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


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.


myself

NM.IC.5 I can ask some simple questions.


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.


myself



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



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.



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


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.


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


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


I can understand and identify verbal descriptions about my school and classroom environment, subjects, schedules, likes and dislikes.

school


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.



Interpersonal com

munication


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.5 I can ask some simple questions.


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



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


I can tell which classes I like/dislike and tell why.

school




I can tell which classes I like/dislike and tell why.

school, myself



Presentational W

riting



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



school, myself



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


N.C.PP.1 I can identify some common products related to home and community life of other cultures.


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



Participation in

Cultural Interaction N.CIA.1 I can imitate some

simples patterns of behavior in familiar settings across cultures



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.


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.


I can read about a family and reconstitute a family tree from that description.

Interpersonal com

munication


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.


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





Presentational

Speaking

NM.PS.1 I can present information about myself and others using words and phrases.

I can describe my family and myself.


I can describe my family to others


I can describe friends and family to others


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


I can make my own family tree.


I can write about my family by giving basic information about them. I can discuss family relationships.



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?


• 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



Participation in

Cultural

Interaction

N.CIA.1 I can imitate some simples patterns of behavior in familiar settings across cultures



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.


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


I can understand a simple article or brochure about places to visit or things to do in a francophone town

Interpersonal com

munication


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.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.


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


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.



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



I can tell my friends in an email/text where I’m going.


I can tell my friends in an email/text where I’m going and what I do there.


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.


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


I can name a few national dishes in Francophone countries.


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



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

FRENCH Scope and Sequence Grades 6-8 Level 1A Novice Mid...

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