French 2 - Traditional Curriculum Map

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French 2 - Traditional Curriculum Map Powered By Docstoc
					                                                                       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.
                                                                                                                                       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
                                 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
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



Revised 4/2009                                                                               3

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