Syllabus
7th Grade |
8th Grade |
7th and 8th Grades
Classroom Expectation
Essential Learning Outcomes
Beginning French (French I)
PracticesPatterns of interaction: Students will observe and imitate appropriate patterns of behavior (such as greetings or gestures) used with friends and family in the cultures studied
Cultural activities: Students will participate in and learn about age-appropriate cultural activities (such as games, songs, and holiday celebrations) Beliefs and attitudes: Students will identify some common beliefs and attitudes within the cultures studied such as social etiquette or the role of the family Historical influences: Students will identify reasons for different patterns of interaction |
ProductsObjects and symbols: Students will identify objects and symbols, such as flags or currency, that are used day-to-day and represent other cultures
Contributions: Students will identify some major contributions and historical figures from the cultures studied that are significant in the target culture Mutual influences: Students will identify some historical and contemporary influences from other cultures that are significant in their own culture such as explorers and settlers, music, and sports Geography: Students will identify countries, regions, and geographic features where the target language is spoken |
PerspectivesPopular media: Students will read, view, listen to, and talk about subjects contained in popular media from other countries in order to gain a perspective on other cultures
Accessing resources: Students will access information in the language studied in order to gain greater insight about other cultures and/or their ow |
Communication
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Presentational
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Comparisons of the Language Structures Studied &/or Their Own
Comparisons of the Language Structures Studied &/or Their Own
• Communicate using high frequency verbs: er, ir, ir*, être, avoir, aller, faire, prendre, boire, in the present and near future tense
• Identify and describe family, friends and other people (physical and personality traits, occupations and nationalities), places in the city and things. (nouns, adjectives and agreement)
• Describe how often or when an activity takes places (adverb placement/time)
• Ask yes/no questions using multiple formats (Est-ce que vous parlez français? Parlez-vous français? Vous parlez français? Vous parlez français n’est-ce pas?)
• Ask and respond to informative questions
• Express negation
• Use numbers to talk about age, quantity and calendar
• Use prepositions to describe location of people, places and things and where one is going or does an activity, use prepositions in idiomatic structures (jouer au football)
• Communicate using high frequency verbs: er, ir, ir*, être, avoir, aller, faire, prendre, boire, in the present and near future tense
• Identify and describe family, friends and other people (physical and personality traits, occupations and nationalities), places in the city and things. (nouns, adjectives and agreement)
• Describe how often or when an activity takes places (adverb placement/time)
• Ask yes/no questions using multiple formats (Est-ce que vous parlez français? Parlez-vous français? Vous parlez français? Vous parlez français n’est-ce pas?)
• Ask and respond to informative questions
• Express negation
• Use numbers to talk about age, quantity and calendar
• Use prepositions to describe location of people, places and things and where one is going or does an activity, use prepositions in idiomatic structures (jouer au football)
TOP TEN
Students will know and be able to
Interpretive (reading and listening)
• Recognize and comprehend familiar thematic vocabulary and basic language structures
• Read and comprehend short articles with strong visual support by- noting key words: familiar (cognate/known vocabulary) and unfamiliar, scanning text structures and predicting content answering short answer, multiple choice and true and false questions
• Listen and comprehend the gist of short narrations and conversations by
- listening for the gist, summarizing a short paragraph or segment, answering short answer, multiple choice and true and false questions
Interpersonal (person to person communication – speaking and writing)
• Create student-centered performance assessments
- introduce themselves, express feelings and inquire more about another person, discuss another person (personality traits)
- discuss classes they are taking; stating time, preferences and expressing opinions and needs/desires as it pertains to school
- talk about popular leisure time activities in French-speaking countries
- extend an invitation for an activity as it pertains to the French calendar (months, dates, year) and weather conditions
- order a food item and beverage in a café simulated experience
- add informative details by asking and answering “W” questions
• Demonstrate understanding of social etiquette through spontaneous speech by
- focus listening/hearing/reading/writing, interrupting to inquire, asking questions to clarify, reading non verbal signals for clues,
building memory with spoken role-play (no notes), gaging register for formal or informal conversation
- building up “survival” vocabulary and structures in class
Presentational (speaking and writing)
• Describe a given topic using simple sentences (subject, verb, object, adverbs) Je vais souvent au ciné samedi soir. incorporate basic conjunctions and linking words to build compound structures : and, or, but, and use accent marks to distinguish between homophones
• Build pronunciation for silent letters, liaisons, “r”, oral and nasal vowels, open and closed vowels, slang and intonation
• Create student-centered performance assessments (speaking using visual support, writing using peer editing strategies, dictionary and correction code)
- present and discuss family and friends describing physical and personality traits, interests, professions, relationships and age
- present a “show and tell” item discussing where the item is found in the house, describing physical traits and the reason why the
object is important.
• Compare and contrast the various level I topics in both France and the United
• Recognize and comprehend familiar thematic vocabulary and basic language structures
• Read and comprehend short articles with strong visual support by- noting key words: familiar (cognate/known vocabulary) and unfamiliar, scanning text structures and predicting content answering short answer, multiple choice and true and false questions
• Listen and comprehend the gist of short narrations and conversations by
- listening for the gist, summarizing a short paragraph or segment, answering short answer, multiple choice and true and false questions
Interpersonal (person to person communication – speaking and writing)
• Create student-centered performance assessments
- introduce themselves, express feelings and inquire more about another person, discuss another person (personality traits)
- discuss classes they are taking; stating time, preferences and expressing opinions and needs/desires as it pertains to school
- talk about popular leisure time activities in French-speaking countries
- extend an invitation for an activity as it pertains to the French calendar (months, dates, year) and weather conditions
- order a food item and beverage in a café simulated experience
- add informative details by asking and answering “W” questions
• Demonstrate understanding of social etiquette through spontaneous speech by
- focus listening/hearing/reading/writing, interrupting to inquire, asking questions to clarify, reading non verbal signals for clues,
building memory with spoken role-play (no notes), gaging register for formal or informal conversation
- building up “survival” vocabulary and structures in class
Presentational (speaking and writing)
• Describe a given topic using simple sentences (subject, verb, object, adverbs) Je vais souvent au ciné samedi soir. incorporate basic conjunctions and linking words to build compound structures : and, or, but, and use accent marks to distinguish between homophones
• Build pronunciation for silent letters, liaisons, “r”, oral and nasal vowels, open and closed vowels, slang and intonation
• Create student-centered performance assessments (speaking using visual support, writing using peer editing strategies, dictionary and correction code)
- present and discuss family and friends describing physical and personality traits, interests, professions, relationships and age
- present a “show and tell” item discussing where the item is found in the house, describing physical traits and the reason why the
object is important.
• Compare and contrast the various level I topics in both France and the United
Regions and Countries
• locate and talk about the geography, population, surface area, industry, food, leisure time activities, tourists attractions, weather and climate in France: Paris, La Bretagne, La Normandie, Les Pays de la Loire et Le Centre