french grade ii - midland park school district

Midland Park Public Schools

French

Grade II

Prepared by:

Yana Seminara

Superintendent of Schools:

Marie C. Cirasella, Ed.D.

Approved by the Midland Park Board of Education on

January 21, 2020

Born on Date September 2014

Revised Date December 2019


French 2

Pre-requisite: French Grade 8

Course Summary

The High School World Language Program is continually refined to provide interdisciplinary and cross-curricular units that are infused with special projects that are designed to maximize student second language acquisition. French 2 is a logical continuation to French 1A and 1B or French 1. The language laboratory and audio/visual programs and other ancillary materials are an integral part of the curriculum. Realia, such as music, newspapers, magazines, and videos are utilized in the target language for motivation, enjoyment, and enhancement of speaking, reading, and for listening proficiency. The students will be able to read, write, listen, and speak at an above-novice level in the present, past and near future tenses. They will continue to develop an appreciation and an awareness of the cultures in the French-speaking world through their class readings and discussion and furthered through their own research.

Suggested Course Sequence

Unit 1: Family and Community

Sub-unit 1: My Family and Friends - 6 weeks

Sub-unit 2: Cultural Celebrations – 6 weeks

Sub-unit 3: Food Shopping – 6 weeks


Unit 2: Contemporary Life

Sub-unit 1: In the High School – 6 weeks

Sub-unit 2: A Typical Day of a Teen – 6 weeks

Mini-unit: A Time Capsule (an inter-cultural project with a sister school in France) – 2 weeks

Course/Grade-level Goals

7.1 World Languages All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.

Interpretive Mode:

Linguistic: The Intermediate-Low language learner understands and communicates at the sentence level and can use simple sentences independently to:

• Identify the main idea and some supporting details when reading. • Understand the gist and some supporting details of conversations dealing with

everyday life. • Infer the meaning of some unfamiliar words when used in familiar contexts.

Cultural:

• Immigration changes both the community of origin and the new community. (Topics that assist in the development of this understanding should include, but are not


limited to: current and past immigration patterns, the impact of immigration on society, and related issues.)

• The study of another language and culture deepens understanding of where and how people live and why events occur. (Content areas that assist in the development of this understanding should include, but are not limited to: history, science, economics, and geography.)

• Due to globalization and advances in technology, the products and practices of a culture change over time, and these changes may impact cultural perspectives. (Content areas that assist in the development of this understanding should include, but are not limited to: science, technology, history, social sciences, the visual and performing arts, and world literature.)

• Human and animal migration are often related to the availability of resources and the ability to adapt to the environment. (Topics that assist in the development of this understanding should include, but are not limited to: habitats, animals, weather, science, geography, social sciences, and distribution of resources.)

• Personal preferences and skills are key factors to consider when making decisions about postsecondary plans. (Topics that assist in the development of this understanding should include, but are not limited to: personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and preparation.)

• The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the development of this understanding should include, but are not limited to: likes/dislikes, pastimes, schedules, and travel.)

• Wellness practices may vary across cultures. (Topics that assist in the development of this understanding should include, but are not limited to: sports and physical fitness activities and common health conditions/problems and remedies.)

• Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current information on perspectives of the target culture on local, national, and global problems/issues. (Topics that assist in the development of this understanding should include, but are not limited to: current events and contemporary and emerging global issues, problems, and challenges [e.g., population growth and migration; environmental degradation and protection; discrimination and other conflicts; and the allocation of scarce resources].)

• Current trends and issues influence popular culture. (Topics that assist in the development of this understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)


Interpersonal Mode:


• Ask and answer questions related to everyday life. • Handle simple transactions related to everyday life: Initiate, maintain, and end a conversation. Ask for and give permission. Express needs. Give reasons. Request, suggest, and make arrangements. Extend, accept, and decline an invitation. Express an opinion and preference.

Cultural: The Intermediate-Low Cultural Content Statements

remain the same for all the strands.

Presentational Mode:


• Handle simple transactions related to everyday life: Express needs. Give reasons. Express an opinion and preference. Request and suggest.

Cultural: The Intermediate-Low Cultural Content Statements remain the same for all

the strands.


Unit Overview Content Area: French 2 Unit Title: Unit 1: Family and Community Life Target Course/Grade Level: Grade 9, Intermediate-Low

Learning Targets Standards: World Languages, Intermediate-Low All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Interpretive: may impact cultural perspectives. (Content areas that assist in the development of this understanding should

include, but are not limited to: science, technology, history, social sciences, the visual and performing arts, and world literature.)

