French Level I– SY 2014 – 2015
AP THEME: Contemporary Life
AP SUBTHEME: Travel: Survey of Francophone World; Geography of France
Recommended pacing: Throughout Year: Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.7 The student will develop an awareness of common perspectives, practices, and products of francophone cultures
FI.8 The student will recognize that perspectives, practices, and products of francophone cultures are interrelated.
FI.10 The student will compare basic elements of French to those of English and other languages.
FI.11 The student will demonstrate understanding of the significance of culture through comparisons between francophone cultures and the cultures of the United States.
FI.12 The student will explore situations in which to use French language skills and cultural knowledge beyond the classroom setting for recreational, educational, and
occupational purposes.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive
(Facts & Skills)
-Presentational
Map skills
INTERPRETIVE MODE:
France Neighboring countries
• Identify francophone countries on a map.
CULTURES:
COMPARISONS:
• Identify France on a world/European map, showing
rivers, mountains, and bordering countries and bodies
of water.
• Name and locate francophone countries on a
map.
• Compare and contrast different
geographical characteristics between
France and other countries.
CONNECTIONS:
COMMUNITIES:
The French-speaking world
INTERPERSONAL MODE:
• Answer questions about personal origin.
PRESENTATIONAL MODE:
• Produce an oral / written report about a francophone
country.
• Discover the French name of your country of
origin.
.
USEFUL VOCABULARY
See the official VOC list in the AP Theme_Subtheme_Vocabulary folder in Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPAs rubrics for speaking and writing
assessments.
• Recognize different modes of
transportation available in francophone
countries.
Depending on when this is presented by the teacher
être
Colors (flags)
Adjective placement
Weather expressions
Mapping activities : identify French speaking countries using colors, label items (countries, rivers, mountains, bordering countries) ;
Choose a francophone country and report on their location, flag, food, clothing, etc. in a brochure format ;
http://www.atlas-francophone.refer.org/
Suggested Interpretive Task
Students identify the francophone
countries of the world on a map coloring
them following instructions.
1
Suggested Interpersonal Task
Suggested Presentational Task
Students ask each other where they are
from and answer.
Present a small poster of a francophone
country; include a picture of a map, flag,
typical food and dress, literacy rate, and
one fun fact of your choice.
6/18/2014 2:44 PM
French Level I– SY 2014 – 2015
Recommended pacing: 3 (Quarter 1) weeks Teachers need to
AP THEME: Contemporary Life
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
AP SUBTHEME : Education : Numbers, Alphabet, Classroom Expressions, Calendar, Colors,
objectives of the unit.
Greetings, Leave-taking, and Introductions
Virginia State Foreign Language Standards of Learning for Level :
FI.1 The student will exchange simple spoken and written information in French.
FI.2 The student will sustain brief oral and written exchanges in French, using familiar phrases and sentences.
FI.7 The student will develop an awareness of common perspectives, practices, and products of francophone cultures
FI.8 The student will recognize that perspectives, practices, and products of francophone cultures are interrelated.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal –Interpretive
(Facts & Skills)
-Presentational
Diacritical marks
INTERPRETIVE MODE:
CULTURES:
COMPARISONS:
Alphabet
• Identify the correct response to basic mathematical
• Discuss the way numerals are written in French.
• Compare and contrast the different
1-31
questions.
• Demonstrate how numbers are counted on one’s formats of writing the date in French and
Classroom expressions
hand.
English.
Cognates & false cognates
• Explore cultural customs when greeting.
• Compare and contrast different styles
INTERPERSONAL MODE:
Week starts with Monday
• Introduce French holidays.
of greeting and leave taking in French
• Answer and pose mathematical questions
Days & months not
and English.
• Conduct a discussion greeting others; both students
capitalized.
CONNECTIONS:
and adults.
C’est…
• Complete simple mathematical computations in
COMMUNITIES:
Phrases for asking and telling
French.
