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Seymour Public Schools Curriculum
French I, Page # 1
Subject Title
French I
The main objectives in French I are to develop an ability to understand the spoken language and to be able to reply in clear, simple French. Reading
comprehension is developed by means of short stories, anecdotes, and descriptive paragraphs. Some composition in French is required. Lessons on
culture, history, and geography of many Francophone countries are presented as well.
Seymour Public Schools Curriculum
French I, Page # 2
Subject Title French I-Unit 1
In this introductory unit French I students will learn the basics of the language: its roots, introductions, counting; spelling, alphabet, accent marks;
names, numbers, gestures, and expressions. They will learn the differences in greeting people, asking and telling how old they are, expressing likes
and dislike; etc. They will also be introduced to action verbs.
Grade: 9
Subject: French I
CSDE Standard
Communication Interpersonal mode; Presentational mode ;Interpretive mode
Enduring Understanding
Effective communication allows those engaged to understand one another
Essential Questions
How do I use another language to communicate with one another?
Content Standard:
Exchange thoughts about people, activities and events in their personal lives or communities.
Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the
target and their native cultures.
Recognize that there are often multiple ways to express an idea in the target language
Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target
culture.
Analyze various elements of the target language (such as time or tense), and compare and contrast them
with comparable linguistic elements in English.
Communicate with members of the target culture and interpret information regarding topics of
personal, community or world interest.
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary.
Use appropriate gestures, when necessary, to make their messages comprehensible.
Use information acquired from other school subjects to complete activities in the world language
Seymour Public Schools Curriculum
French I, Page # 3
classroom.
Use their target language skills and demonstrate cultural understanding while participating in career
exploration, volunteer experiences, school-to-work projects or school/individual exchanges with home
stay.
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary.
Exchange information with peers and the teacher (both face-to-face and in writing) about events in their
everyday lives and experiences from their past.
Performance Expectations (Student outcomes)
How do I use my understanding of culture to communicate and function appropriately in another
culture?
How do I use another language to communicate with others?
How do I demonstrate an understanding of the similarities, differences and interactions across
languages?
How do I present information, concepts and ideas in another language in a way that is understood?
Strategies/Modes (examples)
Whole class instruction
Pair and group work
Reciprocal teaching
Differentiation
Materials/Resources (examples)
Text
DVDs
Workbook
Supplemental workbook
Supplemental worksheets
Overhead projector
Text
DVDs
Workbooks-audio
Assessments (examples)
Test
Quizzes
Homework
Dialogues
Seymour Public Schools Curriculum
French I, Page # 4
Subject Title French I-Unit 2
In this unit, French I students will ask and give information, ask and express opinions, agree and disagree, and use si and oui to agree or contradict a
statement. They will also use the very important irregular verb avoir and re-visit aimer. The students will also learn vocabulary related to school
subjects, class times, curriculum, and telling time.
Grade: 9
Subject: French I-Unit 2
CSDE Standard
Communication Interpersonal mode; Presentational mode; Interpretive
Enduring Understanding
Effective communication allows those engaged to understand one another.
Essential Questions
How do I use another language to communicate with others?
How do I present information, concepts and ideas in another language in a way that is understood?
Content Standard:
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary.
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary.
Use appropriate gestures, when necessary, to make their messages comprehensible.
Use information acquired from other school subjects to complete activities in the world language
classroom.
Analyze various elements of the target language (such as time or tense), and compare and contrast them
with comparable linguistic elements in English.
Communicate with members of the target culture and interpret information regarding topics of
personal, community or world interest.
Use their target language skills and demonstrate cultural understanding while participating in career
exploration, volunteer experiences, school-to-work projects or school/individual exchanges with home
stay.
Recognize that there are often multiple ways to express an idea in the target language.
Exchange information with peers and the teacher (both face-to-face and in writing) about events in their
Seymour Public Schools Curriculum
French I, Page # 5
everyday lives and experiences from their past.
Exchange thoughts about people, activities and events in their personal lives or communities.
Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the
target and their native cultures.
Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target
culture.
