Rose Tree Media School District s9

ROSE TREE MEDIA SCHOOL DISTRICT

COURSE CURRICULUM

COURSE TITLE: French GRADE LEVEL: 6 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 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 Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology Vocabulary:  Produce and perform brief guided conversations related to Text:  Oral presentations Greetings, Alphabet, Courtesy student's needs and interests Bienvenue ( Glencoe,  Simulated activities expressions, Classroom Objects,  (eg. home, school, family) Macmillan/McGraw-Hill 1994) through role playing Basic classroom expressions,  Create brief conversations related to public place functions  Paired communicative Numbers 1-100 + year, Calendar, in simulation-restaurant, shopping, train station, tell about Student Edition activities simple daily routines, give and respond to basic directions, Teacher’s Wraparound Edition  Memorization Time, Sports Names, Cafe foods, Writing Activities Workbook and Daily activities, Places in the City, instructions, commands, and requests in the classroom  Drilling Describe state of being and feelings Student Tape Manual, Student Places in the house, Immediate   TPR activities  Propose and answer simple questions Edition. Family Members, Basic Personality  Visual and Verbal cues  Generate conversations integrating basic routine, social Writing Activities Workbook, (situation cards) and Physical Traits, Colors, Class Teacher’s Annotated Edition. situations, including greetings, leave takings, and simple  Modeling subjects Weather Terms, Simple Student Tape Manual, Teacher’s introductions of self and family  Realia Games  Describe daily environment related topics-weather, time, Edition (typescript) Audio Cassette Program  Audio tapes activities Grammar seasons in routine conversations and apply these concepts  Videotapes activities Articles: Definite and Indefinite, as appropriate Overhead Transparencies Video Cassette Program  Computer software partitive (lexical)  Count and use numbers in other functions-temperature, Computer Software: Practice and  Overhead transparencies Nouns: articles, regular plurals, time, money, indicate quantity Test Generator activities  Devise in simple narrative about a personal experience or gender, partitive as a (lexical item) Communication Activities Masters  Songs, skits, games and event, express preferences pertaining to every day life Prepositions: (lexical item) in, to, Bell Ringer Review Black Line puzzles from, at, on, under  State preferences pertaining to every day life Masters  Cloze activities Pronouns: subject, interrogatives  Demonstrate comprehension short face to face an audio Situation Cards  Writing activities (e.g. (who) conversation as well as video presentations on familiar Chapter Quizzes with Answer Key Workbook exercises, Verbs:present indicative of regular topics Testing Program with Answer Key taking notes, listing, er verbs. Irregular verbs-avoir. Verb  Assess main idea of simple oral/written narratives and texts Verb sheets categorizing, labeling, on familiar topic + infinitive. summarizing, comparing,  Distinguish words and phrases heard or seen in songs Adjectives: common regular forms, Overhead Projector contrasting)  Utilize appropriate responses to oral and/or written precede the noun, singular form of Computer  Cooperative learning requests, directions and other information VCR and Video Cassettes groups possessives  identify people and objects based on oral and written Cassette tape recorder and audio  Activating prior Conjunctions: et descriptions tapes knowledge Adverbs: bien, mal,  Demonstrate comprehension and use for contextualized  Interviewing Interrogatives: ou, comment, qui, understanding of isolated words or phrases in authentic but  Reading aloud – teacher qu'est-ce que, pourquoi, quand, quel, unfamiliar printed material or announcements from target  Reading aloud – student combien culture  Speaking and writing French 6 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 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 Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology Syntax simple negative formation,  Repeat unfamiliar words that recombine familiar sound activities simple interrogative formation, patterns and letter combinations  Brainstorming subject/verb agreement: gender and  Use knowledge of linguistic system (grammar, word  Create a family tree number agreements, use of pronoun patterns) to derive meaning from unfamiliar material “on”  Use cognates to facilitate comprehension  Read aloud familiar stories, passages, dialogues etc. with appropriate intonation and comprehensible pronunciation.  Recite proverbs, nursery rhymes and short poems  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.  