Rutherford Public Schools
COURSE TITLE
French III Honors
LENGTH
Full Year
DEPARTMENT
World Language
SCHOOL
Rutherford High School
Primary Content
World Language
Initial BOE Approval Date (Born on): 9/13/2021
Embedded Content
Career Readiness, Life Literacies and Key Skills
Initial BOE Approval Date (Born on): 9/13/2021
This course has been designed to reflect the philosophy and goals found in both the national standards, Standards for Foreign Language Learning in the 21st Century and the New Jersey Student Learning Standards for World Languages. The focus of the course is to provide students with the skills they need to create language for communication. The students continue their study of French from the introduction of new material, through reinforcement, evaluation and review, presentations, exercises and activities, all of which are designed to improve student proficiency across the three modes of communication.
The French 3 Honors course delves more deeply into the nuances of the language, instills in the students an awareness of a powerful culture, discusses economic and political topics, makes a historical connection with the world, offers and analyzes selections from various literary periods and movements related to them, and encourages the students to use their critical thinking skills to make inferences and organize their learning into a coherent “big picture” of today’s world.
This course is designed to meet the needs of students (grades 11-12) who are interested in the advanced study of French grammar, conversation, literature, history, and culture.
2. Grammatical Topics
3. Cultural Objectives:
4. Cultural Topics:
Students will understand and relate to culture with the use of real or simulated travel documents, data sheets, train and plane schedules, currency, authentic restaurant and café menus, labels, signs, newspapers, magazine, brochures, videotapes of authentic exchanges between native speakers in their countries, songs, poems, the Internet, guest speakers. Materials will be selected from the following list.
This course will address the three modes of communication: Interpretive, interpersonal and presentational. Through these modes students will be able to:
Students will also develop:
New Jersey Student Learning Standards
Career Readiness, Life Literacies, and Key Skills Practices
CRLLKSP 1 Act as a responsible and contributing community members and employee.
Students understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.
CRLLKSP 2 Attend to financial well-being.
Students take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.
CRLLKSP 3 Consider the environmental, social and economic impacts of decisions.
Students understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.
CRLLKSP 4 Demonstrate creativity and innovation.
Students regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.
CRLLKSP 5 Utilize critical thinking to make sense of problems and persevere in solving them.
Students readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.
CRLLKSP 6 Model integrity, ethical leadership and effective management.
Students consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.
CRLLKSP 7 Plan education and career paths aligned to personal goals.
Students take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.
CRLLKSP 8 Use technology to enhance productivity, increase collaboration and communicate effectively.
Students find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.
CRLLKSP 9 Work productively in teams while using cultural/global competence.
Students positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.
CAREER READINESS, LIFE LITERACIES, AND KEY SKILLS
9.2 Career Awareness, Exploration, Preparation, and Training
9.2.12.CAP.2: Develop college and career readiness skills by participating in opportunities such as structured learning experiences, apprenticeships, and dual enrollment programs.
9.4 Life Literacies and Key Skills
9.4.12.CI.1: Demonstrate the ability to reflect, analyze, and use creative skills and ideas
9.4.12.CI.3: Investigate new challenges and opportunities for personal growth, advancement, and transition
9.4.12.DC.7: Evaluate the influence of digital communities on the nature, content and responsibilities of careers, and other aspects of society
9.4.12.TL.3: Analyze the effectiveness of the process and quality of collaborative environments.
9.4.12.TL.4: Collaborate in online learning communities or social networks or virtual worlds to analyze and propose a resolution to a real-world problem
New Jersey Student Learning Standards for World Languages (2020)
Interpretive Mode of Communication
Students demonstrate understanding of spoken and written communication within appropriate cultural contexts. Examples of this kind of one-way reading or listening include cultural interpretations of printed texts, videos, online texts, movies, radio and television broadcasts, and speeches.
