French 5

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 5 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: EXPLORER L'ART URBAIN

This unit shows what street art looks like around the world and allows them to learn more about the pros and cons of street art and how it affects others. They will investigate what inspires the artists and why people take their art to the streets. These lessons include: graffiti, murals, other urban art, messages and meanings, laws, current street artists.

UNIT 1: EXPLORER L'ART URBAIN

INTERMEDIATE LOW - INTERMEDIATE HIGH

ESSENTIAL QUESTIONS
- What messages are people sending through the art they create?
- How does today's are influence people.
INTERPRETIVE TARGETS
- I can understand opinions about current issues related to street art.
- I can follow a "how to" video about a type of art.
- I can understand info about and artist's life and career.
INTERPERSONAL TARGETS
- I can interview current artists about their work and inspiration.
- I can discuss art and give my opinion.
- I can debate advantages and disadvantages to street art.
PRESENTATIONAL TARGETS
- I can persuade someone to check out and artist.
- I can explain how a past event influenced an artist's work.
- I can explain meanings and messages that are represented in art.
- I can retell different experiences with art or artists.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate popular symbols in current street art.
- I can identify meanings and messages associated with different types of modern art.
- I can find, follow and contact current artists using social media.
- I can create my own modern art with a message.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about street art.

Unit 2: CONTER DES LÉGENDES

Students will be exploring legends about characters from around the world. They will discus how history and events have spawned legends, how culture is reflected through those legends, how it impacts fear from generation to generation and how those legends change throughout time. By the end of this unit, learners can describe legends, retell their stories and create stories of their own.

UNIT 2: CONTER DES LÉGENDES

INTERMEDIATE MID - ADVANCED LOW

ESSENTIAL QUESTIONS
- How do legends and creatures from around the world show what people fear?
INTERPRETIVE TARGETS
- I can understand detailed descriptions of characters/creatures.
- I can understand stories about characters/creatures from legends.
- I can understand how to create a special effects makeup.
INTERPERSONAL TARGETS
- I can ask and answer questions about characters/creatures.
- I can discuss scary characters, creatures and legends.
- I can discuss popular books, shows and movies based on legends.
PRESENTATIONAL TARGETS
- I can give information and describe characters/creatures from legends.
- I can retell the story of a character/creature/
- I can give my opinion about characters/creatures and scary places.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can recognize characters/creatures from urban legends from other cultures.
- I can identify some cultural perpectives that are embedded in a story or legend, specifically about what people fear.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about legends. and story telling.

Unit 3: RECHERCHER LES MALADIES ET LES REMÈDES

In this unit, students will be exploring common illnesses and recommending some simple treatments including home remedies from different cultures. They will also learn about epidemics (diseases and parasites) and how to bring awareness and make a difference.

UNIT 3: RECHERCHER LES MALADIES ET LES REMÈDES

INTERMEDIATE MID - ADVANCED LOW

ESSENTIAL QUESTIONS

- What illnesses and diseases are affecting people around the world?
- How can we make the world a healthier place to live?
INTERPRETIVE TARGETS
- I can understand social media posts about how someone is hurting.
- I can read medicine ads.
- I can read articles and infographics with basic information about illnesses.
INTERPERSONAL TARGETS
- I can ask and answer questions about illnesses and symptoms.
- I can give simple recommendations for a home remedy or medicine.
- I can discuss details about illness.
PRESENTATIONAL TARGETS
- I can complain about my pains and symptoms.
- I can give basic information about illnesses including symptoms, affected countries, and what causes it.
- I can talk about treatments and preventative steps.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate home remedies and popular medicine brands from different cultures.
- I can investigate common and deadly illnesses from other countries.
- I can recognize and try teas and yerba mate (home remedies).
- I can participate by getting involved with a local clinic/medical center.
- I can interact by asking questions to a person in the medical field.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about illnesses and diseases.

Unit 4: SE BALADER DANS LES PARCS

Nature has created some amazing places for us to explore. In this unit, students will be exploring various national and natural parks from around the world, activities to do in those parks, natural attractions and fauna, and will learn about conservation issues that ar currently plaguing our parks and natural resources.

UNIT 4: SE BALADER DANS LES PARCS

INTERMEDIATE MID - ADVANCED LOW

ESSENTIAL QUESTIONS
- Why is it important to protect parks?
- What challenges are parks facing today?
INTERPRETIVE TARGETS
- I can understand basic information from a park's website and guides.
- I can read reviews about parks.
- I can understand basic information about the fauna.
- I can understand people's viewpoints about the issues that parks face.
INTERPERSONAL TARGETS
- I can discuss parks including my opinion and what to do and see.
- I can talk about my experiences at parks.
- I can discuss the issues and challenges related to natural parks.
PRESENTATIONAL TARGETS
- I can give basic information about a park including its location, main attractions, and things to do.
- I can describe the geographical features and fauna in a park.
- I can explain the issues and the causes that parks are facing.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can recognize and talk about well-known parks in other countries.
- I can participate in an effort to help a park.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about natural/national parks and preservation.

Unit 5: AMÉLIORER NOTRE COMMUNAUTÉ

The main focus of this project-based unit is to talk about what makes a city/community “good” or “bad.” Students will be able to discuss simple ways to improve their own community based on the inspiring stories of others.

UNIT 5: AMÉLIORER NOTRE COMMUNAUTÉ

INTERMEDIATE MID - ADVANCED LOW

ESSENTIAL QUESTIONS
- How does my community compare to others?
- How are people improving their community?
INTERPRETIVE TARGETS
- I can understand articles/videos about what makes a community good or bad.
- I can identify common problems in communities.
- I can understand stories about how communities improved their problems.
INTERPERSONAL TARGETS
- I can discuss my community.
- I can ask and answer questions about problems in communities.
- I can discuss improvements for community problems.
PRESENTATIONAL TARGETS
- I can give information about the best and worst places to live.
- I can compare other communities to my own.
- I can defend my opinion about problems and possible improvements.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate cities and communities around the world.
- I can research for improvements and solutions to community problems.
- I can interact with others about improving our community
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about communities.

*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 C RUBRIC FOR ASSESSING STANDARDS

L4/5 Fulton Rubrics 2022-23.docx

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