PRESENTATIONAL MODE:
date.
.
• Recite the date;
• Discuss how in your own community or
Formal and informal greetings
• Recite the alphabet;
household the date is spoken and
Colors (with flags)
• Recite the numbers ;
written.
• Produce oral and written reports/skit on greetings.
USEFUL VOCABULARY
• Recognize French words seen in daily
life.
See the official VOC list in the AP
Theme_Subtheme_Vocabulary folder in Vision
none
De quelle couleur est…?
Quelle est la date aujourd’hui? C’est …
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics for speaking and writing assessments.
Crossword puzzles, spelling bees, math problems, math flashcards, play Loto or dot-to-dot. Write the date in the
notebook daily. Daily calendar person to recite the date to the class.
http://lexiquefle.free.fr/allpha.swf to hear the alphabet
http://www.languageguide.org/vocabulary/num/?lang=fr&target=en Numbers listening quiz with three levels of difficulty
http://uregina.ca/~laninstit/HotPot/French/Elementaire/exercises/N/n004.htm Simple math listening quiz
http://french.about.com/od/vocabulary/a/classroomphrase.htm Classroom expressions recorded
http://www.bbc.co.uk/languages/french/family/game/ Numbers and colors game
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Have a timed math quiz using words
only.
2
Have a spelling bee.
Have students introduce themselves and
others
Recite / sing the alphabet.
Create and sing your own number song.
Rap the alphabet.
6/18/2014 2:44 PM
French Level I– SY 2014 – 2015
AP THEME: Personal And Public Identities
AP SUBTHEME: Beliefs and Values / Language and Identity: physical descriptions and
personality, characteristics, feelings, and emotions.
Recommended pacing: 3 (Quarter 1) weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.1 The student will exchange simple spoken and written information in French.
FI.2 The student will sustain brief oral and written exchanges in French, using familiar phrases and sentences.
FI.4 The student will use verbal and nonverbal cues to understand simple spoken and written messages in French.
FI.5 The student will present information orally and in writing in French, using a variety of familiar vocabulary, phrases, and structural patterns.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive
(Facts & Skills)
-Presentational
Cognates
INTERPRETIVE MODE:
Definite and indefinite articles
• Demonstrate comprehension of content from audio
CULTURES:
COMPARISONS:
visual texts relating to peer descriptions.
• Discuss cultural generalizations and
stereotyping based upon physical appearance.
INTERPERSONAL MODE:
• Answer questions about your best friend/yourself.
CONNECTIONS:
PRESENTATIONAL MODE:
• Produce oral and written reports/skit on descriptions
of friends.
USEFUL VOCABULARY
RECYCLED/ONGOING TOPICS/STRUCTURES
• Discuss traits of famous people from French
cultures.
.
See the official VOC list in the AP
Theme_Subtheme_Vocabulary folder in Vision
• Compare and contrast the use of
gender and adjective agreement.
• Begin to compare and contrast schools
in the French-speaking world and the
United States.
COMMUNITIES:
• Discuss appearances in your own
community or your school and compare
them to issues in French speaking
communities.
Adjective agreement
Descriptive vocabulary
Oui and Non
Negation
Nationalities
Origins
Question & answer formation
Etre-singular
Subject pronouns-singular
Voilà / voici
Où, qui, comment, est-ce que, de quelle nationalité… ?
Classroom expressions, numbers, date;
Greetings.
RESOURCES/ ACTIVITIES
Make an accordion book describing yourself- the book builds with each page repeating the prior and adding a sentence. Students
read their books aloud to each other. The teacher describes a student in the class- students guess who it is.
http://www.didierbravo.com/modulesflash/module1/module1.swf game for nationalities and sports (cognates)
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPAs rubrics for speaking and writing
performance assessments.
Students hear a description of someone
and identify the person from a picture.
