ohio common core state standards curriculum map i unit one -2013.pdf · ohio common core state...

Carrollton Exempted Village School District – Carrollton, Ohio

OHIO COMMON CORE STATE STANDARDS

Curriculum Map

Course Title: French I Month: August/September Academic Year: 2013-2014

Essential Questions for this Month: 1. Why is French an important world language? 2. How has the French language influenced North America? 3. How did French colonization affect Africa? 4. What types of music do French speakers around the world listen to?

Unit/Time Frame

Core-Standards Instructional Strategies and Differentiation

Assessment Resources

Unit One Recognize and identify instances when languages and cultures have interacted with, influenced or changed each other over time. Identify cultural perspectives as they are portrayed in the media and other sources.

1. Students will discover that 40 countries in the world speak French. 2. Students will complete a world map highlighting French-speaking countries. 3. Students will discuss the French influence in North America. 4. Students will discuss the French colonization of Africa. 5. Students will listen to jazz, techno, zydeco and calypso selections.

Group Discussion Questions and Presentation of Answers Test over information Identification of Music and Association with Region

Map of the French-speaking world French Is Fun textbook Music Clips

Course Title: French I Month: August/September Academic Year: 2013-2014

Essential Questions for this Month: 1. What are the French greetings? 2. What are the French definite articles? 3. What are the French accent marks and how do they affect pronunciation?

3. What are the French vowels and how do they affect definite articles? 4. What are the members of the family?

Unit/Time Frame



Unit Two

Engage in greetings, introductions and leave-taking Make use of print and digital resources to understand meaning of new words and expressions Rehearse presentations using a variety of delivery strategies

1.Students will learn the French alphabet and its pronunciation through song 2. Students will learn the French vowels and their affect on pronunciation and spelling 3. Students will learn to recognize the 5 French accent marks 4. Students will learn the spelling and pronunciation of greetings, introductions and leave-taking 5. Students will create a greetings dialogue and present it to the class

Recognition of accent marks and vowels Quiz Written Dialogue

Verbal Presentation

Alphabet Song Written Text with accent marks

Unit Two (con’t)

Gain and utilize knowledge of word families/characters and cognates to figure out the meaning of new words and

1.Students will learn le for masculine, la for feminine, and l’ before a vowel 2. Students will learn the vocabulary for

Quiz over family members and definite articles

French Is Fun textbook

expressions Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts

family members 3. Students will read and translate a simple story about the family. 4. Students will write simple sentences using family members and adjectives.

Story Translation and Discussion Simple sentences with adjective agreement

Course Title: French I Month: September/October Academic Year: 2013-2014

Essential Questions for this Month: 1.What changes take place with French numbers after 69? 2. How does the U.S. clock compare to the European clock? 3. Why is the French rail system significant? 4. What are 3 type s of French trains? 5. How does one read a European train schedule?

Unit/Time Frame



Unit Three Use language to acquire a variety of goods, services or information. Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts. Play music of the target

1. Students will write and pronounce numbers 1 to 60. 2. Students will count various items in the classroom. 3. Students will apply numbers to math problems 4. Students will sing a French children’s song about numbers. 5. Students will read a story about a losing lottery ticket.

Daily Quizzes (1-5) (1-10) (1-15) (1-20) Test (1-60) Math Problems Worksheet

YouTube French

numbers

French Is Fun

textbook

YouTube “123 Nous

language and share information about it with others

Presentation of French children’s song

Irons Au Bois” song

Unit Four

Understand new words, phrases and sentences or the main idea with the help of visuals and graphics that accompany texts. Use information from authentic sources to inform and enhance learning.

1. Students will learn how to tell time in French.

2. Students will learn the 24 hour clock which is used throughout Europe and compare it to the U.S. clock. 3. Students will learn about the TGV, Eurostar and couchettes by watching a video. 4. Students will answer questions about an authentic train schedule

Worksheets and board activities

about time

Time conversion chart

Essay test about 3

types of French trains

“French Is Fun” text

Actual train schedules

from France

Video about

French trains

Course Title: French I Month: October Academic Year: 2013-2014

Essential Questions for this Month: 1. What was the Romantic Movement in French literature? 2. How did Victor Hugo address the social issues of 19th century France? 3. What are the main themes of “Les Miserables?” 4. How does the musical elevate the themes of the book?

