Westwood Regional School District World Language Curriculum French 7 Westwood Regional School District Table of Contents 1. Introduction ..................................................................................................................... 1 2. District Mission, Vision, and Belief Statements ............................................................. 3 3. Departmental Philosophy ................................................................................................ 4 4. Course Summary and Course/Grade-level Goals ............................................................ 5 5. Unit Plans ........................................................................................................................ 6 Westwood Regional School District Introduction The most precious resource teachers have is time. Regardless of how much time a course is scheduled for, it is never enough to accomplish all that one would like. Therefore, it is imperative that teachers utilize the time they have wisely in order to maximize the potential for all students to achieve the desired learning. High quality educational programs are characterized by clearly stated goals for student learning, teachers who are well-informed and skilled in enabling students to reach those goals, program designs that allow for continuous growth over the span of years of instruction, and ways of measuring whether students are achieving program goals. The Westwood Regional School District Curriculum Format The Westwood Regional School District will be using a curriculum format that incorporates aspects of several different curriculum development models. When reviewing curriculum documents and the district’s curriculum format, aspects of the “backward-design” model will be found in the way in which unit objectives, assessments, and instructional activities are designed. The curriculum design process involves three interrelated stages for developing an entire curriculum or a single unit of instruction. The relationship from planning to curriculum design, development, and implementation hinges upon the integration of the following three stages. Stage I – Identifying Desired Results: Course goals based upon knowledge and skills need to be woven into curriculum publications, documents, standards, and scope and sequence materials. Course goals highlight the big ideas that students will grapple with during the course of the unit. Unit objectives are more granular and should be reflective of best practices, containing the following components: Specific performance (e.g. to write, to name, to compare and contrast, to debate, to decide, etc.) Learning Outcome or Product (e.g. a statement, an essay, a poster, a journal entry, etc.) Conditions (during a cooperative learning activity, after reading the story ______________) Criterion or Standard (e.g. correct to the nearest mile, four out of five correct, list three examples, state two differences, etc.) Westwood Regional School District The Westwood Regional School District Curriculum Format (con’t) Stage II – Determining Acceptable Evidence: Varied types of evidence are specified to ensure that students demonstrate attainment of desired results. While discrete knowledge assessments (e.g.: multiple choice, fill-in-the-blank, short answer, etc.) will be utilized during an instructional unit, the overall unit assessment should be performance-based and asks students to demonstrate that they have mastered the desired understandings. Ideally, these culminating (summative) assessments are authentic tasks that students would likely encounter in the real-world after they leave school. They allow students to demonstrate all that they have learned and can do. To demonstrate their understandings students can explain, interpret, apply, provide critical and insightful points of view, show empathy and/or evidence self-knowledge. Models of student performance and clearly defined criteria (i.e. rubrics) are provided to all students in advance of starting work on the unit task. Stage III – Designing Learning Activities: Instructional tasks, activities, and experiences are aligned with stages one and two so that the desired results are obtained based on the identified evidence or assessment tasks. Instructional activities and strategies are considered only once stages one and two have been clearly designed. Therefore, congruence among all three stages can be ensured and teachers can make wise instructional choices. At the curricular level, these three stages are best realized as a fusion of research, best practices, shared and sustained inquiry, consensus building, and initiative that involves all stakeholders. In this design, administrators are instructional leaders who enable the alignment between the curriculum and other key initiatives in their district or schools. These leaders demonstrate a clear purpose and direction for the curriculum within their school or district