Rose Tree Media School District s7

ROSE TREE MEDIA SCHOOL DISTRICT

COURSE CURRICULUM

COURSE TITLE: French GRADE LEVEL: I CREATION DATE: June, 2004 Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of Approx. Time Allotment: topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics. PA Standards: 1.1, 1.2, 1.3 Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology Vocabulary: Produce and perform brief guided conversations Text Oral Presentations Greetings, Alphabet, Courtesy related to student's needs and interests Bienvenue ( Glencoe, Simulated activities expressions, Classroom Objects, Basic Create brief conversations related to public place functions in simulation-restaurant, shopping, train Macmillan/McGraw-Hill,1994) through role playing classroom expressions, Numbers 1-100 Student Edition Paired communicative + year, Calendar, Time, Cafe foods, station, airport, daily routines Prepare and respond to basic directions, Teacher’s wraparound edition activities Food shopping, Daily activities, Places instructions, commands, and requests in the Writing activities Workbook & Cooperative learning in the City, Immediate Family classroom Members, Basic Personality and Student tape manual, Student groups Describe state of being and feelings edition Drilling Physical Traits, Transportation, School Propose and answer simple questions terms Generate conversations integrating basic routine Writing activities Workbook, Memorization Grammar social situations including greetings, leave takings, Teacher’s annotated edition Dictation Articles: Definite and Indefinite, and simple introductions of self and family Student tape manual, teacher’s TPR activities partitive (lexical) Describe daily environment related topics-weather, edition ( tape script) Visual and verbal cues Nouns: articles, regular plurals, gender, time, seasons in routine conversations and apply Audio cassette program ( e.g. situation cards ) partitive as a (lexical item) these concepts as appropriate Count and use numbers in other functions- Overhead transparencies Modeling Prepositions: (lexical item) in, to, from, temperature, time, money, to indicate quantity Video cassette program Realia at, on, under, in front of, behind Devise simple narrative about a personal experience Computer software: Practice and Audio tape activities Pronouns: subject, interrogatives or event test generator Videotape activities (who), State preferences pertaining to every day life Communication Activities Overhead transparency Verbs: Demonstrate comprehension of short face to face present indicative and near future of and audio conversations on familiar topics masters activities regular “er”, “ re” and “ ir” verbs. Assess main idea of simple oral/written narratives Bell ringer review black line Computer software Irregular verbs-avoir, aller, faire, etre, and texts on familiar topic masters activities pouvoir, vouloir, vouloir, mettre, partir, Distinguish words and phrases heard or seen in Situation cards Games, skits, songs and sortir, dormir songs Chapter quizzes with answer key puzzles Adjectives: common regular forms, Utilize appropriate responses to oral and/or written requests, directions and other information Testing program with answer key Speaking and writing possessives, demonstratives Identify people and objects based on oral and activities ( e.g. Workbook Conjunctions: mais, et, parce que written descriptions Other exercises, taking notes, Adverbs: bien, mal, frequency Demonstrate comprehension and use for Scholastic Magazine- Bonjour listing, categorizing, Interrogatives: ou, comment, qui, contextualized understanding of isolated words or Verb Sheets labeling, summarizing, qu'est-ce que, pourquoi, quand, quel, phrases in authentic but unfamiliar printed material combien or announcements from target culture Internet comparing, contrasting) Syntax simple negative formation, Repeat unfamiliar words that recombine familiar Activating prior knowledge French I Page 2 - 2 - June, 2004 Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of Approx. Time Allotment: topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics. PA Standards: 1.1, 1.2, 1.3 Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology simple interrogative formation, sound patterns and letter combinations Hardware Interviewing subject/verb agreement: gender and Use knowledge of linguistic system (grammar, CD Player Reading aloud- teacher number agreements, contractions with word patterns) to derive meaning from unfamiliar Cassette tape recorder Reading aloud- student “a” and “de”, use of the pronoun “on” material Use cognates to facilitate comprehension VCR player Internet activities Read aloud familiar stories, passages, dialogues etc. DVD player Brainstorming with appropriate intonation and comprehensible Computer pronunciation Recite proverbs, nursery rhymes, short poems, and songs Compose and present simple guided texts on familiar topics Reproduce in written form most language that is used orally Use oral or written language to give messages, and complete short guided paragraphs, etc. Use oral or written language to produce and share illustrated stories or projects Interpret and use gestures germane to the language Practice skills using “Teacher of the Day” Evaluate communicative skills using discrete point quizzes and prochievement Chapter Tests Recite dialogues Create role plays Assess aural comprehension via dictation Describe a family member Introduce a new friend Select and order from a cafe menu Discuss daily activities Produce projects( e.g. calendars, daily logs, family trees) Develop oral Presentations using relevant vocabulary and grammatical concepts Construct reports Assess listening skills using TPR