Performance Expectations (Student outcomes)
In at least one language other than English, students will understand and interpret spoken and written
language
In at least one language other than English, students will demonstrate literacy and an understanding of
the nature of language through comparisons across languages on a variety of topics
In at least one language other than English, students will demonstrate an understanding of the products,
practices and perspectives of the cultures studied, and will use their cultural knowledge for
interpersonal, interpretative and presentational communication
In at least one language other than English, students will present information, concepts and ideas to
listeners or readers on a variety of topics.
Strategies/Modes (examples)
Reciprocal teaching
Whole class instruction
Teacher-facilitated group work
Word study: Developing content vocabulary
Differentiation
Materials/Resources (examples)
CDs
DVDs
Text
Workbook
Supplemental worksheets
Aural workbooks
Assessments (examples)
Tests
Exit slips
Group dialogues
Quizzes
Homework
Seymour Public Schools Curriculum
French I, Page # 6
Subject Title French I-Unit 3
In this unit, French I students will learn to make and respond to requests, ask what others need and telling what you need, tell what you’d like to do,
ask for information, and get someone’s attention. The grammar explored are demonstrative adjectives ce, cet, cette, and ces, and the indefinite
articles un, une, des, and de (d’). They will learn the vocabulary concerning school supplies, colors, and revisit the numbers 1-100, including
equations with the common currency of most of Europe, the Euro.
Grade: 9
Subject: French I-Unit 3
CSDE Standard
Communication Interpersonal mode; Presentational mode; Interpretive
Enduring Understanding
Effective communication allows those engaged to understand one another.
Essential Questions
How do I use another language to communicate with others?
How do I present information, concepts and ideas in another language in a way that is understood?
Content Standard:
Use information acquired from other school subjects to complete activities in the world language
classroom.
Analyze various elements of the target language (such as time or tense), and compare and contrast them
with comparable linguistic elements in English.
Communicate with members of the target culture and interpret information regarding topics of
personal, community or world interest.
Use their target language skills and demonstrate cultural understanding while participating in career
exploration, volunteer experiences, school-to-work projects or school/individual exchanges with home
stay.
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary.
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary.
Use appropriate gestures, when necessary, to make their messages comprehensible.
Seymour Public Schools Curriculum
French I, Page # 7
Recognize that there are often multiple ways to express an idea in the target language.
Exchange information with peers and the teacher (both face-to-face and in writing) about events in their
everyday lives and experiences from their past.
Exchange thoughts about people, activities and events in their personal lives or communities.
Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the
target and their native cultures.
Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target
culture. Performance Expectations (Student outcomes)
In at least one language other than English, students will understand and interpret spoken and written
language
In at least one language other than English, students will present information, concepts and ideas to
listeners or readers on a variety of topics.
In at least one language other than English, students will demonstrate literacy and an understanding of
the nature of language through comparisons across languages on a variety of topics
In at least one language other than English, students will demonstrate an understanding of the products,
practices and perspectives of the cultures studied, and will use their cultural knowledge for
interpersonal, interpretative and presentational communication
Strategies/Modes (examples)
Whole class instruction
Teacher-facilitated group work
Word study: Developing content vocabulary
Reciprocal teaching
Differentiation
Materials/Resources (examples)
Workbook
Supplemental worksheets and workbooks
CDs
DVDs
Text
Assessments (examples)
Tests
Quizzes
Exit slips
Group dialogues
Homework
Seymour Public Schools Curriculum
French I, Page # 8
Subject Title French I-Unit 4
In this unit, French I students will be able to tell if they like or dislike something; exchange basic information about themselves; and make, accept,
and turn down suggestions. They will be able to talk about sports using the verbs faire and jouer. They will be able to form questions and use them
in discussing sports, hobbies, weather, seasons, months, and time. In employing these questions, they may now be able to include adverbs of
frequency.
Grade: 9
Subject: French I-Unit 4
CSDE Standard
Communication Interpersonal mode; Presentational mode; Interpretive
Enduring Understanding
Effective communication allows those engaged to understand one another.
Essential Questions
How do I use another language to communicate with others?
How do I present information, concepts and ideas in another language in a way that is understood?
Content Standard:
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary.
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary.
Use appropriate gestures, when necessary, to make their messages comprehensible.
Use information acquired from other school subjects to complete activities in the world language
classroom.
