· web vieweditorial page of a newspaper addressing it to a specific journalist to answer....

Curriculum Management System

MONROE TOWNSHIP SCHOOLS

Course Name: AP French Grade: 12

For adoption by all regular education programs Board Approved: <Type Date Here> as specified and for adoption or adaptation byall Special Education Programs in accordancewith Board of Education Policy # 2220.

Table of Contents

Monroe Township Schools Administration and Board of Education Members Page ….

Mission, Vision, Beliefs, and Goals Page ….

Core Curriculum Content Standards Page ….

Scope and Sequence Pages …

Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages …

Quarterly Benchmark Assessment Page ….

Monroe Township Schools Administration and Board of Education Members

ADMINISTRATIONDr. Kenneth R. Hamilton, Superintendent

Dr. Jeff C. Gorman, Assistant Superintendent

BOARD OF EDUCATIONMs. Kathy Kolupanowich, Board President

Mr. Doug Poye, Board Vice PresidentMs. Amy Antelis

Ms. Michele ArminioMr. Marvin I. Braverman

Mr. Ken ChiarellaMr. Lew Kaufman

Mr. Tom NothsteinMr. Anthony Prezioso

Jamesburg RepresentativeMr. Robert Czarneski

WRITERS NAMEMs. Marni Vicich

CURRICULUM SUPERVISORDr. Kelly F. Roselle

mailto:[email protected]



Mission, Vision, Beliefs, and Goals

Mission Statement

The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained committed staff in a safe and orderly environment.

Vision Statement

The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education.

Beliefs

1. All decisions are made on the premise that children must come first.2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population.3. We believe there is a sense of urgency about improving rigor and student achievement.4. All members of our community are responsible for building capacity to reach excellence.5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions.6. We believe that collaboration maximizes the potential for improved outcomes.7. We act with integrity, respect, and honesty with recognition that the schools serve as the social core of the community.8. We believe that resources must be committed to address the population expansion in the community.9. We believe that there are no disposable students in our community and every child means every child.

Board of Education Goals

1. Raise achievement for all students paying particular attention to disparities between subgroups.2. Systematically collect, analyze, and evaluate available data to inform all decisions.3. Improve business efficiencies where possible to reduce overall operating costs.4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle.5. Provide early interventions for all students who are at risk of not reaching their full potential.6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.

Common Core State Standards (CSSS)

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Links:1. CCSS Home Page: http://www.corestandards.org2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions3. CCSS The Standards: http://www.corestandards.org/the-standards4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca5. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org

http://parcconline.org/

http://www.state.nj.us/education/sca

http://www.corestandards.org/the-standards

http://www.corestandards.org/the-standards

http://www.corestandards.org/

Quarter 1

Big Idea I:

I. Global Challengesa. Environment

1. Preservation of natural resources 2. Policies and sensibilities

b. Food and Nutrition 1. Social and cultural implications 2. Policies

c. Economy 1. The Euro and its impact on French society d. Globalization 1. Global competition 2. Challenges

Quarter 2

Big Idea II & III:

II. Family and communitya. Family structures

1. Parent/child relationshipsb. Generational relationships

1. Beliefs, priorities, culture and traditionsc. Individualism vs. solidarity

1. Crowd mentality 2. Customs d. Discrimination and stereotypes 1. The Maghreb 2. Negative effects of discrimination and stereotypes

III. Science and Technologya. Discoveries and technology

1. Potentials and consequencesb. The Internet and its social impact

1. Discoveriesc. Personal technology and communication

1. Ethics 2. Usage in our everyday lives d. Alternate resources 1. What is CERN 2. CERN’s contribution to society

Quarter 3

Big Idea IV

IV. Personal and public identitiesa. Identity

1. Personality defines who we areb. Personal relationships

1. Balance of cultures and ethnicitiesc. The world of work

1. Importance of professions in our societyd. Famous French and Famous Americans

1. Contributions to society

Quarter 4

Big Idea V & VI

V. Contemporary Life a. Past times 1. Ways in which the French spend free time b. Sports and fitness 1. Individual vs. team sports c. Leisure, travel and tourism 1. French pride and national identity 2. Youth culture

VI. Beauty and aestheticsa. Ideals of beauty

1. Perceptionsb. Visual arts

1. Impressionism and other genresc. Poetry

1. The French metric line 2. Paul Verlaine d. Music 1. Famous singers and songs

Big Idea 1: Global Challenges: Les défis mondiauxESTABLISHED GOALS

7.1.IH.A.5

Synthesize information from oral and written discourse dealing with a variety of topics.

7.1.IH.A.6

Analyze and critique readings from culturally authentic materials

7.1.IH.B.3

Interact in a variety of familiar situations using culturally appropriate verbal and non-verbal communication strategies.

7.1.AL.B.6

Use language in a variety of settings to further personal, academic, and career goals.

