FRENCH Scope and Sequence Grades 6-8 Level 1A Novice Mid...
Transcript of FRENCH Scope and Sequence Grades 6-8 Level 1A Novice Mid...
FRENCH Scope and Sequence
Grades 6-8 Level 1A
Novice Mid
Unit # and Theme Essential Question Length (# of weeks) Text Tools
Welcome! How can I make the most of my French class?
1 week
Pre Test Writing
1: Everyday Life: My Friends and I at school
How can I establish relationships with people in my environment?
14 weeks D’accord 1A, chapter 1 et 2
CFA #1
2: Personal Identity: My family
How do my relationships with my family establish my identity?
9 weeks D’accord 1A, chapter 3
CFA #2
3: Everyday Life: Food, friends and getting around town.
How do I develop my personal relationships through my leisure activities?
9 weeks D’accord 1A, chapter 4
Final SLO Assessment CFA # 3
Why? 1. Ensure that all standards are represented in our maps 2. Determine what parts (if any) of maps need to be revised 3. Move away from grammar and text book based maps 4. Design Assessments that align to our maps and measure all modalities and
standards Unit / Theme Language / Level Enduring
Understanding Cultural Connections
Unit 1 / Salut tout le monde!
French 1 What does it mean to be a French speaker? What does it mean to be a global citizen as a French speaker?
How do I use my new language to meet other French speakers from around the world?
Interpretive Listening
Standard: Learning Indicator
Sample Learning Target from Map
Theme Questions Concerns Comments
NM.IL.1 I can understand a few courtesy phrases.
- I can identify the differences between formal and informal speech.
myself
NM.IL.2 I can recognize and sometimes understand basic information in words and phrases that I have memorized.
I can understand others when they communicate their name, age, where they are from and how they are doing. - I can understand basic classroom commands.
myself
NM.IL.3 I can recognize and sometimes understand words and phrases that I have learned for specific purposes.
I can understand others when they communicate their name, age, where they are from and how they are doing.
myself
Map learning target not aligned with standards
Suggested Sample Learning Targets
Inter
preti
ve
Read
ing NM.IR.1 I can recognize words
and phrases and characters with the help of visuals.
- I can match a picture to a written conversation about greetings.
myself
NM.IR.2 I can recognize words, phrases, and characters when I associate them with things I already know.
- I can match a picture to a written conversation about greetings.
myself
Map learning target not aligned with standards
Suggested Learning Targets
Interpersonal com
munication
NM.IC.1 I can greet and leave people in a polite way.
-I can meet and greet people. -I can ask and answer: how someone is doing, my name, nationality, age, my birth date, my address and my phone number.
myself
NM.IC.2 I can introduce myself and others.
I can ask and answer: how someone is doing, my name, nationality, age, my birth date, my address and my phone number. - I can introduce myself to my partner and introduce my partner to the class.
myself
NM.IC.3 I can answer a variety of simple questions.
I can ask and answer: how someone is doing, my name, nationality, age, my birth date, my address and my phone number.
myself
NM.IC.4 I can make some simple statements in a conversation.
I can ask and answer: how someone is doing, my name, nationality, age, my birth date, my address and my phone number.
myself
NM.IC.5 I can ask some simple questions.
I can ask and answer: how someone is doing, my name, nationality, age, my birth date, my address and my phone number.
myself
NM.IC.6 I can communicate basic information about myself and people I know.
I can ask and answer: how someone is doing, my name, nationality, age, my birth date, my address and my phone
myself
number. NM.IC.7 I can communicate some basic information about my everyday life.
I can ask and answer: how someone is doing, my name, nationality, age, my birth date, my address and my phone number.
myself
Map learning target not aligned with standards
Suggested Learning Targets
Presentational Speaking
NM.PS.1 I can present information about myself and others using words and phrases.
I can perform a simple introductory dialogue in French.
myself
NM.PS.2 I can express my likes and dislikes using words, phrases, and memorized expressions.
NM.PS.3 I can present information about familiar items in my immediate environment
NM.PS.4 I can tell about my daily activities using words, phrases, and memorized expressions.
NM.PS.5 I can present simple information about something I learned using words, phrases, and memorized expressions.
I can perform a simple introductory dialogue in French.
myself
Map learning target not aligned with standards
Suggested Learning Targets
Presentational W
riting
NM.PW.1 I can fill out a simple form with some basic personal information.
I can write my own ID card in French.
myself
NM.PW.2 I can write about myself using learned phrases and memorized expressions.
I can write my own ID card in French.
myself
NM.PW.3 I can list my daily activities and write lists that help me in my day-to-day life.
NM.PW.4 I can write notes about something I have learned using lists, phrases, and memorized expressions.