French I Page 3 - 3 - June, 2004 Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken Approx. Time Allotment: language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics. PA Standards: 1.1, 1.2, 1.3 Multicultural/Interdisciplinary Adaptations/Inclusion Techniques Enrichment Strategies Remediation Strategies Connection Point out features of the program World Language Departmental World Languages- French, Review prior knowledge and skills Initiatives German, Latin, Spanish( compare Emphasize cognates as a learning strategy Immersion trips to Canada and contrast languages within the Model pronunciation Reciprocal Exchange program to discipline) Use organizers France Mathematics ( currency exchange, Employ TPR District World Language Contest measurement systems) Extend or adapt written practice and Fete (award program) Geography ( maps, demographics, Allow extra time for practice and Phyllis Kavanaugh Scholarship climate) assessment National Contests Language Arts ( etymology, Limit or modify activities, assignments and World Language Honor Society linguistics, literature, writing, assessments Fun Day public speaking, grammar and Examine patterns syntax, theater and cinema) Reinforce and review Level I Opportunities Social Studies ( culture, civics, Field trips Clarify expectations and goals history, humanities, economics, Music Explain unfamiliar concepts and ethnicity, government) Student designed activities terminology Music ( folk songs, dances, popular Rank Level I projects Use contextural clues music, musical instruments) Challenge for credit Assist in developing possibilities Art ( art history, crafts, student art Independent study Support with realia projects, architecture) Bridge program Color code or highlight Science ( famous scientists, Enhancement activities (e.g. Provide tutoring and peer mentoring ecology, natural sciences) provide extra reading material, Employ memory techniques Consumer Sciences ( cuisine, extra listening and speaking Provide Individualized Instruction etiquette, fashion, advertising) opportunities) Give advance notice regarding future Physical Education ( sports, Guest speakers/ Visiting artists assignments recreational activities, health and Out of class enhancement Note taking by classmates for reproduction fitness) activities ( e.g. Movies, language Consult IEP’s Technology Education ( student luncheon groups) Engage in ongoing communication with projects and research utilizing Special Education case workers technology)

