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Subject: French Level II
Grades: High School
Unit 1: Le temps et la géographie
Time Frame: 25 Instructional Days
Prior Knowledge: Previously taught material
State Curriculum Indicators:
Knowledge and Skills








Students engage in brief exchanges about personal interests in the target language. (1.1.A)
Students understand spoken and written language on very familiar topics in the target language that promote the learning of basic
linguistic structures. (1.2.A)
Students identify and describe practices and perspectives of the cultures studied. (2.1.A)
Students identify and describe the products within the cultures studied. (2.2.A)
Students access new information and reinforce existing knowledge of other content areas through the target language. (3.1.A)
Students gain insight into the nature of English by comparing how a different language system expresses meaning and reflects culture.
(4.1.A)
Students use and extend their language proficiency and cultural knowledge through face-to-face encounters and/or the use of technology
both within and beyond the school setting. (5.1.A)
Students explore opportunities to use the target language both at home and abroad while accessing a wide variety of resources where
students can pursue topics of personal interest. (5.2.A)
State Curriculum Objectives:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a., 2.1.A.a., and 5.1.A.a.);
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a. and 4.1.A.e.);
• Provide both oral and written information in response to Quelles sont les saisons de l’année? and related questions about weather (1.1.A.e.
and 1.2.A.b.);
• Identify geographical markings on a globe such as hemispheres, lines of latitude and longitude, etc. in the target language (1.1.A.f. and
3.1.A.a.);
• Identify the cardinal and intermediate directions in the target language (1.2.A.c. and 3.1.A.a.);
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
1
Subject: French Level II
Grades: High School
• Identify the oceans and continents in the target language and find them on a map (1.2.A.c. and 3.1.A.a.);
• Provide both oral and written information about the continents, the hemispheres, and the oceans in the target language (1.1.A.f., 1.2.A.a.,
and 3.1.A.a.);
• Provide both oral and written information about the relationships among different places on a map (1.1.A.f. 1.2.A.a, and 3.1.A.a);
• Identify some of the French-speaking countries in the target language and on a map (1.1.A.f. and 3.1.A.a.);
• Compare and contrast the names of countries as they are pronounced in French and English (4.1.A.a.);
• Recognize the differences of the changing of the seasons between the northern and the southern hemispheres (3.1.A.a.);
• Provide both oral and written information in the target language as to what season it is in a given country in one hemisphere as opposed to
what season it is in a given country in another hemisphere (1.1.A.f., 1.2.A.a., and 3.1.A.a.);
• Provide and obtain information related to the calendar and which months fall into what seasons in a given area (1.1.A.f. and 3.1.A.a.);
• Provide and obtain information about different types of global climates (1.1.A.f. and 3.1.A.a.);
• Respond to commands in the target language (1.2.A.c.);
• Become familiar with customs and products which are particular to certain French-speaking countries (2.1.A.c. and 2.2.A.a.);
• Share what they have learned during the unit in the target language with their families and friends (5.1.A.a.);
• Play culturally appropriate games with friends in settings outside the classroom (5.1.A.a. and 5.2.A.a.).
Unit Objectives:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a., 2.1.A.a., and 5.1.A.a.);
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a. and 4.1.A.e.);
• Provide both oral and written information in response to Quelles sont les saisons de l’année? and related questions about weather (1.1.A.e.
and 1.2.A.b.);
• Identify geographical markings on a globe such as hemispheres, lines of latitude and longitude, etc. in the target language (1.1.A.f. and
3.1.A.a.);
• Identify the cardinal and intermediate directions in the target language (1.2.A.c. and 3.1.A.a.);
• Identify the oceans and continents in the target language and find them on a map (1.2.A.c. and 3.1.A.a.);
• Provide both oral and written information about the continents, the hemispheres, and the oceans in the target language (1.1.A.f., 1.2.A.a.,
and 3.1.A.a.);
• Provide both oral and written information about the relationships among different places on a map (1.1.A.f. 1.2.A.a, and 3.1.A.a);
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
2
Subject: French Level II
Grades: High School
• Identify some of the French-speaking countries in the target language and on a map (1.1.A.f. and 3.1.A.a.);
• Compare and contrast the names of countries as they are pronounced in French and English (4.1.A.a.);
• Recognize the differences of the changing of the seasons between the northern and the southern hemispheres (3.1.A.a.);
• Provide both oral and written information in the target language as to what season it is in a given country in one hemisphere as opposed to
what season it is in a given country in another hemisphere (1.1.A.f., 1.2.A.a., and 3.1.A.a.);
• Provide and obtain information related to the calendar and which months fall into what seasons in a given area (1.1.A.f. and 3.1.A.a.);
• Provide and obtain information about different types of global climates (1.1.A.f. and 3.1.A.a.);
• Respond to commands in the target language (1.2.A.c.);
• Become familiar with customs and products which are particular to certain French-speaking countries (2.1.A.c. and 2.2.A.a.);
• Share what they have learned during the unit in the target language with their families and friends (5.1.A.a.);
• Play culturally appropriate games with friends in settings outside the classroom (5.1.A.a. and 5.2.A.a.).
Assessment Limits:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a., 2.1.A.a., and 5.1.A.a.);
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a. and 4.1.A.e.);
• Provide both oral and written information in response to Quelles sont les saisons de l’année? and related questions about weather (1.1.A.e.
and 1.2.A.b.);
• Identify geographical markings on a globe such as hemispheres, lines of latitude and longitude, etc. in the target language (1.1.A.f. and
3.1.A.a.);
• Identify the cardinal and intermediate directions in the target language (1.2.A.c. and 3.1.A.a.);
• Identify the oceans and continents in the target language and find them on a map (1.2.A.c. and 3.1.A.a.);
• Provide both oral and written information about the continents, the hemispheres, and the oceans in the target language (1.1.A.f., 1.2.A.a.,
and 3.1.A.a.);
• Provide both oral and written information about the relationships among different places on a map (1.1.A.f., 1.2.A.a., and 3.1.A.a.);
• Identify some of the French-speaking countries in the target language and on a map (1.1.A.f. and 3.1.A.a.);
• Compare and contrast the names of countries as they are pronounced in French and English (4.1.A.a.);
• Recognize the differences of the changing of the seasons between the northern and the southern hemispheres (3.1.A.a.);
• Provide both oral and written information in the target language as to what season it is in a given country in one hemisphere as opposed to
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
3
Subject: French Level II
Grades: High School
what season it is in a given country in another hemisphere (1.1.A.f. 1.2.A.a., and 3.1.A.a.);
• Provide and obtain information related to the calendar and which months fall into what seasons in a given area (1.1.A.f. and 3.1.A.a.);
• Provide and obtain information about different types of global climates (1.1.A.f. and 3.1.A.a.);
• Respond to commands in the target language (1.2.A.c.);
• Become familiar with customs and products which are particular to certain French-speaking countries (2.1.A.c. and 2.2.A.a.);
• Share what they have learned during the unit in the target language with their families and friends (5.1.A.a.);
• Play culturally appropriate games with friends in settings outside the classroom (5.1.A.a. and 5.2.A.a.).
VOCABULARY
ENDURING UNDERSTANDINGS:
Quelles sont les saisons de
l’année? ~ What are the seasons
of the year?
l’hiver ~ winter
le printemps ~ spring
l’été ~ summer
l’automne ~ fall
Quel temps fait-il? - What is the
weather like?
Il fait beau. ~ The weather is
nice.
Il fait mauvais. ~ The weather is
bad.
Il fait du soleil. ~ It’s sunny.
Il fait frais. ~ It’s cool.
Il fait chaud. ~ It’s hot.
Il fait froid. ~ It’s cold.
Il fait du vent. ~ It’s windy.
Il pleut. ~ It rains
Il neige. ~ It snows.
Baltimore City Public Schools