7.1.IH.A.2 Demonstrate comprehension of spoken and written language, as

TransferStudents will be able to independently use their learning to…Evaluate the need for modern day society to consider alternative resources to protect the environment.

MeaningUNDERSTANDINGSStudents will understand that…

Natural phenomena significantly destroy our world, but we must find ways to rebuilt our environment as a result.

Man is the biggest threat to our environment.

Sacrifices must be made to preserve the world we live in today for a better tomorrow

ESSENTIAL QUESTIONS What environmental issues pose challenges

to societies throughout the world? What can we do to preserve our natural

resources? What initiatives have been made to prevent

further damage to our environment?

AcquisitionStudents will know…

The way we conduct our daily life greatly impacts our environment.

France, like many other countries is seeking to preserve our natural resources and prevent further damage from occurring.

Students will be skilled at… Use content specific vocabulary in authentic

oral and written contexts Write a formal persuasive essay Research websites and magazines to get an

understanding of the dangers and threats to our society

Use the conditional past to express a hypothetical event in the past

expressed by speakers of the target language in formal and informal settings, through appropriate responses.

7.1.IH.A.3 Compare and contrast the use of verbal and non-verbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one’s own culture.

7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect cultural perspectives associated with the target culture(s).

CCSS.ELA-LITERACY.WHST.9-10.4

http://www.corestandards.org/ELA-Literacy/WHST/9-10/4/

Produce clear and coherent writing in which the development, organization, and style are appropriate to

Stage 2 - EvidenceEvaluative Criteria Assessment EvidenceAP rubric: http://media.collegeboard.com/digitalServices/pdf/ap/ap-french-course-and-exam-description.pdf

PERFORMANCE TASK(S):Argument: Human beings do not do enough to protect our environment? Do you agree? Why or why not? Students will write a written response to this prompt defending their opinion. Students may use sources covered in class (ex. film, articles, etc. or they may use articles researched on the Internet from Radio International Française (RFI) or Le Monde).

Marzano rubric:

4.0Synthesize information, findings, and supporting evidence to create questions appropriate to the topic.

3.0TARGET GOALPresent information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

2.0Identify information, findings, and supporting evidence.

1.0

OTHER EVIDENCE:Quiz on conditional pastVocabulary quizGroup and individual work (conjugation practice and usage activities)Student discussionSelf assessment

http://media.collegeboard.com/digitalServices/pdf/ap/ap-french-course-and-exam-description.pdf


Comprehend information, findings, and supporting evidence.

0.0Evenwith help, the student has no success with the unit content.

Stage 3 – Learning PlanSummary of Key Learning Events and Instruction

Interpretive: Students read and analyze a newspaper article about a current environmental issue. Students watch and analyze the film <<L’homme qui plantait des arbres>> in which a man sets out on a journey to plant acorns in hopes that

oak trees will grow Students will research John Chapman (aka Johnny Appleseed) and compare/contrast him to Elzéard Bouffier. Students will look for examples of essays on the Internet, in particular the editorial section in online French newspapers. Students bring to

school an example of an essay with a good conclusion and write a paragraph analyzing it and explaining its strengths Students will watch and analyze the film on you tube.com/homeprojectFR in which Yann-Arthus Bertrand encourages us that it is not too late

to act to address the social and economic dangers that menace society

Interpersonal: Play a game of <<Taboo>> to practice new vocabulary terms Students engage in a discussion about current environmental issues in today’s society and brainstorm possible solutions to each one Students will recreate a dialogue between Giono and his father on their journey to plant acorns in the French countryside Discuss the biggest problems that affect the protection of our planet and explain why you are optimistic or pessimistic when thinking about an

actual solution to these problems: Students may use the websites: www.lemonde.com , www.RFI.com , Imaginez text

Presentational: Scenario: You are an environmental agency in Paris. Many problems have been brought to your attention this year. Choose one problem and

speak about the nature of the problem and how you will go about to try to address it in hopes of finding a plausible solution. Students may use the websites: www.lemonde.com , www.RFI.com , Imaginez text

http://www.RFI.com/

http://www.lemonde.com/

http://www.RFI.com/

http://www.lemonde.com/


7.1.AL.A.5Evaluate information from oral and written discourse dealing with a variety of topics.

7.1.AL.B.2 Give, respond to, and ask for clarification on detailed and complex oral and written directions, commands, and indirect requests.

7.1.AL.C.3 Use language creatively in writing for personal, career, or academic purposes.

7.1.AL.B.3 Interact in a variety of familiar and a few unfamiliar situations using culturally appropriate verbal and non-verbal communication strategies.

7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect cultural perspectives associated with the target culture(s).

TransferStudents will be able to independently use their learning to…Explore how food and nutrition are tied to environmental policies and sensibilities

MeaningUNDERSTANDINGSStudents will understand that…Eating habits and tastes carry social and cultural implications. Eating organic reflects desire to eat healthily and preserve our environment

The economy often shapes social patterns.

