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GATEWAY REGIONAL HIGH SCHOOL

WORLD LANGUAGES IV

PACING GUIDE

PURPOSE STATEMENT/PHILOSOPHY

Instruction for this course is designed to challenge students in a rigorous and accelerated curriculum and pace.  Level IV of the World Languages program directs the student to develop the ability to work more independently in World Languages and to use critical thinking skills to analyze World Languages literature and culture. The skills of listening, reading, writing and speaking are refined and broadened through exposure to a variety of materials in World Languages.

PACING GUIDE

Month

# Days

Standards

Strand

Skills

Content

Activities

(w/ Integration of Technology and Career Ready Practices)

Assessments

September

8

7.1.IM.A.2

7.1.IM.A.3

7.1.IM.A.5

7.1.IM.B.3

7.1.IM.C.5

Interpretive Communication

Interpersonal Communication

Presentational Communication

Read closely to determine what a text says explicitly and to make logical inferences from it.

Determine central ideas or themes of a text and analyze their development.

Vocabulary: Needs of teenagers

Grammar: Past tense

Grammar: Past participles as adjectives

Vocabulary: Problems of teenagers

Narratives: Education of World Languages children

Reflect on essential question and write a composition on the topic.

Critique American TV shows to discuss la famille

Create 5-7 different pictures and write original sentences using different adjectives CRP6. Demonstrate creativity and innovation.

Presentational Writing: Persuasive essay

September

6

7.1.IM.A.2

7.1.IM.A.3

7.1.IM.A.5

7.1.IM.B.3

7.1.IM.C.5

Interpretive Communication

Interpersonal Communication

Presentational Communication

Analyze how and why individuals, events or ideas develop and interact over the course of a text

Culture: L’enfant peul

Narratives: The internet

“Cinq ou six années” par Jeanne Cherhal

T-chart organizer: negative nouns, verbs and adjectives that go with l’âge ingrat. On the right, the positive ones

Questions Personelles

Interpretive Communication: Print texts

September-October

8

7.1.IM.A.1

7.1.IM.A.4

7.1.IM.A.6

7.1.IM.B.5

7.1.IM.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Interpret words and phrases as they are used in a text, including determining connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text relate to each other and the whole.

Vocabulary: Love & friendship

Vocabulary: Relationships

Vocabulary: Feelings

Narratives:  Crisis of a young Muslim girl

Narrative: Forbidden love

Narrative: Advice

Culture: Bi-racial couples in France & Tunisia

Paired skit

Students narrate “une histoire d’amour célèbre”  CRP4. Communicate clearly and effectively and with reason. 

Groups: three segments of a love story CRP2. Apply appropriate academic and technical skills.

Spontaneous speaking  CRP4. Communicate clearly and effectively and with reason. 

Class rules for the internet 8.1.12.C.1 (develop a solution) 8.1.12.D.2 (evaluate consequences)

Interpersonal Writing: Email

September-October

6

7.1.IM.A.1

7.1.IM.A.4

7.1.IM.A.6

7.1.IM.B.5

7.1.IM.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Assess how point of view or purpose shapes the content and style of a text.

Culture: Friendship between girls & boys

Grammar:  Duration

“Les enfants qui s’aiment” by Jacques Prévert

“La folle allure” by Christian Bobin

Students imagine what happens after the events described in the narrative

Online research 8.1.8.A.5 (create a report)

Narration in the past tense

Debate on article

Autobiography

8.1.8.A.2 (produce digital source)

Interpersonal Speaking: Conversation

October-November

8

7.1.IM.A.1

7.1.IM.A.3

7.1.IM.A.7

7.1.IM.B.1

7.1.IM.C.1

7.1.IM.C.31

Interpretive Communication

Interpersonal Communication

Presentational Communication

Integrate and evaluate content presented in diverse formats and media, including visually as well as in words.

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning.

Vocabulary: Relationships

Vocabulary: Groups

Narratives: Integration into “grandes écoles”

Narratives:  socioeconomic mixing in schools

Narratives: Intergenerational households

Narratives:  L’Accorderie

Culture: Education in France

Critique words with positive or negative connotations

Cooperative groups: vocabulary practice

Cooperative groups:  summarize the main idea for understanding

Cooperative groups: planning an internet company CRP6. Demonstrate creativity and innovation.

Interpersonal Writing: Letter

October-November

6

7.1.IM.A.1

7.1.IM.A.3

7.1.IM.A.7

7.1.IM.B.1

7.1.IM.C.1

7.1.IM.C.31

Interpretive Communication

Interpersonal Communication

Presentational Communication

Analyze how two or more texts address similar themes or topics in order to build knowledge.

