CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM

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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM Revision Date: 07/31/2012

Submitted by: Jacquelyn Carpenter

French II, Grades 9-12

Bien dit!

Common Core Standards:

7.1 World Languages

A. Interpretive Mode

B. Interpersonal Mode

C. Presentational Mode

Proficiency Level: Novice-High

Novice-High Level: Students communicate using words, lists, and simple sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about

subject matter studied in other classes.

http://www.state.nj.us/education/cccs/standards/7/7.1.htm

http://www.state.nj.us/education/cccs/standards/7/7-1-A.htm

http://www.state.nj.us/education/cccs/standards/7/7-1-B.htm

http://www.state.nj.us/education/cccs/standards/7/7-1-C.htm

http://www.state.nj.us/education/cccs/standards/7/7-1-NM.htm

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Table of Contents

Topic Page Standards 3

Overview 10

Scope and Sequence 11

7.1 A: Interpretive Mode 15

7.1.B Interpersonal Mode 20

7.1.C Presentational Mode 25

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World Languages Standard – Novice-High - All Strands

7.1 World Languages All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and

written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will

make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.

Interpretive Mode

Proficiency Level Content Statement CPI # Cumulative Progress Indicator (CPI)

Novice-High Linguistic: The Novice-High language learner has

progressed from understanding and

communicating at the word level to

understanding and communicating at the

sentence level and can use words, lists, and

simple sentences independently to:

Identify the main idea and some

supporting details when reading.

Understand the gist and some

supporting details of conversations

dealing with everyday life.

Infer the meaning of some unfamiliar

words when used in familiar contexts.

Cultural:

Immigration changes both the

community of origin and the new

community. (Topics that assist in the

development of this understanding

7.1.NH.A.1 Recognize familiar words and phrases,

understand the main idea, and infer the

meaning of some highly contextualized,

unfamiliar spoken or written words

contained in culturally authentic

materials using electronic information

sources related to targeted themes.

7.1.NH.A.2 Demonstrate comprehension of a series

of oral and written directions,

commands, and requests through

appropriate physical response.

7.1.NH.A.3 Recognize some common gestures and

cultural practices associated with target

culture(s).

7.1.NH.A.4 Identify people, places, objects, and

activities in daily life based on oral or

written descriptions.

7.1.NH.A.5 Demonstrate comprehension of short

conversations and brief written

messages on familiar topics.

7.1.NH.A.6 Identify the main idea and other

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should include, but are not limited to:

current and past immigration patterns,

the impact of immigration on society,

and related issues.)

The study of another language and

culture deepens understanding of

where and how people live and why

events occur. (Content areas that assist

in the development of this

understanding should include, but are

not limited to: history, science,

economics, and geography.)

Due to globalization and advances in

technology, the products and practices

of a culture change over time, and

these changes may impact cultural

perspectives. (Content areas that assist

in the development of this


not limited to: science, technology,

history, social sciences, the visual and

performing arts, and world literature.)

Human and animal migration are often

related to the availability of resources

significant ideas in readings from age-

and level-appropriate, culturally

authentic materials.

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and the ability to adapt to the

environment. (Topics that assist in the



habitats, animals, weather, science,

geography, social sciences, and

distribution of resources.)

Personal preferences and skills are key

factors to consider when making

decisions about postsecondary plans.

(Topics that assist in the development

of this understanding should include,

but are not limited to: personal

likes/dislikes, subject-area

preferences, academic record, and

career awareness, exploration, and

preparation.)

The amount of leisure time available

and how it is spent varies among

cultures. (Topics that assist in the



likes/dislikes, pastimes, schedules,

and travel.)

Wellness practices may vary across

cultures. (Topics that assist in the

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sports and physical fitness activities

and common health

conditions/problems and remedies.)

Online newspapers, magazines, blogs,

wikis, podcasts, videos, and

government websites provide current

information on perspectives of the

target culture on local, national, and

global problems/issues. (Topics that

assist in the development of this


not limited to: current events and

contemporary and emerging global

issues, problems, and challenges [e.g.,

population growth and migration;

environmental degradation and

protection; discrimination and other

conflicts; and the allocation of scarce

resources].)

Current trends and issues influence

popular culture. (Topics that assist in

the development of this understanding


fashion, style, popular music, art, and

pastimes.)

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Interpersonal Mode








Ask and answer questions related to

everyday life.

Handle simple transactions related to

everyday life:

o Initiate, maintain, and end a

conversation.

o Ask for and give permission.

o Express needs.

o Give reasons.

o Request, suggest, and make

arrangements.

o Extend, accept, and decline an

invitation.

o Express an opinion and

preference.

Cultural: The Novice-High Cultural Content

Statements remain the same for all the

7.1.NH.B.1 Use digital tools to exchange basic

information by recombining memorized

words, phrases, and sentences on topics

related to self and targeted themes.

7.1.NH.B.2 Give and follow a series of oral and

written directions, commands, and

requests for participating in age- and

level- appropriate classroom and

cultural activities.

7.1.NH.B.3 Imitate appropriate gestures, intonation,

and common idiomatic expressions of

the target culture(s)/language during

daily interactions.

7.1.NH.B.4 Ask and respond to questions, make

requests, and express preferences in

various social situations.

7.1.NH.B.5 Converse on a variety of familiar topics

and/or topics studied in other content

areas.

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strands.

Presentational Mode








Handle simple transactions related to

everyday life:

o Express needs.

o Give reasons.

o Express an opinion and

preference.

o Request and suggest.

Cultural: The Novice-High Cultural Content

Statements remain the same for all the

strands.

7.1.NH.C.1 Recombine basic information at the

word and sentence level related to self

and targeted themes to create a

multimedia-rich presentation to be

shared virtually with a target language

audience.

