| Curriculum Map 2006-2007 | |||
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The Dwight School |
| Period | Content | Purpose/ Objectives | Activities & Resources | Areas of Interaction | Assessments | |
| ADVANCED VERB REVIEW : | -Present tense (regular and irregular) -4 composite past tenses (avoir and être) -Literary past or Passe simple -Internet article on cinema |
-Oral and written communication -Distinction among the 4 composite past tenses -Familiarity with verbs using BOTH "avoir" and "etre" in the past -Special use of verbs as cultural idioms -Communication of ideas on contemprary cinema |
-Students as "teachers" before the class -Creation of a student directed digital video -Use of Internet via laptops to access French grammar sites -Identifying Passe simple in literature |
-Why are verbs an important basis for communication? (ATL) -How is expression linked to culture? (Homo faber) -What does the French cinema teach us about society?(Society) |
FORMATIVE -Writing original sentences -Student digital video rehearsals -Verb worksheets SUMMATIVE -Irregular verb test (past and present) -Short class diected paragraphs -vocabulary quizes |
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| DIRECT AND INDIRECT OBJECT PRONOUNS : | -Use of direct and indirect object pronoums -Impersonal verbs + indirect objects (Plaire, manquer, etc.) -Familiarity with DO/IO "Chart" -The purpose of object pronouns in communication |
-The French language + pronouns -Prepositions and object pronouns |
-Class dialogues -Student led exercises on board -Internet articles as sources of grammar recognition |
-How does the French language handle object pronouns? (ATL) -How does French combine some prepositions with certain pronouns (lui, leur, y, en,)? (ATL) |
FORMATIVE -Pronoun worksheets -Creation of original sentences SUMMATIVE -Pronoun test -Changing DO/IO nouns into pronouns in sentences |
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| EXPLORATION OF FRENCH CULTURE : | - "Francophone" cultural highlights (politics, cinema, art, music, sports) -Idioms -Literary passages |
-Cultural awareness -Respect for others' customs and mores -Global understanding |
-Laptop research -Class presentations -Creation of bulletin boards (artistic creations) -Portfolios -Internet |
-How can cultural awareness promote understanding? (Homo faber) -What are some similarities and differences between French and American cultures? (Soc.Ed.) |
FORMATIVE -Internet articles -Newspaper readings SUMMATIVE -Vocab lists and quizzes -In-class essays |
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| IMPORTANT ELEMENTS OF FRENCH GRAMMAR : | -Subjunctive -Relative/interrogative pronouns -"If" clauses |
-Oral and written communication -The importance of the French subjunctive -French "if" clauses as comparable to English grammar -"Short" and "long" forms of the interrogative pronouns -Relative pronouns as links to creating longer sentences |
-Grammar study via literature passages and Internet excerpts -Student generated lessons -Use of laptops and internet |
-How does French grammar differ from that of English? (ATL) -How important are "if" clauses? (ATL) -How can we understand language connotation through grammar? (ATL) |
FORMATIVE -Worksheets on subjunctive and "if" clauses -In-class written paragraphs -Conversion of affirmatives to questions SUMMATIVE -Fill-in short answer tests using "si" -Multiple choice rel. pro. test -Interr. pro. fill-in test |
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| NEGATIVES AND POSSESSIVES : | -Negative expressions -Possessive adjectives and pronouns |
-Oral and written communication -Expression of ownership -Emphatic and polite negation -Negatives and direct/indirect pronouns |
-Conversations -Students dialogues -Analysis of video clips -Use of laptops and Internet |
-How do the French use possessives? (Homo faber) -What is the special relationship to parts of the body?(Science) -How are double/triple negatives applied? (ATL) -How do we use single negative words for emphasis? (ATL) |
FORMATIVE -possessive worksheets in class -negative exercices in class -Original sentences--using negatives and possessives-- created as homework SUMMATIVE -Transformation of affirmative sentences into negative -Negative responses to everyday situations -Neg/possessive fill-in test |
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| SPECIAL FRENCH SYNTAX : | -Infinitives -En+ present participle -Après + past infinitive -Quand/lorsque/dès que aussitôt que + tense usage |
-Written and oral special uses -Language differences |
-Creative posters for class display -Practice conversations -Analysis of use special cases in magazines/internet -Analysis of reading passages |
-How do the French express "-ing?" (ATL) -How important is the infinitive? (ATL) -How can we distinguish tense sequence with "quand, lorsque, etc.?" (ATL) |
FORMATIVE -Board exercises led by "students as teachers" -Special cases written exercises -Creation of original sentences at home by students SUMMATIVE -Comprehensive test on special uses -Creative in-class written paragraph exercise - |
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| TODAY'S WORLD : | -Examine magazines, opinion polls, ads, and recipes |
-Essential aspects of cultural awareness; la francophonie -Language and Mores -Text vs. Context |
-Presentations -Art posters -Video analysis -Internet -Use of laptops to research -Environmental Problems -Art/Film/Music -Recipes |
-What are the benefits of the"French diet?" (Health) -What are the goals of "Ads?" (Soc. Ed.) -What do opinion polls prove? (Soc. Ed.) -What is the specific appeal of a magazine? (Soc. Ed.) -How is art linked to language? (Homo faber) -What is the specific appeal of a magazine (Soc. Ed.) |
FORMATIVE -Vocab. lists -Creation of original sentences -Oral drills SUMMATIVE -Summaries of internet articles  |
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| TODAY'S WORLD(CONT'D.) : | -Examine newspapers and tabloids and analyze the language of the published word |
-Awareness of French "journalese" -Awareness of special vocabulary and expressions -The world's problems through the eyes of the French |
-Internet search of Le Monde, Paris Soir -Read selected articles from France-Amérique and Le Journal français |
-How can we discern French and American political attitudes? (Soc.ed.) -How can we learn to understand and respect the ideas of other nations? (Soc.ed.) -What are some serious envirnmental problems in French speaking countries? (Environment) - |
FORMATIVE -Create journalistic vocab./idiom lists -Use words in original sentences -Group discussions of news issues SUMMATIVE -Vocab. quiz on specialized words/phrases -Essay homework assignment on specific article read and discussed in class |
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| LITERATURE AND CINEMA : | -Appreciation of literature -Understanding of themes of a major French film |
-Literature as a source of culture -Text interpretation |
-Poster projects -Reading of excerpts from Balzac, Molière, Sartre -Viewing of "Rouge" -Discussions on literature and cinema -Search on laptops for Internet reviews |
-How does literature and film represent the French culture? (Homo faber) -How do the French treat film as an outlet of ideas? (Soc. ed.) |
FORMATIVE -Short answer exercises on literary passages and film viewed -Specialized vocab. lists SUMMATIVE -Short essays on literary characters and/or themes -Short summary of certain aspects of film viewed |
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| YEAR END REVIEW : | -Important features of year's grammar -Vocab. review |
-Recapitulation of grammar -Review of literature -Culture as an important part of the French language |
-Written board work -Student directed exercises |
-How much did we learn? (ATL) -What did we learn that was totally new? (ATL) -Has my concept of French culture chasnged? (Soc. ed.) |
FORMATIVE -Multiple review sheets SUMMATIVE -Final exam -BONNES VACANCES! |
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