by providing support for implementation, opportunities for revision through sustained and consistent professional development, initiating action research activities, and collecting and evaluating materials to ensure alignment with the desired results. Intrinsic to the success of curriculum is to show how it aligns with the overarching goals of the district, how the document relates to district, state, or national standards, what a high quality educational program looks like, and what excellent teaching and learning looks like. Within education, success of the educational program is realized through this blend of commitment and organizational direction. Westwood Regional School District MOTTO “Excellence in Education” MISSION STATEMENT To provide excellence in education through rich and diverse learning opportunities, enabling students to exercise intelligent control of their future. VISION STATEMENT The vision of the Westwood Regional School District, serving the diverse communities of the Borough of Westwood and the Township of Washington, is to provide a sound and comprehensive education. This education process will ensure that our students have the knowledge, skills, and experiences which will enable them to make future life choices. It is our long-term goal that each student will use this knowledge, these skills and these experiences to reach his/her potential and thus become an actively contributing, productive member of the global community. BELIEF STATEMENTS Westwood Regional School District Staff believe that: Children are our community’s most valuable asset and we value each individual child. All students have the right to a safe, positive, learning environment where diversity and individuality are respected and appreciated. Each student’s individual learning styles and needs shall be addressed. Students shall be empowered to be productive, organized, responsible, and self-directed individuals. Our school shall inspire pride, accomplishment, and growth in all students. Physical and mental well-being contribute to student success. Students shall be encouraged to become life-long learners. A sound and comprehensive education produces literate individuals who are effective problem solvers, critical thinkers, and users of technology. 9. Our school has a responsibility to instill an awareness and appreciation of the global community and environment. 10. Education is the shared responsibility of the students, faculty, staff, Board of Education, family, community, and government. 1. 2. 3. 4. 5. 6. 7. 8. Westwood Regional School District Departmental Philosophy The Westwood Regional School District’s World Languages program strives to instill in ALL students an understanding of the importance and benefits of speaking a language other than their native tongues, as well as an appreciation, awareness and respect for international cultures, values and perspectives. ALL students are taught to meaningfully communicate orally and in writing in the target language, in order and that they may remain life-long students/users of the language and productive and conscientious global citizens. To this end, classroom instruction places an emphasis on speaking and listening while predominantly utilizing the target language. Content is organized contextually and thematically around authentic, real-world applications in order to maximize student engagement and retention. Assessments focus on all skill areas within task which foster collaboration and higher order thinking skills. Technology, as available and appropriate, plays a key role in curriculum, instruction and assessment as both a means to expose students to the target language content and culture; as well as a presentational and communicative tool. Westwood Regional School District Course Summary French 7 is an introductory course that develops the student’s skills of listening, speaking, reading and writing through basic thematic vocabulary and grammatical structures. The course also highlights some of the cultural aspects of the language with regard to foods, pastimes, customs, etc. This will be accomplished through the use of text selections, ancillary materials, appropriate Internet sites, class reports and other media. This course is designed for students with little to no prior instruction in the French language. Course/Grade-level Goals NOVICE MID: Speakers at the Novice-Mid level communicate minimally and with difficulty by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned. When responding to direct questions, they may utter only two or three words at a time or an occasional stock answer. They pause frequently as they search for simple vocabulary or attempt to recycle their own and their interlocutor’s words. Because of hesitations, lack of vocabulary, inaccuracy, or failure to respond appropriately, Novice-Mid speakers may be understood with great difficulty even by sympathetic interlocutors accustomed to dealing with