K-8 French Curriculum: Phase 3
Friday, 03 June 2011 11:23
Bold-faced standards are the MDIRSS essential standards and the standards in regular font are supporting standards. Click on the green bold-faced MDIRSS essential standards to see the unpacked version, list of resources, and corresponding performance rubric for that standard.
Because the French curriculum in our different schools varies in terms of starting grade and time devoted each week, instead of specifying grade levels we have opted to define three phases (reflective of the 2007 Maine Learning Results) to accommodate multiple entry points by school and by student. Students who begin later in the K-8 continuum will not be exposed to all topics or phases of this curriculum. Topics covered in each phase will be determined by individual teachers to suit the parameters of their program. Our model reflects the 5 C’s of language learning which have become our essential standards.
| Phase 3 Communication | (No accent marks due to technological shortcomings) |
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| Learning Goals | 2007 MLR: PEI |
Depth of Knowledge |
Possible books, activities, focus areas, vocab |
| Review selected topics from Phases 1 & 2 |
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| Respond appropriately to commands (old & new) and distinguish between tu and vous |
A2 | Knowledge/ Comprehension |
ecoute, repete, crie, dis, pleure, reponds, parle, va, viens, etudie, fais (les devoirs), fais attn |
| Learn & dramatize high-frequency vocabulary in story context |
A1-4, B2-3, C1, D1 |
Synthesis | Raconte-Moi Encore or other TPRS |
| Conjugate and analyze select irregular verbs |
A1-4, B2, B3, C1 |
Analysis | etre, avoir, faire, aller and idiomatic uses |
| Talk about self & others using etre adjectifs. |
A1-4, C1 | Application | Physical & personality characteristics: ex grand(e)/petit(e), inc gender agree |
| Review and expand common prepositions used to indicate location |
A1, A3, A4, C1 |
Comprehension | A la droite de, a la gauche de, entre, autour de, loin de, pres de, etc. |
| Identify, use and distinguish the use partitive articles. |
A2, C1 | Application | du, de, la, de l', des, un(e) |
| Identify & describe class objects and use classroom expressions |
A1-4, B1-3 |
Knowledge | (rev. w/colors, agreement, placement) |
| Answer the question Qu'est-ce que c'est? and use indefinite & definite articles. |
A1-4, C1 | Application | Review of classroom objects vocab |
| Expand numbers | A1, A3, A4, B3, C1 |
Comprehension Application |
New: 70-100, cent, mille |
| Conjugate, use, analyze -er verbs (infin./future proche). |
A1-4, C1 | Analysis | donner, chanter, marcher, acheter, etc. |
| Discuss personal emotions using adjectives. |
A1-4, C1 | Application Analysi |
mignon, calme, stricte, embetant, etc. |
| Use and apply negatives/questions in complete sentences. |
A1-4, C1 | Application | ne...pas, ne...rien, ne...jamais, est-ce que, qui, ou, combien, quand, pourquoi, qu'est-ce que c'est |
| Discuss daily routine and review time. | A1-4, B1c, B2 |
Application | heure, et demie, et (moins le) quart, midi, minuit, du matin, de l'apres-midi, du soir Intro basic daily routine: je me leve, (reveille, lave, brosse, habille, couche, endors) |
| Identify school subjects, schedule and preferences. |
A1-4, B1, B2 |
Analysis | mathemathiques, science, francais, sciences humaines, anglais, arts plastiques, musique, education physicque, recreation, dejeuner Near future/recent past |
| Read, discuss & evaluate reading selections |
A1-4, B1-3, C1, C2, D1 |
Evaluation | Pauvre Anne, children’s books, Internet resources, etc. |
| Phase 3 Cultures, Connections, Communities and Comparisons |
(No accent marks due to technological shortcomings) | ||
| Learning Goals | 2007 MLR: PEI |
Depth of Knowledge |
Possible books, activities, focus areas, vocab |
| Identify, recognize, discuss French geography. |
A1-4, C1, D1 |
Application | Major cities, rivers, mountain ranges, bordering countries, compass direction |
| Identify, use & expand upon food vocabulary. |
A1-4, B1c, B2, B3, C1, C2 |
Analysis | Serveur(se), la carte, l'addition svp, vs. prenez?, etc. |
| Examine and discuss influence/lives of Famous French folk. |
A1-4, B1-3, C1, C2, D1 |
Synthesis | Famous French person -who -what famous for -when live -influence/ex. of work |
| Identify the basic geography of Quebec & discuss the presence of the Quebec/ Acadians. |
A1-4, B2-3, C1, D1 |
Comprehension | |
| Examine & discuss significance of selected periods of French history |
A2-4, B1-3, C1, D1 |
Evaluation | 1. Middle Ages (Knights Tale/Ever After "Castle" David Macauley) 2. Roman Empire 3. Other |