Township of Union Public Schools s9

TOWNSHIP OF UNION PUBLIC SCHOOLS

French III Curriculum Guide 2012 Re-adopted June 2014

Board Members Francis “Ray” Perkins, President Versie McNeil, Vice President Gary Abraham David Arminio Linda Gaglione Richard Galante Thomas Layden Vito Nufrio Judy Salazar TOWNSHIP OF UNION PUBLIC SCHOOLS Administration

District Superintendent …………………………………………………………………...…………………….... Dr. Patrick Martin

Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum

Assistant Superintendent………………….……………………….………………………….…………………… Dr. Noreen Lishak

Director of Elementary Curriculum ……………………………….………………………………..…………….Ms. Tiffany Moutis

Director of Student Information/Technology ………………………………..………………………….…………. Ms. Ann M. Hart

Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta DEPARTMENT SUPERVISORS

Language Arts/Social Studies K-8 ……..………………………………….…………………………………….. Mr. Robert Ghiretti

Mathematics K-5/Science K-5 …………………………………………….………………………………………. Ms. Deborah Ford

Guidance K-12/SAC …..………………………………………………………………………………….……….Ms. Nicole Ahern

Language Arts/Library Services 8-12 ….………………………………….…………………………………….…Ms. Mary Malyska

Math 8-12…………………………………………………………………………………………………………..Mr. Jason Mauriello

Science 6-12……...... …………………………………………………….………………………………….Ms. Maureen Guilfoyle

Social Studies/Business………………………………………………………………………………………..…….Ms. Libby Galante

World Language/ESL/Career Education/G&T/Technology….…………………………………………….….Ms. Yvonne Lorenzo

Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago Curriculum Committee French III 2012

Ms. Nicole Mortelito

Mrs. Kimberlee J Safranek Table of Contents

Title Page

Board Members

Administration

Department Supervisors

Curriculum Committee

Table of Content

District Mission/Philosophy Statement

District Goals

Course Description

Recommended Texts

Course Proficiencies Curriculum Units

Appendix: New Jersey Core Curriculum Content Standards

Mission Statement

The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning. State standards, federal and state mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or when necessary, removed in order for the district to maintain the appropriate educational setting.

Philosophy Statement

The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts through its educational practices. It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general, providing therein for individual differences. The school operates as a partner with the home and community. Statement of District Goals

 Develop reading, writing, speaking, listening, and mathematical skills.  Develop a pride in work and a feeling of self-worth, self-reliance, and self discipline.  Acquire and use the skills and habits involved in critical and constructive thinking.  Develop a code of behavior based on moral and ethical principals.  Work with others cooperatively.  Acquire a knowledge and appreciation of the historical record of human achievement and failures and current societal issues.  Acquire a knowledge and understanding of the physical and biological sciences.  Participate effectively and efficiently in economic life and the development of skills to enter a specific field of work.  Appreciate and understand literature, art, music, and other cultural activities.  Develop an understanding of the historical and cultural heritage.  Develop a concern for the proper use and/or preservation of natural resources.  Develop basic skills in sports and other forms of recreation.  To enrich the students’ cultural knowledge, experience, and communication with the Francophone world through a comparison with their own cultural/ linguistic experience. Course Description

French III develops and expands communicative skills in French and teaches the learner more about French and Francophone cultures. Cultural topics and dialogues will serve as the cornerstone for conversation and projects. Speaking, listening, reading, pronunciation, and writing skills in the target language will be perfected.

Additional vocabulary and grammar are introduced to lead to more advanced reading and writing. Authentic reading materials and audio/video/ film resources enrich instruction as well as authentic writing and speaking opportunities that apply vocabulary and grammar to real-life situations.

The course includes applications, problem solving, higher-order thinking skills, and performance-based, open-ended assessments with rubrics.

In accordance with NJSCC standards, at least 50% of the class is conducted in the target language with a view to a greater percentage over the progression of the scholastic year.

