PACING GUIDE for FINE ARTS by uIjyV4i

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									                                                PACING GUIDE for WORLD L ANGUAGE
Grade Level: 10-12                                Big Idea: French II             Prepared by: Union County Schools
Time Frame                  6 Days                       21 Days            21 Days                  21 Days



      Unit Topic           How to Use/Apply 1st         Who am I?                   How have I changed?        What are my choices?
      (Specify             Year Concepts
      skills/information
      that will be
      learned.)
      Enduring             The student will             The student will            The student will           The student will
      Understandings       understand:                  understand that:            understand that:           understand that:
      (Give and/or         sound systems                personality may be          childhood experiences      Opportunities,
      demonstrate          numbers, days, months,       determined in part by       may differ from place to   experiences, and choices
      necessary            time, seasons, and           various cultural factors    place                      for teens may vary from
      information)         weather                      (e.g., concept of family,   various factors can        culture to culture.
                           review first level           customs, dress, school      influence past             Culture may influence
                           vocabulary and present       life/extracurricular        experiences                interests and
                           tense regular and            activities, etc.)           the ages and stages of     perspectives.
                           irregular verbs.             culture shapes the way      childhood may vary from    Social customs vary
                                                        people think of and         country to country and     based on culture,
                                                        perceive other              culture to culture         geography, economy, and
                                                        individuals/groups,         benchmark events are       history
                                                        events, etc.                present in all cultures
                                                        feelings toward
                                                        individuals and groups
                                                        vary from culture to
                                                        culture
      Essential            How are the concepts in      How do I perceive           What is the role of the    What influences personal
      Questions            first level world language   myself? How do others       student in a given         choices?
      (Steps to check      class essential to           perceive me?                culture?                   How does the notion of
      for student          transitioning to second      What is it like to be a     How have past              teenage independence
      understanding)       level world language         teenager in the United      experiences changed over   vary from culture to
                           class?                       States?                     time?                      culture?




                                                                         1
                                       PACING GUIDE for WORLD L ANGUAGE
Grade Level: 10-12                       Big Idea: French II             Prepared by: Union County Schools
Time Frame            6 Days                    21 Days            21 Days                  21 Days



      Standards       B 2.1-1     imitate     B 1.1-7      use the       B 1.2-3 Identify the      D 1.2-3      Identify
      con’t          language and             target language to ask     main idea in target-      the main idea and
                     behaviors that are       and answer simple          language materials, in    discern supporting
                     appropriate to the       questions.                 both oral and written     details in authentic
                     target culture during    B 1.2-2 identify           form.                     target-language
                     communications.          aural, visual, and         B 1.2-4 Understand        materials, in both oral
                     B 2.1-2    identify      context clues in           information on familiar   and written forms.
                     (recognize) cultural     authentic target-          topics that is conveyed   B 1.2-4
                     characteristics and      language materials, in     in the target language    Understand
                     behaviors of everyday    both oral and written      in sentence-level oral    information on familiar
                     life.                    forms.                     and written               topics that is conveyed
                     B 4.1-1    recognize     B 1.2-3 identify the       presentations.            in the target language
                     and imitate the sound    main idea in authentic     B 1.3-2 Use visuals       in
                     patterns of the target   target-language            as support in             sentence level oral and
                     language                 materials, in both oral    communicating a           written presentations.
                     B 4.1-2    identify      and written forms.         message in the target     B 1.3-2      Use visuals
                     word borrowings and      B 1.2-4                    language.                 as support in
                     cognates from other      understand                 B 1.3-6                   communicating a
                     languages.               information on familiar    Communicate               message in the target
                     B 4.2-2    identify      topics that is conveyed    information in the        language.
                     similar and different    in the target language     target language in the    D 1.3-3     Use the
                     behavioral patterns      in sentence-level oral     sentence-level oral and   target language to
                     between the target       and written                written presentation      express personal
                     culture and their        presentations.             on familiar topics.       opinions on selective
                     native                   B 1.3-2      use visuals   B 2.1-2 Identify          topics.
                     culture                  as support in              behaviors and traits      B 1.3-5 Use the
                     B 4.2-3    identify      communicating a            that are characteristic   target language to list
                     practices from the       message in the target      of everyday life in the   and compare
                     target culture and the   language.                  target culture.           information from
                     student’s native                                                              simple sources.
                     culture.