Suggested Interpretive Task
3
Suggested Interpersonal Task
Suggested Presentational Task
Students ask each other to describe their
classmates and friends. Students play
guessing games to identify someone (20
Questions, Guess Who).
Students describe familiar characters or
famous people. Students describe their
best friend(s).
6/18/2014 2:44 PM
French Level I– SY 2014 – 2015
AP THEME: Contemporary Life
AP SUBTHEME: Education : classes, schedules, and classroom objects
Recommended pacing: 3 (Quarter 1) weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.1 The student will exchange simple spoken and written information in French.
FI.2 The student will sustain brief oral and written exchanges in French, using familiar phrases and sentences.
FI.3 The student will understand simple spoken and written French presented through a variety of media and based on familiar topics.
FI.4 The student will use verbal and nonverbal cues to understand simple spoken and written messages in French.
FI.5 The student will present information orally and in writing in French, using a variety of familiar vocabulary, phrases, and structural patterns.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive
(Facts & Skills)
-Presentational
INTERPRETIVE MODE:
Vocabulary related to school,
• Identify the classroom objects from pictures or
CULTURES:
COMPARISONS:
schedules, , and classroom
realia.
• Introduce the educational system in France.
• Compare and contrast formal and
objects
• Identify which courses you like and don’t like,
• Identify the structure of grade levels in French
informal address in French and English.
J’aime, je n’aime pas
• Identify which teachers are strict or not strict.
schools.
• Compare and contrast the school day
Time expressions
INTERPERSONAL MODE:
and school year in France and the United 24 hour clock
States.
• Discuss with another student why you like a
Etre-all forms
course.
CONNECTIONS:
All subject pronouns
PRESENTATIONAL MODE:
COMMUNITIES:
• Identify courses that francophone students take
Plural structures
• Present a student schedule.
• Present an oral or written presentation of your
favorite course.
• Present an oral or written presentation of the
educational system of a Francophone country.
that are the same as the US.
.
• Identify Francophone cultural
influences in communities in the United
States.
USEFUL VOCABULARY
See the official VOC list in the AP
Theme_Subtheme_Vocabulary folder in Vision
Numbers 32-69
Quel cours tu aimes? Quelle heure est-il? A quelle heure
est…?
Numbers, dates, days and months, classroom expressions, articles-indefinite & definite
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPAs rubrics for speaking and writing
assessments.
·Students write their own schedule in French.
·Students work in groups to write with bulletin board paper: which teachers are strict, which student is really good in a
course, what their favorite course is. Share the posters with the class and gather statistics; be sure that each group
member has a task (writer, presenter, checker).
http://laits.utexas.edu/fi_media/m4vs/01_voc_salle.m4v la salle de classe video
http://www.languageguide.org/french/vocabulary/school-continued2/ pronunciation of school subjects
http://peinturefle.free.fr/lexique/couleur.htm adjective agreement quiz
Suggested Interpretive Task
Students identify classroom objects
from photos or realia or label
classroom.
4
Suggested Interpersonal Task
Students ask each other about their
teachers, who are strict etc… about
their schedule and classes.
Suggested Presentational Task
Students create and present their schedule
to the class, stating why they like or dislike
the class.
6/18/2014 2:44 PM
French Level I– SY 2014 – 2015
AP THEME: Contemporary Life
AP SUBTHEME: Leisure and Sports: Activities at School and After School
Recommended pacing: 3 (Quarter 2) weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.1 The student will exchange simple spoken and written information in French.
FI.3 The student will understand simple spoken and written French presented through a variety of media and based on familiar topics.
FI.5 The student will present information orally and in writing in French, using a variety of familiar vocabulary, phrases, and structural patterns.
F.7 The student will develop an awareness of common perspectives, practices, and products of francophone cultures.
