French 2 Curriculum:
Modified January, 2015
1
North Arlington Public Schools Curriculum Guide
Content Area: World Language
Course Title: French 2
Grade Level: 10-12
Unit 1: Review of some previous key units +
Airport and plane
6 Weeks
Unit 2: Train station & Train
6 Weeks
Unit 3: Sports
6 Weeks
Unit 4: Summer & Winter
6 Weeks
Unit 5: Daily routine & Cultural leisure
activities
6 Weeks
Unit 6: Health & Medicine
6 Weeks
Board Approved on:
August 29, 2012
2
Unit 1
Content Area – World Language
Unit Title – Review of some previous key units + Airport and plane
Target Course/Grade Level – French 2: Grades 10-12
Unit Summary/Rationale – During this unit, students be reinforcing previously learned skills through review
sessions. The review will focus on three key units related to friends & school, family, and courses. Following
this revision, students will learn to talk about traveling by air, including departing, boarding, and traveling on
board. They will also learn to use several important ir verbs, to ask and answer questions using the forms of
quel and tout, and to use irregular verbs such as partir.
Interdisciplinary Connections – Physical sciences (Weather & climate)
Technology Integration – PowerPoint, French Online, Overhead Transparencies, CD-ROM
21st Century Themes –
Civic Literacy, Environmental Literacy
21st Century Skills –
Critical Thinking/Problem Solving, Communication and
Collaboration
Learning Targets
Standard(s) – 7.1 World Languages:
All students will be able to use a world language in addition to English to engage in meaningful conversation,
to understand and interpret spoken and written language, and to present information, concepts, and ideas,
while also gaining an understanding of the perspectives of other cultures. Through language study, they will
make connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Strand(s) – A. Interpretive Mode
Proficiency Level- Novice-High
Content Statement(s) –
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level
to understanding and communicating at the sentence level and can use words, lists, and simple sentences
independently to:
o Identify the main idea and some supporting details when reading.
o Understand the gist and some supporting details of conversations dealing with everyday life.
o Infer the meaning of some unfamiliar words when used in familiar contexts.
Cultural:
o Immigration changes both the community of origin and the new community. (Topics that assist in the
development of this understanding should include, but are not limited to: current and past immigration
patterns, the impact of immigration on society, and related issues.)
3
o
o
o
o
o
o
o
o
The study of another language and culture deepens understanding of where and how people live and why
events occur. (Content areas that assist in the development of this understanding should include, but are
not limited to: history, science, economics, and geography.)
Due to globalization and advances in technology, the products and practices of a culture change over
time, and these changes may impact cultural perspectives. (Content areas that assist in the development of
this understanding should include, but are not limited to: science, technology, history, social sciences, the
visual and performing arts, and world literature.)
Human and animal migration is often related to the availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this understanding should include, but are not
limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)
Personal preferences and skills are key factors to consider when making decisions about postsecondary
plans. (Topics that assist in the development of this understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and
preparation.)
The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the
development of this understanding should include, but are not limited to: likes/dislikes, pastimes,
schedules, and travel.)
Wellness practices may vary across cultures. (Topics that assist in the development of this understanding
should include, but are not limited to: sports and physical fitness activities and common health
conditions/problems and remedies.)
Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current
information on perspectives of the target culture on local, national, and global problems/issues. (Topics
that assist in the development of this understanding should include, but are not limited to: current events
and contemporary and emerging global issues, problems, and challenges [e.g., population growth and
migration; environmental degradation and protection; discrimination and other conflicts; and the
allocation of scarce resources].)
Current trends and issues influence popular culture. (Topics that assist in the development of this
understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)
Cumulative Progress Indicator(s) (CPI) 7.1. NH.A.1: Recognize familiar words and phrases, understand the main idea, and infer the meaning of some
highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using
electronic information sources related to targeted themes.
7.1. NH.A.2: Demonstrate comprehension of a series of oral and written directions, commands, and requests
through appropriate physical response.
7.1. NH.A.3: Recognize some common gestures and cultural practices associated with target culture(s).
7.1. NH.A.4: Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1. NH.A.5: Demonstrate comprehension of short conversations and brief written messages on familiar
topics.
7.1. NH.A.6: Identify the main idea and other significant ideas in readings from age- and level-appropriate,
culturally authentic materials.
4
Strand- B. Interpersonal Mode
Proficiency Level- Novice-High
Content Statement(s) –
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level
to understanding and communicating at the sentence level and can use words, lists, and simple sentences
independently to:
o Ask and answer questions related to everyday life.
o Handle simple transactions related to everyday life:
 Initiate, maintain, and end a conversation.
 Ask for and give permission.
 Express needs.
 Give reasons.
 Request, suggest, and make arrangements.
 Extend, accept, and decline an invitation.
 Express an opinion and preference.
Cultural:
o Immigration changes both the community of origin and the new community. (Topics that assist in the
development of this understanding should include, but are not limited to: current and past immigration
patterns, the impact of immigration on society, and related issues.)
o The study of another language and culture deepens understanding of where and how people live and why
events occur. (Content areas that assist in the development of this understanding should include, but are
not limited to: history, science, economics, and geography.)
o Due to globalization and advances in technology, the products and practices of a culture change over
time, and these changes may impact cultural perspectives. (Content areas that assist in the development of
this understanding should include, but are not limited to: science, technology, history, social sciences, the
visual and performing arts, and world literature.)
o Human and animal migration is often related to the availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this understanding should include, but are not
limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)
o Personal preferences and skills are key factors to consider when making decisions about postsecondary
plans. (Topics that assist in the development of this understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and
preparation.)
o The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the
development of this understanding should include, but are not limited to: likes/dislikes, pastimes,
schedules, and travel.)
o Wellness practices may vary across cultures. (Topics that assist in the development of this understanding
should include, but are not limited to: sports and physical fitness activities and common health
conditions/problems and remedies.)
o Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current
information on perspectives of the target culture on local, national, and global problems/issues. (Topics
5
o
that assist in the development of this understanding should include, but are not limited to: current events
and contemporary and emerging global issues, problems, and challenges [e.g., population growth and
migration; environmental degradation and protection; discrimination and other conflicts; and the
allocation of scarce resources].)
Current trends and issues influence popular culture. (Topics that assist in the development of this
understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)
Cumulative Progress Indicator (CPI)
7.1. NH.B.1: Use digital tools to exchange basic information by recombining memorized words, phrases, and
sentences on topics related to self and targeted themes.
7.1. NH.B.2: Give and follow a series of oral and written directions, commands, and requests for participating
in age- and level- appropriate classroom and cultural activities.
7.1. NH.B.3: Imitate appropriate gestures, intonation, and common idiomatic expressions of the target
culture(s)/language during daily interactions.
7.1. NH.B.4: Ask and respond to questions, make requests, and express preferences in various social
situations. Converse on a variety of familiar topics and/or topics studied in other content areas.
Strand- C. Presentational Mode
Proficiency Level- Novice-High
Content Statement(s) –
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level
to understanding and communicating at the sentence level and can use words, lists, and simple sentences
independently to:
o Handle simple transactions related to everyday life:
 Express needs.
 Give reasons.
 Express an opinion and preference.
 Request and suggest.
Cultural:
o Immigration changes both the community of origin and the new community. (Topics that assist in the
development of this understanding should include, but are not limited to: current and past immigration
patterns, the impact of immigration on society, and related issues.)
o The study of another language and culture deepens understanding of where and how people live and why
events occur. (Content areas that assist in the development of this understanding should include, but are
not limited to: history, science, economics, and geography.)
o Due to globalization and advances in technology, the products and practices of a culture change over
time, and these changes may impact cultural perspectives. (Content areas that assist in the development of
this understanding should include, but are not limited to: science, technology, history, social sciences, the
visual and performing arts, and world literature.)
o Human and animal migration is often related to the availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this understanding should include, but are not
limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)
6
o
o
o
o
o
Personal preferences and skills are key factors to consider when making decisions about postsecondary
plans. (Topics that assist in the development of this understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and
preparation.)
The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the
development of this understanding should include, but are not limited to: likes/dislikes, pastimes,
schedules, and travel.)
Wellness practices may vary across cultures. (Topics that assist in the development of this understanding
should include, but are not limited to: sports and physical fitness activities and common health
conditions/problems and remedies.)
Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current
information on perspectives of the target culture on local, national, and global problems/issues. (Topics
that assist in the development of this understanding should include, but are not limited to: current events
and contemporary and emerging global issues, problems, and challenges [e.g., population growth and
migration; environmental degradation and protection; discrimination and other conflicts; and the
allocation of scarce resources].)
Current trends and issues influence popular culture. (Topics that assist in the development of this
understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)
Cumulative Progress Indicator (CPI)
7.1. NH.C.1: Recombine basic information at the word and sentence level related to self and targeted themes
to create a multimedia-rich presentation to be shared virtually with a target language audience.