7.1.NH.C.2 Create and present brief messages,

poems, rhymes, songs, short plays, or

role-plays using familiar vocabulary

orally or in writing.

7.1.NH.C.3 Describe in writing people and things

from the home and school environment.

7.1.NH.C.4 Tell or retell stories from age- and level-

appropriate, culturally authentic

materials orally or in writing.

7.1.NH.C.5 Tell or write about cultural products

associated with the target culture(s), and

simulate common cultural practices.

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COURSE OVERVIEW

New Jersey citizens are part of a dynamic, interconnected, and technologically driven global society centered on the creation and communication of knowledge and ideas across

geographical, cultural, and linguistic borders. Individuals who effectively communicate in more than one language, with an appropriate understanding of cultural contexts, are globally

literate and possess the attributes reflected in the mission and vision for world languages education that follow:

Mission: The study of another language and culture enables individuals, whether functioning as citizens or workers, to communicate face-to-face and by virtual

means in appropriate ways with people from diverse cultures.

Vision: An education in world languages fosters a population that: • Communicates in more than one language with the levels of language proficiency that are required to function in a variety of occupations and careers in the contemporary workplace.

• Exhibits attitudes, values, and skills that indicate a positive disposition and understanding of cultural differences and that enhance cross-cultural communication.

• Values language learning as a global literacy as well as for its long-term worth in fostering personal, work-related, and/or financial success in our increasingly interconnected world.

Primary Resource(s) Textbook Title: Bien dit: French II Publisher: Holt, Rinehart and Winston Copyright: 2013 Supplemental/Other Go.hrw.com (online text resource); Amsco’s –French/English Dictionary; Internet; Media Center; other appropriate supplemental materials/resources at individual teacher's discretion

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Scope and Sequence

Unit Description

Common Core Standard(s)

Domain & Standard

Suggested Timeline

Pacing

Benchmarking Suggested Interdisciplinary

Activities Using Bien dit!

(Benchmarking)

Unit 1

1 A - Geoculture: Paris: The students will acquire an

understanding of the history, geography and culture

practices of Paris by using maps, texts and discussion.

(1 lesson).

1 B – Ma famille et mes copains: The students will

describe yourself and ask about others, talk about your

likes and dislikes, inquire then tell when you do

something (16 lessons).

Unit 2

2 A - Geoculture: Paris: The students will acquire an

understanding of the history, geography and culture of

Paris and its monuments by using maps, texts and

discussion. (1 lesson).

2 B –On fait la fete: The students will learn to wish

someone a good time, ask for and give advice ask for

help and check if things have been done (16 lessons).

7.1.NH.A.1, 7.1.NH.A.2,

7.1.NH.A.3, 7.1.NH.A.4,

7.1.NH.A.5, 7.1.NH.A.6;

7.1.NH.B.1, 7.1.NH.C.2,

7.1.NH.C.3, 7.1.NH.C.4,

7.1.NH.C.5; 7.1.NH.C.1,

7.1.NH.C.2, 7.1.NH.C.3,

7.1.NH.C.4, 7.1.NH.C.5

7.1.NH.A.1, 7.1.NH.A.2,

7.1.NH.A.3, 7.1.NH.A.4,

7.1.NH.A.5, 7.1.NH.A.6;

7.1.NH.B.1, 7.1.NH.C.2,

7.1.NH.C.3, 7.1.NH.C.4,

7.1.NH.C.5; 7.1.NH.C.1,

7.1.NH.C.2, 7.1.NH.C.3,

7.1.NH.C.4, 7.1.NH.C.5

7.1.NH.A.1, 7.1.NH.A.2,

7.1.NH.A.3, 7.1.NH.A.4,

7.1.NH.A.5, 7.1.NH.A.6;

7.1.NH.B.1, 7.1.NH.C.2,

7.1.NH.C.3, 7.1.NH.C.4,

7.1.NH.C.5; 7.1.NH.C.1,

7.1.NH.C.2, 7.1.NH.C.3,

7.1.NH.C.4, 7.1.NH.C.5

Marking Period

1: Week 1

Marking Period

1: Weeks 1 - 4

Marking Period

1: Weeks 5 - 8

1 Day

17 Days

17 Days

Initial Benchmarking

Reading, writing,

listening, speaking

and culture assessed

by functional

expressions, grammar,

vocabulary and oral

delivery

Tele-vocab

Grammavision

Tele-roman

History Link - Les Celtes, les

Romans et La Ville lumiere

Art link – Place du tertre, ;es

catacombes et le Louvre

Sports link – Tour de France

Geography Link – la rive

gauche et la rive droite

Tele-vocab

Grammavision

Tele-roman:

Science Link – Marie et Pierre

Curie, et la Cite des Sciences

et de l’Industrie

Health link – La Gastronomie

– Haute Cuisine

Economics Link –French

Gross Domestic Product et la

mode

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Unit 3

3 A – Geoculture -: Quebec, Canada: The students will

acquire an understanding of the history, geography and

culture of Quebec City by using maps, texts and


3 B – Faisons les courses : - The students will ask about

food preparation , make requests, shop for groceries

and ask where things are(16 lessons).

Unit 4

4 A: Geoculture: The students will acquire an


la Province de Quebec by using maps, texts and


4 B: Au lycee! - The students will ask how something

turned out, wonder what happened, ask for information

and express frustration (16 lessons).

Unit 5

5 A: Geoculture - Rennes: The students will acquire an


Rennes by using maps, texts and discussion. (1 lesson).

5 B – Une journee typique: The students will talk about

their routine, express impatience, say when they do

things and make recommendations. (16 lessons).