FI.12 The student will explore situations in which to use French language skills and cultural knowledge beyond the classroom setting for recreational, educational, and
occupational purposes.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive
(Facts & Skills)
-Presentational
INTERPRETIVE MODE:
CULTURES:
COMPARISONS:
1st Conjugation:
• Comprehend simple, culturally-authentic
Present tense of regular –er
Identify at school and after school activities
• Compare extracurricular activities
announcements and advertisements related to leisure
verbs (i.e. parler, danser,
of students in France as related to school
in American and francophone
activities.
regarder, etc.)
schedule
schools.
• Identify activities being described.
• Compare and contrast regular verb
Adverbs of frequency
• Determine whether a person likes or dislikes a
conjugations in the present tense for
Vocabulary for expressing
particular activity.
French and English.
CONNECTIONS:
likes and dislikes + infinitive
INTERPERSONAL MODE:
Vocabulary of places in and
• Make connections between historical
• Ask and answer questions related to activities at and
COMMUNITIES:
out of town
contexts and current attitudes towards
after school, including likes and dislikes.
• Identify French descriptions or
PRESENTATIONAL MODE:
Identify school supplies and
afterschool activities.
directions on products used for/at
• Tell if a person likes or dislikes various activities.
rooms of the school,
.
school and after school activities.
• Tell when and how frequently a person participates in
Tu vs Vous
various activities.
• Visit a French school supply
• Tell what leisure activities a person does or not.
website Papeterie Gilbert Joseph
See the official VOC list in the AP
USEFUL VOCABULARY
Qu’est-ce qu’il/elle fait?
Theme_Subtheme_Vocabulary folder in Vision
Qu’est-ce que tu fais le week-end?
Qu’est-ce que c’est? Qu’est-ce qu’il y a ?
Combien coûte…/C’est combien ?
RECYCLED/ONGOING TOPICS/STRUCTURES
• Negative sentences
Question formation. Subject pronouns.
RESOURCES/ ACTIVITIES
Move game: students cut out and make a paper backpack, students cut out and label school supplies; teacher uses classroom
commands mettez+ sortez; students insert and remove items to and from the backpack based on the teacher commands; a strong
student may take over as the teacher. Students draw a picture to represent the new verb, conjugate on the back; Students create
a short foldable book using photos and the new verbs in order of their day with one sentence per page. Students create a
PowerPoint showing activities that they like/dislike.
http://www.mjcvillebon.org/web/# See Plaquettes Activites for community center list of after school activities
http://www.gibertjoseph.com/papeterie.html Supplies for sale
http://www.fnac.com/ buy latest books CD’s DVDs, games, devices online
http://www.laits.utexas.edu/tex/gr/ver1.html listening quiz for er verbs (scroll down)
http://www.ac-paris.fr search box Jacques Prévert middle school for schedule and after school activities
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPAs rubrics for speaking and writing
assessments.
Suggested Interpretive Task
Students will read or hear a short
conversation; they will decide if the
person likes/dislikes an activity.
5
Suggested Interpersonal Task
Create a skit related to after school
activities.
Suggested Presentational Task
Students create a PowerPoint
project about the activities they
like/don’t like and present to class.
6/18/2014 2:44 PM
French Level I– SY 2014 – 2015
AP THEME: Families and Communities
AP SUBTHEME: Family Structures / Customs and Ceremonies
Recommended pacing: 3 (Quarter 2) weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.1 The student will exchange simple spoken and written information in French.
FI.2 The student will sustain brief oral and written exchanges in French, using familiar phrases and sentences.
FI.3 The student will understand simple spoken and written French presented through a variety of media and based on familiar topics.
FI.7 The student will develop an awareness of common perspectives, practices, and products of francophone cultures.
FI.8 The student will recognize that perspectives, practices, and products of francophone cultures are interrelated.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
-Interpersonal -Interpretive
-Presentational
INTERPRETIVE MODE:
CULTURES:
COMPARISONS:
• Demonstrates comprehension of content from audio
visual texts relating to family descriptions.
INTERPERSONAL MODE:
• Explore cultural customs of nuclear and
extended family composition.