French I Page 4 - 4 - June, 2004 Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply that knowledge to their Approx. Time Allotment: own language. Community: Using the language both within and beyond the school setting. Using language for leisure and personal enrichment. PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology Vocabulary CONNECTIONS Text Oral Presentations Greetings, Alphabet, Courtesy Use every day number skills to do simple math Bienvenue ( Glencoe, Simulated activities through role problems and to calculate currency equivalencies in expressions, Classroom Objects, the target language Macmillan/McGraw- playing Basic classroom expressions, Make, label and read maps using appropriate Hill,1994) Paired communicative activities Numbers 1-100 + year, Calendar, geographical terms in the target language Student Edition Cooperative learning groups Time, Cafe foods, Food Manipulate the applications of the metric system in Teacher’s wraparound Drilling shopping, Daily activities, Places talking about weather, height, weight, distance edition Memorization in the City, Immediate Family Recognize famous historical events, people, Writing activities Dictation landmarks, places, products from the target culture Members, Basic Personality and Examine American historical events, place names, Workbook & Student tape TPR activities Physical Traits, Transportation, famous people and events from the target culture manual, Student edition Visual and verbal cues ( e.g. School terms perspective and influence Writing activities situation cards ) Discuss and express preferences about sports, games Workbook, Teacher’s Modeling Grammar and equipment for these in the target language annotated edition Realia Demonstrate knowledge of other forms of government Articles: Definite and Indefinite, Apply as appropriate language arts skills to the target Student tape manual, Audio tape activities partitive (lexical) language-punctuation, dictionary skills, reading and teacher’s edition ( tape Videotape activities Nouns: articles, regular plurals, writing skills script) Overhead transparency activities gender, partitive as a (lexical Demonstrate awareness of artistic and musical Audio cassette program Computer software activities item) contributions, and practices present in the target Overhead transparencies Games, skits, songs and puzzles culture-famous works of art, special musical Prepositions: (lexical item) in, instruments, famous artists or composers, well known Video cassette program Speaking and writing activities to, from, at, on, under, in front songs Computer software: ( e.g. Workbook exercises, taking of, behind Use computer, multimedia, traditional texts and Practice and test generator notes, listing, categorizing, Pronouns: subject, printed material to find information on familiar Communication Activities labeling, summarizing, comparing, interrogatives (who), disjunctive themes to integrate in other target language activities masters contrasting) (menus, phone book ads, TV and movie listings) pronouns Analyze form, presentation, layout of target culture . Bell ringer review black Activating prior knowledge Verbs: products to examine culturally imbedded features line masters Interviewing present indicative and near future COMPARISONS Situation cards Reading aloud- teacher of regular “er”, “ re” and “ ir” Recognize borrowed words from the target language Chapter quizzes with Reading aloud- student verbs. Irregular verbs-avoir, Recognize Anglicisms present in the target language answer key Brainstorming French I Page 5 - 5 - June, 2004 Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply that knowledge to their Approx. Time Allotment: own language. Community: Using the language both within and beyond the school setting. Using language for leisure and personal enrichment. PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology aller, faire, etre, pouvoir, vouloir, Compare grammatical structures, pronunciation and Testing program with Internet activities vouloir, mettre, prendre, partir, writing systems between native and target languages answer key Identify different social conventions( e.g. forms of sortir, dormir address, idiomatic expressions, phone etiquette) Adjectives: common regular Demonstrate understanding that vocabulary terms Other forms, possessives, mean different things in different cultures Scholastic Magazine- demonstratives Identify and understand cognates between languages Bonjour Conjunctions: mais, et, parce Understand and use appropriate nonverbal Verb Sheets que communication of the target language Internet Use the target language in a manner appropriate to the Adverbs: bien, mal, frequency etiquette of the native speaker Interrogatives: ou, comment, Compare and contrast basic conditions in the various Hardware qui, qu'est-ce que, pourquoi, target cultures( e.g. weather, seasons, food customs) CD Player quand, quel, combien Speculate and defend perceptions on why certain Cassette tape recorder Syntax simple negative products are important in the target culture VCR player Compare target culture products toys, games, foods, formation, simple interrogative with those in native culture DVD player formation, subject/verb Compare target culture daily practices (e.g. grocery Computer agreement: gender and number shopping) with native culture agreements, contractions with Compare celebrations and holidays common to the “a” and “de”, use of the pronoun cultures of the target language and the native culture (U.S.) “on” (e.g. Thanksgiving only celebrated in U.S., why and where is Mardi Gras celebrated) COMMUNITY Identify the target language in the students' daily life ( e.g. restaurant menus, recipes, TV commercials, travel programs, movies) Find connections with the target culture through the use of technology, media and authentic sources Participate in structured curricular programs designed to extend learning beyond the classroom (e.g. visiting artists, field trips) Discover and utilize rich resources within the RTM community French I Page 6 - 6 - June, 2004 Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply that knowledge to their Approx. Time Allotment: own language. Community: Using the language both within and beyond the school setting. Using language for leisure and personal enrichment. PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology Use target language to respond to basic target language situations encountered in the students' daily life (e.g. read a menu, write to a pen pal, give directions to a visitor, thank visiting artists) Listen to music, sing songs, and/or play instruments from target culture Participate in games and sports from target culture Read age-appropriate and linguistically appropriate materials from target culture Experience new foods from target culture View age-appropriate and linguistically appropriate films from target culture Appreciate target culture elements that are related to travel experiences Demonstrate survival skills in an immersion experience Evaluate communicative skills and cultural knowledge using discrete point quizzes and prochievement chapter tests Recite dialogues Create role plays Assess aural comprehension via dictation Select and order from a cafe menu Discuss daily activities and current events Produce projects( e.g. calendars, daily logs, family trees) Construct reports Develop oral presentations using relevant vocabulary, grammatical concepts and cultural knowledge.