Human and animal migration are often related to the availability of resources and the ability to adapt to the environment. (Topics that assist in the development of this understanding should include, but are not limited to: habitats, animals, Linguistic: The Intermediate-Low language learner understands and communicates at the sentence level and can use simple sentences independently to: Identify the main idea and some supporting details when reading. Understand the gist and some supporting details of conversations dealing with everyday life. Infer the meaning of some unfamiliar words when used in familiar contexts. Cultural: Immigration changes both the community of origin and the new community. (Topics that assist in the development

of this understanding should include, but are not limited to: current and past immigration patterns, the impact of immigration on society, and related issues.)

The study of another language and culture deepens understanding of where and how people live and why events

occur. (Content areas that assist in the development of this understanding should include, but are not limited to: history, science, economics, and geography.)

Due to globalization and advances in technology, the products and practices of a culture change over time, and

these changes weather, science, geography, social sciences, and distribution of resources.) Personal preferences and skills are key factors to consider when making decisions about postsecondary plans.

(Topics that assist in the development of this understanding should include, but are not limited to: personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration and preparation.)

The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the

development of this understanding should include, but are not limited to: likes/dislikes, pastimes schedules, and travel.)

Wellness practices may vary across cultures. (Topics that assist in the development of this understanding should

include, but are not limited to: sports and physical fitness activities and common health conditions/problems and remedies.)


Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current information on perspectives of the target culture on local, national, and global problems/issues. (Topics that assist in the development of this understanding should include, but are not limited to: current events and contemporary and emerging global issues, problems, and challenges [e.g., population growth and migration; environmental degradation and protection; discrimination and other conflicts; and the allocation of scarce resources].)

Current trends and issues influence popular culture. (Topics that assist in the development of this understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.)

Cumulative Progress Indicator (CPI) 7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses. 7.1.IL.A.3 Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, intonation, and cultural practices) in the target culture(s) and in one’s own culture. 7.1.IL.A.4 Use the target language to describe people, places, objects, and daily activities learned about through oral or written descriptions. 7.1.IL.A.6 Identify the main idea, theme, and most supporting details in readings from age- and level-appropriate, culturally authentic materials 7.1.IL.A.7 Infer the meaning of a few unfamiliar words in some new contexts. 7.1.IL.A.8Compare and contrast unique linguistic elements in English and the target language. Interpersonal Linguistic: The Intermediate-Low language learner understands and communicates at the sentence level and can use simple sentences independently to: Ask and answer questions related to everyday life. Handle simple transactions related to everyday life:

o Initiate, maintain, and end a conversation. o Ask for and give permission. o Express needs. o Give reasons. o Request, suggest, and make arrangements. o Extend, accept, and decline an invitation. o Express an opinion and preference.

7.1.IL.B.1 Use digital tools to participate in short conversations and to exchange information related to targeted themes 7.1.IL.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age- and level-appropriate classroom and cultural activities. 7.1.IL.B.3 Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar situations 7.1.IL.B.4 Ask and respond to factual and interpretive questions of a personal nature or on school-related topics 7.1.IL.B.5 Engage in short conversations about personal experiences or events and/or topics studied in other content areas. Presentational: Linguistic: The Intermediate-Low language learner understands and communicates at the sentence level and can use simple sentences independently to: Handle simple transactions related to everyday life

o Express needs. o Give reasons.


o Express an opinion and preference. o Request and suggest.

Cultural: The Intermediate-Low Cultural Content Statements remain the same for all the strands. 7.1.IL.C.1 Use knowledge about cultural products and cultural practices to create a multi-media rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.IL.C.2 Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports. 7.1.IL.C.3 Use language creatively to respond in writing to a variety of oral or visual prompts. 7.1.IL.C.4 Compare and contrast age- and level-appropriate culturally authentic materials orally and in writing. 7.1.IL.C.5 Compare and contrast cultural products and cultural practices associated with the target culture(s) and one’s own culture, orally, in writing, or through simulation. 7.1.IL.C.6 Summarize requirements for professions/careers that require proficiency in a language other than English based on exploration of the 16 Career Clusters. Cultural: The Intermediate-Low Cultural Content Statements remain the same for all the strands.

Standard: Technology: 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

Strand:

A. Technology Operations and Concepts: Students demonstrate a sound understanding

of technology concepts, systems and operations.

8.1.12.A.1

Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

8.1.12.A.3 Collaborate in online courses, learning communities, social network Strand:

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and C. develop innovative products and process using technology.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial Strand:

D. Communication and Collaboration: Students use digital media and environments to communicate E. and work collaboratively, including at a distance, to support individual learning and contribute to F. the learning of others.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Strand :

G. Digital Citizenship: Students understand human, cultural, and societal issues related to technology H. and practice legal and ethical behavior.

8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

8.1.12.D.2

Evaluate consequences of unauthorized electronic access (e.g., hacking) and disclosure, and on dissemination of personal information.