7.1. NH.C.2: Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using
familiar vocabulary orally or in writing.
7.1. NH.C.3: Describe in writing people and things from the home and school environment.
7.1. NH.C.4: Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in
writing.
7.1. NH.C.5: Tell or write about cultural products associated with the target culture(s), and simulate common
cultural practices.
Reading Standards for Literacy: ACTFL guidelines: Reading--Novice
Novice-High
-Has sufficient control of the writing system to interpret written language in areas of practical need.
Where vocabulary has been learned, can read for instructional and directional purposes, standardized
messages, phrases, or expressions, such as some items on menus, schedules, timetables, maps, and
signs. At times, but not on a consistent basis, the Novice-High level reader may be able to derive
meaning from material at a slightly higher level where context and/or extra linguistic background
knowledge are supportive.
Writing Standards for Literacy:
Novice-High
Able to write simple, fixed expressions and limited memorized material and some recombination
thereof. Can supply information on simple forms and documents. Can write names, numbers, dates,
own nationality, and other simple autobiographical information, as well as some short phrases and
7
simple lists. Can write all the symbols in an alphabetic or syllabic system or 50-100 characters or
compounds in a character writing system. Spelling and representation of symbols (letters, syllables,
characters) may be partially correct.
ACTFL Home Address:
http://www.actfl.org/i4a/pages/index.cfm?pageid=3324
ACTFL Proficiency Guidelines:
http://www.sil.org/lingualinks/languagelearning/otherresources/actflproficiencyguidelines/ACTFLGuidelines
WritingIntermed.htm
Unit Essential Questions
 How do I describe an air flight trip?
 What do I need to make a trip abroad?
 How do I learn and identify the vocabulary
related to plan and air flight personal?
 What is it like living in a time zone different
from United States?
Unit Enduring Understandings
 Planning a trip by plane in a target language helps to
avoid unnecessary problems.
Terminology: PowerPoint, French Online, Overhead Transparencies, CD-ROM
Goals/Objectives
Students will be able to Check in for a flight
Talk about some services
aboard the plane
Talk about more activities
Make requests on board
Ask more questions
Talk about people and
things as a group
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
Teacher’s presentation
Students repeat after teacher
Oral/Aural drills
Directed dialogue or conversation among
students
Overhead transparencies workbook exercises
Interactive DVD
Reading: Actualité culturelle:
Cooperative learning groups
Cues, questions & advance organizers
Feedback: frequent & systematic
Positive reinforcement & recognition of student
effort Similarities & differences
In Accordance with the
Three Modes of
Communication:
Quizzes
Tests
Role-Play
Portfolio
Interviews
Dialogues
Web quest
Aural/Oral Quizzes
Writing (Rédaction)
Homework Oral presentation
Projects
Discuss air travel in
France
8
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Textbook, Workbook, Online tools, PowerPoint, Transparencies, Handouts, Exam View Pro,
Teacher’s Resource Binder
Textbook currently in use: Bon Voyage Glencoe French 1, McGraw Hill Glencoe, and from which most
of the objectives and rationale are taken from.
9
Unit 2
Content Area – World Language
Unit Title – Train station & Train
Target Course/Grade Level – French 2: Grades 10-12
Unit Summary/Rationale – During this unit, students will learn to communicate when traveling by train in a
French-speaking country. In order to do this they will learn vocabulary related to the train station and train
travel. They will learn the present tense of re-verbs, the demonstrative adjectives, and the verbs dire, écrire,
and lire.
Interdisciplinary Connections – Math (Conversion/timetable)
Technology Integration – PowerPoint, French Online, Overhead Transparencies, CD-ROM
21st Century Themes –
Global Awareness, Financial, Economic
21st Century Skills –
Critical Thinking/Problem Solving, Communication and
Collaboration
Learning Targets
Standard(s) –7.1 World Languages:
All students will be able to use a world language in addition to English to engage in meaningful conversation,
to understand and interpret spoken and written language, and to present information, concepts, and ideas,
while also gaining an understanding of the perspectives of other cultures. Through language study, they will
make connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Strand- A. Interpretive Mode
Proficiency Level- Novice-High
Content Statement(s) –
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level
to understanding and communicating at the sentence level and can use words, lists, and simple sentences
independently to:
o Identify the main idea and some supporting details when reading.
o Understand the gist and some supporting details of conversations dealing with everyday life.
o Infer the meaning of some unfamiliar words when used in familiar contexts.
Cultural:
o Immigration changes both the community of origin and the new community. (Topics that assist in the
development of this understanding should include, but are not limited to: current and past immigration
patterns, the impact of immigration on society, and related issues.)
o The study of another language and culture deepens understanding of where and how people live and why
events occur. (Content areas that assist in the development of this understanding should include, but are
10
o
o
o
o
o
o
o
not limited to: history, science, economics, and geography.)
Due to globalization and advances in technology, the products and practices of a culture change over
time, and these changes may impact cultural perspectives. (Content areas that assist in the development of
this understanding should include, but are not limited to: science, technology, history, social sciences, the
visual and performing arts, and world literature.)
Human and animal migration is often related to the availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this understanding should include, but are not
limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)
Personal preferences and skills are key factors to consider when making decisions about postsecondary
plans. (Topics that assist in the development of this understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and
preparation.)
The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the
development of this understanding should include, but are not limited to: likes/dislikes, pastimes,
schedules, and travel.)
Wellness practices may vary across cultures. (Topics that assist in the development of this understanding
should include, but are not limited to: sports and physical fitness activities and common health
conditions/problems and remedies.)
Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current
information on perspectives of the target culture on local, national, and global problems/issues. (Topics
that assist in the development of this understanding should include, but are not limited to: current events
and contemporary and emerging global issues, problems, and challenges [e.g., population growth and
migration; environmental degradation and protection; discrimination and other conflicts; and the
allocation of scarce resources].)
Current trends and issues influence popular culture. (Topics that assist in the development of this
understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)
Cumulative Progress Indicator(s) (CPI) 7.1. NH.A.1: Recognize familiar words and phrases, understand the main idea, and infer the meaning of some
highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using
electronic information sources related to targeted themes.
7.1. NH.A.2: Demonstrate comprehension of a series of oral and written directions, commands, and requests
through appropriate physical response.
7.1. NH.A.3: Recognize some common gestures and cultural practices associated with target culture(s).
7.1. NH.A.4: Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1. NH.A.5: Demonstrate comprehension of short conversations and brief written messages on familiar
topics.
7.1. NH.A.6: Identify the main idea and other significant ideas in readings from age- and level-appropriate,
culturally authentic materials.
Strand- B. Interpersonal Mode
Proficiency Level- Novice-High
Content Statement(s) –
Linguistic:
11
The Novice-High language learner has progressed from understanding and communicating at the word level
to understanding and communicating at the sentence level and can use words, lists, and simple sentences
independently to:
o Ask and answer questions related to everyday life.
o Handle simple transactions related to everyday life:
 Initiate, maintain, and end a conversation.
 Ask for and give permission.
 Express needs.
 Give reasons.
 Request, suggest, and make arrangements.
 Extend, accept, and decline an invitation.
 Express an opinion and preference.
Cultural:
o Immigration changes both the community of origin and the new community. (Topics that assist in the
development of this understanding should include, but are not limited to: current and past immigration
patterns, the impact of immigration on society, and related issues.)
o The study of another language and culture deepens understanding of where and how people live and why
events occur. (Content areas that assist in the development of this understanding should include, but are
not limited to: history, science, economics, and geography.)
o Due to globalization and advances in technology, the products and practices of a culture change over
time, and these changes may impact cultural perspectives. (Content areas that assist in the development of
this understanding should include, but are not limited to: science, technology, history, social sciences, the
visual and performing arts, and world literature.)
o Human and animal migration is often related to the availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this understanding should include, but are not
limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)
o Personal preferences and skills are key factors to consider when making decisions about postsecondary
plans. (Topics that assist in the development of this understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and
preparation.)
o The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the
development of this understanding should include, but are not limited to: likes/dislikes, pastimes,
schedules, and travel.)
o Wellness practices may vary across cultures. (Topics that assist in the development of this understanding
should include, but are not limited to: sports and physical fitness activities and common health
conditions/problems and remedies.)
o Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current
information on perspectives of the target culture on local, national, and global problems/issues. (Topics
that assist in the development of this understanding should include, but are not limited to: current events
and contemporary and emerging global issues, problems, and challenges [e.g., population growth and
migration; environmental degradation and protection; discrimination and other conflicts; and the
allocation of scarce resources].)
o Current trends and issues influence popular culture. (Topics that assist in the development of this
12
understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)
Cumulative Progress Indicator (CPI)
7.1. NH.B.1: Use digital tools to exchange basic information by recombining memorized words, phrases, and
sentences on topics related to self and targeted themes.
