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Textbook: Discovering French (Blanc)
Theme: My Life/Ma vie
Topic: Her I Am/Me voilà: August 28–September
22
Objectives: Students will be able to:
- identify, exchange, and present personal and biographical
information including physical descriptions and personality
characteristics.
- identify a person based on a physical description and/or
personality description.
- identify and describe physical and personality characteristics
of well-known French-speaking contemporary personalities or
characters from French language literary works.
Essential Structures:
- Review present tense in all three conjugations
- Review negative and interrogative formations
- Review regular and irregular adjective agreement
- Avoir, être, and expressions with avoir
- Il est vs c’est
- J’avais and j’étais
in context
Topic: Occupations/Les Métiers: September 25-
October 31
Objectives: Students will be able to:
- exchange interpret, and describe information about occupations.
- exchange, interpret, and describe information about occupational
preferences and future plans.
- use authentic resources to obtain information on famous
people and their professions.
- use technology, media, and authentic sources to research
professions requiring use of French.
- compare the work day and work year schedules in francophone
countries to those in the United States .
Essential structures:
- Review near future (aller + infinitive)
- Connaître, savoir - present tense
- vouloir/pouvoir/devoir/lire/dire/écrire
- Espérer + infinitive
Theme: Let's Go Out/Sortons
Topic: Pastimes/Le Passe-temps: November 2– December
2
Objectives: Students will be able to:
- exchange information and interpret questions about present
and past leisure activities.
- compare leisure activities of young people in Francophone
countries and the USA.
- exchange information about past and present weather conditions.
- extend, interpret, and respond to an invitation to an activity.
- identify meteorological conditions from a French language
weather report.
- describe a past activity including the weather.
- describe how weather is affected by geography.
- use authentic French resources to obtain and analyze weather
information.
- describe and discuss the organization of team sports in
a Francophone country.
Essential Structures:
- Le passé composé (regular verbs with
avoir)
- Le passé composé with être
(except reflexive verbs)
- Le passé composé of faire
- Negatives/interrogatives in le passé composé
- Indirect object pronouns with dire, répondre,
téléphoner, communiquer
- Jouer à, jouer de
- L’Imparfait with weather expressions
- Negation with jamais
- Review savoir, vouloir, pouvoir
Topic: Au restaurant: December 5– January 10
Objectives: Students will be able to:
- explain eating customs and table etiquette, including table
settings in francophone regions
- identify and describe food products and dishes from francophone
cultures.
- comment on, inquire about, and make selections from a menu.
- identify and interpret spoken/ written information from
a menu.
- present a description of a restaurant experience.
- Compare restaurant experiences in francophone cultures
to those in the United States.
Essential Structures:
- Review partitive
- expressions of quantity with de
- vouloir, boire, prendre, acheter,
préférer, mettre
- adjective forms of tout
- review direct object pronouns
- en in context
Review day: January 11, 2007
Final exams: January 12-19, 2007
MY LIFE/MA VIE
The curriculum for French 2 begins with a focus on the students
and the world around them. The main focus is on who students are
and what they may become in the adult world of work. This theme’s
first topic, Here I Am/Me voilà, requires students
to look inward and share basic information about themselves: exchanging
and interpreting information about their physical descriptions,
their personality characteristics, and their health. In order
to perform these tasks, students review these first-year structures:
present tense conjugations of regular -er, -ir,
and -re verbs, negative and interrogative structures
in the present tense, and regular and irregular adjective agreement.
They use the definite article with body parts, begin to distinguish
between il est and c’est, and review the
verbs avoir and être as they use them
in both the present and the imparfait to describe themselves
now and explain what they were like at a younger age.
The students now communicate orally and in writing in both the
present and past tenses of the French language. Moving beyond
themselves, students identify contemporary French-speaking personalities
or characters from French- language literary works based on physical
descriptions and personality characteristics. Students increase
the precision of these descriptions by using irregular adjectives.
The second topic, Occupations/Les métiers, moves
the students from examining their present-day selves to considering
what they may become. They exchange, interpret, and describe information
about occupations. Reviewing the near future with aller
+ infinitive and learning how other verbs are used with infinitives
(devoir, savoir, vouloir, pouvoir,
and espérer) allows students to communicate concepts
that go well beyond the simple statement of facts. Students continue
to compare linguistic differences by observing the English use
of the indefinite article with professions and the French usage
(e.g., Il est comédien. vs. C’est un
comédien.).
