French 4 Pacing Guide.pdf - Gaston County Schools
French 4 Pacing Guide.pdf - Gaston County Schools
French 4 Pacing Guide.pdf - Gaston County Schools
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
MARKING PERIOD #1 – Travel<br />
<strong>Gaston</strong> <strong>County</strong> <strong>Schools</strong><br />
<strong>French</strong> 4 <strong>Pacing</strong> <strong>Guide</strong><br />
ESSENTIAL STANDARDS: CLARIFYING OBJECTIVES<br />
IL CLL 1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 3.1, 3.3, 3.4, 4.1, 4.2, 4.3<br />
IL COD 1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 4.1, 4.2<br />
IL CMT 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 4.3<br />
1. Presentational – Identify & describe planning & taking trips in both oral and written communication.<br />
- SUGGESTED TOPICS<br />
Airport<br />
Trip planning<br />
Safe Travel Suggestions<br />
Travel Destinations<br />
2. Interpersonal – Converse with classmates about the following topics and incorporate.<br />
- SUGGESTED TOPICS<br />
Airport<br />
Trip planning<br />
Safe Travel Suggestions<br />
Travel Destinations<br />
3. Interpretive – Reading & Listening<br />
- SUGGESTED RESOURCES<br />
Discovering <strong>French</strong> (Rouge)<br />
Discovering <strong>French</strong> Workbook (Rouge)<br />
Amsco <strong>French</strong> Workbook<br />
En Bonne Forme Text<br />
Discovering <strong>French</strong> (Rouge) Reading & Writing Activities for Success<br />
Other Teacher Created Ancillaries<br />
4. Cultural Awareness<br />
- SUGGESTED REOURCES<br />
La Culture en vidéo<br />
Discovering <strong>French</strong> (Rouge) Video Program<br />
Travel the World of Paris<br />
Other Teacher Created Ancillaries<br />
Hotel Stay<br />
Tourist Behavior<br />
Sightseeing Recommendation<br />
Hotel Stay<br />
Tourist Behavior<br />
Sightseeing Recommendations
Objectives<br />
(In the target language the students will be able to…)<br />
Plan a trip to a foreign country / city<br />
Navigate around/in/through an airport<br />
Develop awareness of cultural perspectives while traveling<br />
<strong>Gaston</strong> <strong>County</strong> <strong>Schools</strong><br />
<strong>French</strong> 4 <strong>Pacing</strong> <strong>Guide</strong><br />
Topic / Skills Chapter<br />
Planning & Taking Trips Unité 5<br />
Implement past and imperfect to discuss past trips/vacations Review: Past vs. Imperfect Unité 3<br />
Utilize subjunctive to make recommendations about traveling & safety<br />
Discuss traveling in a foreign country/city<br />
Coordinate hotel stay (reservation, check-in & check-out)<br />
Consider appropriate tourist behavior<br />
Utilize subjunctive to make recommendations about sightseeing<br />
Review: Subjunctive<br />
(regular & irregular)<br />
Unité 7<br />
Traveling in a Foreign City Unité 6<br />
Review: Subjunctive<br />
(impersonal & stem-changing)<br />
Unité 6 & 7
<strong>Gaston</strong> <strong>County</strong> <strong>Schools</strong><br />
<strong>French</strong> 4 <strong>Pacing</strong> <strong>Guide</strong><br />
MARKING PERIOD #2 – Teen Culture, Conflict Resolution, and Future Plans<br />
ESSENTIAL STANDARDS: CLARIFYING OBJECTIVES<br />
IL CLL 1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 3.1, 3.3, 3.4, 4.1, 4.2, 4.3<br />
IL COD 1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 4.1, 4.2<br />
IL CMT 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 4.3<br />
1. Presentational – Identify & describe feelings & relationships in both oral and written communication.<br />
- SUGGESTED TOPICS<br />
Friends & Family Relationships<br />
Qualities of a Good & Bad Friend<br />
Conflicts & Resolutions<br />
2. Presentational – Identify & describe jobs & employment in both oral and written communication.<br />