As the world moves towards a global community, it is increasingly important to be able to
communicate in languages other than English.
It is important to understand the perspectives of a culture that generate its patterns of behavior,
ways of life, worldviews, and contributions.
Proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired
through that language and its culture.
The study of a foreign language enables students to develop insights into the nature of language
and culture.
Learning a foreign language enables an individual to participate in multilingual communities.
ESSENTIAL QUESTIONS:
Communication
 Why is it important to communicate in another language?
 How can your communication with a foreign speaker be more meaningful if you speak his/her
language?
As the world moves toward a global community, it is increasingly important for foreign language study to
result in proficiencies that enable students to engage in conversation, interpret authentic materials, and
present concepts in a language other than their own.
Office of Humanities
High School French Level II
DRAFT
4
Subject: French Level II
Grades: High School
les océans et les continents ~
the oceans and the continents
l’océan Pacifique, l’océan
l’Atlantique ~ the Pacific Ocean,
the Atlantic Ocean
l’océan Arctique, l’océan
Indien~ the Arctic Ocean, the
Indian Ocean
Asie, Amérique du Nord~ Asia,
North America
Afrique ~ Africa
Amérique du Sud, Europe ~
South America, Europe
Australie, Antarctique ~
Australia, Antarctica
Le globe terrestre ~ the globe
l’hémisphère nord ~ the
northern hemisphere
l’hémisphère sud ~ the southern
hemisphere
l’hémisphère oriental ~ the
eastern hemisphere
l’hémisphère occidental ~ the
western hemisphere
méridiens ~ meridians (lines of
longitude)
les parallèles ~ parallels (lines of
latitude)
le Méridien de Greenwich ~ the
prime meridian
l'équateur ~ the equator
Baltimore City Public Schools
Cultures
 Why is it important to understand the perspectives and value systems of another culture?
 How do the products and practices of a culture come from these perspectives and value
systems?
The sharing and learning about customs and products increase students’ understanding of the cultural
perspectives that generate patterns of behavior, ways of life, world views, and contributions in the
multiple countries and regions where the language is spoken.
Connections
 How can the study of a foreign language enhance your knowledge of other disciplines?
 What can you read about in your foreign language that you would not be exposed to in your
native language?
As students increase their proficiency in another language, they acquire skills that empower them to gain
knowledge in other disciplines and sensitivity to a variety of viewpoints in the target cultures.
Comparisons
 How are thought processes organized into the structure of different languages?
 Why do different cultures have different value systems?
Students develop their critical thinking abilities as they become aware of the similarities and differences
between their first and second languages. In so doing, they gain new perspectives on their own language
and culture.
Communities
 Where can you use the language other than the classroom?
 How has learning a foreign language enriched your life?
Learning a foreign language opens doors to a greater variety of career options, increased lifelong learning
Office of Humanities
High School French Level II
DRAFT
5
Subject: French Level II
Grades: High School
le pôle Nord~ North Pole
le pôle Sud ~ South Pole
opportunities, and enhanced leisure activities.
l’Algérie
la Belgique
le Bénin
le Burkina Faso
le Burundi
le Cameroun
les Comores
la Côte d’Ivoire
la France
Haïti
le Gabon
la Guinée
la Guyane française
le Luxembourg
le Mali
Madagascar
le Maroc
la Mauritanie
le Monaco
le Niger
la province de Québec
la République Centrafricaine
la République du Congo
la République démocratique du
Congo
le Rwanda
le Sénégal
les Seychelles
Baltimore City Public Schools
ESSENTIAL SKILLS:
 Students will orally and aurally comprehend simple conversational vocabulary.
 Students will know how to read and write simple sentence structures.
 Students will correctly apply basic grammar structures to all forms of communication.
 Students will be reflective of cultural similarities and develop awareness of differences.
 Students will see connections between culture and language.
 Students will enhance knowledge of their own language.
UNIT ESSENTIAL QUESTIONS:

How does geographical placement affect culture?
Office of Humanities
High School French Level II
DRAFT
6
Subject: French Level II
Grades: High School
la Suisse
la Tunisie
le Tchad
le Togo
Vanuatu
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
7
Subject: French Level II
Grades: High School
Unit 2: Les services dans ma communauté
Time Frame: 25 Instructional Days
Prior Knowledge: Previously taught material
State Curriculum Indicators:
Knowledge and Skills







Students engage in brief exchanges about personal interests in the target language. (1.1.A)
Students understand spoken and written language on very familiar topics in the target language that promote the learning of basic
linguistic structures. (1.2.A)
Students identify and describe practices and perspectives of the cultures studied. (2.1.A)
Students access new information and reinforce existing knowledge of other content areas through the target language. (3.1.A)
Students gain insight into the nature of English by comparing how a different language system expresses meaning and reflects culture.
(4.1.A)
Students use and extend their language proficiency and cultural knowledge through face-to-face encounters and/or the use of technology
both within and beyond the school setting. (5.1.A)
Students explore opportunities to use the target language both at home and abroad while accessing a wide variety of resources where
students can pursue topics of personal interest. (5.2.A)
State Curriculum Objectives:
Students will:
 Ask and answer simple questions related to family and self. (1.1.A.a.)
 Give and follow simple directions. (1.1.A.f.)
 Interpret the basic message from spoken and written texts that are on very familiar topics. (1.2.A.a.)
 Demonstrate understanding of developmentally appropriate information gained through active listening or reading by applying it to a
different context. (1.2.A.c.)
 Observe, identify, and replicate in appropriate contexts patterns of behavior used with family, friends, and acquaintances in everyday
situations. (2.1.A.a.)
 Identify some common beliefs and attitudes within the cultures studied and their relationship to practices in the cultures studied. (2.1.A.c.)
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
8
Subject: French Level II
Grades: High School
 Use limited vocabulary and structures in the target language to increase knowledge of other content areas. (3.1.A.a.)
 Apply knowledge and skills gained in the target language to make connections to other content areas and personal situations. (3.1.A.b.)
 Compare basic grammatical structures between the target language and English. (4.1.A.a.)
 Compare the use of cognates, word roots, prefixes, suffixes, or sentence structures between the target language and English. (4.1.A.c.)
 Compare cultural characteristics of the target language, such as levels of politeness, between the target language and English. (4.1.A.e.)
 Communicate with people locally and/or around the world through avenues such as pen pals, Email, video, face-to-face encounters, and
publications with limited use of the target language. (5.1.A.a.)
 Engage in opportunities to increase awareness of careers for which skills in another language and cross-cultural understanding are
needed. (5.2.A.b.)
Unit Objectives:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a., 2.1.A.a., and 5.1.A.a.);
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a. and 4.1.A.e.);
Provide both oral and written information in response to Où habites-tu?, Dans quel pays habites-tu?, Dans quel état habites-tu?, and Dans
quelle ville habites-tu? (1.1.A.a and 1.2.A.a);
• Identify different community types (le pays, l’état, la ville) in the target language (1.1.A.f);
• Compare interrogative word use and punctuation in French and English (4.1.A.a.);
• Provide both oral and written information about places visited in the community in the present and past tenses (1.1.A.a. and 1.2.A.a.);
• Recognize and identify cardinal directions and differentiate between left and right in the target language (1.1.A.f., 1.2.A.a, and 3.1.A.b);
• Provide both oral and written information on simple directions to specific locations (1.2.A.a.);
• Identify several community services (L'hôpital, le bureau de poste, etc.) in the target language (1.1.A.f.);
• Provide both oral and written information in order to locate places of on map (1.2.A.a. and 3.1.A.a.);
• Provide both oral and written information in order to follow directions using a map (1.2.A.a. and 3.1.A.a.);
• Provide both oral and written information about the distance between two places on a map (1.1.A.f., 1.2.A.a., and 3.1.A.a.);
• Recognize masculine and feminine articles (both singular and plural) in their written forms and apply them correctly in speech (1.2A.c. and
4.1.A.a.);
• Identify workers associated with the community services being studied in the target language (1.1.A.f.);
• Respond to commands in the target language (1.2.A.c.);
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
9
Subject: French Level II
Grades: High School
• Identify cognates among the new vocabulary words (4.1.A.c.);
• Recognize the metric system as the system of measurement used in French-speaking countries (2.1.A.c.);
• Convert English system measurement into metric measurements in the target language (3.1.A.a.);
• Share what they have learned during the unit in the target language with their families and friends (5.1.A.a.);
• Use technology, media, and authentic sources, research professions requiring use of French (5.2.A.b.).
Assessment Limits:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a., 2.1.A.a., and 5.1.A.a.);
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a. and 4.1.A.e.);
Provide both oral and written information in response to Où habites-tu?, Dans quel pays habites-tu?, Dans quel état habites-tu?, and Dans
quelle ville habites-tu? (1.1.A.a and 1.2.A.a);
• Identify different community types (le pays, l’état, la ville) in the target language (1.1.A.f);
• Compare interrogative word use and punctuation in French and English (4.1.A.a.);
• Provide both oral and written information about places visited in the community in the present and past tenses (1.1.A.a. and 1.2.A.a.);
• Recognize and identify cardinal directions and differentiate between left and right in the target language (1.1.A.f., 1.2.A.a, and 3.1.A.b);
• Provide both oral and written information on simple directions to specific locations (1.2.A.a.);
• Identify several community services (L'hôpital, le bureau de poste, etc.) in the target language (1.1.A.f.);
• Provide both oral and written information in order to locate places of on map (1.2.A.a. and 3.1.A.a.);
• Provide both oral and written information in order to follow directions using a map (1.2.A.a. and 3.1.A.a.);
• Provide both oral and written information about the distance between two places on a map (1.1.A.f., 1.2.A.a., and 3.1.A.a.);
• Recognize masculine and feminine articles (both singular and plural) in their written forms and apply them correctly in speech (1.2A.c. and
4.1.A.a.);
• Identify workers associated with the community services being studied in the target language (1.1.A.f.);
• Respond to commands in the target language (1.2.A.c.);
• Identify cognates among the new vocabulary words (4.1.A.c.);
• Recognize the metric system as the system of measurement used in French-speaking countries (2.1.A.c.);
• Convert English system measurement into metric measurements in the target language (3.1.A.a.);
• Share what they have learned during the unit in the target language with their families and friends (5.1.A.a.);
• Use technology, media, and authentic sources, research professions requiring use of French (5.2.A.b.).
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
10
Subject: French Level II
Grades: High School
VOCABULARY
ENDURING UNDERSTANDINGS:
Où habites-tu? ~ Where do you
live? (familiar)
Dans quel pays habites-tu? ~ In
which country do you live?
(familiar)
Dans quel état habites-tu? ~ In
which state do you live?
Dans quelle ville habites-tu? ~ In
which city do you live?
J’habite…
…la ville ~ a city
…la campagne ~ the country
(rural area)
Où habite-il? Où habite-elle? ~
Where does he/she live?
Il/Elle habite … ~ He/she lives
in…
Qui ?~ Who?
Où ?~ Where?
Que? ~ What?
Quand? ~ When?
Comment? ~ How
Combien? ~How much
Quel/Quelle/Quels/Quelles ~
Which?
Quels services est-ce qu’il y a
dans ta communauté? What
services are there in your
Baltimore City Public Schools