7.1.NH.A.1, 7.1.NH.A.2,

7.1.NH.A.3, 7.1.NH.A.4,

7.1.NH.A.5, 7.1.NH.A.6;

7.1.NH.B.1, 7.1.NH.C.2,

7.1.NH.C.3, 7.1.NH.C.4,

7.1.NH.C.5; 7.1.NH.C.1,

7.1.NH.C.2, 7.1.NH.C.3,

7.1.NH.C.4, 7.1.NH.C.5

7.1.NH.A.1, 7.1.NH.A.2,

7.1.NH.A.3, 7.1.NH.A.4,

7.1.NH.A.5, 7.1.NH.A.6;

7.1.NH.B.1, 7.1.NH.C.2,

7.1.NH.C.3, 7.1.NH.C.4,

7.1.NH.C.5; 7.1.NH.C.1,

7.1.NH.C.2, 7.1.NH.C.3,

7.1.NH.C.4, 7.1.NH.C.5

7.1.NH.A.1, 7.1.NH.A.2,

7.1.NH.A.3, 7.1.NH.A.4,

7.1.NH.A.5, 7.1.NH.A.6;

7.1.NH.B.1, 7.1.NH.C.2,

7.1.NH.C.3, 7.1.NH.C.4,

7.1.NH.C.5; 7.1.NH.C.1,

7.1.NH.C.2, 7.1.NH.C.3,

7.1.NH.C.4, 7.1.NH.C.5

Marking

Periods 1 and

2: Weeks 9 -

12

Marking Period

2: Weeks 13 -

16

Marking Period

2: Weeks 14 -

18

17 Days

17 Days

17 Days

Tele-vocabulary

Grammavision

Tele-roman

History Link – La Bataille de

Quebec, et Les plaines

d’Abraham

Social studies link – La

gastronomie – les cabanes a

sucre, les traditions

Geography Link – Haute-

Ville, et Basse-Ville, les

rivieres, et la Chute

Montmorency

Tele-vocabulary

Grammavision

Tele-roman

Art Link – La Fresque des

Quebecois et la Rue de Tresor

Music Link – Les Fetes et les

Festivals

Math Link – Les recette du

Quebec et la systeme metrique

Social Studies Link –

l’Architecture

Science Link – les Grands

Feux Loto-Quebec

Tele-vocabulary

Grammavision

Tele-roman

Music Link – La musique

celtique des annees 50 et 60

Art Link – les mosoiques

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(Benchmarking)

Unit 6

6 A: Geoculture - Rennes: The students will acquire an


Bretagne by using maps, texts and discussion. (1

lesson).

6 B:Le bon vieux temps: The students will talk about

when they were a child, tell about an event in the past,

compare life in the country and the city and describe the

life in the country, (16 lessons).

Unit 7

7 A: Geoculture - Dakar: The students will acquire an


Dakar by using maps, texts and discussion. (1 lesson).

7 B: Un week-end en plein air: Students will say what

happened, describe circumstances, tell what you would

do and wonder what will happen. (15 lessons).

Unit 8

8 A: Geoculture: Dakar: The students will acquire an


Dakar by using maps, texts and discussion. (1 lesson).

8 B: Es-tu en forme?: The students will ask and tell how

7.1.NH.A.1, 7.1.NH.A.2,

7.1.NH.A.3, 7.1.NH.A.4,

7.1.NH.A.5, 7.1.NH.A.6;

7.1.NH.B.1, 7.1.NH.C.2,

7.1.NH.C.3, 7.1.NH.C.4,

7.1.NH.C.5; 7.1.NH.C.1,

7.1.NH.C.2, 7.1.NH.C.3,

7.1.NH.C.4, 7.1.NH.C.5

7.1.NH.A.1, 7.1.NH.A.2,

7.1.NH.A.3, 7.1.NH.A.4,

7.1.NH.A.5, 7.1.NH.A.6;

7.1.NH.B.1, 7.1.NH.C.2,

7.1.NH.C.3, 7.1.NH.C.4,

7.1.NH.C.5; 7.1.NH.C.1,

7.1.NH.C.2, 7.1.NH.C.3,

7.1.NH.C.4, 7.1.NH.C.5

7.1.NH.A.1, 7.1.NH.A.2,

7.1.NH.A.3, 7.1.NH.A.4,

7.1.NH.A.5, 7.1.NH.A.6;

7.1.NH.B.1, 7.1.NH.C.2,

7.1.NH.C.3, 7.1.NH.C.4,

7.1.NH.C.5; 7.1.NH.C.1,

7.1.NH.C.2, 7.1.NH.C.3,

7.1.NH.C.4, 7.1.NH.C.5

7.1.NH.A.1, 7.1.NH.A.2,

7.1.NH.A.3, 7.1.NH.A.4,

7.1.NH.A.5, 7.1.NH.A.6;

7.1.NH.B.1, 7.1.NH.C.2,

7.1.NH.C.3, 7.1.NH.C.4,

Marking Period

2: Week 18

Marking Period

3: Weeks 19 -

22

Marking Period

3: Weeks 23 -

26

Marking

Periods 3 and

4: Weeks 27 –

30

1 Day

17 Days

16 Days

16 Days

Mid-year

benchmarking -

Reading, writing,

listening, speaking


by functional


vocabulary and oral

delivery

Tele-vocabulary

Grammavision

Tele-roman

Economics Link –

Construction automobile,

enseignement, recherche, et

industrie agroalimentaire

Governement Link – Le

Parlement de Bretagne

Tele-vocabulary

Grammavision

Tele-roman

History Link – Histoire de la

Dakar et Ile de Goree

Art Link – La mode et les arts

pratiques

Tele-vocabulary

Grammavision

Tele-roman

Social Studies Link- Le

Cinema de l’Afrique

Page 13 of 27

you feel, describe symptoms and give advice complain

about health and give advice , sympathize with others.