• Discuss the differences between American and
French weddings
• Conduct a discussion introducing and describing
family to others.
CONNECTIONS:
PRESENTATIONAL MODE:
• Present a family tree.
• Using Rousseau’s “Une noce à la campagne”
talk about differences in American and French
cultures.
.
• Compare and contrast different family
styles of greeting and leave taking with
personal cultures (la bise).
• Compare and contrast the expression
of possession in French and English.
Family members vocabulary
Expressing birthday celebration
Age and birthdate
Avoir-all forms
Possessive adjectives
Possession using de
Numbers 70-100
COMMUNITIES:
• Invite a French-speaking person/family
to visit and present information about
French family customs.
• Identify local French speaking
communities and cultural events.
USEFUL VOCABULARY
See the official VOC list in the AP
Theme_Subtheme_Vocabulary folder in Vision
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
Numbers, dates, descriptors
Tu vs. Vous, Formal and informal expressions, Etre, Subject pronouns, Voilà / voici
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPAs rubrics for speaking and writing
assessments.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Students will create a family tree diagram. Students will create a foldable describing themselves, a family member
and a pet (or additional family member if no pet). http://laits.utexas.edu/fi_media/m4vs/01_voc_dates.m4v Interview
on Birthdays
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Students will listen and identify family
members on a family tree
6
Students will write to a pen pal telling them
about their family.
Students will ask and tell another student
about their family.
Students will create a foldable in written
form describing themselves, a family
member and a pet. The student will
present either their family member or pet
orally.
6/18/2014 2:44 PM
French Level I– SY 2014 – 2015
AP THEME: Global Challenges
AP SUBTHEME: Environmental Issues: Weather and Seasons; Geography of France
Recommended pacing: 3 (Quarter 2) weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.1 The student will exchange simple spoken and written information in French.
FI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in French, using familiar phrases and sentences.
FI.3 The student will understand simple spoken and written French presented through a variety of media and based on familiar topics.
FI.5 The student will present information orally and in writing in French, using a variety of familiar vocabulary, phrases, and structural patterns.
FI.7 The student will develop an awareness of common perspectives, practices, and products of francophone cultures.
FI.8 The student will recognize that perspectives, practices, and products of francophone cultures are interrelated.
FI.10 The student will compare basic elements of French to those of English and other languages
FI.12 The student will explore situations in which to apply French language skills and cultural knowledge beyond the classroom setting for recreational, educational, and
occupational purposes.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive
(Facts & Skills)
-Presentational
INTERPRETIVE MODE:
Weather vocabulary
CULTURES:
COMPARISONS:
Use of faire with weather
• Identify weather and seasons based on spoken
Prepositions en and
and written descriptions.
• Identify varying climates in different
• Identify the different seasons in
au with seasons
• Identify weather and seasons as represented by geographic locations in France and
various francophone countries.
symbols (e.g., picture of sun labeled il fait chaud). francophone countries.
Avoir chaud/froid
INTERPERSONAL MODE:
COMMUNITIES:
Geography and physical
features of France
• Ask and answer questions about weather and
CONNECTIONS:
The regions
seasons.
• Interpret a French language
• Ask and respond to questions about activities
• Describe the use of metric system in giving
weather report.
and weather during different seasons.
temperatures.
PRESENTATIONAL MODE:
.
• Describe a variety of weather conditions and
seasons.
USEFUL VOCABULARY
See the official VOC list in the AP
Theme_Subtheme_Vocabulary folder in Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
Regular –er verbs
Negative sentences
Adverbs of frequency
Resources: METEO FRANCE http://france.meteofrance.com/france/accueil current weather reports in France.
Students create a 4 flap foldable-students list the weather in each season. Daily weather man - one student daily says
the date, the weather, and the word of the day. PowerPoint of French geography and climate.
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Students will hear various weather
Students have a weather map of
Present the weather for the day.
conditions and categorize them as
France. They ask each other about
Select a francophone place and
either good or bad weather.
the weather in different locations.
present the yearly weather there.