- SUGGESTED TOPICS<br />
Skills & Abilities<br />
Job Opportunities & Placements<br />
Interviewing Techniques<br />
3. Presentational – Identify & describe community volunteer work in both oral and written communication.<br />
- SUGGESTED TOPICS<br />
Volunteer Work Opportunities<br />
Community Programs<br />
4. Interpersonal – Converse with classmates about the following topics and incorporate.<br />
- SUGGESTED TOPICS<br />
Friends & Family Relationships<br />
Qualities of a Good & Bad Friend<br />
Conflicts & Resolutions<br />
Skills & Abilities<br />
5. Interpretive – Reading & Listening<br />
- SUGGESTED RESOURCES<br />
Discovering <strong>French</strong> (Rouge)<br />
Discovering <strong>French</strong> Workbook (Rouge)<br />
Amsco <strong>French</strong> Workbook<br />
En Bonne Forme Text<br />
6. Cultural Awareness<br />
- SUGGESTED RESOURCES<br />
La Culture en vidéo<br />
Discovering <strong>French</strong> (Rouge) Video Program<br />
Other Teacher Created Ancillaries<br />
Job Opportunities & Placements<br />
Interviewing Techniques<br />
Volunteer Work Opportunities<br />
Community Programs<br />
Discovering <strong>French</strong> (Rouge) Reading &<br />
Writing Activities for Success<br />
Other Teacher Created Ancillaries
Objectives<br />
(In the target language the students will be able to…)<br />
Evaluate relationships with friends & family<br />
Distinguish between positive & negative personal qualities<br />
<strong>Gaston</strong> <strong>County</strong> <strong>Schools</strong><br />
<strong>French</strong> 4 <strong>Pacing</strong> <strong>Guide</strong><br />
Employ correct forms of reflexive verbs according to the subject to describe routines<br />
Topic / Skills Chapter<br />
Friends & Family<br />
Relationships<br />
Qualities of a Good &<br />
Bad Friend<br />
Subjunctive<br />
(verbs of emotion)<br />
Distinguish the uses of Connaître and Savoir Connaître & Savoir<br />
Unité 9<br />
Unité 9<br />
Unité 3, & 7<br />
Reprise<br />
Review<br />
Describe conflicts & hypothesize resolutions Conflicts & Resolutions Unité 5 & 8<br />
Review commands using tu and vous to suggest that others do something with you Tu vs Vous<br />
Reprise<br />
Review<br />
Utilize possessive pronouns denote possession Possessive Pronouns Unité 6<br />
Describe skills & abilities needed to perform a job<br />
Employment Skills &<br />
Abilities<br />
Unité 10<br />
Identify potential places of employment Job Opportunities Unité 10<br />
Identify & reflect upon good & bad practices of soliciting employment Job Interviews Unité 10<br />
Review the present past tense to discuss what they have or have not done Past Tense Unité 3<br />
Describe what they had or had not done using the pluperfect tense Pluperfect Unité 8<br />
Explore ways to aid the community Volunteer Opportunities Unité 10<br />
Identify local community programs at which to volunteer Community Programs Unité 10<br />
Review the present subjunctive to discuss what they may or may not have done Present Subjunctive Unité 7<br />
Review and distinguish between demonstrative adjectives & pronouns Demonstratives Unité 6
MARKING PERIOD #3 – Career<br />
<strong>Gaston</strong> <strong>County</strong> <strong>Schools</strong><br />
<strong>French</strong> 4 <strong>Pacing</strong> <strong>Guide</strong><br />
ESSENTIAL STANDARDS: CLARIFYING OBJECTIVES<br />
IL CLL 1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3<br />
IL COD 1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 4.1, 4.2<br />
IL CMT 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 4.3<br />
1. Presentational – Identify & describe careers & professions in both oral and written communication.<br />
- SUGGESTED TOPICS<br />