(15 lessons).

Unit 9

9 A: Geoculture: Nice: The students will acquire an


Nice by using maps, texts and discussion. (1 lesson).

9 B: A : The students will describe a movie or book, ask

for and give information , ask bout preferences,

recommend and advise against something. (15 lessons).

Unit 10

10 A: Geoculture:Nice: The students will acquire an


Buenos Aires by using maps, texts and discussion. (1

lesson).

10 B: Partons en Vacances: The students ask about a

vacation, say what you would do if you could, express

necessity, ask about what has been done. (11 lessons).

(Benchmarking)

7.1.NH.C.5; 7.1.NH.C.1,

7.1.NH.C.2, 7.1.NH.C.3,

7.1.NH.C.4, 7.1.NH.C.5

7.1.NH.A.1, 7.1.NH.A.2,

7.1.NH.A.3, 7.1.NH.A.4,

7.1.NH.A.5, 7.1.NH.A.6;

7.1.NH.B.1, 7.1.NH.C.2,

7.1.NH.C.3, 7.1.NH.C.4,

7.1.NH.C.5; 7.1.NH.C.1,

7.1.NH.C.2, 7.1.NH.C.3,

7.1.NH.C.4, 7.1.NH.C.5

7.1.NH.A.1, 7.1.NH.A.2,

7.1.NH.A.3, 7.1.NH.A.4,

7.1.NH.A.5, 7.1.NH.A.6;

7.1.NH.B.1, 7.1.NH.C.2,

7.1.NH.C.3, 7.1.NH.C.4,

7.1.NH.C.5; 7.1.NH.C.1,

7.1.NH.C.2, 7.1.NH.C.3,

7.1.NH.C.4, 7.1.NH.C.

7.1.NH.A.1, 7.1.NH.A.2,

7.1.NH.A.3, 7.1.NH.A.4,

7.1.NH.A.5, 7.1.NH.A.6;

7.1.NH.B.1, 7.1.NH.C.2,

7.1.NH.C.3, 7.1.NH.C.4,

7.1.NH.C.5; 7.1.NH.C.1,

7.1.NH.C.2, 7.1.NH.C.3,

7.1.NH.C.4, 7.1.NH.C.5

Marking Period

4: Weeks 31 -

34

Marking Period

4: Weeks 35 –

38

Marking Period

4: Week 38

16 Days

12 Days

1 Day

End of year

benchmarking -

Reading, writing,

listening, speaking


by functional


vocabulary and oral

delivery

Dance Link – Les fetes et

festivals

Domestic Sciences Link – La

cuisine de l ‘afrique

Tele-vocabulary

Grammavision

Tele-roman

History Link – The Greek

settlements et lea promenade

des anglais

Art Link – Les artistes

impressionists et le nouveau

realisme

Tele-vocabulary

Grammavision

Tele-roman

Health Link – La gastronomie

et la cuisine du sud de la

France

Math Link – Les Fetes et

Festivals

History Link – La Belle

Epoque

Page 14 of 27

Interpretive Mode for Novice-High Domain & Standard

Novice-High Student Learning Objectives (SLO)

References/ Resources

Suggested Instructional

Activities

Suggested Student Output

Assessments: Portfolios,

Evaluations, & Rubrics

Multimedia Integration

Accommodation of Special Needs

Students (SE, ELL, 504, G&T)

7.1.NH.A.1

Recognize familiar

words and phrases,

understand the main

idea, and infer the

meaning of some

highly contextualized,

unfamiliar spoken or

written words

contained in culturally

authentic materials

using electronic

information sources

related to targeted

themes.

Student will be able

to recognize familiar

words and phrases,

understand the main

idea, and infer the

meaning of some

highly

contextualized,

unfamiliar spoken or

written words

contained in

culturally authentic

materials using

electronic

information sources

related to targeted

themes.

Title: Bien dit:

French II

Publisher: Holt,

Rinehart and Winston

Copyright: 2013

Go.hrw.com

Amsco –

French/English

Dictionary

Internet

Media Center

Other appropriate

supplemental

materials/resources at

individual teacher's

discretion

Smartboard

Activities

Smart technology

PowerPoint

presentations

Photostory

Question and

answer sessions

in target language

Bien dit! media

Use of online

news articles

Listening to and

summarizing

authentic music

Analyze articles

in target language

for main ideas

Create

PowerPoint

presentations

Create

presentations

using Smart

technology

Write pen pal

letters

Fluency at the

novice high level

Compose music

critiques

Compose

summaries of

authentic online

news articles

-Holistic scoring

rubric

-Student generated

portfolio(s)

-Project(s)/

Presentation(s)

-Research rubrics

-Completed

Webquests

-Formative: Class

Participation. Class

Work. Homework.

-Summative:

Quizzes. Tests.

Alternative

Assessments.

-Other appropriate

assessments at


discretion.

Culturally Authentic:

Realia

Photos

Utilize film

Audio

You Tube

The internet

Media center

Smart technology

Rosetta Stone

Email

Bien dit! media

Bien dit! online

text

Publishing software

(i.e. Microsoft office

suite) to enhance

instruction and

student achievement

Modify

instructional

approach and/or

assignments as

needed based on

students

individual needs,

ability level,

disabilities or

504/IEPs

including but not

limited to:

Extended

time

Enrichment

activities

Independent

Study

7.1.NH.A.2 Demonstrate

comprehension of a

series of oral and

written directions,

commands, and

requests through

appropriate physical


to demonstrate

comprehension of a

series of oral and

written directions,

commands, and

requests through

appropriate physical

Title: Bien dit:

French II

Publisher: Holt,


Copyright: 2013

Go.hrw.com

Smartboard

Activities

Smart technology

PowerPoint

presentations

Photostory

Question and

Create

PowerPoint

presentations

Create

presentations

using Smart

technology

-Holistic scoring

rubric

-Student generated

portfolio(s)

-Project(s)/

Presentation(s)

-Research rubrics

-Completed

Page 15 of 27





Activities







response.

response.