Analyze various elements of the target language (such as time or tense), and compare and contrast them
with comparable linguistic elements in English.
Communicate with members of the target culture and interpret information regarding topics of
personal, community or world interest.
Use their target language skills and demonstrate cultural understanding while participating in career
exploration, volunteer experiences, school-to-work projects or school/individual exchanges with home
stay.
Seymour Public Schools Curriculum
French I, Page # 9
Recognize that there are often multiple ways to express an idea in the target language.
Exchange information with peers and the teacher (both face-to-face and in writing) about events in their
everyday lives and experiences from their past.
Exchange thoughts about people, activities and events in their personal lives or communities.
Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the
target and their native cultures.
Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target
culture. Performance Expectations (Student outcomes)
In at least one language other than English, students will understand and interpret spoken and written
language
In at least one language other than English, students will demonstrate literacy and an understanding of
the nature of language through comparisons across languages on a variety of topics
In at least one language other than English, students will demonstrate an understanding of the products,
practices and perspectives of the cultures studied, and will use their cultural knowledge for
interpersonal, interpretative and presentational communication
In at least one language other than English, students will present information, concepts and ideas to
listeners or readers on a variety of topics.
Strategies/Modes (examples)
Reciprocal teaching
Whole class instruction
Teacher-facilitated group work
Word study: Developing content vocabulary
Differentiation
Materials/Resources (examples)
CDs
DVDs
Text
Workbook
Supplemental worksheets and workbooks
Aural activities
Assessments (examples)
Tests
Exit slips
Group dialogues
Quizzes
Homework
Seymour Public Schools Curriculum
French I, Page # 10
Subject Title French I-Unit 5
In this unit, French I students will be able to make suggestions and excuses; make a recommendation; get someone’s attention; order food and
beverages; inquire about likes and dislikes; and pay the check at a restaurant. They will employ the new verb prendre and use the imperative when
telling someone what to do. New foods and beverages will be introduced as well as men and women who work in the food industry.
Grade: 9
Subject: French I-Unit 5
CSDE Standard
Communication Interpersonal mode; Presentational mode; Interpretive
Enduring Understanding
Effective communication allows those engaged to understand one another.
Essential Questions
How do I use another language to communicate with others?
How do I present information, concepts and ideas in another language in a way that is understood?
Content Standard:
Use information acquired from other school subjects to complete activities in the world language
classroom.
Analyze various elements of the target language (such as time or tense), and compare and contrast them
with comparable linguistic elements in English.
Communicate with members of the target culture and interpret information regarding topics of
personal, community or world interest.
Use their target language skills and demonstrate cultural understanding while participating in career
exploration, volunteer experiences, school-to-work projects or school/individual exchanges with home
stay.
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary.
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary.
Use appropriate gestures, when necessary, to make their messages comprehensible.
Seymour Public Schools Curriculum
French I, Page # 11
Recognize that there are often multiple ways to express an idea in the target language.
Exchange information with peers and the teacher (both face-to-face and in writing) about events in their
everyday lives and experiences from their past.
Exchange thoughts about people, activities and events in their personal lives or communities.
Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the
target and their native cultures.
Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target
culture.
Performance Expectations (Student outcomes)
In at least one language other than English, students will understand and interpret spoken and written
language
In at least one language other than English, students will present information, concepts and ideas to
listeners or readers on a variety of topics.
In at least one language other than English, students will demonstrate literacy and an understanding of
the nature of language through comparisons across languages on a variety of topics
In at least one language other than English, students will demonstrate an understanding of the products,
practices and perspectives of the cultures studied, and will use their cultural knowledge for
interpersonal, interpretative and presentational communication
Strategies/Modes (examples)
Whole class instruction
Teacher-facilitated group work
Word study: Developing content
vocabulary
Reciprocal teaching
Differentiation
Materials/Resources (examples)
Workbook
Supplemental worksheets and
workbooks
CDs
DVDs
Text
Assessments (examples)
Tests
Quizzes
Exit slips
Group dialogues
Homework
Project-Summer camp brochure
Seymour Public Schools Curriculum
French I, Page # 12
Subject Title French I-Unit 6
In this unit French I student will make plans; extend and respond to an invitation; and arrange to meet with someone. They will employ vocabulary
about places to go and people to see. Grammar topics include using le with days of the week to show frequency, the verb aller to communicate
immediate future action; the irregular verb vouloir, and the contractions with à and de.