7.1.IL.IPRET.1: Restate and describe the main idea and some details from informational and fictional texts (e.g., articles, blogs, TV programs, radio, video clips, podcasts) from other subject areas and products from the target culture(s).
7.1.IL.IPRET.2: React to a series of oral and written instructions connected to daily life.
7.1.IL.IPRET.3: Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, intonation, and cultural practices) in the target culture(s) and in one’s own culture.
7.1.IL.IPRET.4: Infer the meaning of some unfamiliar words and ideas in some new contexts.
7.1.IL.IPRET.5: Compare and contrast some unique linguistic elements in English and the target language.
7.1.IL.IPRET.6: Using contextual authentic cultural resources, identify reasons for climate change in the target culture and in students’ own community
7.1.IM.IPRET.1: Explain the main idea and some supporting details on familiar topics from sentences and series of connected sentences within texts that are spoken, written, or signed.
7.1.IM.IPRET.2: With the help of graphic organizers, compare information (i.e., main ideas, main characters, settings) in culturally authentic materials related to targeted themes.
7.1.IM.IPRET.3: React to oral and written instructions connected to daily activities and to some unfamiliar situations through oral and/or physical responses.
7.1.IM.IPRET.4: Recognize 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 message.
7.1.IM.IPRET.5: Use target language to paraphrase what is heard, viewed, or read in oral or written descriptions of people, places, objects, daily activities.
7.1.IM.IPRET.6: Restate oral conversations and written information on a variety of familiar and some unfamiliar topics.
7.1.IM.IPRET.7: Infer the meaning of some unfamiliar words in some new contexts.
7.1.IM.IPRET.8: Use knowledge of structures of the target language to deduce meaning of new and unfamiliar structures.
7.1.IM.IPRET.9: Use information gathered from culturally authentic resources to identify possible solutions to the effects of climate change.
Interpersonal Mode of Communication
Students engage in direct oral and/or written communication with others. Examples of this “two-way” communication include conversing face-to-face, participating in online discussions or videoconferences, instant messaging and text messaging, and exchanging personal letters or e-mail messages
7.1.IL.IPERS.1: Request and provide information in conversations and in writing by creating simple sentences by combining and recombining learned language in order to express original ideas.
7.1.IL.IPERS.2: Ask and respond with appropriate comments and questions to factual and personal questions on familiar topics relating to daily life.
7.1.IL.IPERS.3: Give and follow a series of oral and written directions, commands, and requests for participating in classroom, cultural, and pastime activities.
7.1.IL.IPERS.4: Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar situations.
7.1.IL.IPERS.5: Engage in short conversations about personal experiences or events and/or topics studied in other content areas.
7.1.IL.IPERS.6: Exchange information with classmates and with native speakers of the target language about the effects of climate change on the target language region(s) of the world and suggest a few possible solutions.
7.1.IM.IPERS.1: Engage in conversations about personal experiences or events, topics studied in other content areas, and some unfamiliar topics and situations.
7.1.IM.IPERS.2: Interact with others to meet personal needs in a variety of familiar situations, creating sentences and series of sentences, and asking follow-up questions.
7.1.IM.IPERS.3: Exchange preferences, feelings, or opinions and give advice on a variety of familiar topics, creating sentences and strings of sentences, and asking some follow-up questions.
7.1.IM.IPERS.4: Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar and some unfamiliar situations.
7.1.IM.IPERS.5: Initiate, maintain, and end a conversation using appropriate target language expressions and sentences.
7.1.IM.IPERS 6: Exchange information from a variety of resources with classmates about global issues, including climate change.
Presentational Mode of Communication
Students present, orally and/or in writing, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this one-to-many mode of communication include a presentation to a group, posting an online video or webpage, creating and posting a podcast or videocast, and writing an article for a newspaper.
7.1.IL.PRSNT.1: Combine and recombine learned language to express personal ideas about areas of interest when creating oral and written presentations that are shared with a target language audience.
