Course Syllabus French 1 – A Voyage of Discovery Topics: Students

Course Syllabus
French 1 – A Voyage of Discovery
Topics: Students will use French to exchange greetings and introductions. They will follow simple
classroom direction and spell words in French. The will interpret simple spoken and written French
and use the language to communicate about their preferences, things they like to do, and their
families. The will give simple descriptions of people and communicate about school, including
objects found in the classroom and their classes. Students will tell time and use the days of the
week. As students become more acquainted with the language, they will communicate orally and in
writing about pastimes and interests as well as weather and seasons. They will talk about food and
use French to order in a restaurant or café. Students will communicate about shopping for clothing
and accessories and express their opinions. Throughout the course, students will interpret basic
information on these topics when listening and reading.
Prior knowledge: It is assumed that students have not encountered formal learning of French as
they begin this course.
Instructional time and strategies: This course is designed to require at least 120 hours of
instructional time (85 class periods of 90 minutes each as a minimum). The instructional strategies
used echo the best practices of the World Languages Curriculum, including but not limited to:
Realia, Authentic Texts, Comparisons of Products-Practices-Perspectives of Cultures,
Communication Gap Activities, Direct Instruction, Questioning Techniques, Paired Practice, Gouin
Series, Language Ladders, Modeling, TPR, Role Playing, Graphic Organizers, Cooperative Learning,
Brainstorming, and Research Projects.
Units by Name:
Unit 1 – Enchantée! (It’s nice to meet you!)
Unit 2 – Qui suis-je? (Who am I?)
Unit 3 – Qu’est-ce que tu aimes faire? (What do you like to do?)
Unit 4 – À l’école (My School Life)
Unit 5 – La famille (Let me introduce my family!)
Unit 6 – Les passé-temps (Hanging Out)
Unit 7 – Au restaurant! (Let’s go out to eat!)
Unit 8 – Les vetêments (I need some new clothes)
Page 1 of 24
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Unité 1 – Enchantée!
Questions essentielles

Duré approximante 15 heures (10 jours)
How do I figure out the meaning when I do not understand all the words?
How is French like and/or unlike English spoken in the USA?