8.1.12.D.3 Compare and contrast policies on filtering and censorship both locally and globally. 8.1.12.D.4 Research and understand the positive and negative impact of one’s digital footprint. 8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their

potential to address personal, social, lifelong learning, and career needs. Strand: E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use

information.

http://www.careerclusters.org/16clusters.cfm


8.1.12.E.1

Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

8.1.12.E.2

Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.

Strand: F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

8.1.12.F.1

Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Unit Essential Questions What do I do to help me understand the details of what I read and hear in the context of Family and Community? How does what I know about the target culture help me understand what I hear and read from native speakers and writers about their community life?? How do I avoid miscommunication? How can I use culturally appropriate vocabulary and idiomatic expressions to sound more authentic comparing my community to that of a target culture? How do I decide what needs further editing and revision in written communication with peers in the target culture? How does the use of self-correction enhance my presentation and help to clarify my message in communicating with peers in the target culture?

Unit Enduring Understandings: Looking for cognates and looking at visuals can often help me to better understand. The cultural background of the author influences the message that is delivered in both speech and writing. When I stretch my use of vocabulary and idiomatic expressions, my exchanges with native speakers become richer. When I reflect upon what I want to say in speech and writing and change it based on my teacher’s comments, the work product is improved and enhanced. I will have to make decisions about when to correct errors and when to gloss over them based on the audience and the effectiveness of the message being delivered.

Unit Learning Objectives Students will be able to use the following language functions and structures in interpretive, interpersonal and presentational modes of communication in the context of A. Introductions and Salutations 1. Describe yourself, your family, and your friends a. using present tense with auxiliary verbs avoir, etre b. using regular ‐er, ‐ir, ‐re verbs, dormir, adjective of agreement c. family nicknames and lifestyles in French and Francophone families B. Physical and Character Traits 1. Describe self and others a. use Tu vs. Vous, talk about your family members –mere, pere, etc. b. singular and plural forms of definite and indefinite articles, adjective agreement, etre/avoir with


present, negative expressions C. Origins 1. Describe heritage by talking about your family and friends 2. Describe family relationships by talking about your immediate family members D. Celebrations 1. Describe personal celebrations and holidays in Francophone culture a. wish someone a good time, using passé compose, with avoir/etre, offrir b. ask for and give advice using direct and indirect object pronouns c. know about Noel, l’Epiphanie, le 14 Juillet, le Carnaval 2. Describe your likes and dislikes a. express your needs with irregular adjectives, beau, nouveau, and vieux b. know days and months, birthdays, and holidays c. ask for help using tu peux m’aider á, ca t’ennuie de, d’accord E. Preferences 1. Ask preferences by using interrogative pronouns (lequel, laquelle) a. recommend and advise against something by using demonstrative pronouns (celui, celle, ceux, celles) b. tell what you will do by using the future of regular and irregular verbs – le verb courir 2. Describe food and eating a. talk about food preparations b. talk about shopping for groceries c. describe planning a party d. talk about likes and dislikes

Evidence of Learning Summative Assessment • Letters • Oral Reports • Original Stories • Oral Interview • Skit • Poetry Recitations • Art Work/ Designs/Drawings • Portfolio

Alternative Assessments: Formative Assessment using Self- and Peer-Evaluations, Dynamic Assessment, Task-based assessment Formative Assessments • Recorded students’ exchanges • Journal writing • Vocabulary and grammar quizzes • Mini-skits • Cultural trivia • listening comprehension activities ( a news cast, a you-tube video, recorded mini-dialogues) • reading comprehension of culturally authentic sources ( a penpal letter, a magazine article)


• Information gap interpersonal exchanges Exit slip (short written response

Technology Resources: Bien Dit 2 textbook (electronic version) Bien Dit 2 cahier de vocabulaire et grammaire (electronic version) T’es Branche 3 textbook (electronic version) DVD: télévocab Grammavision Téléroman On rappe Projector Chromebooks Skype Teacher created materials (Kahoot, quizlet, google doc, google slides)

Lesson Plans Week # Concept Time frame: 5

lessons a week, 50 minutes each

1 La rentree – review of classroom expressions, course expectations Geoculture: Paris

1

2 Sub-unit 1: Ma Famille et mes copains: Vocabulary- describing family and friends Grammar- review avoir and être, adjective agreement, irregular adjectives

1

3 Culture- La cursive, La Famille au Maroc Application 1

1

4

Vocabulary- After-school activities Grammar- review –er, -ir, and –re verbs

1

5 Application 2 Developing listening and reading skills (Téléroman, “Connections”) Developing reading and writing skills (“le Vieux Piano” “L’enfant á l’harmonica)

1

6

Cumulative review Summative assessment (interpretive, interpersonal, presentational skills)

1

7

Sub-unit 2: On fait la fête Vocabulary- celebrations Grammar- direct and indirect object pronouns, offrir, souffrir, ouvrir

