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 more complex conversational and grammatical structures. Various classrooms activities will be conducted in the target language and students are encouraged to use the language for communication. Dual credit may be obtained from the Maricopa Community College system for this program at high schools offering this option.
Units of Study:
1. Students will describe their daily routines; how they take care of themselves and describe people in detail (both physically and personality).
Essential Questions:
ÔÉò How can our daily routine affect how the day goes?
ÔÉò What are the traits of a successful person?
2. Students will describe what one should do in regards to household chores through the use of the subjunctive tense.
Essential Questions:
ÔÉò Do all teenagers have to do chores?
ÔÉò How can I ask for help or assistance in a francophone country?
3. Students will be able to describe the natural world and outdoor activities through the use of the past and imperfect tenses and describe what the world used to be like compared to what life is like now.
Essential Questions:
ÔÉò How can I describe past experiences effectively?
ÔÉò What are some popular outdoor activities in francophone countries that we might or might not do in the US?
4. Students will learn how to ask for and get basic service; such as going shopping; getting haircuts; and getting repairs for certain items.
Essential Questions:
ÔÉò How can I get my haircut the way I want?
 How can I “survive” living in a francophone country if things breakdown or need repair?
5. Students will describe the steps to take to travel abroad. Students will learn how to describe what they will do and where they will go using the future tense. Students will also learn the use of the conditional tense to describe what they would do in certain situations.
Essential Questions:
ÔÉò What do I need to have and know before traveling abroad?
ÔÉò How can I hold a conversation in regards to possibilities and certain conditions?
6. Students will describe what type of hotel; steps to make reservations; and with what amenities they prefer to use when traveling. They will also learn how to use the comparative and superlative forms of speech.
Essential Questions:
ÔÉò How can I find out what do certain hotels offer for amenities in francophone countries?
ÔÉò How can I request basic services or upgrades in a hotel?

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 Mid 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.
Supporting Standards:
• Investigate and describe similarities and differences in practices; products; and perspectives used across cultures.
• Participate in age-appropriate and culturally authentic activities such as celebrations; songs; games; and dances.
• 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 (as applicable)
• Compare and contrast familiar topics (e.g.; geography; history; the arts) and discuss the impact on the target culture and one’s own culture
• Use expanded vocabulary and structures in the target language to access and interact with different media and community resources within the school setting (and beyond; as applicable)
• Use the target language to participate in activities for personal enjoyment and community involvement within the school setting (and beyond; as applicable).
Instructional Strategies
Describe people in various pictures
Vocabulary Bingo
Use of francophone ads in regards to personal hygiene products
Flash cards (student made)
Battleship conjugation
Conjugation relays with new and previously learned verbs
Describe certain chores that are being done or need to be done in various pictures
Vocabulary Bingo
Use of francophone ads in regards to household products
Flash cards (student made)
Battleship conjugation
Describe certain weather patterns in different parts of the world
Research camping sites in francophone countries
Role play for seller and buyer
Research supermarket and department stores in francophone countries
Role play for traveler and flight/train attendant
Research what needs to be accomplished before traveling to francophone countries (e.g.; passport; visas; vaccinations)
Role play for hotel receptionist and client
Research certain types of hotels in francophone countries
Comparative and Superlative statements in regards to music; tv shows; film; etc. (entertainment)
Assessments:
Daily observation
Performance assessments
End of unit assessments
End of course assessment
quizzes
Resources:
Discovering French
Panorama Francophone 1 and 2
YouTube clips
Films
Magazines
Short stories
Films
Websites

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