7.1.IL.PRSNT.2: Present preferences on everyday topics of interest and explain reasons for the preferences, using simple sentences.
7.1.IL.PRSNT.3: Use language creatively to respond in writing to a variety of oral or visual prompts.
7.1.IL.PRSNT.4: Compare and contrast age- and level-appropriate culturally authentic resources orally and in writing.
7.1.IL.PRSNT.5: Compare and contrast global issues facing the target language regions of the world and those facing the students’ own regions.
7.1.IM.PRSNT.1: From culturally authentic resources, present information about personal events and social experiences to speakers of the target language, using sentences and a series of connected sentences.
7.1.IM.PRSNT.2: Tell stories about everyday topics and events that occur in the community, school, and personal situations, using sentences and strings of connected sentences.
7.1.IM.PRSNT.3: Use language creatively to respond in writing to a variety of oral or visual prompts about familiar and some unfamiliar situations.
7.1.IM.PRSNT.4: Report information found in age- and level-appropriate culturally authentic resources using sentences and strings of sentences.
7.1.IM.PRSNT.5: When expressing viewpoints, give reasons to support the claims.
7.1.IM.PRSNT.6: Relate stories about oneself and about events and other situations using sentences and strings of interrelated sentences.
7.1.IM.PRSNT.7: Compare cultural perspectives regarding the degradation of the environment of the target culture(s), including the effects of climate change, with those of students’ own culture.
New Jersey Student Learning Standards for Social Studies (2020)
6.3.12.HistorySE.1: Analyze the impact of current governmental practices and laws affecting national security and/or First Amendment rights and privacy (e.g., immigration, refugees, seizure of personal property, juvenile detention, listening devices, deportation, religion in schools).
6.3.12.HistoryCA.12: Analyze a current foreign policy issue by considering current and historical perspectives, examining strategies, and presenting possible actions.
III. Proficiency Levels
The following guidelines describe what individuals can do with language when speaking, writing, listening, and reading in real-life situations in spontaneous and non-rehearsed contexts (ACTFL, 2012). The guidelines identify five major levels of proficiency: Novice, Intermediate, Advanced, Superior, and Distinguished.
• Novice Low: Students communicate using words and phrases that are memorized and practiced when talking about very familiar topics related to self, family, friends, school and home.
• Novice Mid: Students communicate using memorized words and some phrases to talk about familiar topics related to school, home, and the community.
• Novice High: 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.
• Intermediate Low: Students communicate using 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.
• Intermediate Mid: Students communicate using strings of sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes.
• Intermediate High: Students communicate using connected sentences and paragraphs to handle complicated situations on a wide-range of topics.
• Advanced Low: Students communicate using paragraph-level discourse to handle complicated situations on a wide-range of topics.
Student Assessment
Assessment in second-language learning needs to operate at a number of different levels because of the many layers of skills and proficiencies that are being acquired, and that thus need to be assessed and evaluated. The types of assessment fall into three major categories:
Curriculum/Teacher Assessment
Since curriculum development is an on-going process, the teachers will provide the World Language Department supervisor with suggestions for changes and updates as this course requires
The students in this course are heterogeneously grouped according to grade level.
This is the third level of French at the high school. It is a full-year course.
Texts/Supplemental Reading/References
Realizing that each student has a unique way of learning, it is important to vary teaching methods. Listed below are several different methods, which may be used in combination.
The study of the French language connects with other disciplines in the school curriculum. The study of a language has more meaning and purpose when the language study is related to school life and content areas of other disciplines. The world language instruction can reinforce or enhance the subject matter which is taught in the other curriculums.
Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students’ prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students.
Differentiating in this course includes but is not limited to:
Differentiation for Support (ELL, Special Education, Students at Risk)
Differentiation for Enrichment |
The teacher will continue to improve expertise through participation in a variety of professional development opportunities.
