|
10 weeks
|
Unit 1: Ma Vie A La Maison
|
| (2) |
WL.ML1-2.CO.1 |
Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, received (specific to American Sign Language), or viewed on a variety of topics, using a range of diverse texts, including authentic resources. |
| (2) |
WL.ML1-2.CO.2 |
Interpersonal Communication: Learners interact and negotiate meaning in spontaneous, spoken, visual (specific to American Sign Language), or written communication to exchange information and express feelings, preferences, and opinions. |
| (1) |
WL.ML1-2.CO.3 |
Presentational Communication: Learners present information and ideas on a variety of topics adapted to various audiences of listeners, readers, or viewers* to describe, inform, narrate, explain, or persuade. |
| (1) |
WL.ML1-2.CU.4 |
Relating Cultural Practices and Products to Perspectives: Learners use the target language to identify, describe, and explain the practices and products of the cultures studied as well as the cultural perspectives they suggest. |
|
- I can describe my physical appearance.
- I can talk about my daily routine.
- I can include objects that I use everyday to get myself prepared.
- I can list which houselhold tasks they do.
- I can talk about which family members do certain tasks around the house.
- I can talk about what must/needs to be done around the house.
|
- physical description and use of adjectives
- reflexive verbs
- personal care items
- se sentir + adjectives
- Vocabulary for chores/describing things
- Accepting/refusing to help
- Sentence writing
- Il faut + infinitive
- Vocabulary for chores/describing things
- Accepting/refusing to help
- Sentence writing
- Il faut + infinitive
|
- physical description adjectives
- relexive verbs
- toiletry items
- household tasks
- items used to complete these tasks
- phrases to accept/refuse help
|
students will be able to:
- describe themselves and others physically in detail
- explain their daily routine
- speak about what they do to get themselves ready
- talk about what they and other family member do around the house
- describe an object in detail
|
Discovering French ancillary materials
teacher made materials
authentic materials
video clips
|
quizzes
daily oral summative assessments
creative writing
unit exam (Regents style)
|
|
10 weeks
|
Unit 2: Voyageons en Vacances!
|
|
-
I can understand simple descriptions of vacation activities and travel plans in French.
-
I can identify main ideas from travel brochures, websites, or ads about destinations.
-
I can recognize details in a schedule, train/plane ticket, or hotel reservation.
-
I can follow short video clips or audio recordings about someone's trip.
|
|
|
|
|
|
|
2 weeks
|
Le film francais: Au Revoir Les Enfants
|
| (1) |
3R4 |
Determine the meaning of words, phrases, figurative language, and academic and content-specific words. (RI & RL) |
| (2) |
WL.ML1-2.CO.1 |
Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, received (specific to American Sign Language), or viewed on a variety of topics, using a range of diverse texts, including authentic resources. |
| (1) |
WL.ML1-2.CO.1.B.IM.2 |
Intermediate Mid: Identify the main idea and key information in short straightforward conversations. |
| (2) |
WL.ML1-2.CO.2 |
Interpersonal Communication: Learners interact and negotiate meaning in spontaneous, spoken, visual (specific to American Sign Language), or written communication to exchange information and express feelings, preferences, and opinions. |
| (1) |
WL.ML1-2.CO.2.B.IM.1 |
Intermediate Mid: Exchange information in conversations on familiar topics and some researched topics, creating sentences and series of sentences and asking a variety of follow-up questions. |
|
-
I can ask and answer questions about the characters and their relationships in the film.
-
I can express my feelings and opinions about key moments in the story.
-
I can have a conversation with a classmate about how we would feel if we were in a similar situation.
-
I can compare my school life to the one shown in the film using simple sentences.
-
I can understand the main idea and some details from selected scenes of the film.
-
I can recognize how characters’ actions and words show their emotions or personalities.
-
I can identify important historical and cultural references (e.g., World War II, antisemitism) in the film with some support.
-
I can read short descriptions or biographies about the film or its director and understand the key information.
-
I can describe how the film shows the values and challenges of French society during World War II.
-
I can explain how the characters’ choices reflect their cultural beliefs or historical context.
|
- Understand the dynamics of society in WWII era France
- Traditional & slang vocabulary in French
- Understand spoken French for content, as well as interpretive meaning
|
vocabuary list
|
-understand parts of authentic dialgoue between native speakers
-connect knowledge of Global History in Europe during the 1940s
-cultural connections between the landscape in France and the US
|
vocabulary list
film
teacher made materials
authentic resources
|
daily summative assessments
practice worksheets
quiz
|
|
8 weeks
|
Unit 3:Ma vie au passé
|
|
- I can talk about past experiences.
- I can state the things I did with my free time.
- I can write short paragraphs about past situations or experiences, such as vacations.
|
-verbs/vocabulary
-words of frequency in the past
|
|
|
|
|
|
10 weeks
|
Unit 4: La Sante et Joie de vivre!
|
|
I can discuss current health issues
I can discuss issues that used to be problematic
|
-physical and mental health vocabulary
-imparfait
|
|
• Vocabulary for health/wellness
• Reading on current events using authentic materials
• Expressing emotion
|
|
|