As the world moves towards a global community, it is increasingly important to be able to
communicate in languages other than English.
It is important to understand the perspectives of a culture that generate its patterns of behavior,
ways of life, worldviews, and contributions.
Proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired
through that language and its culture.
The study of a foreign language enables students to develop insights into the nature of language
and culture.
Learning a foreign language enables an individual to participate in multilingual communities.
ESSENTIAL QUESTIONS:
Communication
 Why is it important to communicate in another language?
 How can your communication with a foreign speaker be more meaningful if you speak his/her
language?
As the world moves toward a global community, it is increasingly important for foreign language study to
result in proficiencies that enable students to engage in conversation, interpret authentic materials, and
present concepts in a language other than their own.
Cultures
 Why is it important to understand the perspectives and value systems of another culture?
 How do the products and practices of a culture come from these perspectives and value
systems?
The sharing and learning about customs and products increase students’ understanding of the cultural
perspectives that generate patterns of behavior, ways of life, world views, and contributions in the
Office of Humanities
High School French Level II
DRAFT
11
Subject: French Level II
Grades: High School
community
l'hôpital ~ the hospital
la police ~ the police force
le commissariat de police ~ the
police station
le bureau de poste ~ the post
office
la caserne de pompiers ~ the
fire department
le service de nettoiement ~ the
sanitation department
la banque ~ the bank
le café ~ the café
le cinéma~ the movies
l’hôtel~ the hotel
l'église ~ the church
le musée~ the museum
le parc ~ the park
le restaurant ~ the restaurant
les magasins ~ the stores
l'école ~ the school
la bibliothèque ~ the library
le theater ~ the theater
Qui travaille dans votre
communauté? ~ Who works in
your community?
Les médecins ~ the doctors
les infirmiers ~ the nurses
les agents de police ~ the police
officers
Baltimore City Public Schools
multiple countries and regions where the language is spoken.
Connections
 How can the study of a foreign language enhance your knowledge of other disciplines?
 What can you read about in your foreign language that you would not be exposed to in your
native language?
As students increase their proficiency in another language, they acquire skills that empower them to gain
knowledge in other disciplines and sensitivity to a variety of viewpoints in the target cultures.
Comparisons
 How are thought processes organized into the structure of different languages?
 Why do different cultures have different value systems?
Students develop their critical thinking abilities as they become aware of the similarities and differences
between their first and second languages. In so doing, they gain new perspectives on their own language
and culture.
Communities
 Where can you use the language other than the classroom?
 How has learning a foreign language enriched your life?
Learning a foreign language opens doors to a greater variety of career options, increased lifelong learning
opportunities, and enhanced leisure activities.
ESSENTIAL SKILLS:
 Students will orally and aurally comprehend simple conversational vocabulary.
 Students will know how to read and write simple sentence structures.
 Students will correctly apply basic grammar structures to all forms of communication.
 Students will be reflective of cultural similarities and develop awareness of differences.
 Students will see connections between culture and language.
Office of Humanities
High School French Level II
DRAFT
12
Subject: French Level II
Grades: High School
les facteurs ~ the mail carriers
les pompiers ~ the fire fighters
les éboueurs ~ the trash
collectors
les commerçants ~ the
shopkeepers
les enseignants ~ the teachers
les bibliothécaires ~ the
librarians
le supermarché~ the
supermarket
la rue~ the street

Students will enhance knowledge of their own language.
UNIT ESSENTIAL QUESTIONS:

How does one invest in one’s community?
nord ~ north
sud ~ south
est ~ east
ouest ~ west
à droite ~ to the right
à gauche~ to the left
tout droit ~ straight ahead
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
13
Subject: French Level II
Grades: High School
Unit 3: Des achats
Time Frame: 25 Instructional Days
Prior Knowledge: Previously taught material
State Curriculum Indicators:
Knowledge and Skills








Students engage in brief exchanges about personal interests in the target language. (1.1.A)
Students understand spoken and written language on very familiar topics in the target language that promote the learning of basic
linguistic structures. (1.2.A)
Students identify and describe practices and perspectives of the cultures studied. (2.1.A)
Students access new information and reinforce existing knowledge of other content areas through the target language. (3.1.A)
Students gain insight into the nature of English by comparing how a different language system expresses meaning and reflects culture.
(4.1.A)
Students identify and compare the products, practices, and perspectives from the target cultures to their own. (4.2.A)
Students use and extend their language proficiency and cultural knowledge through face-to-face encounters and/or the use of technology
both within and beyond the school setting. (5.1.A)
Students explore opportunities to use the target language both at home and abroad while accessing a wide variety of resources where
students can pursue topics of personal interest. (5.2.A)
State Curriculum Objectives:
Students will:
 Ask and answer simple questions related to family and self. (1.1.A.a.)
 Give and follow simple directions. (1.1.A.f.)
 Interpret the basic message from spoken and written texts that are on very familiar topics. (1.2.A.a.)
 Demonstrate understanding of developmentally appropriate information gained through active listening or reading by applying it to a
different context. (1.2.A.c.)
 Observe, identify, and replicate in appropriate contexts patterns of behavior used with family, friends, and acquaintances in everyday
situations. (2.1.A.a.)
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
14
Subject: French Level II
Grades: High School
 Identify some common beliefs and attitudes within the cultures studied and their relationship to practices in the cultures studied. (2.1.A.c.)
 Use limited vocabulary and structures in the target language to increase knowledge of other content areas. (3.1.A.a.)
 Use limited vocabulary and structures in the target language to increase knowledge of other content areas. (3.1.A.b.)
 Describe perspectives gained from teacher-prepared print and non-print materials written in the target language. (3.2.A.b.)
 Compare basic grammatical structures between the target language and English. (4.1.A.a.)
 Compare the use of cognates, word roots, prefixes, suffixes, or sentence structures between the target language and English. (4.1.A.c.)
 Compare cultural characteristics of the target language, such as levels of politeness, between the target language and English. (4.1.A.e.)
 Identify similarities and differences of selected practices, products, and perspectives, from the target cultures as compared to their own.
(4.2.A.a.);
 Communicate with people locally and/or around the world through avenues such as pen pals, Email, video, face-to-face encounters, and
publications with limited use of the target language. (5.1.A.a.)
 Participate in activities to learn more about languages and cultures through various media. (5.2.A.a.)
Unit Objectives:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a., 2.1.A.a., and 5.1.A.a.);
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a. and 4.1.A.e.);
• Exchange and interpret both oral and written information in response to Qu’est-ce qu’on vend à (name of store)?, and Combien coûte ___?
(1.2.A.a.);
• Respond to the question Où est-ce que tu veux aller? in the target language (1.1.A.a.);
• Recognize and identify several types of stores in the target language (1.1.A.f. and 3.1.A.a.);
• Provide both oral and written information about shopping experiences in the present and past tenses (1.1.A.a. and 1.2.A.a.);
• Identify various products sold in different types of stores in both their spoken and written forms in the target language (1.1.A.f., 3.1.A.b.,
and 4.2.A.a.);
• Recognize masculine and feminine articles (both singular and plural) in their written forms and apply them correctly in speech (1.2A.c. and
4.1.A.a.);
• Recognize the presence of gender in the adjectives and articles used to describe stores, articles of clothing, and other essential vocabulary
presented in the unit (3.2.A.a. and 4.1.A.a.)
• Provide both oral and written information about shopping practices in French-speaking countries (1.1.A.f. and 3.2.A.b.);
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
15
Subject: French Level II
Grades: High School
• Provide and obtain information about clothing size and price in the target language (1.1.A.f. and 3.1.A.b.);
• Compare and contrast shopping customs in the United States with those in French-speaking countries (3.2.A.b. and 4.2.A.a.);
• Provide both oral and written information in the target language of personal preferences of clothing for specific occasions (1.1.A.f., 1.2.A.a.,
and 3.1.A.b.)
• Provide and obtain information related to making a request for sales assistance and exchange (1.1.A.f. and 1.2.A.a.);
• Provide both oral and written information in the target language describing a past shopping experience (1.2.A.a.);
• Identify cognates among words in French and English (4.1.A.c.);
• Recognize both the spoken and the written forms of numbers in the target language (1.2.A.a.);
• Do simple math problems using the currency of a French-speaking country (1.1.A.f., 1.2.A.c., and 3.1.A.a,);
• Recognize and use common units of clothing size in the target language (1.1.A.f. and 3.1.A.b.);
• Recognize the metric system as the system used in most French-speaking countries (2.1.A.d.);
• Calculate prices using the appropriate exchange rate of a French-speaking country (1.1.A.f., 1.2.A.c., and 3.1.A.b.);
• Interpret written and spoken language in order to locate places on a map (1.2.A.a. and 3.1.A.a.);
• Share what they have learned from the unit in the target language with their families and friends (5.1.A.a.);
• Identify businesses in the community that sell products representative of French-speaking cultures (5.2.A.a.).
Assessment Limits:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a., 2.1.A.a., and 5.1.A.a.);
• Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a. and 4.1.A.e.);
• Exchange and interpret both oral and written information in response to Qu’est-ce qu’on vend à (name of store)?, and Combien coûte ___?
(1.2.A.a.);
• Respond to the question Où est-ce que tu veux aller? in the target language (1.1.A.a.);
• Recognize and identify several types of stores in the target language (1.1.A.f. and 3.1.A.a.);
• Provide both oral and written information about shopping experiences in the present and past tenses (1.1.A.a. and 1.2.A.a.);
• Identify various products sold in different types of stores in both their spoken and written forms in the target language (1.1.A.f., 3.1.A.b.,
and 4.2.A.a.);
• Recognize masculine and feminine articles (both singular and plural) in their written forms and apply them correctly in speech (1.2A.c. and
4.1.A.a.);
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
16
Subject: French Level II
Grades: High School
• Recognize the presence of gender in the adjectives and articles used to describe stores, articles of clothing, and other essential vocabulary
presented in the unit (3.2.A.a. and 4.1.A.a.)
• Provide both oral and written information about shopping practices in French-speaking countries (1.1.A.f. and 3.2.A.b.);
• Provide and obtain information about clothing size and price in the target language (1.1.A.f. and 3.1.A.b.);
• Compare and contrast shopping customs in the United States with those in French-speaking countries (3.2.A.b. and 4.2.A.a.);
• Provide both oral and written information in the target language of personal preferences of clothing for specific occasions (1.1.A.f., 1.2.A.a.,
and 3.1.A.b.)
• Provide and obtain information related to making a request for sales assistance and exchange (1.1.A.f. and 1.2.A.a.);
• Provide both oral and written information in the target language describing a past shopping experience (1.2.A.a.);
• Identify cognates among words in French and English (4.1.A.c.);
• Recognize both the spoken and the written forms of numbers in the target language (1.2.A.a.);
• Do simple math problems using the currency of a French-speaking country (1.1.A.f., 1.2.A.c., and 3.1.A.a,);
• Recognize and use common units of clothing size in the target language (1.1.A.f. and 3.1.A.b.);
• Recognize the metric system as the system used in most French-speaking countries (2.1.A.d.);
• Calculate prices using the appropriate exchange rate of a French-speaking country (1.1.A.f., 1.2.A.c., and 3.1.A.b.);
• Interpret written and spoken language in order to locate places on a map (1.2.A.a. and 3.1.A.a.);
• Share what they have learned from the unit in the target language with their families and friends (5.1.A.a.);
• Identify businesses in the community that sell products representative of French-speaking cultures (5.2.A.a.).
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
17
Subject: French Level II
Grades: High School
VOCABULARY
ENDURING UNDERSTANDINGS:
Où est-ce que tu veux aller? Where do you (familiar) want to
go?
Je veux aller ___. - I want to go
___.
Au magasin ~ to the store
à la boulangerie ~ to the bakery
à la boucherie ~ to the butcher
shop
au marché ~ to the market
au supermarché ~ to the
supermarket
à la bijouterie ~ to the jewelry
story
au boutique ~ to the boutique
à la pharmacie ~ to the
pharmacy
ils vendent ~ they sell
tout ~ everything
la vendeuse ~ sales woman
Je peux vous aider? ~ Can I help
you?
C’est combien? ~ How much
does it cost?
le prix ~ the price
cher/chère ~ expensive
bon marché ~ inexpensive
Je comprends ~ I understand
Baltimore City Public Schools