non-natives. When called on to handle topics by performing functions associated with the Intermediate level, they frequently resort to repetition, words from their native language, or silence. Westwood Regional School District Interpretive Mode: The Interpretive Mode of communication: students demonstrate understanding of spoken and written communication within appropriate cultural contexts. Examples of this kind of "one-way" reading or listening include cultural interpretations of printed texts, videos, online texts, movies, radio and television broadcasts, and speeches. Beyond the Novice level, "interpretation" differs from "comprehension" because it implies the ability to read or listen "between the lines" and "beyond the lines." Interpretive Mode Course Goals: By the end of the French 7 school year, students will be able to: -Recognize familiar spoken or written words and phrases contained in culturally authentic materials, such as menus, calendars, weather reports, and genealogical trees, using electronic information sources such as podcast, video-casts, and websites related to targeted themes. -Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. -Recognize a few common gestures and cultural practices associated with the target culture(s). -Identify familiar people, places, and objects based on simple oral and/or written descriptions. -Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics. Interpersonal Mode: The Interpersonal Mode of communication: Students engage in direct oral and/or written communication with others. Examples of this "two-way" communication include conversing face-to-face, participating in online discussions or videoconferences, instant messaging and text messaging, and exchanging personal letters or e-mail messages. For more on the interpersonal mode of communication: Interpersonal Mode Course Goals: -Use digital tools, such as blogs, e-mail, and video-conferencing to exchange basic information at the word and memorized-phrase level related to self and targeted themes. -Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. -Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. Westwood Regional School District -Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. -Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Westwood Regional School District Presentational Mode: The Presentational Mode of communication: in which students present, orally and/or in writing, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this "one-to-many" mode of communication include a presentation to a group, posting an online video or webpage, creating and posting a podcast or video-cast, and writing an article for a newspaper. Presentational Mode Course Goals: -Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation (combination of text, audio, still images, video, interactivity and animation) on targeted themes to be shared virtually with a target language audience. -Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. -Copy/write words, phrases, or simple guided texts on familiar topics. -Present information from age- and level-appropriate, culturally authentic materials orally or in writing. -Name and label tangible cultural products and imitate cultural practices from the target culture(s). WORLD LANGUAGES CURRICULUM French 7 Course: French 7 Unit #1 and Title: Introductory topics (Alphabet, basic greetings / good-byes, dates, numbers 1-100, the Euro and counting money) Suggested Time Allotment: 4 weeks Questions and Objectives 1. To be able to greet and say good-bye, have a basic conversation (How are you, Nice to meet you, What is your name, My name is), and use basic expressions of courtesy. 2. Express the day of the week, the date, the seasons of the year, and all basic weather expressions. 3. Count from 1-100 and recognize and recall numbers orally and in writing 4. Say and recognize the letters of the French alphabet. Instructional Activities and Modifications 1. Teacher-student and student-student basic conversations (Introducing oneself, asking how he/she is, describing the weather, date/time) Applicable CPI 7.1.NM.A.1 7.1.NM.A.2 7.1.NM.A.3 7.1.NM.A.4 7.1.NM.A.5 2. Teacher-created vocabulary 7.1.NM.A.6 activities 7.1.NM.B.2 3. Expressing birthday through 7.1.NM.B.3 kinesthetic line-up 7.1.NM.B.4 4. Games : Bingo with 7.1.NM.B.5 numbers, board “race” game 7.1.NM.C.2 with numbers and time 7.1.NM.C.3 5. Dry-erase board drills with 7.1.NM.C.4 alphabet and numbers 6. Identifying “les fêtes” in French using dates and months 5. Recognize the differences (and practicing writing in capitalization of the days numerically day/month/year) of week and months of the year between English and French. Resources and Materials 1. Teacher-created exercises and worksheets 2. Paired and group activities identifying important dates 3. Do-Nows to practice answering basic conversation questions Assessments 1. Temperature Gauges Immediate, in-the-moment assessments that allow the teacher to get a sense of current student status.. 