Grade 6 curriculum expectations by rub18840


									Long Range Plan Grade 6 French as a Second Language

Last year, the students in this class completed the gestures and first play of Wendy Maxwell‟s “Histoires en action!” which is
based on the Accelerated Integrative Method (“AIM”). The focus of the grade 6 French program is to develop strong
communication skills through kinesthetic activities and an integrated, drama-based approach designed for students specifically at
the level of third year Core French.
Both oral and written communication skills are emphasized, so that appropriate exposure to the written word and the opportunity
to develop reading and writing skills occurs throughout the year. The Grade Six program strongly builds upon the foundation
that is established in Grade Four and Five. I‟ll continue to expand essential high frequency vocabulary through a kinesthetic
method that allows language to be presented in a way that responds to a variety of learning styles and intelligences. Students will
be responsible for completing increasingly more linguistically demanding oral and written work.
Scripted plays that provide contextualized vocabulary continue to be used to develop reading and writing skills, in addition to
oral fluency. I‟ll continue to balance large group work with small group and individual activities. Many of the plays are based
upon French songs and music also plays a role in language development. Students are expected to participate in co-operative
story elaboration, individual story retelling, both oral and written and individual creative-writing assignments. French is the
language used in all classroom interactions.

Plays: “Le chat et la lune” / “Boucles Violettes”

For each term, students will:
• view, listen to and read play
• memorize lines from the story
• recognize words and their meanings within the context of the play
• dramatize the play, responding in a personal way
• read the text to the teacher and each other
• extract specific information to ask and respond to simple knowledge and comprehension based questions orally
• manipulate the language in written form through a variety of activities
• compare/contrast and describe characters
• listen to and learn to sing songs and do dances
• identify single words and sentences introduced through gesture, and name gestured words
• repeat vocabulary introduced through gesture
• participate in creative story writing, both oral and written, individual and co-operative
• do oral story retelling
• speak while teacher gestures
• interact spontaneously with others in all classroom interactions in French

Throughout the year, students will:
• learn/review double-verb construction, orally and written
• learn/review singular verb forms and plural verb forms, orally and written
• learn/review le passé composé of regular and irregular verbs, orally and written
• learn/review verbs most commonly using l‟imparfait in the past, orally and written
• learn reflexive verbs in the present and in the past
• learn “nous” and “vous” verb forms
• learn the verbs using „être‟ in the past tense
• learn the verb/review verbs most commonly using l‟imparfait in the past, orally and written
• learn/review grammar raps: l'infinitif; la conjugaison des verbes au singulier; l'apostophe; les contractions; le négatif

Assessment will take a variety of forms, including anecdotal, performance and products:
• observation of participation in large and small group oral language activities
• final production of play for an audience
• oral knowledge and comprehension questions
• written language manipulation and comprehension activities
• in large and small group sessions, students will demonstrate ability to identify individual words by gesturing and/or naming the
• participation in co-operative story extensions
• creative story-writing (retelling and extension)
• participation while teacher gestures
• interaction with others spontaneously in French
Students will be expected to review their lines for rehearsal and performance, and to review gestured vocabulary with the DVD
from time to time.

Maxwell, W. “Histoires en action!1 and 2” program and DVD. Kit 2 is used for the raps to explore grammar concepts.
Overall Expectations
By the end of Grade 6, students will:
          FSL01* participate in dialogues about familiar topics, and listen to and talk about short
oral texts;
          FSL02* read a variety of classroom/simple authentic materials, 150-200 words long,
containing familiar/new voc + demonstrate understanding;
          FSL03* communicate ideas and facts in writing for specific purposes;
          FSL04* identify and use the vocabulary and the grammar and language conventions
appropriate for this grade level.
Specific Expectations
Oral Communication - By the end of Grade 6, students will:
          OC1* ask and answer simple questions using complete sentences (e.g., Quelle est ton
          OC2* use appropriate pronunciation, liaison (e.g., nous avons), intonation, and
language in familiar contexts;
          OC3* respond to oral texts (e.g., answer questions from a tape);
          OC4* give an oral presentation of ten to fifteen sentences in length (e.g., the results of
a survey);
          OC5* make revisions to oral language in form, content, organization (e.g., add details,
          change order of words), using appropriate resources and feedback from the teacher and
          their peers.
Reading - By the end of Grade 6, students will:
          R1* read at least nine simple passages or stories (e.g., pamphlets, booklets);
          R2* participate in a variety of reading situations, such as guided, shared, and choral
reading, using expression, correct pronunciation, and intonation;
          R3* read + produce simple, structured responses that convey understanding of written
          text (e.g., arrange sentences in proper sequence, illustrate a few sentences);
          R4* identify the main idea and a few supporting details;
          R5* use various reading strategies to determine meaning (e.g., the glossary at the back
of a book, various dictionaries).
Writing - By the end of Grade 6, students will:
          W1* write sentences and questions that contain learned vocabulary and familiar
language structures;
          W2* write in different forms (e.g., paragraphs, dialogues, directions);
          W3* write, using a model, a first draft and corrected version in guided and cooperative
writing tasks (e.g., pamphlets, booklets);
          W4* use and spell the vocabulary appropriate for this grade level.
Grammar, Language Conventions, and Vocabulary
nouns and pronouns
          GLV1* agreement of the partitive article (du, de la, de l‟, des) with nouns
          GLV2* present tense of some regular -ir and -re verbs, faire/aller, with singular +
plural pronoun or noun subjects (e.g., Pauline et Catou choisissent)
          GLV3* expressions with faire (e.g., faire du ski)
          GLV4* imperative forms of known verbs (e.g., chantons, arrêtez)
           GLV5* possessive adjectives (mon/ma/mes, ton/ta/ tes, son/sa/ses)
           GLV6* conjunctions (mais, et, parce que/parce qu‟)
           GLV7* common adverbs (e.g., peu, assez, beaucoup, trop) and expressions of quantity
(e.g., un verre, un morceau, une boîte, une canette)
           GLV8* basic vocabulary (e.g., numbers from 1 to 100; words associated with meals,
menus, restaurants, home, space)
           GLV9* words from units under study and from oral vocabulary, personal word lists,
and class lists
           GLV10* use of an English-French dictionary to expand vocabulary

spelling rules and strategies
          GLV11* use of basic sounds and their related spelling patterns in French (e.g., beau/
          GLV12* use of resources (e.g., classroom-displayed vocabulary, text, French-English
dictionary) to check spelling

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