7.1. NH.B.2: Give and follow a series of oral and written directions, commands, and requests for participating
in age- and level- appropriate classroom and cultural activities.
7.1. NH.B.3: Imitate appropriate gestures, intonation, and common idiomatic expressions of the target
culture(s)/language during daily interactions.
7.1. NH.B.4: Ask and respond to questions, make requests, and express preferences in various social
situations. Converse on a variety of familiar topics and/or topics studied in other content areas.
Strand- C. Presentational Mode
Proficiency Level- Novice-High
Content Statement(s) –
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level
to understanding and communicating at the sentence level and can use words, lists, and simple sentences
independently to:
o Handle simple transactions related to everyday life:
 Express needs.
 Give reasons.
 Express an opinion and preference.
 Request and suggest.
Cultural:
o Immigration changes both the community of origin and the new community. (Topics that assist in the
development of this understanding should include, but are not limited to: current and past immigration
patterns, the impact of immigration on society, and related issues.)
o The study of another language and culture deepens understanding of where and how people live and why
events occur. (Content areas that assist in the development of this understanding should include, but are
not limited to: history, science, economics, and geography.)
o Due to globalization and advances in technology, the products and practices of a culture change over
time, and these changes may impact cultural perspectives. (Content areas that assist in the development of
this understanding should include, but are not limited to: science, technology, history, social sciences, the
visual and performing arts, and world literature.)
o Human and animal migration is often related to the availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this understanding should include, but are not
limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)
o Personal preferences and skills are key factors to consider when making decisions about postsecondary
plans. (Topics that assist in the development of this understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and
preparation.)
o The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the
development of this understanding should include, but are not limited to: likes/dislikes, pastimes,
13
o
o
o
schedules, and travel.)
Wellness practices may vary across cultures. (Topics that assist in the development of this understanding
should include, but are not limited to: sports and physical fitness activities and common health
conditions/problems and remedies.)
Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current
information on perspectives of the target culture on local, national, and global problems/issues. (Topics
that assist in the development of this understanding should include, but are not limited to: current events
and contemporary and emerging global issues, problems, and challenges [e.g., population growth and
migration; environmental degradation and protection; discrimination and other conflicts; and the
allocation of scarce resources].)
Current trends and issues influence popular culture. (Topics that assist in the development of this
understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)
Cumulative Progress Indicator (CPI)
7.1. NH.C.1: Recombine basic information at the word and sentence level related to self and targeted themes
to create a multimedia-rich presentation to be shared virtually with a target language audience.
7.1. NH.C.2: Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using
familiar vocabulary orally or in writing.
7.1. NH.C.3: Describe in writing people and things from the home and school environment.
7.1. NH.C.4: Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in
writing.
7.1. NH.C.5: Tell or write about cultural products associated with the target culture(s), and simulate common
cultural practices.
Reading Standards for Literacy: ACTFL guidelines: Reading--Novice
Novice-High
-Has sufficient control of the writing system to interpret written language in areas of practical need.
Where vocabulary has been learned, can read for instructional and directional purposes, standardized
messages, phrases, or expressions, such as some items on menus, schedules, timetables, maps, and
signs. At times, but not on a consistent basis, the Novice-High level reader may be able to derive
meaning from material at a slightly higher level where context and/or extra linguistic background
knowledge are supportive.
Writing Standards for Literacy:
Novice-High
-Able to write simple, fixed expressions and limited memorized material and some recombination
thereof. Can supply information on simple forms and documents. Can write names, numbers, dates,
own nationality, and other simple autobiographical information, as well as some short phrases and
simple lists. Can write all the symbols in an alphabetic or syllabic system or 50-100 characters or
compounds in a character writing system. Spelling and representation of symbols (letters, syllables,
characters) may be partially correct.
14
ACTFL Home Address:
http://www.actfl.org/i4a/pages/index.cfm?pageid=3324
ACTFL Proficiency Guidelines:
http://www.sil.org/lingualinks/languagelearning/otherresources/actflproficiencyguidelines/ACTFLGuidelines
WritingIntermed.htm
Unit Essential Questions
 How do I describe a train trip?
 What do I need to make a train trip?
 How do I learn and identify the vocabulary
related to train and air train personal?
 What are the advantages and disadvantages of
a trip by train versus a trip by plane?
Unit Enduring Understandings
 Planning a trip by train in the target language allows
for unnecessary problems.
Terminology: le train, voyager en train, billet de train, á la gare, dans le train, au guichet, le conducteur, le
contrôleur, les horaires, la salle d’attente, faire la queue, assis, debout, les voyageurs, les passagers, le quai, la
voie, à l’heure, en retard, etc.
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
Purchase a train ticket and Teacher’s presentation
request information about Students repeat after teacher
arrival and departure
Oral/Aural drills
Directed dialogue or conversation among
Use expressions related to students
train travel
Overhead transparencies workbook exercises
Interactive DVD
Talk about people’s
Reading: Actualité culturelle:
activities
Cooperative learning groups
Cues, questions & advance organizers
Point out people’s or
Feedback: frequent & systematic
things
Positive reinforcement & recognition of student
effort Similarities & differences
Discuss an interesting
In Accordance with the
Three Modes of
Communication:
Quizzes
Tests
Role-Play
Portfolio
Interviews
Dialogues
Webquest
Aural/Oral Quizzes
Writing (Rédaction)
Homework Oral presentation
Projects
15
train trip in Frenchspeaking Africa
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Textbook, Workbook, Online tools, PowerPoint, Transparencies, Handouts, Exam View Pro,
Teacher’s Resource Binder
Textbook currently in use: Bon Voyage Glencoe French 1, McGraw Hill Glencoe, and from which most
of the objectives and rationale are taken from.
16
Unit 3
Content Area – World Language
Unit Title – Sports
Target Course/Grade Level – French 2: Grades 10-12
Unit Summary/Rationale – This unit will give an opportunity to students to discuss and describe sports and
other physical activities. To do this, they will learn basic vocabulary related to soccer, baseball, volleyball,
cycling, and running. They will also learn the passé composé of regular verbs, review question words, and
learn the present tense of the verbs boire, devoir, and recevoir.
Interdisciplinary Connections - Biology (Anatomy)
Technology Integration –
21st Century Themes –
Global Awareness, Civic Literacy, Health
Literacy and Environmental Literacy
21st Century Skills –
Critical Thinking/Problem Solving, Communication and
Collaboration
Learning Targets
Standard(s) –7.1 World Languages:
All students will be able to use a world language in addition to English to engage in meaningful conversation,
to understand and interpret spoken and written language, and to present information, concepts, and ideas,
while also gaining an understanding of the perspectives of other cultures. Through language study, they will
make connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Standard- A. Interpretive Mode
Proficiency Level- Novice-High
Content Statement(s) –
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level
to understanding and communicating at the sentence level and can use words, lists, and simple sentences
independently to:
o Identify the main idea and some supporting details when reading.
o Understand the gist and some supporting details of conversations dealing with everyday life.
o Infer the meaning of some unfamiliar words when used in familiar contexts.
Cultural:
o Immigration changes both the community of origin and the new community. (Topics that assist in the
development of this understanding should include, but are not limited to: current and past immigration
patterns, the impact of immigration on society, and related issues.)
o The study of another language and culture deepens understanding of where and how people live and why
events occur. (Content areas that assist in the development of this understanding should include, but are
17
o
o
o
o
o
o
o
not limited to: history, science, economics, and geography.)
Due to globalization and advances in technology, the products and practices of a culture change over
time, and these changes may impact cultural perspectives. (Content areas that assist in the development of
this understanding should include, but are not limited to: science, technology, history, social sciences, the
visual and performing arts, and world literature.)
Human and animal migration is often related to the availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this understanding should include, but are not
limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)
Personal preferences and skills are key factors to consider when making decisions about postsecondary
plans. (Topics that assist in the development of this understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and
preparation.)
The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the
development of this understanding should include, but are not limited to: likes/dislikes, pastimes,
schedules, and travel.)
Wellness practices may vary across cultures. (Topics that assist in the development of this understanding
should include, but are not limited to: sports and physical fitness activities and common health
conditions/problems and remedies.)
Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current
information on perspectives of the target culture on local, national, and global problems/issues. (Topics
that assist in the development of this understanding should include, but are not limited to: current events
and contemporary and emerging global issues, problems, and challenges [e.g., population growth and
migration; environmental degradation and protection; discrimination and other conflicts; and the
allocation of scarce resources].)
Current trends and issues influence popular culture. (Topics that assist in the development of this
understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)
Cumulative Progress Indicator(s) (CPI) 7.1. NH.A.1: Recognize familiar words and phrases, understand the main idea, and infer the meaning of some
highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using
electronic information sources related to targeted themes.
7.1. NH.A.2: Demonstrate comprehension of a series of oral and written directions, commands, and requests
through appropriate physical response.
