course syllabus french 1 a voyage of discovery
TRANSCRIPT
Page 1 of 24
Course Syllabus
French 1 – A Voyage of Discovery
Topics: Students will use French to exchange greetings and introductions. They will follow simple
classroom direction and spell words in French. The will interpret simple spoken and written French
and use the language to communicate about their preferences, things they like to do, and their
families. The will give simple descriptions of people and communicate about school, including
objects found in the classroom and their classes. Students will tell time and use the days of the
week. As students become more acquainted with the language, they will communicate orally and in
writing about pastimes and interests as well as weather and seasons. They will talk about food and
use French to order in a restaurant or café. Students will communicate about shopping for clothing
and accessories and express their opinions. Throughout the course, students will interpret basic
information on these topics when listening and reading.
Prior knowledge: It is assumed that students have not encountered formal learning of French as
they begin this course.
Instructional time and strategies: This course is designed to require at least 120 hours of
instructional time (85 class periods of 90 minutes each as a minimum). The instructional strategies
used echo the best practices of the World Languages Curriculum, including but not limited to:
Realia, Authentic Texts, Comparisons of Products-Practices-Perspectives of Cultures,
Communication Gap Activities, Direct Instruction, Questioning Techniques, Paired Practice, Gouin
Series, Language Ladders, Modeling, TPR, Role Playing, Graphic Organizers, Cooperative Learning,
Brainstorming, and Research Projects.
Units by Name:
Unit 1 – Enchantée! (It’s nice to meet you!)
Unit 2 – Qui suis-je? (Who am I?)
Unit 3 – Qu’est-ce que tu aimes faire? (What do you like to do?)
Unit 4 – À l’école (My School Life)
Unit 5 – La famille (Let me introduce my family!)
Unit 6 – Les passé-temps (Hanging Out)
Unit 7 – Au restaurant! (Let’s go out to eat!)
Unit 8 – Les vetêments (I need some new clothes)
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 2 of 24
Unité 1 – Enchantée! Duré approximante 15 heures (10 jours)
Questions essentielles
How do I figure out the meaning when I do not understand all the words?
How is French like and/or unlike English spoken in the USA?
Buts expérientiels Students will understand that:
It is not necessary to understand every word in order to understand the meaning
It is necessary to understand context to use the correct greeting or other phrase
Cultural factors determine the correct use of subject pronouns
Résultats d’apprentissage Sujets à développer NL.IL.1 – I can occasionally identify the sound of a character or a word. NL.IL.2 – I can occasionally understand isolated words that I have
memorized, particularly when accompanied by gestures or pictures.
NM.IL.1 – I can understand a few courtesy phrases. NM.IL.2 – I can recognize and sometimes understand basic information in
words and phrases that I have memorized. NH.IL.3 – I can understand simple information with pictues and graphs. NL.IR.1 – I can occasionally recognize a few letters or characters. NL.IR.2 – I can connect some words, phrases or characters to their
meanings. NL.IC.1 – I can greet my peers. NL.IC.2 – I can introduce myself to someone. NL.IC.3 – I can answer a few simple questions NM.IC.1 – I can greet and leave people in a polite way. NM.IC.2 – I can introduce myself and others. NM.IC.6 – I can communicate basic information about myself and people I
know. NL.PS.1 – I can recite words and phrases that I have learned. NL.PS.3 – I can introduce myself to a group. NL.PW.1 – I can copy some characters or letters and words that I see on the
wall or board, in a book or on the computer. NL.PW.2 – I can write words and phrases that I have learned. N.CPP.1 – I can identify some common practices related to home and
community life of other cultures and my own. N. CP. 1 – I can identify some beliefs and values related to age, gender,
social class and ethnicity. N.CIA.1 – I can imitate some simple patterns of behavior in familiar settings
across cultures.
Vocabulaire
Greetings and Leave taking
Introducing yourself: French names, asking/answering “How are you?”, and asking/answering “Where are you from?”
