FRENCH 3

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 3 builds on vocabulary, grammar and phrases on various topics taught in previous levels. 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

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Unit 1: RÉinventer la mode

In this unit, students will be exploring fashion and how it reflects our identities, multiculturalism and what it says about ourselves and our culture. Students will explore ways that we express ourselves and connect with others through the clothes that we wear.

UNIT 1: RÉINVENTER LA MODE

NOVICE MID - INTERMEDIATE LOW

ESSENTIAL QUESTIONS
- How does fashion reflect multiculturalism?
- How can we connect to others through fashion and what we wear?
INTERPRETIVE TARGETS
- I can recognize a variety of clothing, shoes and accessories when I read/listen.
- I can understand main ideas and some details when I read/listen to descriptions of clothing or brands.
- I can understand basic information about famous designers and some details about careers.
- I can understand main ideas when others give their opinions about fashion.
INTERPERSONAL TARGETS
- I can give my opinion about fashion trends.
- I can talk about famous designers (or other important people in the fashion industry) and their careers.
- I can compare prices, styles and brands.
- I can ask and answer simple questions about fashion.
PRESENTATIONAL TARGETS
- I can give my opinion about fashion trends and brands.
- I can give basic information about Fashion Week.
- I can describe what someone is wearing with some detail.
- I can talk about job opportunities in the fashion industry and give my opinion of them.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can navigate online shopping on a fashion website from a target speaking country.
- I can investigate brands, stores, designers, and influencers from target countries.
- I can participate in conversations with native speakers about fashion and trends.
- I can watch a design competition show or designer documentary from a target speaking culture.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about fashion and the fashion industry.

Unit 2: Parler de Séries Télévisées

In this unit, students will be exploring tv series and how people see and watch them around the world. They will be researching different tv shows, characters, genres, and actors along with viewing habits and preferences in the target culture.

UNIT 2: PARLER DE SÉRIES TÉLÉVISÉES

NOVICE HIGH - INTERMEDIATE MID

ESSENTIAL QUESTIONS
- What are tv series that people watch around the world?
- What makes a television series popular?
INTERPRETIVE TARGETS
- I can investigate trending television series from my country and around the world.
- I can understand information about jobs in the TV industry (requirements, responsibilities, pay, etc.).
- I can understand descriptions, opinions and information about different TV series.
INTERPERSONAL TARGETS
- I can talk about popular television series from my country and around the world.
- I can interview someone about their viewing preferences and habits.
- I can have conversations about shows, actors and viewing habits.
- I can ask for and give show recommendations.
PRESENTATIONAL TARGETS
- I can give basic information about a television series and describe the main characters.
- I can retell some events from a show episode.
- I can compare the success of popular shows.
- I can talk about my viewing habits.
- I can tell how shows I watch make me feel.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate trending shows and actors from around the world.
- I can watch and episode of a popular show or movie in the target language.
- I can identify some cultural products, practices and perspectives in tv shows.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about tv and viewing practices.

Unit 3: Examiner les sports et les athlÈ tes

This unit will explore different sports and athletes from the French community. Students will learn about various popular teams, athletes, their achievements and the qualities it requires to be a successful athlete. They will also explore some non traditional extreme sports and various sports awards programming.

UNIT 3: EXAMINER LES SPORTS ET LES ATHLÈTES

NOVICE MID - INTERMEDIATE LOW

ESSENTIAL QUESTIONS
- How do French athletes compare to others?
- What characteristics are most important for an athlete?
INTERPRETIVE TARGETS
- I can understand opinions about sports and athletes.
- I can understand basic information about the lives and careers of athletes.
- I can understand the main idea and some details from sports articles.
INTERPERSONAL TARGETS
- I can join in a conversation about my sports and give my opinions.
- I can ask and answer simple questions about athletes and sports.
- I can make plans with someone to watch or play sports.
PRESENTATIONAL TARGETS
- I can tell which sports I like or don't like and explain why.
- I can tell basic information about French athletes and their careers.
- I can give my opinion about who the best athletes are.
- I can compare athletes.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate and identify top French athletes around the world.
- I can discover new sports and athletes from Francophone countries.
- I can interact with native speakers in conversations about sports.
- I can experience a sporting event from another country.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about sports and athletes.

Unit 4: comparer les petit-déjeuners

In this unit students will be exploring breakfast customs from various Spanish speaking countries. Students will be comparing breakfast meals from around the world and exploring how our breakfast habits reflect our culture.

UNIT 4: COMPARER LES PETIT-DÉJEUNERS

INTERMEDIATE LOW - INTERMEDIATE HIGH

ESSENTIAL QUESTIONS
- How do breakfasts compare around the world?
- How do our breakfast habits reflect our culture?
INTERPRETIVE TARGETS
- I can understand ideas and opinions about breakfast.
- I can identify main ingredients from popular breakfast dishes around the world.
- I can understand menu descriptions for breakfast foods/drinks.
- I can read reviews about places to eat breakfast.
INTERPERSONAL TARGETS
- I can ask and answer questions about breakfast foods, eating habits and restaurants.
- I can react to other people's opinions about breakfast foods and drinks.
- I can discuss what I like/don't like about a restaurant.
PRESENTATIONAL TARGETS
- I can give basic information about popular breakfasts around the world.
- I can describe my favorite cereals from around the world.
- I can talk about my breakfast preferences and eating habits.
- I can recommend a breakfast option from a my culture.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate traditional breakfast foods and drinks from the target culture.
- I can investigate popular cereal brands around the world.
- I can interact with native speakers in conversations about food, drinks and restaurants.
- I can experience tasting breakfast foods/drinks from another culture.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about breakfast habits.

Unit 5: VIE SAINE

Health is much more than just what we eat! In this unit, students will be exploring healthy lifestyles and daily routines that support our overall well being. Students will dig into sleep habits, exercise, how stress and technology affect our bodies and our moods.

UNIT 5: VIE SAINE

INTERMEDIATE LOW - INTERMEDIATE HIGH

ESSENTIAL QUESTIONS
- How do my lifestyle choices and actions affect my health?
- What perspectives do others have about a healthy life?
INTERPRETIVE TARGETS
- I can understand information about how choices and activities affect health (sleep, tech use, exercise, diet, music, etc.).
- I can understand advice from a healthier lifestyle.
- I can understand nutritional information about foods and drinks (recipes, labels, nutritional guides, etc.).
INTERPERSONAL TARGETS
- I can discuss how choices and activities affect health (sleep, tech use, exercise, diet, music, etc.).
- I can give advice for a healthier lifestyle.
- I can discuss nutritional information about foods and drinks (recipes, labels, nutritional guides, etc.).
PRESENTATIONAL TARGETS
- I can tell how choices and activities affect health (sleep, tech use, exercise, diet, music, etc.).
- I can give advice for a healthier lifestyle.
- I can talk about nutritional information about foods and drinks (recipes, labels, nutritional guides, etc.).
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate how the habits of the target culture about sleep, tech use, exercise, diet, etc.
- I can compare the habits of the target culture about sleep, tech use, exercise, diet, etc. to my own.
- I can identify and describe healthy and unhealthy foods and drinks in the target culture.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about healthy lifestyle choices.

*Additional mini units will be incorporated throughout the year based on cultural products, practices and perspectives. A cumulative FINAL PROJECT will be given at the end of the year. The final project will count as a 5th quarter average.

CHECKPOINT B RUBRIC FOR ASSESSING STANDARDS

L3 Fulton Rubrics 2022-23.docx

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