ESSENTIAL QUESTIONSWhat are the social and cultural implications of eating habits and tastes?How have our eating habits changed to negatively effect our environment?What role does the government play in the protection of society against malnutrition? (la malbouffe)

AcquisitionStudents will know…The way we produce and consume food strongly impacts the environmentThe French have a long tradition of healthy eating. Eating organic has become a growing trend to maintain a healthy lifestyle.

Students will be skilled at…-Use content specific vocabulary in authentic oral and written contexts-Explore the connection between food production and eating habits and the environment-Debate the similarities and differences between the American eating model and the Italian one-Write a personal journal entry documenting personal eating habits-Write a formal persuasive letter/emaill

Stage 2 - EvidenceEvaluative Criteria Assessment Evidence(AP email rubric: http://media.collegeboard.com/digitalServices/pdf/ap/ap-

PERFORMANCE TASK(S):You are concerned about the lack of clarity on many food’s labels. Write a letter to the


french-course-and-exam-description.pdf editorial page of a newspaper addressing it to a specific journalist to answer. Explain your position about food labels, specifying why you think that more clarity is needed. Then, exchange letters with a classmate and write a response to that letter. Be sure to indicate how you will follow through or ask for further clarification if needed.Goal: Your goal is to write a letter to the newspaper trying to make the public aware of changes needed in the legislation of food labeling. In your letter you state your position on the topic and you ask a pertinent question to the journalistRole: You are the sender of the letterAudience: The recipient of the letter is the journalist to whom you wroteSituation: This task requires you to use appropriate register and syntax in achieving multiple and different purposes. You need to write persuasively and be tactful and/or direct when giving suggestions. You need to be detailed when posting the final question.Product, Performance and Purpose: You will write a letter/email to stimulate a discussion on food labeling. Your note must be appropriate in tone and follow the format of a written letter/email, including appropriate salutations and format.

Did you effectively:-Write the letter in a persuasive, polite manner, using the appropriate register?-Make your writing varied by alternating different syntactical constructions? Properly address the letter?-State the topics you wanted to address in a clear and concise manner?-Explain why you are writing this letter?-Conclude your letter by summarizing your argument and them by stating a question to the journalist?-Conclude your letter with the appropriate salutation?

AP rubric: http://media.collegeboard.com/digitalServices/pdf/ap/ap-french-course-and-exam-description.pdf

Teacher made rubric

OTHER EVIDENCE:Quizzes based on the concepts and skills presented in previous lessonsPersonal Journal: What are your choices in the matter of food? Do you often purchase organic food or do you look at the price first? Explain your reasons and provide specific examples.Open-ended questionsAnalysis of magazine articles and radio selections discussing the governments role in nutrition





Interpretive:Brainstorm key terms related to food vocabularyUsing a Venn diagram, identify similarities and differences between the French and American food pyramidRead and interpret an article and radio broadcast that talks about nutritionRead and interpret an article about eating organic in FranceLook for online articles that address the American and the French eating models

Interpersonal:Address the similarities and the differences between American and French eating modelsStudents interview each other about their weekly eating habits. Next, they write a note to the teacher summarizing the interview (providing results) and explain whether or not the student follows a healthy or unhealthy diet.

Presentational:Share/present results from the Venn diagram identifying similarities and differences between the French and American food pyramid


7.1.AL.B.4Ask and respond to questions as part of a group discussion on topics of a personal, academic, or social nature in informal and some formal settings.

7.1.AL.B.6 Use language in a variety of settings to further personal, academic, and career goals.

7.1.AL.C.2 Create a research-based analysis of a current global problem/issue showing cultural perspectives associated with the target culture(s) and another world culture.

7.1.AL.A.1 Analyze and critique the validity of culturally authentic materials using electronic information sources related to targeted themes.

7.1.IH.C.2 Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect cultural perspectives associated

TransferStudents will be able to independently use their learning to…Analyze the characteristics of the French economic system, its ramifications and its challenges

MeaningUNDERSTANDINGSStudents will understand that…Globalization is having an impact on the world’s economies and the environment. This phenomenon requires understanding and ways to deal with it.The French economic system faces new challenges from globalizationEconomic systems are globally connected

ESSENTIAL QUESTIONSHow is the French economic model currently being challenged by globalization?What are the possible effects of globalization on national economies and specifically the French economy?Which sectors of the economy have been tested in particular?Has the US gone through a similar change? How did your country react to this change?

AcquisitionStudents will know…During the last decade, the French economy, having resisted global competition, has experienced many changesThe introduction of the Euro has had a strong impact on the French economy

Students will be skilled at…-Explore the changes in the French economy during the last few decades-Discuss the impact of the introduction of the Euro on the Italian economy-Listen and comprehend commercials for French products-Write a journal entry to talk about products they purchase regularly and how they feel about them-Talk about global competition

with the target culture(s).