1

8 Application 1 1


Culture: Le Carnaval; Invitations

9 Vocabulary- party preparations Grammar- review the passé compose, negative expressions

1

10

Application 2 Developing listening and reading skills (Téléroman,) Developing reading and writing skills “Le reveillon en fete”

1

11-12

Cumulative review Summative assessment (interpretive, interpersonal, presentational skills) Geoculture: Quebec

2

13 Sub-unit 3 Faisons les Courses Vocabulary- fruits, vegetables, and cooking Grammar- review the partitive, question formation, pronoun y

1

14

Application 1 Culture: Le sirop d’erable

1

15 Vocabulary- food shopping Grammar- en, placement of pronouns, review contractions with de and à

1

16 Application 2 Developing listening and reading skills (Téléroman, Developing reading and writing skills (“Le Petit Nicolas”)

2

17-18 Cumulative review Summative assessment (interpretive, interpersonal, presentational skills)

2

Curriculum Development Resources Click links below to access additional resources used to design this unit: http://www.state.nj.us/education/aps/cccs/wl/ http://my.hrw.com http://www.flevideo.com http://apprendre.tv5monde.com http://epals.com http://maryglasgow.com Accomodations: • English Language Learners

Give tests orally

Give instructions/directions in writing and orally

Assign a buddy, same language or English speaking

http://my.hrw.com/

http://apprendre.tv5monde.com/

http://maryglasgow.com/


Allow errors in speaking

Allow errors in writing

Accept writing in first language

Highlight key vocabulary

Reduce amount of work required

Assess comprehension through demonstration or other alternative means (gestures, drawings)

Allow open book tests

For each question, indicate page number in textbook where answer is found

Rephrase questions, directions, and explanations

Use group projects rather than individual work

Reduce multiple choices to two

Provide study guides and/ or outlines

Provide video on subject

Allow extended time to answer questions, and permit drawing, as an explanation

Accept participation at any level, even one word

• At-Risk Students: Slow-paced learners option for differentiated instruction incorporated in “Bien Dit” series. Grammar Tutor.

• Gifted and Talented Students: Advances learners option for differentiated instruction incorporated in “Bien Dit” series

• Special Needs Students/504 Preferential seating

Strategic/flexible grouping and pairing

Ample wait time before calling on students

Student self-assessment, self-monitoring of progress

Speaking: Provide sentence starters, processing time, cues and prompts, embedded choices, practice time; repeating/ simplifying of directions; clear visual, verbal and demonstrative modeling; think/Pair/Share

Have students set personal growth goals


Groups/Pairs: teach rules and expectations; skills of independence – bridging phrases, disagreeing agreeably, voice level; strategies for moving in and out of groups; signal for getting teacher’s attention

Allow: flexible grouping; adequate/extra time; assign group roles; ample use of visuals; kinesthetic activities; rhythm, music, body movements; teach vocab in context, and in small chunks; break down assignments into manageable parts/tasks

Reading: Use peer tutoring; label main ideas; label 5 W’s; visual imagery; graphic organizers

Allow: Highlighting of key words/concepts; silent pre-reading; partner reading

Teach: Pre-reading strategies; ‘During’ reading strategies; Post-reading strategies; Use of manipulatives; Use of graphic organizers; Frequent repetition; Learning centers or stations that address varied activities, skills, learning modalities

Writing: Shorten task; Require lists rather than sentences. Allow: note-taking; visual representation of ideas; collaborative writing; Brainstorm word bank; Pre-writing with graphic organizers. Provide: Model of writing; Structure for writing; Fill-in-blank form for note-taking

Career Ready Practices CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 21 Century Life and Career 9.1 Financial Literacy By the end of Grade 12, students will be able to: 9.1.12.A.3 Analyze the relationship between various careers and personal earning goals. 9.1.12.A.5 Analyze how the economic, social, and political conditions of a time period can affect the labor market. 9.1.12.A.8 Analyze different forms of currency and how currency is used to exchange goods and services. 9.1.12.A.9 Analyze how personal and cultural values impact spending and other financial decisions. 9.1.12.B.4 Analyze how income and spending plans are affected by age, needs, and resources. 9.1.12.B.5 Analyze how changes in taxes, inflation, and personal circumstances can affect a personal budget. 9.1.12.B.6 Design and utilize a simulated budget to monitor progress of financial plans. 9.1.12.C.1 Compare and contrast the financial benefits of different products and services offered by a variety of financial institutions


9.1.12.D.12 Compare and contrast the past and present role of government in the financial industry and in the regulation of financial markets. 9.1.12.E.4 Evaluate how media, bias, purpose, and validity affect the prioritization of consumer decisions and spending.. 9.1.12.E.10 Determine reasons for the increase of identity theft worldwide and evaluate the extent to which victims of identity theft are successful in fully restoring their personal identities. 9.2 Career Awareness, Exploration and Preparation 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education. 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures. 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability. Companion Standards 11-12 NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. NJSLSA.W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation. NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. NJSLSA.W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