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                              PACING GUIDE for WORLD L ANGUAGE


Grade Level: 10-12             Big Idea: French II                        Prepared by: Union County Schools
Time Frame           6 Days           21 Days                       21 Days                  21 Days

Standards con’t                      B 1.3-3 use the target         B 2.1-4 Identify social        B 1.3-6 Communicate
                                     language to express            issues currently affecting     information in the target
                                     personal likes or dislikes     the target culture.            language in sentence level
                                     regarding familiar topics B    B 2.2-4 Identify social,       oral and written
                                     1.3-5 use the target           economic, political            presentations on
                                     language to list and           perspectives within the        familiar topics.
                                     compare information from       target culture.                B 2.1-3      Use the target
                                     simple sources.                B 3.2-1 Use the target         language to identify the
                                     B 1.3-6 communicate            language to identify view      cultural practices that are
                                     information in the target      points within the target       particular to the target
                                     language in sentence-level     culture that are expressed     culture.
                                     oral and written               in sources intended for        B 2.1-4 Identify social
                                     presentations on familiar      native speakers.               issues currently affecting
                                     topics.                        B 4.1-1 Compare                the target culture.
                                     B 2.1-1 imitate language       cognates and word              B 2.2-1      Use the target
                                     and behavior that are          borrowings between the         language to identify
                                     appropriate to interactions    target language and            tangible products and
                                     in the target culture.         English                        symbols of the target
                                     B 2.1-3 use the target         B 4.1-2 Identify               culture. (e.g, dress, types
                                     language to identify the       differences and similarities   of dwelling, foods, flags,
                                     cultural practices that are    in register between the        monuments, landmarks)
                                     particular to the target       target language and            B 2.2-2 Use the target
                                     culture.                       English.                       language to identify and
                                     B 4.1-2 identify               D 4.1-3 Use high-              participate in artistic
                                     differences and similarities   frequency target-language      expressions of the target
                                     in register between the        idioms within familiar         culture.
                                     target language and            context.
                                     English.




                                                  3
                                 PACING GUIDE for WORLD L ANGUAGE
Grade Level: 10-12                 Big Idea: French II          Prepared by: Union County Schools

      Time Frame        6 Days        21 Days              21 Days                        21 Days

      Standards con’t                                      B 4.2-2 Identify similar       B 2.2-4 Identify social,
                                                           and different behavioral       economic, and political
                                                           patterns between the target    perspectives within the
                                                           culture and the student’s      target culture.
                                                           native culture.                B 3.2-1 Identify
                                                           B 4.2-3 Use the target         viewpoints within the target
                                                           language to identify           culture that are expressed
                                                           practices within the target    in sources intended for
                                                           language that are similar to   native speakers.
                                                           and different from those in    D 4.1-1 Describe how the
                                                           his/her native culture.        target language and English
                                                           B 2.1-1    Imitate language    have influences each other.
                                                           and behaviors that is          B 4.1-2 Identify
                                                           appropriate to interactions    differences and similarities
                                                           in the target culture.         in register between the
                                                                                          target language and
                                                                                          English.
                                                                                          D 4.1-3 Use high-
                                                                                          frequency target-language
                                                                                          idioms within familiar
                                                                                          context.
                                                                                          D 4.2-2 Compare
                                                                                          behavioral patterns and
                                                                                          perspectives in the target
                                                                                          culture with those in his or
                                                                                          her native culture.




                                                  4
                                           PACING GUIDE for WORLD L ANGUAGE
Grade Level: 10-12                           Big Idea: French II          Prepared by: Union County Schools
      Time Frame          6 Days                  21 Days                21 Days                    21 Days

      Standards con’t                                                                               D 4.2-3 Compare
                                                                                                    practices that are
                                                                                                    particular to the
                                                                                                    target culture with
                                                                                                    those of his/her
                                                                                                    native culture.
                                                                                                    B 2.1-1    Imitate
                                                                                                    language and
                                                                                                    behaviors that is
                                                                                                    appropriate to
                                                                                                    interactions in the
                                                                                                    target culture.