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPAs rubrics for speaking and writing
assessments.
7
Quel temps fait-il?
6/18/2014 2:44 PM
French Level I– SY 2014 – 2015
AP THEME: Contemporary Life
AP SUBTHEME: Housing and Shelter
Recommended pacing: 4 (Quarter 3) weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.1 The student will exchange simple spoken and written information in French.
FI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in French, using familiar phrases and sentences.
FI.3 The student will understand simple spoken and written French presented through a variety of media and based on familiar topics.
FI.5 The student will present information orally and in writing in French, using a variety of familiar vocabulary, phrases, and structural patterns.
FI.7 The student will develop an awareness of common perspectives, practices, and products of francophone cultures.
FI.8 The student will recognize that perspectives, practices, and products of francophone cultures are interrelated.
FI.10 The student will compare basic elements of French to those of English and other languages
FI.12 The student will explore situations in which to apply French language skills and cultural knowledge beyond the classroom setting for recreational, educational, and
occupational purposes.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive
(Facts & Skills)
-Presentational
INTERPRETIVE MODE:
Furniture
COMPARISONS:
Rooms of the house
•Read real estate ads and select a residence for a CULTURES:
month’s stay in France.
• Identify rooms of a house and dwellings in
• Compare homes in France and the Prepositions of place
Personal possessions
francophone countries, H.L.M.
United States.
INTERPERSONAL MODE:
Neighborhood vocabulary
• Importance of privacy/closed doors
• Compare and contrast adjective
Il y a…Il n’y a pas de…
• Ask and answer questions about homes and
• Fences and hedges surrounding private
placement and agreement in French
Adjective placement and
apartments.
property/shutters
and English.
agreement (irregular forms)
• Describe where you live.
CONNECTIONS:
BANGS (beauty, age,
PRESENTATIONAL MODE:
number, goodness size)
• Distinguish between fortresses and palaces COMMUNITIES:
adjectives and their
• Describe your ideal house or apartment.
in France.
• Research on-line real estate using
placement
a French or Canadian realtor for
property in France or the United
States.
See the official VOC list in the AP
USEFUL VOCABULARY
Qu’est-ce qu’il y a… ?
Theme_Subtheme_Vocabulary folder in Vision
Comment est ta maison ?...
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPAs rubrics for speaking and writing
assessments.
Regular –er verbs,
Negative sentences
Adverbs of frequency
http://www.seloger.com/ classified real estate ads http://www.loire-france.com/ map and photos of Loire castles
http://giverny.org/monet/home/maison.htm labeled photos of Monet’s home exterior and rooms
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Read about different types of
You are spending a vacation with
Build or sketch a model of your ideal
housing in Francophone cultures and family friends in the French Alps.
or apartment or favorite room and
where French people live.
Describe your room to your friend in
describe it to a small group.
an e-mail.
8
6/18/2014 2:44 PM
French Level I– SY 2014 – 2015
AP THEME: Contemporary Life
AP SUBTHEME: Leisure & Sports : Dining Out, Activities and Transportation
Recommended pacing: 5 (Quarter 3) weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.7 The student will develop an awareness of common perspectives, practices, and products of francophone cultures.
FI.8 The student will recognize that perspectives, practices, and products of francophone cultures are interrelated.
FI.10 The student will compare basic elements of French to those of English and other languages
FI.11 The student will demonstrate understanding of the significance of culture through comparisons between francophone cultures and the cultures of the United States.
FI.12 The student will explore situations in which to use French language skills and cultural knowledge beyond the classroom setting for recreational, educational, and
occupational purposes.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive
(Facts & Skills)
-Presentational
Café and restaurant vocabulary
INTERPRETIVE MODE:
Prendre
• Identify items on a menu.
CULTURES:
COMPARISONS:
• Identify basic food offerings.