Buts expérientiels
Students will understand that:
 It is not necessary to understand every word in order to understand the meaning
 It is necessary to understand context to use the correct greeting or other phrase
 Cultural factors determine the correct use of subject pronouns
Résultats d’apprentissage
Sujets à développer
NL.IL.1 – I can occasionally identify the sound of a character or a word.
NL.IL.2 – I can occasionally understand isolated words that I have
memorized, particularly when accompanied by gestures or
pictures.
NM.IL.1 – I can understand a few courtesy phrases.
NM.IL.2 – I can recognize and sometimes understand basic information in
words and phrases that I have memorized.
NH.IL.3 – I can understand simple information with pictues and graphs.
NL.IR.1 – I can occasionally recognize a few letters or characters.
NL.IR.2 – I can connect some words, phrases or characters to their
meanings.
NL.IC.1 – I can greet my peers.
NL.IC.2 – I can introduce myself to someone.
NL.IC.3 – I can answer a few simple questions
NM.IC.1 – I can greet and leave people in a polite way.
NM.IC.2 – I can introduce myself and others.
NM.IC.6 – I can communicate basic information about myself and people I
know.
NL.PS.1 – I can recite words and phrases that I have learned.
NL.PS.3 – I can introduce myself to a group.
NL.PW.1 – I can copy some characters or letters and words that I see on the
wall or board, in a book or on the computer.
NL.PW.2 – I can write words and phrases that I have learned.
N.CPP.1 – I can identify some common practices related to home and
community life of other cultures and my own.
N. CP. 1 – I can identify some beliefs and values related to age, gender,
social class and ethnicity.
N.CIA.1 – I can imitate some simple patterns of behavior in familiar settings
across cultures.
Vocabulaire
 Greetings and Leave taking
 Introducing yourself: French names,
asking/answering “How are you?”,
and asking/answering “Where are
you from?”
 Numbers 0-31, phone numbers
 Dates, birthdates, days of the week,
months of the year, time, seasons,
and basic weather
 Common courtesy; please, thank
you, you are welcome
Structures grammaticaux
 Subject verb agreement
Contexte cultural
 Socially acceptable forms for
greeting people you know and don’t
know (Tu vs. Vous)
Page 2 of 24
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Niveau 1 – Unité 1-Enchantée!
Résultats d’apprentissage spécifiques
Au but d’unité, l’apprenant pourra quoi faire?
 Vocabulaire
 Greetings and Leave taking
 I can understand greetings I see or hear.
 I can say hello and goodbye.
 I can say hello and goodbye to someone my age or younger.
 I can say hello and goodbye to my teacher, professor, or supervisor.
 I can say hello to an adult.
 I can imitate appropriate greetings.
 Introducing yourself: French names, asking/answering “How are you?”, and asking/answering “Where are you
from?”
 I can understand when people introduce themselves.
 I can understand when someone asks for a name.
 I can tell someone my name.
 I can introduce myself and provide basic personal information.
 I can respond to an introduction.
 I can say my name and ask someone’s name.
 I can state my name, age, and where I live.
 I can introduce myself.
 Numbers 0-31, phone numbers
 I can count from 1-30.
 I can write numbers such as my phone number.
 Dates, birthdates, months of the year, time, days of the week, basic weather, and seasons
 I can give times, dates and weather information.
 I can identify days of the week and the time.
 I can recognize a date.
 I can recognize some common weather expressions.
 I can say the date and the day of the week.
 I can list the months and seasons.
 I can write the date and the day of the week.
 I can write the months and seasons.
 I can express the time and date as locals do.
 I can understand some facts about the weather when weather symbols are used.
 Common courtesy
 I can understand when people express thanks.
 I can express thanks and say please.
 Structures grammaticaux
 Subject verb agreement
 I can understand who is being addressed with a question.
 Contexte cultural
 Socially acceptable forms for greeting people you know and don’t know
 I can sometimes tell the way people address each other differently based on age and social standing.
Page 3 of 24
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Level 1 – Unité 1-Enchanté!
Vocabulaire
Hello
How are you?
What’s up?
I am good.
I am bad.
I am fine.
My pleasure.
My name is…
What is your name?
Good morning.
Good afternoon.
Good night.
Who is…?
It is…
Goodbye.
See you later.
See you Monday.
Where are you from?
I am (from)…
Numbers 0-31
What is your
telephone number?
Today is…
What is the date?
January
February
March
April
May
June
July
August
Bonjour, Salut
Comment allez-vous?
Comment vas-tu?
Ça va?
Je vais bien.
Je vais mal.
Comme ci, comme ça
Enchantée
Je m’appelle…
Comment vous
appelez-vous ?
Comment tu
t’appelles ?
Bon matin
Bonne après-midi
Bon soir
Qui est..?
C’est…
Au revoir, Adieu,
À tout à l’heure
À lundi.
Vous êtes d’où ?
Tu es d’où ?
Je suis de…
zéro, un, deux, etc.
Quelle est votre/ton
numéro de
téléphone ?
Aujourd’hui est…
Quelle est la date ?
janvier
février
mars
avril
mai
juin
juillet
aout
September
October
November
December
What time is it?
It is…
What day is today?
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
week
weekend
month
Why?
Please
Thanks
You’re welcome.
The weather
It’s nice.
It’s bad.
It’s sunny.
It’s rainy.
It’s windy.
It’s cloudy.
It’s snowing.
The temperature is…
It’s hot.
It’s cold.
Page 4 of 24
septembre
octobre
novembre