Culture: Intouchables

Grammar: vouloir, pouvoir, devoir, savoir

“Bel ami” by Guy de Maupassant

“La place” by Annie Ernaux

Paired practice: list of chores and responsibilities

Film critique

Benchmark

November

8

7.1.IM.A.1

7.1.IM.A.4

7.1.IM.A.6

7.1.IM.B.5

7.1.IM.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Read and comprehend complex literary and informational texts.

Prove arguments to support claims in an analysis of substantive topics or texts.

Vocabulary: Rites of passage

Narratives: Passing “le back”

Narratives:  Mothers of students taking “le bac”

Narratives:  Passing a driver’s test

Culture: le baccalaureat

Culture: Significance of passing your driver’s test

Cooperative Groups: Students narrate “une epreuve” they have endured 8.1.12.D.2 (evaluate consequences)

Composition: A ritual

Research: rate of graduation in France 8.1.8.A.5 (create a report)

Pairs: Venn diagram on test taking CRP2. Apply appropriate academic and technical skills.

Poll: How much preparation before tests 8.1.12.D.2 (evaluate consequences)

Presentational writing: getting your license

Class discussion: driver’s test

Film: Le Gone du Chaaba

Student research: teens throughout history pushing the limits

Interpersonal Speaking:  Debate

November

6

7.1.IM.A.1

7.1.IM.A.4

7.1.IM.A.6

7.1.IM.B.5

7.1.IM.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Create informative/explanatory texts to examine and convey complex ideas and information clearly and accurately.

Culture: Rites of passage

Grammar: Comparison of adjectives and adverbs

“Le gone du Chaâba” by Azouz Begag

“Je suis morte et je n’ai rien appris”by Solenn Colleter

Original example of the comparative

Listing activities that are done regularly

Create poems CRP6. Demonstrate creativity and innovation.

Reading: “Refrains enfantins”

Paired practice: brainstorming

Debate 8.1.12.C.1 (develop a solution)

Presentational Writing: Resume

December

8

7.1.IM.A.1

7.1.IM.A.4

7.1.IM.A.6

7.1.IM.B.5

7.1.IM.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences

Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience

Vocabulary:  Words in commercials

Vocabulary:  Effects of commercials

Vocabulary:  Marketing

Narratives:  Confronting marketing of different ethnicities

Narrative: Publicity in daily life

Narratives: Advice on how to succeed

Present an ad 8.1.8.A.2 (produce digital source)

Interpretive Video: publicitaires

Reflections on advertisements

Analysis of characters

Comparing blogs CRP4. Communicate clearly and effectively and with reason.

Justify statistics  8.1.12.D.2 (evaluate consequences)

Students explain themes from You Tube Video

Interpersonal Speaking:  Conversation

December

7

7.1.IM.A.1

7.1.IM.A.4

7.1.IM.A.6

7.1.IM.B.5

7.1.IM.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Design and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach

Culture:  Future of publicity

Culture:  Marketing

“14,99” by Frédéric Beigbeder

“César Birotteau” by Honoré de Balzac

Explanation of statement “La France est un pays laic”

Students create Thesis statements CRP2. Apply appropriate academic and technical skills.

Description of clothes, lifestyles and presumed beliefs

Cartoon: “La culture de tous les jours”

Presentational Writing: Publicity Analysis

December-January

8

7.1.IM.A.1

7.1.IM.A.3

7.1.IM.A.7

7.1.IM.B.1

7.1.IM.C.1

7.1.IM.C.31

Interpretive Communication

Interpersonal Communication

Presentational Communication

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Conduct short research projects based on focused questions, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source and integrate the information.

Vocabulary:  Sports

Vocabulary: Places for sports

Vocabulary: Objects for sports

Vocabulary: Leisure activities

Narratives:  Quebeçois opinions on sports

Narratives:  Handicaps in sports

Cooperative groups: Telling stories about family

Cluster Chart: sports

Cooperative Groups:  pastimes CRP4. Communicate clearly and effectively and with reason.

Pictionary

Interpersonal pairs: sports

Discuss acceptable “exutoires”

Interpersonal: benefits of hobbies 8.1.12.C.1 (develop a solution)

Presentational Speaking- Oral Presentation

December-January

7

7.1.IM.A.1

7.1.IM.A.3

7.1.IM.A.7

7.1.IM.B.1

7.1.IM.C.1

7.1.IM.C.31

Interpretive Communication

Interpersonal Communication

Presentational Communication

Draw evidence from literary or informational texts to support analysis, reflection and research

Write routinely over extended time frames.

Narratives:  Hobbies of adolescents

Culture:  Winter games in Quebec

Culture:  Boxing

Culture:  Leisure activities of the World Languages

Culture:  MJC

“Le fossé” by Samir Barris

Student research: Olympics 8.1.8.A.5 (create a report)

Presentational: movies with sports themes CRP2. Apply appropriate academic and technical skills.