Unit/Time Frame



Unit Five Explain the viewpoint of an authentic source by determining who produced the text, when,

1.Students will research Victor Hugo and the Romantic movement

Study guide while watching movie

Video “Les

Miserables

why and for whom Relate texts to self, current or historical events or world issues. Answer a range of questions, from simple to detailed about literary texts. Use information and viewpoints from authentic sources to inform or enhance a conversation, presentation or expression of creativity.

2. Students will watch the video “Les Miserables” 3. Watch parts of the musical and compare it with the story 4. Students will present group discussion essays to the class about the themes and characters in the story.

Group essay questions and presentation

Test on “Les Miserables”

”

Musical “Les Mis”

Course Title: French I Month: October Academic Year: 2013-2014

Essential Questions for this Month: 1.What is an adjective? 2. What are the French colors?

3. How does the spelling of adjectives change to agree with nouns?

Unit/Time Frame



Unit Six Understand new words, phrases, sentences or the main idea with help of visuals and graphics that accompany texts Gain and utilize knowledge of word families/characters and cognates to figure out the meaning of new words and expressions

Students will discuss the definition of an adjective and how it affects the meaning of a

sentence.

Students will watch a power point and take notes on colors.

Students will compare English and French

adjectives

Students will color various items on a color

Color by Number Sheets

Quiz over Colors

Adjective Agreement

Sentences Worksheet

Coloring Sheets

Crayons &

Markers

Video on pronun-

ciation of colors

by number sheet

Students will fill out an adjectives chart with masculine, feminine, singular and plural

Power Point

Presen- tation of

Adjectives and

Agreement

Course Title: Month: November Academic Year: 2013-2014

Essential Questions for this Month: 1. How are the masculine, feminine, singular and plural of adjectives formed? 2.How do these changes affect description in French?

Unit/Time Frame



Unit Seven

Gain and utilize knowledge of word families and cognates to

figure out meaning of new words and expressions

Produce a booklet in the target

language and share it with others

Describe people, places or

things in some detail to educate or entertain others

1. Students will learn the vocabulary for zoo animals. 2. Students will review adjectives, then construct an adjective chart of masculine, feminine, singular and plurals 3. Students will utilize colors and adjectives that describe animals to form simple phrases 4. Students will create a booklet of zoo animals using descriptive adjectives and illustrate it. 5. Students will present their booklets on zoo animals to the class

Zoo animals quiz Adjectives chart Drawings and description booklet of zoo animals Class presentations of booklets

Power Point of

zoo animals

Adjectives

chart

Markers, crayons

and other materials to make booklets

Course Title: French I Month: Nov./Dec. Academic Year: 2013-2014

Essential Questions for this Month: 1. How does one conjugate a verb in English? 2. How does one conjugate a verb in French? 3. How are verbs made negative? 4. What are the 4 ways to ask a question in French?

Unit/Time Frame



Unit Eight Follow multistep instructions, directions and requests

Use a range of common

expressions to make requests and seek clarification

Use a range of conversation

strategies to steer interactions

1.Students will learn to set up the conjugation of a verb in English 2. Students will set up the conjugations of French verbs and compare them to their English counterparts. 3. Students will take French verbs out of their conjugations to form simple phrases

Conjugation Charts

Simple Sentences Test

Flash Cards

List of 13 French verbs

Unit Nine Follow multistep instructions, directions and requests

Use a range of common

expressions to make requests and seek clarification

1.Students will add 10 more verbs to their verb list 2.Students will learn to conjugate verbs in the negative form

Comparison Chart (Positive vs. Negative)

List of 23 Verbs

Unit Ten Ask and answer a range of 1.Students will add 10 more verbs to their Worksheet using ? List of 33

questions to seek or clarifinformation

lists 2. Students will work with each of the 4 ways to ask a question

Worksheet using

est-ce que

Worksheet using n’est-ce pas

Worksheet using

inversion

verbs

Rules for the 4 ways

to ask a question

Flash Cards

Course Title: French I Month: December Academic Year: 2013-2014

Essential Questions for this Month: 1.What are the days of the week, months of the year and 4 seasons in French? 2.How is the French calendar different from the American calendar? 3. What are the rules for capitalization of months and days in French?