INTERPERSONAL MODE:
• Ask and aswer questions to order food and pay the
bill.
PRESENTATIONAL MODE:
• Discuss menu items unique to francophone
countries.
• Discuss history of the euro.
• Discuss table settings and manners and meal
times.
• Discuss family evening meal.
• List items for sale.
• Tell about favorite restaurant(s) and what type of food
is served.
CONNECTIONS:
• Convert US currency to francophone rates.
• Compare prices between countries.
• Compare cuisines between
francophone countries and the US.
• Compare dining culture with regard to
tipping and animals.
COMMUNITIES:
• Understand recipes/menus on the
Internet from francophone countries.
• Present and discuss French
McDonalds and fast food chains (Quick).
• Present and discuss French street
foods.
USEFUL VOCABULARY
See the official VOC list in the AP
Theme_Subtheme_Vocabulary folder in Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
Numbers, places in and out of town, likes and dislikes
Tu vs. Vous
Use of de meaning from, of and ‘s as a possessive
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPAs rubrics for speaking and writing
assessments.
S’il vous plaît
History of the euro
Table settings and manners
Meals
Je voudrais
Aller
Aller + infinitive
Contractions: à and de
Avoir faim
Avoir soif
Modes of transportation :
à pied, à vélo, en avion,
en métro, en voiture, en taxi…
Question formation- Combien coûte…? C’est combien ?
Ça fait combien?
Create a menu. Create a placemat on 11 X 17 paper. Students draw and label two meals on each side. Laminate the
papers and send home for home use. http://www.fauchon.com/media/wysiwyg/PDF/cafe-petitdej-ete-2012.pdf current
breakfast menu http://babelnet.sbg.ac.at/canalreve/bravo/module2/2.1.html listening activity/ café orders
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Students identify items from a menu.
Students create a dialogue about ordering
Create a foldable booklet of three
Students identify places in and out of
in a café or restaurant, one waiter and two
meals and the utensils needed for
town where they go and how they go
customers.
each meal.
there.
Class presentation of your plans for
the day using PowerPoint visuals.
9
6/18/2014 2:44 PM
French Level I– SY 2014 – 2015
AP THEME: Contemporary Life
AP SUBTHEME : Advertising and Marketing : Meals and Food / Shopping
Recommended pacing: 4 (Quarter 4) weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.7 The student will develop an awareness of common perspectives, practices, and products of francophone cultures.
FI.8 The student will recognize that perspectives, practices, and products of francophone cultures are interrelated.
FI.10 The student will compare basic elements of French to those of English and other languages.
FI.11 The student will demonstrate understanding of the significance of culture through comparisons between francophone cultures and the cultures of the United States.
FI.12 The student will explore situations in which to use French language skills and cultural knowledge beyond the classroom setting for recreational, educational, and
occupational purposes.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL KNOWLEDGE
-Interpersonal -Interpretive
(Facts & Skills)
-Presentational
Food shopping vocabulary
INTERPRETIVE MODE:
Faire
• Identify items for sale in an advertisement.
CULTURES:
COMPARISONS:
• Identify where specific items can be purchased.
• Discuss products unique to francophone
• Compare bargaining practices between Partitive
INTERPERSONAL MODE:
countries.
francophone countries.
Use of definite article with
• Ask and answer questions about stores and types of
• Discuss food shopping habits.
• Compare systems of measurement.
likes and dislikes
merchandise.
Acheter
• Discuss shopping experiences.
COMMUNITIES:
Pouvoir and vouloir
PRESENTATIONAL MODE:
• Identify cognates related to shopping.
CONNECTIONS:
• Describe and item for sale.
• Tell about the purchase or sale of an item.
• Convert US currency to francophone rates.
• Compare prices between countries.
USEFUL VOCABULARY
See the official VOC list in the AP
Theme_Subtheme_Vocabulary folder in Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPAs rubrics for speaking and writing
assessments.