Stage 2 - EvidenceEvaluative Criteria Assessment Evidence(AP rubric: http://media.collegeboard.com/digitalServices/pdf/ap/ap-french-course-and-exam-description.pdf

PERFORMANCE TASK(S):Students will pretend they are working as an engineer for a French company who sees his company collapsing because of global competition issues. Students will present the human side of this situation as well as the reasons and possible solutions to the situation.

AP rubric: http://media.collegeboard.com/digitalServices/pdf/ap/ap-french-course-and-exam-description.pdfTeacher made rubric: Informal presentational rubric

OTHER EVIDENCE:Student discussionSelf AssessmentPersonal journal


Interpretive:Students will research and discuss the concept of global competitionStudents will read an article on globalization in FranceStudents will read and comprehend how the euro has affected French citizens Listen and watch commercials for French products

Interpersonal:Compare and contrast evidence of globalization in the US with that in France

Presentational:Write and share a journal entry in which students talk about the products they purchase regularly and their attitude toward them





Big Idea II: Family and Community: La famille et la communautéESTABLISHED GOALS

7.1.IH.C.2Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or that reflect cultural perspectives associated with the target culture(s).

7.1.AL.A.2Demonstrate comprehension of spoken and written language and nuances of culture, as expressed by speakers of the target language, in informal and some formal settings.

7.1.AL.B.4 Ask and respond to questions as part of a group discussion on topics of a personal, academic, or social nature in informal and some formal settings.



TransferStudents will be able to independently use their learning to…Explore the changing structures of family and intergenerational relationships in France>

MeaningUNDERSTANDINGSStudents will understand that…<The relationship between parents and children is indissoluble, even thought it changes over time.

ESSENTIAL QUESTIONSWhat constitutes a family in different societies?How do individuals contribute to the well being of communities?How do the roles that families and communities assume differ in societies around the world?What role do fathers play in a family?Is it more important to teach children independence or reliance on family??

AcquisitionStudents will know…Beliefs, priorities, culture and traditions have evolved over time.At each step of life, generations find common points

Students will be skilled at…-Use content specific vocabulary in authentic oral and written contexts-Discuss intergenerational relationships-Discuss the role of men in the family-Use the subjunctive mood with expressions of doubt and conjunctions -to convey uncertainty-Peer edit

Stage 2 - EvidenceEvaluative Criteria Assessment EvidenceAP rubric: http://media.collegeboard.com/digitalServices/pdf/ap/ap-french-course-and-exam-description.pdf

PERFORMANCE TASK(S):Students will write an argument in response to the prompt:Le rôle des hommes a beaucoup transformé à travers les années. Êtes-vous d’accord ou pas d’accord?



(The role of men has transformed throughout the years. Do you agree or disagree?)Students will use sources discussed/read in class.

Teacher made rubric OTHER EVIDENCE:Student discussionSelf assessmentPeer assessment


Interpretive:Students will read and analyze a poem about the relationship between a parent and a child.Students will view and comprehend a short video clip (Générations en construction). While viewing, they complete comprehension questions based on what they see in the video.Read and analyze an article about the different roles fathers play in a family.

Interpersonal:Working with a partner, students will discuss the changing patterns of family in FranceStudents will read the English language poem “I hear America Singing”. How does this poem compare to the poem <<Père, Mère>>?Students will be shown photos of families engaging in different activities. In groups, students will imagine that they are a member of the family and organize a conversation that uses as much vocabulary as possible

Presentational:Students will write a journal entry comparing the current status of the American and French family structure.Students choose a picture of a current French family. They then write a paragraph in which they use the subjunctive to express emotion, will or impersonal expressions. When they are finished, papers will be exchanged to peer edit.

Big Idea II: Family and Community: La famille et la communautéESTABLISHED GOALS


7.1.IH.C.5Explain cultural perspectives associated with the target culture(s), as evidenced by the cultural products and cultural practices associated with the target culture(s), and compare these perspectives with those of one’s own culture.

.

7.1.AL.A.3Analyze the use of verbal and non-verbal etiquette in the target culture(s) and in one's own culture to develop an understanding of how cultural perspectives are reflected in cultural products and cultural practices.

7.1.AL.B.4 Ask and respond to questions as part of a group discussion on topics of a personal, academic, or social nature in informal and some formal settings.

7.1.AL.B.5 Engage in oral and/or written discourse in a variety of timeframes on topics of

Transfer

Students will be able to independently use their learning to…Explore the social benefits of a fair balance between individualism and solidarity

MeaningUNDERSTANDINGSStudents will understand that…Crowd mentality is capable of endorsing the most unethical behavior. Rather than going with accepted views of society, individuals must be prepared to keep an open mind and exercise tolerance .