Unit/Time Frame



Unit 11

Days, Months and

Seasons



Use knowledge of the situation and purpose of communication or context clues to understand

messages.

Perform an authentic song

Produce a poster in the target language and share it with

others

Students will learn the vocabulary for the days of the week, months of year and four

seasons

Students will express their favorite day, favorite month and favorite season in French

Students will sing a traditional French song

about the days of the week

Students will organize months according to seasons in French, using a drawing on a

poster

Poster of the 4 seasons and 12 months

Student expression

of preference of season, month, day

Vocabulary Quiz

Song: “Lundi Matin”

4 Seasons

Poster

French Calendar

Course Title: French I Month: January Academic Year: 2013-2014

Essential Questions for this Month: 1. What does the verb faire mean? 2.How does one express weather in French? 3.What English expressions use the verb faire?

Unit/Time Frame



Unit 12 Exchange, compare and support preferences and opinions about

personal, academic, professional and contemporary

or historical topics.

Produce a drawing in the target language and share it with

others

Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts

Students will learn to conjugate the verb “faire”

Students will draw weather patterns and

faire expressions and label them in French

Students will play charades using faire expressions, including weather

Students will connect weather expressions

with four seasons

Students will express their favorite activity that uses a faire expression

Students will read and translate a story

using faire expressions

Verbal Expression of faire activity

Identification of daily

weather

Matching weather to season

Vocabulary Quiz

Drawing of weather

and faire expressions

Story Translation

Pictures of various

activities using faire vocabulary

Story using

faire vocabulary

Poster board,

markers

Course Title: French I Month: January/February Academic Year: 2013-2014

Essential Questions for this Month: 1. What are the names of the body parts in French? 2. How are aches and pains expressed? 3. How does “a” change to agree with le, la, l’ and les? 3. What temporary conditions use avoir?

Unit/Time Frame



Unit 13 Share descriptions of people, places, things and events Present a song in the target language Ask and answer questions about feelings, emotions and preferences

Students will learn the conjugation of the irregular verb avoir Vocabulary will be divided into two sections: face and rest of body Students will sing the songs “Head, Shoulders, Knees and Toes” “Savez-vous Planter les Choux?” in French Students will play Pictionary with parts of the body Students will make a chart using “a” with le, la, l’ and les Students will practice sentences “I have a headache” “My feet hurt,” etc. Students will express temporary conditions in French (I am hot, I am cold, I am hungry)

Vocabulary Quiz on face

Vocabulary Quiz on

rest of body

Chart of “a” with le, la, l’ and les

Personal Expression

of temporary conditions

Identification of

pictures of temporary conditions

Power Point

(notes on body parts)

Songs

about body parts

(YouTube)

Worksheet on aches and pains

Pictures of hot, cold, hungry,

etc.

Course Title: French I Month: February Academic Year: 2013-2014

Essential Questions for this Month: 1. What are the French words for classroom objects? 2. What is the focus of the French educational system? 3. What are the daily and yearly differences in French and American schools?

Unit/Time Frame



Classroom Vocabulary

Education in

France

Unit 14



Identify, examine and compare practices and perspectives of the U.S. and target cultures

Identify, investigate and

describe institutions, contemporary and historical

figures, contributions and time periods of the target culture.

Students will learn vocabulary for classroom objects

Students will read about the French

educational system

Students will compare French and U.S. schools and discuss the French focus on

academics

Students will research the French academic calendar and compare it to the U.S.

academic calendar

Identification of Classroom Objects

Vocabulary Quiz

Compare and

Contrast Chart of French and

American schools

ClassroomRealia to identify

YouTube video on French school lunches

Calendar of French

school year and

holidays

Diary of a French student

Course Title: French I Month: February/March Academic Year: 2013-2014

Essential Questions for this Month: 1. How is the verb “to go” expressed in French? 2. What is the cultural significance of the Louvre, Notre Dame and the Eiffel Tower? 3. How can the verb “to go” be used to express future actions?