Interview on hobbies

Benchmark II

January-February

8

7.1.IM.A.1

7.1.IM.A.4

7.1.IM.A.6

7.1.IM.B.5

7.1.IM.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners.

Integrate and evaluate information presented in diverse media and formats.

Vocabulary:  Native language

Vocabulary:  Idioms, dialects, neologism

Narratives: Story of two girls who lost their native languages

Narratives:  Interview of Rokia Traoré

Narratives:  Native languages of immigrants

Narratives: World Languages in the world

Analysis of acquiring a second language CRP4. Communicate clearly and effectively and with reason.

Film: Entre les murs

Online research: l’acedemie franchise 8.1.8.A.5 (create a report)

Presentational Writing: Game

January-February

7

7.1.IM.A.1

7.1.IM.A.4

7.1.IM.A.6

7.1.IM.B.5

7.1.IM.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Evaluate a speaker’s point of view, reasoning and use of evidence.

Narratives:  The World Languages in Africa

Grammar:  Conditional

“Les mots étrangers” by Vassilis Alexakis

“L’hospitalité de la langue” by Edmond Jabès

Map of Africa

Paragraphs using conditional tense CRP2. Apply appropriate academic and technical skills.

Presentational Communication: Persuasive Essay

February

8

7.1.IM.A.1

7.1.IM.A.4

7.1.IM.A.6

7.1.IM.B.5

7.1.IM.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Present information, findings and supporting evidence such that listeners can follow the line of reasoning.

Design a strategic use of digital media and visual displays of data to express information.

Vocabulary: Relationships between cultures

Vocabulary:  Personal experience with plural culturalism

Narratives:  Alex Petit

Narratives: Testimony of a linguistic journey

Culture:  Erasmus program

Culture:  World Music

“Un recit” about francophone culture

Classifying words

Cataloging points

Students describe song by Cheb Aissa

Internet research: Heimstone

Film: L’auberge espagnole

Cooperative groups: Studying abroad

Journals

Presentational Speaking: Cultural Comparison

February

7

7.1.IM.A.1

7.1.IM.A.4

7.1.IM.A.6

7.1.IM.B.5

7.1.IM.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Adapt speech to a variety of contexts and communicative tasks.

Culture:  Multicultural art

Culture: multicultural cuisine

Culture:  Diversity in Canada

Grammar:  Negation

“Voyageur” by Bernard Lavilliers

Comparison: Patromoine CRP2. Apply appropriate academic and technical skills.

Cartoon CRP6. Demonstrate creativity and innovation.

Creating jokes

20 questions

Presentational Writing: Composition

March

8

7.1.IM.A.1

7.1.IM.A.3

7.1.IM.A.7

7.1.IM.B.1

7.1.IM.C.1

7.1.IM.C.31

Interpretive Communication

Interpersonal Communication

Presentational Communication

Read closely to determine what a text says explicitly and to make logical inferences from it.

Synthesize central ideas or themes of a text and analyze their development.

Vocabulary: Nationalism

Vocabulary: Patriotism

Vocabulary: Symbols of France

Narrative:  Charles de Gaulle at the end of WWI

Narratives: Opinions on patriotism

Narratives:  Refugees in France

Write a story: immigration

Groups: Creating a scene that takes place during occupation of France 8.1.12.D.2 (evaluate consequences)

Dramatize text

Presentational Writing: Letter

March

8

7.1.IM.A.1

7.1.IM.A.3

7.1.IM.A.7

7.1.IM.B.1

7.1.IM.C.1

7.1.IM.C.31

Interpretive Communication

Interpersonal Communication

Presentational Communication

Analyze how and why individuals, events or ideas develop and interact over the course of a text

Culture: The liberation of France

Culture: Help for refugees in Canada

Culture: The feelings of nationalism in France

Culture: Bastille Day

“C’est du lourd” by Abd Al Malik

Film: Au revoir les enfants

Research: immigration in U.S.

Comparison: immigration in U.S. vs. Canada CRP4. Communicate clearly and effectively and with reason. 8.1.12.D.2 (evaluate consequences)

Benchmark III

March-April

8

7.1.IM.A.1

7.1.IM.A.4

7.1.IM.A.6

7.1.IM.B.5

7.1.IM.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Interpret words and phrases as they are used in a text, including determining connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text relate to each other and the whole.

Vocabulary: History of Haiti

Vocabulary: The rights of Man

Vocabulary: Contemporary history

Narrative:  revolution in Tunisia

Analysis of song: Bien merite

Journal

Specifying issues that would cause one to protest 8.1.12.D.2 (evaluate consequences)

Film: Milou en mai

Analysis of song: Je crois que ca va pas etre possible CRP2. Apply appropriate academic and technical skills.

Presentational Speaking: Cultural Comparison

March-April

8

7.1.IM.A.1

7.1.IM.A.4

7.1.IM.A.6

7.1.IM.B.5

7.1.IM.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text relate to each other and the whole.