ESSENTIAL QUESTIONSWhat constitutes a family in different societies?How do individuals contribute to the well being of communities?What influence does culture have on us as individuals?

AcquisitionStudents will know…The definition of a family is different among various cultures in the world.Customs in one culture are not the same in other cultures

Students will be skilled at…-Use content specific thematic vocabulary in authentic oral and written contexts-Explore the struggle between individualism and collectivism which leads to a lack of understanding of cultural customs-Express differences in marriage customs in Algerian culture.

personal or social interest, topics studied in other content areas, and some unfamiliar topics.

Stage 2 - EvidenceEvaluative Criteria Assessment EvidenceAP rubric: Cultural comparison: http://media.collegeboard.com/digitalServices/pdf/ap/ap-french-course-and-exam-description.pdf

PERFORMANCE TASK(S):Students will visit the website: http://www.worldtravelguide.net/algeria/public-holidays

Students will read and gather information about an Algerian holiday and create a presentation in Keynote. Students will present their holiday fête to the class.After the presentations, we will discuss similarities and differences to the holidays that we celebrate in our country.

AP rubric: : http://media.collegeboard.com/digitalServices/pdf/ap/ap-french-course-and-exam-description.pdf

OTHER EVIDENCE:Group and individual work is assigned dailyIntroductory and closing activities will be done daily to pre and post assess student knowledge and understanding of topicsLesson quizzes


Interpretive:Define your understanding of a family. Discuss responses.Students identify the central ideas in the article “Jour de marriage”. After reading the selection, students will list most important events in their lives and rank them by order of importance.Define thematic vocabulary



http://www.worldtravelguide.net/algeria/public-holidays



Interpersonal:Students discuss the following proverb: <<Mariage pluvieux, marriage heureux>>. Do you think real proverb says older or rainy? why? Students will discuss reasons for their responses.

Presentational:Working in pairs, students will make a list of various topics that have different meaning in other cultures (ex: tattoos in Algerian culture for marriage). Discuss what these topics represent in different cultures and how they are perceived by other cultures. Students will present their ideas to the class.

Big Idea II: Family and community: La famille et la communautéESTABLISHED GOALS


7.1.AL.A.1Analyze and critique the validity of culturally authentic materials using electronic information sources related to targeted themes.

7.1.AL.A.4 Evaluate, from multiple cultural perspectives, the historical, political, and present-day contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.

Transfer

Students will be able to independently use their learning to…Explore the negative effects of discrimination and stereotyping

Meaning

UNDERSTANDINGSStudents will understand that…People from the Maghreb positively contribute to the well being of FranceGreater tolerance is needed throughout the world to promote a better life for all

ESSENTIAL QUESTIONSWhat is discrimination?How do you react to discrimination in your country? In another country?When does stereotyping become discrimination?

Acquisition

Students will know…People from the Maghreb, in particular, from Algeria, have and continue to be victims of discrimination in France.Discrimination and stereotyping is a problem that exists in all societies.

Students will be skilled at…-Use content specific vocabulary in authentic oral and written contexts-Discuss examples of stereotyping and discrimination in one’s culture as well as in Francophone countries-Read and discuss the history of discrimination in the Maghreb.

7.1.AL.A.5 Evaluate information from oral and written discourse dealing with a variety of topics

7.1.AL.B.5 Engage in oral and/or written discourse in a

Stage 2 - EvidenceEvaluative Criteria Assessment Evidence

AP rubric: Cultural comparisonhttp://media.collegeboard.com/digitalServices/pdf/ap/ap-french-course-and-exam-description.pdf

PERFORMANCE TASK(S):Approximately 3 million of metropolitan France’s 65 million people come from the Maghreb. Research France’s historic and current immigrant demographics. Include information as to the economic and political reasons behind the various trends. Create a Keynote presentation using research from the textbook (Imaginez), or the Internet. Use sites such as RFI.com or google.fr or le monde.

(Marzano rubric)

4.0Synthesize information, findings, and supporting evidence to create questions appropriate to the topic.

3.0TARGET GOALPresent information, findings, and supporting evidence clearly, concisely, and logically such that

OTHER EVIDENCE:Individual and group work is assigned dailyVocabulary quizStudent discussionSelf assessment



listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

2.0Identify information, findings, and supporting evidence.

1.0Comprehend information, findings, and supporting evidence.

0.0Evenwithhelp, the student has no success with the unit content.


Interpretive:Use thematic vocabulary: students will create headlines using the vocabulary. Students will vote as to which headlines are the most/least credible.Read and discuss the treatment of Algerians in FranceView the film “De l’autre côté” and discuss meaning of the film as well as identify the theme

Interpretive:Working in pairs, students will list common stereotypes of other cultures and view examples in clips of common cartoons (Bugs Bunny)

Presentational:Practice presentation: Students will practice their Keynote presentations. Teacher will provide constructive feedback for improvement.