      Integrations        Math: numbers and       Math: age              Math: Data and             Math: Dates,
      (with other         time                    ELA: written           Numbers (age)              Numbers, Statistical
      discipline areas)
                          ELA: written            activities             ELA: Written essays.       Data
                          paragraphs and          Technology: Internet   Technology:                ELA: Exchange
                          descriptions            research               Computer                   Program Project
                          Technology: Internet    Arts: posters          Research/Web Quest         Technology: Internet
                          research                Social Studies:        Arts: Graphic              and Computer
                          Arts: create            global awareness       Organizers and             Research
                          imaginary family tree                          Posters                    Arts: Poster
                          Social Studies:                                Social Studies: Use of a   Social Studies: Maps and
                          geography, global                              Timeline and Maps          Geography where target
                                                                                                    language is spoken
                          awarness
      District            Unit test with          Test                   Unit Test                  Unit Test
      Assessments         listening and written   Verb Test              Write about a              Exchange Program
      (culminating                                                                                  Project
      assessments)
                          role play                                      specific past
                          Verb test                                      experience
                                                                         Write a story about a
                                                                         past experience


                                                              5
                                            PACING GUIDE for WORLD L ANGUAGE

Grade Level: 10-12                            Big Idea: French II          Prepared by: Union County Schools
Time                      21 Days
Frame:
Unit Topic                Where am I going?
(Specify
skills/information that
will be learned.)
Enduring                  Students will
Understandings            understand that:
(Give and/or              Access to jobs may vary
demonstrate necessary     from culture to culture.
information)              Oral and written
                          presentations play an
                          important role in the
                          workplace.
                          Appropriate use of
                          register and culture
                          behavior influence how
                          others perceive you.
Essential Questions       What determines job
(Steps to check for       opportunities in a given
student understanding)    culture?
                          How do employers
                          assess the qualifications
                          of candidates?
Standards                 B 1.1-2 Express basic
                          courtesies in the target
                          language and use
                          appropriate behaviors.
                          B 1.1-4 Use the target
                          language to exchange
                          personal information
                          (e.g., names, home
                          addresses, telephone
                          numbers, e-mail
                          addresses) with others.



                                                                6
Time Frame   21 Days

Standards    D 1.1-4 Use the target language to
con’t        exchange information on topics of
             personal interest with others.
             D 1.1-6 Use the target language to
             express personal preferences and
             opinions with supporting details.
             B 1.1-7 Use the target language to
             ask and answer simple questions.
             B 1.2-2 Identify aural, visual, and
             context clues in target-language
             materials, in both oral and written
             forms.
             B 1.2-3 Identify the main idea in
             target-language materials, in both
             oral and written forms.
             B 1.2-4 Understand information
             on familiar topics that is conveyed
             in the target
             language in sentence-level oral and
             written presentations.
             B 1.3-2 Use visuals as support in
             communicating a message in the
             target language.
             B 1.3-3 Use the target language to
             express personal likes or dislikes
             regarding familiar topics.
             B 1.3-5 Use the target language to
             list and compare information from
             simple sources.




                                                   7
                                        PACING GUIDE for WORLD L ANGUAGE

Grade Level: 10-12                        Big Idea: French II          Prepared by: Union County Schools
Time Frame            21 Days


      Standards      B.1.3-6 Communicate information
      con’t          in the target language in sentence-
                     level oral and written presentations
                     on familiar topics.
                     B 2.1-1 Imitate language and
                     behaviors that are appropriate to
                     interactions in the target culture.
                     B 2.1-3 Use the target language
                     to identify the
                     cultural practices that are
                     particular to the target culture.
                     B 2.1-4 Identify social issues
                     currently affecting the target
                     culture.
                     B 2.2-4 Identify social, economic,
                     and political perspectives within
                     the target culture.
                     B 3.2-1 Identify viewpoints within
                     the target culture that are
                     expressed in sources intended for
                     native speakers.
                     B 4.1-2 Identify differences and
                     similarities in register between that
                     target language and English.
                     B 4.1-3 Recognize high-frequency
                     idioms within limited context.
                     B 4.2-2 Identify behavioral
                     patterns and perspectives in the
                     target culture that are similar to
                     and different from those in his or
                     her native culture.




                                                             8
                                           PACING GUIDE for WORLD L ANGUAGE

Grade Level: 10-12                           Big Idea: French II          Prepared by: Union County Schools
Time Frame                21 Days




      Standards con’t     B 4.2-3 Identify practices within
                          the target culture that are
                          similar to and different from
                          those in his or her
                          native culture.

