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:
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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.
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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.
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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