Course title

FREN

Pre-requisite

There are no prerequisites for this course.

Course description

This course is an introduction to the language and culture of French speaking countries to build 21st century literacy skills. This course will focus on the three modes of communication in the target language; interpersonal (person-to-person speaking or writing); interpretive (listening and reading); and presentational (one-way speaking and writing). These skills and the cultural perspectives are addressed through basic conversational and grammatical structures.
Units of Study:
1. Students will learn how to introduce themselves to peers and others through the use of formal and informal pronouns. They will also describe themselves and others by age.
Essential Questions:
ÔÉò How do I greet and say goodbye in the target language?
ÔÉò What are some cultural norms in the target culture?
ÔÉò How do I introduce myself and others in the target language?
ÔÉò How do I convey basic information about myself and others in introductions?
ÔÉò How does time affect a conversation?
2. Students will describe themselves and others by physical and personality traits.
Essential Questions:
ÔÉò How can I talk about my family and friends?
ÔÉò What dates important to know?
3. Students will learn how to order breakfast and lunch items.
Essential Questions:
ÔÉò Should there be a difference in asking for food and drinks at home and at a restaurant?
ÔÉò Do other cultures eat much differently and much different types of food?
ÔÉò Is ordering and paying at a restaurant the same between different cultures and countries?
4. Students will describe their likes and dislikes through the use of -ER verbs and adverbs.
Essential Questions:
ÔÉò Should there be a difference in asking for food and drinks at home and at a restaurant?
ÔÉò Do other cultures eat much differently and much different types of food?
ÔÉò Is ordering and paying at a restaurant the same between different cultures and countries?
5. Students will learn how to describe things through the use of colors; adjectives; and directional prepositions.
Essential Questions:
ÔÉò How do I express what type of person I am?
ÔÉò How do I describe what other people are like?
ÔÉò How do I describe my house or my ideal house?
ÔÉò How do I describe my room and what is in there?
ÔÉò How do I express my opinion?
6. Students will describe their city and other cities through the use of city vocabulary; directional prepositions; and where to go to do certain activities.
Essential Questions:
ÔÉò How can I describe life in my city?
ÔÉò How do I ask for and give directions?
ÔÉò How can I talk about various places I go during the week and on weekends?
ÔÉò How do I describe my house or apartment?
ÔÉò How do I discuss future plans?
ÔÉò How do I state where I am going?
7. Students will learn how to go clothes shopping; using physical descriptions/preferences; price; and style.
Essential Questions:
ÔÉò How do I discuss style and preference in clothing?
ÔÉò Does style help define a culture?
ÔÉò How do I describe what others are wearing?
ÔÉò How can I make comparisons?
ÔÉò How can I make suggestions?
PUSD District Exit Outcomes Alignment
• Demonstrate civic and personal responsibility.
• Access; evaluate and apply information and technology effectively.
• Anticipate and proactively react to change.
• Apply appropriate communication skills in a variety of situations.
• Exhibit life-management skills.
• Display awareness and understanding of global and cross-cultural events.
• Think critically; creatively; independently; and originally.
• Apply problem-solving strategies in real-world situations.
Priority Standards:
•IC: Interpersonal Communication: Interact and negotiate meaning in spoken; written; or signed conversations to share information; reactions; feelings; and opinions.
•IL: Interpretive Listening: Understand; interpret; and analyze what is heard (communicated in ASL) on a variety of topics.
•IR: Interpretive Reading: Understand; interpret; and analyze what is read or viewed on a variety of topics.
•PS: Presentational Speaking: Present information; concepts; and ideas to inform; explain; persuade; and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners or viewers.
•PW: Presentational Writing: Present information; concepts; and ideas to inform; explain; persuade; and narrate on a variety of topics using appropriate media and adapting to various audiences of readers or viewers.
Supporting Standards:
• Recognize basic practices; products; and perspectives of cultures where the target language is spoken (e.g.; greetings; holiday celebrations; body language; gestures; traditions).
• Participate in age-appropriate and culturally authentic activities such as celebrations; songs; games; and dances; recognize products of culture (e.g. food; shelter; clothing; transportation; toys).
• Identify and use familiar vocabulary and phrases in the target language supported by resources (e.g.; maps; graphs; visuals; audio; digital media) to reinforce prior knowledge and make connections to new knowledge of familiar topics in other content areas (e.g.; geography; history; arts; math; science).
• Recognize and compare words; true and false cognates; sound patterns; and basic grammatical structures of the target language with his/her own language (as applicable).
• Identify and compare products and practices (e.g.; celebrations; dances; oral stories; food) typical of the target culture with his/her own culture (as applicable).
• Communicate using key words and phrases in the target language within the school setting (and beyond; as applicable).
• Participate in simple activities and cultural events within the school setting (and beyond; as applicable).
Instructional Strategies:
Pair and group work
Videos of people introducing themselves in target language
Introducing partner/group to the class or teacher
Videos of people talking about their family and friends
Stating one’s birthday
Use of calendars to elicit conversation
Reading menus on-line or realia
Creating menus for speaking activities
Have students make up a weekly calendar and ‘schedule’ certain learned activities
Conjugation relays with –ER verbs and FAIRE
Conversations between students in regards to preferences on learned activities
Student-made flashcards
Vocabulary Bingo
Conjugation battleship
Describe the classroom with vocabulary and colors
Vocabulary Bingo
Describe photos from magazines/on-line
Give students sentences with words out of order and have students correctly put in the proper order
“Sur; sous; dans” song sung to London Bridge Is Falling Down
Students make a map of their neighborhood
Students create a map of their “ideal” downtown
On Fridays; discuss what one is going to do that weekend
Vocab Bingo
Conjugation Battleship with verbs ALLER and VENIR
Conjugation relays with ALLER and VENIR; along with previously learned verbs
Prepositional modeling
Describe what people are wearing in magazine photos
Internet research of on-line catalogs from francophone clothing stores
Role play of sales clerk and client at a clothing store
“Ma Valise” from Dorothée song and video
Vocab Bingo
Battleship conjugation of –IR and –RE verbs
Conjugation relays

Assessments:
Daily observation
Performance assessments
End of unit assessments
End of course assessment
quizzes
Resources/Materials:
Textbook -- Discovering French blue
YouTube clips
Films
Store websites and circulars
Workbook
Vocabulary Lists
Various internet sites
Realia
Restaurant menus and menus on websites
Magazines

School Country

United States

School state

Arizona

School city

Glendale

School Address

6330 W. Thunderbird Rd.

School zip code

85308

Requested competency code

Foreign Language

Date submitted

06/16/2016

Approved

Yes

Approved competency code

• LNG1
• 1st year of Foreign Language

Approved date

09/13/2016

Online / Virtual

No