Assess how point of view or purpose shapes the content and style of a text.

Culture: Stephanie Hessel

Grammar: Y & En

“Les Vautours” by David Diop

“Hoquet” by Leon-Gontran Damas

Skits

Research of revolutions

Analysis of song: Au café des delices

Discussion on bullying 8.1.12.D.2 (evaluate consequences)

Cooperative groups:  bullying CRP4. Communicate clearly and effectively and with reason.

Poll 8.1.8.A.2 (produce digital source)

Presentational Writing: Blog entry

April-May

8

7.1.IM.A.1

7.1.IM.A.4

7.1.IM.A.6

7.1.IM.B.5

7.1.IM.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Integrate and evaluate content presented in diverse formats and media, including visually as well as in words.

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning.

Vocabulary: Crime and violence

Vocabulary: War and peace

Narratives: Violence in school

Culture: Ministry of education

Online research: World Languages newspapers, crime 8.1.8.A.5 (create a report)

Cooperative groups:  analysis of quotations

Interviews: definitions of violence

Journals CRP2. Apply appropriate academic and technical skills.

Determining author’s main points

Presentational Writing: Charter

April-May

8

7.1.IM.A.1

7.1.IM.A.4

7.1.IM.A.6

7.1.IM.B.5

7.1.IM.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning.

Analyze how two or more texts address similar themes or topics in order to build knowledge.

Culture: World Languages/German relationships

Culture: “jeunes violences”

Grammar: Subjunctive

“Voyage au bout de la nuit” by Louis-Ferdinant Celine

Research “hooliganisme”

Brainstorm types of violence

Analysis of song by Kyo

Research: why Switzerland has decided to be a neutral state for centuries

Cooperative groups:  types of violence CRP4. Communicate clearly and effectively and with reason.

Film: Les Choristes

Interpersonal Writing: Email

May-June

8

7.1.IM.A.1

7.1.IM.A.3

7.1.IM.A.7

7.1.IM.B.1

7.1.IM.C.1

7.1.IM.C.31

Interpretive Communication

Interpersonal Communication

Presentational Communication

Read and comprehend complex literary and informational texts.

Prove arguments to support claims in an analysis of substantive topics or texts.

Vocabulary: Respect and tolerance

Vocabulary: Tolerance and fanaticism

Vocabulary: Ideologies

Narratives:  Anti Christian views of World Languages

Paired Practices: Questions personnel’s

Book: Le racism explique a ma fille

Online research: positive relationships between World Languages and Magrhebiens 8.1.12.C.1 (develop a solution) 8.1.8.A.5 (create a report)

Presentational Writing: Email

May-June

8

7.1.IM.A.1

7.1.IM.A.3

7.1.IM.A.7

7.1.IM.B.1

7.1.IM.C.1

7.1.IM.C.31

Interpretive Communication

Interpersonal Communication

Presentational Communication

Prove arguments to support claims in an analysis of substantive topics or texts.

Create informative/explanatory texts to examine and convey complex ideas and information clearly and accurately.

Culture: Racism

Culture: Islam & World Languages

Grammar: Subjunctive

“Traite sur la tolerance” by Voltaire

Composition: benefits of having different ethnicities in france CRP4. Communicate clearly and effectively and with reason.

Interpersonal speaking: Discussion

Interpretive Communication: Print texts

Benchmark IV


 GATEWAY GROUP CURRICULUM UNIT PLAN

Content Area:  World Languages World Languages IV

Unit Title: La famille et la communauté

Timeframe: 10 weeks

Lesson Components

UNIT SUMMARY

In this unit, students will discuss informational texts and authentic audio and visual sources about family and community

  • Express what one would see in relationships between adults
  • Describe help that people offer each other
  • Employ how to show grace
  • Understand the daily life of a typical World Languages teenager
  • Evaluate the life of a boarding school student
  • Compare the education of World Languages students to American students
  • Describe strengths and how to put someone at ease
  • Discuss race relations and mixed couples in France and Tunisia
  • Discuss the point of view of the World Languages in terms of Friendship and Love
  • Say where you grew up
  • Describe attractions
  • Discuss how to use “tant”
  • Explain the duration of time with “depuis”, “il y a”, “ça fait”
  • Speak about education and intergenerational housing
  • Master spelling and use verbs with more precision

LEARNING TARGETS

ESSENTIAL QUESTIONS

Comment l’enfant et l’adolescent se construisent-ils dans leur environnement familial et communautaire?

Quel rôle la famille et la société jouent-elles dans nos choix amoureux?

Comment les rapports sociaux évoluent-ils dans la société moderne?

ENDURING UNDERSTANDINGS

In this unit, students will discuss how relationships of children and teenagers are built at home and in their community.