Grade: 9
Subject: French I-Unit 6
CSDE Standard
Communication Interpersonal mode; Presentational mode; Interpretive
Enduring Understanding
Effective communication allows those engaged to understand one another.
Essential Questions
How do I use another language to communicate with others?
How do I present information, concepts and ideas in another language in a way that is understood?
Content Standard:
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary.
Use appropriate gestures, when necessary, to make their messages comprehensible.
Exchange thoughts about people, activities and events in their personal lives or communities.
Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the
target and their native cultures.
Use information acquired from other school subjects to complete activities in the world language
classroom.
Use their target language skills and demonstrate cultural understanding while participating in career
exploration, volunteer experiences, school-to-work projects or school/individual exchanges with home
stay.
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary.
Recognize that there are often multiple ways to express an idea in the target language.
Exchange information with peers and the teacher (both face-to-face and in writing) about events in their
Seymour Public Schools Curriculum
French I, Page # 13
everyday lives and experiences from their past.
Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target
culture.
Analyze various elements of the target language (such as time or tense), and compare and contrast them
with comparable linguistic elements in English.
Communicate with members of the target culture and interpret information regarding topics of
personal, community or world interest.
Performance Expectations (Student outcomes)
In at least one language other than English, students will understand and interpret spoken and written
language
In at least one language other than English, students will present information, concepts and ideas to
listeners or readers on a variety of topics.
In at least one language other than English, students will demonstrate an understanding of the products,
practices and perspectives of the cultures studied, and will use their cultural knowledge for
interpersonal, interpretative and presentational communication
In at least one language other than English, students will demonstrate literacy and an understanding of
the nature of language through comparisons across languages on a variety of topics.
Strategies/Modes (examples)
Word study: Developing content vocabulary
Reciprocal teaching
Differentiation
Whole class instruction
Teacher-facilitated group work
Materials/Resources (examples)
DVDs
Text
Workbook
Supplemental worksheets and workbooks
CDs
Assessments (examples)
Exit slips
Group dialogues
Homework
Tests
Quizzes
Seymour Public Schools Curriculum
French I, Page # 14
Subject Title French I-Unit 7
In this unit, French I students will be discussing family members, including relationships and personal adjectives; describing appearances and
characteristics ;correctly employing possessive adjectives and their agreement; recognizing possession with the preposition de; and memorizing the
irregular verb être. They will also review days of the week, sports and hobbies, and official time.
Grade: 9
Subject: French I-Unit 7
CSDE Standard
Communication Interpersonal mode; Presentational mode
Enduring Understanding
Effective communication allows those engaged to understand one another.
Essential Questions
How do I use another language to communicate with others?
How do I present information, concepts and ideas in another language in a way that is understood?
Content Standard:
Participate in culturally appropriate exchanges that reflect social amenities such as expressing gratitude,
extending and receiving invitations, apologizing and communicating preferences.
Effectively use repetition, rephrasing and gestures to assist them in communicating their meaning in the
target language
Use a dictionary or thesaurus written entirely in the target language, as appropriate, to select words for
use in preparing written and oral reports.
Express their likes and dislikes regarding various people, objects, categories and events present in their
everyday environments
Employ rephrasing and circumlocution, i.e., using other words and gestures to explain words or
concepts, to successfully communicate their messages.
Performance Expectations (Student outcomes)
In at least one language other than English, students will present information, concepts and ideas to
listeners or readers on a variety of topics.
In at least one language other than English, students will engage in conversation and correspondence,
Seymour Public Schools Curriculum
French I, Page # 15
provide and obtain information, express feelings and exchange opinions.