2. Do-Nows – Collected after every 5 4. Dry-erase boards / 3. Quiz on the Greetings, markers for whole-class Numbers, Dates practice and Jeopardy game 4. Dialogue Presentations 5. Alphabet and number flashcards 6. Bien Dit audio CD 7. Quiz & Test 8. Eurodollars Course: French 7 Unit #2 and Title: Telling Time, Daily Routine, Describing the Weather and Seasons Suggested Time Allotment: 4 weeks Questions and Objectives 1. Students will be able to tell time in French (including am & pm) and express at what time classes are using schedule Instructional Activities and Modifications Applicable CPI 7.1.NM.A.1 1. Teacher-student and student-student basic conversations (Introducing oneself, asking how he/she is, describing the weather, date/time) 2. Recognize the differences in capitalization of the days 2. Teacher-created vocabulary of week and months of the activities year between English and French. 3. Telling their daily schedule in French using different times of the day / illustrating their daily routine 7.1.NM.A.2 7.1.NM.A.3 7.1.NM.A.4 7.1.NM.A.5 7.1.NM.A.6 7.1.NM.B.2 7.1.NM.B.3 7.1.NM.B.4 7.1.NM.B.5 7.1.NM.C.2 4. Games : board “race” game 7.1.NM.C.3 with time 7.1.NM.C.4 6. Dry-erase board drills with alphabet, numbers, and time 7. Identifying “les fêtes” in French using dates and months (and practicing writing numerically day/month/year) 8. Quiz #1 – French alphabet, numbers, dates Resources and Materials 1. Teacher-created exercises and worksheets 2. Paired and group activities with telling time and identifying important dates 3. Do-Nows to practice answering basic conversation questions Assessments 1. Temperature Gauges Immediate, in-the-moment assessments that allow the teacher to get a sense of current student status.. 2. Do-Nows – Collected after every 5 3.Quiz on Telling Time/Daily Routine 4. Dry-erase boards / 4. Weather Newscast markers for whole-class Group practice and Jeopardy game Presentation/Project (PowerPoint presentation 5. Bien Dit audio CD or video) 7. Paper, markers, crayons to illustrate daily routines and weather/seasons 5.Daily Routine Comic Book and Presentation 6.Quiz on Weather and Seasons Course: French 7 Unit #3 and Title: Comment es-tu? (Adjectives to describe yourself & others), Être (to be) & La Famille Suggested Time Allotment: 4 weeks Questions and Objectives 1. Students will be able to describe people and objects using singular and plural adjective and noun agreement 2. SWBAT ask and answer questions about where people are from and who someone is 3. Students will be able to convert nouns and adjectives from the singular to the plural forms as well as sentences using all forms of verb “être”. 4. SWBAT use numerous adjectives to describe classes, people, teachers, and themselves using vocabulary with all forms of verb “être”. Instructional Activities and Modifications Activities 1. Describe celebrities from magazine pictures using third person singular form of “être” with adjectives from chapter 1 2. Whole-class guessing game Qui est-ce? Using verb être in first-person and gender-specific noun/adjective agreement 3. Show-and-tell with photo describing themselves and where they are from using être. 4. Teacher-created supplemental practice sheets and listening activities 5. Être song on YouTube- Students sing along Applicable CPI Resources and Materials Assessments 7.1.NM.A.3 7.1.NM.A.4 7.1.NM.B.3 7.1.NM.B4 7.1.NM.C.2 1. Magazine cut-outs of celebrities 7.2.NM.A.2 7.2.NM.A.3 7.2.NM.A.4 3. Overhead 2. Do-Nows – Collected transparencies from after every 5 Bien Dit series 3.Quiz on all forms of 4. Sentence Strips verb être with questions with être 4. Informal speaking 5. YouTube song on assessment of show-andêtre tell picture presentation 2. Wipe-off boards / markers 6. Smart Board for internet clips from united streaming 7. Teacher-created supplemental vocabulary and grammar practice sheets 1. Temperature Gauges Immediate, in-the-moment assessments that allow the teacher to get a sense of current student status.. 5.Mon Album de Famille Project – students create family album describing each family member’s physical and personal description 6.Test on être, physical/personal descriptions, and family Questions and Objectives Instructional Activities and Modifications Applicable CPI Resources and Materials Assessments Modifications Copies of class notes and proper accommodations of all assessments for special needs students. Technology SmartBoard, Clips from United Streaming to clarify grammar concepts. CD Listening activities from book series Course: French 7 Unit #4 and Title: La Maison (the house) et Les Adjectifs Possessifs (the possessive adjectives), and Avoir (to have) Suggested Time Allotment: 4 weeks Questions and Objectives Instructional Activities and Modifications Applicable CPI Resources and Materials Assessments Course: French 7 Unit #4 and Title: La Maison (the house) et Les Adjectifs Possessifs (the possessive adjectives), and Avoir (to have) Suggested Time Allotment: 4 weeks Questions and Objectives 1. Students will be able to describe and answer questions regarding their homes. 