Map learning target not aligned with standards
Suggested Learning Targets
Does the essential Question Align with cultural competencies? yes Do these learning targets help me to answer the essential question? yes Do these learning targets represent authentic and real world contexts? Yes (as much as possible) Do these learning targets give students what they need to go out in the world and communicate? yes How do these learning targets compare to those in the core? They align and are more specific and usable than those in the core.
Intercultural Competencies
Investigation of products
and Practices
Standard: Learning Indicator Sample Learning Target from Map
Theme Questions Concerns Comments
N.C.PP.1 I can identify some common products related to home and community life of other cultures.
N.C.PP.2 I can identify some common practices related to home and community life of other cultures and my own
Understanding of Cultural
Prospectives
N.CP.1 I can identify some beliefs and values related to age, gender, social class, and ethnicity
N.CP.2 I can identify some characteristics of national identity
N.CP.3 I can identify ways in which cultures are globalized
Participation in
Cultural Interaction N.CIA.1 I can imitate some
simples patterns of behavior in familiar settings across cultures
N.CIA.2 I can use memorized language and very basic cultural knowledge to interact with others
I can identify the differences between formal and informal speech.
myself
N.CIA.3 I can use memorized language, and very basic knowledge of the culture to accomplish simple, routine tasks.
I can ask and answer: how someone is doing, my name, nationality, age, my birth date, my address and my phone number.
myself
Why? 1. Ensure that all standards are represented in our maps 2. Determine what parts (if any) of maps need to be revised 3. Move away from grammar and text book based maps 4. Design Assessments that align to our maps and measure all modalities and
standards Unit / Theme Language / Level Enduring
Understanding Cultural Connections
Unit 2 / Je vais à l’école (School Life)
French 1 What is school life like in French speaking countries?
How do I compare my school life to the school life of a typical French teenager.
Interpretive Listening
Standard: Learning Indicator
Sample Learning Target from Map
Theme Questions Concerns Comments
NM.IL.1 I can understand a few courtesy phrases.
NM.IL.2 I can recognize and sometimes understand basic information in words and phrases that I have memorized.
-‐I can understand and identify verbal descriptions about my school and classroom environment, subjects, schedules, likes and dislikes. -‐I can understand military time.
school
NM.IL.3 I can recognize and sometimes understand words and phrases that I have learned for specific purposes.
I can understand and identify verbal descriptions about my school and classroom environment, subjects, schedules, likes and dislikes.
school
Map learning target not aligned with standards
Suggested Sample Learning Targets
Interpretiv
e Reading NM.IR.1 I can recognize words
and phrases and characters with the help of visuals.
I can recognize and interpret a French school schedule.
school
NM.IR.2 I can recognize words, phrases, and characters when I
I can recognize and school
associate them with things I already know.
interpret a French school schedule. -‐ I can read and understand a French schedule in military time.
Map learning target not aligned with standards
Suggested Learning Targets
Interpersonal com
munication
NM.IC.1 I can greet and leave people in a polite way.
NM.IC.2 I can introduce myself and others.
NM.IC.3 I can answer a variety of simple questions.
I can listen to a French conversation about school and answer vrai ou faux comprehension questions, fill in the blank questions and list the subjects that are mentioned.
school
NM.IC.4 I can make some simple statements in a conversation.
NM.IC.5 I can ask some simple questions.
NM.IC.6 I can communicate basic information about myself and people I know.
NM.IC.7 I can communicate some basic information about my everyday life.
I can read a French class schedule and select my courses for next year.
school
Map learning target not aligned with standards
Suggested Learning Targets
Presentational Speaking NM.PS.1 I can present
information about myself and others using words and phrases.
I can introduce myself to a new student.
myself
NM.PS.2 I can express my likes and dislikes using words, phrases, and memorized expressions.
I can tell which classes I like/dislike and tell why.
school
NM.PS.3 I can present information about familiar items in my immediate environment
NM.PS.4 I can tell about my daily activities using words, phrases, and memorized expressions.
NM.PS.5 I can present simple information about something I learned using words, phrases, and memorized expressions.
I can tell which classes I like/dislike and tell why.
school, myself
Map learning target not aligned with standards
Suggested Learning Targets
Presentational W
riting
NM.PW.1 I can fill out a simple form with some basic personal information.
NM.PW.2 I can write about myself using learned phrases and memorized expressions.
I can write to a French pen pal about my daily school schedule. - I can write my school schedule in French. - I can write a paragraph describing myself, where I go to school, my subjects I like and dislike
school, myself
NM.PW.3 I can list my daily activities and write lists that help me in my day-to-day life.
I can write to a French pen pal about my daily school schedule. - I can write my school schedule in French. - I can write a paragraph describing myself, where I go to school, my subjects I like and dislike
school, myself
NM.PW.4 I can write notes about something I have learned using lists, phrases, and memorized expressions.
