FRENCH 2

world Language

Course Description

All levels of World Language (WL) will follow the NYS Syllabus of Modern Languages for Communication and the Proposed NYS Standards. Understanding other cultures and using the language to communicate are our goals as we develop skills in the 3 areas of Interpretive, Interpersonal and Presentational communication. Level 2 introduces us to the next level of vocabulary, grammar and phrases based on various topics. We will also explore the many different ways of life in the target culture in order to compare them to our own products, practices and perspectives. We will continuously review material as we study new vocabulary and skills.

Ms. Coleman

Email Ms. Colelman

Unit 1: ENQUÊTER SUR LES FAMILLES ET ACTIVITÉS

The main focus of this unit is talking about families and the activities they do together. It starts with an intro to family members and then leads to the traditional activities practices by families of French cultures. By the end, learners can make comparisons to their own lives and families.

UNIT 2: ENQUÊTER SUR LES FAMILLES ET ACTIVITÉS

NOVICE MID - INTERMEDIATE LOW

ESSENTIAL QUESTIONS
- How are families the same around the world?
- How do families spend time together?
INTERPRETIVE TARGETS
- I can understand basic info and descriptions about families.
- I can understand what someone does with their family.
INTERPERSONAL TARGETS
- I can ask and answer questions about my family members.
- I can ask and answer questions about family activities.
- I can discuss my opinion about family activities.
PRESENTATIONAL TARGETS
- I can describe my family.
- I can describe and give my opinion about famiy activities.
- I can compare my family to another culture.
- I can tell why someone is special to me.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can identify famous and historical families from the target culture.
- I can recognize the cultural differences in names.
- I can identify traditional games and activities connected to families.
- I can participate in traditional games and activities.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about families and family traditions.

Unit 2: CÉLÉBRER LES ANNIVERSAIRES

The main focus of this unit is talking about traditional birthday parties and celebrations. Students will be able to provide information about ages, birthdays, dates and places.

UNIT 2: CÉLÉBRER LES ANNIVERSAIRES

NOVICE MID - NOVICE HIGH

ESSENTIAL QUESTIONS
- How do people celebrate birthdays around the world?
- How does that compare to how I celebrate?
INTERPRETIVE TARGETS
- I can understand birthday messages on social media.
- I can read invitations including dates, ages, places and times.
- I can understand when someone talks about a party.
INTERPERSONAL TARGETS
- I can ask and answer questions about ages and birthdays.
- I can invite someone and make plans to go to a party.
- I can ask and answer questions about a party.
PRESENTATIONAL TARGETS
- I can introduce myself including name, age and birthday.
- I can send someone a message on their birthday.
- I can tell what I like to do at parties.
- I can describe a party.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can participate in activities at a birthday party (singing songs, dancing).
- I can investigate and create traditional birthday decorations.
- I can identify the practices and products at a birthday party from another culture.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about families and family traditions.

Unit 3: EXPLORER LA CUISINE DE RUE

In this unit, students will explore various popular street foods from French cultures. Learners will be able to order, give opinions and simple recommendations, and ask and answer basic questions about French street foods.

UNIT 3: EXPLORER LA CUISINE DE RUE

NOVICE MID - INTERMEDIATE LOW

ESSENTIAL QUESTIONS
- What types of street foods are popular in other countries?
- What does a country's street food tell you about their culture?
INTERPRETIVE TARGETS
- I can read a menu.
- I can read information about ingredients.
- I can understand restaurant reviews and opinions about places to eat.
- I can understand descriptions of foods and drinks.
INTERPERSONAL TARGETS
- I can talk about authentic street foods.
- I can order a meal.
- I can ask and answer questions about places to eat.
- I can make simple recommendations about foods and drinks.
PRESENTATIONAL TARGETS
- I can describe authentic street foods and drinks.
- I can give my opinions about street foods and drinks.
- I can give basic information about a restaurant, food truck or stand.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate popular street foods and drinks in the target culture.
- I can give my opinions and participate by trying authentic foods and drinks.
- I can interact by ordering foods and drinks.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about street foods and meal taking.

Unit 4: MAISONS ET AUTRES DOMICILES

The main focus of this unit is talking about housing in Francophone countries. Students will see a variety of real homes from everyday life to the "megaricos". Then students will learn about realtors (career connection). Throughout the unit their are touches of different climates, geographies and social classes. By the end, they can make comparisons to their own homes and lives.

UNIT 4: MAISONS ET AUTRES DOMICILES

NOVICE MID - INTERMEDIATE LOW

ESSENTIAL QUESTIONS
- How does my home compare to others around the world?
- What factors influence homes around the world?
INTERPRETIVE TARGETS
- I can understand descriptions of homes.
- I can understand information about realtors and real estate.
- I can understand some solutions to housing problems when I read or listen.
- I can understand basic opinions that others share about homes.
INTERPERSONAL TARGETS
- I can ask and answer basic questions about homes.
- I can talk about differences in homes around the world.
- I can describe my house and talk about some basic features.
- I can discuss housing issues and talk about ways to solve them.
PRESENTATIONAL TARGETS
- I can describe a home including the appearance, the location, size, colors and special features.
- I can give my opinion about homes.
- I can compare homes.
- I can describe the job of a realtor.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can realize there are different perspectives of what a "normal" home is.
- I can investigate and discuss celebrity homes from target culture.
- I can identify homes in different locations, geographies and climates.
- I can discuss real housing issues from Francophone countries and offer solutions.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about homes.

Unit 5: EXPLORER L'ÈCOTOURISME

This is a travel unit with the main focus on Ecotourism in West Africa. Students will explore ecological tours and activities offered throughout West Africa while investigating lodging options, foods and drinks, currencies and exchange rates.

UNIT 5: EXPLORER L'ÈCOTOURISME

NOVICE MID - INTERMEDIATE LOW

ESSENTIAL QUESTIONS
- What is ecotourism?
- What does it look like in different countries?
INTERPRETIVE TARGETS
- I can understand social media post about ecotourism.
- I can read menus and restaurant websites.
- I can understand tourism videos.
- I can read articles about tourism and activities in Ivory Coast and West Africa.
INTERPERSONAL TARGETS
- I can answer questions about West African countries.
- I can ask and answer questions about trips.
- I can discuss my opinions about West African foods and drinks.
PRESENTATIONAL TARGETS
- I can give basic information about West African countries (weather, geography, cities, etc.).
- I can give my opinions about eco-activities.
- I can talk about West African foods and drinks including my opinion.
- I can talk about an eco-trip including lodging, activities, meals and prices.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate how the climate, geography, foods and tourist activities are connected.
- I can participate by trying West African foods and other drinks.
- I can interact by asking questions to a person in the tourism industry.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about travel within different countries including West Africa and the Ivory Coast.

CHECKPOINT PRE B RUBRIC FOR ASSESSING STANDARDS

L2 Fulton Rubrics 2022-23.docx

Page updated

Report abuse