As the world moves towards a global community, it is increasingly important to be able to
communicate in languages other than English.
It is important to understand the perspectives of a culture that generate its patterns of behavior,
ways of life, worldviews, and contributions.
Proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired
through that language and its culture.
The study of a foreign language enables students to develop insights into the nature of language
and culture.
Learning a foreign language enables an individual to participate in multilingual communities.
ESSENTIAL QUESTIONS:
Communication
 Why is it important to communicate in another language?
 How can your communication with a foreign speaker be more meaningful if you speak his/her
language?
As the world moves toward a global community, it is increasingly important for foreign language study to
result in proficiencies that enable students to engage in conversation, interpret authentic materials, and
present concepts in a language other than their own.
Cultures
 Why is it important to understand the perspectives and value systems of another culture?
 How do the products and practices of a culture come from these perspectives and value
systems?
The sharing and learning about customs and products increase students’ understanding of the cultural
perspectives that generate patterns of behavior, ways of life, world views, and contributions in the
Office of Humanities
High School French Level II
DRAFT
18
Subject: French Level II
Grades: High School
Je cherche ~ I am looking for
Je voudrais ~ I would like
Qu’est-ce que vous faites
comme taille? ~ What size are
you?
¿Quelle pointure? ~What shoe
size?
Je le/la/les prends ~ I’ll take
it/them.
Comment vous voulez payer? ~
How do you want to pay?
Avec ma carte de crédit ~ With
my credit card
en liquide ~ in cash
avec un chèque ~ with a check
ce/cet/cette/ces ~
this/that/these/those
la chemise – shirt
la veste– jacket
le costume ~ suit
la cravate ~ tie
les pantalons – trousers
les chaussette – socks
les chaussures– shoes
la robe – dress
la jupe– skirt
la blouse –blouse
le chapeau – hat
la ceinture - belt
les chaussetes – stockings
être à la mode ~ to be
Baltimore City Public Schools
multiple countries and regions where the language is spoken.
Connections
 How can the study of a foreign language enhance your knowledge of other disciplines?
 What can you read about in your foreign language that you would not be exposed to in your
native language?
As students increase their proficiency in another language, they acquire skills that empower them to gain
knowledge in other disciplines and sensitivity to a variety of viewpoints in the target cultures.
Comparisons
 How are thought processes organized into the structure of different languages?
 Why do different cultures have different value systems?
Students develop their critical thinking abilities as they become aware of the similarities and differences
between their first and second languages. In so doing, they gain new perspectives on their own language
and culture.
Communities
 Where can you use the language other than the classroom?
 How has learning a foreign language enriched your life?
Learning a foreign language opens doors to a greater variety of career options, increased lifelong learning
opportunities, and enhanced leisure activities.
ESSENTIAL SKILLS:
 Students will orally and aurally comprehend simple conversational vocabulary.
 Students will know how to read and write simple sentence structures.
 Students will correctly apply basic grammar structures to all forms of communication.
 Students will be reflective of cultural similarities and develop awareness of differences.
 Students will see connections between culture and language.
Office of Humanities
High School French Level II
DRAFT
19
Subject: French Level II
Grades: High School
fashionable

Students will enhance knowledge of their own language.
UNIT ESSENTIAL QUESTIONS:

Baltimore City Public Schools
Where and how do I use math and numbers in the real world?
Office of Humanities
High School French Level II
DRAFT
20
Subject: French Level II
Grades: High School
Unit 4: Les passe-temps
Time Frame: 25 Instructional Days
Prior Knowledge: Previously taught material
State Curriculum Indicators:
Knowledge and Skills








Students engage in brief exchanges about personal interests in the target language. (1.1.A)
Students understand spoken and written language on very familiar topics in the target language that promote the learning of basic
linguistic structures. (1.2.A)
Students identify and describe practices and perspectives of the cultures studied. (2.1.A)
Students identify and describe the products within the cultures studied. (2.2.A)
Students access new information and reinforce existing knowledge of other content areas through the target language. (3.1.A)
Students gain insight into the nature of English by comparing how a different language system expresses meaning and reflects culture.
(4.1.A)
Students use and extend their language proficiency and cultural knowledge through face-to-face encounters and/or the use of technology
both within and beyond the school setting. (5.1.A)
Students explore opportunities to use the target language both at home and abroad while accessing a wide variety of resources where
students can pursue topics of personal interest. (5.2.A)
State Curriculum Objectives:
Students will:






Ask and answer simple questions related to family and self. (1.1.A.a.)
Exchange brief messages, emails, postcards, and letters. (1.1.A.e.)
Give and follow simple directions. (1.1.A.f.)
Interpret the basic message from spoken and written texts that are on very familiar topics. (1.2.A.a.)
Identify the main idea and some supporting details from authentic spoken and written texts that have visual support. (1.2.A.b.)
Demonstrate understanding of developmentally appropriate information gained through active listening or reading by applying it to a
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
21
Subject: French Level II
Grades: High School
different context. (1.2.A.c.)
 Observe, identify, and replicate in appropriate contexts patterns of behavior used with family, friends, and acquaintances in everyday
situations. (2.1.A.a.)
 Identify some common beliefs and attitudes within the cultures studied and their relationship to practices in the cultures studied. (2.1.A.c.)
 Identify objects and symbols that are used day-to-day and how they are representative of the cultures studied. (2.2.A.a.)
 Use limited vocabulary and structures in the target language to increase knowledge of other content areas. (3.1.A.a.)
 Compare basic grammatical structures between the target language and English. (4.1.A.a.)
 Compare cultural characteristics of the target language, such as levels of politeness, between the target language and English. (4.1.A.e.)
 Communicate with people locally and/or around the world through avenues such as pen pals, Email, video, face-to-face encounters, and
publications with limited use of the target language. (5.1.A.a.)
 Participate in activities to learn more about languages and cultures through various media. (5.2.A.a.)
Unit Objectives:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a., 2.1.A.a., and 5.1.A.a.);
• Provide both oral and written information in response to Quelle émission est ta préférée?, Qui est ton acteur favori? and other questions
related to television viewing (1.1.A.a. and 1.2.A.a.);
• Respond to the question A quelle heure est ___? in the target language (1.1.A.f.);
• Provide and obtain information about time in the target language (1.1.A.f. and 3.1.A.a.);
•Recognize and identify some common pastime activities in both their spoken and written forms in the target language (1.1.A.f.);
• Provide both oral and written information about when certain pastime activities take place (1.1.A.f. and 1.2.A.a.);
• Provide and exchange information about themselves and others with reference to pastimes activities in the target language (1.1.A.a. and
1.3.A.a.);
• Recognize and use both orally and in writing common adverbs of frequency in the target language (1.1.A.f. and 1.2.A.a.);
• Be aware of the presence of gender and number in the articles used to describe the pastime activities presented in the unit (3.2.A.b. and
4.1.A.a.);
• Provide both oral and written information about pastime activities in the present and past tenses (1.1.A.a. and 1.2.A.a.);
• Graph which pastime activities are most popular among their peers and calculate percentages (1.1.A..f, 1.2.A.a, 3.1.A.a.);
• Explain the importance of le café in French speaking countries. (2.1.A.c. and 4.2.A.b.);
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
22
Subject: French Level II
Grades: High School
• Identify cognates among the new vocabulary words related to pastimes (4.1.A.c.);
• Compare and contrast which leisure activities of young people are most popular in the United States with those which are most popular in
the target cultures (3.2.A.a. and 4.2.A.a.);
• Share what they have learned about from the unit with their families and friends (5.1.A.a.);
• Participate in at least one pastime which is popular in a French-speaking country with friends in settings outside the classroom (5.2.A.a.).
Assessment Limits:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a., 2.1.A.a., and 5.1.A.a.);
• Provide both oral and written information in response to Quelle émission est ta préférée?, Qui est ton acteur favori? and other questions
related to television viewing (1.1.A.a. and 1.2.A.a.);
• Respond to the question A quelle heure est ___? in the target language (1.1.A.f.);
• Provide and obtain information about time in the target language (1.1.A.f. and 3.1.A.a.);
•Recognize and identify some common pastime activities in both their spoken and written forms in the target language (1.1.A.f.);
• Provide both oral and written information about when certain pastime activities take place (1.1.A.f. and 1.2.A.a.);
• Provide and exchange information about themselves and others with reference to pastimes activities in the target language (1.1.A.a. and
1.3.A.a.);
• Recognize and use both orally and in writing common adverbs of frequency in the target language (1.1.A.f. and 1.2.A.a.);
• Be aware of the presence of gender and number in the articles used to describe the pastime activities presented in the unit (3.2.A.b. and
4.1.A.a.);
• Provide both oral and written information about pastime activities in the present and past tenses (1.1.A.a. and 1.2.A.a.);
• Graph which pastime activities are most popular among their peers and calculate percentages (1.1.A..f, 1.2.A.a, 3.1.A.a.);
• Explain the importance of le café in French speaking countries. (2.1.A.c. and 4.2.A.b.);
• Identify cognates among the new vocabulary words related to pastimes (4.1.A.c.);
• Compare and contrast which leisure activities of young people are most popular in the United States with those which are most popular in
the target cultures (3.2.A.a. and 4.2.A.a.);
• Share what they have learned about from the unit with their families and friends (5.1.A.a.);
• Participate in at least one pastime which is popular in a French-speaking country with friends in settings outside the classroom (5.2.A.a.).
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
23
Subject: French Level II
Grades: High School
VOCABULARY
ENDURING UNDERSTANDINGS:
Quelle émission est ta préférée?
~ What is your favorite
program?
A quelle heure est ta émission
préférée? ~ What time is your
favorite program on?
Sur quelle chaîne est ta émission
préférée? ~ On what channel is
your favorite program?
Qui est ton acteur favori? Who
is your favorite actor?
Quel type de film est-il? ~ What
kind of film is it?
Qui est ton joueur favori? ~
Who is your favorite player?
voir ~ to see
le film ~ the film
romance ~ romance
le comédie musical ~ musical
policier ~ detective
comédie ~ comedy
de science-fiction ~ science
fiction
le western ~ Western
d’horreur ~ horror
en couleur ~ in color
en noir et blanc ~in black and
white
Baltimore City Public Schools





As the world moves towards a global community, it is increasingly important to be able to
communicate in languages other than English.
It is important to understand the perspectives of a culture that generate its patterns of behavior,
ways of life, worldviews, and contributions.
Proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired
through that language and its culture.
The study of a foreign language enables students to develop insights into the nature of language
and culture.
Learning a foreign language enables an individual to participate in multilingual communities.
ESSENTIAL QUESTIONS:
Communication
 Why is it important to communicate in another language?
 How can your communication with a foreign speaker be more meaningful if you speak his/her
language?
As the world moves toward a global community, it is increasingly important for foreign language study to
result in proficiencies that enable students to engage in conversation, interpret authentic materials, and
present concepts in a language other than their own.
Cultures
 Why is it important to understand the perspectives and value systems of another culture?
 How do the products and practices of a culture come from these perspectives and value
systems?
The sharing and learning about customs and products increase students’ understanding of the cultural
perspectives that generate patterns of behavior, ways of life, world views, and contributions in the
Office of Humanities
High School French Level II
DRAFT
24
Subject: French Level II
Grades: High School
la télévision ~ the television
les sports ~ sports
les actualités ~ News
l’émission ~ the program
le dessin animé ~ cartoon
la publicité ~ the commerical
aller ~ to go
au cinéma~ to the movies
à la plage ~ to the beach
à la mer ~ to the sea
au concert ~ to the concert
jouer à ~ to play
les sports ~ sports
le basket ~ basketball
le cyclisme ~ cycling
aller à la pêche ~ fishing
le football américain ~ football
le jogging ~jogging
l’équipe ~ the team
le joueur ~the player
lire ~ to read
le livre ~ the book
le magazine ~ the magazine
le journal ~ the newspaper
écouter ~ to listen to
la musique ~ music
le disque compact ~ CD
la radio ~ the radio
jouer de ~ to play
la guitare ~ the guitar
le piano ~ the piano
Baltimore City Public Schools
multiple countries and regions where the language is spoken.
Connections
 How can the study of a foreign language enhance your knowledge of other disciplines?
 What can you read about in your foreign language that you would not be exposed to in your
native language?
As students increase their proficiency in another language, they acquire skills that empower them to gain
knowledge in other disciplines and sensitivity to a variety of viewpoints in the target cultures.
Comparisons
 How are thought processes organized into the structure of different languages?
 Why do different cultures have different value systems?
Students develop their critical thinking abilities as they become aware of the similarities and differences
between their first and second languages. In so doing, they gain new perspectives on their own language
and culture.
Communities
 Where can you use the language other than the classroom?
 How has learning a foreign language enriched your life?
Learning a foreign language opens doors to a greater variety of career options, increased lifelong learning
opportunities, and enhanced leisure activities.
ESSENTIAL SKILLS:
 Students will orally and aurally comprehend simple conversational vocabulary.
 Students will know how to read and write simple sentence structures.
 Students will correctly apply basic grammar structures to all forms of communication.
 Students will be reflective of cultural similarities and develop awareness of differences.
 Students will see connections between culture and language.
Office of Humanities
High School French Level II
DRAFT
25
Subject: French Level II
Grades: High School
la dance ~ dance
 Students will enhance knowledge of their own language.
célébrer ~ to celebrate
passer du temps ~ to spend time UNIT ESSENTIAL QUESTIONS:
avec la famille ~ with the family
inviter des amis ~ to invite
 How does one’s culture influence one’s choices of pastime activities? Or does it?
friends
Jour de l' an ~ New Year’s Day
Fête du Travail ~ Labor Day
14 Juillet/Fête Nationale ~
Bastille Day
Noël ~ Christmas
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
26
Subject: French Level II
Grades: High School
Unit 5: La vie quotidienne
Time Frame: 25 Instructional Days
Prior Knowledge: Previously taught material
State Curriculum Indicators:
Knowledge and Skills








