French II Honors
Standard 1.2, 1.3 Communication: Communicate in languages other
than English
Standard 2.1, 2.2 Cultures: Gain knowledge
and understanding of other cultures
Standard 3.1, 3.2 Connections: Connect with
other disciplines and acquire information
Standard 3.1, 3.2 Comparisons: Develop insight into the nature of language
and culture
Standard 5.2 Communities: Participate in multilingual communities at
home and around the world
Estimated
|
August to June |
ENDURING UNDERSTANDINGS
The student will
understand that:
|
1. |
Language is a
reflection of culture |
|
2. |
There are structural similarities as well as differences
between French and English |
|
3. |
How one says something is as important as what is said |
|
4. |
Concepts and thoughts are expressed differently and
similarly in French and English |
|
5. |
A strong understanding of English language can facilitate
the acquisition of French as a second language |
|
6. |
Language allows for both self-expression and communication |
|
7. |
Conventions of speaking and listening are different from
reading and writing |
|
8. |
Meaning is expressed though context |
|
9. |
French is not a phonetic language |
SAMPLE ASSESSMENTS
|
1)
Student generated dialogues that serve both as
speaking assessments for individuals and listening assessments for the whole
class. 2)
Drawing assessments based on listening
comprehension. 3)
Small group written/oral presentation, for
example to design a stamp for a francophone country, argue in writing and in
speaking for its adoption by the Postmaster General. 4)
Individual speaking assessments, for example,
recording a phone message for the teacher or phoning another student and
reporting to the class what he/she was doing when called. 5)
Board game based assessments, for example
students play “Mille Bornes” or “Clue” in French, summarize and self-assess
the game 6)
Compositions such as writing about a future or
hypothetical road trip 7)
Journal entries on target topics, applying
target structures |
ESSENTIAL QUESTIONS
|
1. |
What patterns and overlaps exist between conjugations of
different verb tenses/moods? |
|
2. |
How do pronouns help to avoid repetition and assure
clarity? |
|
3. |
What overlaps and patterns exist between various groups of
pronouns and articles in French? |
|
4. |
How do choice of verb mood and interpersonal
relationship/tone influence each other? |
|
5. |
What ambiguities are involved in expressing possession and
in using the passe compose tense in French? |
|
6. |
How do grammatical gender and personal gender affect
accuracy when describing and narrating in French? |
|
7. |
What patterns and overlaps exist between irregular verb
conjugations and between past and present
verb conjugations? |
|
8. |
How does French vocabulary for daily and family life
reflect the contemporary confluence of American and French traditions? |
|
9. |
Why are many Americans surprised to discover the
sophistication of French technology? |
|
10. |
What behaviors and interpersonal relationships are
associated with formal and informal personal address in French? |
LEARNING OBJECTIVES
The student will be
able to:
|
1. |
Talk about what one does for oneself and for others
(Reflexive and reciprocal verbs) |
|
2. |
Express what one did or did not do in the past(Passe
Compose tense of regular, irregular and reflexive verbs, negations) |
|
3. |
Describe families(possessive adjectives, vocabulary) |
|
4. |
Refer to people, places and things already
mentioned(direct and indirect object pronouns, past participle agreement |
|
5. |
Design and recognize descriptions tagged onto people,
places and things (relative pronouns and clauses) |
|
6. |
Compare and contrast people, places and things with the
same characteristics(regular and irregular comparative/superlative
constructions) |
|
7. |
Role-play phone calls in a francophone country(vocabulary) |
|
8. |
Describe people, things and events in the past(imparfait
tense) |
|
9. |
Narrate in the past(imparfait and passe compose tenses) |
|
10. |
Predict what people will do(Future tense of regular and
irregular verbs) |
|
11. |
Express what people would do under certain
circumstances(conditional mood) |
|
12. |
Role-play driving and road trip situations in |
|
13. |
Infer significance of French and/or Quebecois holiday
calendars and celebrations (vocabulary, readings and realia) |
|
14. |
Refer to places and things already mentioned(pronouns “y”
and “en”) |
|
15. |
Suggest actions and instruct others(Imperative verbs) |
|
16. |
Compare and contrast ordering(merchandise/meal) and
correspondence in francophone and American communities |
|
17. |
Describe, role-play/use household/culinary implements and
products |
|
18. |
Describe home-oriented activities in the present and the
past(vocabulary and present, passe compose tenses of –ir, -er, re and
irregular verbs) |
|
19. |
Use certain verbs to express routine actions (vocabulary
and reflexive verbs) |
|
20. |
Recognize and express numbers and dates(Vocabulary) |
SUGGESTED RESOURCES
|
Schmitt/Lutz. A
Bord, Glencoe Macmillan Mcgraw-Hill 1997 |
SUGGESTED CONNECTIONS
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