High School French III Curriculum
High School French III CurriculumCourse Description: Students continue to develop their proficiency in speaking, listening,writing and reading by interacting with other speakers of French. Students will understand oraland written messages in the target language and will make level appropriate oral and writtenpresentations. Students communicate on a variety of topics using complex structures, movingfrom concrete to more abstract concepts. They will comprehend the main ideas of authenticmaterials that they read and hear and are able to identify significant details when topics arefamiliar.Scope and Sequence:TimeframeUnitInstructional Topics4 WeeksLes vacancesTopic 1: TransportationTopic 2: Travel DestinationsTopic 3: ActivitiesTopic 4: Lodging3.5 WeeksL’avenirTopic 1: GrammarTopic 2: ProfessionsTopic 3: Career and College3 WeeksLes contesTopic 1: GrammarTopic 2: Fairy TalesTopic 3: FablesTopic 4: Legends3 WeeksLa natureTopic 1: AnimalsTopic 2: Climate and GeographyTopic 3: Environment4.5 WeeksL’histoireTopic 1: Pre-History - 1453Topic 2: 1453 - 1715Topic 3: 1715 - Revolution
Unit 1: Les vacancesSubject: French IIIGrade: 10-12Name of Unit: Les vacancesLength of Unit: 4 WeeksOverview of Unit: Students will learn appropriate vocabulary surrounding vacations in order toplan, travel throughout various locations and talk about their past experiences. They will exploreregions and cities in France that they would like to travel to.Priority Standards for unit: FL.K-12.1.1 (Level 3) Students engage in conversations, provide and obtain information,express feelings and emotions, and exchange opinions. Demonstrate competencies previously introduced. FL.K-12.1.3 (Level 3) Students present information, concepts, and ideas to an audienceof listeners or readers on a variety of topics. Demonstrate competencies previously introduced. FL.K-12.1.2 (Level 3) Students understand and interpret written and spoken language ona variety of topics. Demonstrate competencies previously introduced.Supporting Standards for unit: FL.K-12.3.1 (Level 3) Students reinforce and further their knowledge of other disciplinesthrough the world language. Demonstrate competencies previously introduced. Present information orally or in writing on topics being studied in other classes. FL.K-12.2.1 (Level 3) Students demonstrate an understanding of the practices andperspectives of the cultures studied. Compare the similarities and differences in the social etiquette within the culturestudied to their own culture. ISTE 1 - Creativity and Innovation Students demonstrate creative thinking, constructknowledge, and develop innovative products and processes using technology. Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression. Use models and simulations to explore complex systems and issues. ISTE 3 - Research and Information Fluency Students apply digital tools to gather,evaluate, and use information. Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use informationfrom a variety of sources and media.Board Approved: January 14, 2016Page 2
ISTE 5 - Digital Citizenship Students understand human, cultural, and societal issuesrelated to technology and practice legal and ethical behavior. Advocate and practice safe, legal, and responsible use of information andtechnology. Exhibit a positive attitude toward using technology that supports collaboration,learning, and productivity. Demonstrate personal responsibility for lifelong learning. Exhibit leadership for digital citizenship. ISTE 6 - Technology Operations and Concepts Students demonstrate a soundunderstanding of technology concepts, systems, and operations. Understand and use technology systems. Troubleshoot systems and applications.Unwrapped Concepts(Students need to know)competencies previouslyintroducedUnwrapped SkillsBloom’sWebb's(Students need to be able to do) Taxonomy Levels DOKDemonstrateRemember1Essential Questions:1. How does one make travel arrangements in the target language?2. How does one describe in the target language about past vacations?3. Why do different activities fit better in different regions within French?Enduring Understanding/Big Ideas:1. Students will use proper vocabulary to arrange transportation and lodging as well asexplain the reasoning for pricking their arrangements.2. Students will use the proper tenses (i.e. past, imperfect) when describing their pastexperiences.3. Students will identify the different geographical regions of France.Unit Vocabulary:Academic Cross-Curricular WordsContent/Domain Specific Geographical locations (i.e. beach,mountains ) Lodging Points on a compass (North, South ) Transportation Travel Destinations Vacation ActivitiesResources for Vocabulary Development: Quality ToolsBoard Approved: January 14, 2016Page 3