Students engage in brief exchanges about personal interests in the target language. (1.1.A)
Students understand spoken and written language on very familiar topics in the target language that promote the learning of basic
linguistic structures. (1.2.A)
Students identify and describe practices and perspectives of the cultures studied. (2.1.A)
Students identify and describe the products within the cultures studied. (2.2.A)
Students access new information and reinforce existing knowledge of other content areas through the target language. (3.1.A)
Students gain insight into the nature of English by comparing how a different language system expresses meaning and reflects culture.
(4.1.A)
Students use and extend their language proficiency and cultural knowledge through face-to-face encounters and/or the use of technology
both within and beyond the school setting. (5.1.A)
Students explore opportunities to use the target language both at home and abroad while accessing a wide variety of resources where
students can pursue topics of personal interest. (5.2.A)
State Curriculum Objectives:
Students will:
 Ask and answer simple questions related to family and self. (1.1.A.a.)
 Give and follow simple directions. (1.1.A.f.)
 Interpret the basic message from spoken and written texts that are on very familiar topics. (1.2.A.a.)
 Identify the main idea and some supporting details from authentic spoken and written texts that have visual support. (1.2.A.b.)
 Demonstrate understanding of developmentally appropriate information gained through active listening or reading by applying it to a
different context. (1.2.A.c.)
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
27
Subject: French Level II
Grades: High School
 Identify some common beliefs and attitudes within the cultures studied and their relationship to practices in the cultures studied. (2.1.A.c.)
 Identify objects and symbols that are used day-to-day and how they are representative of the cultures studied. (2.2.A.a.)
 Use limited vocabulary and structures in the target language to increase knowledge of other content areas. (3.1.A.a.)
 Compare basic grammatical structures between the target language and English. (4.1.A.a.)
 Compare the use of cognates, word roots, prefixes, suffixes, or sentence structures between the target language and English. (4.1.A.c.)
 Compare cultural characteristics of the target language, such as levels of politeness, between the target language and English. (4.1.A.e.)
 Communicate with people locally and/or around the world through avenues such as pen pals, Email, video, face-to-face encounters, and
publications with limited use of the target language. (5.1.A.a.)
 Participate in activities to learn more about languages and cultures through various media. (5.2.A.a.)
Unit Objectives:
Students will:
• Provide both oral and written information in response to À quelle heure tu te reveilles le matin? and related questions (1.1.A.a and 1.2.A.a);
• Respond to the question À quelle heure + activity? in the target language (1.1.A.f.);
• Provide and obtain information about the time activities take place in the target language (1.1.A.f. and 3.1.A.a.);
• Provide and obtain information about where activities of daily routine take place in a house in the target language (1.1.A.f. and 3.1.A.a.);
• Provide both oral and written information in the present and past tenses about daily routines (1.1.A.a. and 1.2.A.a.);
• Provide both oral and written information about daily hygiene routines (1.1.A.a. and 1.2.A.a.);
• Recognize the presence of reflexive commands (tú form) in French (4.1.A.a);
• Respond to commands in the target language (1.2.A.c);
• Recognize and use both orally and in writing common adverbs of time in the target language (1.1.A.f and 1.2.A.a);
• Recognize the presence of forms which do not exist in English (4.1.A.e);
• Identify cognates among words in French and English (4.1.A.c );
• Provide and obtain information about how much someone weighs or how tall the person is in the target language (1.1.A.f and 3.1.A.a);
•Recognize both the spoken and the written forms of numbers in the target language (1.2.A.b);
• Become familiar with customs and products which are particular to certain French-speaking countries (2.1.A.c and 2.2.A.a);
• Share what they have learned about from the unit with their families and friends (5.1.A.a);
• Play culturally appropriate games with friends in settings outside the classroom (5.1.A.a and 5.2.A.a).
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
28
Subject: French Level II
Grades: High School
Assessment Limits:
Students will:
• Provide both oral and written information in response to À quelle heure tu te reveilles le matin? and related questions (1.1.A.a and 1.2.A.a);
• Respond to the question À quelle heure + activity? in the target language (1.1.A.f.);
• Provide and obtain information about the time activities take place in the target language (1.1.A.f. and 3.1.A.a.);
• Provide and obtain information about where activities of daily routine take place in a house in the target language (1.1.A.f. and 3.1.A.a.);
• Provide both oral and written information in the present and past tenses about daily routines (1.1.A.a. and 1.2.A.a.);
• Provide both oral and written information about daily hygiene routines (1.1.A.a. and 1.2.A.a.);
• Recognize the presence of reflexive commands (tú form) in French (4.1.A.a);
• Respond to commands in the target language (1.2.A.c);
• Recognize and use both orally and in writing common adverbs of time in the target language (1.1.A.f and 1.2.A.a);
• Recognize the presence of forms which do not exist in English (4.1.A.e);
• Identify cognates among words in French and English (4.1.A.c );
• Provide and obtain information about how much someone weighs or how tall the person is in the target language (1.1.A.f and 3.1.A.a);
•Recognize both the spoken and the written forms of numbers in the target language (1.2.A.b);
• Become familiar with customs and products which are particular to certain French-speaking countries (2.1.A.c and 2.2.A.a);
• Share what they have learned about from the unit with their families and friends (5.1.A.a);
• Play culturally appropriate games with friends in settings outside the classroom (5.1.A.a and 5.2.A.a).
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
29
Subject: French Level II
Grades: High School
VOCABULARY
ENDURING UNDERSTANDINGS:
Review of body parts
À quelle heure tu te reveilles le
matin? ~What time do you wake
up in the morning?
se raser ~ to shave
la barbe ~ the beard
la moustache ~ the moustache
la crème à raser ~shaving cream
lier ~ to tie
le lacet de chaussure ~ shoe
lace
nettoyer ~ to clean
les chaussures ~ the shoes
les lunettes ~ the glasses
couper ~ to cut
les cheveux ~ the hair
Le sèche-cheveux ~ the hair
dryer
les ciseaux ~ the scissors
le coiffeur ~ the barber
la coiffeuse ~ the hairdresser
le salon de coiffeur – the salon
les ongles ~ the nails
le vernis à ongle ~ nail polish
se maquiller ~ to put makeup
on
le maquillage ~ the makeup
le parfum ~ the perfume
Baltimore City Public Schools





As the world moves towards a global community, it is increasingly important to be able to
communicate in languages other than English.
It is important to understand the perspectives of a culture that generate its patterns of behavior,
ways of life, worldviews, and contributions.
Proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired
through that language and its culture.
The study of a foreign language enables students to develop insights into the nature of language
and culture.
Learning a foreign language enables an individual to participate in multilingual communities.
ESSENTIAL QUESTIONS:
Communication
 Why is it important to communicate in another language?
 How can your communication with a foreign speaker be more meaningful if you speak his/her
language?
As the world moves toward a global community, it is increasingly important for foreign language study to
result in proficiencies that enable students to engage in conversation, interpret authentic materials, and
present concepts in a language other than their own.
Cultures
 Why is it important to understand the perspectives and value systems of another culture?
 How do the products and practices of a culture come from these perspectives and value
systems?
The sharing and learning about customs and products increase students’ understanding of the cultural
perspectives that generate patterns of behavior, ways of life, world views, and contributions in the
Office of Humanities
High School French Level II
DRAFT
30
Subject: French Level II
Grades: High School
se réveiller ~ to wake up
se lever ~ to get up
se brosser les dents ~ to brush
teeth
se peigner les cheveux ~ to
comb one’s hair
se laver ~ to wash
se doucher ~ to shower
s’habiller ~ to dress
s’endormir ~ to go to sleep
se coucher ~ to go to bed
avant ~ before
après~ after
pendant ~ during
le matin ~ in the morning
la nuit ~at night
l'après-midi ~ in the afternoon;
in the evening
multiple countries and regions where the language is spoken.
Connections
 How can the study of a foreign language enhance your knowledge of other disciplines?
 What can you read about in your foreign language that you would not be exposed to in your
native language?
As students increase their proficiency in another language, they acquire skills that empower them to gain
knowledge in other disciplines and sensitivity to a variety of viewpoints in the target cultures.
Comparisons
 How are thought processes organized into the structure of different languages?
 Why do different cultures have different value systems?
Students develop their critical thinking abilities as they become aware of the similarities and differences
between their first and second languages. In so doing, they gain new perspectives on their own language
and culture.
Communities
 Where can you use the language other than the classroom?
 How has learning a foreign language enriched your life?
Learning a foreign language opens doors to a greater variety of career options, increased lifelong learning
opportunities, and enhanced leisure activities.
ESSENTIAL SKILLS:
 Students will orally and aurally comprehend simple conversational vocabulary.
 Students will know how to read and write simple sentence structures.
 Students will correctly apply basic grammar structures to all forms of communication.
 Students will be reflective of cultural similarities and develop awareness of differences.
 Students will see connections between culture and language.
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
31
Subject: French Level II
Grades: High School

Students will enhance knowledge of their own language.
UNIT ESSENTIAL QUESTIONS:

Baltimore City Public Schools
What makes a healthy lifestyle?
Office of Humanities
High School French Level II
DRAFT
32
Subject: French Level II
Grades: High School
Unit 6: La musique et les instruments
Time Frame: 25 Instructional Days
Prior Knowledge: Previously taught material
State Curriculum Indicators:
Knowledge and Skills