Strategies/Modes (examples)
Word study: Developing content vocabulary
Reciprocal teaching
Differentiation
Whole class instruction
Teacher-facilitated group work
Materials/Resources (examples)
DVDs
Text
Workbook
Supplemental worksheets and workbooks
CDs
Assessments (examples)
Exit slips
Group dialogues
Homework
Tests
Quizzes
Family tree project
Seymour Public Schools Curriculum
French I, Page # 16
Subject Title French I-Unit 8
In this unit, French I students will learn to express need; make, accept, and decline requests; make and receive a telephone call; share confidences and
confide in others; ask and give advice; and ask for, refuse or give permission. The grammar topics introduced are: the passé composé, placement of
adverbs, re verbs, third-person object pronouns; and daily activities.
Grade: 9
Subject: French I-Unit 8
CSDE Standard
Communication Interpersonal mode; Presentational mode; Interpretive
Enduring Understanding
Effective communication allows those engaged to understand one another.
Essential Questions
How do I use another language to communicate with others?
How do I present information, concepts and ideas in another language in a way that is understood?
Content Standard:
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary.
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary.
Use appropriate gestures, when necessary, to make their messages comprehensible.
Use information acquired from other school subjects to complete activities in the world language
classroom.
Analyze various elements of the target language (such as time or tense), and compare and contrast them
with comparable linguistic elements in English.
Communicate with members of the target culture and interpret information regarding topics of
personal, community or world interest.
Use their target language skills and demonstrate cultural understanding while participating in career
exploration, volunteer experiences, school-to-work projects or school/individual exchanges with home
stay.
Recognize that there are often multiple ways to express an idea in the target language.
Exchange information with peers and the teacher (both face-to-face and in writing) about events in their
Seymour Public Schools Curriculum
French I, Page # 17
everyday lives and experiences from their past.
Exchange thoughts about people, activities and events in their personal lives or communities.
Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the
target and their native cultures.
Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target
culture.
Performance Expectations (Student outcomes)
In at least one language other than English, students will understand and interpret spoken and written
language
In at least one language other than English, students will demonstrate literacy and an understanding of
the nature of language through comparisons across languages on a variety of topics
In at least one language other than English, students will demonstrate an understanding of the products,
practices and perspectives of the cultures studied, and will use their cultural knowledge for
interpersonal, interpretative and presentational communication
In at least one language other than English, students will present information, concepts and ideas to
listeners or readers on a variety of topics.
Strategies/Modes (examples)
Reciprocal teaching
Whole class instruction
Teacher-facilitated group work
Word study: Developing content vocabulary
Differentiation
Materials/Resources (examples)
CDs
DVDs
Text
Workbook
Supplemental worksheets and workbooks
Assessments (examples)
Tests
Exit slips
Group dialogues
Quizzes
Homework
Map of Francophone Africa
Seymour Public Schools Curriculum
French I, Page # 18
Subject Title French I-Unit 9
In this unit, French I students will learn to express need; make, accept, and decline requests; make and receive a telephone call; share confidences and
confide in others; ask and give advice; and ask for, refuse or give permission. The grammar topics introduced are: the passé composé, placement of
adverbs, re verbs, third-person object pronouns; and daily activities.
Grade: 9
Subject: French I-Unit 9
CSDE Standard
Communication Interpersonal mode; Presentational mode; Interpretive
Enduring Understanding
Effective communication allows those engaged to understand one another.
Essential Questions
How do I use another language to communicate with others?
How do I present information, concepts and ideas in another language in a way that is understood?
Content Standard:
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary.
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary.
Use appropriate gestures, when necessary, to make their messages comprehensible.
Use information acquired from other school subjects to complete activities in the world language
classroom.
Analyze various elements of the target language (such as time or tense), and compare and contrast them
with comparable linguistic elements in English.
Communicate with members of the target culture and interpret information regarding topics of
personal, community or world interest.
Use their target language skills and demonstrate cultural understanding while participating in career
exploration, volunteer experiences, school-to-work projects or school/individual exchanges with home
stay.
Recognize that there are often multiple ways to express an idea in the target language.
Seymour Public Schools Curriculum
French I, Page # 19
Exchange information with peers and the teacher (both face-to-face and in writing) about events in their
everyday lives and experiences from their past.
Exchange thoughts about people, activities and events in their personal lives or communities.
Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the
target and their native cultures.
Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target
culture. Performance Expectations (Student outcomes)
In at least one language other than English, students will understand and interpret spoken and written
language
In at least one language other than English, students will demonstrate literacy and an understanding of
the nature of language through comparisons across languages on a variety of topics
In at least one language other than English, students will demonstrate an understanding of the products,
practices and perspectives of the cultures studied, and will use their cultural knowledge for
interpersonal, interpretative and presentational communication
In at least one language other than English, students will present information, concepts and ideas to
listeners or readers on a variety of topics.
Strategies/Modes (examples)
Reciprocal teaching
Whole class instruction
Teacher-facilitated group work
Word study: Developing content vocabulary
Differentiation
Materials/Resources (examples)
CDs
DVDs
Text
Workbook
Supplemental worksheets and workbooks
Assessments (examples)
Tests
Exit slips
Group dialogues
Quizzes
Homework
Seymour Public Schools Curriculum
French I, Page # 20
Subject Title French I-Unit 10
In this unit, the French I students will learn to: ask and give advice; express need; ask for an opinion; pay a compliment; criticize; hesitate; and make
a decision. The grammar topics discussed will be: the application of the irregular verbs mettre and porter, -ir verbs, adjectives used as nouns, third
person direct object pronouns; and c’est vs. il/elle est. The will review articles of clothing and replace them with object pronouns in speaking and
writing,
Grade: 9
Subject: French I-Unit 10
CSDE Standard
Communication Interpersonal mode; Presentational mode; Interpretive
Enduring Understanding
Effective communication allows those engaged to understand one another.
Essential Questions
How do I use another language to communicate with others?
How do I present information, concepts and ideas in another language in a way that is understood?
Content Standard:
Exchange information with peers and the teacher (both face-to-face and in writing) about events in their
everyday lives and experiences from their past.
Exchange thoughts about people, activities and events in their personal lives or communities.
Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target
culture.
Communicate with members of the target culture and interpret information regarding topics of
personal, community or world interest.
Use their target language skills and demonstrate cultural understanding while participating in career
exploration, volunteer experiences, school-to-work projects or school/individual exchanges with home
stay.
Recognize that there are often multiple ways to express an idea in the target language.
Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the
target and their native cultures.
Use information acquired from other school subjects to complete activities in the world language
classroom.
Demonstrate the ability to access information about the target language and culture(s) from various
Seymour Public Schools Curriculum
French I, Page # 21
sources, including the Internet, with assistance if necessary.
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary.
Use appropriate gestures, when necessary, to make their messages comprehensible.
Analyze various elements of the target language (such as time or tense), and compare and contrast them
with comparable linguistic elements in English.
Performance Expectations (Student outcomes)
In at least one language other than English, students will demonstrate literacy and an understanding of
the nature of language through comparisons across languages on a variety of topics.
In at least one language other than English, students will understand and interpret spoken and written
language
In at least one language other than English, students will present information, concepts and ideas to
listeners or readers on a variety of topics.
In at least one language other than English, students will demonstrate an understanding of the products,
practices and perspectives of the cultures studied, and will use their cultural knowledge for
interpersonal, interpretative and presentational communication
Strategies/Modes (examples)
Reciprocal teaching
Whole class instruction
Teacher-facilitated group work
Word study: Developing content vocabulary
Differentiation
Materials/Resources (examples)
CDs
DVDs
Text
Workbook
Supplemental worksheets and workbooks
Clothing review game
Assessments (examples)
Tests
Exit slips
Group dialogues
Quizzes
Homework
Seymour Public Schools Curriculum
French I, Page # 22
Subject Title French I-Unit 11
In this unit, French I students will: inquire about and share future plans; express indecision and wishes; ask for, make, accept and refuse suggestions;
remind and reassure someone else; see someone off on a trip; ask for and express opinions; and inquire about and relate past events. They will form
sentences with the prepositions à and en, and use them along with the MTV verbs, i.e. partir, sortir, servir and dormir. They will discuss various
vacation places and activities and which items to bring along on a trip.
Grade: 9
Subject: French I-Unit 11
CSDE Standard
Communication Interpersonal mode; Presentational mode; Interpretive
Enduring Understanding
Effective communication allows those engaged to understand one another.
Essential Questions
How do I use another language to communicate with others?
How do I present information, concepts and ideas in another language in a way that is understood?