I can write to a French pen pal about my daily school schedule. - I can write my school schedule in French. - I can write a paragraph describing myself, where I go to school, my subjects I like and dislike
school, myself
Map learning target not aligned
with standards Suggested Learning Targets
Does the essential Question Align with cultural competencies? yes Do these learning targets help me to answer the essential question? yes Do these learning targets represent authentic and real world contexts? yes Do these learning targets give students what they need to go out in the world and communicate? yes How do these learning targets compare to those in the core? They align well.
Intercultural Competencies
Investigation of products
and Practices
Standard: Learning Indicator Sample Learning Target from Map
Theme Questions Concerns Comments
N.C.PP.1 I can identify some common products related to home and community life of other cultures.
N.C.PP.2 I can identify some common practices related to home and community life of other cultures and my own
I can list the similarities and differences between an U.S. school and a French school.
Understanding of Cultural
Prospectives
N.CP.1 I can identify some beliefs and values related to age, gender, social class, and ethnicity
N.CP.2 I can identify some characteristics of national identity
N.CP.3 I can identify ways in which cultures are globalized
Participation in
Cultural Interaction N.CIA.1 I can imitate some
simples patterns of behavior in familiar settings across cultures
N.CIA.2 I can use memorized language and very basic cultural knowledge to interact with others
N.CIA.3 I can use memorized language, and very basic knowledge of the culture to accomplish simple, routine tasks.
I can write to a French pen pal about my daily school schedule.
school, myself
Interpretive
Listening
Standard: Learning Indicator Student Learning Target NM.IL.1 I can understand a few courtesy phrases. I can understand the introduction of a family member NM.IL.2 I can recognize and sometimes understand basic information in words and phrases that I have memorized.
I can understand a description of a person and tell who it is.
NM.IL.3 I can recognize and sometimes understand words and phrases that I have learned for specific purposes.
I can understand a description of a person and tell who it is.
Interpreti
ve
Reading NM.IR.1 I can recognize words and phrases and
characters with the help of visuals. I can read a family tree and name a person in relation to another.
NM.IR.2 I can recognize words, phrases, and characters when I associate them with things I already know.
I can read about a family and reconstitute a family tree from that description.
Interpersonal com
munication
NM.IC.1 I can greet and leave people in a polite way.
NM.IC.2 I can introduce myself and others. I can introduce a family member to someone else. NM.IC.3 I can answer a variety of simple questions.
NM.IC.4 I can make some simple statements in a conversation.
I can present my family, describe them and talk about their job.
NM.IC.5 I can ask some simple questions. I can ask others simple questions (name, age, personality, nationality) about their family. I can ask others to describe family members
NM.IC.6 I can communicate basic information about myself and people I know.
I can present my family, describe them and talk about their job.
NM.IC.7 I can communicate some basic information about my everyday life.
I can present my family, describe them and talk about their job.
Presentational
Speaking
NM.PS.1 I can present information about myself and others using words and phrases.
I can describe my family and myself.
NM.PS.2 I can express my likes and dislikes using words, phrases, and memorized expressions.
I can describe my family to others
NM.PS.3 I can present information about familiar items in my immediate environment
I can describe friends and family to others
NM.PS.4 I can tell about my daily activities using words, phrases, and memorized expressions.
I can describe basic activities I and my family engage in.
NM.PS.5 I can present simple information about something I learned using words, phrases, and
I can describe my family. I can identify the position of people in a photo.
Unit # Theme Essential Question Instructional Dates
CFA / SLO submission date
French 1A, D’Accord – Unit 3
Personal identity: My family
How has my home environment and family influenced my personal identity?
January 5th – March 4th
March 7th
memorized expressions.
Presentational W
riting
NM.PW.1 I can fill out a simple form with some basic personal information.
I can make my own family tree.
NM.PW.2 I can write about myself using learned phrases and memorized expressions.
I can write about my family by giving basic information about them. I can discuss family relationships.
NM.PW.3 I can list my daily activities and write lists that help me in my day-to-day life.
NM.PW.4 I can write notes about something I have learned using lists, phrases, and memorized expressions.
Investigation of
products and
Practices
Standard: Learning Indicator Student Learning Target N.C.PP.1 I can identify some common products related to home and community life of other cultures.
• When/how do I show respect to my friends, family and professors?
N.C.PP.2 I can identify some common practices related to home and community life of other cultures and my own
• How do I greet my friends differently than I do my family and professors?
Understandi
ng of Cultural
Prospectives N.CP.1 I can identify some beliefs and values related to
age, gender, social class, and ethnicity
N.CP.2 I can identify some characteristics of national identity
N.CP.3 I can identify ways in which cultures are globalized
Participation in
Cultural
Interaction
N.CIA.1 I can imitate some simples patterns of behavior in familiar settings across cultures
N.CIA.2 I can use memorized language and very basic cultural knowledge to interact with others
N.CIA.3 I can use memorized language, and very basic knowledge of the culture to accomplish simple, routine tasks.
