Week 1 - 10

Mon Identité

What makes me unique compared to others who have similar traits ?

Tu vs. Vous

je suis                                  J’ai

tu es                                    tu as

il/elle est                            il/elle a

Quel âge as-tu? 

• J’ai # ans

Comment t’appelles-tu?

• Je m’appelle

De quelle nationalité es-tu?

• Je suis…

Feminine and masculine / singular and plural agreement

Quelle est la date de ton anniversaire? 

• Mon anniversaire, c’est le..

greetings, courtesies, goodbyes

adjectives (physical & personality)

hair & eyes description

numbers 0-31

nationalities and countries

Months, days of the week, weather, seasons

Continents, country names, etc.

greet others politely and appropriately

describe self in terms of appearance and personality

ask and answer questions about who I am

Identify countries around the world that speak French as an official language

ancillary materials;  

teacher-produced materials.

Interpretive Task: 

Interpersonal Task:

Exchange information about a famous Spanish speaking celebrity or character of your choosing with a partner.  Describe them physically and express your opinion about him/her.

Presentational Task:

Create an “All about me” poster; (a) describe your physical characteristics, (b) your personality (d) identify the members of your family, and (e) express your preference of a room in your house to be alone and/or with your family. 

Week 11 - 20

Chez Nous

How can you make a house a home?

I have, You have, He/she/it has 

There is/are 

Ne…pas

Where do you live?

I live/you live

it is located

It is/They are

How is…? 

My…

it is/they are…

It is/They are located in __ (near, next to…)

Do you like/prefer?

I like/prefer...

Why do you like/prefer it?

I like/prefer… because…

exclamations (j’aime ça/ oh là là)

rooms/areas of the house, furniture, buildings 

family/friends

city, state, country

target culture countries

adjectives of shape, size, quantity, appearance

possessive adjectives

prepositions

identify places and things

describe possessions

describe building-types

tell location

express preferences

react to information

ancillary materials;  

teacher-produced materials.

Interpretive Task:

You will interpret authentic resources and teacher-presented materials about multiple French-speaking countries. Create a blueprint of a chosen home in a French-speaking country using the information modeled in the authentic resource.

Interpersonal Task:

You will react to a series of photographs that depict a variety of homes belonging to French-speaking families. Then, you will express your preferences with simple reasons describing the rooms/furniture that you see.

Presentational Task:

Using information gathered from the authentic resources, you will design your ideal home for your family that (a) has at least 8 rooms/areas labeled (b) with 3 pieces of furniture described in each (c) and will present 3 rooms/areas to class in the target language.

Week 21 - 30

L'École…un droit pour tous

• What do I need to be successful in school?  

• How can I maintain a healthy school/life balance?

• Who supports me in my school experience?

I study/You study

There is/are

I have/ You have (avoir)

I need/You need

Question form with “What”

My favorite class is .. because…

To be + descriptive adjectives

I like / I don’t like

Simple commands to give advice

I would like

I like/dislike

What do you like/dislike?

I prefer 

articles

(definite/indefinite/partitive)

adjective agreement

It is

comparative (plus/moins)

Calendar (days/months)

Numbers

School subjects

School supplies + snacks

Adjectives to describe classes

Select school related verbs to complete a language chunk: 

I have to…

To speak

To listen

To read

To write

To prepare

To study

To run

To draw

To sing

Maintain healthy school/life balance vocab.

meals

categories - fruits, vegetables, meats, desserts 

food

place settings (silverware)

description of food 

days of the week (review)

understand 

interpret needs

analyze needs

exchange information 

express my preferences

inform 

describe

identify cultural products and practices

identify comparisons of practices and products

identify foods and their categories (meat, fruit, etc.)

express preferences of food

describe meals

ancillary materials;  

teacher-produced materials.

Interpretive Task:

Interpret (add infographic) by responding to questions based on information in the infographic.

Select one dy on school lunch menus from Martinique, Metropolitan France and the US. List the items you would like to try and explain why you prefer one menu better than the other.

Interpersonal Task:

With a partner, exchange information and express preferences about classes and support in school.

In a small group, read a menu and express preferences of which items you like and dislike.

Presentational Task:

With a partner, create a public service announcement promoting school/life balance in an infographic and script to be read on the morning announcements.

Create a menu for a francophone restaurant that identifies traditional French foods and drinks.

Week 31 - 40

A moi la liberté: Le temps libre

Why is health important? How can you inspire others to be active, happy, and in good health?

I (don’t) like, I prefer, I think

more than/less than, is, adjective agreement

Do you like, What do you think, Do you agree, Do you prefer, Do you eat, Do you want to taste/eat, adjective agreement

The tradition/holiday/food takes place/happens, dates (day/month), There is/are

The meal/food is like/different from

The meal/food is typical to the region, country, etc.

-1st & 2nd person singular of -er, -ir, faire, aller

-adverbs of frequency

-imperative

-(optional: il faut, on doit)

-3rd person singular of être

-noun-adjective agreement

-avoir + age/hair/eyes

-verb + infinitive to convey like/dislike

adjectives to describe activities and food

adjectives for food- tastes/flavors

dates, seasons, weather, holiday, similar to/different than, tradition(s), places, every year

adjectives for food/tastes, traditional foods, similar to/different than

-sports & pastimes

-er verbs

-food

-food

-manger, prendre, boire (infinitive only), faire + activities, -er & -ir verbs, dormir (infinitive only)

-good/bad for health

-descriptive adjectives for physical characteristics & personality, parts of the body

-sports & leisure activities

Express opinions

Exchange information

Explain key features

Describe special dishes

Ask and tell how often

Give advice

Describe others

ancillary materials;  

teacher-produced materials.

Interpretive Task:

List your favorite vacation activities in order of preference on a graphic organizer. Complete the graphic organizer by comparing the preferred activities of the French, using data from an infographic.

View infographics on the health benefits of walking, sleep recommendations, and the most popular activities in various francophone countries then complete a sorting or matching activity.

Interpersonal Task:

Examine photos of Francophone traditions and express your preferences with a partner which tradition you prefer, giving reasons why.

Interview multiple classmates about how often they do certain physical activities and what foods they eat, respond to their interview questions, and share results aloud with a partner and in visual form such as a graph.

Presentational Task:

Create a slideshow which identifies one specific Francophone tradition. Include photos/images and describe the who, what, when, where and why for that tradition. 

Create a poster for young children using an original mascot that includes advice about healthy habits.