Unit/Time Frame



Aller and Places

Unit 15

Produce a drawing in the target language and share it with others

Students will conjugate aller

Students will read and translate a story using the verb aller, then answer questions

Conjugation Quiz over aller

Story Translation

Story using aller

Books and

Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts

Identify, examine, describe, and

create replicas of important objects, images and symbols

Identify, investigate and describe institutions,

contemporary and historical figures, contributions and time

periods of the target culture

Use authentic digital and print media

pertaining to the story

Students will draw pictures of museum, cathedral, souvenir shop, swimming pool, boutique, restaurant, tower, monument,

hotel and airport and label them in French.

Students will write sentences about going to the 10 places reviewing a la, au, a l’ and aux

Students will watch videos and take notes on Notre Dame, the Louvre and the Eiffel

Tower

Students will learn how to use the verb aller with and infinitive to express the future.

“I am going to visit” or “He is going to play”

Vocabulary Quiz over 10 places

Sentences

Worksheet over aller and places

Culture Quiz over

Notre Dame, Louvre and Eiffel Tower

Future Sentences

Quiz using aller and infinitives

Pictures of the Louvre,

Notre Dame and the Eiffel Tower

YouTube Videos about

Louvre and Notre Dame

Video

La Tour Eiffel

Course Title: French I Month: March Academic Year: 2013-2014

Essential Questions for this Month: 1. Who wrote the “Count Of Monte Cristo?” 2. What genre is this story? 3. What are the main themes of the story?

Unit/Time Frame



“The Count Of Monte

Cristo”

Unit 16

Explain the viewpoint of an authentic source by determining who produced the text, when, why and for whom

Students will read a biography about Alexandre Dumas

Students will discuss the differences

between fiction, non-fiction and historical

True/false questions about Alexandre

Dumas Label descriptions of

Alexandre Dumas bio

Definitions of historical

Relate texts to self, current or historical events or world issues. Answer a range of questions, from simple to detailed about literary texts. Use information and viewpoints from authentic sources to inform

or enhance a conversation, presentation or expression of

creativity.

fiction

Students will read a short biography of Napoleon Bonaparte and discuss his

fictitious role in the “Count Of Monte Cristo”

Students will watch the video “The Count Of Monte Cristo,” filling out a study guide about

characters and themes and discussing it each day

books as fiction, non- fiction or historical fiction

Discussion about Napoleon Bonaparte Quiz over “Count Of Monte Cristo” video study guide

fiction, fiction and non-fiction

Napoleon Bonaparte biography

Video “The Count Of

Monte Cristo”

Course Title: French I Month: April Academic Year: 2013-2014

Essential Questions for this Month: 1. What is the difference between an ER verb and an RE verb? 2. What is the vocabulary for common neighborhood places? 3. What makes Montreal a unique francophone city?

Unit/Time Frame



RE Verbs and Places

Montreal

Unit 17

Create and present lists and classifications Gain and utilize knowledge of word families/characters and cognates to figure out meaning of new words and expressions Identify, examine and compare products, practices and perspectives of the U.S. and target cultures Recognize and identify

Students will define and conjugate 10 RE verbs

Students will compare the endings of RE verbs to those of ER verbs side by side

Students will review negative conjugations and the 4 ways to ask a question using RE

verbs

Students will practice vocabulary for neighborhood places through charades,

Pictionary and spelling games

RE Verb Definition Quiz

RE Verb

Conjugation Quiz

Neighborhood Places Quiz

RE Verbs and

Places Sentences, Questions and Negatives Quiz

Pictures of neighbor-

hood places

Chart

comparing ER and RE

verbs

Worksheet practicing sentences with RE

instances when languages and cultures have interacted with, influenced or changed each other over time

Students will complete sentences written at the board and worksheets combining RE

verbs and places

Students will read about Montreal

Students will watch a video about Montreal in French

Montreal Quiz Verbs and Places

French Is Fun Book

Montreal

Video

Course Title: French I Month: April Academic Year: 2013-2014

Essential Questions for this Month: 1. What is the theme of the French Soiree? 2.What is my personal contribution to the Soiree? 3. What factors would make the Soiree an enjoyable experience for the public?