Amsco –

French/English

Dictionary

Internet

Media Center

other appropriate

supplemental



discretion

answer sessions

in target language

Bien dit! media

TPR activities for

classroom

commands,

classroom

objects, body

parts and clothing

Fluency at the

novice high level

Drawing images

based on teacher

descriptions

Demonstrating

where items are

located based on

teacher directions

Webquests

-Formative: Class


Work. Homework.

-Summative:

Quizzes. Tests.

Alternative

Assessments.

-Other appropriate

assessments at


discretion.

7.1.NH.A.3 Recognize some

common gestures and

cultural practices

associated with target

culture(s).


to recognize some

common gestures and

cultural practices

associated with target

culture(s).

Title: Bien dit:

French II

Publisher: Holt,


Copyright: 2013

Go.hrw.com

Amsco –

French/English

Dictionary

Internet

Media Center

Other appropriate

supplemental


Smartboard

Activities

Smart technology

PowerPoint

presentations

Photostory

Question and

answer sessions

in target language

Internet research

Online journals

Compare and

contrast cultural

practices

Create

PowerPoint

presentations

Create

presentations

using Smart

technology

Fluency at the

novice high level

Composing

essays

Prepare authentic

foods

Present skits

-Holistic scoring

rubric

-Student generated

portfolio(s)

-Project(s)/

Presentation(s)

-Research rubrics

-Completed

Webquests

-Formative: Class


Work. Homework.

-Summative:

Quizzes. Tests.

Alternative

Assessments.

-Other appropriate

assessments at


discretion.

Page 16 of 27





Activities








discretion

7.1.NH.A.4 Identify people, places,

objects, and activities

in daily life based on

oral or written

descriptions.


To identify people,

places, objects, and

activities in daily life

based on oral or

written descriptions.

Title: Bien dit:

French II

Publisher: Holt,


Copyright: 2013

Go.hrw.com

Amsco –

French/English

Dictionary

Internet

Media Center

Other appropriate

supplemental



discretion

Smartboard

Activities

Smart technology

PowerPoint

presentations

Photostory

Question and

answer sessions

in target language

Using photos and

realia

Carousel

activities

TPR

Etre and aller

information gaps

Reflexive verbs

Create

PowerPoint

presentations

Create

presentations

using Smart

technology

Fluency at the

novice high level

Compose people

and character

descriptions

Create family

trees

Create photo

albums

Present skits

-Holistic scoring

rubric

-Student generated

portfolio(s)

-Project(s)/

Presentation(s)

-Research rubrics

-Completed

Webquests

-Formative: Class


Work. Homework.

-Summative:

Quizzes. Tests.

Alternative

Assessments.

-Other appropriate

assessments at


discretion.

7.1.NH.A.5 Demonstrate

comprehension of short

conversations and brief

written messages on

familiar topics.

Student will be able to

demonstrate

comprehension of short

conversations and brief

written messages on familiar topics.

Title: Bien dit:

French II

Publisher: Holt,


Copyright: 2013

Go.hrw.com

Smartboard

Activities

Smart technology

PowerPoint

presentations

Photostory

Question and

answer sessions

in target language

Create

PowerPoint

presentations

Create

presentations

using Smart

technology

Fluency at the

novice high level

-Holistic scoring

rubric

-Student generated

portfolio(s)

-Project(s)/

Presentation(s)

-Research rubrics

-Completed

Webquests

Page 17 of 27





Activities







Amsco –

French/English

Dictionary

Internet

Media Center

Other appropriate

supplemental



discretion

Interpreting

letters and email

Interpreting

multimedia such as

Videos and music

Composing

letters and email

Write summaries

and essays to

Demonstrate

comprehension of

main ideas

-Formative: Class


Work. Homework.

-Summative:

Quizzes. Tests.

Alternative

Assessments.

-Other appropriate

assessments at


discretion.

Page 18 of 27





Activities







7.1.NH.A.6 Identify the main idea

and other significant

ideas in readings from

age- and level-

appropriate, culturally

authentic materials.


to identify the main

idea and other

significant ideas in

readings from age-

and level-appropriate,


materials.

Title: Bien dit:

French II

Publisher: Holt,


Copyright: 2013

Go.hrw.com

Amsco –

French/English

Dictionary

Internet

Media Center

Other appropriate

supplemental



discretion

Smartboard

Activities

Smart technology

PowerPoint

presentations

Photostory

Question and

answer sessions

in target language

Identify the main

idea and some

supporting details

when reading.

Understand the

gist and some

supporting details

of conversations

dealing with

everyday life.

Infer the meaning

of some

unfamiliar words

when used in

familiar contexts.

Bien dit! media

Use of online

news articles

Listening to and

summarizing

authentic music

Analyze articles

in target language

for main ideas

Reading short

stories in class

using realia and

pictures to

increase

comprehension

Create

PowerPoint

presentations

Create

presentations

using Smart

technology

Write pen pal

letters

Fluency at the

novice high level

Compose music

critiques

Compose

summaries of

authentic online

news articles

Book/story

reports

-Holistic scoring

rubric

-Student generated

portfolio(s)

-Project(s)/

Presentation(s)

-Research rubrics

-Completed

Webquests

-Formative: Class


Work. Homework.