Professions<br />
Work-Related Relationships<br />
Plans for the Future<br />
2. Presentational – Identify & describe technological advancements in both oral and written communication.<br />
- SUGGESTED TOPICS<br />
Changes in Technology<br />
Impact of Technology<br />
Predictions about Future Endeavors<br />
Future Creations / Inventions<br />
3. Presentational – Identify & describe phenomenon associated with ancient civilizations in both oral and written<br />
communication.<br />
- SUGGESTED TOPICS<br />
Archeology<br />
Ancient Architecture<br />
Ancient Civilizations<br />
Myths & Realities<br />
4. Interpersonal – Converse with classmates about the following topics and incorporate.<br />
- SUGGESTED TOPICS<br />
Professions<br />
Work-Related Relationships<br />
Plans for the Future<br />
Changes in Technology<br />
Impact of Technology<br />
Predictions about Future Endeavors<br />
5. Interpretive – Reading & Listening<br />
- SUGGESTED RESOURCES<br />
Discovering <strong>French</strong> (Rouge)<br />
Discovering <strong>French</strong> Workbook (Rouge)<br />
Amsco <strong>French</strong> Workbook<br />
En Bonne Forme<br />
6. Cultural Awareness<br />
- SUGGESTED RESOURCES<br />
La Culture en vidéo<br />
Discovering <strong>French</strong> (Rouge) Video Program<br />
Future Creations / Inventions<br />
Archeology<br />
Ancient Architecture<br />
Ancient Civilizations<br />
Myths & Realities<br />
Discovering <strong>French</strong> (Rouge) Reading &<br />
Writing Activities for Success<br />
Other Teacher Created Ancillaries<br />
Other Teacher Created Ancillaries
Objectives<br />
(In the target language the students will be able to…)<br />
<strong>Gaston</strong> <strong>County</strong> <strong>Schools</strong><br />
<strong>French</strong> 4 <strong>Pacing</strong> <strong>Guide</strong><br />
Review and distinguish between the uses of Connaître & Savoir<br />
Identify & categorize vocabulary<br />
Topic / Skills Chapter<br />
Review: Connaître &<br />
Savoir<br />
Review: Vocabulary<br />
Reprise Section<br />
Reprise Section<br />
Compare & contrast careers & professions Professions Unité 10<br />
Explore how relationships develop in the work force<br />
Work-Related<br />
Relationships<br />
Unité 10<br />
Implement the future tense to describe plans for the future Future Unité 5 & 10<br />
Explain how the future tense is used to express uncertainty or probability in the<br />
present<br />
Identify technological advances<br />
Explore the impact of technology on everyday life<br />
Hypothesize future technological advances<br />
Review the future perfect tense to discuss what they will have or will have not<br />
done<br />
Review sentences/phrases that employ the correct usage of both indirect &<br />
direct object pronouns<br />
Identify, describe & classify vocabulary related to archeology<br />
Explore archeological mysteries<br />
Future of Probability Unité 5 & 10<br />
Technology Unité 10<br />
Predictions about Future<br />
Endeavors<br />
Unité 10<br />
Future Perfect Unité 5<br />
Double Pronouns Unité 4<br />
Archeology Unité 10<br />
Describe & classify characteristics of ancient architecture Ancient Architecture Unité 10<br />
Identify & describe ancient civilizations of the <strong>French</strong> world Ancient Civilizations Unité 10<br />
Review the use of the present subjunctive and the past subjunctive<br />
Subjunctive (Present vs.<br />
Past Perfect)<br />
*Literary Suggestions for this course are as follows: (1.) Le Petit Prince, (2.) Les Misérables<br />
Unité 7 & 10<br />
*Other films that may be used for this course are as follows: (1.) Joan of Arc, (2.) Cyrano de Bergerac (3.) France<br />
Panorama: The Video Magazine of France Today
Change language