décembre
Quelle heure est-il ?
Il est…heure…
Quel jour est-ce ?
lundi
mardi
mercredi
jeudi
vendredi
samedi
dimanche
la semaine
le weekend
le mois
Pourquoi ?
S’il vous plait.
S’il te plait.
Merci.
De rien.
Il n’y a pas de quoi.
Le temps
Il fait beau.
Il fait mauvais.
Il fait du soleil.
Il fait de la pluie.
Il fait du vent.
Il fait des nuages.
Il fait de la neige.
La température est…
Il fait chaud.
Il fait froid.
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Duré approximante 15 heures (10 jours)
Unité 2 – Qui suis-je ?
Questions essentielles
Do French students like to find out about others physical characteristics and personality traits?
Do the French have a more polite way to find out about people?
But expérientiels
Students will understand that:
 Descriptions of people take a different format in French.
 The locations of the 26 countries with French as the official language
Résultats d’apprentissage
Sujets à développer
NH.IL.1 – I can often understand words, phrases and
simple sentences related to everyday life.
NL.IR.2 – I can connect some words, phrases, or
characters to their meanings.
NM.IC.3 – I can answer a variety of simple questions.
NL.PS.2 – I can state the names of familiar people, places,
and objects in pictures and posters using words
or memorized phrases.
NM.PS.1 – I can present information about myself and
others using words and phrases.
NM.PS.5 – I can name the main cities on a map.
NL.PW.3 – I can write the names of countries on a map.
N.CPP.1 – I can identify some common products related
to home and community life of other cultures
and my own.
N. CP. 2 – I can identify some characteristics of national
identity.
N.CIA.1 – I can imitate some simple patterns of behavior
in familiar settings across cultures.
What will students know by the end of this unit?
 Vocabulaire
 Ages
 Physical characteristics
 Personality traits
 Structures gramaticaux
 Subject pronouns: I, you, he, she
 Verbs: to be, to have
 Basic Negation
 Adjectives: agreement with gender
 Contexte cultural
 Socially acceptable forms for describing people you
know and don’t know
 Countries with French as an official language (26)
Page 5 of 24
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Niveau 1 – Unité 2-Qui suis-je ?
Résultats d’apprentissage spécifiques
Au but d’unité, l’apprenant pourra quoi faire?
 Vocabulaire
 Ages
 I can understand questions about how old I am.
 I can answer questions about how old I am.
 Physical characteristics
 I can sometimes understand questions or statements about my friends and classmates or workmates.
 I can answer questions about what I look like.
 I can say what I look like.
 I can say what someone is like.
 Personality traits
 I can answer questions about what I am like.
 I can say what I am like.
 I can say what someone is like.
 Structures grammaticaux
 Subject pronouns: I, you, he, she
 I can sometimes understand if people are referring to me in their conversations.
 Verbs: to be, to have
 I can use the verbs to be and to have to describe myself and others.
 Basic Negation
 I can use the negative “not” to help describe myself and others.
 Adjectives: agreement with gender
 I can use the appropriate adjective based on the gender of the object.
 Context cultural
 Socially acceptable forms for describing people you know and don’t know
 I can imitate some simple patterns for describing people.
 Countries with French as an official language (26)
 I can recognize some cities on a map
 I can name countries on a map.
 I can name the main cities on a map.
 I can write the names of countries on a map.
 I can identify some geographical features of other countries.
 I can identify some elements of geography that define a nation.
Page 6 of 24
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Level 1 – Unité 2-Qui suis-je ?
Vocabulaire
How old is he/she?
He/she is … years old.
What are you like?
I am…
What is he/she like?
He/She is…
nice
unpleasant/unfriendly
funny
serious
athletic
shy
outgoing
lazy
hard-working
intelligent
stupid
dumb
interesting
boring
weak
strong
generous
organized
disorganized
patient
impatient
talented
artistic
creative
studious
tall
short
Quel âge a-t-il/elle?
Il/elle a … ans.
Comment es-tu ?
Je suis…
Comment est-il/elle ?
Il/elle est…
gentil/gentille
désagréable
amusant/amusante
sérieux/sérieuse
sportif/sportive
timide
agréable
paresseux/paresseuse
travailleur/travailleuse
intelligent/intelligente
bête
stupide
intéressant/intéressante
ennuyeux/ennuyeuse
faible
fort
généreux/généreuse
organisé/organisée
désorganisé/désorganisée
patient
impatient
talentueux/talentueuse
artistique
créatif/créative
studieux/studieuse
grand/grande
petit/petite
good looking
pretty
ugly
fat
thin/skinny
bald
old
young
You have…
I have…
He/she has…
green eyes
blue eyes
brown eyes
short hair
long hair
straight hair
curly hair
brown hair
brunette
blonde hair
blond
gray hair
red hair
red-headed
glasses
braces
pimples
mustache
beard
tattoo
scar
Page 7 of 24
beau/bel/belle
joli/jolie
laid/laide
gros/grosse
mince
chauve
vieux/vieil/vieille
jeune
Tu as…/Vous avez…
J’ai…
Il/elle a…
les yeux verts
les yeux bleus
les yeux marron
les cheveux courts
les cheveux longs
les cheveux raides
les cheveux frisés
les cheveux bruns
brun/brune
les cheveux blonds
blond/blonde
les cheveux gris
les cheveux roux
roux/rousse
des lunettes
un appareil dentaire
des boutons/boutonneux
des moustaches
une barbe
un tatouage
une cicatrice
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Duration : approximately 15 hours (10 days)
Unité 3 – Qu’est-ce que tu aimes faire ?
Questions essentielles