Students engage in brief exchanges about personal interests in the target language. (1.1.A)
Students understand spoken and written language on very familiar topics in the target language that promote the learning of basic
linguistic structures. (1.2.A)
Students identify and describe practices and perspectives of the cultures studied. (2.1.A)
Students identify and describe the products within the cultures studied. (2.2.A)
Students access new information and reinforce existing knowledge of other content areas through the target language. (3.1.A)
Students gain insight into the nature of English by comparing how a different language system expresses meaning and reflects culture.
(4.1.A)
Students use and extend their language proficiency and cultural knowledge through face-to-face encounters and/or the use of technology
both within and beyond the school setting. (5.1.A)
Students explore opportunities to use the target language both at home and abroad while accessing a wide variety of resources where
students can pursue topics of personal interest. (5.2.A)
State Curriculum Objectives:
Students will:
 Ask and answer simple questions related to family and self. (1.1.A.a.)
 Give and follow simple directions. (1.1.A.f.)
 Interpret the basic message from spoken and written texts that are on very familiar topics. (1.2.A.a.)
 Demonstrate understanding of developmentally appropriate information gained through active listening or reading by applying it to a
different context. (1.2.A.c.)
 Present songs, short poems, impromptu skits, or dialogues. (1.3.A.c.)
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
33
Subject: French Level II
Grades: High School
 Observe, identify, and replicate in appropriate contexts patterns of behavior used with family, friends, and acquaintances in everyday
situations. (2.1.A.a.)
 Identify objects and symbols that are used day-to-day and how they are representative of the cultures studied. (2.2.A.a.)
 Use limited vocabulary and structures in the target language to increase knowledge of other content areas. (3.1.A.a.)
 Compare basic grammatical structures between the target language and English. (4.1.A.a.)
 Compare the use of cognates, word roots, prefixes, suffixes, or sentence structures between the target language and English. (4.1.A.c.)
 Communicate with people locally and/or around the world through avenues such as pen pals, Email, video, face-to-face encounters, and
publications with limited use of the target language. (5.1.A.a.)
 Participate in activities to learn more about languages and cultures through various media. (5.2.A.a.)
Unit Objectives:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a., 2.1.A.a., and 5.1.A.a.);
• Speak providing information about how they are feeling in response to Comment vas-tu? both in the classroom and other settings (1.1.A.a.,
2.1.A.a., and 5.1.A.a.);
• Recognize and identify several types of musical instruments and classify them in the target language (1.2.A.a. and 3.1.A.a.);
• Identify the notes of the scale in the target language (1.1.A.f., 1.2.A.a., and 3.1.A.a.);
• Provide information about what instruments they play or would like to play and other related information (1.1.A.a.);
• Recognize and identify various articles of clothing one might wear to a concert (1.1.A.f., 2.2.A.a., and 3.1.A.a.)
• Relate types of popular music in France to popular music in the United States (2.2.A.a. and 3.1.A.a.);
• Respond to commands in the target language (1.2.A.c.);
• Identify cognates among the new vocabulary words introduced in the unit (4.1.A.c.);
• Recognize the presence of gender in the adjectives and articles used to describe the musical instruments presented in the unit (4.1.A.a.);
• Present what they have learned sharing with an audience of their peers and/or their parents (1.3.A.c.);
• Share what they learned with their parents when listening to or performing music (5.1.A.a. and 5.2.A.a.);
• Continue to learn about more types of musical instruments in the target language through teacher guidance (5.2.A.a.);
• Play culturally appropriate games with friends in settings outside the classroom (5.1.A.a. and 5.2.A.a.).
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
34
Subject: French Level II
Grades: High School
Assessment Limits:
Students will:
• Speak using culturally-appropriate greetings and farewells both in the classroom and in other settings (1.1.A.a., 2.1.A.a., and 5.1.A.a.);
• Speak providing information about how they are feeling in response to Comment vas-tu? both in the classroom and other settings (1.1.A.a.,
2.1.A.a., and 5.1.A.a.);
• Recognize and identify several types of musical instruments and classify them in the target language (1.2.A.a. and 3.1.A.a.);
• Identify the notes of the scale in the target language (1.1.A.f., 1.2.A.a., and 3.1.A.a.);
• Provide information about what instruments they play or would like to play and other related information (1.1.A.a.);
• Recognize and identify various articles of clothing one might wear to a concert (1.1.A.f., 2.2.A.a., and 3.1.A.a.)
• Relate types of popular music in France to popular music in the United States (2.2.A.a. and 3.1.A.a.);
• Respond to commands in the target language (1.2.A.c.);
• Identify cognates among the new vocabulary words introduced in the unit (4.1.A.c.);
• Recognize the presence of gender in the adjectives and articles used to describe the musical instruments presented in the unit (4.1.A.a.);
• Present what they have learned sharing with an audience of their peers and/or their parents (1.3.A.c.);
• Share what they learned with their parents when listening to or performing music (5.1.A.a. and 5.2.A.a.);
• Continue to learn about more types of musical instruments in the target language through teacher guidance (5.2.A.a.);
• Play culturally appropriate games with friends in settings outside the classroom (5.1.A.a. and 5.2.A.a.).
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
35
Subject: French Level II
Grades: High School
VOCABULARY
ENDURING UNDERSTANDINGS:
la musique - music
chanter - to sing
la chanson - song
jouer de - to play (an
instrument)
la note de musique - note
les instruments à cordes stringed instruments
les instruments à percussion percussion instruments
les instruments à vent woodwind instruments
les instruments à clavier keyboard instruments
la guitar- the guitar
le violoncelle - cello
le violin - the violin
la harpe - the harp
le tambour - the drum
la clarinette - the clarinet
la flûte - the flute
l’harmonica - the harmonica
la trompette - the trumpet
le piano - the piano
l’orgue - the organ
le clavicorde - the clavichord
danser - to dance
Est-ce que tu joues d'un
Baltimore City Public Schools





As the world moves towards a global community, it is increasingly important to be able to
communicate in languages other than English.
It is important to understand the perspectives of a culture that generate its patterns of behavior,
ways of life, worldviews, and contributions.
Proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired
through that language and its culture.
The study of a foreign language enables students to develop insights into the nature of language
and culture.
Learning a foreign language enables an individual to participate in multilingual communities.
ESSENTIAL QUESTIONS:
Communication
 Why is it important to communicate in another language?
 How can your communication with a foreign speaker be more meaningful if you speak his/her
language?
As the world moves toward a global community, it is increasingly important for foreign language study to
result in proficiencies that enable students to engage in conversation, interpret authentic materials, and
present concepts in a language other than their own.
Cultures
 Why is it important to understand the perspectives and value systems of another culture?
 How do the products and practices of a culture come from these perspectives and value
systems?
The sharing and learning about customs and products increase students’ understanding of the cultural
perspectives that generate patterns of behavior, ways of life, world views, and contributions in the
Office of Humanities
High School French Level II
DRAFT
36
Subject: French Level II
Grades: High School
instrument de musique?
- Do you play a musical
instrument?
Je joue de _____. - I play ____.
Je voudrais jouer de ____. - I
would like to play ______.
multiple countries and regions where the language is spoken.
Connections
 How can the study of a foreign language enhance your knowledge of other disciplines?
 What can you read about in your foreign language that you would not be exposed to in your
native language?
As students increase their proficiency in another language, they acquire skills that empower them to gain
knowledge in other disciplines and sensitivity to a variety of viewpoints in the target cultures.
Comparisons
 How are thought processes organized into the structure of different languages?
 Why do different cultures have different value systems?
Students develop their critical thinking abilities as they become aware of the similarities and differences
between their first and second languages. In so doing, they gain new perspectives on their own language
and culture.
Communities
 Where can you use the language other than the classroom?
 How has learning a foreign language enriched your life?
Learning a foreign language opens doors to a greater variety of career options, increased lifelong learning
opportunities, and enhanced leisure activities.
ESSENTIAL SKILLS:
 Students will orally and aurally comprehend simple conversational vocabulary.
 Students will know how to read and write simple sentence structures.
 Students will correctly apply basic grammar structures to all forms of communication.
 Students will be reflective of cultural similarities and develop awareness of differences.
 Students will see connections between culture and language.
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
37
Subject: French Level II
Grades: High School

Students will enhance knowledge of their own language.
UNIT ESSENTIAL QUESTIONS:

Baltimore City Public Schools
What is culture?
Office of Humanities
High School French Level II
DRAFT
38
Subject: French Level II
Grades: High School
Unit 7: Un voyage intéressant
Time Frame: 25 Instructional Days
Prior Knowledge: Previously taught material
State Curriculum Indicators:
Knowledge and Skills








