TOWNSHIP OF UNION PUBLIC SCHOOLS

FRENCH – 7TH GRADE CYCLE

Curriculum Guide2012

Re-adopted June 2014

Board MembersFrancis “Ray” Perkins, President

Versie McNeil, Vice President

Gary Abraham

David Arminio

Linda Gaglione

Richard Galante

Thomas Layden

Vito Nufrio

Judy Salazar

TOWNSHIP OF UNION PUBLIC SCHOOLSAdministration

District Superintendent …………………………………………………………………...……………………....Dr. Patrick Martin

Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum

Assistant Superintendent ………………………………………………………………………………………….Dr. Noreen Lishak

Director of Elementary Curriculum ……………………………….………………………………..…………….Ms. Tiffany Moutis

Director of Student Information/Technology ………………………………..………………………….………….Ms. Ann M. Hart

Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta

DEPARTMENT SUPERVISORS

Language Arts/Social Studies K-8 ……..………………………………….…………………………………….. Mr. Robert Ghiretti

Mathematics K-5/Science K-5 …………………………………………….………………………………………. Ms. Deborah Ford

Guidance K-12/SAC …..………………………………………………………………………………….……….Ms. Nicole Ahern

Language Arts/Library Services 8-12 ….………………………………….…………………………………….…Ms. Mary Malyska

Math 8-12…………………………………………………………………………………………………………..Mr. Jason Mauriello

Science 6-12…….............…………………………………………………….………………………………….Ms. Maureen Guilfoyle

Social Studies/Business………………………………………………………………………………………..…….Ms. Libby Galante

World Language/ESL/Career Education/G&T/Technology….…………………………………………….….Ms. Yvonne Lorenzo

Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago

Curriculum CommitteeFrench

Laura Detjen

Table of Contents

Title Page pg. 1

Board Members pg. 2

Administration pg. 3

Department Supervisors pg. 4

Curriculum Committee pg. 5

Table of Content pg. 6

District Mission/Philosophy Statement pg. 7

District Goals pg. 8

Course Description/Recommended Textbooks pg. 9

Course Proficiencies pg. 10

Curriculum Units pp. 11

Pacing Guide pg. 12

Curriculum pp. 13 - 18

Appendix: New Jersey Core Curriculum Content Standards pg. 19

Mission Statement

The Township of Union Board of Education believes that every child is entitled to an education, designed to meet his or her individual needs, in an environment that is conductive to learning. State standards, federal and state mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or when necessary removed in order for the district to maintain the appropriate educational setting.

Philosophy Statement

The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts through its educational practices. It is the belief of the Board of Education that a primary function of the Township of Union Public School System is formulation of a learning climate conductive to the needs of all students in general, providing therein for individual differences. The school operates as a partner with the home and community.

Statement of District Goals

Develop reading, writing, speaking, listening, and mathematical skills. Develop a pride in work and a feeling of self-worth, self-reliance, and self

discipline. Acquire and use the skills and habits involved in critical and constructive

thinking. Develop a code of behavior based on moral and ethical principals. Work with others cooperatively. Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues. Acquire a knowledge and understanding of the physical and biological

sciences. Participate effectively and efficiently in economic life and the development

of skills to enter a specific field of work. Appreciate and understand literature, art, music, and other cultural

activities. Develop an understanding of the historical and cultural heritage. Develop a concern for the proper use and/or preservation of natural

resources.

Develop basic skills in sports and other forms of recreation.

Course Description

This is a six week introductory French course designed to give each student exposure to the French language and culture.

Recommended Textbooks

Exploring French

Course Proficiencies

Students will be able to…

…understand the widespread influence of the French language and culture.

…develop positive attitudes toward an appreciation of the French speaking people, their language and culture, through the use of the learning materials provided.

…pronounce, with fair degree of accuracy in pronunciation and intonation, the subject matter being taught and use this subject matter accurately.

…accurately copy into an organized notebook, vocabulary and phrases supplied by the teacher and reproduce most of this material on short quizzes, dialogues and dictations.

…accurately identify various French speaking countries of the world and research one.

… create and respond to simple phrases, questions and sentences frequently used in the classroom and respond accordingly; including: classroom items and commands, the body and general health, numbers to 100 and telling time; art and artists, noun genders, articles, possessives, adjectives and questions words.

Curriculum Units

Unit 1: French Speaking World Unit 2: Classroom

Unit 3: Numbers to 100/Telling Time Unit 4: Adjectives

Unit 5: Health and Body Unit 6: Art/Artists

Pacing Guide- French 7th Grade Cycle

Content Number of Days

Unit 1: French Speaking World 5 days

Unit 2: Numbers to 100/Telling Time 5 days

Unit 3: Classroom 5 days

Unit 4: Adjectives 5 days

Unit 5: Health and Body 5 days

Unit 6: Art/Artists 5 days

Unit 1: The French Speaking World

Essential Questions Instructional Objectives/ Skills and Benchmarks

(CPIs)