UDL Principle 1: Representation • The volume or rate of speech or sound • The speed or timing of video, animation, sound, simulations, etc. • The font used for print materials • Use text equivalents in the form of captions or automated speech-to-text (voice recognition) for

spoken language • Provide visual diagrams, charts, notations of music or sound • Provide physical objects and spatial models to convey perspective or interaction • Provide auditory cues for key concepts and transitions in visual information • Follow accessibility standards (NIMAS, DAISY, etc.) when creating digital text • Pre-teach vocabulary and symbols, especially in ways that promote connection to the learners’

experience and prior knowledge • Define domain-specific vocabulary (e.g., “map key” in social studies) using both domain-specific

and common terms • Anchor instruction by linking to and activating relevant prior knowledge (e.g., using visual

imagery, concept anchoring, or concept mastery routines) • Use advanced organizers (e.g., KWL methods, concept maps) • Pre-teach critical prerequisite concepts through demonstration or models • “Chunk” information into smaller elements • Progressively release information (e.g., sequential highlighting) • Provide checklists, organizers, sticky notes, electronic reminders UDL Principle 2: Action and Expression • Compose in multiple media such as text, speech, drawing, illustration, design, film, music,

dance/movement, visual art, sculpture or video • Use physical manipulatives (e.g., blocks, 3D models, base-ten blocks) • Use social media and interactive web tools (e.g., discussion forums, chats, web design, annotation

tools, storyboards, comic strips, animation presentations) • Provide spellcheckers, grammar checkers, word prediction software • Use web applications (e.g., wikis, animation, presentation) • Provide models or examples of the process and product of goal-setting • Provide guides and checklists for scaffolding goal-setting • Post goals, objectives, and schedules in an obvious place • Provide checklists and guides for note-taking • Ask questions to guide self-monitoring and reflection UDL Principle 3: Means of Engagement • Provide learners with as much discretion and autonomy as possible by providing choices in such

things as: o The level of perceived challenge o The tools used for information gathering or production o The sequence or timing for completion of subcomponents of tasks • Design activities so that learning outcomes are authentic, communicate to real audiences, and

reflect a purpose that is clear to the participants • Provide tasks that allow for active participation, exploration and experimentation


• Invite personal response, evaluation and self-reflection to content and activities • Create an accepting and supportive classroom climate • Encourage and support opportunities for peer interactions and supports • Create expectations for group work


Unit Overview Content Area: French 2 Unit Title: Unit 2: Contemporary Life Target Course/Grade Level: Grade 9, Intermediate-Low

Learning Targets Standards: World Languages, Intermediate-Low All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Interpretive: may impact cultural perspectives. (Content areas that assist in the development of this understanding

should include, but are not limited to: science, technology, history, social sciences, the visual and performing arts, and world literature.)

Human and animal migration are often related to the availability of resources and the ability to adapt to the environment. (Topics that assist in the development of this understanding should include, but are not limited to: habitats, animals, Linguistic: The Intermediate-Low language learner understands and communicates at the sentence level and can use simple sentences independently to: Identify the main idea and some supporting details when reading. Understand the gist and some supporting details of conversations dealing with everyday life. Infer the meaning of some unfamiliar words when used in familiar contexts. Cultural: Immigration changes both the community of origin and the new community. (Topics that assist in the

development of this understanding should include, but are not limited to: current and past immigration patterns, the impact of immigration on society, and related issues.)

The study of another language and culture deepens understanding of where and how people live and why

events occur. (Content areas that assist in the development of this understanding should include, but are not limited to: history, science, economics, and geography.)

Due to globalization and advances in technology, the products and practices of a culture change over time,

and these changes weather, science, geography, social sciences, and distribution of resources.) Personal preferences and skills are key factors to consider when making decisions about postsecondary

plans. (Topics that assist in the development of this understanding should include, but are not limited to: personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration and preparation.)

The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the

development of this understanding should include, but are not limited to: likes/dislikes, pastimes schedules, and travel.)

Wellness practices may vary across cultures. (Topics that assist in the development of this understanding

should include, but are not limited to: sports and physical fitness activities and common health conditions/problems and remedies.)


Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current

information on perspectives of the target culture on local, national, and global problems/issues. (Topics that assist in the development of this understanding should include, but are not limited to: current events and contemporary and emerging global issues, problems, and challenges [e.g., population growth and migration; environmental degradation and protection; discrimination and other conflicts; and the allocation of scarce resources].)