Numbers 0-31, phone numbers
Dates, birthdates, days of the week, months of the year, time, seasons, and basic weather
Common courtesy; please, thank you, you are welcome
Structures grammaticaux
Subject verb agreement Contexte cultural
Socially acceptable forms for greeting people you know and don’t know (Tu vs. Vous)
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 3 of 24
Niveau 1 – Unité 1-Enchantée!
Résultats d’apprentissage spécifiques
Au but d’unité, l’apprenant pourra quoi faire?
Vocabulaire
Greetings and Leave taking
I can understand greetings I see or hear.
I can say hello and goodbye.
I can say hello and goodbye to someone my age or younger.
I can say hello and goodbye to my teacher, professor, or supervisor.
I can say hello to an adult.
I can imitate appropriate greetings. Introducing yourself: French names, asking/answering “How are you?”, and asking/answering “Where are you
from?”
I can understand when people introduce themselves.
I can understand when someone asks for a name.
I can tell someone my name.
I can introduce myself and provide basic personal information.
I can respond to an introduction.
I can say my name and ask someone’s name.
I can state my name, age, and where I live.
I can introduce myself.
Numbers 0-31, phone numbers
I can count from 1-30.
I can write numbers such as my phone number.
Dates, birthdates, months of the year, time, days of the week, basic weather, and seasons
I can give times, dates and weather information.
I can identify days of the week and the time.
I can recognize a date.
I can recognize some common weather expressions.
I can say the date and the day of the week.
I can list the months and seasons.
I can write the date and the day of the week.
I can write the months and seasons.
I can express the time and date as locals do.
I can understand some facts about the weather when weather symbols are used.
Common courtesy
I can understand when people express thanks.
I can express thanks and say please.
Structures grammaticaux
Subject verb agreement
I can understand who is being addressed with a question.
Contexte cultural
Socially acceptable forms for greeting people you know and don’t know
I can sometimes tell the way people address each other differently based on age and social standing.
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 4 of 24
Level 1 – Unité 1-Enchanté! Vocabulaire
Hello Bonjour, Salut
How are you? Comment allez-vous? Comment vas-tu?
What’s up? Ça va?
I am good. Je vais bien.
I am bad. Je vais mal.
I am fine. Comme ci, comme ça
My pleasure. Enchantée
My name is… Je m’appelle…
What is your name? Comment vous appelez-vous ? Comment tu t’appelles ?
Good morning. Bon matin
Good afternoon. Bonne après-midi
Good night. Bon soir
Who is…? Qui est..?
It is… C’est…
Goodbye. Au revoir, Adieu,
See you later. À tout à l’heure
See you Monday. À lundi.
Where are you from? Vous êtes d’où ? Tu es d’où ?
I am (from)… Je suis de…
Numbers 0-31 zéro, un, deux, etc.
What is your telephone number?
Quelle est votre/ton numéro de téléphone ?
Today is… Aujourd’hui est…
What is the date? Quelle est la date ?
January janvier
February février
March mars
April avril
May mai
June juin
July juillet
August aout
September septembre
October octobre
November novembre
December décembre
What time is it? Quelle heure est-il ?
It is… Il est…heure…
What day is today? Quel jour est-ce ?
Monday lundi
Tuesday mardi
Wednesday mercredi
Thursday jeudi
Friday vendredi
Saturday samedi
Sunday dimanche
week la semaine
weekend le weekend
month le mois
Why? Pourquoi ?
Please S’il vous plait. S’il te plait.
Thanks Merci.
You’re welcome. De rien. Il n’y a pas de quoi.
The weather Le temps
It’s nice. Il fait beau.
It’s bad. Il fait mauvais.
It’s sunny. Il fait du soleil.
It’s rainy. Il fait de la pluie.
It’s windy. Il fait du vent.
It’s cloudy. Il fait des nuages.
It’s snowing. Il fait de la neige.
The temperature is… La température est…
It’s hot. Il fait chaud.
It’s cold. Il fait froid.
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 5 of 24
Unité 2 – Qui suis-je ? Duré approximante 15 heures (10 jours)
Questions essentielles Do French students like to find out about others physical characteristics and personality traits? Do the French have a more polite way to find out about people?