Big Idea III: Science and Technology: les sciences et la technologieESTABLISHED GOALS

7.1.AL.A.6Analyze and critique readings on less familiar topics using a variety of culturally authentic texts and genres.

7.1.AL.A.7 Infer the meaning of some unfamiliar words and phrases in academic and formal contexts.

7.1.AL.B.1 Use digital tools to participate in extended conversations on topics of a personal, academic, or social nature using a variety of timeframes to exchange information.


CCSS.ELA-LITERACY.WHST.9-10.4Produce clear and coherent

TransferStudents will be able to independently use their learning to…Evaluate the impact that technology has on personal lives and society in general.

MeaningUNDERSTANDINGSStudents will understand that…Progress entails advantages as well as new problems

ESSENTIAL QUESTIONSHow do developments in science and technology affect our lives?What factors have driven innovation and discovery in the fields of science and technology?What role do ethics play in scientific advancement?What is your rapport to science and technology? Could you live 50 years ago (without the technological gadgets that are now part of our everyday lives?

AcquisitionStudents will know…As technology has advanced, modern society has responded with ambivalence toward its potentials and consequences.

Students will be skilled at…

-Use content specific vocabulary in authentic aural and written contexts-Discuss the social impact of the Internet-Evaluate their personal rapport with science and technology-Watch and analyze a short film in which a young man gives up his reluctance to use technology-Write an email


writing in which the development, organization, and style are appropriate to

Stage 2 - EvidenceEvaluative Criteria Assessment EvidenceEmail: rubric: http://media.collegeboard.com/digitalServices/pdf/ap/ap-french-course-and-exam-description.pdf

PERFORMANCE TASK(S):Students will respond to situations presented in an email. Students will write emails (using formal and informal register) in response to problems and issues in everyday life.

Teacher made rubric: Rubric for formal presentations OTHER EVIDENCE:Lesson / Vocabulary quizzesGroup and individual work assigned dailyIntroductory and closing activities completed daily to pre and post assess knowledge


Interpretive:Play <<Taboo>> to practice new vocabulary words (Students will describe the word in French without saying the word)Read and discuss formulas for writing an email in FrenchWatch and discuss the short film: <<Dépendance>>

Interpersonal:Working in groups, students discuss how domestic chores will change in fifty years in light of new technological innovationsAs a class, students debate the following topic: It is now possible to do almost anything on the Internet: buy and sell products, meet people, take college classes. While the advantages of the Internet are evident, what are the possible disadvantages?Students will create and share possible alternative endings for the film

Presentational:



Journal: students will write and present to the class their responses to the 16th century quote by François Rabelais: <<Science sans conscience n’est que ruine de l’âme>> (Science without conscience is the ruin of the soul.)

Big Idea III: Science and technology: les sciences et la technologieESTABLISHED GOALS

7.1.AL.A.4Evaluate, from multiple cultural perspectives, the historical, political, and present-day contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.

7.1.AL.A.5 Evaluate information from oral and written discourse dealing with a variety of topics.

7.1.AL.A.7 Infer the meaning of some unfamiliar words and phrases in academic and formal contexts.


TransferStudents will be able to independently use their learning to…Analyze the types of research that impact our everyday lives.

MeaningUNDERSTANDINGSStudents will understand that…All research has a purpose and an effect on our daily lives.

ESSENTIAL QUESTIONSWhat is abstract research?Must money be spent on research that directly touches our lives? Why or why not?

AcquisitionStudents will know…France has made significant discoveries in everyday inventions as well as more abstract discoveries such as the LHC.

Students will be skilled at…Use content specific vocabulary in authentic aural and written contextsDescribe some technological or scientific discoveries conducted by francophone countriesIdentify and discuss the importance of CERN and its contribution to society

Stage 2 - EvidenceEvaluative Criteria Assessment EvidencePresentation: AP rubric: http://media.collegeboard.com/digitalServices/pdf/ap/ap-french-course-and-exam-description.pdf

PERFORMANCE TASK(S):Students will pretend they are a famous francophone inventor and tell their story of how they came up with their ideas for their invention. (Ex. Aqualung: France, snowmobile (Canada), the neon lamp (France), the electronic watch (Belgium),.Students may also research problems in a French-speaking region and propose a “discovery” that



could alleviate it.Students will use their IPADS to research their topic (www.google.fr.com ) and create a Keynote presentation which they will orally present to the class.

Teacher made rubric (see attached)Peer assessment

OTHER EVIDENCE:Lesson quizzesGroup and individual workIntroductory and closing activities to pre and post assess knowledge


Interpretive:Sentence completion activity with new vocabulary wordsRead and analyze the article “CERN: à la découverte d’un univers particulier”Brainstorm importance inventions in our everyday lives

Interpersonal:Research and discuss technological and scientific inventions of France and other francophone countriesIn pairs, students will make a list of practical problems or theoretical questions that you hope science can answer one day. Students will rank the items on this list according to one’s priorities and compare lists among the class. Students will discuss their choices of rank in terms of why they classified the discoveries very high, low or average.