Current trends and issues influence popular culture. (Topics that assist in the development of this understanding should include, but are not limited to: fashion, style, popular music, art, and pastimes.) Cumulative Progress Indicator (CPI) 7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses. 7.1.IL.A.3 Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, intonation, and cultural practices) in the target culture(s) and in one’s own culture. 7.1.IL.A.4 Use the target language to describe people, places, objects, and daily activities learned about through oral or written descriptions. 7.1.IL.A.6 Identify the main idea, theme, and most supporting details in readings from age- and level-appropriate, culturally authentic materials 7.1.IL.A.7Infer the meaning of a few unfamiliar words in some new contexts. 7.1.IL.A.8Compare and contrast unique linguistic elements in English and the target language. Interpersonal Linguistic: The Intermediate-Low language learner understands and communicates at the sentence level and can use simple sentences independently to: Ask and answer questions related to everyday life. Handle simple transactions related to everyday life:

o Initiate, maintain, and end a conversation. o Ask for and give permission. o Express needs. o Give reasons. o Request, suggest, and make arrangements. o Extend, accept, and decline an invitation. o Express an opinion and preference.

Cultural: The Intermediate-Low Cultural Content Statements remain the same for all the strands. 7.1.IL.B.1 Use digital tools to participate in short conversations and to exchange information related to targeted themes 7.1.IL.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age- and level-appropriate classroom and cultural activities. 7.1.IL.B.3 Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar situations 7.1.IL.B.4 Ask and respond to factual and interpretive questions of a personal nature or on school-related topics 7.1.IL.B.5 Engage in short conversations about personal experiences or events and/or topics studied in other content areas. Presentational:


Linguistic: The Intermediate-Low language learner understands and communicates at the sentence level and can use simple sentences independently to: Handle simple transactions related to everyday life

o Express needs. o Give reasons. o Express an opinion and preference. o Request and suggest.

Cultural: The Intermediate-Low Cultural Content Statements remain the same for all the strands. 7.1.IL.C.1 Use knowledge about cultural products and cultural practices to create a multi-media rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.IL.C.2 Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports. 7.1.IL.C.3 Use language creatively to respond in writing to a variety of oral or visual prompts. 7.1.IL.C.4 Compare and contrast age- and level-appropriate culturally authentic materials orally and in writing. 7.1.IL.C.5 Compare and contrast cultural products and cultural practices associated with the target culture(s) and one’s own culture, orally, in writing, or through simulation. 7.1.IL.C.6 Summarize requirements for professions/careers that require proficiency in a language other than English based on exploration of the 16 Career Clusters.

Standard: Technology: 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

Strand:

I. Technology Operations and Concepts: Students demonstrate a sound understanding J. of technology concepts, systems and operations.

8.1.12.A.1

Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

8.1.12.A.3 Collaborate in online courses, learning communities, social network Strand:

K. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge L. and develop innovative products and process using technology.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial Strand:

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Strand :

M. Digital Citizenship: Students understand human, cultural, and societal issues related to N. technology and practice legal and ethical behavior.

8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

8.1.12.D.2

Evaluate consequences of unauthorized electronic access (e.g., hacking) and disclosure, and on dissemination of personal information.

http://www.careerclusters.org/16clusters.cfm


8.1.12.D.3 Compare and contrast policies on filtering and censorship both locally and globally. 8.1.12.D.4 Research and understand the positive and negative impact of one’s digital footprint. 8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess

their potential to address personal, social, lifelong learning, and career needs. Strand: E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use

information. 8.1.12.E.1

Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

8.1.12.E.2

Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.

Strand: F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

8.1.12.F.1

Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Unit Essential Questions What do I do to help me understand the details of what I read about teens in the target cultures? How does what I know about the target culture help me understand what I hear and read from teen native speakers and writers? How do teens in the target culture use technology for effective communication? How can I use culturally appropriate vocabulary and idiomatic expressions to sound more authentic when speaking to my peers in a target culture? How does the use of self-correction enhance my presentation and help to clarify my message in live communication with teens in a target culture?

Unit Enduring Understandings: Looking loanwords and looking at visuals can often help me to better understand. The educational background of the author influences the message that is delivered in both speech and writing. When I take a risk in use of vocabulary and idiomatic expressions, my exchanges with native speakers become richer. When I reflect upon what I want to say in speech and writing and change it based on my reflections, the work product is improved and enhanced. I will have to make decisions about when to correct errors and based on effectiveness of the message being delivered.

