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
and writing mechanics.
P2A: Demonstrate Novice-
Mid to Novice-High
proficiency in pronunciation
and intonation when
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- 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
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,
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
*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