But expérientiels Students will understand that:
Descriptions of people take a different format in French.
The locations of the 26 countries with French as the official language
Résultats d’apprentissage Sujets à développer NH.IL.1 – I can often understand words, phrases and
simple sentences related to everyday life. NL.IR.2 – I can connect some words, phrases, or
characters to their meanings. NM.IC.3 – I can answer a variety of simple questions. NL.PS.2 – I can state the names of familiar people, places,
and objects in pictures and posters using words or memorized phrases.
NM.PS.1 – I can present information about myself and others using words and phrases.
NM.PS.5 – I can name the main cities on a map. NL.PW.3 – I can write the names of countries on a map. N.CPP.1 – I can identify some common products related
to home and community life of other cultures and my own.
N. CP. 2 – I can identify some characteristics of national identity.
N.CIA.1 – I can imitate some simple patterns of behavior in familiar settings across cultures.
What will students know by the end of this unit?
Vocabulaire
Ages
Physical characteristics
Personality traits
Structures gramaticaux
Subject pronouns: I, you, he, she
Verbs: to be, to have
Basic Negation
Adjectives: agreement with gender
Contexte cultural
Socially acceptable forms for describing people you know and don’t know
Countries with French as an official language (26)
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 6 of 24
Niveau 1 – Unité 2-Qui suis-je ?
Résultats d’apprentissage spécifiques
Au but d’unité, l’apprenant pourra quoi faire?
Vocabulaire
Ages
I can understand questions about how old I am.
I can answer questions about how old I am.
Physical characteristics
I can sometimes understand questions or statements about my friends and classmates or workmates.
I can answer questions about what I look like.
I can say what I look like.
I can say what someone is like.
Personality traits
I can answer questions about what I am like.
I can say what I am like.
I can say what someone is like.
Structures grammaticaux
Subject pronouns: I, you, he, she
I can sometimes understand if people are referring to me in their conversations.
Verbs: to be, to have
I can use the verbs to be and to have to describe myself and others.
Basic Negation
I can use the negative “not” to help describe myself and others.
Adjectives: agreement with gender
I can use the appropriate adjective based on the gender of the object.
Context cultural
Socially acceptable forms for describing people you know and don’t know
I can imitate some simple patterns for describing people.
Countries with French as an official language (26)
I can recognize some cities on a map
I can name countries on a map.
I can name the main cities on a map.
I can write the names of countries on a map.
I can identify some geographical features of other countries.
I can identify some elements of geography that define a nation.
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 7 of 24
Level 1 – Unité 2-Qui suis-je ? Vocabulaire
How old is he/she? Quel âge a-t-il/elle? good looking beau/bel/belle
He/she is … years old. Il/elle a … ans. pretty joli/jolie
What are you like? Comment es-tu ? ugly laid/laide
I am… Je suis… fat gros/grosse
What is he/she like? Comment est-il/elle ? thin/skinny mince
He/She is… Il/elle est… bald chauve
nice gentil/gentille old vieux/vieil/vieille
unpleasant/unfriendly désagréable young jeune
funny amusant/amusante You have… Tu as…/Vous avez…
serious sérieux/sérieuse I have… J’ai…
athletic sportif/sportive He/she has… Il/elle a…
shy timide green eyes les yeux verts
outgoing agréable blue eyes les yeux bleus
lazy paresseux/paresseuse brown eyes les yeux marron
hard-working travailleur/travailleuse short hair les cheveux courts
intelligent intelligent/intelligente long hair les cheveux longs
stupid bête straight hair les cheveux raides
dumb stupide curly hair les cheveux frisés
interesting intéressant/intéressante brown hair les cheveux bruns
boring ennuyeux/ennuyeuse brunette brun/brune
weak faible blonde hair les cheveux blonds
strong fort blond blond/blonde
generous généreux/généreuse gray hair les cheveux gris
organized organisé/organisée red hair les cheveux roux
disorganized désorganisé/désorganisée red-headed roux/rousse
patient patient glasses des lunettes
impatient impatient braces un appareil dentaire
talented talentueux/talentueuse pimples des boutons/boutonneux
artistic artistique mustache des moustaches
creative créatif/créative beard une barbe
studious studieux/studieuse tattoo un tatouage
tall grand/grande scar une cicatrice
short petit/petite
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 8 of 24
Unité 3 – Qu’est-ce que tu aimes faire ? Duration : approximately 15 hours (10 days)
Questions essentielles
Do French students my age like the same things I do?