Activities Assessments

1. How can I better understand what I hear and read when I have just begun learning a new language?

2. How do I start, carry on and end a conversation more effectively?

3. How do I make myself clearly understood when speaking and writing?

4. How do I share information with others?

1. Review the benefits of studying another language and culture.

2. Review the origin of the French language and where it is spoken in the world.

3. Identify various French-speaking countries of the world and research one.

4. Review 6th grade daily phrases in French. (greetings/feelings)

5. Use formal and informal greetings (tu vs. vous).

1. Discuss the influence of the French language and culture.

2. Discuss French speaking parts of the world.

3. Research a French speaking country with a partner in the library and computer lab.

4. Create a passport to the target country with identification information.

1. Classwork2. Homework3. Video Clips4. Participation5. Observation6. Questioning7. Group research

project

Unit 2: Numbers to 100/Telling Time

Essential Questions Instructional Objectives/ Skills and Benchmarks

(CPIs)

Activities Assessments

1. How can I better understand what I hear and read when I have just begun learning a new language?

2. How do I start, carry on and end a conversation more effectively?

3. How do I make myself clearly understood when speaking and writing?

4. How do I share information with others?

1. Count to 1002. Perform

mathematical functions and tell time.

3. Recognize any amount including price, age, page, address, bus #, etc.

4. Review the date.5. Understand the 24

hour clock and world time zones.

6. Compare and discuss the differences between French and American train schedules and tv guides.

1. Telling Time Game2. Buzz game to 1003. Crossword puzzles/word

searches4. Identify any number

including age, house number, telephone number, birthday and prices.

5. Discuss the advantages of the 24 hour clock.

6. Read a French train schedule, travel itinerary and tv guide.

1.Classwork2.Homework3. Quiz 1-1004. Participation5. Smart Exchange whack-a-mole game6.Listening comprehension7. Dictation8. Performance based assessments

Unit 3: Classroom

Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)

Activities Assessments

1. How can I better understand what I hear and read when I have just begun learning a new language?

2. How do I start, carry on and end a conversation more effectively?

3. How do I make myself clearly understood when speaking and writing?

4. How do I share information with others?

1.     Identify classroom objects.

2.     Follow classroom commands.

3.     Direct others by using classroom commands.

4.     Discuss the differences between school France and the States.

5.     Identify indefinite articles.

1.     Label Classroom objects2.     Simon says (TPR)3.     Whiteboard activities 4.     Picture Walk – identify the

object – Qu’est-ce-que c’est?

5. Create word wall with pictures.

6. Pictionary

1. Class work2. Homework3. Quiz4. Participation5. Listening comp.6. Dictation7. Oral presentations8. TPR

Unit 4: Adjectives

Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)

Activities Assessments

1. How can I better understand what I hear and read when I have just begun learning a new language?

2. How do I start, carry on and end a conversation more effectively?

3. How do I make myself clearly understood when speaking and writing?

4. How do I share information with others?

1. To describe yourself and others.2. Read and understand a student I.D. card.3. Read a French horoscope.4. Identify adjectives and make them gender agree.

1. Horoscope activity page.

2. Use dictionary to look up adjectives.

3. Create your own student I.D. card in French.

4. Describe a picture of one female friend and one male friend using at least ten different adjectives and make them agree.

1. Class work2. Homework3. Quiz4. Participation5. Listening comprehension6. Dictation7. Video clips8. Performance based assessments9. Oral presentations

Unit 5: Health and Body

Essential Questions Instructional Objectives/ Skills and Benchmarks

(CPIs)

Activities Assessments

1. How can I better understand what I hear and read when I have just begun learning a new language?

2. How do I start, carry on and end a conversation more effectively?

3. How do I make myself clearly understood when speaking and writing?

4. How do I share information with others?

1.     Identify parts of the body and their functions.

2.     Say how one is and feels.

3.     Inquire about another’s health and well-being.

4.     Discuss current health and food related issues in France and compare to the States.

5.     Identify indefinite articles.

1. Create a life-sized model, label body parts, give an identity, and introduce them to the class.2. Bingo.3. Head, Shoulders, Knees and Toes.4.Simon Says.

1.Class work2. Homework

3. Quiz4. Participation5. Listening comp.6. Songs7. Performance based

assessments.

Unit 6: Art/Artists

Essential Questions Instructional Objectives/ Skills and Benchmarks

(CPIs)

Activities Assessments

1. How can I better understand what I hear and read when I have just begun learning a new language?

2. How do I start, carry on and end a conversation more effectively?

3. How do I make myself clearly understood when speaking and writing?

4. How do I share information with others?

1.     Identify different periods of art.

2.     Identify different French artists associated with each period.

3.     Art museums – understanding descriptions of different types of museums.

1.     Match different artists with different periods of art.

2.     Presentation of favorite piece of art by a French artist.

3.    Go-Fish game of French Impressionists.

1.Class work2. Homework3. Quiz4. Participation5. Listening comp.6. Video clips7. Reflection essay8. Oral Presentations9. Powerpoint

New Jersey Core Curriculum Content StandardsAcademic Area

http://www.state.nj.us/education/cccs/2004/s3_lal.pdf

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.

Rubrics for Written  Evaluation6/95 Extremely well written

Excellent contentExcellent usage of grammar

5/90 Very well writtenStrong contentNearly accurate usage of grammar

4/85 Well writtenGood contentGood usage of grammar, but watch errors

3/80 ComprehensibleContent satisfactoryNumerous grammar errors and continue to make same errors

2/75 Content elementaryEssentially understandable use of language, howeverMade several major errors in grammar

1/65 Content extremely weakMade an effort but really made too many major errors making it very hard to understand