Presentational:Practice presentations: Students will rehearse their presentations with a classmate. The listener will offer constructive feedback for the presenter. Students will swap roles.

http://www.google.fr.com/

Big Idea IV: Personal and Public Identities: Les identités personnelles et publiquesESTABLISHED GOALS

7.1.AL.B.4Ask and respond to questions as part of a group discussion on topics of a personal, academic, or social nature in informal and some formal settings.

7.1.AL.B.5 Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest, topics studied in other content areas, and some unfamiliar topics.



TransferStudents will be able to independently use their learning to…Explore differences in personalities in relation to his/her own

Meaning

UNDERSTANDINGSStudents will understand that…Personality affects relationships with othersWe live in a world where different cultures and ethnicities mix together, but not always harmoniously. As a society, we need to strive to find a better balance.

ESSENTIAL QUESTIONSWhat is personality?How does personality affect who we are?How does one’s personality determine his/her identity?How does one’s identity develop over time?

Acquisition

Students will know…Different experiences in our lives contribute to making us who we are.The French postal service and other means of communication help bring the world together.

Students will be skilled at…-Use content specific vocabulary in authentic oral and written contextsAssessing his/her personality-Analyze the contribution of the French postal system

CCSS.ELA-LITERACY.WHST.9-10.4Produce clear and coherent writing in which the development, organization, and style Stage 2 - Evidence

Evaluative Criteria Assessment Evidence

Presentation: AP rubric: http://media.collegeboard.com/digitalServices/pdf/ap/ap-french-course-and-exam-description.pdf

PERFORMANCE TASK(S):Project: Students will pretend they are French psychologists who are studying individuals’ behavior.Students will create a personality test (20 questions). Students will administer their tests to other students and each student will present to the class how they scored on the various tests.

Teacher made rubricPeer assessment

OTHER EVIDENCE:Lesson quizzesGroup and individual workIntroductory and closing activities to pre and post assess knowledge





Interpretive:Students will write definitions in French (synonyms and antonyms) for vocabulary words.Students will complete a story using thematic vocabulary.Students will watch and analyze the film <<Le Télégramme>>.

Interpersonal:Students will take a personality test and discuss results with the rest of the class.Students will work in small groups and discuss the personalities of characters in the film.

Presentational:Students will complete a table assessing the advantages and disadvantages of different modes of communication. Students will share their results with the rest of the class providing reasons for their rankings.

Big Idea IV: Personal and Public Identities: Les identitiés personnelles et publiques

ESTABLISHED GOALS

7.1.AL.A.4Evaluate, from multiple cultural perspectives, the historical, political, and present-day contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States.

7.1.AL.A.7 Infer the meaning of some

Transfer

Students will be able to independently use their learning to…Explore different professional careers.

Meaning

UNDERSTANDINGSStudents will understand that…Every profession has its share of advantages and disadvantages. There is no perfect profession.Everyone possesses a talent of some sort that makes him/her useful to his/her society.

ESSENTIAL QUESTIONSFor those who do not have higher education, is it possible to have a professional career? Why or why not?Does everyone have a talent that can turn into an enterprise?Do we have the right to say that a job is neither important nor interesting? Why or why not?

Acquisition

Students will know…Every profession has value, no matter what the profession is.We are surrounded by the contributions of Famous French individuals each day.

Students will be skilled at…-Using content specific vocabulary and idiomatic expressions in authentic aural and written contexts-Discuss the importance of professions in our society-Compare and contrast famous French people in the world with famous Americans in our society

unfamiliar words and phrases in academic and formal contexts.

7.1.AL.B.5 Engage in oral and/or written discourse in a variety of timeframes on topics of personal or social interest, topics studied in other content areas, and some unfamiliar topics.

7.1.AL.B.6 Use language in a variety of

settings to further personal, Stage 2 - Evidence

Evaluative Criteria Assessment Evidence

Teacher made rubric PERFORMANCE TASK(S):You are a journalist interviewing a French celebrity. With a partner, research this famous celebrity and conduct an interview where you inquire as to what has led this celebrity to his/her profession. What problems has this celebrity encountered on his/her way to success?Students will present their interview to the class. At the end, we will discuss why all professions were important and interesting.