Use target language pronunciation and spelling for specific vocabulary imbedded in native language presentations (e.g.. names of places, people, things that appear in more complex presentations made in English  Interpret and use gestures germane to the language  Practice skills using “Teacher of the Day”  Evaluate communicative skills using discreet point quizzes, and prochievement Chapter Tests.  Assess aural comprehension via dictations  Recite dialogues  Create role plays  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,)  Use 24 hour clock.  Develop oral presentations using relevant vocabulary and grammatical concepts  Construct reports  Assess using TPR French 6 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: Multicultural/Interdisciplinary Adaptations/Inclusion Techniques Enrichment Strategies Remediation Strategies Connection  Point out features of the program  Enhancement activities World Languages (French,  Review prior knowledge and skills (e.g. provide extra reading German, Latin, Spanish: compare  Emphasize cognates as a learning materials, extra reading and contrast languages within the strategy material, extra listening discipline.  Modeling pronunciation and speaking Music (popular music, songs and  Use organizers opportunities) dances, musical instruments)  Employ TPR  Guest speakers/artists Geography (maps, demographics, climate)  Extend or adapt written practices  Concerts Mathematics (currency  Allow extra time for practice and  Music exchange, measurement systems) assessment  Additional readings  Student designed activities Language Arts (etymology,  Limit or modify activities, linguistics, literature, writing, assignments and assessment public speaking, grammar and  Examine patterns World Language Departmental Initiatives syntax, theater and cinema)  Reinforce and review Social Studies (culture, civics,  Clarify expectations and goals history, humanities, economics,  National World Language  Explain unfamiliar concepts and ethnicity, governments) Contest terminology Art (art history, crafts, student art  Reciprocal Concerts  Use contextual clues projects, architecture)  Assist in developing possibilities  Immersion Trip to Canada Science (famous scientists,  Support with realia  District World Language ecology, natural sciences) Contest  Color coding or highlighting Consumer Sciences, (cuisine,  Fun Day World Language  Provide tutoring and peer mentoring etiquette, fashion, advertising after school  Fete (awards program) Physical Education (sports,  Employ memory techniques  Projects recreational activities, health and  Give advance notice regarding future fitness) assignments Technology Education (graphic  Note taking by classmates for arts, student projects and research reproduction utilizing technology) French 6 Page 4 - 4 - June, 2004 Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the World Language. Acquire 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. Demonstrating an understanding of the concept of culture through comparisons of the cultures studied and their own. 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 Topics: Use every day number skills to do simple Text: Oral presentations Greetings, Alphabet, Courtesy math problems and to calculate currency Bienvenue ( Glencoe, Simulated activities through role equivalencies in the target language expressions, Classroom Objects, Make, label and read maps using Macmillan/McGraw-Hill 1994) playing Basic classroom expressions, appropriate geographical terms in the Paired communicative activities Numbers 1-100 + year, Calendar, target language Student Edition Memorization Time, Cafe foods, Daily activities, Manipulating the applications of the Teacher’s Wraparound Edition Drilling Places in the City, Places at home, metric system in talking about weather, Writing Activities Workbook and TPR activities Immediate Family Members, Basic height, weight and distance Student Tape Manual, Student Visual and Verbal cues (situation Recognize famous historical events, Personality and Physical Traits, people, landmarks, places, products from Edition. cards) Colors, Clothing, Weather Terms, the target culture Writing Activities Workbook, Modeling Simple Games Examine American historical events, place Teacher’s Annotated Edition. Realia names, famous people and events from the Student Tape Manual, Teacher’s Audio tapes activities Grammar target culture perspective and influence Edition (typescript) Videotapes activities Discuss and express preferences about Articles: Definite and Indefinite, sports, games and equipment for these in Audio Cassette Program Computer software partitive (lexical) the target language Overhead Transparencies Overhead transparencies activities Nouns: articles, regular plurals, Demonstrate knowledge of other forms of Video Cassette