How often is it culturally appropriate to express likes and dislikes in Francophone countries and the USA?
But expérientiels Students will understand that:
Personal likes and dislikes are some of the determining factors in making friends
Cultural factors determine, to some extent, which sports/activities teens like/dislike as well as personal taste
Résultats d’apprentissage Sujets à développer NL.IL. NL.IR. NL.IC. NL.PS. NL.PW. N.CPP. N. CP. N.CIA.
Vocabulaire
Verbs for likes and dislikes
Common activities (categories and verbs)
Frequency words (how often)
Phrases for asking/saying why you like an activity
Structures grammaticaux
Using simple connector words in sentences (and, but, or)
Regular –er verbs (like préfèrer, aimer, détester, etc.)
Forming and answering simple questions
Contexte cultural
Which sports are more or less popular in that target culture than in my own
Where teens meet their friends in the target culture
What activities teens do with their friends in the target culture
About the popularity and usage of email, texting, etc. in the target culture
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 9 of 24
Niveau 1 – Unité 3-Qu’est-ce qui tu aimes faire ?
Résultats d’apprentissage spécifiques
Au but d’unité, l’apprenant pourra quoi faire?
Vocabulaire
Verbs for likes and dislikes
I can
Les activités diverses pour les jeunes (common activities by categories and verbs)
I can
Frequency words (how often)
I can
Phrases for asking/saying why you like an activity
I can
Structures grammaticaux
Using simple connector words in sentences (and, but, or)
I can use connector words to make more complex sentences.
Regular –er verbs (like préfèrer, aimer, détester, etc.)
I can conjugate regular –er verbs to express what I like and don’t like to do.
Forming and answering simple questions
I can understand/answer simple questions.
I can ask simple questions.
Contexte cultural
Which sports are more or less popular in that target culture than in my own
I can
Where teens meet their friends in the target culture
I can
What activities teens do with their friends in the target culture
I can
About the popularity and usage of email, texting, etc. in the target culture
I can
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 10 of 24
Niveau 1 – Unité 3-Qu’est-ce que tu aimes faire ? Vocabulaire I like… J’aime… to listen écouter
He/She likes… Il/Elle aime… to read lire
You like… Tu aimes…/Vous aimez… to practice pratiquer
I don’t like… Je n’aime pas to run courir
He/She doesn’t like… Il/Elle n’aime pas to text faire le SMS
You don’t like… Tu n’aimes pas…/Vous n’aimez pas
to eat manger
What do you like to do? Qu’est-ce que tu aimes faire? to draw dessiner
What does he/she like to do?
Qu’est-ce qu’il/elle aime faire? to hang out with friends
être avec des amis
Do you like…? Tu aimes…?/Vous aimez…? to watch a movie regarder un film
What do you like more? Qu’est-ce que tu aimes mieux? to dance danser
What do you prefer to do? Qu’est-ce que tu préfères faire? /Qu’est-ce que vous préférez faire?
to play a sport jouer à…
I prefer… Je préfère… to play an instrument jouer de …
a little un peu to sing chanter
a lot beaucoup to watch TV regarder la télé
me too moi aussi to sleep dormir
me neither moi non plus to work travailler
And why? Et pourquoi ? to surf the internet surfer sur l’internet
because parce que to shop faire les courses
with avec to drink boire
With whom? Avec qui ? to travel voyager
with you avec toi/vous to skateboard faire du skate
with me avec moi to ride a bike faire du vélo (de la bicyclette)
my friends mes amis to buy acheter
my family ma famille to write écrire
When? Quand ? to do homework faire les devoirs
in dans, en, à to be alone être seule
on sur, en to be with friends être avec des amis
How often? Combien de fois ? to cook cuisinier/faire la cuisine
sometimes quelque fois to walk marcher/faire une promenade
never jamais to clean nettoyer
every day chaque jour to exercise faire l’exercice
rarely rarement to go aller
often souvent to drive conduire
in the winter en hiver to chat bavarder
in the spring au printemps sports les sports
in summer en été game un jeu
in fall en automne baseball le baseball
to love aimer, adorer soccer le football
to hate détester football le football américain
free time/past times temps libre/passé temps tennis le tennis
to swim nager volleyball le volley
to talk on the phone parler au téléphone basketball le basket
to study étudier golf le golf
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 11 of 24
Unité 4 – À l’école Duration : approximately 18 hours (12 days)
Essential Questions
What is the role of school in a given Francophone country?