Separate, distinct course proficiencies as well as additional, more challenging assignments and assessments validate the distinction of French III Honors from French III. Recommended Textbooks

Discovery French Rouge, Valette/Valette Course Proficiencies

Marking Periods 1&2:

 Create a six – sentence paragraph on a given topic in the target language by the end of marking period 2.  Describe others, care for one’s appearance, describe daily routines, express one’s feelings, inquire about other people  Explain what chores one does, ask for and offer help, describe an object  Talk about outdoor activities, describe natural environment and how to protect it, talk about weather, relate a series of past events, describe habitual past actions  Shop for various items, buy stamps, mail items, ask for a haircut, ask for material at different shops  Plan a trip abroad, go through customs, make travel arrangements, travel in France by means of train station and airport

Marking Periods 3&4:

 Create a two paragraph composition in the target language by the end of marking period 4 on a given topic.  Decide where to stay when travelling, reserve a room in a hotel, ask for services in a hotel  Visit a doctor, explain symptoms, visit a dentist, visit an emergency ward  Make a date, explain where one lives, discuss advantages/disadvantages of city life  Describe friendships, express feelings toward others, congratulate, comfort and express sympathy for others, describe various phases of life Additional requirements:

Literature/Culture:

Read one (1) book at appropriate level i.e. Poursuite Inattendue Curriculum Units

Unit 1: Daily routine/Physical descriptions

Unit 2: Chores/Asking for favors

Unit 3: Vacations/Describing an event

Unit 4: Shopping at boutiques/at the hair stylist

Unit 5: Traveling abroad/Planning a trip to France/Francophone countries

Unit 6: Places to stay during travel (Hotels, Inns, and Youth Hostels)

Unit 7: Visiting the Doctor/Dentist

Unit 8: A day in the city/describing where one lives

Unit 9: Family/Friends/Stages of life Pacing Guide- Course Content Number of Days

Unit 1: 15-20 days

Unit 2: 15-20 days

Unit 3: 15-20 days

Unit 4: 15-20 days

Unit 5: 15-20 days

Unit 6: 15-20 days

Unit 7: 15-20 days

Unit 8: 15-20 days

Unit 9: 15-20 days Unit 1:

Essential Questions Instructional Activities Assessments Objectives/ Skills and Benchmarks (CPIs) The use of the definite Graphic and Oral checks and quizzes How do French people use Article Pictorial Game day reviews adjectives to compare people? Describing what people Organizers, Review of notes Oral presentations Do French teenagers do the do for themselves Think-Pair-Share Written and oral quizzes same daily activities as • Reflexive verbs Sticky Note Review Americans? Explaining one’s daily discussions, One Homework activities sentence Class participation How do French teenagers care • Reflexive verbs: summaries, Unit Test for their appearance? different tenses and uses Jigsaw, Power Project: French Impressionists Expressing how one Notes, One Choose two works done by feels and Sentence two different French inquiring about other Summary , Impressionists. people (Chapter review) Compare/contrast theses two French modern art works taking into account • Impressionism and theme, style, tone, and the impressionist impact that your artist’s artists: Monet, Degas, personal life may have had on Renoir, his/her artwork. Your project Manet, B. Morisot will include a cover page, a • Artists of the post- works cited page, and a typed impressionist two page report. era: Van Gogh, Gauguin, Matisse, Rousseau, Toulouse- Lautrec portrait d’un oiseau Unit 2:

Essential Questions Instructional Activities Assessments Objectives/ Skills and Benchmarks (CPIs) How do the French express need? Graphic and Oral checks and quizzes Explaining what Pictorial Game day reviews What kind of chores do French has to be done Organizers, Think- Review of notes Oral presentations teenagers do at home? • Il faut que + Pair-Share Written and oral quizzes subjunctive Telling people Sticky Note Review What kind of hobbies do French what you discussions, One Homework teenagers enjoy? would like them to sentence Class participation do summaries, Unit Test • Vouloir que + Jigsaw, Power Every Friday: Written summary of reader chapter from subjunctive After viewing the film William the Helping around Notes, One Poursuite Inattendue Conqueror, discuss at least three the house Sentence different facts that you learned • In the house itself Summary , 15-30 that your text book didn’t reveal. • Outside second monologue You may also choose to do Asking for help (Chapter review) additional research, but if you do, and offering to be sure that your report includes a help work cited page. • Accepting or refusing help • Thanking people for their help Why do French 12. people enjoy do-it yourself activities? Un week • What is bricolage? • What is jardinage? Early French history • The Norman Conquest of England The Hundred Years War • Important people Guillaume le Conquérant Jeanne d’Arc Unit 3:

Essential Questions Instructional Activities Assessments Objectives/ Skills and Benchmarks (CPIs) Talking about the Graphic and Oral checks and quizzes How do the French differentiate past Pictorial Game day reviews between One-time past events • The passé Organizers, Review of notes Oral presentations and past events that occur more composé than once? • The imperfect Think-Pair-Share Written and oral quizzes • Contrastive uses Sticky Note Review Why do the French enjoy the of the discussions, Homework outdoors so much and what passé composé Jigsaw, Power Class participation outdoor activities do they enjoy? and the Notes, One Quart Test 1 How do the French get involved in imperfect protecting the environment? Narrating past Sentence Every Friday: Written summary of reader chapter events Summary , 15-30 from Poursuite Inattendue Who is Jacques Cousteau and • Differentiating second what contributions did he make to between monologue (MP science? specific actions (passé 1 review) composé) and the circumstances under which they occurred (imperfect) • Providing background information (imperfect) Describing the natural environment and how to protect it Talking about the weather and natural phenomena How do the French feel about nature and their land? How do the French protect their environment? • Who was Jacques-Yves Cousteau? Literature Sempé / Goscinny, King Unit 4:

Essential Questions Instructional Activities Assessments Objectives/ Skills and Benchmarks (CPIs) Answering Graphic and Oral checks and quizzes How do the French express questions and Pictorial Game day reviews quantity? referring to people, things, and places Organizers, Review of notes Oral presentations In France, where would you go to using Think-Pair-Share Written and oral quizzes buy toothpaste? Paper clips? pronouns Sticky Note Review • Two-pronoun discussions, One Homework How would you describe to a sequence sentence Class participation French hairstylist what you want Talking about him/her to fix your hair? quantities summaries, Unit Test • The pronoun en Jigsaw, Power Project: Carmen How do you know that a French • Indefinite Notes, 15-30 Every Friday: Written summary of reader chapter pharmacy has a pharmacist on expressions of second from Poursuite Inattendue duty? quantity monologue Shopping for How does one mail something various items (Chapter review) home from France? • in a stationery store After viewing film clips of the • in a pharmacy opera Carmen, research French • in a convenience opera. Site at least three precise store scenes that illustrate why Carmen Buying stamps and is an excellent example of French mailing items opera .Your project will include a at the post office cover page, a works cited page, Having one’s hair and a typed two page report. cut Asking for a variety of services • at the cleaners • at the shoe repair shop • at the photo shop The musical landscape of France and the French- speaking world • Historical overview of French songs • Famous French singers of yesterday and today Opera: Bizet, Carmen Unit 5:

Essential Questions Instructional Activities Assessments Objectives/ Skills and Benchmarks (CPIs) How do the French express Making negative Graphic and Oral checks and quizzes « not » or « no » ? Statements Pictorial Game day reviews • Affirmative and How do the French express future negative Organizers, Review of notes Oral presentations activities? expressions Think-Pair-Share Written and oral quizzes How do you make travel Describing future Sticky Note Review arrangements when planning to plans discussions, One Homework travel abroad? • Future tense sentence Class participation • Introduction to the Why is the TGV so important to conditional summaries, Midterm French people who travel? Planning a trip Jigsaw, Power Every Friday: Written summary of reader chapter abroad Notes, from Poursuite Inattendue What is the Marseillaise and who Going through 15-30 second wrote it? When and why was it customs monologue (MP written? Making travel arrangements 1 and 2 review) • Purchasing tickets Travel in France • at the train station • at the airport What are the advantages of visiting France by train? • The TGV • The Eurotunnel Song: Rouget de Lisle, La Marseillaise Literature: (7-2) Unit 6:

Essential Questions Instructional Activities Assessments Objectives/ Skills and Benchmarks (CPIs) How do the French express The comparative Graphic and Oral checks and quizzes ownership? The superlative Pictorial Game day reviews • The interrogative How do you book a hotel in pronoun Organizers, Review of notes Oral presentations France? lequel? Think-Pair-Share Written and oral quizzes Pointing out Sticky Note Review What kind of hotels exist in people or discussions, One Homework France? things sentence Class participation • The demonstrative What other types of lodging are pronoun celui summaries, Unit test available in France? Indicating Jigsaw, Power Every Friday: Written summary of reader chapter After viewing film clips of Edith possession Notes, from Le Comte de Monte Cristo Piaf performing, research who • The possessive 15-30 second she was, when she lived, and pronoun monologue describe how she had an le mien incredible impact on French Reserving a room (Chapter review) music. Your project will include a in a hotel cover page, a works cited page, Asking for services and a typed two page report. in a hotel What inexpensive accommodations are available to students? How does one use the Guide Michelin when traveling in France? • To find a hotel • To choose a restaurant Literature : Une étrange aventure Unit 7:

Essential Questions Instructional Activities Assessments Objectives/ Skills and Benchmarks (CPIs) How do the French express fear, Graphic and Oral checks and quizzes doubt, emotions, and disbelief? Expressing how Pictorial Game day reviews you and How do the French express others feel about Organizers, Review of notes Oral presentations emotions about past actions? certain Think-Pair-Share Written and oral quizzes facts or events Sticky Note Review How would one schedule a doctor’s • Use of the discussions, One Homework or dentist’sappointment in France? subjunctive sentence Class participation How would one describe medical after expressions of symptoms? emotion summaries, Quart Test 3 Expressing fear, Jigsaw, Power Every Friday: Written summary of reader chapter doubt or Notes, from Le Comte de Monte Cristo disbelief 15-30 second • Use of the monologue (MP subjunctive after expressions of 3 review) doubt and uncertainty Going to the doctor’s office • Describing your symptoms • Explaining what is wrong • Giving information about your medical history • Understanding the doctor’s prescriptions Going to the dentist Going to the emergency ward How do the French take care of their health? Maupassant, En voyage

Unit 8:

Essential Questions Instructional Activities Assessments Objectives/ Skills and Benchmarks (CPIs) Narrating past Graphic and Oral checks and quizzes In French, how does one express actions in Sequence Pictorial Game day reviews actions that happened a very long • The pluperfect Organizers, Review of notes Oral presentations time ago? How do the French Formulating polite Think-Pair-Share Written and oral quizzes discuss what would happen or requests would have happened if conditions • The conditional and Sticky Note Review were right? its uses discussions, One Homework How are French neighborhoods • The past conditional sentence Class participation named/ What sections exist in all • Sequence of tenses summaries, Unit Test French neighborhoods? in si-clauses Jigsaw, Power Every Friday: Written summary of reader chapter Making a date and How is the culture of the French Notes, 15-30 from Le Comte de Monte Cristo fixing the time Caribbean different from that of and place second France? Explaining where monologue one lives and (Chapter review) After viewing film clips of how to get there Chocolat, choose an American Discussing the drama and compare/contrast advantages and French and American drama. Be disadvantages of precise: you must address at least city life What does a typical three events form each film that French city look you think make the film drama. like? Your project will include a cover • Its historical page, a works cited page, and a development typed two page report. You will • Its various also present your ideas orally to neighborhoods the class. • Its buildings • The villes nouvelles The French-speaking Caribbean Islands Film: Chocolat Theuriet, Les Pêches Unit 9:

Essential Questions Instructional Activities Assessments Objectives/ Skills and Benchmarks (CPIs) Graphic and Oral checks and quizzes How do the French express Pictorial Game day reviews « each other » ? • Reciprocal use of reflexive verbs Organizers, Review of notes Oral presentations How do the French combine sentences Think-Pair-Share Written and oral quizzes sentences using relative • Relative pronouns Sticky Note Review pronouns/ What is a relative • Relative clauses discussions, One Homework clause ? Describing degrees of sentence Class participation summaries, Final Exam Is friendship the same in France friendship as it is here ? Expressing Jigsaw, Power Every Friday: Written summary of reader chapter different feelings Notes,15-30 from Le Comte de Monte Cristo How do the French congratulate towards other second each other ? people Discussing the monologue (MP 3 and 4 review) If family life important in France ? state of one’s relationship with What kinds of community service other people projects do french teenagers do ? Congratulating, comforting, and Are French weddings the same as expressing American weddings ? sympathy for other people Describing the various phases of a person’s life How important are friends and family to French people? • The meaning of friendship • Family relationships What is a typical French wedding like? • Where French spouses meet one another • Planning the wedding • A French wedding ceremony New Jersey Core Curriculum Content Standards