In order to enrich their understanding of the world of work,
students examine cultural practices in the francophone world having
to do with occupations and describe the attitudes of a francophone
culture towards professions, including summer and part-time jobs
for youth. They also identify and describe the contributions of
famous historical, literary, and artistic personalities who are
the products of this world of work.
To give greater meaning to the differences between their U.S.
experience and that of the francophone world, students compare
the American workday and work-year schedules with those of the
francophone world. By using technology, the media, and authentic
resources for their research, students enhance their cultural
perspective on occupations.
LET’S GO OUT!/SORTONS!
The second theme of the school year moves students from a focus
on themselves to a consideration of what they enjoy doing with
others.
The first topic, Pastimes/Les passe-temps, moves students
from their work interests to their pastimes. They consider what
they like to do and what they enjoyed doing in the past. They
extend, interpret, and respond to an invitation to an activity.
Many of these communicative tasks require a review of savoir,
vouloir, and pouvoir. New structures used are
the passé composé of regular verbs with
avoir as well as sortir and aller with
être, the passé composé
of faire, negatives and interrogatives in the passé
composé, indirect object pronouns with dire,
répondre, téléphoner, communiquer.
Linguistically, students show they understand the difference between
jouer à and jouer de.
In order to extend their understanding of the extracurricular
environment, students examine the differences in extending social
invitations, including when a written invitation is necessary.
They describe the organization of team sports for young people
in a francophone country and the popular custom of passing time
in a café. They continue to broaden their understanding
of francophone culture by listening to music and singing songs
that are representative of French-speaking people.
Effective use of weather-related expressions is strongly connected
to the topic of Pastimes, since its main communicative goals focus
on the influence of weather on the activities that students like
to do. Among other tasks, students exchange information about
present and past weather conditions and the role weather plays.
They use both the imparfait and passé composé
as appropriate, as well as negation with jamais. Students
make connections to francophone cultures by analyzing weather
information from authentic resources and describing how the weather
is influenced by geography.
The second topic, At the Restaurant/Au restaurant, requires
students to exchange information on food preferences and interpret
restaurant menus. Students review verbs from Level 1 (vouloir,
pouvoir, prendre, and boire) and use
mettre as well as verbs with spelling changes, such as
acheter, préférer, and payer.
Other important structures include the partitive, expressions
of quantity with de, the object pronoun en,
and adjective forms of tout. Students become familiar
with the various courses of a traditional French meal and learn
the vocabulary of the items used when eating in a restaurant.
They enrich the food-related vocabulary they acquired in French
1 by adding expressions and ingredients associated with dishes
frequently encountered on French menus and the adjectives used
to describe flavors and textures. They also discuss the differences
in the practice of tipping in the U.S. and in French-speaking
countries.
GRADING POLICY:
- Grades will reflect individual achievement of course objectives
and will be computed out of the total number of points possible.
- All skills are evaluated: listening, speaking, reading, writing.
Students are expected to demonstrate mastery of these skills
through active involvement in classroom activities.
- One of our most important objectives is to use French at all
times.
- Grades will be based on formative assessments, which measure
student learning during the course of a unit of study. These
may include homework, classwork, quizzes, oral presentations,
and writing assignments. There will also be summative assessments,
which measure learning at the end of a unit of study. These
may include unit tests and projects. Grades for formative and
summative assessments count for 90% of the grade.
- Homework for practice or preparation for instruction will
count for 10% of the grade.
- Each assignment will have a due date and a deadline. The
due date is the one by which the student is expected to submit
the assignment. Grades will drop one letter grade or 10% of
the grade if the assignment is submitted after the due date
and prior to the deadline.
- The deadline is the last day that an assignment will be accepted
for a grade. In some classes, the due date and the deadline
may be the same. Work not turned in by the deadline will be
considered missing. Missing work will be recorded as a zero.
EXTRA CREDIT: The MCPS grading policy does not
allow for extra credit.
REASSESSMENT
There will be at least two opportunities for reassessment during
each grading period. These will be identified before the original
task/assessment and will occur during the instructional unit.
Unit tests, culminating projects, essays, and semester exams will
not be reassessed.
The reassessment grade replaces the original grade.
All students may be reassessed if they meet the following requirements:
complete the original task or assessment, complete required assignments,
and complete reteaching/relearning activities as determined by
the teacher.
GRADING SCALE
A 90 – 100
B 80 – 89
C 70 – 79
D 60 – 69
E 50 – 59
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