-Summative:

Quizzes. Tests.

Alternative

Assessments.

-Other appropriate

assessments at


discretion.

Page 19 of 27

Interpersonal Mode for Novice-High

Domain &

Standard

Novice-High Student Learning

Objectives (SLO)

References/

Resources

Suggested

Instructional

Activities

Suggested Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodation

of Special Needs

Students (SE,

ELL, 504, G&T)

7.1.NH.B.1

Use digital tools to

exchange basic

information by

recombining

memorized words,

phrases, and sentences

on topics related to self

and targeted themes.


to use digital tools to

exchange basic

information by

recombining

memorized words,

phrases, and

sentences on topics

related to self and

targeted themes.

Title: Bien dit:

French II

Publisher: Holt,


Copyright: 2013

Go.hrw.com

Amsco –

French/English

Dictionary

Internet

Media Center

Other appropriate

supplemental



discretion

Smartboard

Activities

Smart technology

PowerPoint

presentations

Photostory

Question and

answer sessions

in target language

Identify the main

idea and some

supporting details

when reading.

Understand the

gist and some

supporting details

of conversations

dealing with

everyday life.

Infer the meaning

of some

unfamiliar words

when used in

familiar contexts.

Wikis

Social

networking

Cell phone

technology

Creating blogs

Create

PowerPoint

presentations

Create

presentations

using Smart

technology

Fluency at the

novice high level

Initiate, maintain,

and end a

conversation.

Ask for and give

permission.

Express needs.

Give reasons.

Request, suggest,

and make

arrangements.

Extend, accept,

and decline an

invitation.

Express an

opinion and

preference.

Composing

letters, email,

texts, blogs

Create

Photostories

Completing

computer based

-Holistic scoring

rubric

-Student generated

portfolio(s)

-Project(s)/

Presentation(s)

-Research rubrics

-Completed

Webquests

-Formative: Class


Work. Homework.

-Summative:

Quizzes. Tests.

Alternative

Assessments.

-Other appropriate

assessments at


discretion.


Realia

Photos

Utilize film

Audio

You Tube

The internet

Media center

Smart technology

Rosetta Stone

Email

Bien did media

Bien dit online

text

Publishing software


suite) to enhance

instruction and

student achievement

Modify

instructional

approach and/or

assignments as

needed based on

students

individual needs,

ability level,

disabilities or

504/IEPs

including but not

limited to:

Extended

time

Enrichment

activities

Independent

Study

Page 20 of 27


Domain &

Standard


Objectives (SLO)

References/

Resources

Suggested

Instructional

Activities

Suggested Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodation

of Special Needs

Students (SE,

ELL, 504, G&T)

exercises

Creating

webpages

7.1.NH.B.2

Give and follow a

series of oral and

written directions,

commands, and

requests for

participating in age-

and level- appropriate

classroom and cultural

activities.


to give and follow a

series of oral and

written directions,

commands, and

requests for

participating in age-

and level- appropriate

classroom and

cultural activities.

Title: Bien dit:

French II

Publisher: Holt,


Copyright: 2013

Go.hrw.com

Amsco –

French/English

Dictionary

Internet

Media Center

Other appropriate

supplemental



discretion

Smartboard

Activities

Smart technology

PowerPoint

presentations

Photostory

Identify the main

idea and some

supporting details

when reading.

Understand the

gist and some

supporting details

of conversations

dealing with

everyday life.

Infer the meaning

of some

unfamiliar words

when used in

familiar context

Bien dit! media

TPR activities for

classroom

commands,

classroom

objects, body

parts and clothing

Create

PowerPoint

presentations

Create

presentations

using Smart

technology

Fluency at the

novice high level

Initiate, maintain,

and end a

conversation.

Ask for and give

permission.

Express needs.

Give reasons.

Request, suggest,

and make

arrangements.

Extend, accept,

and decline an

invitation.

Express an

opinion and

preference.

Drawing images

based on teacher

descriptions

Demonstrating

where items are

located based on

-Holistic scoring

rubric

-Student generated

portfolio(s)

-Project(s)/

Presentation(s)

-Research rubrics

-Completed

Webquests

-Formative: Class


Work. Homework.

-Summative:

Quizzes. Tests.

Alternative

Assessments.

-Other appropriate

assessments at


discretion.

Page 21 of 27


Domain &

Standard


Objectives (SLO)

References/

Resources

Suggested

Instructional

Activities

Suggested Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodation

of Special Needs

Students (SE,

ELL, 504, G&T)

teacher directions

7.1.NH.B.3

Imitate appropriate

gestures, intonation,

and common idiomatic

expressions of the

target

culture(s)/language

during daily

interactions.


to imitate appropriate

gestures, intonation,

and common

idiomatic expressions

of the target

culture(s)/language

during daily

interactions.

Title: Bien dit:

French II

Publisher: Holt,


Copyright: 2013

Go.hrw.com

Amsco –

French/English

Dictionary

Internet

Media Center

Other appropriate

supplemental



discretion

Smartboard

Activities

Smart technology

PowerPoint

presentations

Photostory

Question and

answer sessions

in target language

Identify the main

idea and some

supporting details

when reading.

Understand the

gist and some

supporting details

of conversations

dealing with

everyday life.

Infer the meaning

of some

unfamiliar words

when used in

familiar contexts.

Carousel

activities

Information gaps

Model

appropriate

gestures and

intonation

Create

PowerPoint

presentations

Create

presentations

using Smart

technology

Fluency at the

novice high level

Present student

generated

conversations

Initiate, maintain,

and end a

conversation.

Ask for and give

permission.

Express needs.

Give reasons.