Unit Learning Objectives: Students will be able to use the following language functions:

1. ask how something turned out 2. wonder what happened 3. ask for information 4. express frustration 5. talk about your routine 6. express impatience 8. make recommendations

Students will be able to use the following structures:

1. object pronouns with passé compose


2. quelq’un, quelquechose, ne…personne, ne…rien, and ne…que 3. the verb recevoir 4. depuis, il y a, and ça fait 5. The verb ouvrir 6. Reflexive verbs 7. Tout, tous, toute, toutes 8. The verbs s’appeller and se lever 9. The imperative with reflexive verbs 10. Reflexive verbs with infinitives

Evidence of Learning

Formative Assessments • Recorded students’ exchanges • Journal writing • Vocabulary and grammar quizzes • Mini-skits • Cultural trivia • listening comprehension activities ( a news cast, a you-tube video, recorded mini-dialogues) • reading comprehension of culturally authentic sources (a penpal letter, a magazine article) • Information gap interpersonal exchanges Exit slip (short written response) Alternative Assessments: Formative Assessment using Self- and Peer-Evaluations, Dynamic Assessment, Task-based assessment Summative Assessment (PBA) • Letters • Oral Reports • Original Story (a day in Paris) • Oral Interview • Skit • Poetry Recitations (When I was yong) • Art Work/ Designs/Drawings/Portfolios

Technology Resources: Bien Dit 2 textbook (electronic version) Bien Dit 2 cahier de vocabulaire et grammaire (electronic version) T’es Branche 3 textbook (electronic version) DVD: télévocab Grammavision Téléroman On rappe Projector Chromebooks Skype Teacher created materials (Kahoot, quizlet, google doc, google slides)


Lesson Plans Week # Concept Time

frame: week (5 lessons weekly, 50 minutes each)

1 Sub-unit 1: Au lycée Vocabulary- school places and events Grammar- object pronouns with the passé compose, quelqu’un, quelque chose, ne…personne, ne…rien, ne…que, recevoir

1

2

Culture – Québec: la runguette; a cafeteria in Nice; how to become an English teacher in France Application 1

1

3 Vocabulary- computer Grammar- suivre, depuis, il y a, ça fait, ouvrir

1

4 Application2 Developing listening and reading skills (Téléroman, Developing reading and writing skills (“Intermezzo” “L’enfant á l’harmonica)

1

5-6

Cumulative review Summative assessment (interpretive, interpersonal, presentational skills) Geoculture: Rennes

2

7-8

Sub-unit 2: Une journée typique Vocabulary- morning routine Grammar- reflexive verbs, tout, s’apeler and se lever

1

9

Application 1 Culture - Rennes: La faience de Quimper; project: Art Bretone

1

11-11

Vocabulary- daily routine Grammar- reflexive verbs in the passé compose, imperative with reflexive verbs, reflexive verbs with infinitives

1

12-13 Application 2 Developing listening and reading skills (Télé-roman) Developing reading and writing skills (Comme un roman)

2

14-15 an International project with a sister school in France: surviving being a teen 2 16-17 Cumulative review

Summative assessment (interpretive, interpersonal, presentational skills) 2


18 Mes vacances : composing letter to yourself in the future - review of unit 1 and 2

1

Curriculum Development Resources Click links below to access additional resources used to design this unit: http://www.state.nj.us/education/aps/cccs/wl/ http://my.hrw.com http://www.flevideo.com http://apprendre.tv5monde.com http://epals.com http://maryglasgow.com Accomodations: • English Language Learners

Give tests orally

Give instructions/directions in writing and orally

Assign a buddy, same language or English speaking

Allow errors in speaking

Allow errors in writing

Accept writing in first language

Highlight key vocabulary

Reduce amount of work required

Assess comprehension through demonstration or other alternative means (gestures, drawings)

Allow open book tests

For each question, indicate page number in textbook where answer is found

Rephrase questions, directions, and explanations

Use group projects rather than individual work

Provide study guides and/ or outlines

Provide video on subject

Allow extended time to answer questions, and permit drawing, as an explanation

Accept participation at any level, even one word

http://my.hrw.com/

http://apprendre.tv5monde.com/


• At-Risk Students: Slow-paced learners option for differentiated instruction incorporated in “Bien Dit” series. Grammar Tutor.

• Gifted and Talented Students: Advances learners option for differentiated instruction incorporated in “Bien Dit” series

• Special Needs Students/504 Preferential seating

Strategic/flexible grouping and pairing

Ample wait time before calling on students

Student self-assessment, self-monitoring of progress

Speaking: Provide sentence starters, processing time, cues and prompts, embedded choices, practice time; repeating/ simplifying of directions; clear visual, verbal and demonstrative modeling; think/Pair/Share

Have students set personal growth goals

Groups/Pairs: teach rules and expectations; skills of independence – bridging phrases, disagreeing agreeably, voice level; strategies for moving in and out of groups; signal for getting teacher’s attention

Allow: flexible grouping; adequate/extra time; assign group roles; ample use of visuals; kinesthetic activities; rhythm, music, body movements; teach vocabulary in context, and in small chunks; break down assignments into manageable parts/tasks

Reading: Use peer tutoring; label main ideas; label 5 W’s; visual imagery; graphic organizers

Allow: Highlighting of key words/concepts; silent pre-reading; partner reading

Teach: Pre-reading strategies; ‘During’ reading strategies; Post-reading strategies; Use of manipulatives; Use of graphic organizers; Frequent repetition; Learning centers or stations that address varied activities, skills, learning modalities

Writing: Shorten task; Require lists rather than sentences. Allow: note-taking; visual representation of ideas; collaborative writing; Brainstorm word bank; Pre-writing with graphic organizers. Provide: Model of writing; Structure for writing; Fill-in-blank form for note-taking

Career Ready Practices

CRP1. Act as a responsible and contributing citizen

and employee.