French I Page 7 - 7 - June, 2004 Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and its culture. Comparisons: Recognizing that different languages use different ways to communicate and can apply Approx. Time Allotment: that knowledge to their own language. Community: Using the language both within and beyond the school setting. Using language for leisure and personal enrichment. PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Multicultural/Interdisciplinary Adaptations/Inclusion Techniques Enrichment Strategies Remediation Strategies Connection Point out features of the program World Language Departmental World Languages- French, Review prior knowledge and skills Initiatives German, Latin, Spanish( compare Emphasize cognates as a learning strategy Immersion trips to Canada and contrast languages within the Model pronunciation Reciprocal Exchange program to discipline) Use organizers France Mathematics ( currency exchange, Employ TPR District World Language Contest measurement systems) Extend or adapt written practice and Fete (award program) Geography ( maps, demographics, Allow extra time for practice and assessment Phyllis Kavanaugh Scholarship climate) Limit or modify activities, assignments and National Contests Language Arts ( etymology, assessments World Language Honor Society linguistics, literature, writing, Examine patterns Fun Day public speaking, grammar and Reinforce and review Community concert series syntax, theater and cinema) Clarify expectations and goals Social Studies ( culture, civics, Explain unfamiliar concepts and terminology Level I Opportunities history, humanities, economics, Field trips Use contextural clues ethnicity, government) Rank Level I projects Assist in developing possibilities Music ( folk songs, dances, popular Challenge for credit Support with realia music, musical instruments) Independent study Color code or highlight Art ( art history, crafts, student art Bridge program Provide tutoring and peer mentoring projects, architecture) Enhancement activities (e.g. Employ memory techniques provide extra reading material, Provide Individualized Instruction extra listening and speaking Give advance notice regarding future opportunities) assignments Guest speakers/ Visiting artists Consult IEP’s Engage in ongoing communication with Special Education case workers Note taking by classmates for reproduction

French I Page 8 - 8 - June, 2004 Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship between the practices and perspectives of the culture. Demonstrating and understanding the relationship between the products and Approx. Time Allotment: perspectives of the culture. PA Standards: 2.1, 2.2 Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology Vocabulary: Identifying cultural differences in the Text Oral Presentations Greetings, Alphabet, Courtesy areas of number formation, telling time, Bienvenue ( Glencoe, Simulated activities through expressions, Classroom Objects, Basic calendar design, giving phone numbers Macmillan/McGraw- role playing classroom expressions, Numbers 1- Use appropriate courtesy and etiquette Hill,1994) Paired communicative 100 + year, Calendar, Time, Cafe behaviors in basic daily-life social Student Edition activities foods, Food shopping, Daily activities, situations (e.g. greeting, leave takings) Teacher’s wraparound edition Cooperative learning groups Places in the City, Immediate Family Support oral language through culturally Writing activities Workbook & Drilling Members, Basic Personality and appropriate nonverbal cues in simple Student tape manual, Student Memorization Physical Traits, Transportation, School daily-life situations (e.g. counting from edition Dictation terms thumb, signaling waiter) Writing activities Workbook, TPR activities Compare and identify cultural Teacher’s annotated edition Visual and verbal cues ( e.g. Grammar similarities and differences in areas Student tape manual, teacher’s situation cards ) Articles: Definite and Indefinite, related to linguistic concepts studied edition ( tape script) Modeling partitive (lexical) (e.g. food, clothing, leisure time, school) Audio cassette program Realia Nouns: articles, regular plurals, Discuss and dispel inappropriate Overhead transparencies Audio tape activities gender, partitive as a (lexical item) stereotypical images associated with the Video cassette program Videotape activities Prepositions: (lexical item) in, to, target culture Computer software: Practice Overhead transparency from, at, on, under, in front of, behind Demonstrate awareness of special and test generator activities Pronouns: subject, interrogatives customs of target culture as related to Communication Activities Computer software activities (who), disjunctive pronouns daily-life activities and special events masters Games, skits, songs and Verbs: (holidays, gift giving, social roles) Bell ringer review black line puzzles present indicative and near future of Sing folk songs in target language masters Speaking and writing activities regular “er”, “ re” and “ ir” verbs. Identify contributions of target culture Situation cards ( e.g. Workbook exercises, Irregular verbs-avoir, aller, faire, etre, to English language and American Chapter quizzes with answer taking notes, listing, pouvoir, vouloir, vouloir, mettre, society key categorizing, labeling, prendre, partir, sortir, dormir Research and describe significant Testing program with answer summarizing, comparing, Adjectives: common regular forms, locations and monuments of target key contrasting) possessives, demonstratives culture Activating prior knowledge Conjunctions: mais, et, parce que Demonstrate awareness of global impact Other Interviewing Adverbs: bien, mal, frequency of target language. Scholastic Magazine- Bonjour Reading aloud- teacher