7.1. NH.A.3: Recognize some common gestures and cultural practices associated with target culture(s).
7.1. NH.A.4: Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1. NH.A.5: Demonstrate comprehension of short conversations and brief written messages on familiar
topics.
7.1. NH.A.6: Identify the main idea and other significant ideas in readings from age- and level-appropriate,
culturally authentic materials.
Strand- B. Interpersonal Mode
Proficiency Level- Novice-High
Content Statement(s) –
Linguistic:
18
The Novice-High language learner has progressed from understanding and communicating at the word level
to understanding and communicating at the sentence level and can use words, lists, and simple sentences
independently to:
o Ask and answer questions related to everyday life.
o Handle simple transactions related to everyday life:
 Initiate, maintain, and end a conversation.
 Ask for and give permission.
 Express needs.
 Give reasons.
 Request, suggest, and make arrangements.
 Extend, accept, and decline an invitation.
 Express an opinion and preference.
Cultural:
o Immigration changes both the community of origin and the new community. (Topics that assist in the
development of this understanding should include, but are not limited to: current and past immigration
patterns, the impact of immigration on society, and related issues.)
o The study of another language and culture deepens understanding of where and how people live and why
events occur. (Content areas that assist in the development of this understanding should include, but are
not limited to: history, science, economics, and geography.)
o Due to globalization and advances in technology, the products and practices of a culture change over
time, and these changes may impact cultural perspectives. (Content areas that assist in the development of
this understanding should include, but are not limited to: science, technology, history, social sciences, the
visual and performing arts, and world literature.)
o Human and animal migration is often related to the availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this understanding should include, but are not
limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)
o Personal preferences and skills are key factors to consider when making decisions about postsecondary
plans. (Topics that assist in the development of this understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and
preparation.)
o The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the
development of this understanding should include, but are not limited to: likes/dislikes, pastimes,
schedules, and travel.)
o Wellness practices may vary across cultures. (Topics that assist in the development of this understanding
should include, but are not limited to: sports and physical fitness activities and common health
conditions/problems and remedies.)
o Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current
information on perspectives of the target culture on local, national, and global problems/issues. (Topics
that assist in the development of this understanding should include, but are not limited to: current events
and contemporary and emerging global issues, problems, and challenges [e.g., population growth and
migration; environmental degradation and protection; discrimination and other conflicts; and the
allocation of scarce resources].)
o Current trends and issues influence popular culture. (Topics that assist in the development of this
19
understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)
Cumulative Progress Indicator (CPI)
7.1. NH.B.1: Use digital tools to exchange basic information by recombining memorized words, phrases, and
sentences on topics related to self and targeted themes.
7.1. NH.B.2: Give and follow a series of oral and written directions, commands, and requests for participating
in age- and level- appropriate classroom and cultural activities.
7.1. NH.B.3: Imitate appropriate gestures, intonation, and common idiomatic expressions of the target
culture(s)/language during daily interactions.
7.1. NH.B.4: Ask and respond to questions, make requests, and express preferences in various social
situations. Converse on a variety of familiar topics and/or topics studied in other content areas.
Strand- C. Presentational Mode
Proficiency Level- Novice-High
Content Statement(s) –
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level
to understanding and communicating at the sentence level and can use words, lists, and simple sentences
independently to:
o Handle simple transactions related to everyday life:
 Express needs.
 Give reasons.
 Express an opinion and preference.
 Request and suggest.
Cultural:
o Immigration changes both the community of origin and the new community. (Topics that assist in the
development of this understanding should include, but are not limited to: current and past immigration
patterns, the impact of immigration on society, and related issues.)
o The study of another language and culture deepens understanding of where and how people live and why
events occur. (Content areas that assist in the development of this understanding should include, but are
not limited to: history, science, economics, and geography.)
o Due to globalization and advances in technology, the products and practices of a culture change over
time, and these changes may impact cultural perspectives. (Content areas that assist in the development of
this understanding should include, but are not limited to: science, technology, history, social sciences, the
visual and performing arts, and world literature.)
o Human and animal migration is often related to the availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this understanding should include, but are not
limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)
o Personal preferences and skills are key factors to consider when making decisions about postsecondary
plans. (Topics that assist in the development of this understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and
preparation.)
o The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the
20
o
o
o
development of this understanding should include, but are not limited to: likes/dislikes, pastimes,
schedules, and travel.)
Wellness practices may vary across cultures. (Topics that assist in the development of this understanding
should include, but are not limited to: sports and physical fitness activities and common health
conditions/problems and remedies.)
Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current
information on perspectives of the target culture on local, national, and global problems/issues. (Topics
that assist in the development of this understanding should include, but are not limited to: current events
and contemporary and emerging global issues, problems, and challenges [e.g., population growth and
migration; environmental degradation and protection; discrimination and other conflicts; and the
allocation of scarce resources].)
Current trends and issues influence popular culture. (Topics that assist in the development of this
understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)
Cumulative Progress Indicator (CPI)
7.1. NH.C.1: Recombine basic information at the word and sentence level related to self and targeted themes
to create a multimedia-rich presentation to be shared virtually with a target language audience.
7.1. NH.C.2: Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using
familiar vocabulary orally or in writing.
7.1. NH.C.3: Describe in writing people and things from the home and school environment.
7.1. NH.C.4: Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in
writing.
7.1. NH.C.5: Tell or write about cultural products associated with the target culture(s), and simulate common
cultural practices
Reading Standards for Literacy: ACTFL guidelines: Reading--Novice
Novice-High
-Has sufficient control of the writing system to interpret written language in areas of practical need.
Where vocabulary has been learned, can read for instructional and directional purposes, standardized
messages, phrases, or expressions, such as some items on menus, schedules, timetables, maps, and
signs. At times, but not on a consistent basis, the Novice-High level reader may be able to derive
meaning from material at a slightly higher level where context and/or extra linguistic background
knowledge are supportive.
Writing Standards for Literacy:
Novice-High
-Able to write simple, fixed expressions and limited memorized material and some recombination
thereof. Can supply information on simple forms and documents. Can write names, numbers, dates,
own nationality, and other simple autobiographical information, as well as some short phrases and
simple lists. Can write all the symbols in an alphabetic or syllabic system or 50-100 characters or
compounds in a character writing system. Spelling and representation of symbols (letters, syllables,
21
characters) may be partially correct.
ACTFL Home Address:
http://www.actfl.org/i4a/pages/index.cfm?pageid=3324
ACTFL Proficiency Guidelines:
http://www.sil.org/lingualinks/languagelearning/otherresources/actflproficiencyguidelines/ACTFLGuidelines
WritingIntermed.htm
Unit Essential Questions
 What sports and leisure activities are popular in
the French-speaking countries
 What do I need to learn and appreciate other
sports and leisure activities?
 What sport and leisure activities do I like to do?
Unit Enduring Understandings
 People play and do different leisure activities to relax
and stay in good shape in other cultures
Terminology: le foot(ball), le hockey, le basket-ball, le tennis, le volley-ball, ballon, le but, gardien de but,
arrêter, bloquer, un joueur, équipe, le stade, gradins, camps, terrain, spectateur, l’arbitre, le score, égaliser,
marquer un but, siffler, places, panier, dribbler, servir, renvoyer, le sol, coureur, la course, gagnant, le filet,
par-dessus, toucher, lancer, une piste, etc.
Goals/Objectives
Students will be able to Talk about team sports
and other physical
activities
Describe past actions and
events
Ask people questions
Discuss sports in Canada
and in French-speaking
Africa
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
Teacher’s presentation
Students repeat after teacher
Oral/Aural drills
Directed dialogue or conversation among
students
Overhead transparencies workbook exercises
Interactive DVD
Reading: Actualité culturelle:
Cooperative learning groups
Cues, questions & advance organizers
Feedback: frequent & systematic
Positive reinforcement & recognition of student
effort Similarities & differences
In Accordance with the
Three Modes of
Communication:
Quizzes
Tests
Role-Play
Portfolio
Interviews
Dialogues
Webquest
Aural/Oral Quizzes
Writing (Rédaction)
Homework Oral presentation
Projects
22
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Textbook, Workbook, Online tools, PowerPoint, Transparencies, Handouts, Exam View Pro,
Teacher’s Resource Binder
Textbook currently in use: Bon Voyage Glencoe French 1, McGraw Hill Glencoe, and from which most
of the objectives and rationale are taken from.
23
Unit 4
Content Area – World Language
Unit Title – Summer & Winter
Target Course/Grade Level – French 2: Grades 10-12
Unit Summary/Rationale – During this unit, students will learn to discuss and describe winter and summer
sports. They will learn to talk about the clothing and the equipment needed for these activities. They will also
learn to describe the weather during the four seasons of the year. They will learn the passé composé of
irregular verbs that are conjugated with avoir and the passé composé of the verbs that are conjugated with
être. They will also learn negative expressions.