CRP2. Apply appropriate academic and technical skills.

CRP3. Attend to personal health and financial well-being.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions.


CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to

personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.

21 Century Life and Career

9.1 Financial Literacy

By the end of Grade 12, students will be able to:

9.1.12.A.3 Analyze the relationship between various careers and personal earning goals.

9.1.12.A.5 Analyze how the economic, social, and political conditions of a time period can affect the labor market.

9.1.12.A.8 Analyze different forms of currency and how currency is used to exchange goods and services.

9.1.12.A.9 Analyze how personal and cultural values impact spending and other financial decisions.

9.1.12.B.4 Analyze how income and spending plans are affected by age, needs, and resources.

9.1.12.B.6 Design and utilize a simulated budget to monitor progress of financial plans.

9.1.12.B.9 Research the types and characteristics of various financial organizations in the community (e.g., banks, credit unions, check-cashing stores, et. al.).

9.1.12.D.12 Compare and contrast the past and present role of government in the financial industry and in the regulation of financial markets.

9.1.12.E.4 Evaluate how media, bias, purpose, and validity affect the prioritization of consumer decisions and spending.

9.1.12.E.5 Evaluate business practices and their impact on individuals, families, and societies.

9.1.12.E.10 Determine reasons for the increase of identity theft worldwide and evaluate the extent to which victims of identity theft are successful in fully restoring their personal identities.

9.1.12.F.2 Assess the impact of emerging global economic events on financial planning.

9.2 Career Awareness, Exploration and Preparation


9.2.12.C.1 Review career goals and determine steps necessary for attainment.

9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse

cultures.

9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Companion Standards 11-12

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

NJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

NJSLSA.W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation.


NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

NJSLSA.W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

UDL Principle 1: Representation

• The volume or rate of speech or sound

• The speed or timing of video, animation, sound, simulations, etc.

• The font used for print materials

• Use text equivalents in the form of captions or automated speech-to-text (voice recognition) for spoken language

• Provide visual diagrams, charts, notations of music or sound

• Provide physical objects and spatial models to convey perspective or interaction

• Provide auditory cues for key concepts and transitions in visual information

• Follow accessibility standards (NIMAS, DAISY, etc.) when creating digital text

• Pre-teach vocabulary and symbols, especially in ways that promote connection to the learners’ experience and prior knowledge

• Define domain-specific vocabulary (e.g., “map key” in social studies) using both domain-specific and common terms

• Anchor instruction by linking to and activating relevant prior knowledge (e.g., using visual imagery, concept anchoring, or concept mastery routines)

• Use advanced organizers (e.g., KWL methods, concept maps)

• Pre-teach critical prerequisite concepts through demonstration or models

• “Chunk” information into smaller elements

• Progressively release information (e.g., sequential highlighting)

• Provide checklists, organizers, sticky notes, electronic reminders

UDL Principle 2: Action and Expression


• Compose in multiple media such as text, speech, drawing, illustration, design, film, music, dance/movement, visual art, sculpture or video

• Use physical manipulatives (e.g., blocks, 3D models, base-ten blocks)

• Use social media and interactive web tools (e.g., discussion forums, chats, web design, annotation tools, storyboards, comic strips, animation presentations)

• Provide spellcheckers, grammar checkers, word prediction software

• Use web applications (e.g., wikis, animation, presentation)

• Provide models or examples of the process and product of goal-setting

• Provide guides and checklists for scaffolding goal-setting

• Post goals, objectives, and schedules in an obvious place

• Provide checklists and guides for note-taking

• Ask questions to guide self-monitoring and reflection

UDL Principle 3: Means of Engagement

• Provide learners with as much discretion and autonomy as possible by providing choices in such things as:

o The level of perceived challenge

o The tools used for information gathering or production

o The sequence or timing for completion of subcomponents of tasks

• Design activities so that learning outcomes are authentic, communicate to real audiences, and reflect a purpose that is clear to the participants

• Provide tasks that allow for active participation, exploration and experimentation

• Invite personal response, evaluation and self-reflection to content and activities

• Create an accepting and supportive classroom climate

• Encourage and support opportunities for peer interactions and supports

• Create expectations for group work

french grade ii - midland park school district

Documents