Topic 1: TransportationEngaging Experience 1Title: Modes de transportationSuggested Length of Time: 1 DayStandards AddressedPriority: FL.K-12.1.3 (Level 3) Students present information, concepts, and ideas to anaudience of listeners or readers on a variety of topics. Demonstrate competencies previously introduced. Supporting: Students show evidence of becoming lifelong learners byusing the target language for personal enjoyment and enrichment. Demonstrate competencies previously introduced. Plan real or imaginary travel.Supporting: FL.K-12.5.2 (Level 3) Students show evidence of becoming lifelong learners byusing the target language for personal enjoyment and enrichment. Demonstrate competencies previously introduced. Plan real or imaginary travel.Detailed Description/Instructions: Students will describe how they arrived from point A topoint B after having to change their mode of transportation three times.Bloom’s Levels: Remember, ApplyWebb’s DOK: 1, 3Board Approved: January 14, 2016Page 4
Topic 2: Travel DestinationsEngaging Experience 1Title: Voyager en FranceSuggested Length of Time: 2 DaysStandards AddressedPriority: FL.K-12.1.3 (Level 3) Students present information, concepts, and ideas to anaudience of listeners or readers on a variety of topics. Demonstrate competencies previously introduced. Prepare a written summary of the plot and characters in selected pieces ofliterature (fiction or nonfiction) written in the target language. Students acquire information and recognize the distinctive viewpoints thatare only available through the world language and its culture. FL.K-12.3.2 (Level 3) Students acquire information and recognize the distinctiveviewpoints that are only available through the world language and its culture. Use a variety of sources intended for same age speakers of the targetlanguage and compare these sources to information obtained on the sametopics written in English. Obtain information and viewpoints available through target languagemedia and compare with information and viewpoints written in the UnitedStates for English-speaking audiences.Supporting: FL.K-12.5.2 (Level 3) Students show evidence of becoming lifelong learners byusing the target language for personal enjoyment and enrichment. Demonstrate competencies previously introduced. Plan real or imaginary travel. ISTE 1 - Creativity and Innovation Students demonstrate creative thinking,construct knowledge, and develop innovative products and processes usingtechnology. Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression. Use models and simulations to explore complex systems and issues. ISTE 3 - Research and Information Fluency Students apply digital tools to gather,evaluate, and use information. Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically useinformation from a variety of sources and media.Board Approved: January 14, 2016Page 5
Detailed Description/Instructions: Students will research a particular region in France usingauthentic sources to create a brochure advertising a vacation destination of that particular region.Your brochure should grab the attention of readers, tell them what activities they can do andwhat sights to visit, and provide them with a checklist of things that they need for their trip.Bloom’s Levels: CreateWebb’s DOK: 3Board Approved: January 14, 2016Page 6
Topic 3: ActivitiesEngaging Experience 1Title: Mes vacancesSuggested Length of Time: 1 DayStandards AddressedPriority: FL.K-12.1.3 (Level 3) Students present information, concepts, and ideas to anaudience of listeners or readers on a variety of topics. Demonstrate competencies previously introduced.Supporting: FL.K-12.5.2 (Level 3) Students show evidence of becoming lifelong learners byusing the target language for personal enjoyment and enrichment. Demonstrate competencies previously introduced. ISTE 5 - Digital Citizenship Students understand human, cultural, andsocietal issues related to technology and practice legal and ethical behavior. Advocate and practice safe, legal, and responsible use of information andtechnology. Exhibit a positive attitude toward using technology that supportscollaboration, learning, and productivity. Demonstrate personal responsibility for lifelong learning. Exhibit leadership for digital citizenship. ISTE 6 - Technology Operations and Concepts Students demonstrate a soundunderstanding of technology concepts, systems, and operations. Understand and use technology systems. Troubleshoot systems and applications.Detailed Description/Instructions: Students will write an email to a friend describing theactivities they did during summer vacation utilizing the passé composé and the imparfait.Bloom’s Levels: Apply, CreateWebb’s DOK: 3Board Approved: January 14, 2016Page 7