Program Songs, skits, games and puzzles gender, partitive as a (lexical item) government Computer Software: Practice and Cloze activities Prepositions: (lexical item) in, to, Apply as appropriate language arts skills Test Generator Writing activities (e.g. Workbook to the target language-punctuation, from, at, on, under dictionary skills, reading and writing skills Communication Activities Masters exercises, taking notes, listing, Pronouns: subject, interrogatives Demonstrate awareness of artistic and Bell Ringer Review Black Line categorizing, labeling, (who) musical contributions, and practices Masters summarizing, comparing, Verbs:present indicative of regular present in the target culture-famous works Situation Cards contrasting) er verbs. Irregular verbs-avoir, etre of art, special musical instruments, famous Chapter Quizzes with Answer Key Cooperative learning groups artists or composers, well known songs Adjectives: common regular Use computer, multimedia, traditional Testing Program with Answer Key Activating prior knowledge forms, possessives texts and printed material to find Verb sheets Interviewing Conjunctions: et information on familiar themes to Overhead Projector Reading aloud - teacher Adverbs: bien, mal, integrate in other target language activities Computer Reading aloud - student Interrogatives: ou, comment, qui, (menus, phone book ads, TV and movie VCR and Video Cassettes Speaking and writing activities French 6 Page 5 - 5 - June, 2004 Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the World Language. Acquire 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. Demonstrating an understanding of the concept of culture through comparisons of the cultures studied and their own. 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 qu'est-ce que, pourquoi, quand, listings) Cassette tape recorder and audio Brainstorming quel, combien Analyze form, presentation, layout of tapes target culture products to examine Syntax simple negative formation, culturally imbedded features simple interrogative formation, Recognize borrowed words from the subject/verb agreement: gender and target language number agreements, use of Recognize Anglicism present in the target pronoun “on language Compare grammatical structures, pronunciation and writing systems Daily: Honorifics, Names, French between native and target languages Classroom, Gestures, Handwriting, Identify different social conventions- European Calendar, Clock, Street forms of address, idiomatic expressions, signs, Cafe routines, telephone phone etiquette numbers and calling cards, family, Demonstrate understanding that vocabulary terms mean different things in leisure, TV, radio, climate, sports, different cultures (e.g. bread, money) 24 hour clock. Identify and understands cognates between languages Historical/Political/Artistic etc.- Understand and use appropriate nonverbal Paris, Bayeux, Le Monde communication of the target language Use the target language in a manner Francophone, Versailles, appropriate to the etiquette of the native Government speaker Compare and contrast basic conditions in the various target cultures e.g. weather, seasons, food customs Speculate and defend perceptions on why certain products are important in the target culture Compare target culture products toys, games, foods, with those in native culture Compare target culture daily practices (e.g. grocery shopping) with native culture

French 6 Page 6 - 6 - June, 2004 Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the World Language. Acquire 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. Demonstrating an understanding of the concept of culture through comparisons of the cultures studied and their own. 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 Compare celebrations and holidays common to the cultures of the target language and the native culture (US) (e.g. Thanksgiving only celebrated in US, why and where is Mardi Gras celebrated) Identify the target language in the students' daily life (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 Use target language to respond to basic target language situations encountered in the students' daily life (e.g. read a menu, write to a penal, 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 Evaluate communicative and cultural knowledge using discrete point quizzes French 6 Page 7 - 7 - June, 2004 Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the World Language. Acquire 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. Demonstrating an understanding of the concept of culture through comparisons of the cultures studied and their own. 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 Demonstrate survival skills in an emergent experience Prochievement Chapter Tests, including Listening, Speaking, Reading, Writing components Dictation Recite Dialogues Role Plays Discuss daily activities/current events Produce projects-making calendars, daily logs, family tree, Develop oral Presentations using relevant vocabulary, grammatical concepts, and cultural knowledge Construct reports Practice skills using “Teacher of the Day”

