/quiz
Participation in
structured
conversations,
using target
structures.
ESSENTIAL
QUESTIONS:
Talk about
various
professions and
what they entail.
Can the student
correctly express
the ideas of
never, no one,
nothing, etc. in a
variety of
situations?
Can the student
complete a
“shopping trip”
without recourse
to English?
Composition on
future plans
Making
predictions about
another person’s
future
Can the student
compare people,
objects, or
actions?
Can the student
talk about health
and fitness
interests?
Can the student
tell what he/she
is going to do
sometime in the
future? Can they
make predictions
about someone
else?
French 4 Curriculum Map