Interdisciplinary Connections - Arts (Painting)
Technology Integration – PowerPoint, French Online, Overhead Transparencies, CD-ROM
21st Century Themes –
Awareness, Financial, Economic, Civic
Literacy, Environmental Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration
Learning Targets
Standard(s) –7.1 World Languages:
All students will be able to use a world language in addition to English to engage in meaningful conversation,
to understand and interpret spoken and written language, and to present information, concepts, and ideas,
while also gaining an understanding of the perspectives of other cultures. Through language study, they will
make connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Standard- A. Interpretive Mode
Proficiency Level- Novice-High
Content Statement(s) –
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level
to understanding and communicating at the sentence level and can use words, lists, and simple sentences
independently to:
o Identify the main idea and some supporting details when reading.
o Understand the gist and some supporting details of conversations dealing with everyday life.
o Infer the meaning of some unfamiliar words when used in familiar contexts.
Cultural:
o Immigration changes both the community of origin and the new community. (Topics that assist in the
development of this understanding should include, but are not limited to: current and past immigration
patterns, the impact of immigration on society, and related issues.)
o The study of another language and culture deepens understanding of where and how people live and why
events occur. (Content areas that assist in the development of this understanding should include, but are
not limited to: history, science, economics, and geography.)
24
o
o
o
o
o
o
o
Due to globalization and advances in technology, the products and practices of a culture change over
time, and these changes may impact cultural perspectives. (Content areas that assist in the development of
this understanding should include, but are not limited to: science, technology, history, social sciences, the
visual and performing arts, and world literature.)
Human and animal migration is often related to the availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this understanding should include, but are not
limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)
Personal preferences and skills are key factors to consider when making decisions about postsecondary
plans. (Topics that assist in the development of this understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and
preparation.)
The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the
development of this understanding should include, but are not limited to: likes/dislikes, pastimes,
schedules, and travel.)
Wellness practices may vary across cultures. (Topics that assist in the development of this understanding
should include, but are not limited to: sports and physical fitness activities and common health
conditions/problems and remedies.)
Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current
information on perspectives of the target culture on local, national, and global problems/issues. (Topics
that assist in the development of this understanding should include, but are not limited to: current events
and contemporary and emerging global issues, problems, and challenges [e.g., population growth and
migration; environmental degradation and protection; discrimination and other conflicts; and the
allocation of scarce resources].)
Current trends and issues influence popular culture. (Topics that assist in the development of this
understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)
Cumulative Progress Indicator(s) (CPI) 7.1. NH.A.1: Recognize familiar words and phrases, understand the main idea, and infer the meaning of some
highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using
electronic information sources related to targeted themes.
7.1. NH.A.2: Demonstrate comprehension of a series of oral and written directions, commands, and requests
through appropriate physical response.
7.1. NH.A.3: Recognize some common gestures and cultural practices associated with target culture(s).
7.1. NH.A.4: Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1. NH.A.5: Demonstrate comprehension of short conversations and brief written messages on familiar
topics.
7.1. NH.A.6: Identify the main idea and other significant ideas in readings from age- and level-appropriate,
culturally authentic materials.
Strand- B. Interpersonal Mode
Proficiency Level- Novice-High
Content Statement(s) –
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level
to understanding and communicating at the sentence level and can use words, lists, and simple sentences
25
independently to:
o Ask and answer questions related to everyday life.
o Handle simple transactions related to everyday life:
 Initiate, maintain, and end a conversation.
 Ask for and give permission.
 Express needs.
 Give reasons.
 Request, suggest, and make arrangements.
 Extend, accept, and decline an invitation.
 Express an opinion and preference.
Cultural:
o Immigration changes both the community of origin and the new community. (Topics that assist in the
development of this understanding should include, but are not limited to: current and past immigration
patterns, the impact of immigration on society, and related issues.)
o The study of another language and culture deepens understanding of where and how people live and why
events occur. (Content areas that assist in the development of this understanding should include, but are
not limited to: history, science, economics, and geography.)
o Due to globalization and advances in technology, the products and practices of a culture change over
time, and these changes may impact cultural perspectives. (Content areas that assist in the development of
this understanding should include, but are not limited to: science, technology, history, social sciences, the
visual and performing arts, and world literature.)
o Human and animal migration is often related to the availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this understanding should include, but are not
limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)
o Personal preferences and skills are key factors to consider when making decisions about postsecondary
plans. (Topics that assist in the development of this understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and
preparation.)
o The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the
development of this understanding should include, but are not limited to: likes/dislikes, pastimes,
schedules, and travel.)
o Wellness practices may vary across cultures. (Topics that assist in the development of this understanding
should include, but are not limited to: sports and physical fitness activities and common health
conditions/problems and remedies.)
o Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current
information on perspectives of the target culture on local, national, and global problems/issues. (Topics
that assist in the development of this understanding should include, but are not limited to: current events
and contemporary and emerging global issues, problems, and challenges [e.g., population growth and
migration; environmental degradation and protection; discrimination and other conflicts; and the
allocation of scarce resources].)
o Current trends and issues influence popular culture. (Topics that assist in the development of this
understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)
26
Cumulative Progress Indicator (CPI)
7.1. NH.B.1: Use digital tools to exchange basic information by recombining memorized words, phrases, and
sentences on topics related to self and targeted themes.
7.1. NH.B.2: Give and follow a series of oral and written directions, commands, and requests for participating
in age- and level- appropriate classroom and cultural activities.
7.1. NH.B.3: Imitate appropriate gestures, intonation, and common idiomatic expressions of the target
culture(s)/language during daily interactions.
7.1. NH.B.4: Ask and respond to questions, make requests, and express preferences in various social
situations. Converse on a variety of familiar topics and/or topics studied in other content areas.
Strand- C. Presentational Mode
Proficiency Level- Novice-High
Content Statement(s) –
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level
to understanding and communicating at the sentence level and can use words, lists, and simple sentences
independently to:
o Handle simple transactions related to everyday life:
 Express needs.
 Give reasons.
 Express an opinion and preference.
 Request and suggest.
Cultural:
o Immigration changes both the community of origin and the new community. (Topics that assist in the
development of this understanding should include, but are not limited to: current and past immigration
patterns, the impact of immigration on society, and related issues.)
o The study of another language and culture deepens understanding of where and how people live and why
events occur. (Content areas that assist in the development of this understanding should include, but are
not limited to: history, science, economics, and geography.)
o Due to globalization and advances in technology, the products and practices of a culture change over
time, and these changes may impact cultural perspectives. (Content areas that assist in the development of
this understanding should include, but are not limited to: science, technology, history, social sciences, the
visual and performing arts, and world literature.)
o Human and animal migration is often related to the availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this understanding should include, but are not
limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)
o Personal preferences and skills are key factors to consider when making decisions about postsecondary
plans. (Topics that assist in the development of this understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and
preparation.)
o The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the
development of this understanding should include, but are not limited to: likes/dislikes, pastimes,
schedules, and travel.)
o Wellness practices may vary across cultures. (Topics that assist in the development of this understanding
27
o
o
should include, but are not limited to: sports and physical fitness activities and common health
conditions/problems and remedies.)
Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current
information on perspectives of the target culture on local, national, and global problems/issues. (Topics
that assist in the development of this understanding should include, but are not limited to: current events
and contemporary and emerging global issues, problems, and challenges [e.g., population growth and
migration; environmental degradation and protection; discrimination and other conflicts; and the
allocation of scarce resources].)
Current trends and issues influence popular culture. (Topics that assist in the development of this
understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)
Cumulative Progress Indicator (CPI)
7.1. NH.C.1: Recombine basic information at the word and sentence level related to self and targeted themes
to create a multimedia-rich presentation to be shared virtually with a target language audience.
7.1. NH.C.2: Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using
familiar vocabulary orally or in writing.
7.1. NH.C.3: Describe in writing people and things from the home and school environment.
7.1. NH.C.4: Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in
writing.
7.1. NH.C.5: Tell or write about cultural products associated with the target culture(s), and simulate common
cultural practices.
Reading Standards for Literacy: ACTFL guidelines: Reading--Novice
Novice-High
-Has sufficient control of the writing system to interpret written language in areas of practical need.
Where vocabulary has been learned, can read for instructional and directional purposes, standardized
messages, phrases, or expressions, such as some items on menus, schedules, timetables, maps, and
signs. At times, but not on a consistent basis, the Novice-High level reader may be able to derive
meaning from material at a slightly higher level where context and/or extra linguistic background
knowledge are supportive.
Writing Standards for Literacy:
Novice-High
-Able to write simple, fixed expressions and limited memorized material and some recombination
thereof. Can supply information on simple forms and documents. Can write names, numbers, dates,
own nationality, and other simple autobiographical information, as well as some short phrases and
simple lists. Can write all the symbols in an alphabetic or syllabic system or 50-100 characters or
compounds in a character writing system. Spelling and representation of symbols (letters, syllables,
characters) may be partially correct.