2. SWBAT ask and answer questions about where people are from and who someone is 3. SWBAT recognize and identify houses in various cities in France along with Francophone countries 4. SWBAT say and write the possessive adjectives Instructional Activities and Modifications Activities 1. Pictures of actual houses- describe the house 2. Teacher-created supplemental practice sheets and listening activities 3. Sentence strip activities with avoir 4. Avoir song on YouTube- Students sing along Modifications 5. SWBAT say the rooms of the house along with Copies of class notes and the possessive adjectives proper accommodations of all assessments for special needs 6. SWBAT conjugate the students. verb avoir (to have) in all forms and apply it in sentences about the Technology house SmartBoard, Clips from United Streaming to clarify grammar concepts. CD Listening activities from book series Applicable CPI 7.1.NM.A.3 7.1.NM.A.4 7.1.NM.B.3 7.1.NM.B4 7.1.NM.C.2 7.2.NM.A.2 7.2.NM.A.3 7.2.NM.A.4 Resources and Materials 1. Pictures of houses 2. PowerPoint presentation on the houses in France and Francophone countries 3. Wipe-off boards / markers Assessments 1. Temperature Gauges Immediate, in-the-moment assessments that allow the teacher to get a sense of current student status. 2. Do-Nows – Collected after every 5 3.Quiz on Possessive Adjectives 4. Listening activities from CD’s 4.Quiz on Avoir 5. SmartBoard for internet clips from united streaming 5.Informal speaking assessment of show-andtell picture presentation 6. Teacher-created supplemental vocabulary and grammar practice sheets 6.“La Maison de Mes Rêves » Project- Students create the house of their dreams, labeled in French Video – « Le Chateau de Ma Mère » 7.Question sheets on “Le Chateau de Ma Mère » 8.Test on all components of Chapter 1 Course: French 7 Unit #5 and Title: -ER verbs and Contractions “à” Suggested Time Allotment: 4 weeks Questions and Objectives 1. Students will be able to conjugate the –ER verbs in all forms 2. Students will be able to say and write complete sentences using the –ER verbs and their schedule 3. Students will be able to formulate the –ER verbs in the negative Instructional Activities and Modifications Activities 1. TPR with actions for the –ER verbs 2. Create original sentences using the – ER verbs 3. Use sentence strips to formulate sentences with the –ER verbs in the positive and negative 4. Teacher-created supplemental practice sheets and listening activities 5. “Simon Dit” with actions for the –ER verbs 6. –ER verbs song on YouTube 7. Student-created –ER verb activity 8. Roll the DiceStudents roll two dice and formulate the sentence with the Applicable CPI 7.1.NM.A.3 7.1.NM.A.4 7.1.NM.B.3 7.1.NM.B4 7.1.NM.C.2 7.2.NM.A.2 7.2.NM.A.3 7.2.NM.A.4 Resources and Materials 1. 2. 3. 4. Assessments 1. Temperature Gauges Wipe-off boards / Immediate, in-the-moment markers assessments that allow the teacher to get a sense of “Bien Dit” DVD – current student status. ER verb activities 2. Do-Nows – Collected SmartBoard for after every 5 internet clips from united streaming 3.Quiz on the –ER verbs and YouTube 4. Project- Students Teacher-created create their own, supplemental brand-new –ER verb vocabulary and grammar practice sheets 5. Sentence strips (Cut-outs in baggies) Course: French 7 Unit #5 and Title: -ER verbs and Contractions “à” Suggested Time Allotment: 4 weeks Questions and Objectives Instructional Activities and Modifications correct –ER verb conjugation Modifications Copies of class notes and proper accommodations of all assessments for special needs students. Technology SmartBoard, Clips from United Streaming to clarify grammar concepts. CD and DVD Listening activities from book series Applicable CPI Resources and Materials Assessments Course: French 7 Unit #6 and Title: Clothing, Colors, Shopping Scenarios Suggested Time Allotment: 4 weeks Questions and Objectives Instructional Activities and Modifications Activities 1. Students will be able to say, write, and identify articles of clothing 2. Students will be able to describe and answer questions regarding what they and other students are wearing using clothing and colors. 3. Students will be able to describe and ask/answer questions regarding what they and others have to do in different situations. 4. Students will be able to use all interrogative words 1. Fashion show – create with other students and present to class. 2. Create original sentences regarding what you are wearing 3. Describe celebrity’s clothing using images 4. Teacher-created supplemental practice sheets and listening activities 5. Kinesthetic “scavenger hunt” activities using clothing and colors. 