21st Century Themes & Skills

Global Awareness:  Students will analyze and synthesize information from multiple news sources relating to current events/global issues.  Students will explore stereotypes and understand other cultures through class readings and writing prompts.

Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read.  Students will analyze texts for discussion and for developing a written response.  Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions.  

Critical Thinking and Problem Solving:  Students will use various types of reasoning as appropriate to the situation.  Students will analyze how parts of a text interact to produce the overall theme or purpose.  Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view.  Students will synthesize and make connections between information and arguments.  Students will interpret information and draw conclusions based on analysis.

Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate.  Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal.

Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information.

Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme.  This includes how media can influence beliefs and behaviors.  Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products.

ICT Literacy-Information, Communications and Technology:  Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies.

Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be self-directed.

EVIDENCE OF LEARNING

 Assessment (attach benchmarks/unit tests)

  • Email-Interpersonal Writing “Le forum adolescences”
  • Audio Text–  Interpretive Communication “Sortir avec un Asiatique ou une non-Asiatique?”
  • Persuasive Essay – Presentational Writing “Les Fêtes des Voisins”
  • Benchmark Assessment 1 – Covering Unit 1 Standards

Materials/Equipment:

  • EMC Collections Series– Digital Access
  • Chromebooks
  • Duo Lingo
  • Quizlet, 1jour1actu, authentic YouTube videos, News in slow World Languages, 7 Jours sur la planète
  • Projector
  • Teacher created notes and worksheets
  • Videos
  • Maps
  • Google Apps
  • Colored Pencils/Markers/Scissors/Glue/Construction Paper/ Flashcards
  • Whiteboards
  • Various Educational Websites

Differentiation/Adaptations/Modifications:

The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Small groups/Flexible groupings
  • Shortened assignments
  • Assignment notebooks
  • Study sheets/summary sheets/outlines of most important facts
  • Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.)
  • Visual demonstrations
  • Presentation of material in small steps
  • Read or paraphrase subject matter
  • Instructions/directions given in different channels (written, spoken, demonstration)
  • Visual or multisensory materials
  • Functional level materials
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.

Resources Provided:

Short Story by Jeanne Cherhal, “Cinq ou Six Années”

Print Text: Foundation Pfizer, Forum Adolescence, “Les adolescents ont-ils encore besoin de modèles pour se construire?”

Print Text: Le Nouvel Observateur, “Interview d’un Ado”

Audio Text: RF1 “7 milliards de voisins”

Short story by Jacques Prévert, “Les enfants qui s’aiment”

Print Text: Le Nouvel Observateur, “Crise d’une jeune musulmane”

Print Text: www.plurielles.fr, “D’ici et d’ailleurs”

Print Text: www.rue89.com, “L’amour mixte mais interdit”

Short story by Guy de Maupassant, “Bel Ami”

Print Text: www.rue89.com, “Intégrer une grande école, un rêve”

Print Text: Magazine de l’éducation de france culture, “Quand les langues divisent”

Print Text: Le Parisien, “Logement Intergénerationnel”

Technology Standards:
(See Pacing Guide for Specific Integration)

Career Ready Practices:

(See Pacing Guide for Specific Integration)

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

  • Strand A: Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
  • Strand B: Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
  • Strand C: Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  • Strand D: Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
  • Strand E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
  • Strand F: Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP3. Attend to personal health and financial well-being.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.

Content Statement

Standard

Cumulative Progress Indicator (CPI)

Interpretive Mode

 7.1.IM.A.1

Compare and contrast information (e.g. the main idea, theme, main characters, and setting) in texts from age - and level - appropriate, culturally authentic materials found in electronic information and other sources related to targeted themes.

 7.1.IM.A.2

Demonstrate comprehension of oral and written instructions connected to daily activities and to some unfamiliar situations through appropriate responses.

 7.1.IM.A.3

Analyze the use of verbal and non - verbal etiquette (i.e., gestures, intonation, and cultural practices) in the target culture(s) to determine the meaning of a

7.1.IM.A.4

Use target language to paraphrase what is heard or read in oral or written descriptions of people, places, objects, and daily activities.

7.1.IM.A.5

Comprehend conversations and written information on a variety of familiar and some unfamiliar topics.

7.1.IM.A.7

Infer the meaning of some unfamiliar words in some new contexts.

Presentational Mode

7.1.IM.C.1

Synthesize information related to the cultural products, cultural practices, and cultural perspectives associated with targeted culture(s) to create a multimedia - rich presentation on targeted themes to be shared virtually with a target language audience.

7.1.IM.C.3

Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text

7.1.IM.C.4

Use language creatively to respond in writing to a variety of oral or visual prompts about familiar and some unfamiliar situations.

7.1.IM.C.5

Compare cultural perspectives of the target culture(s) with those of one’s own culture as evidenced through their cultural products and cultural practices.