Topic 4: LodgingEngaging Experience 1Title: Une chambre, s’il vous plaitSuggested Length of Time: 1-2 DaysStandards AddressedPriority: FL.K-12.1.1 (Level 3) Students engage in conversations, provide and obtaininformation, express feelings and emotions, and exchange opinions. Demonstrate competencies previously introduced. Use expressions for managing conversations, such as interrupting,apologizing, expressing agreement, and disagreement. Develop and propose solutions to issues and problemsSupporting: FL.K-12.5.2 (Level 3) Students show evidence of becoming lifelong learners byusing the target language for personal enjoyment and enrichment. Demonstrate competencies previously introduced. Plan real or imaginary travel. FL.K-12.2.1 (Level 3) Students demonstrate an understanding of the practices andperspectives of the cultures studied. Compare the similarities and differences in the social etiquette within theculture studied to their own culture.Detailed Description/Instructions: Students will role play a telephone conversation where theyare booking a room in a hotel. The teacher can present concerns or problems within the roleplaying, such as they do not have a double bedroom or negotiating to a reasonable price.Bloom’s Levels: ApplyWebb’s DOK: 3Board Approved: January 14, 2016Page 8
Engaging ScenarioEngaging Scenario (An Engaging Scenario is a culminating activity that includes thefollowing components: situation, challenge, specific roles, audience, product or performance.)You are going on a month-long vacation in France. Using a budget of 2,000, create a dailyand weekly itinerary where you plan out what regions you will visit, activities you will engagein, lodging and how you will travel from place to place. You should visit a minimum of threeregions, reserve lodging at three different types of places (i.e. hostel, hotel, bed and breakfast),and define activities that will keep you busy from 8AM-7PM.Board Approved: January 14, 2016Page 9
Summary of Engaging Learning Experiences for stedLength ofTimeTransportationModes detransportationStudents will describe how they arrivedfrom point A to point B after having tochange their mode of transportation threetimes.1 DayTravelDestinationsVoyager enFranceStudents will research a particular regionin France using authentic sources to createa brochure advertising a vacationdestination of that particular region. Yourbrochure should grab the attention ofreaders, tell them what activities they cando and what sights to visit, and providethem with a checklist of things that theyneed for their trip.2 DaysActivitiesMes vacancesStudents will write an email to a frienddescribing the activities they did duringsummer vacation utilizing the passécomposé and the imparfait.1 DayLodgingUne chambre,s’il vous plaitStudents will role play a telephoneconversation where they are booking aroom in a hotel. The teacher can presentconcerns or problems within the roleplaying, such as they do not have a doublebedroom or negotiating to a reasonableprice.1-2 DaysBoard Approved: January 14, 2016P a g e 10
Unit 2: L’avenirSubject: French IIIGrade: 10-12Name of Unit: L’avenirLength of Unit: 3.5 WeeksOverview of Unit: Students will look out how to express future plans, including college/careerplans and professions they would like to explore. They will also learn vocabulary to help themapply for internships and schedule and have interviews with potential employers.Priority Standards for unit: FL.K-12.1.1 (Level 3) Students engage in conversations, provide and obtain information,express feelings and emotions, and exchange opinions. Demonstrate competencies previously introduced. Use expressions for managing conversations, such as interrupting, apologizing,expressing agreement, and disagreement. FL.K-12.3.2 (Level 3) Students acquire information and recognize the distinctiveviewpoints that are only available through the world language and its culture. Use a variety of sources