Do French students my age like the same things I do?
How often is it culturally appropriate to express likes and dislikes in Francophone countries and the
USA?
But expérientiels
Students will understand that:
 Personal likes and dislikes are some of the determining factors in making friends
 Cultural factors determine, to some extent, which sports/activities teens like/dislike as well as personal
taste
Résultats d’apprentissage
NL.IL.
NL.IR.
NL.IC.
NL.PS.
NL.PW.
N.CPP.
N. CP.
N.CIA.
Sujets à développer
 Vocabulaire
 Verbs for likes and dislikes
 Common activities (categories and verbs)
 Frequency words (how often)
 Phrases for asking/saying why you like an activity
 Structures grammaticaux
 Using simple connector words in sentences (and,
but, or)
 Regular –er verbs (like préfèrer, aimer, détester, etc.)
 Forming and answering simple questions
 Contexte cultural
 Which sports are more or less popular in that target
culture than in my own
 Where teens meet their friends in the target culture
 What activities teens do with their friends in the
target culture
 About the popularity and usage of email, texting,
etc. in the target culture
Page 8 of 24
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Niveau 1 – Unité 3-Qu’est-ce qui tu aimes faire ?
Résultats d’apprentissage spécifiques
Au but d’unité, l’apprenant pourra quoi faire?
 Vocabulaire
 Verbs for likes and dislikes
 I can
 Les activités diverses pour les jeunes (common activities by categories and verbs)
 I can
 Frequency words (how often)
 I can
 Phrases for asking/saying why you like an activity
 I can
 Structures grammaticaux
 Using simple connector words in sentences (and, but, or)
 I can use connector words to make more complex sentences.
 Regular –er verbs (like préfèrer, aimer, détester, etc.)
 I can conjugate regular –er verbs to express what I like and don’t like to do.
 Forming and answering simple questions
 I can understand/answer simple questions.
 I can ask simple questions.
 Contexte cultural
 Which sports are more or less popular in that target culture than in my own
 I can
 Where teens meet their friends in the target culture
 I can
 What activities teens do with their friends in the target culture
 I can
 About the popularity and usage of email, texting, etc. in the target culture
 I can
Page 9 of 24
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Niveau 1 – Unité 3-Qu’est-ce que tu aimes faire ?
Vocabulaire
I like…
He/She likes…
You like…
I don’t like…
He/She doesn’t like…
You don’t like…
What do you like to do?
What does he/she like to
do?
Do you like…?
What do you like more?
What do you prefer to do?
J’aime…
Il/Elle aime…
Tu aimes…/Vous aimez…
Je n’aime pas
Il/Elle n’aime pas
Tu n’aimes pas…/Vous n’aimez
pas
Qu’est-ce que tu aimes faire?
Qu’est-ce qu’il/elle aime faire?
to listen
to read
to practice
to run
to text
to eat
écouter
lire
pratiquer
courir
faire le SMS
manger
to draw
to hang out with
friends
to watch a movie
to dance
to play a sport
dessiner
être avec des amis
to play an instrument
to sing
to watch TV
to sleep
to work
to surf the internet
to shop
to drink
to travel
to skateboard
to ride a bike
jouer de …
chanter
regarder la télé
dormir
travailler
surfer sur l’internet
faire les courses
boire
voyager
faire du skate
faire du vélo (de la
bicyclette)
acheter
écrire
faire les devoirs
être seule
être avec des amis
cuisinier/faire la cuisine
marcher/faire une
promenade
nettoyer
faire l’exercice
aller
conduire
bavarder
les sports
un jeu
le baseball
le football
le football américain
le tennis
le volley
le basket
le golf
I prefer…
a little
a lot
me too
me neither
And why?
because
with
With whom?
with you
with me
Tu aimes…?/Vous aimez…?
Qu’est-ce que tu aimes mieux?
Qu’est-ce que tu préfères faire?
/Qu’est-ce que vous préférez
faire?
Je préfère…
un peu
beaucoup
moi aussi
moi non plus
Et pourquoi ?
parce que
avec
Avec qui ?
avec toi/vous
avec moi
my friends
my family
When?
in
on
How often?
sometimes
mes amis
ma famille
Quand ?
dans, en, à
sur, en
Combien de fois ?
quelque fois
to buy
to write
to do homework
to be alone
to be with friends
to cook
to walk
never
every day
rarely
often
in the winter
in the spring
in summer
in fall
to love
to hate
free time/past times
to swim
to talk on the phone
to study
jamais
chaque jour
rarement
souvent
en hiver
au printemps
en été
en automne
aimer, adorer
détester
temps libre/passé temps
nager
parler au téléphone
étudier
to clean
to exercise
to go
to drive
to chat
sports
game
baseball
soccer
football
tennis
volleyball
basketball
golf
Page 10 of 24
regarder un film
danser
jouer à…
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Duration : approximately 18 hours (12 days)
Unité 4 – À l’école
Essential Questions
 What is the role of school in a given Francophone country?
 What influences choices and school-related activities?
Unit Understandings
Students will understand that:
 It is not necessary to
 It is necessary to
 Cultural factors determine
Learner Benchmarks
Unit Content
NL.IL.
NL.IR.
NL.IC.
NL.PS.
NL.PW.
N.CPP.
N. CP.
N.CIA.
What will students know by the end of this unit?
 Vocabulary
 Classroom items
 Courses in school
 Description of classes
 Ordering words and ordinal numbers
 Scheduling words
 Grammar Structures
 The verb “to have”
 Definite and indefinite articles
 Present tense of regular verbs
 Cultural Content
 Compare school schedules in the target culture and
one’s own
 Give some information about teen participation in
sports in the target culture
 Compare how students and teachers interact in the