Interpersonal Mode

7.1.IM.B.1

Use digital tools to participate in short conversations and to exchange information related to a variety of familiar topics and some unfamiliar topics.

7.1.IM.B.3

Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar and some unfamiliar situations.

7.1.IM.B.5

Engage in short conversations about personal experiences or events, topics studied in other content areas, and some unfamiliar topics and situations.

 GATEWAY GROUP CURRICULUM UNIT PLAN

Content Area:  World Language World Languages IV

Unit Title: La Vie Contemporaine

Timeframe: 10 Weeks

Lesson Components

UNIT SUMMARY

In this unit, students will discuss informational texts and authentic audio and visual sources about contemporary life.

  • Explain where they will be
  • Discuss perception
  • Discuss overcoming obstacles
  • Describe what they imagine
  • Explain events that have happened
  • Explain how circumstances depend on situations
  • Discuss the time it takes to complete activities
  • Discuss requirements for activities
  • Discuss popular sports and leisure activities in France
  • Compare extracurricular activities

LEARNING TARGETS

ESSENTIAL QUESTIONS

Comment les cultures marquent-elles le passage de l’enfance à adolescence puis à l’âge adulte?

Comment le marketing façonne-t-il et/ou reflète-t-il les tendances culturelles des communauté?

Comment le sport et les loisirs contribuent-ils à la qualité de la vi

ENDURING UNDERSTANDINGS

In this unit, students will discuss how culture impacts the passage of childhood to adolescence and then to becoming an adult.

21st Century Themes & Skills

Global Awareness:  Students will analyze and synthesize information from multiple news sources relating to current events/global issues.  Students will explore stereotypes and understand other cultures through class readings and writing prompts.

Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read.  Students will analyze texts for discussion and for developing a written response.  Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions.  

Critical Thinking and Problem Solving:  Students will use various types of reasoning as appropriate to the situation.  Students will analyze how parts of a text interact to produce the overall theme or purpose.  Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view.  Students will synthesize and make connections between information and arguments.  Students will interpret information and draw conclusions based on analysis.

Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate.  Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal.

Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information.

Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme.  This includes how media can influence beliefs and behaviors.  Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products.

ICT Literacy-Information, Communications and Technology:  Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies.

Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be self-directed.

EVIDENCE OF LEARNING

 Assessment (attach benchmarks/unit tests)

  • Interpersonal Speaking Assessment: Debate
  • Presentational Writing Assessment: Email Reply
  • Benchmark 2

Materials/Equipment:

  • EMC Collections Series– Digital Access
  • Chromebooks
  • Duo Lingo
  • Quizlet, 1jour1actu, authentic YouTube videos, News in slow World Languages, 7 Jours sur la planète
  • Projector
  • Teacher created notes and worksheets
  • Videos
  • Maps
  • Google Apps
  • Colored Pencils/Markers/Scissors/Glue/Construction Paper/ Flashcards
  • Whiteboards
  • Various Educational Websites

Differentiation/Adaptations/Modifications:

The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Small groups/Flexible groupings
  • Shortened assignments
  • Assignment notebooks
  • Study sheets/summary sheets/outlines of most important facts
  • Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.)
  • Visual demonstrations
  • Presentation of material in small steps
  • Read or paraphrase subject matter
  • Instructions/directions given in different channels (written, spoken, demonstration)
  • Visual or multisensory materials
  • Functional level materials
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.

Resources Provided:

“Le gone du Chaâba” by Azouz Begag

“14,99 euros” by Frédéric Beigbeder

“Le fossé” by Samir Barris

Technology Standards:
(See Pacing Guide for Specific Integration)

Career Ready Practices:

(See Pacing Guide for Specific Integration)

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

  • Strand A: Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
  • Strand B: Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
  • Strand C: Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  • Strand D: Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
  • Strand E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
  • Strand F: Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP3. Attend to personal health and financial well-being.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.

Content Statement

Standard

Cumulative Progress Indicator (CPI)

Interpretive Mode

7.1.IM.A.2

Demonstrate comprehension of oral and written instructions connected to daily activities and to some unfamiliar situations through appropriate responses.

7.1.IM.A.4

Use target language to paraphrase what is heard or read in oral or written descriptions of people, places, objects, and daily activities.

7.1.IM.A.7

Infer the meaning of some unfamiliar words in some new contexts.

7.1.IM.A.8

Use knowledge of structures of the target language to deduce meaning of new and unfamiliar structures.

Interpersonal Mode

7.1.IM.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 in familiar and some unfamiliar situations.

7.1.IM.B.4

Ask and respond to factual and interpretive questions of a personal nature, on school - related topics, and on some unfamiliar topics and situations.

Presentational Mode

7.1.IM.C.2

Dramatize student - created and/or authentic short plays, skits, poems, songs, stories, or reports

7.1.IM.C.4

Synthesize information found in age - and level - appropriate culturally authentic materials.