What influences choices and school-related activities?
Unit Understandings Students will understand that:
It is not necessary to
It is necessary to
Cultural factors determine
Learner Benchmarks Unit Content NL.IL. NL.IR. NL.IC. NL.PS. NL.PW. N.CPP. N. CP. N.CIA.
What will students know by the end of this unit?
Vocabulary
Classroom items
Courses in school
Description of classes
Ordering words and ordinal numbers
Scheduling words
Grammar Structures
The verb “to have”
Definite and indefinite articles
Present tense of regular verbs
Cultural Content
Compare school schedules in the target culture and one’s own
Give some information about teen participation in sports in the target culture
Compare how students and teachers interact in the target culture
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 12 of 24
Level 1 – Unité 4-À l’école Vocabulaire
book un livre French le français
pen un stylo Spanish l’espagnol
pencil un crayon German l’allemand
paper du papier first premier, première, 1er
notebook un cahier second deuxième, second(e), 2ème
binder un third troisième, 3ème
writing pad un bloc fourth quatrième, 4ème
computer un ordinateur fifth cinquième, 5ème
dictionary un dictionnaire sixth sixième, 6ème
student desk un pupitre seventh septième, 7ème
teacher desk un bureau eight huitième, 8ème
backpack un sac ninth neuvième, 9ème
calculator une calculatrice tenth dixième, 10ème
Math les mathématiques then puis
Science les sciences next prochain(e)
World Language les langues after/ afterwards après
History l'histoire after that après ça
PE l’éducation physique again encore une fois/de nouveau
English l’anglais classroom la salle de classe/la classe
Art l’art gym le gymnase
Music la musique lab le laboratoire
Lunch le déjeuner office le bureau
Computer Science and Technology
l'informatique et la technologie
principal le surveillant
difficult difficile
easy facile
interesting intéressant
boring ennuyant
a lot beaucoup
a little un peu
There is/There are Il y a
My favorite class is… Ma classe favorite est…
It starts (begins) at… Elle commence à…
It ends at… Elle finit à…
I need J’ai besoin de…
schedule un horaire
class/course la classe
teacher le prof(esseur)
elementary school l’école
middle school le collège
high school le lycée
college l’université
*review time
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 13 of 24
Level 1 – Unité 4-À l’école
Sample Learning Targets
What will students know and be able to do by the end of the unit?
Vocabulary
Classroom items
I can
Courses in school
I can
Description of classes
I can
Ordering words and ordinal numbers
I can
Scheduling words
I can
Grammar Structures
The verb “to have”
I can
Definite and indefinite articles
I can
Present tense of regular verbs
I can
Cultural Content
Compare school schedules in the target culture and one’s own
I can
Give some information about teen participation in sports in the target culture
I can
Compare how students and teachers interact in the target culture
I can
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 14 of 24
Unité 5 – La famille Duration : approximately 18 hours (12 days)
Essential Questions
How does culture influence family traditions and family relationships?
How is the Francophone culture’s view of family similar to the view in the USA?
Unit Understandings Students will understand that:
It is not necessary to
It is necessary to
Cultural factors determine
Learner Benchmarks Unit Content NL.IL. NL.IR. NL.IC. NL.PS. NL.PW. N.CPP. N. CP. N.CIA.
What will students know by the end of this unit?