World Languages

7.1 World languages:

All students will be able to use a world language in addition to English to engage in meaningful conversation , to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining and understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and cultures studied with their own, and participate in home and global communities. New Jersey Scoring Rubric

Sample of Assessment Rubrics

Presentational:. After viewing film clips of Chocolat, choose an American drama and compare/contrast French and American drama. Be precise: you must address at least three events form each film that you think make the film drama. Your project will include a cover page, a works cited page, and a typed two page report. You will also present your ideas orally to the class.

Interpretive: Choose two works done by two different French Impressionists. Compare/contrast theses two works taking into account theme, style, tone, and the impact that your artist’s personal life may have had on his/her artwork. Your project will include a cover page, a works cited page, and a typed two page report.

Speaking Rubric Student’s Name ______Date : ______Project Name ______It's a start! / Early On the right road! / It works well! / You are expert! / Total (1) Progressing Competent Expert On 4 2 points 3 points 4 points Most of the words are Some words are pronounced Most of the words are All words are pronounced incorrectly. incorrectly, but the pronounced correctly, pronounced correctly. Accordingly, it is difficult presentation is still making it easy to All pronunciation to understand the understandable. understand presentation errors are the results presentation. of the student integrating additional vocabulary not included in the unit. Words are not clearly set Some words are clearly set Most of the words are All words are clearly out. Therefore, the out. Part of the presentation clearly set out. As a set out. All to listen presentation is is understandable. result, most of the can easily understand incomprehensible. presentation is easy to the presentation. understand. The voice is not audible. Volume is too low. Volume is sufficient. Volume is excellent. Most people can hear All who listen can the presentation. easily hear the presentation. Most of the presentation is Some of the presentation is Most of the presentation The presentation is available in French. available in French. is in French. all in French. Ill-prepared. Students haveSomewhat prepared. Prepared. Students have Well prepared. It is not practiced. Students practiced once. practiced a few times. obvious that much practice took place. Presentation completed Presentation completed with Presentation completed Presentation without written written component partially with written component completed with component/props complete/props mostly complete/props written component complete/props Accessories are an integral part of the presentation. They improve the presentation. Student’s Name ______Date : ______Project Name ______WRITING RUBRIC

Complete Generally complete Somewhat completeIncomplete Content Writer uses the Writer usually uses the Writer uses appropriate Writer, none of the /4 appropriate functions and appropriate functions andfunctions and vocabulary appropriate functions and the vocabulary of the the vocabulary of the for the subject. vocabulary used for the topic. topic. subject.

Comprehensibility Understandable Generally Sometimes Rarely understandable understandable understandable

/4 Reader can always Reader can understand Drive may include less Reader can understand understand what the most of what the writer isthan half of what the that little of what the writer is attempting to trying to communicate. writer is trying to writer attempts to communicate. communicate. communicate.

Specific Generally accurate Sometimes specific Rarely accurate

Pecision Writer uses language Writer usually uses a Writer has some Writer makes a large correctly, including language correctly, problems with the use of number of errors in the grammar, spelling, Word including grammar, the language. use of the language. order and punctuation. spelling, order of /4 words and punctuation.

Organization Well organized Although generally Somewhat Poorly organized Organizes organized

/4 Presentation is logical Presentation is generally Presentation is somewhat Presentation lacks logical and effective. logical and effective withillogical and confusing inorder and organization. a few minor problems. places.

Effort Excellent effort Good effort Moderate effort Minimal effort

Writer fulfills the Writer meets all the Writer fulfills some of Writer meets few of the /4 requirements of the requirements of the the requirements of the requirements of the assignment and put care assignment. assignment. assignment. and effort in the process.