• Discuss French influences in American
economies.
Question formation- Combien coûte…? C’est combien ?
Ça fait combien?
Numbers
Tu vs. Vous
Je voudrais
Aller
Contractions with à
Students create a shopping list and what stores they are going to visit. Students create a food pyramid with food in
each category.
http://www.lagrandecuisine.com/ Includes food lists by food group to click for recipes
http://www.leclercdrive.fr/
http://go.hrw.com/activities/frameset.html?main=1737.html Games for likes and dislikes
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Students identify items for sale in an
advertisement.
10
Students create a dialogue shopping in a
store.
Create an advertisement poster and
present to class.
6/18/2014 2:44 PM
French Level I– SY 2014 – 2015
AP THEME: Beauty and Aesthetics
AP SUBTHEME : Ideals of Beauty : Clothing and shopping for clothes
Recommended pacing: 5 (Quarter 4) weeks Teachers need
to appropriate the number of lessons to the caliber of students
in the class so long as they are being given opportunities to
meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level :
FI.1 The student will exchange simple spoken and written information in French.
FI.2 The student will sustain brief oral and written exchanges in French, using familiar phrases and sentences.
FI.3 The student will understand simple spoken and written French presented through a variety of media and based on familiar topics.
FI.5 The student will present information orally and in writing in French, using a variety of familiar vocabulary, phrases, and structural patterns.
FI.7 The student will develop an awareness of common perspectives, practices, and products of francophone cultures.
FI.8 The student will recognize that perspectives, practices, and products of francophone cultures are interrelated.
FI.10 The student will compare basic elements of French to those of English and other languages.
FI.12 The student will explore situations in which to use French language skills and cultural knowledge beyond the classroom setting for recreational, educational, and
occupational purposes.
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
ESSENTIAL
-Interpersonal -Interpretive
KNOWLEDGE
-Presentational
(Facts & Skills)
INTERPRETIVE MODE:
COMPARISONS:
Use of possessive de
• Demonstrates comprehension of content from audio
• Compare and contrast different styles of porter, mettre
CULTURES:
visual texts relating to clothing and colors.
greeting and leave taking with personal
• Explore cultural customs of clothing.
essayer
cultures.
INTERPERSONAL MODE:
• Discuss the influence of climate and geography
comparative adjectives
COMMUNITIES:
• Answer questions about what you, your friend, or
as it affects clothing in francophone countries.
croire, voir
family member are wearing.
• Discuss appearances in your own
trouver
community or your school and compare
PRESENTATIONAL MODE:
CONNECTIONS:
favori, favorite
them to issues in French speaking
• Produce oral and written reports/skit describing the
• Make connections between color choices in
à la mode, demodé…
communities.
clothing of friends and family.
clothing.
USEFUL VOCABULARY
See the official VOC list in the AP
Theme_Subtheme_Vocabulary folder in Vision
Qu’est-ce qu’on vend…?
Qu’est-ce que tu portes aujourd’hui ?
Qu’est-ce qu’on met pour… ?
Greetings, descriptions, family members, -er verbs, articles, être, avoir, geography as related to clothing, weather & seasons.
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPAs rubrics for speaking and writing
assessments.
Adjective agreement and placement, colors
Acheter, payer
Coloring activities with the directions in French. Play the clothing game. Flyswatter game identifying clothing.
Students line up and move forward based on the article of clothing mentioned by the teacher: La personne porte…
Students create a catalog of clothes for men, women, shoes and accessories for both +adjectives and prices.
http://www.galerieslafayette.com/
Suggested Interpretive Task
Students hear a description of a person
and choose the person being described.
11
Suggested Interpersonal Task
Suggested Presentational
Task
Students go shopping together and ask
their friend(s) their opinion(s) of the
clothing.
Produce a fashion show describing
the clothing of friends and family.
Write a booklet/foldable describing
yourself and what clothing you are
wearing.
6/18/2014 2:44 PM