French 6 Page 8 - 8 - June, 2004 Essential Question, Concept or Theme: B. Connections: Reinforcing and furthering knowledge of other disciplines through the World Language. Acquire 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 Approx. Time Allotment: apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of the cultures studied and their own. 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 Grade level 6 World Languages (French, German, Review prior knowledge and skills Independent Study Latin, Spanish: compare and contrast languages within the discipline. Emphasize cognates as a learning strategy Field Trips Music (popular music, songs and dances, Modeling pronunciation Enhancement activities (e.g. musical instruments) Use organizers provide extra reading materials, Geography (maps, demographics, Employ TPR extra reading material, extra climate) Extend or adapt written practices listening and speaking Mathematics (currency exchange, Allow extra time for practice and assessment opportunities) measurement systems) Language Arts (etymology, linguistics, Limit or modify activities, assignments and Seminars (Fairy tales) literature, writing, public speaking, assessment Guest speakers/artists grammar and syntax, theater and cinema) Examine patterns Concerts Social Studies (culture, civics, history, Reinforce and review Music humanities, economics, ethnicity, Clarify expectations and goals Additional readings governments) Art (art history, crafts, student art Explain unfamiliar concepts and terminology Student designed activities projects, architecture) Use contextual clues Science (famous scientists, ecology, Assist in developing possibilities World Language Departmental natural sciences) Support with realia Initiatives Consumer Sciences, (cuisine, etiquette, Color coding or highlighting National World Language Contest fashion, advertising Physical Education (sports, recreational Provide tutoring and peer mentoring after Reciprocal Concerts activities, health and fitness) school Immersion Trip to Canada Technology Education (graphic arts, Employ memory techniques District World Language Contest student projects and research utilizing Give advance notice regarding future Fun Day World Language technology) assignments Fete (awards program) Note taking by classmates for reproduction Projects

French 6 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 Approx. Time Allotment: between the products and perspectives of the culture. PA Standards: 2.1, 2.2 Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology Topics: Identifiying cultural differences in the Text: Oral presentations Greetings, Alphabet, Courtesy areas of number formation, telling Bienvenue ( Glencoe, Simulated activities through role time, calendar design, giving phone expressions, Classroom Objects, Basic numbers Macmillan/McGraw-Hill 1994) playing classroom expressions, Numbers 1- Use appropriate courtesy and etiquette Paired communicative activities 100 + year, Calendar, Time, Cafe behaviors in basic daily-life social Student Edition Memorization foods, Places in the City, Places in the situations (e.g greeting, leave takings) Teacher’s Wraparound Edition Drilling home, Immediate Family Members, Support oral language through Writing Activities Workbook and TPR activities Basic Personality and Physical Traits, culturally appropriate non-verbal cues Student Tape Manual, Student Visual and Verbal cues (situation in simple daily-life situations.(e.g Colors, Basic Clothing, Weather counting from thumb, signalling Edition. cards) Terms, Simple Games waiter) Writing Activities Workbook, Modeling Compare and identify cultural Teacher’s Annotated Edition. Realia Grammar similiarities and differences in areas Student Tape Manual, Teacher’s Audio tapes activities Articles: Definite and Indefinite, related to linguistic concepts studied Edition (typescript) Videotapes activities (e.g, food, clothing, leisure time, partitive (lexical) school) Audio Cassette Program Computer software Nouns: articles, regular plurals, Discuss and dispel inappropriate Overhead Transparencies Overhead transparencies activities gender, partitive as a (lexical item) stereotypical images associated with Video Cassette Program Songs, skits, games and puzzles Prepositions: (lexical item) in, to, the target culture Computer Software: Practice and Cloze activities from, at, on, under Demonstrate awareness of special Test Generator Writing activities (e.g. Workbook customs of target culture