7.1.IM.C.5

Compare cultural perspectives of the target culture(s) with those of one’s own culture as evidenced through their cultural products and cultural practices.

 GATEWAY GROUP CURRICULUM UNIT PLAN

Content Area:  World Language World Languages IV

Unit Title: La quête de soi

Timeframe: 10 weeks

Lesson Components

UNIT SUMMARY

In this unit, students will discuss informational texts and authentic audio and visual sources about Personal and Public Identities

  • Discuss the processes for learning a second language
  • Discuss native languages and immigration in France and World Languages speaking countries
  • Speak in the conditional tense
  • Employ hypothetical expressions
  • Explain the progression and evolution of the phenomenon of using a synonym for “pour que”
  • Discuss the Erasmus program
  • Compare art, cuisine and cultural diversity in Canada
  • Use negative interrogative pronouns
  • Explain an action and use “que” when discussing the duration of an action
  • Discuss patriotism in terms of the liberation of France in 1944
  • Discuss immigration laws and how we can help refugees

LEARNING TARGETS

ESSENTIAL QUESTIONS

Comment la langue influence-t-elle l’identité?

Comment est-on enrichi par les produits, les pratiques, les points de vue d’autres cultures?

Quelles valeurs a le nationalisme pour les individus et les institutions?

ENDURING UNDERSTANDINGS

Discuss how language influences our identity.

21st Century Themes & Skills

Global Awareness:  Students will analyze and synthesize information from multiple news sources relating to current events/global issues.  Students will explore stereotypes and understand other cultures through class readings and writing prompts.

Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read.  Students will analyze texts for discussion and for developing a written response.  Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions.  

Critical Thinking and Problem Solving:  Students will use various types of reasoning as appropriate to the situation.  Students will analyze how parts of a text interact to produce the overall theme or purpose.  Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view.  Students will synthesize and make connections between information and arguments.  Students will interpret information and draw conclusions based on analysis.

Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate.  Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal.

Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information.

Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme.  This includes how media can influence beliefs and behaviors.  Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products.

ICT Literacy-Information, Communications and Technology:  Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies.

Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be self-directed.


EVIDENCE OF LEARNING

 Assessment (attach benchmarks/unit tests)

  • Benchmark 3
  • Interpretive Communication Audio: Langue de domination
  • Presentational Speaking: Quel type de culture portons-nous en nous?

Materials/Equipment:

  • EMC Collections Series– Digital Access
  • Chromebooks
  • Duo Lingo
  • Quizlet, 1jour1actu, authentic YouTube videos, News in slow World Languages, 7 Jours sur la planète
  • Projector
  • Teacher created notes and worksheets
  • Videos
  • Maps
  • Google Apps
  • Colored Pencils/Markers/Scissors/Glue/Construction Paper/ Flashcards
  • Whiteboards
  • Various Educational Websites

Differentiation/Adaptations/Modifications:

The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Small groups/Flexible groupings
  • Shortened assignments
  • Assignment notebooks
  • Study sheets/summary sheets/outlines of most important facts
  • Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.)
  • Visual demonstrations
  • Presentation of material in small steps
  • Read or paraphrase subject matter
  • Instructions/directions given in different channels (written, spoken, demonstration)
  • Visual or multisensory materials
  • Functional level materials
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.

Resources Provided:

“Les mots étrangers” by Vassilis Alexakis

“Voyageur” by Bernard Laviliers

“C’est du Lourd” by Abd al Malik

Technology Standards:
(See Pacing Guide for Specific Integration)

Career Ready Practices:

(See Pacing Guide for Specific Integration)

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

  • Strand A: Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
  • Strand B: Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
  • Strand C: Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  • Strand D: Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
  • Strand E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
  • Strand F: Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP3. Attend to personal health and financial well-being.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.

Content Statement

Standard

Cumulative Progress Indicator (CPI)

Interpretive Mode

7.1.IM.A.2

Demonstrate comprehension of oral and written instructions connected to daily activities and to some unfamiliar situations through appropriate responses.

7.1.IM.A.4

Use target language to paraphrase what is heard or read in oral or written descriptions of people, places, objects, and daily activities.

7.1.IM.A.7

Infer the meaning of some unfamiliar words in some new contexts.

7.1.IM.A.8

Use knowledge of structures of the target language to deduce meaning of new and unfamiliar structures.

Interpersonal Mode

7.1.IM.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 in familiar and some unfamiliar situations.

7.1.IM.B.4

Ask and respond to factual and interpretive questions of a personal nature, on school - related topics, and on some unfamiliar topics and situations.

Presentational Mode

7.1.IM.C.2

Dramatize student - created and/or authentic short plays, skits, poems, songs, stories, or reports

7.1.IM.C.4

Synthesize information found in age - and level - appropriate culturally authentic materials.