Vocabulary: Family, friends, pets. Professions, occupations Structures to support Communication Goals
• Descriptive adjectives • possessive adjectives. • (Optional: usage of accent aigu et grave - in context) • More descriptive adjectives • prepositions of location • usage of disjunctive pronouns
(Optional: Usage of accent circonflexe, cédille, tréma- used in context)
Unit # Theme Essential Question Instructional Dates
CFA / SLO submission date
Unit 4, D’Accord, La ville
Everyday Life: Food, friends and getting around town.
How do I develop my personal relationships through my leisure activities?
March 7th to May 26th
May 31st
Interpretive
Listening
Standard: Learning Indicator Student Learning Target NM.IL.1 I can understand a few courtesy phrases. NM.IL.2 I can recognize and sometimes understand basic information in words and phrases that I have memorized.
I can understand a person’s destination in the neighborhood.
NM.IL.3 I can recognize and sometimes understand words and phrases that I have learned for specific purposes.
I can understand simple directions downtown.
Interpreti
ve
Reading NM.IR.1 I can recognize words and phrases and
characters with the help of visuals. I can label places in the city
NM.IR.2 I can recognize words, phrases, and characters when I associate them with things I already know.
I can understand a simple article or brochure about places to visit or things to do in a francophone town
Interpersonal com
munication
NM.IC.1 I can greet and leave people in a polite way.
I can greet and call a waiter at a restaurant/cafe
NM.IC.2 I can introduce myself and others. NM.IC.3 I can answer a variety of simple questions.
I can have an exchange about where I’m going and what I’m doing around town. I can locate buildings in a city I can order at a café
NM.IC.4 I can make some simple statements in a conversation.
NM.IC.5 I can ask some simple questions. I can ask where someone is going. I can ask where buildings are. I can ask for the check and prices at a café/store.
NM.IC.6 I can communicate basic information about myself and people I know.
I can have an exchange about where I’m going and what I’m doing around town. I can locate buildings. I can order at a café
NM.IC.7 I can communicate some basic information about my everyday life.
Pres
entat
ional
Spea
king NM.PS.1 I can present information about myself
and others using words and phrases.
NM.PS.2 I can express my likes and dislikes using I can talk about places and foods I like.
words, phrases, and memorized expressions. NM.PS.3 I can present information about familiar items in my immediate environment
I can talk about where I am going and what I am doing there. - I can order in a restaurant/cafe. - I can give simple directions in town. - I can ask for directions.
NM.PS.4 I can tell about my daily activities using words, phrases, and memorized expressions.
NM.PS.5 I can present simple information about something I learned using words, phrases, and memorized expressions.
I can talk about where I am going and what I am doing there. - I can order in a restaurant/cafe. - I can give simple directions in town. - I can ask for directions.
Presentational W
riting
NM.PW.1 I can fill out a simple form with some basic personal information.
NM.PW.2 I can write about myself using learned phrases and memorized expressions.
I can tell my friends in an email/text where I’m going.
NM.PW.3 I can list my daily activities and write lists that help me in my day-to-day life.
I can tell my friends in an email/text where I’m going and what I do there.
NM.PW.4 I can write notes about something I have learned using lists, phrases, and memorized expressions.
I can tell my friends in an email/text about a typical week, where I go, do and what I think about these places
Investigatio
n of
products
and
Practices
Standard: Learning Indicator Student Learning Target N.C.PP.1 I can identify some common products related to home and community life of other cultures.
N.C.PP.2 I can identify some common practices related to home and community life of other cultures and my own
What is daily life like living in a francophone neighborhood?
Understandi
ng of Cultural
Prospectives N.CP.1 I can identify some beliefs and values related to
age, gender, social class, and ethnicity I can talk about the cultural dimension of food in Francophone cultures
N.CP.2 I can identify some characteristics of national identity
I can name a few national dishes in Francophone countries.
N.CP.3 I can identify ways in which cultures are globalized
I can talk about the influence of French food on American cuisine.
Participation in
Cultural
Interaction
N.CIA.1 I can imitate some simples patterns of behavior in familiar settings across cultures
I can talk about basic table manners
N.CIA.2 I can use memorized language and very basic cultural knowledge to interact with others
N.CIA.3 I can use memorized language, and very basic knowledge of the culture to accomplish simple, routine tasks.
Vocabulary:
• Places and activities around town • café foods
• IR verbs • Interrogative adverbs • Expressions of quantity
Structures to support Communication Goals
• Verbs : aller, boire, prendre (comprendre & apprendre) • Le futur proche • Regular –IR verbs • Use of the partitive • Interrogatives