Unit/Time Frame



French Soiree Unit 18

Plan a presentation by brainstorming ideas/organize

thoughts and choose resources.

Publicize an event, program or recent success by providing

relevant details

Advocate for and against the purchase or sale of products and/or services to a variety of

audiences

Identify, examine, describe and

Students will discuss the “theme” of the French Soiree.

They will help determine colors, food, jobs and shirts that would align with the theme

Students will bring in recipes, share them and discuss whether or not they would sell

and if they are theme appropriate

Students will take ownership by choosing a job or shop that they will organize and work

at during the Soiree

Recipe that is appropriate for the

theme

List of responsibilities for the set up, running

and clean up of shops

Soiree Participation Grade

(based on

Money generated from sales

project

Videos of past

Soirees

T Shirt options

Use of

Facilities

create replicas of important objects, images and symbols

Motivate others to meet or

exceed shared goals

Students will work with others in their class who are in the same shop to look through catalogs for ordering, make decisions, and make a shopping list. They will also draft a list of responsibilities for the shop (set up,

running of the shop and clean up)

Students will create a poster that captures the theme of the Soiree. They will get

permission from an area business and hang the sign.

Students will participate in the set up,

running and clean up of their shops at the Soiree.

participation and fulfillment of

responsibility)

Poster-board

Catalogs

for options for shops (Oriental Trading,

Teacher’s Discovery,

etc.)

Course Title: French I Month: May Academic Year: 2013-2014

Essential Questions for this Month: 1. What is the vocabulary for farm animals in French? 2.Do French farm animals make different sounds than American animals?

Unit/Time Frame



Farm Animals

“Venez Voir Ma Ferme”

Group Presention

Ask and answer questions about preferences

Share descriptions of people,

places, things and events

Perform an authentic song/rehearse presentations

Students will state their preferences about farm animals

Students will draw and label farm animals in

French

Students will review colors and adjective agreement before writing a sentence

Animal Quiz

Descriptive sentences about

each animal

Group Presentation

Power Point on

Farm Animals

Song: “Venez Voir Ma

Unit 19 using a variety of delivery strategies

Use visuals and sound to

enhance a range of basic to more elaborate performances

describing each animal to accompany their drawings

Students will learn the sounds that French

farm animals make

Students will learn the words to the song “Venez Voir Ma Ferme” “Come See My Farm”

Students will work in groups of four to

practice, then present the song to the class

of “Venez Voir Ma Ferme”

Ferme”

Course Title: FrenchI Month: May Academic Year: 2013-2014

Essential Questions for this Month: 1.How are IR verbs conjugated in French? 2.How are IR conjugations different than ER and RE conjugations? 3. What are the French words for fruits?

Unit/Time Frame



IR Verbs and Fruit Unit 20

Create and present lists and classifications Gain and utilize knowledge of word families/characters and cognates to figure out meaning of new words and expressions

Perform an authentic song/

produce an artistic creation in the target language and share it

with others

Students will learn the definitions and practice the conjugations of 12 IR Verbs

Students will add IR verbs to their charts,

comparing them to ER and RE Verbs

Students will review negatives and the 4 ways to ask a question. Students will apply

these rules to IR Verbs

Students will create a unique design using 15 fruits (quilt pattern, a rock band, fruits

playing sports, a fruity classroom) Students will present their projects to the class

Definition and conjugation quiz over IR Verbs

Original Creations

using fruits (projects will be graded on

neatness, listing of all fruit and proper

spelling) Presentation Grade

Fruit Vocabulary and

IR Verb List

Compar-

ison Chart

Poster-board,

markers

Fruit Flash Cards

“Fruit

Students will combine fruit vocabulary and

IR Verbs to create sentences

Students will learn the “Fruit Salad” song in French

IR Verbs sentences Quiz

Salad” Song

“Salade de Fruits”

ohio common core state standards curriculum map i unit one -2013.pdf · ohio common core state...

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