Students engage in brief exchanges about personal interests in the target language. (1.1.A)
Students understand spoken and written language on very familiar topics in the target language that promote the learning of basic
linguistic structures. (1.2.A)
Students make short presentations and write simple communications on very familiar topics in the target language. (1.3.A)
Students identify and describe practices and perspectives of the cultures studied. (2.1.A)
Students access new information and reinforce existing knowledge of other content areas through the target language. (3.1.A)
Students gain insight into the nature of English by comparing how a different language system expresses meaning and reflects culture.
(4.1.A)
Students use and extend their language proficiency and cultural knowledge through face-to-face encounters and/or the use of technology
both within and beyond the school setting. (5.1.A)
Students explore opportunities to use the target language both at home and abroad while accessing a wide variety of resources where
students can pursue topics of personal interest. (5.2.A)
State Curriculum Objectives:
Students will:
 Ask and answer simple questions related to family and self. (1.1.A.a.)
 Give and follow simple directions. (1.1.A.f.)
 Interpret the basic message from spoken and written texts that are on very familiar topics. (1.2.A.a.)
 Demonstrate understanding of developmentally appropriate information gained through active listening or reading by applying it to a
different context. (1.2.A.c.)
 Write and deliver short descriptions about very familiar topics of personal interest. (1.3.A.a.)
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
39
Subject: French Level II
Grades: High School
 Observe, identify, and replicate in appropriate contexts patterns of behavior used with family, friends, and acquaintances in everyday
situations. (2.1.A.a.)
 Use limited vocabulary and structures in the target language to increase knowledge of other content areas. (3.1.A.a.)
 Compare basic grammatical structures between the target language and English. (4.1.A.a.)
 Compare the use of cognates, word roots, prefixes, suffixes, or sentence structures between the target language and English. (4.1.A.c.)
 Compare cultural characteristics of the target language, such as levels of politeness, between the target language and English. (4.1.A.e.)
 Communicate with people locally and/or around the world through avenues such as pen pals, Email, video, face-to-face encounters, and
publications with limited use of the target language. (5.1.A.a.)
 Participate in activities to learn more about languages and cultures through various media. (5.2.A.a.)
Unit Objectives:
Students will:
•Speak using culturally appropriate greeting and farewells both in the classroom and in other settings (1.1.A.a., 2.1.A.a., and 5.1.A.a.);
•Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a. and 4.1.A.e.);
• Respond to the question Où est-ce que tu veux aller? in the target language (1.1.A.a.);
• Recognize and identify vocabulary related to travel, vacation destinations, and means of transportation in the target language (1.1.A.f);
• Identify cognates among the new vocabulary words introduced in the unit (4.1.A.c.);
•Recognize both the spoken and the written forms of means of transportation (1.1.A.a.);
• Recognize masculine and feminine articles (both singular and plural) in their written forms and apply them correctly in speech (1.2.A.c. and
4.1.A.a.);
• Provide both oral and written information about a trip in the past and future tenses (1.1.A.a. and 1.2.A.a.);
• Provide and exchange information about themselves and others with reference to a future trip (1.1.A.a. and 1.2.A.a.);
• Provide information about their plans for a future trip in the target language to an audience of their peers (1.3.A.c.);
• Provide and obtain information related to making a reservation for a hotel (1.1.A.f. and 1.2.A.a.);
• Provide and obtain information about exchanging currency in the target language (1.1.A.f. and 3.1.A.a.);
• Provide and obtain information related to purchasing a ticket at a train station (1.1.A.f. and 1.2.A.a.);
•Calculate ticket prices using the appropriate exchange rate of a French-speaking country (1.1.A.f., 1.2.A.c., and 3.1.A.b.);
• Do simple math problems using the currency of a French-speaking country (1.1.A.f., 1.2.A.c., and 3.1.A.a.);
• Recognize both the spoken and the written forms of numbers in the target language (1.2.A.a.);
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
40
Subject: French Level II
Grades: High School
• Become familiar with customs and products which are particular to certain French-speaking countries (2.1.A.c. and 2.2.A.a.);
• Share what they have learned during the unit in the target language with their families and friends (5.1.A.a.);
 Participate in activities to learn more about languages and cultures through various media. (5.2.A.a.).
Assessment Limits:
Students will:
•Speak using culturally appropriate greeting and farewells both in the classroom and in other settings (1.1.A.a., 2.1.A.a., and 5.1.A.a.);
•Recognize the presence of forms which do not exist in English in common greetings (2.1.A.a. and 4.1.A.e.);
• Respond to the question Où est-ce que tu veux aller? in the target language (1.1.A.a.);
• Recognize and identify vocabulary related to travel, vacation destinations, and means of transportation in the target language (1.1.A.f);
• Identify cognates among the new vocabulary words introduced in the unit (4.1.A.c.);
•Recognize both the spoken and the written forms of means of transportation (1.1.A.a.);
• Recognize masculine and feminine articles (both singular and plural) in their written forms and apply them correctly in speech (1.2.A.c. and
4.1.A.a.);
• Provide both oral and written information about a trip in the past and future tenses (1.1.A.a. and 1.2.A.a.);
• Provide and exchange information about themselves and others with reference to a future trip (1.1.A.a. and 1.2.A.a.);
• Provide information about their plans for a future trip in the target language to an audience of their peers (1.3.A.c.);
• Provide and obtain information related to making a reservation for a hotel (1.1.A.f. and 1.2.A.a.);
• Provide and obtain information about exchanging currency in the target language (1.1.A.f. and 3.1.A.a.);
• Provide and obtain information related to purchasing a ticket at a train station (1.1.A.f. and 1.2.A.a.);
•Calculate ticket prices using the appropriate exchange rate of a French-speaking country (1.1.A.f., 1.2.A.c., and 3.1.A.b.);
• Do simple math problems using the currency of a French-speaking country (1.1.A.f., 1.2.A.c., and 3.1.A.a.);
• Recognize both the spoken and the written forms of numbers in the target language (1.2.A.a.);
• Become familiar with customs and products which are particular to certain French-speaking countries (2.1.A.c. and 2.2.A.a.);
• Share what they have learned during the unit in the target language with their families and friends (5.1.A.a.);
 Participate in activities to learn more about languages and cultures through various media. (5.2.A.a.).
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
41
Subject: French Level II
Grades: High School
VOCABULARY
ENDURING UNDERSTANDINGS:
Où est-ce que tu veux aller? ~
Where do you want to go?
le train ~ train
le quai ~ platform
l'arrivée ~ the arrival
le départ ~ the departure
le wagon-lit ~ sleeping car
le wagon-restaurant ~ dining
car
le wagon ~ wagon
le passager ~ male passenger
la passagère ~ female passenger
le billet ~ ticket
aller-retour ~ round-trip
première/deuxième classe ~
first/second class
le contrôleur ~ train conductor
le bureau de change ~ foreign
currency exchange office
le chèque ~ check
le chèque de voyage ~
traveller’s check
la réception, ~ front desk
le/la réceptionniste ~ hotel clerk
la habitación ~ hotel room
l’étage ~ floor
le propriétaire ~ the owner
le voyageur ~ the traveler
Baltimore City Public Schools
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As the world moves towards a global community, it is increasingly important to be able to
communicate in languages other than English.
It is important to understand the perspectives of a culture that generate its patterns of behavior,
ways of life, worldviews, and contributions.
Proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired
through that language and its culture.
The study of a foreign language enables students to develop insights into the nature of language
and culture.
Learning a foreign language enables an individual to participate in multilingual communities.
ESSENTIAL QUESTIONS:
Communication
 Why is it important to communicate in another language?
 How can your communication with a foreign speaker be more meaningful if you speak his/her
language?
As the world moves toward a global community, it is increasingly important for foreign language study to
result in proficiencies that enable students to engage in conversation, interpret authentic materials, and
present concepts in a language other than their own.
Cultures
 Why is it important to understand the perspectives and value systems of another culture?
 How do the products and practices of a culture come from these perspectives and value
systems?
The sharing and learning about customs and products increase students’ understanding of the cultural
perspectives that generate patterns of behavior, ways of life, world views, and contributions in the
Office of Humanities
High School French Level II
DRAFT
42
Subject: French Level II
Grades: High School
la carte de crédit ~ credit card
annoncer ~ to announce
mettre~ to place
traverser ~ to cross
signer ~ to sign
toucher un chèque ~ to cash a
check
payer ~ to pay
multiple countries and regions where the language is spoken.
Connections
 How can the study of a foreign language enhance your knowledge of other disciplines?
 What can you read about in your foreign language that you would not be exposed to in your
native language?
As students increase their proficiency in another language, they acquire skills that empower them to gain
knowledge in other disciplines and sensitivity to a variety of viewpoints in the target cultures.
Comparisons
 How are thought processes organized into the structure of different languages?
 Why do different cultures have different value systems?
Students develop their critical thinking abilities as they become aware of the similarities and differences
between their first and second languages. In so doing, they gain new perspectives on their own language
and culture.
Communities
 Where can you use the language other than the classroom?
 How has learning a foreign language enriched your life?
Learning a foreign language opens doors to a greater variety of career options, increased lifelong learning
opportunities, and enhanced leisure activities.
ESSENTIAL SKILLS:
 Students will orally and aurally comprehend simple conversational vocabulary.
 Students will know how to read and write simple sentence structures.
 Students will correctly apply basic grammar structures to all forms of communication.
 Students will be reflective of cultural similarities and develop awareness of differences.
 Students will see connections between culture and language.
Baltimore City Public Schools
Office of Humanities
High School French Level II
DRAFT
43
Subject: French Level II
Grades: High School
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Students will enhance knowledge of their own language.
UNIT ESSENTIAL QUESTIONS:
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Baltimore City Public Schools
How can I explore other cultures without stereotyping?
Office of Humanities
High School French Level II
DRAFT
44
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