Vocabulary
Names to identify family members
Identifiers for pets
Places to live
Descriptive words for family members
Grammar Structures
Possessive adjectives
Review of the verbs to be and to have
Adjective agreement with both gender and number
Cultural Content
Define the “nuclear family” for both the target culture and the native culture
Compare what families do together in target culture and one’s own
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 15 of 24
Level 1 – Unité 5-La famille Vocabulaire
father le père pet le mascotte
mother la mère dog le chien
parents les parents cat le chat
brother le frère fish le poisson
sister la sœur bird l’oiseau
uncle l’oncle to live habiter/vivre
aunt la tante house une maison
stepfather/father-in-law le beau-père appartement un appartement
stepmother/mother-in-law la belle-mère elder ainé(e)
stepsister/ half-sister la demi-sœur younger cadet(te)
stepbrother/ half-brother le demi-frère my mon/ma/mes
grandmother la grand-mère your ton/ta/tes/votre/vos
grandfather le grand-père his/her/its son/sa/ses
grandparents les grands-parents our notre/nos
cousin le cousin/la cousine their leur/leurs
nephew le neveu
niece la nièce
son le fils
daughter la fille
step-son/son-in-law le beau-fils
step-daughter/ daughter-in-law
la belle-fille
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 16 of 24
Level 1 – Unité 5-La famille
Sample Learning Targets
What will students know and be able to do by the end of the unit?
Vocabulary
Names to identify family members
I can
Identifiers for pets
I can
Places to live
I can
Descriptive words for family members
I can
Grammar Structures
Possessive adjectives
I can
Review of the verbs to be and to have
I can
Adjective agreement with both gender and number
I can
Cultural Content
Define the “nuclear family” for both the target culture and the native culture
I can
Compare what families do together in target culture and one’s own I can
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 17 of 24
Unité 6 – Les passe-temps Duration : approximately 15 hours (10 days)
Essential Questions
What are the most popular pastimes in Francophone countries?
How does culture influence personal choices of pastimes?
Unit Understandings Students will understand that:
It is not necessary to
It is necessary to
Cultural factors determine
Learner Benchmarks Unit Content NL.IL. NL.IR. NL.IC. NL.PS. NL.PW. N.CPP. N. CP. N.CIA.
What will students know by the end of this unit?
Vocabulary
Calling on the phone
Making invitations
Accepting/refusing invitations
Locations in town
Grammar Structures
The verb “to go”
The near future tense
Cultural Content
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 18 of 24
Level 1 – Unité 6-Les passe-temps Vocabulary
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 19 of 24
Level 1 – Unité 6-Les passe-temps
Sample Learning Targets
What will students know and be able to do by the end of the unit?
Vocabulary
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 20 of 24
Unité 7 – Au restaurant Duration : approximately 18 hours (12 days)
Essential Questions
How does culture affect our view of clothing?
How do preferences of clothing and accessories differ in Francophone countries and the
USA?
Unit Understandings Students will understand that:
It is not necessary to
It is necessary to
Cultural factors determine
Learner Benchmarks Unit Content NL.IL. NL.IR. NL.IC. NL.PS. NL.PW. N.CPP. N. CP. N.CIA.
What will students know by the end of this unit?
Vocabulary
Grammar Structures
Cultural Content
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 21 of 24
Level 1 – Unité 7-Au restaurant Vocabulary
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 22 of 24
Level 1 – Unité 7-Au restaurant
Sample Learning Targets
What will students know and be able to do by the end of the unit?
Vocabulary
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 23 of 24
Unité 8 – Les vêtements Duration : approximately 18 hours (12 days)
Essential Questions
How do housing situations differ between cultures?
How does culture affect chores and who completes them?
Unit Understandings Students will understand that:
It is not necessary to
It is necessary to
Cultural factors determine
Learner Benchmarks Unit Content NL.IL. NL.IR. NL.IC. NL.PS. NL.PW. N.CPP. N. CP. N.CIA.
What will students know by the end of this unit?
Vocabulary
Grammar Structures
Cultural Content
Chapman High School World Languages Department
Frances Pack, M.Ed.
Page 24 of 24