target culture
Page 11 of 24
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Level 1 – Unité 4-À l’école
Vocabulaire
book
pen
pencil
paper
notebook
binder
writing pad
computer
dictionary
student desk
teacher desk
backpack
calculator
Math
Science
World Language
History
PE
English
Art
Music
Lunch
Computer Science and
Technology
difficult
easy
interesting
boring
a lot
a little
There is/There are
My favorite class is…
It starts (begins) at…
It ends at…
I need
schedule
class/course
teacher
elementary school
middle school
high school
college
un livre
un stylo
un crayon
du papier
un cahier
un
un bloc
un ordinateur
un dictionnaire
un pupitre
un bureau
un sac
une calculatrice
les mathématiques
les sciences
les langues
l'histoire
l’éducation physique
l’anglais
l’art
la musique
le déjeuner
l'informatique
et la technologie
difficile
facile
intéressant
ennuyant
beaucoup
un peu
Il y a
Ma classe favorite
est…
Elle commence à…
Elle finit à…
J’ai besoin de…
un horaire
la classe
le prof(esseur)
l’école
le collège
le lycée
l’université
French
Spanish
German
first
second
third
fourth
fifth
sixth
seventh
eight
ninth
tenth
then
next
after/ afterwards
after that
again
classroom
gym
lab
office
principal
le français
l’espagnol
l’allemand
premier, première, 1er
deuxième, second(e), 2ème
troisième, 3ème
quatrième, 4ème
cinquième, 5ème
sixième, 6ème
septième, 7ème
huitième, 8ème
neuvième, 9ème
dixième, 10ème
puis
prochain(e)
après
après ça
encore une fois/de nouveau
la salle de classe/la classe
le gymnase
le laboratoire
le bureau
le surveillant
*review time
Page 12 of 24
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Level 1 – Unité 4-À l’école
Sample Learning Targets
What will students know and be able to do by the end of the unit?
 Vocabulary
 Classroom items
 I can
 Courses in school
 I can
 Description of classes
 I can
 Ordering words and ordinal numbers
 I can
 Scheduling words
 I can
 Grammar Structures
 The verb “to have”
 I can
 Definite and indefinite articles
 I can
 Present tense of regular verbs
 I can
 Cultural Content
 Compare school schedules in the target culture and one’s own
 I can
 Give some information about teen participation in sports in the target culture
 I can
 Compare how students and teachers interact in the target culture
 I can
Page 13 of 24
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Duration : approximately 18 hours (12 days)
Unité 5 – La famille
Essential Questions
 How does culture influence family traditions and family relationships?
 How is the Francophone culture’s view of family similar to the view in the USA?
Unit Understandings
Students will understand that:
 It is not necessary to
 It is necessary to
 Cultural factors determine
Learner Benchmarks
Unit Content
NL.IL.
NL.IR.
NL.IC.
NL.PS.
NL.PW.
N.CPP.
N. CP.
N.CIA.
What will students know by the end of this unit?
 Vocabulary
 Names to identify family members
 Identifiers for pets
 Places to live
 Descriptive words for family members
 Grammar Structures
 Possessive adjectives
 Review of the verbs to be and to have
 Adjective agreement with both gender and number
 Cultural Content
 Define the “nuclear family” for both the target
culture and the native culture
 Compare what families do together in target culture
and one’s own
Page 14 of 24
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Level 1 – Unité 5-La famille
Vocabulaire
father
mother
parents
brother
sister
uncle
aunt
stepfather/father-in-law
stepmother/mother-in-law
stepsister/ half-sister
stepbrother/ half-brother
grandmother
grandfather
grandparents
cousin
nephew
niece
son
daughter
step-son/son-in-law
step-daughter/ daughter-inlaw
le père
la mère
les parents
le frère
la sœur
l’oncle
la tante
le beau-père
la belle-mère
la demi-sœur
le demi-frère
la grand-mère
le grand-père
les grands-parents
le cousin/la cousine
le neveu
la nièce
le fils
la fille
le beau-fils
la belle-fille
pet
dog
cat
fish
bird
to live
house
appartement
elder
younger
my
your
his/her/its
our
their
Page 15 of 24
le mascotte
le chien
le chat
le poisson
l’oiseau
habiter/vivre
une maison
un appartement
ainé(e)
cadet(te)
mon/ma/mes
ton/ta/tes/votre/vos
son/sa/ses
notre/nos
leur/leurs
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Level 1 – Unité 5-La famille
Sample Learning Targets
What will students know and be able to do by the end of the unit?
 Vocabulary
 Names to identify family members
 I can
 Identifiers for pets
 I can
 Places to live
 I can
 Descriptive words for family members
 I can
 Grammar Structures
 Possessive adjectives
 I can
 Review of the verbs to be and to have
 I can
 Adjective agreement with both gender and number
 I can
 Cultural Content
 Define the “nuclear family” for both the target culture and the native culture
 I can
 Compare what families do together in target culture and one’s own
 I can
Page 16 of 24
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Duration : approximately 15 hours (10 days)
Unité 6 – Les passe-temps
Essential Questions
 What are the most popular pastimes in Francophone countries?
 How does culture influence personal choices of pastimes?
Unit Understandings
Students will understand that:
 It is not necessary to
 It is necessary to
 Cultural factors determine
Learner Benchmarks
Unit Content
NL.IL.
NL.IR.
NL.IC.
NL.PS.
NL.PW.
N.CPP.
N. CP.
N.CIA.
What will students know by the end of this unit?
 Vocabulary
 Calling on the phone
 Making invitations
 Accepting/refusing invitations
 Locations in town
 Grammar Structures
 The verb “to go”
 The near future tense