as related to Pronouns: subject, interrogatives daily-life activities and special events Communication Activities Masters exercises, taking notes, listing, (who), tu and vous (holidays, gift giving, social roles) Bell Ringer Review Black Line categorizing, labeling, Verbs:present indicative of regular er Recognize cultural differences in the Masters summarizing, comparing, verbs. Irregular verbs-avoir, etre areas of number formation, telling Situation Cards contrasting) Adjectives: common regular forms, time, calendar design, giving phone Chapter Quizzes with Answer Key Cooperative learning groups numbers. possessives Sing folk songs in target language Testing Program with Answer Key Activating prior knowledge Conjunctions: et Identify contributions of target culture Verb sheets Interviewing Adverbs: bien, mal, to English language and American Overhead Projector Reading aloud - teacher Interrogatives: ou, comment, qui, society Computer Reading aloud - student qu'est-ce que, pourquoi, quand, quel, Research and describe significant VCR and Video Cassettes Speaking and writing activities locations and monuments of target combien culture Cassette tape recorder and audio Brainstorming Syntax simple negative formation, Demonstrate awareness of global tapes simple interrogative formation, impact of target language French 6 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 Approx. Time Allotment: between the products and perspectives of the culture. PA Standards: 2.1, 2.2 Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology subject/verb agreement: gender and Demonstrate knowledge of number agreements, use of pronoun geographical features, landmarks, seminal historical events, key “on” institutions and some political structures of the target culture Daily: Honorifics, Names, French environment Classroom, Gestures, Handwriting, Demonstrate knowledge of selected European Calendar, Clock, Street major works of art, music, literature, if signs, Cafe routines, telephone possible using the target language Interpret and use gestures germane to numbers and calling cards, family, the language leisure, tv, radio, climate, sports, Practice skills using “Teacher of the values, Education system in France, Day” Paris suburbs, 24 hour clock. Compare Evaluate cultural awarness, schools in U.S. and in France, les communicative skills, discrete point quizzes, and prochievement Chapter Lyceens. Tests. Historical/Political/Artistic etc. Assess aural comprehension via Paris, Bayeux, Le Monde dictations Francophone, Versailles, Government, Recite dialogues Giverny, Antibes. Create role plays 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 6 Page 11 - 11 - 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 Approx. Time Allotment: between the products and 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 Grade level 6 World Languages (French, German, Review prior knowledge and skills Enhancement activities (e.g. Latin, Spanish: compare and contrast Emphasize cognates as a learning strategy provide extra reading materials, languages within the discipline. Modeling pronunciation extra reading material, extra Music (popular music, songs and Use organizers listening and speaking dances, musical instruments) Employ TPR Geography (maps, demographics, opportunities) Extend or adapt written practices climate) Allow extra time for practice and assessment Guest speakers/artists Mathematics (currency exchange, Limit or modify activities, assignments and Concerts measurement systems) assessment Music Language Arts (etymology, Examine patterns Additional readings linguistics, literature, writing, public Reinforce and review Student designed activities speaking, grammar and syntax, theater Clarify expectations and goals and cinema) Explain unfamiliar concepts and terminology World Language Departmental Social Studies (culture, civics, history, Use contextual clues Initiatives humanities, economics, ethnicity, Assist in developing possibilities governments) Support with realia National World Language Contest Art (art history, crafts, student art Color coding or highlighting projects, architecture) Reciprocal Concerts Provide tutoring and peer mentoring after Science (famous scientists, ecology, school Immersion Trip to Canada natural sciences) Employ memory techniques District World Language Contest Consumer Sciences, (cuisine, Give advance notice regarding future Fun Day World Language etiquette, fashion, advertising assignments Fete (awards program) Physical Education (sports, Note taking by classmates for reproduction Projects recreational activities, health and Tell some differences between French and fitness) American schools Technology Education (graphic arts, student projects and research utilizing technology)

French 6 Page 12 - 12 - June, 2004