Teacher made rubric OTHER EVIDENCE:Lesson quizzesGroup and individual workIntroductory and closing activities to pre and post assess knowledge

Stage 3 – Learning PlanSummary of Key Learning Events and InstructionInterpretive:The student will complete a crossword puzzle to acquire thematic vocabulary.The student will identify and research the professions of Famous French individuals.The student will watch and analyze a short TV video clip <<Des conseils dans un marché concurrentiel>>

Interpersonal:The student will play charades with thematic vocabulary while the rest of the class tries to guess the vocabulary word.Students will brainstorm the kinds of things that are discussed with a banker when asking for a loan (Ex.: expenses, company income, amount of the loan, repayment terms, collateral, etc.)

Presentational:Students will write and share a journal entry detailing the job of their dreams and why they chose that profession.

Big Idea VI: Beauty and Aesthetics: La beauté et l’esthétiqueESTABLISHED GOALS

7.1.AL.A.1Analyze and critique the validity of culturally authentic materials using electronic information sources related to targeted themes.

7.1.AL.B.1 Use digital tools to participate in extended conversations on topics of a personal, academic, or social nature using a variety of timeframes to exchange information.


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7.1.AL.C.3Use language creatively in writing for personal, career, or academic purposes.

7.1.AL.C.4 Compare and contrast the structural elements and/or cultural perspectives found in culturally authentic materials with those found in selections in English.

TransferStudents will be able to independently use their learning to…Explore the beauty of French art.

MeaningUNDERSTANDINGSStudents will understand that…French art has an interesting history.Beauty is subjective.

ESSENTIAL QUESTIONSWhat is beauty?How are the perceptions of beauty and aesthetics created?How do the arts both challenge and reflect cultural perspectives?

AcquisitionStudents will know…France, besides being the birthplace of impressionism, has also elaborated other interesting forms of art.

Students will be skilled at…-Use content specific vocabulary in authentic oral and written contexts.-Compare and contrast different ideals of beauty of Italian artist Botero and the French artist Manet-Identify and discuss famous French artists

Stage 2 - EvidenceEvaluative Criteria Assessment EvidenceAP rubric:http://media.collegeboard.com/digitalServices/pdf/ap/ap-french-course-and-exam-description.pdf

PERFORMANCE TASK(S):Students will pretend they are tour guides as the Louvre. Each student will select a famous French artist as well as another famous artist (can be of any other nationality). Students will prepare a short presentation using Keynote to explain the differences and similarities of these two artists as well as discussing their time period and some famous works of art of each respective artist. The other students in the class will listen and jot down 2 to 3 questions based on what they heard (as if they were on a museum tour and wanted to find out more information.) The presenter will answer the questions as if he/she was a tour guide.




Teacher made quiz OTHER EVIDENCE:Group and individual work assigned daily, from various sourcesIntroductory and Closing Activities will be done daily to pre and post assess student knowledge and assess understanding of topics


Interpretive:Students will use thematic vocabulary.Students will express similarities and differences between works of art of Botero and Manet (both depicting images of ballerinas).

Interpersonal:Scenario: Students will pretend they work at the Louvre. (in the public relations department). Hey she will respond to and email from a person who only has a half-day to visit the museum and needs your advice. Students will share emails with the rest of the class. We will examine each email and look for ways to improve and or correct the emails.

Benchmark Assessment Quarter 1

1. Students will be able to analyze the characteristics of the French economic system, its ramifications and its challenges2. Students will be able to explore how food and nutrition are tied to environmental policies and sensibilities3. Students will be able to evaluate the need for modern day society to consider alternative resources to protect the environment


1. Students will be able to explore the changing structures of family and intergenerational relationships in France.2. Students will be able explore the benefits of a fair balance between individualism and solidarity.3. Students will be able to explore the negative effects of discrimination and stereotyping.4. Students will successfully evaluate the effect technology has on personal lives and society in general.5. Students will be able to analyze the types of research that impact our everyday lives..


1. Students will be able to explore differences in personalities in relation to his/her own.2. Students will be able to explore different professional careers..


1. Students will be able to explore cultural traits of sports and ways to spend leisure time.2. Students will be able to explore the beauty of French art.3. Students will explore the beauty of French music and poetry.

Appendix: Teacher-made rubrics

Evaluation Components and Point Distributions for INFORMAL Oral PresentationsComprehensibility 0-1Preparedness 0-1Topic (appropriateness) 0-1Vocabulary (accuracy and appropriateness) 0-1Fluency (smoothness of speech) 0-0.5Pronunciation (French-like “accent”) 0-0.5SCORE:_____ (Maximum 5 points)

Evaluation Components and Point Distributions for FORMAL Oral PresentationsComprehensibility 12-15-18-21-24-27-30Preparedness 12-15-18-21-24-27-30-33-35Topic Interest/Appeal 7-11-15Vocabulary (accuracy and appropriateness) 7-9-11-13-15Fluency (smoothness of speech) 0.5-1.5-2.5Pronunciation (French-like “accent”) 0.5-1.5-2.5SCORE:_____ (Maximum 100 points)

· web vieweditorial page of a newspaper addressing it to a specific journalist to answer....

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