Content Standard:
Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target
culture.
Communicate with members of the target culture and interpret information regarding topics of
personal, community or world interest.
Use their target language skills and demonstrate cultural understanding while participating in career
exploration, volunteer experiences, school-to-work projects or school/individual exchanges with home
stay.
Recognize that there are often multiple ways to express an idea in the target language.
Exchange information with peers and the teacher (both face-to-face and in writing) about events in their
everyday lives and experiences from their past.
Exchange thoughts about people, activities and events in their personal lives or communities.
Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the
target and their native cultures.
Seymour Public Schools Curriculum
French I, Page # 23
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary.
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary
Use appropriate gestures, when necessary, to make their messages comprehensible.
Use information acquired from other school subjects to complete activities in the world language
classroom.
Analyze various elements of the target language (such as time or tense), and compare and contrast them
with comparable linguistic elements in English.
Performance Expectations (Student outcomes)
In at least one language other than English, students will understand and interpret spoken and written
language
In at least one language other than English, students will present information, concepts and ideas to
listeners or readers on a variety of topics.
In at least one language other than English, students will demonstrate literacy and an understanding of
the nature of language through comparisons across languages on a variety of topics.
In at least one language other than English, students will demonstrate an understanding of the products,
practices and perspectives of the cultures studied, and will use their cultural knowledge for
interpersonal, interpretative and presentational communication
Strategies/Modes (examples)
Word study: Developing content vocabulary
Differentiation
Reciprocal teaching
Whole class instruction
Teacher-facilitated group work
Materials/Resources (examples)
Workbook
Supplemental worksheets and workbooks
CDs
DVDs
Text
Assessments (examples)
Quizzes
Homework
Tests
Exit slips
Group dialogues
Project-travel brochure of Francophone areas/countries
Seymour Public Schools Curriculum
French I, Page # 24
Subject Title French I-Unit 12
In this unit, French I students will be able to express anticipation, make suppositions, express doubt and certainty, inquire about people and things,
and express excitement and disappointment. They will express the future tense after the conjunctions quand and dès que. The vocabulary concerns
itself with sports and equipment and places of origin. They also will review in earnest for their final examination.
Grade: 9
Subject: French I-Unit 12
CSDE Standard
Communication Interpersonal mode; Presentational mode; Interpretive
Enduring Understanding
Effective communication allows those engaged to understand one another.
Essential Questions
How do I use another language to communicate with others?
How do I present information, concepts and ideas in another language in a way that is understood?
Content Standard:
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary.
Demonstrate the ability to access information about the target language and culture(s) from various
sources, including the Internet, with assistance if necessary.
Use appropriate gestures, when necessary, to make their messages comprehensible.
Use information acquired from other school subjects to complete activities in the world language
classroom.
Analyze various elements of the target language (such as time or tense), and compare and contrast them
with comparable linguistic elements in English.
Communicate with members of the target culture and interpret information regarding topics of
personal, community or world interest.
Use their target language skills and demonstrate cultural understanding while participating in career
exploration, volunteer experiences, school-to-work projects or school/individual exchanges with home
stay.
Recognize that there are often multiple ways to express an idea in the target language.
Seymour Public Schools Curriculum
French I, Page # 25
Exchange information with peers and the teacher (both face-to-face and in writing) about events in their
everyday lives and experiences from their past.
Exchange thoughts about people, activities and events in their personal lives or communities.
Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the
target and their native cultures.
Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target
culture. Performance Expectations (Student outcomes)
In at least one language other than English, students will understand and interpret spoken and written
language
In at least one language other than English, students will demonstrate literacy and an understanding of
the nature of language through comparisons across languages on a variety of topics
In at least one language other than English, students will demonstrate an understanding of the products,
practices and perspectives of the cultures studied, and will use their cultural knowledge for
interpersonal, interpretative and presentational communication
In at least one language other than English, students will present information, concepts and ideas to
listeners or readers on a variety of topics.