intended for same age speakers of the target language andcompare these sources to information obtained on the same topics written inEnglish. Obtain information and viewpoints available through target language media andcompare with information and viewpoints written in the United States forEnglish-speaking audiences.Supporting Standards for unit: FL.K-12.5.2 (Level 3) Students show evidence of becoming lifelong learners by using thetarget language for personal enjoyment and enrichment. Demonstrate competencies previously introduced. Explore careers and businesses where skills in another language or culturalunderstanding are needed. FL.K-12.3.1 (Level 3) Students reinforce and further their knowledge of other disciplinesthrough the world language. Demonstrate competencies previously introduced. Present information orally or in writing on topics being studied in other classes. FL.K-12.2.1 (Level 3) Students demonstrate an understanding of the practices andperspectives of the cultures studied. Demonstrate competencies previously introduced. Observe and imitate appropriate patterns of social behavior in the culture studied.Board Approved: January 14, 2016P a g e 11
ISTE 5 - Digital Citizenship Students understand human, cultural, and societal issuesrelated to technology and practice legal and ethical behavior. Advocate and practice safe, legal, and responsible use of information andtechnology. Exhibit a positive attitude toward using technology that supports collaboration,learning, and productivity. Demonstrate personal responsibility for lifelong learning. Exhibit leadership for digital citizenship. ISTE 6 - Technology Operations and Concepts Students demonstrate a soundunderstanding of technology concepts, systems, and operations. Understand and use technology systems. Troubleshoot systems and applications.Unwrapped ConceptsUnwrapped SkillsBloom’sWebb's(Students need to know) (Students need to be able to do) Taxonomy Levels DOKcompetencies s for managingconversations, such asinterrupting, apologizing,expressing agreement, andUseApply3disagreementvariety of sources intended forsame age speakers of the targetlanguageUseApply3these sources to informationobtained on the same topicswritten in EnglishCompareUnderstand2information and viewpointsavailable through targetlanguage mediaObtainUnderstand2with information andviewpoints written in the UnitedStates for English-speakingaudiencesCompareAnalyze4Board Approved: January 14, 2016P a g e 12
Essential Questions:1. How does one talk about the future in the target language?2. How do student choices, such as careers and education, in France differ from students inthe United States?Enduring Understanding/Big Ideas:1. Students will use the proper future tenses (i.e., future, conditional) in speaking andwriting. Students will be able to explain how they change the verb into the future tense.2. Students will identify the differences between educational systems and employmentpractices.Unit Vocabulary:Academic Cross-Curricular WordsContent/Domain Specific Class/course requirementsGrammar TermsLevels of Education in FranceMajors (areas of study)ProfessionsResources for Vocabulary Development: Quality Tools, Online resources, authentic storiesfrom the Target Language, YouTube videos with animated stories, CDs, etc. Board Approved: January 14, 2016P a g e 13
Topic 1: GrammarEngaging Experience 1Title: Le ConditionalSuggested Length of Time: 1-2 DaysStandards AddressedPriority: FL.K-12.1.1 (Level 3) Students engage in conversations, provide and obtaininformation, express feelings and emotions, and exchange opinions. Demonstrate competencies previously introduced. Use expressions for managing conversations, such as interrupting,apologizing, expressing agreement, and disagreement.Supporting: FL.K-12.3.1 (Level 3) Students reinforce and further their knowledge of otherdisciplines through the world language. Present information orally or in writing on topics being studied in otherclasses. FL.K-12.2.1 (Level 3) Students demonstrate an understanding of the practices andperspectives of the cultures studied. Observe and imitate appropriate patterns of social behavior in the culturestudied.Detailed Description/Instructions: The teacher will present a situation where students imaginethat they work for a job placement center. Students will prepare a questionnaire that asks theirpartner about their career goals and the type of company they would like to work for, where itwould be located, etc. Questions will be formed in the conditional tense and students willexchange and obtain information from each other, using the formation of the conditional tense.Bloom’s Levels: UseWebb’s DOK: 3Engaging Experience 2Title: Le FuturSuggested Length of Time: 1-2 DaysStandards AddressedPriority: FL.K-12.1.3 (Level 3) Students present information, concepts, and ideas to anaudience of listeners or readers on a variety of topics. Demonstrate competencies previously introduced.Supporting: FL.K-12.3.1 (Level 3) Students reinforce and further their knowledge of otherdisciplines through the world language.Board Approved: January 14, 2016P a g e 14