6. Create “shopping” dialogue between a Applicable CPI 7.1.NM.A.3 7.1.NM.A.4 7.1.NM.B.3 7.1.NM.B4 7.1.NM.C.2 7.2.NM.A.2 7.2.NM.A.3 7.2.NM.A.4 Resources and Materials 1. Wipe-off boards / markers Assessments 1. Temperature Gauges Immediate, in-the-moment assessments that allow the teacher to get a sense of current student status. 2. SmartBoard for internet clips from united streaming 2. Do-Nows – Collected and YouTube (for . after every 5 cultural lessons) 3.Quiz vocabulary 3. Teacher-created clothing and colors supplemental vocabulary and 4.Shopping skit projectgrammar practice students use realia to sheets create an authentic shopping skit 4. Large paper or cooperative group sentence writing using Course: French 7 Unit #6 and Title: Clothing, Colors, Shopping Scenarios Suggested Time Allotment: 4 weeks Questions and Objectives to ask/answer questions in a variety of situations, ie, going shopping in different types of stores. Instructional Activities and Modifications customer and a salesperson using clothing with interrogative words. 7. Students will perform a webquest on several actual French clothing websites Modifications Copies of class notes and proper accommodations of all assessments for special needs students. Technology SmartBoard, Clips from United Streaming to clarify grammar concepts. CD Listening activities from book series Applicable CPI Resources and Materials Assessments Course: French 7 Unit #7 and Title: Les Sports et les passe-temps (Sports and hobbies), the question words, the verb “faire” (to do/to make) Suggested Time Allotment: 4 weeks Questions and Objectives Instructional Activities and Modifications 1. TPR with actions for the sports and activities vocabulary 7.1.NM.A.3 7.1.NM.A.4 7.1.NM.B.3 7.1.NM.B4 7.1.NM.C.2 2. Interview classmates as to what sports and hobbies they do 7.2.NM.A.2 7.2.NM.A.3 7.2.NM.A.4 Activities 1. Students will be able to say, write, and identify the sports and hobbies 2. Students will be able to conjugate the verb “faire” in all forms and apply it with the sports and hobbies vocabulary 3. Students will be able to ask and tell about their interests in each season 4. Students will be able to talk about their schedules and when they do a certain sport or hobby 5. Students will be able to ask and respond to questions pertaining to: When, Why, What, Where, How, and With Whom? Applicable CPI 3. Create a daily schedule of sports and hobbies 4. “Faire” verb song on YouTube- students sing along Modifications Copies of class notes and proper accommodations of all assessments for special needs students. Technology SmartBoard, Clips from United Streaming to clarify grammar concepts. CD Listening activities from book series Resources and Materials 1. Wipe-off boards / markers 2. SMARTBoard for internet clips from United Streaming and YouTube (for cultural lessons) 3. Teacher-created supplemental vocabulary and grammar practice sheets Assessments 1. Temperature Gauges Immediate, in-the-moment assessments that allow the teacher to get a sense of current student status. 2. Do-Nows – Collected after every 5 3.Quiz vocabulary sports and hobbies Course: French 7 Unit #8 and Title: Food, Restaurant Scenarios, Culture of Eating in France and Francophone countries Suggested Time Allotment: 4 weeks Questions and Objectives Instructional Activities and Modifications Activities 1. Students will be able to identify and order 1. TPR with plastic food different food items at a objects. restaurant in the target language. 2. Au café skit – create with other students and present 2. Students will be able to to class. talk about their food preferences and shop for 3. WebQuest- Students are food items at the market given $100.00 and must using “aimer”. research supermarkets in French-speaking countries 3. Students will be able to and shop for groceries comprehend, describe using online currency and answer questions converters. regarding a variety of activities using “er” and 4. Teacher-created “ir” verbs in the present supplemental practice tense, first, second and sheets and listening third person in the activities present tense. 5. Kinesthetic “scavenger 4. Students will be able to hunt” activities to find out compare foods and food preferences in the eating habits of the classroom. United States with foods and eating habits in the 6. Create “shopping” French- speaking world. dialogue with group 7. Online SMARTBoard Quia activities to practice chapter vocabulary and grammar. Modifications Applicable CPI 7.1.NM.A.3 7.1.NM.A.4 7.1.NM.B.3 7.1.NM.B4 7.1.NM.C.2 7.2.NM.A.2 7.2.NM.A.3 7.2.NM.A.4 Resources and Materials 1. Wipe-off boards / markers 2. SMARTBoard for internet clips from United Streaming and YouTube (for cultural lessons) 3. Teacher-created supplemental vocabulary and grammar practice sheets 4. Teacher-created supplemental vocabulary and grammar practice sheets. . Assessments 1. Quiz on food vocabulary 2. Informal speaking assessment of vocabulary use in context. 3. Test on all components of Chapter 5 4. Menu Project 5. Au Café Skit