French I Page 9 - 9 - June, 2004 Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship between the practices and perspectives of the culture. Demonstrating and understanding the relationship between the products and Approx. Time Allotment: perspectives of the culture. PA Standards: 2.1, 2.2 Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology Interrogatives: ou, comment, qui, Demonstrate knowledge of geographical Verb Sheets Reading aloud- student qu'est-ce que, pourquoi, quand, quel, features, landmarks, seminal historical Internet Internet activities combien events, key institutions and some Brainstorming Syntax simple negative formation, political structures of the target culture Hardware simple interrogative formation, environments CD Player subject/verb agreement: gender and Demonstrate knowledge of selected Cassette tape recorder number agreements, contractions with major works of art, music, literature, if VCR player “a” and “de”, use of the pronoun “on” possible using the target language DVD player Interpret and use gestures germane to Computer the language Evaluate cultural awareness using discrete point quizzes and prochievement Chapter Tests Recite dialogues Create role plays Assess aural comprehension via dictation Describe a family member Introduce a new friend in a cultural context Select and order from a cafe menu Discuss daily activities Produce projects( e.g. calendars, daily logs, family trees) Develop oral presentations within an appropriate cultural context Construct reports Assess cultural assimilation using TPR

French I Page 10 - 10 - June, 2004 Essential Question, Concept or Theme: C. Culture: Demonstrating and understanding the relationship between the practices and perspectives of the culture. Demonstrating and understanding the relationship between the products and Approx. Time Allotment: perspectives of the culture. PA Standards: 2.1, 2.2 Multicultural/Interdisciplinary Adaptations/Inclusion Techniques Enrichment Strategies Remediation Strategies Connection Point out features of the program World Language Departmental Initiatives World Languages- French, Review prior knowledge and skills Immersion trips to Canada German, Latin, Spanish( compare Emphasize cognates as a learning strategy Reciprocal Exchange program to and contrast languages within the Model pronunciation France discipline) Use organizers District World Language Contest and Mathematics ( currency exchange, Employ TPR Fete (award program) measurement systems) Extend or adapt written practice Phyllis Kavanaugh Scholarship Geography ( maps, demographics, Allow extra time for practice and National Contests climate) assessment World Language Honor Society Language Arts ( etymology, Limit or modify activities, assignments and Fun Day linguistics, literature, writing, assessments Community concert series public speaking, grammar and Examine patterns syntax, theater and cinema) Reinforce and review Level I Opportunities Social Studies ( culture, civics, Field trips Clarify expectations and goals history, humanities, economics, Rank Level I projects Explain unfamiliar concepts and ethnicity, government) Challenge for credit terminology Music ( folk songs, dances, Independent study Use contextural clues popular music, musical Bridge program Assist in developing possibilities instruments) Enhancement activities (e.g. provide Support with realia Art ( art history, crafts, student art extra reading material, extra listening Color code or highlight projects, architecture) and speaking opportunities) Provide tutoring and peer mentoring Guest speakers/ Visiting artists Employ memory techniques Provide Individualized Instruction Give advance notice regarding future assignments Consult IEP’s Engage in ongoing communication with Special Education case workers Note taking by classmates for reproduction

French I Page 11 - 11 - June, 2004