28
ACTFL Home Address:
http://www.actfl.org/i4a/pages/index.cfm?pageid=3324
ACTFL Proficiency Guidelines:
http://www.sil.org/lingualinks/languagelearning/otherresources/actflproficiencyguidelines/ACTFLGuidelines
WritingIntermed.htm
Unit Essential Questions
Unit Enduring Understandings
 Learning about seasons is a universal topic.
 What are the four seasons?
 What do I know about their characteristics?
 Seasons change over time and vary in different regions
 How do I describe the seasons in the target
of the world.
language?
 Which season do I prefer the most and why?
 What are the months of the year and which one
is my birthday in?
Terminology: à la plage, la mer, une vague, au bord de la mer, une station balnéaire, de la crème solaire, une
serviette, maillot de bain, faire de la planche à voile, faire du ski nautique, faire du surf, une surfeuse, faire
une promenade, plonger, une piscine, un moniteur, nager, le printemps, l’été, l’hiver, l’automne, le ciel, les
nuages, il fait chaud, mauvais, beau, il y a du vent, il pleut, soleil, , une station de sport d’hiver, un sommet,
une montagne, une skieuse, un bonnet, une écharpe, un télésiege, une piste, une bosse, ski de fond, ski alpin,
un bâton, un gant, un anorak, une patinoire, la glace, un patin, etc.
Goals/Objectives
Students will be able to Describe summer and
winter weather
Talk about summer
activities and sports
Talk about winter sports
Discuss past actions and
events
Learning Activities/Instructional Strategies
Teacher’s presentation
Students repeat after teacher
Oral/Aural drills
Directed dialogue or conversation among
students
Overhead transparencies workbook exercises
Interactive DVD
Reading: Actualité culturelle:
Cooperative learning groups
Cues, questions & advance organizers
29
Evidence of Learning
(Formative & Summative)
In Accordance with the
Three Modes of
Communication:
Quizzes
Tests
Role-Play
Portfolio
Interviews
Dialogues
Webquest
Make negative statements
Talk about a ski trip in
Quebec
Feedback: frequent & systematic
Aural/Oral Quizzes
Positive reinforcement & recognition of student Writing (Rédaction)
effort Similarities & differences
Homework Oral presentation
Projects
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Textbook, Workbook, Online tools, PowerPoint, Transparencies, Handouts, Exam View Pro,
Teacher’s Resource Binder
Textbook currently in use: Bon Voyage Glencoe French 1, McGraw Hill Glencoe, and from which most
of the objectives and rationale are taken from.
30
Unit 5
Content Area – World Language
Unit Title – Daily routine & Cultural leisure activities
Target Course/Grade Level – French 2: Grades 10-12
Unit Summary/Rationale – This unit aims at helping students to discuss, describe personal grooming habits,
daily routine, family life, and cultural events and express their cultural likes and dislikes. To achieve this, they
will learn the reflexive verbs in the present tense and the passé composé. They will learn vocabulary
associated with films, museums, and the theater. They will also learn to use the verbs savoir and connaître
and the direct object pronouns
Interdisciplinary Connections – environmental sciences (ecology), Arts
Technology Integration – PowerPoint, French Online, Overhead Transparencies, CD-ROM
21st Century Themes –
Awareness, Financial, Civic Literacy,
Health Literacy and Environmental Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration
Learning Targets
Standard(s) –7.1 World Languages:
All students will be able to use a world language in addition to English to engage in meaningful conversation,
to understand and interpret spoken and written language, and to present information, concepts, and ideas,
while also gaining an understanding of the perspectives of other cultures. Through language study, they will
make connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Standard- A. Interpretive Mode
Proficiency Level- Novice-High
Content Statement(s) –
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level
to understanding and communicating at the sentence level and can use words, lists, and simple sentences
independently to:
o Identify the main idea and some supporting details when reading.
o Understand the gist and some supporting details of conversations dealing with everyday life.
o Infer the meaning of some unfamiliar words when used in familiar contexts.
Cultural:
o Immigration changes both the community of origin and the new community. (Topics that assist in the
development of this understanding should include, but are not limited to: current and past immigration
patterns, the impact of immigration on society, and related issues.)
o The study of another language and culture deepens understanding of where and how people live and why
31
o
o
o
o
o
o
o
events occur. (Content areas that assist in the development of this understanding should include, but are
not limited to: history, science, economics, and geography.)
Due to globalization and advances in technology, the products and practices of a culture change over
time, and these changes may impact cultural perspectives. (Content areas that assist in the development of
this understanding should include, but are not limited to: science, technology, history, social sciences, the
visual and performing arts, and world literature.)
Human and animal migration is often related to the availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this understanding should include, but are not
limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)
Personal preferences and skills are key factors to consider when making decisions about postsecondary
plans. (Topics that assist in the development of this understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and
preparation.)
The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the
development of this understanding should include, but are not limited to: likes/dislikes, pastimes,
schedules, and travel.)
Wellness practices may vary across cultures. (Topics that assist in the development of this understanding
should include, but are not limited to: sports and physical fitness activities and common health
conditions/problems and remedies.)
Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current
information on perspectives of the target culture on local, national, and global problems/issues. (Topics
that assist in the development of this understanding should include, but are not limited to: current events
and contemporary and emerging global issues, problems, and challenges [e.g., population growth and
migration; environmental degradation and protection; discrimination and other conflicts; and the
allocation of scarce resources].)
Current trends and issues influence popular culture. (Topics that assist in the development of this
understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)
Cumulative Progress Indicator(s) (CPI) 7.1. NH.A.1: Recognize familiar words and phrases, understand the main idea, and infer the meaning of some
highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using
electronic information sources related to targeted themes.
7.1. NH.A.2: Demonstrate comprehension of a series of oral and written directions, commands, and requests
through appropriate physical response.
7.1. NH.A.3: Recognize some common gestures and cultural practices associated with target culture(s).
7.1. NH.A.4: Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1. NH.A.5: Demonstrate comprehension of short conversations and brief written messages on familiar
topics.
7.1. NH.A.6: Identify the main idea and other significant ideas in readings from age- and level-appropriate,
culturally authentic materials.
32
Strand- B. Interpersonal Mode
Proficiency Level- Novice-High
Content Statement(s) –
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level
to understanding and communicating at the sentence level and can use words, lists, and simple sentences
independently to:
o Ask and answer questions related to everyday life.
o Handle simple transactions related to everyday life:
 Initiate, maintain, and end a conversation.
 Ask for and give permission.
 Express needs.
 Give reasons.
 Request, suggest, and make arrangements.
 Extend, accept, and decline an invitation.
 Express an opinion and preference.
Cultural:
o Immigration changes both the community of origin and the new community. (Topics that assist in the
development of this understanding should include, but are not limited to: current and past immigration
patterns, the impact of immigration on society, and related issues.)
o The study of another language and culture deepens understanding of where and how people live and why
events occur. (Content areas that assist in the development of this understanding should include, but are
not limited to: history, science, economics, and geography.)
o Due to globalization and advances in technology, the products and practices of a culture change over
time, and these changes may impact cultural perspectives. (Content areas that assist in the development of
this understanding should include, but are not limited to: science, technology, history, social sciences, the
visual and performing arts, and world literature.)
o Human and animal migration is often related to the availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this understanding should include, but are not
limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)
o Personal preferences and skills are key factors to consider when making decisions about postsecondary
plans. (Topics that assist in the development of this understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and
preparation.)
o The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the
development of this understanding should include, but are not limited to: likes/dislikes, pastimes,
schedules, and travel.)
o Wellness practices may vary across cultures. (Topics that assist in the development of this understanding
should include, but are not limited to: sports and physical fitness activities and common health
conditions/problems and remedies.)
o Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current
33
o
information on perspectives of the target culture on local, national, and global problems/issues. (Topics
that assist in the development of this understanding should include, but are not limited to: current events
and contemporary and emerging global issues, problems, and challenges [e.g., population growth and
migration; environmental degradation and protection; discrimination and other conflicts; and the
allocation of scarce resources].)
Current trends and issues influence popular culture. (Topics that assist in the development of this
understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)
Cumulative Progress Indicator (CPI)
7.1. NH.B.1: Use digital tools to exchange basic information by recombining memorized words, phrases, and
sentences on topics related to self and targeted themes.
7.1. NH.B.2: Give and follow a series of oral and written directions, commands, and requests for participating
in age- and level- appropriate classroom and cultural activities.
7.1. NH.B.3: Imitate appropriate gestures, intonation, and common idiomatic expressions of the target
culture(s)/language during daily interactions.
7.1. NH.B.4: Ask and respond to questions, make requests, and express preferences in various social
situations. Converse on a variety of familiar topics and/or topics studied in other content areas.
