Course title

Pre-requisite

Course description

This course is a continuation of 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 describe themselves; friends; and families through the use of personal and physical traits; along with likes; dislikes; and activities they do.
ÔÉò What defines me?
ÔÉò How do I talk about my family; friends; and past-times?
ÔÉò What are my future goals and how do I discuss what I will do to achieve them?
2. Students will describe what they do and where they go on the weekends.
ÔÉò How can I discuss past events?
ÔÉò How can I relate events in a sequential order?
ÔÉò Are there differences between how Americans and French teenagers get around town?
3. Students will learn how to order and describe what they eat for breakfast; lunch and dinner. They will also learn to distinguish when to use the definite; indefinite; and partitive articles.
ÔÉò How can I express what I would like to eat or drink?
ÔÉò How do francophone people eat differently/similarly to me or Americans?
ÔÉò How does the typical French person go about buying groceries?
4. Students will learn how to discuss and extend invitations to arts and entertainment events along with the use of direct and indirect object pronouns.
ÔÉò How are the French and Americans similar/different in weekend activities?
ÔÉò How can I continue a conversation without repeating myself?
5. Students will describe their daily routines; describe ailments; and identify body parts.
ÔÉò How can I describe my daily routines?
ÔÉò How can I express what I want others to do?
ÔÉò How can I express discomfort and pain if I were in a Francophone country?
6. Students will learn how to use the imperfect to describe what their lives were like in childhood and distinguish when to use the past tense and imperfect together.
ÔÉò How can I describe what my life used to be like in the past?
ÔÉò How can I aptly describe things that happened when something else was happening?
ÔÉò How could I buy a house in a Francophone country if I were to have enough money?
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:
Intermediate Low Proficiency Level
• 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.
Intermediate Mid Proficiency Level: Communication
• IL: Interpretive Listening: Understand; interpret; and analyze what is heard (communicated in ASL) on a variety of topics.

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).
• Explain and compare features of target language (e.g. language patterns; expressions; sentence structures) with his/her own language.
• Compare and contrast familiar topics (e.g. geography; history; the arts) and discuss the impact on the target culture and one’s own culture.
• 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:
Discuss people; places; things in photos
Vocabulary Bingo
Battleship conjugations
Conjugation relays
Discuss what someone just did; is doing; and is going to do
Describe city life
Compare and contrast city and country life
Identify animals and plants in photos
Vocabulary Bingo
Conjugation relays
Battleship conjugation
Watch Watch a movie or clip and have students relay events in a sequential manner
Practice proper table settings with silverware (and identifying them)
Vocabulary Bingo
Use menus from on-line sources or realia for conversations between waiter and client
Flash cards (student made)
Battleship conjugation
Conjugation relays with new and previously learned verbs
Create posters for specific events
Conversations in preference to certain movies and types of movies
Vocabulary Bingo
Premade sentences to elicit students replacing direct and indirect objects with direct and indirect object pronouns
Distinguishing the uses of savoir and connaitre
Conjugation relays of reflexive verbs
Identify Body parts
Outdoor sports
Distinguish when to use “y” and “en”
Daily routine
Flash Cards of Toiletry items
Imperative
Conjugation relays of reflexive verbs and the imperative
Students can create a blueprint of their house and describe
Students can create a blueprint of their ideal house and describe
Compare and contrast past and present lives
A sequential narrative of students’ lives
Time line dictating when and how to use present; future; past tense and imperfect tense
Assessments:
Daily observation
Performance assessments
End of unit assessments
End of course assessment
quizzes
Resources/Materials:
Textbook – Discovering French
YouTube clips
Films
Magazines
Songs
Websites
Menus

School Country

School state

School city

School Address

School zip code

Requested competency code

Date submitted

Approved

Approved competency code

• LNG2
• 2nd year of Foreign Language

Approved date

Online / Virtual