Present information orally or in writing on topics being studied in otherclasses. Elaborate on their study of other classes by studying similar topics intarget language. FL.K-12.2.1 (Level 3) Students demonstrate an understanding of the practices andperspectives of the cultures studied. Observe and imitate appropriate patterns of social behavior in the culturestudied. ISTE 5 - Digital Citizenship Students understand human, cultural, andsocietal issues related to technology and practice legal and ethical behavior. Advocate and practice safe, legal, and responsible use of information andtechnology. Exhibit a positive attitude toward using technology that supportscollaboration, learning, and productivity. Demonstrate personal responsibility for lifelong learning. Exhibit leadership for digital citizenship. ISTE 6 - Technology Operation
Timeframe Unit Instructional Topics 4 Weeks Les vacances Topic 1: Transportation . 3 Weeks Les contes Topic 1: Grammar Topic 2: Fairy Tales Topic 3: Fables Topic 4: Legends 3 Weeks La nature Topic 1: Animals Topic 2: Climate and Geography Topic 3: Environment 4.5 Weeks L’histoire Topic 1: Pre-History - 1453 . Plan real or imaginary travel .
Learn French III: Parallel Text Short Stories (Intermediate Level) Learn French IV: Parallel Text Easy Stories Business French - Parallel Text Short Stories Polyglot Planet Recommends: Other similar books: Learn French - Bilingual Book The Life of Cleopatra (French - English), from Bilinguals Learn French - Bilingual Book (French - English) The .
National Course List 2022. For more information contact 77.725.425 solutionsimaginelearningcom Core Curriculum and Electives English Language Arts . F French 1 F French 2 F German 1 F German 2 F Chinese 1 F Chinese 2 F Latin 1 F Latin 2 HIGH SCHOOL F Spanish I F Spanish II F Spanish III F French I F French II F French III F German I
3.0 TYPES OF CURRICULUM There are many types of curriculum design, but here we will discuss only the few. Types or patterns are being followed in educational institutions. 1. Subject Centred curriculum 2. Teacher centred curriculum 3. Learner centred curriculum 4. Activity/Experience curriculum 5. Integrated curriculum 6. Core curriculum 7.
www.assimil.com French Beginners workbook 9,90 ISBN : 978-2-7005-0777-5 workbook Estelle Demontrond-Box is a French teacher, a translator and a free-lance writer. She lives in Australia. LEARN FRENCH WITH ASSIMIL: WITH EASE SERIES French Using French PHRASEBOOK SERIES French WORKBOOK SERIES French
FRENCH BUZZ BUZZ AT THE FRENCH PAVILION: COME AND VISIT THE FRENCH BUZZ ZONE Reflecting the French industry's vitaly, The French Pavilion is delighted to announce the presence of the "FRENCH BUZZ ZONE". This Hightly visible showcase will promote 14 companies, exhibiting at the BEAUTYWORLD MIDDLE EAST.
Duolingo, Memrise, Babbel (Beginner to intermediate French) Apps for learning French. Customizable based on personal goals and current level of French. Med Interpret (All levels of French) App for translating medical terms and phrases to French. The app is well-organized and includes audio pronunciation of the words. Manuel MSD (Advanced French)
Those dialects are Pedagogical French, an international language, Cajun French, an obsolescing language, and Mississippi Gulf Coast French, an extinct language. In order to determine the degree of variation, thirty-two lexical items or phrases that display variance with Pedagogical French are selected from Mississippi Gulf Coast French. They are
High-Quality High-Quality Curriculum Curriculum HOW TO OR DESIGN REVISE ADOPT CURRICULUM ALIGNED TO STUDENT SUCCESS ANGELA DI MICHELE LALOR LALOR ENSURING ENSURING ENSURING High-Q uality Curriculum HOW TO DESIGN, REVISE, OR ADOPT CURRICULUM ALIGNED TO STUDENT SUCCESS We know that curriculum is the core of the classroom experience, but what makes a