Request, suggest,

and make

arrangements.

Extend, accept,

and decline an

invitation.

Express an

opinion and

preference.

Use of vouloir

and pourvoir

idiomatic

expressions

-Holistic scoring

rubric

-Student generated

portfolio(s)

-Project(s)/

Presentation(s)

-Research rubrics

-Completed

Webquests

-Formative: Class


Work. Homework.

-Summative:

Quizzes. Tests.

Alternative

Assessments.

-Other appropriate

assessments at


discretion.

Page 22 of 27


Domain &

Standard


Objectives (SLO)

References/

Resources

Suggested

Instructional

Activities

Suggested Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodation

of Special Needs

Students (SE,

ELL, 504, G&T)

Produce correct

intonation to

distinguish

between

questions and

answers

7.1.NH.B.4

Ask and respond to

questions, make

requests, and express

preferences in various

social situations.


to ask and respond to

questions, make

requests, and express

preferences in various

social situations.

Title: Bien dit:

French II

Publisher: Holt,


Copyright: 2013

Go.hrw.com

Amsco –

French/English

Dictionary

Internet

Media Center

Other appropriate

supplemental



discretion

Smartboard

Activities

Smart technology

PowerPoint

presentations

Photostory

Question and

answer sessions

in target language

Identify the main

idea and some

supporting details

when reading.

Understand the

gist and some

supporting details

of conversations

dealing with

everyday life.

Infer the meaning

of some

unfamiliar words

when used in

familiar contexts.

Solicit correct

answer using the

target language

for signature

Create

PowerPoint

presentations

Create

presentations

using Smart

technology

Fluency at the

novice high level

Present student

generated

conversations

Initiate, maintain,

and end a

conversation.

Ask for and give

permission.

Express needs.

Give reasons.

Request, suggest,

and make

arrangements.

Extend, accept,

and decline an

invitation.

Express an

opinion and

preference.

-Holistic scoring

rubric

-Student generated

portfolio(s)

-Project(s)/

Presentation(s)

-Research rubrics

-Completed

Webquests

-Formative: Class


Work. Homework.

-Summative:

Quizzes. Tests.

Alternative

Assessments.

-Other appropriate

assessments at


discretion.

Page 23 of 27


Domain &

Standard


Objectives (SLO)

References/

Resources

Suggested

Instructional

Activities

Suggested Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodation

of Special Needs

Students (SE,

ELL, 504, G&T)

activities

Appropriately

respond to

questions

generated during

signature activity

7.1.NH.B.5

Converse on a variety

of familiar topics

and/or topics studied in

other content areas.


to converse on a

variety of familiar

topics and/or topics

studied in other

content areas.

Title: Bien dit:

French II

Publisher: Holt,


Copyright: 2013

Go.hrw.com

Amsco –

French/English

Dictionary

Internet

Media Center

Other appropriate

supplemental



discretion

Smartboard

Activities

Smart technology

PowerPoint

presentations

Photostory

Question and

answer sessions

in target language

Identify the main

idea and some

supporting details

when reading.

Understand the

gist and some

supporting details

of conversations

dealing with

everyday life.

Infer the meaning

of some

unfamiliar words

when used in

familiar contexts.

Provide

instruction on the

writing process

Create

PowerPoint

presentations

Create

presentations

using Smart

technology

Fluency at the

novice high level

Present student

generated

conversations

Initiate, maintain,

and end a

conversation.

Ask for and give

permission.

Express needs.

Give reasons.

Request, suggest,

and make

arrangements.

Extend, accept,

and decline an

invitation.

Express an

opinion and

-Holistic scoring

rubric

-Student generated

portfolio(s)

-Project(s)/

Presentation(s)

-Research rubrics

-Completed

Webquests

-Formative: Class


Work. Homework.

-Summative:

Quizzes. Tests.

Alternative

Assessments.

-Other appropriate

assessments at


discretion.

Page 24 of 27


Domain &

Standard


Objectives (SLO)

References/

Resources

Suggested

Instructional

Activities

Suggested Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodation

of Special Needs

Students (SE,

ELL, 504, G&T)

preference.

Create stories and

comic strips to

demonstrate topic

studied

Presentational Mode for Novice-High

Domain &

Standard


Objectives (SLO)

References/

Resources

Suggested

Instructional

Activities

Suggested Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodation

of Special Needs

Students (SE,

ELL, 504, G&T)

7.1.NH.C.1

Recombine basic

information at the word

and sentence level

related to self and

targeted themes to

create a multimedia-

rich presentation to be

shared virtually with a

target language

audience.


to recombine basic

information at the

word and sentence

level related to self

and targeted themes

to create a

multimedia-rich

presentation to be

shared virtually with

a target language

audience.

Title: Bien dit:

French II

Publisher: Holt,


Copyright: 2013

Go.hrw.com

Amsco –

French/English

Dictionary

Internet

Media Center

Other appropriate

supplemental



discretion

Smartboard

Activities

Smart technology

PowerPoint

presentations

Photostory

Question and

answer sessions

in target language

Blogs

Wikis

Podcasts

Create

PowerPoint

presentations

Create

presentations

using Smart

technology

Fluency at the

novice high level

Present student

generated

conversations

Express needs.

Give reasons.

Express an

opinion and

preference.

Request and

suggest.

-Holistic scoring

rubric

-Student generated

portfolio(s)

-Project(s)/

Presentation(s)

-Research rubrics

-Completed

Webquests

-Formative: Class


Work. Homework.

-Summative:

Quizzes. Tests.

Alternative

Assessments.

-Other appropriate

assessments at


discretion.