Strategies/Modes (examples)
Reciprocal teaching
Whole class instruction
Teacher-facilitated group work
Word study: Developing content vocabulary
Differentiation
Materials/Resources (examples)
CDs
DVDs
Text
Workbook
Supplemental worksheets and workbooks
Assessments (examples)
Tests
Exit slips
Group dialogues
Quizzes
Homework
Seymour Public Schools Curriculum
French I, Page # 26
Subject Title
French I-Geography and Culture
In this unit on culture and geography, students should gain the skill to analyze the culture, evaluate it within its context, compare it to their
culture, and develop the ability to function comfortably in that culture.
Skill and practice in the analysis of cultural phenomena equip students to enter a cultural situation, assess it, create strategies for dealing
with it, and accepting it as a natural part of the people. The philosophy is to reduce the “we vs. they” approach to culture. If students are
encouraged to accept and appreciate the diversity of other cultures, they will be able to develop the risk-taking strategies necessary to learn
a language and to interact with people of different cultures.
Although there are many ways to approach teaching culture, two effective means are questioning-in which the teacher encourages the
students to be more observant of the world around them, e.g.-realia, food, television, movies, etc. The other is by associating words with
images, explaining the cultural connotation with picture and/or themes.
The countries, cities, and areas of study include, but not limited to:
Poitiers, France
Québec
Côte d’Ivoire
Paris
La Touraine
La Provence
La Martinique
The topics of culture include, but not limited to:
Francophone world
French educational system
shopping, fashion, and clothing sizes
sports and leisure time activities
food and etiquette in a restaurant
dating and socializing
Seymour Public Schools Curriculum
French I, Page # 27
family life and pets
the Euro
metric system
telephone system
school life in France
summer camps
vacations
holidays
drivers’ licenses
DOMs and TOMS
Grade:
9
Subject:
French I-Culture and Geography
CSDE
Standard Cultures
Comparisons Among Cultures
Enduring
Understanding
Although cultures can be diverse, there exists many commonalities.
Essential
Questions How do I use my understanding of culture to communicate and function appropriately in another culture?
How do I demonstrate an understanding of the similarities, differences and interactions across cultures?
Content
Standard: Observe and identify tangible products of the target language, such as toys, dress, types of dwellings,
musical instruments and typical foods.
Identify, experience or read about, and discuss expressive forms of the culture, including but not limited to
literature, periodicals, films, television, websites and the fine arts, in order to explore their effects on the
larger community.
Participate in age-appropriate cultural activities, such as games, songs, birthday celebrations, storytelling,
dramatizations or role-playing of the target culture.
Use appropriate gestures and oral expressions for greetings, farewells and common or familiar classroom
interactions of the target culture.
Identify, discuss and analyze various patterns of behaviors or interactions that are typical of the target
Seymour Public Schools Curriculum
French I, Page # 28
culture.
Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target culture.
Observe, identify and discuss patterns of behavior or interaction that are typical of their peer group in the
target culture.
Identify, compare and contrast different forms of communication across cultures, including signs, symbols,
advertisements, packages, displays, murals, songs and rhymes.
Investigate and report on cultural traditions and celebrations, such as holidays, birthdays, “coming of age”
celebrations, seasonal festivals, religious ceremonies and recreational gatherings, that exist across cultures
Use new and evolving information and perspectives to demonstrate understanding of the similarities and
differences across cultures.
Analyze how other cultures view the role of the United States in the world arena.
Use new and evolving information and perspectives to identify universals of human experience across
cultures and to demonstrate empathy and respect for the people(s) of other cultures.
Performance
Expectations
(Student
outcomes)
In at least one language other than English, students will demonstrate an understanding of the
products, practices and perspectives of the cultures studied, and will use their cultural knowledge
for interpersonal, interpretative and presentational communication.
In at least one language other than English, students will demonstrate an understanding of the
concept of culture through comparisons across cultures.
Strategies/Modes (example
Small group work
Differentiation
Word Study: developing content
vocabulary
Homework
Whole class instruction
Materials/Resources (examples)
Realia demonstrations
Songs
Stories
Films-Bon Voyage, Charlie Brown; Au
Revoir les enfants
Video clips
Poetry
Text
Worksheets
Assessments (examples)
Quizzes
Map quizzes
Puzzles
Games
Worksheets
Homework
Film group work
Film quizzes
Seymour Public Schools Curriculum
French I, Page # 29