      Integrations        Math: Number (Salaries)
      (with other         ELA: Job Application
      discipline areas)
                          Technology: Internet and
                          Computer Research
                          Arts: Poster
                          Social Studies: Job Application,
                          work culture of various
                          countries
      District            Unit Test
      Assessments         Job Application Project
      (culminating
      assessments)
                          Oral Interview Evaluation




                                                               9
                                             PACING GUIDE for WORLD L ANGUAGE


Subject: French II                             Grade: 10-12                                  Big Idea: How to Use/apply
                                                                                                     1st Year Concepts
    Unit Topic          Length of Unit
    How to Use/Apply    6 days
    1st Year Concepts


    Enduring            The students will understand…
    Understanding        sound systems
                         numbers, days, months, time, seasons, and weather
                         review first level vocabulary and present tense regular and irregular verbs.
    Focus/Essential     How are the concepts in first level world language class essential to transitioning to second level world
    Questions           language class?



    Instructional       The student will be able to:
    Objectives           correctly pronounce sounds of the target language.
                         pronounce and write numbers, days, months, time, seasons, and weather.
                         pronounce and identify first level vocabulary.
                         form and identify present tense of regular and irregular verbs.
    Standards/          B 1.1-1    indicate that they do not understand or cannot express a message adequately.
    Indicators          B 1.1-2    understand and express basic courtesies and related gestures.
                        B 1.1-3    give and follow simple directions
                        B 1.1-7    ask and answer simple questions
                        B 1.2-1    respond appropriately to simple directions and commands
                        B 1.2-2    identify aural, visual, and context clues in authentic spoken and written materials.
                        B 1.3-2    use visuals as support in communicating a message
                        B 2.1-1     imitate language and behaviors that are appropriate to the target culture during
                                    communications.
                        B 2.1-2    identify (recognize) cultural characteristics and behaviors of everyday life.
                        B 4.1-1    recognize and imitate the sound patterns of the target language
                        B 4.1-2    identify word borrowings and cognates from other languages.
                        B 4.2-2    identify similar and different behavioral patterns between the target culture and their native
                                   culture
                        B 4.2-3    identify practices from the target culture and the student’s native culture.

                                                                    10
                                            PACING GUIDE for WORLD L ANGUAGE
Subject: French II                             Grade: 10-12                               Big Idea: How to Use/apply
                                                                                                  1st Year Concepts
    Key Vocabulary

    Pre-Assessment     match words, expressions or sentences to pictures
    Evidence           singing of the alphabet song (musical review)
                       write descriptions of family, friends, and activities
                       TPR for classroom situations, routines
                       Introductions
                       written and listening practice on alphabet and numbers
                       language ladder
    Building           Basic survival phrases in the classroom
    Background         Verbs that describe activities and irregular verb expressions
    Knowledge          Vocabulary to describe physical characteristic, personality traits, question words, dates, seasons, and
                        weather.
                       Global awareness of where target language is spoken
    Culminating/       Unit test with listening and written role play
    Summative          Verb test
    Assessment
    Evidence
    Formative            Write an autobiography
    Assessment           Introduce and describe a family member or friend
    Evidence             Describe our favorite season and activities of the season
                         Interview students in regards to their likes and dislikes
    Integrations/     Math: numbers and time
    Connections       ELA: written paragraphs and descriptions
                      Technology: Internet research
                      Arts: create imaginary family tree
                      Social Studies: geography, global awareness
    Instructional          TPR
    Activities Bank        KWL Chart
                           Language Ladder
                           Gouin Series
                           Cooperative Learning
                           Questioning Strategies
                           Role Playing



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                                          PACING GUIDE for WORLD L ANGUAGE


Subject: French II                           Grade: 10-12                                Big Idea: How to Use/apply
                                                                                                 1st Year Concepts
    Differentiation   Math: numbers and time
                      ELA: written paragraphs and descriptions
                      Technology: Internet research
                      Arts: create imaginary family tree
                      Social Studies: geography, global awareness
    Rubric            *Teachers create rubrics and grading scales to meet the individual needs of each level course.




    Resources and           Text
    Materials               Maps
                            Internet
                            Language Ladder
                            Listening and videos
                            Ancillary materials
                            Songs




                                                                 12
                                               PACING GUIDE for WORLD L ANGUAGE
Subject: French II                                Grade: 10-12                                     Big Idea: Workplace
    Unit Topic         Length of Unit
    Where am I         21 Days
    going?
    Enduring           Students will understand that
    Understanding       Access to jobs may vary from culture to culture.
                        Oral and written presentations play an important role in the workplace.
                        Appropriate use of register and culture behavior influence how others perceive you
    Focus/Essential     What determines job opportunities in a given culture?
    Questions           How do employers assess the qualifications of candidates?

    Instructional      The student will be able to:
    Objectives          Define themselves and others.
                        Compare themselves with their peers in the target culture.
                        Discuss interests and activities.
    Standards/         B 1.1-2      Express basic courtesies in the target language and use appropriate behaviors.
    Indicators         B 1.1-4      Use the target language to exchange personal information (e.g., names, home addresses, telephone
                                     numbers, e-mail addresses) with others.
                       D 1.1-4       Use the target language to exchange information on topics of personal interest with others.
                       D 1.1-6       Use the target language to express personal preferences and opinions with supporting details.
                       B 1.1-7      Use the target language to ask and answer simple questions.
                       B 1.2-2       Identify aural, visual, and context clues in target-language materials, in both oral and written forms.
                       B 1.2-3      Identify the main idea in target-language materials, in both oral and written forms.
                       B 1.2-4      Understand information on familiar topics that is conveyed in the target language in sentence-level
                                     oral and written presentations.
                       B 1.3-2      Use visuals as support in communicating a message in the target language.
                       B 1.3-3      Use the target language to express personal likes or dislikes regarding familiar topics.
                       B 1.3-5      Use the target language to list and compare information from simple sources.
                       B.1.3-6      Communicate information in the target language in sentence-level oral and written presentations on familiar
                                       topics.
                       B   2.1-1    Imitate language and behaviors that are appropriate to interactions in the target culture.
                       B   2.1-3   Use the target language to identify the cultural practices that are particular to the target culture.
                       B   2.1-4   Identify social issues currently affecting the target culture.
    Standards/         B   2.2-4   Identify social, economic, and political perspectives within the target culture.
    Indicators con’t   B   3.2-1   Identify viewpoints within the target culture that are expressed in sources intended for native
                                    speakers.
                       B 4.1-2     Identify differences and similarities in register between that target language and English.
                       B 4.1-3     Recognize high-frequency idioms within limited context.
                       B 4.2-2     Identify behavioral patterns and perspectives in the target culture that are similar to and different
                                    from those in his or her native culture.
                       B 4.2-3     Identify practices within the target culture that are similar to and different from those in his or her
                                    native culture.



                                                                        13
                                           PACING GUIDE for WORLD L ANGUAGE
Subject: French II                            Grade: 10-12                Big Idea: Workplace
    Key Vocabulary




    Pre-Assessment    Personality traits
    Evidence          Formal vs. Informal
                      Structure for forming the “near” future

    Building          Vocabulary for personality traits
    Background        Formal vs. Informal register
    Knowledge         Structure for the near future

    Culminating/      Unit Test
    Summative         Job Application Project
    Assessment        Oral Interview Evaluation
    Evidence
    Formative           Describe an ideal job
    Assessment          Role Play
    Evidence            Create and describe a timeline for the future.
                        Quizzes




                                                                  14
                                             PACING GUIDE for WORLD L ANGUAGE


Subject: French II                             Grade: 10-12                                Big Idea: Workplace
    Integrations/     Math: Number (Salaries)
    Connections       ELA: Job Application
                      Technology: Internet and Computer Research
                      Arts: Poster
                      Social Studies: Job Application, work culture of various countries
    Instructional      Language ladders
    Activities Bank    Communication activities
                       Cooperative learning
                       Questioning strategies
                       TPR
                       Concept Mapping

    Differentiation   Math: Number (Salaries)
                      ELA: Job Application
                      Technology: Internet and Computer Research
                      Arts: Poster
                      Social Studies: Job Application, work culture of various countries
    Rubric            Teachers create rubrics and grading scales to meet the individual needs of each level




    Resources and        Textbook
    Materials            Ancillary materials
                         Concept maps
                         Language ladders
                         Listening and writing activities
                         Video clips




                                                                 15
                                           PACING GUIDE for WORLD L ANGUAGE
Subject: French II                            Grade: 10-12                                  Big Idea: Who Am I?
    Unit Topic        Length of Unit
    Who Am I?         21 Days



    Enduring          Students will understand that:
    Understanding      personality may be determined in part by various cultural factors (e.g., concept of family, customs, dress,
                        school life/extracurricular activities, etc.)
                       culture shapes the way people think of and perceive other individuals/groups, events, etc.
                       feelings toward individuals and groups vary from culture to culture
    Focus/Essential    How do I perceive myself? How do others perceive me?
    Questions          What is it like to be a teenager in the United States?
                       What is it like to be a teenager in the target culture?
                       What makes a good match between individuals or groups?
    Instructional     The student will be able to:
    Objectives         define themselves and others.
                       compare themselves with their peers in the target culture.
                       discuss interests and activities.
    Standards/        B 1.1-2     express basic courtesies in the target language and use appropriate behaviors.
    Indicators        B 1.1-4      use the target language to exchange personal information (e.g., names, home addresses,
                                  telephone
                                   numbers, e-mail addresses) with others.
                      D 1.1-4     use the target language to exchange information on topics of personal interest with others.
                      D 1.1-6     use the target language to express personal preferences and options with supporting details.
                      B 1.1-7      use the target language to ask and answer simple questions.
                      B 1.2-2      identify aural, visual, and context clues in authentic target-language materials, in both oral and
                                    written forms.
                      B 1.2-3      identify the main idea in authentic target-language materials, in both oral and written forms.
                      B 1.2-4      understand information on familiar topics that is conveyed in the target language in sentence-
                                  level
                                    oral and written presentations.
                      B   1.3-2    use visuals as support in communicating a message in the target language.
                      B   1.3-3    use the target language to express personal likes or dislikes regarding familiar topics.
                      B   1.3-5    use the target language to list and compare information from simple sources.
                      B   1.3-6    communicate information in the target language in sentence-level oral and written presentations
                                  on familiar topics.
                      B 2.1-1      imitate language and behavior that are appropriate to interactions in the target culture.
                      B 2.1-3      use the target language to identify the cultural practices that are particular to the target culture.
                      B 4.1-2      identify differences and similarities in register between the target language and English.
                                                                   16
                                          PACING GUIDE for WORLD L ANGUAGE


Subject: French II                          Grade: 10-12                                 Big Idea: Who Am I?
    Key Vocabulary




    Pre-Assessment    Match mini-posters to student-generated sentences.
    Evidence          dialogue journals
                      mock E-mail
                      guessing game with descriptions
                      Given a word bank, students use vocabulary to prompt questions about a topic.
                      Students write self-descriptions for class guessing game or to match description to author.
                      Students choose a celebrity or popular figure from the target culture and describe their main
                       characteristics.
                      Read “pen pals wanted” column. Answer questions and match pen pals.
    Building          Describing oneself and others
    Background        Questioning techniques
    Knowledge


    Culminating/      Test
    Summative         Verb Test
    Assessment
    Evidence
    Formative        Interpretive Task
    Assessment       Read a personality inventory in the target language. Code the questions into three categories: personality,
    Evidence         physical characteristics and health, and interests.

                     Interpersonal Task
                     After completing the personality inventory yourself, discuss the results with classmates and create a profile
                     of the personalities, characteristics and interests of your small group

    Formative        Presentational Task
    Assessment       Write a summary of the type of e-class you need to look for based on the results of your personality inventory
    Evidence con’t   and those of your



                                                                 17
                                            PACING GUIDE for WORLD L ANGUAGE


Subject: French II                               Grade: 10-12                            Big Idea: Who Am I?
    Integrations/     Math: age
    Connections       ELA: written activities
                      Technology: Internet research
                      Arts: posters
                      Social Studies: global awareness
    Instructional      language ladder for expressing interests
    Activities Bank    communication gap activities
                       paired activities
                       Cooperative learning
                       questioning strategies (yes/no, either/or, multiple choice, one word/short answer
                       Total Physical Response for vocabulary introduction
                       direct instruction of vocabulary
                       use of graphic organizers to compare, graph and outline

    Differentiation   Math: age
                      ELA: written activities
                      Technology: Internet research
                      Arts: posters
                      Social Studies: global awareness
    Rubric            *Teachers create rubrics and grading scales to meet the individual needs of each level course.


    Resources and        Text
    Materials            Maps
                         Internet
                         Language Ladder
                         Listening and videos
                         Ancillary materials
                         Graphic Organizers


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                                          PACING GUIDE for WORLD L ANGUAGE
Subject: French II                     Grade: 10-12                            Big Idea: TimeChanges People
Unit Topic         Length of Unit
How have I         21 Days
changes
Enduring           Students will understand that:
Understanding       Childhood experiences may differ from place to place
                    Various factors can influence pas experiences
                    The ages and stages of childhood may vary from country to country and culture to culture
                    Benchmark events are present in all cultures
Focus/Essential    What is the role of the student in a given culture?
Questions          How have past experiences changed over time?
                   What determines our past experiences?
Instructional      The Student will be able to:
Objectives         As for and exchange information about past experiences
                   Compare their childhood with those of other students and adults
                   Place events in chronological order
Standards/         B 1.1-7   Use the target language to ask and answer simple questions.
Indicators         D 1.1-4   Use the target language to exchange information on topics of personal interests with other.
                   B 1.2-2    Identify aural, visual, and context clues in authentic target-language materials, in both oral and
                               written forms.
                   D 1.2-2   Use aural, visual, and context clues to derive meaning from authentic target-language materials, in
                              both oral and written forms.
                   B 1.2-3   Identify the main idea in target-language materials, in both oral and written form.
                   B 1.2-4   Understand information on familiar topics that is conveyed in the target language in sentence-level
                              oral and written presentations.
                   B 1.3-2   Use visuals as support in communicating a message in the target language.
                   B 1.3-6    Communicate information in the target language in the sentence-level oral and written presentation on familiar
                              topics.
                   B 2.1-2   Identify behaviors and traits that are characteristic of everyday life in the target culture.
                   B 2.1-4   Identify social issues currently affecting the target culture.
                   B 2.2-4   Identify social, economic, political perspectives within the target culture.
                   B 3.2-1    Use the target language to identify view points within the target culture that are expressed in sources intended
                              for native speakers.
Standards/         B 4.1-1   Compare cognates and word borrowings between the target language and English
Indicators con’t   B 4.1-2   Identify differences and similarities in register between the target language and English.
                   D 4.1-3   Use high-frequency target-language idioms within familiar context.
                   B 4.2-2   Identify similar and different behavioral patterns between the target culture and the student’s native culture.
                   B 4.2-3   Use the target language to identify practices within the target language that are similar to and
                              different from those in his/her native culture.
                   B 2.1-1    Imitate language and behaviors that is appropriate to interactions in the target culture.



                                                                   19
                                         PACING GUIDE for WORLD L ANGUAGE


Subject: French II                          Grade: 10-12                              Big Idea: Time Changes
                                                                                              People
   Key Vocabulary




   Pre-Assessment    Reflect in English on how one has changed from elementary school till present
   Evidence          Venn Diagram
                     KWL
                     Concept Mapping
                     Language Ladders
   Building         Vocabulary to describe physical characteristics and personality traits.
   Background       Vocabulary to identify stages of life.
   Knowledge        Adjectives to express age including old and young.
                    Vocabulary to describe chronology.

   Culminating/      Unit Test
   Summative         Write about a specific past experience
   Assessment        Write a story about a past experience
   Evidence
   Formative           Grammar Exercises (oral and written)
   Assessment          Quizzes
   Evidence            Cooperative Learning
                       Q&A
                       TPR Activities
                       Creating a Timeline




                                                               20
                                            PACING GUIDE for WORLD L ANGUAGE


Subject: French II                            Grade: 10-12                               Big Idea: Time Changes
                                                                                                 People
    Integrations/     Math: Data and Numbers (age)
    Connections       ELA: Written essays.
                      Technology: Computer Research/Web Quest
                      Arts: Graphic Organizers and Posters
                      Social Studies: Use of a Timeline and Maps
    Instructional      Ancillary materials
    Activities Bank    Textbook
                       Communicative pairs activities
                       Listening and writing activities
                       Video clips
                       Concept Webs
    Differentiation




    Rubric            *Teachers create rubrics and grading scales to meet the individual needs of each level course.




    Resources and        Verb Activities
    Materials            Dictation
                         Q&A
                         Language Ladder
                         Language Collection
                         Communication Activities
                         Cooperative Learning
                         Direct Instruction of Vocabulary
                         TPR