Unit Topic | Time Allocated | Differentiating Instruction for Students with Disabilities, Students at Risk, Students with 504s, English Language Learners, & Gifted & Talented Students | Standards | Assessments |
Review Unit Vocabulary Topics:
Grammar Topics:
| 4 weeks | For Support:
For Enhancement:
| NJSLS 7.1.IL.IPRET.1-6 7.1.IL.IPERS.1-6 7.1.IL.PRSNT.1-5 CRLLKSP 1,4,5,8,9 9.2.12.CAP.2 9.4.12.CI.1 9.4.12.CI.3 9.4.12.DC.7 9.4.12.TL.3 9.4.12.TL.4 | Formative Assessment:
Summative Assessment
|
Unit 1- Daily Life Vocabulary Topics:
Grammar Topics:
Cultural Topics- Art
| 6 weeks | For Support:
For Enhancement:
| NJSLS 7.1.IM.IPRET.1-9 7.1.IM.IPERS.1-6 7.1.IM.PRSNT.1-7 CRLLKSP 1,4,5,8,9 9.2.12.CAP.2 9.4.12.CI.1 9.4.12.CI.3 9.4.12.DC.7 9.4.12.TL.3 9.4.12.TL.4 | Formative Assessment:
Summative Assessment
|
Unit 2- Let’s be helpful! Vocabulary Topics:
Grammar Topics:
| 6 Weeks | For Support:
For Enhancement:
| NJSLS 7.1.IM.IPRET.1-9 7.1.IM.IPERS.1-6 7.1.IM.PRSNT.1-7 CRLLKSP 1,4,5,8,9 9.2.12.CAP.2 9.4.12.CI.1 9.4.12.CI.3 9.4.12.DC.7 9.4.12.TL.3 9.4.12.TL.4 | Formative Assessment:
Summative Assessment:
|
Unit 3- Long Live Nature! Vocabulary Topics:
Grammar Topics:
| 6 Weeks | For Support:
For Enhancement:
| NJSLS 7.1.IM.IPRET.1-9 7.1.IM.IPERS.1-6 7.1.IM.PRSNT.1-7 CRLLKSP 1,4,5,8,9 9.2.12.CAP.2 9.4.12.CI.1 9.4.12.CI.3 9.4.12.DC.7 9.4.12.TL.3 9.4.12.TL.4 | Formative Assessments:
Summative Assessments:
|
Unit 4- Aspects of Daily Life Vocabulary Topics:
Grammar Topics:
| 6 Weeks | For Support:
For Enhancement:
| NJSLS 7.1.IM.IPRET.1-9 7.1.IM.IPERS.1-6 7.1.IM.PRSNT.1-7 CRLLKSP 1,4,5,8,9 9.2.12.CAP.2 9.4.12.CI.1 9.4.12.CI.3 9.4.12.DC.7 9.4.12.TL.3 9.4.12.TL.4 | For formative assessment:
For Summative Assessment:
|
Unit 5- Have a Good Trip! Vocabulary Topics:
Grammar Topics:
| 6 Weeks | For Support:
For Enhancement:
| NJSLS 7.1.IM.IPRET.1-9 7.1.IM.IPERS.1-6 7.1.IM.PRSNT.1-7 CRLLKSP 1,4,5,8,9 9.2.12.CAP.2 9.4.12.CI.1 9.4.12.CI.3 9.4.12.DC.7 9.4.12.TL.3 9.4.12.TL.4 | Formative Assessment:
Summative Assessments:
|
Unit 6- At the Hotel Vocabulary Topics:
Grammar Topics:
| 6 Weeks | For Support:
For Enhancement:
| NJSLS 7.1.IM.IPRET.1-9 7.1.IM.IPERS.1-6 7.1.IM.PRSNT.1-7 CRLLKSP 1,4,5,8,9 9.2.12.CAP.2 9.4.12.CI.1 9.4.12.CI.3 9.4.12.DC.7 9.4.12.TL.3 9.4.12.TL.4 | Formative Assessments:
Summative Assessments:
|