GRADE 6 French
Standard 1.1 Interpersonal Communication
Standard 1.2 Interpretive Communication
Standard 1.3 Presentational Communication
Standard 2.1 Practices of Culture
Standard 3.1 Making Connections
Standard 4.1 Language Comparisons
Standard 4.2 Cultural Comparisons
Standard 5.2 Lifelong Learning
Estimated Time Range:
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August to June |
The student will understand that:
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1. |
the French language and culture have influenced the Anglophone world and that English words have infiltrated the French language and culture. |
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2. |
there is multi-cultural and multi-racial diversity in the French-speaking world |
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3. |
there are linguistic and extra-linguistic distinctions in
formal and informal forms of address in French. (tu vs vous) |
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4. |
knowledge of English can help with the acquisition of French language (cognates) |
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5. |
grammatical and personal gender characterize describing
people, places and things in French. (le vs la, un vs une) |
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6. |
double-digit numbers are complex and formulating them requires the function of multiplication and addition |
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7. |
the written representation and positioning of numbers (i.e. addresses, dates, time) are different from that of English. |
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8. |
The 24-hour clock is used in schedules. |
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9. |
idiomatic expressions (i.e. with “avoir”) |
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10 |
there is not a word-for-word correspondence between the two languages. |
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11. |
that diacritical marks are used |
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12. |
Written representation of French often differs from how it is pronounced |
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Test and quizzes Mini-compositions Dictation Question & Answer sessions Conversations Role plays Games Puzzles Warm-up exercises Listening Comprehension |
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1. |
What are some gender markers in French? |
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2. |
What language is appropriate in French to use in a formal vs. informal setting? |
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3. |
What words would you use to describe relationships with family, friends, and new acquaintances in French? |
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4. |
What do you know about introductions in other cultures? |
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5. |
What French expressions would be helpful when meeting someone for the 1st time? |
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6. |
How would a formal conversation in French be different from an informal one? What gestures, language, and expressions are involved? |
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7. |
Do we express time and dates the same way in both French and English? |
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8. |
Why is important for Americans to be culturally aware? |
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9. |
Who are some French speaking celebrities familiar in the American culture? |
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10. |
What English sounds approximate the “nasal” vowel sounds that are present in French? |
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11. |
How does one ask for and provide personal information in French? |
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12. |
What is an idiomatic expression? |
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13. |
What are cognates and false cognates? |
The student will be able to:
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1. |
engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions(greetings, introductions, asking how people feel) |
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2. |
understand and interpret spoken and written French on a variety of topics (alphabet, numbers, time, dates, days of the week, hobbies and family) |
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3. |
present information about oneself and others in French on a variety of topics to an audience of listeners or readers |
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4. |
demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the French-speaking world |
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5. |
reinforce and further their knowledge of other disciplines through French |
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6. |
demonstrate understanding of the nature of language through comparisons of French and their native language |
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7. |
demonstrate understanding of the nature of culture through comparisons of French speaking cultures and their own |
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8. |
use French both within and beyond the school setting |
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9. |
show evidence of becoming lifelong learners by using French for personal enjoyment and enrichment |
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10. |
demonstrate knowledge and understanding of common classroom commands and phrases |
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11. |
interpret the meaning of unfamiliar vocabulary through context and cognates |
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12. |
listen to music and sing songs from the French-speaking culture |
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13. |
ask and answer questions on related topics |
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14. |
attend a cultural and/or a social activity with a French focus |
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Teacher-created
materials Valette Valette, Discovering French Bleu Nouveau; la première partie, McDougal Littell ISBN : 0-618-03500-1. |
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MATH: Metric System, currency conversion, measurements HISTORY: Geographical concepts ART & MUSIC: Well-known French-speaking people and their contributions UNIFIED ARTS: gastronomy and technology |