Strand- C. Presentational Mode
Proficiency Level- Novice-High
Content Statement(s) –
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level
to understanding and communicating at the sentence level and can use words, lists, and simple sentences
independently to:
o Handle simple transactions related to everyday life:
 Express needs.
 Give reasons.
 Express an opinion and preference.
 Request and suggest.
Cultural:
o Immigration changes both the community of origin and the new community. (Topics that assist in the
development of this understanding should include, but are not limited to: current and past immigration
patterns, the impact of immigration on society, and related issues.)
o The study of another language and culture deepens understanding of where and how people live and why
events occur. (Content areas that assist in the development of this understanding should include, but are
not limited to: history, science, economics, and geography.)
o Due to globalization and advances in technology, the products and practices of a culture change over
time, and these changes may impact cultural perspectives. (Content areas that assist in the development of
this understanding should include, but are not limited to: science, technology, history, social sciences, the
visual and performing arts, and world literature.)
o Human and animal migration is often related to the availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this understanding should include, but are not
34
o
o
o
o
o
limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)
Personal preferences and skills are key factors to consider when making decisions about postsecondary
plans. (Topics that assist in the development of this understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and
preparation.)
The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the
development of this understanding should include, but are not limited to: likes/dislikes, pastimes,
schedules, and travel.)
Wellness practices may vary across cultures. (Topics that assist in the development of this understanding
should include, but are not limited to: sports and physical fitness activities and common health
conditions/problems and remedies.)
Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current
information on perspectives of the target culture on local, national, and global problems/issues. (Topics
that assist in the development of this understanding should include, but are not limited to: current events
and contemporary and emerging global issues, problems, and challenges [e.g., population growth and
migration; environmental degradation and protection; discrimination and other conflicts; and the
allocation of scarce resources].)
Current trends and issues influence popular culture. (Topics that assist in the development of this
understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)
Cumulative Progress Indicator (CPI)
7.1. NH.C.1: Recombine basic information at the word and sentence level related to self and targeted themes
to create a multimedia-rich presentation to be shared virtually with a target language audience.
7.1. NH.C.2: Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using
familiar vocabulary orally or in writing.
7.1. NH.C.3: Describe in writing people and things from the home and school environment.
7.1. NH.C.4: Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in
writing.
7.1. NH.C.5: Tell or write about cultural products associated with the target culture(s), and simulate common
cultural practices.
Reading Standards for Literacy: ACTFL guidelines: Reading--Novice
Novice-High
-Has sufficient control of the writing system to interpret written language in areas of practical need.
Where vocabulary has been learned, can read for instructional and directional purposes, standardized
messages, phrases, or expressions, such as some items on menus, schedules, timetables, maps, and
signs. At times, but not on a consistent basis, the Novice-High level reader may be able to derive
meaning from material at a slightly higher level where context and/or extra linguistic background
knowledge are supportive.
Writing Standards for Literacy:
Novice-High
-Able to write simple, fixed expressions and limited memorized material and some recombination
thereof. Can supply information on simple forms and documents. Can write names, numbers, dates,
35
own nationality, and other simple autobiographical information, as well as some short phrases and
simple lists. Can write all the symbols in an alphabetic or syllabic system or 50-100 characters or
compounds in a character writing system. Spelling and representation of symbols (letters, syllables,
characters) may be partially correct.
ACTFL Home Address:
http://www.actfl.org/i4a/pages/index.cfm?pageid=3324
ACTFL Proficiency Guidelines:
http://www.sil.org/lingualinks/languagelearning/otherresources/actflproficiencyguidelines/ACTFLGuidelines
WritingIntermed.htm
Unit Essential Questions
 What can we do and see in various locations of
France?
 What types of music and visual art are enjoyed
in France and in the U.S.?
 What do we learn about others through their
daily routines?
 What do we learn about people in the
Francophone world through the study of their
daily routines?
 What role does the daily routine play in the
identity of the various Francophone cultures?
Unit Enduring Understandings
 Our daily life is made of routines and rites
 Our leisure activities are part of our culture
 Learning about other people’s daily activities brings
and increases students’ awareness of perspectives
within their culture and those of others
Terminology: la routine quotidienne, se réveiller, se lever, se laver, se coucher, se maquiller, tôt, tard, la
cuisine, chez, lave-vaisselle, Frigidaire, mettre et débarrasser la table, mettre ou éteindre la télé, une
télécommande, au cinéma, guichet, écran, une salle de cinéma, un acteur, film en version originale, en double,
sous-titre, une chanteuse, un danseur, une pièce de théatre, actes, scènes, un entr’acte, enregistrer, etc.
Goals/Objectives
Students will be able to Describe to describe their
personal grooming habits
Talk about their daily
routine
Talk about their family
life
Learning Activities/Instructional Strategies
Teacher’s presentation
Students repeat after teacher
Oral/Aural drills
Directed dialogue or conversation among
students
Overhead transparencies workbook exercises
Interactive DVD
Reading: Actualité culturelle:
36
Evidence of Learning
(Formative & Summative)
In Accordance with the
Three Modes of
Communication:
Quizzes
Tests
Role-Play
Portfolio
Interviews
Dialogues
Tell some things you do
for yourself
Talk about daily activities
in the past discuss a
French family’s daily
routine
Cooperative learning groups
Cues, questions & advance organizers
Feedback: frequent & systematic
Positive reinforcement & recognition of student
effort Similarities & differences
Webquest
Aural/Oral Quizzes
Writing (Rédaction)
Homework Oral presentation
Projects
Discuss movies, plays,
and museums
Tell what they know and
whom they know
Tell what happens to
them or someone else
Refer to people and things
already mentioned
Talk about some cultural
activities in Paris
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Textbook, Workbook, Online tools, PowerPoint, Transparencies, Handouts, Exam View Pro,
Teacher’s Resource Binder
Textbook currently in use: Bon Voyage Glencoe French 1, McGraw Hill Glencoe, and from which most
of the objectives and rationale are taken from.
37
Unit 6
Content Area – World Language
Unit Title – Health & Medicine
Target Course/Grade Level – French 2: Grades 10-12
Unit Summary/Rationale – During this unit, students will learn to talk about routine illnesses and to
describe their symptoms to a doctor. In order to do this, they will learn vocabulary associated with medical
exams, prescription, and minor ailments such as colds, the flu, and headaches. Students will learn the indirect
object pronouns lui and leur, the present and passé composé of verbs like ouvrir and souffrir, and the
imperative forms of verbs.
Interdisciplinary Connections - Health
Technology Integration – PowerPoint, French Online, Overhead Transparencies, CD-ROM
21st Century Themes –
Awareness, Civic Literacy, Health
Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration
Learning Targets
Standard(s) –7.1 World Languages:
All students will be able to use a world language in addition to English to engage in meaningful conversation,
to understand and interpret spoken and written language, and to present information, concepts, and ideas,
while also gaining an understanding of the perspectives of other cultures. Through language study, they will
make connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Strand- A. Interpretive Mode
Proficiency Level- Novice-High
Content Statement(s) –
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level
to understanding and communicating at the sentence level and can use words, lists, and simple sentences
independently to:
o Identify the main idea and some supporting details when reading.
o Understand the gist and some supporting details of conversations dealing with everyday life.
o Infer the meaning of some unfamiliar words when used in familiar contexts.
Cultural:
o Immigration changes both the community of origin and the new community. (Topics that assist in the
38
o
o
o
o
o
o
o
o
development of this understanding should include, but are not limited to: current and past immigration
patterns, the impact of immigration on society, and related issues.)
The study of another language and culture deepens understanding of where and how people live and why
events occur. (Content areas that assist in the development of this understanding should include, but are
not limited to: history, science, economics, and geography.)
Due to globalization and advances in technology, the products and practices of a culture change over
time, and these changes may impact cultural perspectives. (Content areas that assist in the development of
this understanding should include, but are not limited to: science, technology, history, social sciences, the
visual and performing arts, and world literature.)
Human and animal migration is often related to the availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this understanding should include, but are not
limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)
Personal preferences and skills are key factors to consider when making decisions about postsecondary
plans. (Topics that assist in the development of this understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and
preparation.)
The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the
development of this understanding should include, but are not limited to: likes/dislikes, pastimes,
schedules, and travel.)
Wellness practices may vary across cultures. (Topics that assist in the development of this understanding
should include, but are not limited to: sports and physical fitness activities and common health
conditions/problems and remedies.)
Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current
information on perspectives of the target culture on local, national, and global problems/issues. (Topics
that assist in the development of this understanding should include, but are not limited to: current events
and contemporary and emerging global issues, problems, and challenges [e.g., population growth and
migration; environmental degradation and protection; discrimination and other conflicts; and the
allocation of scarce resources].)