7.1.IM.C.5

Compare cultural perspectives of the target culture(s) with those of one’s own culture as evidenced through their cultural products and cultural practices.

 GATEWAY GROUP CURRICULUM UNIT PLAN

Content Area:  World Language World Languages IV

Unit Title: Les défis mondiaux

Timeframe: 10 weeks

Lesson Components

UNIT SUMMARY

 In this unit, students will discuss informational texts and authentic audio and visual sources about global challenges.

  • The history of Haiti
  • The rights of man
  • Contemporary history
  • Crimes and violence
  • War & peace
  • Respect & tolerance
  • Ideologies

LEARNING TARGETS

ESSENTIAL QUESTIONS

En l’ère moderne, que signifie lutter pour les droits de l’homme?

Peut-on justifier la violence et la guerre, et quelles en sont les alernatives?

Que signifie la tolérance à l’égard des autres, et quelles en sont les limites?

ENDURING UNDERSTANDINGS

In the modern era, what signifies the battle for the rights of man?


21st Century Themes & Skills

Global Awareness:  Students will analyze and synthesize information from multiple news sources relating to current events/global issues.  Students will explore stereotypes and understand other cultures through class readings and writing prompts.

Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read.  Students will analyze texts for discussion and for developing a written response.  Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions.  

Critical Thinking and Problem Solving:  Students will use various types of reasoning as appropriate to the situation.  Students will analyze how parts of a text interact to produce the overall theme or purpose.  Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view.  Students will synthesize and make connections between information and arguments.  Students will interpret information and draw conclusions based on analysis.

Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate.  Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal.

Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information.

Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme.  This includes how media can influence beliefs and behaviors.  Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products.

ICT Literacy-Information, Communications and Technology:  Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies.

Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be self-directed.

Life and Career Skills/Standards/Practices:

EVIDENCE OF LEARNING

 Assessment (attach benchmarks/unit tests)

  • Benchmark 4
  • Composition: Jusqu’où caricaturer?
  • Interpersonal Speaking: Réagir face au discrimination

Materials/Equipment:

  • EMC Collections Series– Digital Access
  • Chromebooks
  • Duo Lingo
  • Quizlet, 1jour1actu, authentic YouTube videos, News in slow World Languages, 7 Jours sur la planète
  • Projector
  • Teacher created notes and worksheets
  • Videos
  • Maps
  • Google Apps
  • Colored Pencils/Markers/Scissors/Glue/Construction Paper/ Flashcards
  • Whiteboards
  • Various Educational Websites

Differentiation/Adaptations/Modifications:

The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Small groups/Flexible groupings
  • Shortened assignments
  • Assignment notebooks
  • Study sheets/summary sheets/outlines of most important facts
  • Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.)
  • Visual demonstrations
  • Presentation of material in small steps
  • Read or paraphrase subject matter
  • Instructions/directions given in different channels (written, spoken, demonstration)
  • Visual or multisensory materials
  • Functional level materials
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Presentation of material in small steps
  • Read or paraphrase subject matter
  • Instructions/directions given in different channels (written, spoken, demonstration)
  • Visual or multisensory materials
  • Functional level materials
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.

Resources Provided:

“Prière à Dieu” by Voltaire

“Voyage au bout de la nuit” by Louis-Ferdinand Céline

“Hoquet” by Léon Gontran Damas

Technology Standards:
(See Pacing Guide for Specific Integration)

Career Ready Practices:

(See Pacing Guide for Specific Integration)

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

  • Strand A: Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
  • Strand B: Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
  • Strand C: Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  • Strand D: Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
  • Strand E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
  • Strand F: Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

 CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP3. Attend to personal health and financial well-being.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.

Content Statement

Standard

Cumulative Progress Indicator (CPI)

Interpretive Mode

7.1.IM.A.1

Compare and contrast information (e.g. the main idea, theme, main characters, and setting) in texts from age - and level - appropriate, culturally authentic materials found in electronic information and other sources related to targeted themes.

7.1.IM.A.4

Use target language to paraphrase what is heard or read in oral or written descriptions of people, places, objects, and daily activities.

7.1.IM.A.7

Infer the meaning of some unfamiliar words in some new contexts.

Presentational Mode

7.1.IM.C.2

Dramatize student - created and/or authentic short plays, skits, poems, songs, stories, or reports

7.1.IM.C.4

Synthesize information found in age - and level - appropriate culturally authentic materials.

7.1.IM.C.5

Compare cultural perspectives of the target culture(s) with those of one’s own culture as evidenced through their cultural products and cultural practices.

Interpersonal Mode

7.1.IM.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 in familiar and some unfamiliar situations.

7.1.IM.B.4

Ask and respond to factual and interpretive questions of a personal nature, on school - related topics, and on some unfamiliar topics and situations.

August 2016