Realia

Photos

Utilize film

Audio

You Tube

The internet

Media center

Smart technology

Rosetta Stone

Email

Bien dit! media

Bien dit! online

text

Publishing software


suite) to enhance

instruction and

student achievement

Modify

instructional

approach and/or

assignments as

needed based on

students

individual needs,

ability level,

disabilities or

504/IEPs

including but not

limited to:

Extended

time

Enrichment

activities

Independent

Study

Page 25 of 27


Domain &

Standard


Objectives (SLO)

References/

Resources

Suggested

Instructional

Activities

Suggested Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodation

of Special Needs

Students (SE,

ELL, 504, G&T)

7.1.NH.C.2

Create and present

brief messages, poems,

rhymes, songs, short

plays, or role-plays

using familiar

vocabulary orally or in

writing.


to create and present

brief messages,

poems, rhymes,

songs, short plays, or

role-plays using

familiar vocabulary


Title: Bien dit:

French II

Publisher: Holt,


Copyright: 2013

Go.hrw.com

Amsco –

French/English

Dictionary

Internet

Media Center

Other appropriate

supplemental



discretion

Smartboard

Activities

Smart technology

PowerPoint

presentations

Photostory

Question and

answer sessions

in target language

Write and present

culturally

relevant poetry

and rhymes

Write and present

to authentic

music

Write and present

short plays/role-

plays

Create

PowerPoint

presentations

Create

presentations

using Smart

technology

Fluency at the

novice high level

Present student

generated

conversations

Express needs.

Give reasons.

Express an

opinion and

preference.

Request and

suggest

Understand main

ideas, concepts

and cultural

significance of

student generated

plays, music,

poetry and

rhymes

-Holistic scoring

rubric

-Student generated

portfolio(s)

-Project(s)/

Presentation(s)

-Research rubrics

-Completed

Webquests

-Formative: Class


Work. Homework.

-Summative:

Quizzes. Tests.

Alternative

Assessments.

-Other appropriate

assessments at


discretion.

7.1.NH.C.3

Describe in writing

people and things from

the home and school

environment.


to describe in writing

people and things

from the home and

school environment.

Title: Bien dit:

French II

Publisher: Holt,


Copyright: 2013

Smartboard

Activities

Smart technology

PowerPoint

presentations

Photostory

Create

PowerPoint

presentations

Create

presentations

using Smart

-Holistic scoring

rubric

-Student generated

portfolio(s)

-Project(s)/

Presentation(s)

Page 26 of 27


Domain &

Standard


Objectives (SLO)

References/

Resources

Suggested

Instructional

Activities

Suggested Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodation

of Special Needs

Students (SE,

ELL, 504, G&T)

Go.hrw.com

Amsco –

French/English

Dictionary

Internet

Media Center

Other appropriate

supplemental



discretion

Question and

answer sessions

in target language

Adjective

agreement for

number and

gender

Lessons on etre

and aller

technology

Fluency at the

novice high level

Present student

generated

conversations

Express needs.

Give reasons.

Express an

opinion and

preference.

Request and

suggest

Create photo

albums and

posters

-Research rubrics

-Completed

Webquests

-Formative: Class


Work. Homework.

-Summative:

Quizzes. Tests.

Alternative

Assessments.

-Other appropriate

assessments at


discretion.

7.1.NH.C.4

Tell or retell stories

from age- and level-

appropriate, culturally

authentic materials



to tell or retell stories

from age- and level-

appropriate,


materials orally or in

writing.

Title: Bien dit:

French II

Publisher: Holt,


Copyright: 2013

Go.hrw.com

Amsco –

French/English

Dictionary

Internet

Media Center

Other appropriate

Smartboard

Activities

Smart technology

PowerPoint

presentations

Photostory

Question and

answer sessions

in target language

Oral

presentations

Sharing of

culturally

authentic

materials and

stories

Create

PowerPoint

presentations

Create

presentations

using Smart

technology

Fluency at the

novice high level

Present student

generated

conversations

Express needs.

Give reasons.

Express an

opinion and

preference.

-Holistic scoring

rubric

-Student generated

portfolio(s)

-Project(s)/

Presentation(s)

-Research rubrics

-Completed

Webquests

-Formative: Class


Work. Homework.

-Summative:

Quizzes. Tests.

Alternative

Assessments.

-Other appropriate

assessments at

Page 27 of 27


Domain &

Standard


Objectives (SLO)

References/

Resources

Suggested

Instructional

Activities

Suggested Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodation

of Special Needs

Students (SE,

ELL, 504, G&T)

supplemental



discretion

Request and

suggest

Tell or retell

stories from

culturally

authentic

materials


discretion.

7.1.NH.C.5

Tell or write about

cultural products

associated with the

target culture(s), and

simulate common

cultural practices.


to tell or write about

cultural products

associated with the

target culture(s), and

simulate common

cultural practices.

Title: Bien dit:

French II

Publisher: Holt,


Copyright: 2013

Go.hrw.com

Amsco –

French/English

Dictionary

Internet

Media Center

Other appropriate

supplemental



discretion

Smartboard

Activities

Smart technology

PowerPoint

presentations

Photostory

Question and

answer sessions

in target language

Share cultural

products and

practices

Create

PowerPoint

presentations

Create

presentations

using Smart

technology

Fluency at the

novice high level

Present student

generated

conversations

Express needs.

Give reasons.

Express an

opinion and

preference.

Request and

suggest

Tell or write

about cultural

products

-Holistic scoring

rubric

-Student generated

portfolio(s)

-Project(s)/

Presentation(s)

-Research rubrics

-Completed

Webquests

-Formative: Class


Work. Homework.

-Summative:

Quizzes. Tests.

Alternative

Assessments.

-Other appropriate

assessments at


discretion.

Documents

CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM