VIEWS: 9 PAGES: 3 POSTED ON: 10/2/2012
PAULDING COUNTY SCHOOLS FRENCH 2 TRADITIONAL MAP Six Weeks Seven Weeks Four Weeks* Five Weeks Seven Weeks Four Weeks** Unit Title: Myself Unit Title: Leisure Unit Title: Novel Unit Title: Staying Unit Title: Clothing Unit Title: Novel and Others Activities Unit (example: Healthy for all Seasons Unit (example: Vive Voyage de sa Vie) le Taureau!) Standards: MLII…. Standards: MLII…. Standards: MLII…. Standards: MLII…. Standards: MLII…. Standards: MLII…. IP1A: Express needs and IP2A: Initiate, participate INT1A: Identify the main IP2C: Uses gestures and IP2D: Demonstrate Novice- INT1A: Identify the main preferences in, and close an oral or ideas and essential details body language to convey Mid to Novice-High ideas and essential details IP1B: Express feelings and written exchange. when reading and listening. and comprehend messages. proficiency in oral and when reading and listening. emotions IP1G: Ask questions and INT1B: Interpret INT2B: Interpret basic written exchanges with INT1B: Interpret culturally IP1C: Request help and provide responses about culturally authentic gestures, body language, respect to proper authentic materials and clarification. plans and events. materials and information. and intonation that clarify a pronunciation, intonation, information. IP1D: Give descriptions. CU1B: Identify patterns of INT1D: Demonstrate message. and writing mechanics. INT1D: Demonstrate IP1E: Give and follow behavior typically Novice-Mid to Novice-High CCC3A: Compare IP1E: Give and follow Novice-Mid to Novice-High directions and instructions. associated with cultures, proficiency in listening, vocabulary usage and directions and instruction. proficiency in listening, IP1F: Ask questions and such as eating and shopping viewing, and reading structural patterns of the CU1B: Identify patterns of viewing, and reading provide responses based on customs, leisure activities, comprehension. target language with behavior typically associated comprehension. topics such as self, others, and and celebration of national P2B: Demonstrate English with cultures, such as eating P2B: Demonstrate the immediate environment. holidays. comprehension of material. CCC3B: Use level- and shopping customs, leisure comprehension of material. 1P2B: Use simple CU1A: Participate in real CCC1A: Give examples of appropriate idiomatic activities, and celebration of CCC1A: Give examples of paraphrasing to convey and or simulated cultural events the influence of the target expressions in the target national holidays. the influence of the target comprehend messages. such as family activities and language and cultures(s) on language CCC1B: Relate information language and cultures(s) on INT1C: Comprehend and holiday celebrations. other subject areas, such as acquired in other subjects other subject areas, such as follow oral and written CCC2A: Compare and foreign words in the English discussed in the language foreign words in the English instructions. contrast traditions, such as language. class, such as use of the language. INT2A: Differentiate among holidays, foods, and CCC2B: Compare and metric system. CCC2B: Compare and increasingly complex celebrations. contrast social conventions CCC5A: Develop and apply contrast social conventions of statements, questions, and CCC5B: Illustrate how the of the target culture(s) with target language skills and the target culture(s) with the exclamations. target language and the students’ own cultures, cultural knowledge beyond students’ own cultures, such P1A: Relate main ideas and culture(s) studied are such as handshaking and the classroom setting for as handshaking and kissing essential details from level- evident in and through kissing on the cheek. recreational, educational, and on the cheek. appropriate print or non- media, entertainment, and CCC2C: Compare and occupational purposes. CCC2C: Compare and print material. technology. contrast the geography of CCC5C: Locate and use contrast the geography of CCC4A: Give information countries of the target resources in the target countries of the target regarding major current language and the students’ language such as individuals language and the students’ events of the target culture(s). own country and discuss its and organizations accessible own country and discuss its CCC4B: Understand the impact on culture. through the community. impact on culture. impact of major current CU1C: Examine the P1B: Give brief, organized CU1C: Examine the events of the target culture(s). influence of the geography oral presentations, using influence of the geography of of the countries studied on visual and technological the countries studied on cultural elements such as support as appropriate. cultural elements such as food, clothing, dwellings, P1C: Write short, organized food, clothing, dwellings, transportation, language, compositions using visual transportation, language, and art. and technological support as and art. appropriate. P1D: Demonstrate Novice- Mid to Novice-High Revised 4/2009 1 proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics. P2A: Demonstrate Novice- Mid to Novice-High proficiency in pronunciation and intonation when presenting material. Concepts: Concepts: Concepts: Concepts: Concepts: Concepts: Describe people Describe leisure Read and Talk about daily Describe what Read and and things activities understand grooming and people used to understand simple Describe oneself, Extend, accept simple stories in activities wear stories in French. family, and friends and decline French. Talk about one’s Describe clothing, Discuss topics Tell what people invitations Discuss topics health French sizes, and surrounding the are doing and not Talk about what surrounding the Discuss how to money story in French. doing one did and story in French. stay healthy Give opinions Write summaries Tell what people where one went Write summaries Identify parts of about clothing, of story events in are going to do Participate in of story events in the body style, and fashion French. Use regular and culturally French. Describe sports Describe past Tell what irregular adjectives authentic holiday Tell what Grammar: events happened in the to describe people celebrations happened in the Reflexive Verbs Grammar: story in French. and things (beau, Grammar: story in French. in present and The imparfait Discuss the nouveau, vieux) Passé composé Discuss the past tense (imperfect) influence of Use expressions with avoir influence of Expression avoir Distinguish culture and with avoir, être, Passé composé culture and mal à between past traditions on the and faire with être traditions on the Direct and activities events in the Grammar: events in the indirect objects described with story. Near future (“le story. Direct and passé composé and Grammar: future proche”) Grammar: indirect object those described Identification of Regular and Identification of pronouns (in with imparfait. grammar in irregular adjectives grammar in present tense) Adverbs of time context Avoir, être, faire context Introduction to y (une fois, toujours, expressions and en souvent..) Assessments: Assessments: Assessments: Assessments: Assessments: Assessments: Traditional- Traditional- Traditional- Vocabulary Traditional- Traditional- Traditional- Vocabulary Vocabulary quizzes, unit Vocabulary quizzes, unit quizzes, unit test. Vocabulary quizzes, unit Vocabulary quizzes, unit quizzes, unit test. test. test test test Portfolio- Portfolio- Portfolio- Portfolio- Anticipation Guides for Portfolio- Portfolio- Anticipation Guides for Autobiography. Write an informal letter. each chapter written in Pretend that you are sick Family scrapbook of each chapter written in English. English. Revised 4/2009 2 Performance- Performance- Student answers true or and write a persuasive childhood memories. Student answers true or Telephone skit in which Jigsaw teaching in which false, then justifies their essay to convince your false, then justifies their students place a call, leave small groups of students answers in French with mother to come pick you Develop fashion line and answers in French with and take messages focus on different holiday examples from the book. up from school. catalog examples from the book. traditions and celebrations Fortune Teller skit (for futur and teach those traditions Performance- Performance- Performance- Performance- proche) “Am I going to the class. Skits based on the novel Advertisement presentation Skits based on the novel Daily routine skit to…?.” Dating skit for accepting Fashion show “Qui suis-je?” project and declining invitations Pairs of students will interview the person they most admire (celebrity, family members, characters from books and movies). Resources: Resources: Resources: Resources: Resources: Resources: Discovering French Discovering French Discovering French Discovering French Discovering French Discovering French Nouveau Blanc – Nouveau Blanc – Nouveau Blanc – Nouveau Blanc – Nouveau Blanc – Nouveau Blanc – textbook and textbook and textbook and textbook and textbook and textbook and workbook workbook workbook workbook workbook workbook *NOTE: AFTER UNIT 3– 1 WEEK REVIEW AND MIDTERM EXAM **NOTE: AFTER UNIT 6– 2 WEEK REVIEW AND CUMULATIVE FINAL EXAM Revised 4/2009 3
"French 2 - Traditional Curriculum Map"