Current trends and issues influence popular culture. (Topics that assist in the development of this
understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)
Cumulative Progress Indicator(s) (CPI) 7.1. NH.A.1: Recognize familiar words and phrases, understand the main idea, and infer the meaning of some
highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using
electronic information sources related to targeted themes.
7.1. NH.A.2: Demonstrate comprehension of a series of oral and written directions, commands, and requests
through appropriate physical response.
7.1. NH.A.3: Recognize some common gestures and cultural practices associated with target culture(s).
7.1. NH.A.4: Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1. NH.A.5: Demonstrate comprehension of short conversations and brief written messages on familiar
topics.
7.1. NH.A.6: Identify the main idea and other significant ideas in readings from age- and level-appropriate,
culturally authentic materials.
Strand- B. Interpersonal Mode
39
Proficiency Level- Novice-High
Content Statement(s) –
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level
to understanding and communicating at the sentence level and can use words, lists, and simple sentences
independently to:
o Ask and answer questions related to everyday life.
o Handle simple transactions related to everyday life:
 Initiate, maintain, and end a conversation.
 Ask for and give permission.
 Express needs.
 Give reasons.
 Request, suggest, and make arrangements.
 Extend, accept, and decline an invitation.
 Express an opinion and preference.
Cultural:
o Immigration changes both the community of origin and the new community. (Topics that assist in the
development of this understanding should include, but are not limited to: current and past immigration
patterns, the impact of immigration on society, and related issues.)
o The study of another language and culture deepens understanding of where and how people live and why
events occur. (Content areas that assist in the development of this understanding should include, but are
not limited to: history, science, economics, and geography.)
o Due to globalization and advances in technology, the products and practices of a culture change over
time, and these changes may impact cultural perspectives. (Content areas that assist in the development of
this understanding should include, but are not limited to: science, technology, history, social sciences, the
visual and performing arts, and world literature.)
o Human and animal migration is often related to the availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this understanding should include, but are not
limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)
o Personal preferences and skills are key factors to consider when making decisions about postsecondary
plans. (Topics that assist in the development of this understanding should include, but are not limited to:
personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and
preparation.)
o The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the
development of this understanding should include, but are not limited to: likes/dislikes, pastimes,
schedules, and travel.)
o Wellness practices may vary across cultures. (Topics that assist in the development of this understanding
should include, but are not limited to: sports and physical fitness activities and common health
conditions/problems and remedies.)
o Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current
information on perspectives of the target culture on local, national, and global problems/issues. (Topics
that assist in the development of this understanding should include, but are not limited to: current events
and contemporary and emerging global issues, problems, and challenges [e.g., population growth and
40
o
migration; environmental degradation and protection; discrimination and other conflicts; and the
allocation of scarce resources].)
Current trends and issues influence popular culture. (Topics that assist in the development of this
understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)
Cumulative Progress Indicator (CPI)
7.1. NH.B.1: Use digital tools to exchange basic information by recombining memorized words, phrases, and
sentences on topics related to self and targeted themes.
7.1. NH.B.2: Give and follow a series of oral and written directions, commands, and requests for participating
in age- and level- appropriate classroom and cultural activities.
7.1. NH.B.3: Imitate appropriate gestures, intonation, and common idiomatic expressions of the target
culture(s)/language during daily interactions.
7.1. NH.B.4: Ask and respond to questions, make requests, and express preferences in various social
situations. Converse on a variety of familiar topics and/or topics studied in other content areas.
Strand- C. Presentational Mode
Proficiency Level- Novice-High
Content Statement(s) –
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level
to understanding and communicating at the sentence level and can use words, lists, and simple sentences
independently to:
o Handle simple transactions related to everyday life:
 Express needs.
 Give reasons.
 Express an opinion and preference.
 Request and suggest.
Cultural:
o Immigration changes both the community of origin and the new community. (Topics that assist in the
development of this understanding should include, but are not limited to: current and past immigration
patterns, the impact of immigration on society, and related issues.)
o The study of another language and culture deepens understanding of where and how people live and why
events occur. (Content areas that assist in the development of this understanding should include, but are
not limited to: history, science, economics, and geography.)
o Due to globalization and advances in technology, the products and practices of a culture change over
time, and these changes may impact cultural perspectives. (Content areas that assist in the development of
this understanding should include, but are not limited to: science, technology, history, social sciences, the
visual and performing arts, and world literature.)
o Human and animal migration is often related to the availability of resources and the ability to adapt to the
environment. (Topics that assist in the development of this understanding should include, but are not
limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)
o Personal preferences and skills are key factors to consider when making decisions about postsecondary
plans. (Topics that assist in the development of this understanding should include, but are not limited to:
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o
o
o
o
personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and
preparation.)
The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the
development of this understanding should include, but are not limited to: likes/dislikes, pastimes,
schedules, and travel.)
Wellness practices may vary across cultures. (Topics that assist in the development of this understanding
should include, but are not limited to: sports and physical fitness activities and common health
conditions/problems and remedies.)
Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current
information on perspectives of the target culture on local, national, and global problems/issues. (Topics
that assist in the development of this understanding should include, but are not limited to: current events
and contemporary and emerging global issues, problems, and challenges [e.g., population growth and
migration; environmental degradation and protection; discrimination and other conflicts; and the
allocation of scarce resources].)
Current trends and issues influence popular culture. (Topics that assist in the development of this
understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)
Cumulative Progress Indicator (CPI)
7.1. NH.C.1: Recombine basic information at the word and sentence level related to self and targeted themes
to create a multimedia-rich presentation to be shared virtually with a target language audience.
7.1. NH.C.2: Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using
familiar vocabulary orally or in writing.
7.1. NH.C.3: Describe in writing people and things from the home and school environment.
7.1. NH.C.4: Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in
writing.
7.1. NH.C.5: Tell or write about cultural products associated with the target culture(s), and simulate common
cultural practices.
Reading Standards for Literacy: ACTFL guidelines: Reading--Novice
Novice-High
-Has sufficient control of the writing system to interpret written language in areas of practical need.
Where vocabulary has been learned, can read for instructional and directional purposes, standardized
messages, phrases, or expressions, such as some items on menus, schedules, timetables, maps, and
signs. At times, but not on a consistent basis, the Novice-High level reader may be able to derive
meaning from material at a slightly higher level where context and/or extra linguistic background
knowledge are supportive.
Writing Standards for Literacy:
Novice-High
-Able to write simple, fixed expressions and limited memorized material and some recombination
thereof. Can supply information on simple forms and documents. Can write names, numbers, dates,
own nationality, and other simple autobiographical information, as well as some short phrases and
simple lists. Can write all the symbols in an alphabetic or syllabic system or 50-100 characters or
compounds in a character writing system. Spelling and representation of symbols (letters, syllables,
characters) may be partially correct.
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ACTFL Home Address:
http://www.actfl.org/i4a/pages/index.cfm?pageid=3324
ACTFL Proficiency Guidelines:
http://www.sil.org/lingualinks/languagelearning/otherresources/actflproficiencyguidelines/ACTFLGuidelines
WritingIntermed.htm
Unit Essential Questions
 How do my decisions impact my health?
 How can I be more aware of healthy habits?
 How can I explain my illness to a doctor or
someone in any French-speaking country?
 What should I know to be able to identify or
recognize symptoms of some illnesses?
Unit Enduring Understandings
 Health conditions can contribute to the choices people
make.
 Our health conditions are determined by our healthy
habits
Terminology: malade, maladie, avoir de la fièvre, rhume, enrhumé, tousse, angine, sinusite, avoir mal,
grippe, frissons, santé, bonne, mauvaise, allergique, infection, température, sirop, aspirine, antibiotique,
ventre, tête, oreilles, mal aux yeux, nez, gorge, chez le médecin, ausculte, souffre, examine, ouvrez la bouche,
respirez à fond, diagnostic, prescription, ordonnance, médicaments, la pharmacie, etc.
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
Explain a minor illness to
a doctor
Teacher’s presentation
Students repeat after teacher
Oral/Aural drills
Directed dialogue or conversation among
students
Overhead transparencies workbook exercises
Interactive DVD
Reading: Actualité culturelle:
Cooperative learning groups
Cues, questions & advance organizers
Feedback: frequent & systematic
Positive reinforcement & recognition of student
effort Similarities & differences
In Accordance with the
Three Modes of
Communication:
Quizzes
Tests
Role-Play
Portfolio
Interviews
Dialogues
Webquest
Aural/Oral Quizzes
Writing (Rédaction)
Homework Oral presentation
Projects
Have a prescription filed
at a pharmacy
Tell for whom something
is done
Talk about some more
activities
Give commands
Refer to people, places,
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and things already
mentioned
Discuss medical services
in France
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Textbook, Workbook, Online tools, PowerPoint, Transparencies, Handouts, Exam View Pro,
Teacher’s Resource Binder
Textbook currently in use: Bon Voyage Glencoe French 1, McGraw Hill Glencoe, and from which most
of the objectives and rationale are taken from.
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