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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 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 Students will enhance knowledge of their own language. UNIT ESSENTIAL QUESTIONS: Baltimore City Public Schools How can I explore other cultures without stereotyping? Office of Humanities High School French Level II DRAFT 44