                                                                 21
                                            PACING GUIDE for WORLD L ANGUAGE
Subject: French II                      Grade: 10-12                             Big Idea: What are My Choices?
    Unit Topic         Length of Unit
    What are My        21 Days
    Choices?
    Enduring           Students will understand that
    Understanding       Opportunities, experiences, and choices for teens may vary from culture to culture.
                        Culture may influence interests and perspectives.
                        Social customs vary based on culture, geography, economy, and history
    Focus/Essential     What influences personal choices?
    Questions           How does the notion of teenage independence vary from culture to culture?
                        How does culture impact teenage awareness of social issues?
    Instructional      The student will be able to:
    Objectives          Ask for and exchange information about teenage opportunities.
                        Compare their opportunities with those of students in the target culture.
                        Describe social issues related to teenage life.
    Standards/         D 1.1-4   Use the target language to exchange information on topics of personal interest with other.
    Indicators         D 1.1-6   Use the target language to express personal preferences and opinions with supporting details.
                       B 1.1-7   Use the target language to ask and answer simple questions.
                       D 1.2-2   Use aural, visual, and context clues to derive meaning from authentic target-language materials, in both oral
                                  and written forms.
                       D 1.2-3    Identify the main idea and discern supporting details in authentic target-language materials, in both oral
                                  and written forms.
                       B 1.2-4   Understand information on familiar topics that is conveyed in the target language in sentence level oral and
                                  written presentations.
                       B 1.3-2   Use visuals as support in communicating a message in the target language.
                       D 1.3-3   Use the target language to express personal opinions on selective topics.
                       B 1.3-5   Use the target language to list and compare information from simple sources.
                       B 1.3-6   Communicate information in the target language in sentence level oral and written presentations on familiar
                                  topics.
                       B 2.1-3   Use the target language to identify the cultural practices that are particular to the target culture.
                       B 2.1-4    Identify social issues currently affecting the target culture.
                       B 2.2-1   Use the target language to identify tangible products and symbols of the target culture. (e.g, dress, types of
                                  dwelling, foods, flags, monuments, landmarks)
    Standards/         B 2.2-2    Use the target language to identify and participate in artistic expressions of the target culture.
    Indicators con’t   B 2.2-4    Identify social, economic, and political perspectives within the target culture.
                       B 3.2-1    Identify viewpoints within the target culture that are expressed in sources intended for native
                                   speakers.
                       D 4.1-1   Describe how the target language and English have influences each other.
                       B 4.1-2    Identify differences and similarities in register between the target language and English.
                       D 4.1-3    Use high-frequency target-language idioms within familiar context.
                       D 4.2-2    Compare behavioral patterns and perspectives in the target culture with those in his or her native
                                    culture.
                       D 4.2-3    Compare practices that are particular to the target culture with those of his/her native culture.
                       B 2.1-1     Imitate language and behaviors that is appropriate to interactions in the target culture.
                                                                     22
                                           PACING GUIDE for WORLD L ANGUAGE


Subject: French II                    Grade: 10-12                        Big Idea: What are My Choices?
    Key Vocabulary




    Pre-Assessment      Vocabulary for some activities
    Evidence            Adverbial expressions of frequency including always, never, sometimes, and once a week.
                        Appropriate verb forms to express obligations
                        Question words and structure
                        Prepositional phrases related to activities and location
                        Concept Mapping
    Building            Vocabulary for activities, frequency words, etc.
    Background          Present and Past tense verbs
    Knowledge           Question words and structures
                        Prepositions

    Culminating/      Unit Test
    Summative         Exchange
    Assessment
    Evidence




                                                                 23
                                           PACING GUIDE for WORLD L ANGUAGE
Subject: French II                    Grade: 10-12                        Big Idea: What are My Choices?
    Formative          Language ladder
    Assessment         Communication gap activities
    Evidence           Paired activities
                       Cooperative learning
                       Questioning strategies
                       TPR
                       Direct instruction of vocabulary
                       Graphic organizers
    Integrations/     Math: Dates, Numbers, Statistical Data
    Connections       ELA: Exchange Program Project
                      Technology: Internet and Computer Research
                      Arts: Poster
                      Social Studies: Maps and Geography where target language is spoken
    Instructional      TPR
    Activities Bank    Language ladder
                       Gouin series
                       Cooperative Learning
                       Questioning strategies
                       Modeling of language and cultural practices
                       Graphic organizers
                       Listening activities
                       Comparisons

    Differentiation   Math: Dates, Numbers, Statistical Data
                      ELA: Exchange Program Project
                      Technology: Internet and Computer Research
                      Arts: Poster
                      Social Studies: Maps and Geography where target language is spoken
    Rubric            Teachers create rubrics and grading scales to meet the individual needs of each level course.




    Resources and        Textbook
    Materials            Ancillary Materials
                         Communicative pair activities
                         Listening and writing activities
                         Graphic organizers and language ladders


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