 Cultural Content

Page 17 of 24
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Level 1 – Unité 6-Les passe-temps
Vocabulary
Page 18 of 24
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Level 1 – Unité 6-Les passe-temps
Sample Learning Targets
What will students know and be able to do by the end of the unit?
 Vocabulary
Page 19 of 24
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Duration : approximately 18 hours (12 days)
Unité 7 – Au restaurant
Essential Questions
 How does culture affect our view of clothing?
 How do preferences of clothing and accessories differ in Francophone countries and the
USA?
Unit Understandings
Students will understand that:
 It is not necessary to
 It is necessary to
 Cultural factors determine
Learner Benchmarks
Unit Content
NL.IL.
NL.IR.
NL.IC.
NL.PS.
NL.PW.
N.CPP.
N. CP.
N.CIA.
What will students know by the end of this unit?
 Vocabulary

 Grammar Structures

 Cultural Content

Page 20 of 24
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Level 1 – Unité 7-Au restaurant
Vocabulary
Page 21 of 24
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Level 1 – Unité 7-Au restaurant
Sample Learning Targets
What will students know and be able to do by the end of the unit?
 Vocabulary
Page 22 of 24
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Duration : approximately 18 hours (12 days)
Unité 8 – Les vêtements
Essential Questions
 How do housing situations differ between cultures?
 How does culture affect chores and who completes them?
Unit Understandings
Students will understand that:
 It is not necessary to
 It is necessary to
 Cultural factors determine
Learner Benchmarks
Unit Content
NL.IL.
NL.IR.
NL.IC.
NL.PS.
NL.PW.
N.CPP.
N. CP.
N.CIA.
What will students know by the end of this unit?
 Vocabulary

 Grammar Structures

 Cultural Content

Page 23 of 24
Chapman High School
World Languages Department
Frances Pack, M.Ed.
Page 24 of 24