Curriculum Map (French)
Curriculum Map (French)
Curriculum Map (French)
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LOTE Level II, Checkpoint B<br />
<strong>French</strong> <strong>Curriculum</strong> <strong>Map</strong><br />
Unit Name or<br />
Theme<br />
Enduring<br />
Understanding<br />
Concept(s)<br />
SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY<br />
Reprise<br />
(Review)<br />
People use<br />
language to<br />
provide and<br />
obtain<br />
information.<br />
Date<br />
Time<br />
Weather<br />
Possessions<br />
Location<br />
Preferences<br />
Reprise<br />
(Review)<br />
(Continued)<br />
People use<br />
language to<br />
provide and<br />
obtain<br />
information.<br />
Daily Activities<br />
Places you go<br />
Questions<br />
-er, -ir, -re<br />
verbs in the<br />
present tense<br />
Personal<br />
ID/Family/Professions<br />
Qui suis-je<br />
People identify who<br />
they are by their<br />
nationality, where<br />
they live, their job,<br />
and how they<br />
describe themselves.<br />
Personal Data<br />
Family<br />
Professions<br />
Adjectives<br />
Personal<br />
ID/Family/Professions<br />
Qui suis-je<br />
(Continued)<br />
People identify who<br />
they are by their<br />
nationality, where<br />
they live, their job,<br />
and how they<br />
describe themselves.<br />
Age<br />
Feelings and Needs<br />
être<br />
avoir<br />
Personal<br />
ID/Family/Professions<br />
Qui suis-je<br />
(Continued)<br />
People identify who<br />
they are by their<br />
nationality, where<br />
they live, their job,<br />
and how they<br />
describe themselves.<br />
Questions with<br />
Inversion<br />
faire<br />
aller<br />
venir (de)
LOTE Level II, Checkpoint B<br />
<strong>French</strong> <strong>Curriculum</strong> <strong>Map</strong> (continued)<br />
Unit Name or<br />
Theme<br />
Enduring<br />
Understanding<br />
Concept(s)<br />
FEBRUARY MARCH APRIL MAY JUNE<br />
Leisure<br />
Leisure<br />
Leisure<br />
Meal<br />
Leisure<br />
Time/Community Time/Community Time/Community Taking/Food Time/Health<br />
and Neighborhood and Neighborhood and Neighborhood Shopping and<br />
Le week-end, enfin! Le week-end, enfin! Le week-end, enfin! Bon Appétit! Welfare/Daily<br />
(Continued)<br />
(Continued)<br />
Routine<br />
People do a variety of<br />
activities in their<br />
leisure time based on<br />
where they live and<br />
what their personal<br />
preferences are.<br />
Weekend plans in the<br />
city and the country<br />
Le métro de Paris<br />
Countryside and<br />
farm vocabulary<br />
People do a variety of<br />
activities in their<br />
leisure time based on<br />
where they live and<br />
what their personal<br />
preferences are.<br />
Passé Composé with<br />
avoir(Past Tense)<br />
prendre (Present)<br />
mettre (Present)<br />
voir (Present)<br />
sortir, partir, dormir<br />
(Present)<br />
Quelqu’un/Quelque<br />
chose<br />
People do a variety of<br />
activities in their<br />
leisure time based on<br />
where they live and<br />
what their personal<br />
preferences are.<br />
Passé Composé with<br />
être (Past Tense)<br />
voir (Present)<br />
sortir, partir, dormir<br />
(Present)<br />
il y a + time<br />
People eat for<br />
nutrition and<br />
opportunities<br />
for social<br />
interaction.<br />
Food/Drinks<br />
Meals<br />
Place Setting<br />
Ordering in a<br />
café<br />
boire (Present)<br />
pouvoir,<br />
vouloir, devoir<br />
(Present)<br />
Food shopping<br />
Partitive<br />
Articles<br />
acheter and<br />
payer (Present)<br />
Vive le sport!<br />
People<br />
participate in<br />
different<br />
activities in<br />
order to stay<br />
healthy.<br />
Individual<br />
Sports<br />
courir (Present)<br />
faire de + noun<br />
(Present)<br />
Parts of the<br />
Body<br />
avoir mal à<br />
(Present)<br />
Hygeine and<br />
personal care<br />
Reflexive Verbs<br />
(Present)
LOTE Level III, Checkpoint B<br />
<strong>French</strong> <strong>Curriculum</strong> <strong>Map</strong><br />
Unit Name or<br />
Theme<br />
Enduring<br />
Understanding<br />
Concept(s)<br />
SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY<br />
Reprise<br />
Reprise<br />
Reprise<br />
(Review) (Review) (Review)<br />
People use<br />
language to<br />
provide and<br />
obtain<br />
information.<br />
Present Tense of<br />
être, avoir, aller,<br />
faire, venir,<br />
pouvoir, vouloir,<br />
devoir, prendre,<br />
sortir, partir,<br />
dormir and –er, -<br />
ir, -re verbs)<br />
Depuis<br />
Daily activities<br />
People use<br />
language to<br />
provide and<br />
obtain<br />
information.<br />
Definite,<br />
indefinite, and<br />
partitive articles.<br />
Pronouns en, y<br />
Food/Drinks<br />
Clothing<br />
Passé Composé<br />
Il y a + time<br />
People use<br />
language to<br />
provide and<br />
obtain<br />
information.<br />
Imparfait<br />
Passé Composé<br />
vs. Imparfait<br />
Direct and<br />
Indirect Object<br />
Pronouns<br />
connaître<br />
savoir<br />
Personal<br />
ID/Personal Care<br />
and Hygeine<br />
Au jour le jour<br />
Personal<br />
appearance and<br />
what one does to<br />
enhance it is very<br />
important to<br />
young people.<br />
Reflexive Verbs<br />
(Present Tense,<br />
Commands,<br />
Infinitive<br />
Construction)<br />
Stress Pronouns<br />
+ même(s)<br />
Daily<br />
Routine/Feelings/Physical<br />
Condition<br />
Au jour le jour<br />
It is important to be<br />
healthy both mentally<br />
and physically.<br />
Reflexive Verbs (Passé<br />
Composé)
LOTE Level III, Checkpoint B<br />
<strong>French</strong> <strong>Curriculum</strong> <strong>Map</strong> (continued)<br />
Unit Name or<br />
Theme<br />
Enduring<br />
Understanding<br />
Concept(s)<br />
FEBRUARY MARCH APRIL MAY JUNE<br />
Daily<br />
House/Home Physical<br />
Physical<br />
Travel<br />
Routine/Feelings/Physical Soyons utiles! Environment/Leisure Environment/Leisure Bon<br />
Condition<br />
Time Activities Time Activities voyage !<br />
Au jour le jour<br />
Vive la nature! Vive la nature! Review for<br />
Regents<br />
It is important to be<br />
healthy both mentally<br />
and physically.<br />
Reflexive Verbs (Present,<br />
Passé Composé)<br />
We all have a<br />
responsibility to<br />
take care of our<br />
homes and<br />
surrounding areas.<br />
Chores<br />
Asking for help<br />
Offering to help<br />
Il faut que, vouloir<br />
que, impersonal<br />
expressions(Present<br />
Subjunctive)<br />
Describing an<br />
object<br />
We all have a<br />
responsibility to take<br />
care of our<br />
environment.<br />
Outdoor activities<br />
Passé Composé<br />
Imparfait<br />
Passé Composé vs.<br />
Imparfait<br />
We all have a<br />
responsibility to take<br />
care of our<br />
environment.<br />
Passé Composé<br />
Imparfait<br />
Passé Composé vs.<br />
Imparfait<br />
Exam<br />
People<br />
travel for<br />
both<br />
pleasure<br />
and<br />
business.<br />
Travel<br />
Future and<br />
Conditional<br />
Tenses<br />
Regents<br />
Frequency<br />
Words<br />
Regents<br />
Practice<br />
Tests
Unit Name or<br />
Theme<br />
Enduring<br />
Understanding<br />
LOTE Level IV, Checkpoint C<br />
<strong>French</strong> <strong>Curriculum</strong> <strong>Map</strong><br />
SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY<br />
Personal and Personal and Contemporary Families and<br />
Public Public Life/Education Communities/Holidays<br />
Identities Identities<br />
and Celebrations<br />
Each<br />
individual has<br />
unique<br />
biographical,<br />
physical, and<br />
psychological<br />
characteristics.<br />
Concept(s) Who am I<br />
Identity<br />
Adjective<br />
Agreement<br />
Review of<br />
Present and<br />
Past Tenses<br />
Each<br />
individual has<br />
unique<br />
biographical,<br />
physical, and<br />
psychological<br />
characteristics.<br />
Who am I<br />
Identity<br />
Adjective<br />
Agreement<br />
Review of<br />
Present and<br />
Past Tenses<br />
Each country<br />
and culture<br />
has its own<br />
unique way of<br />
educating its<br />
people.<br />
Education<br />
Educational<br />
System in<br />
France<br />
Review of the<br />
Future Tense<br />
Si clauses<br />
Other ways to<br />
express future<br />
intentions<br />
Each country and<br />
culture has its own<br />
way of celebrating its<br />
cultural and national<br />
holidays.<br />
<strong>French</strong> Holidays and<br />
Celebrations<br />
Conditional Tense<br />
Si clauses<br />
Personal and Public Identities/<br />
Contemporary<br />
Life/Geography/Travel/Tourism<br />
Each country has its own<br />
geographical features with<br />
regions that have their own<br />
unique cultural and economical<br />
characteristics.<br />
Geography of France<br />
Regions of France<br />
Compound Tenses (le plus-queparfait,<br />
le future antérieur, le<br />
conditionnel passé)<br />
*The MCC curriculum will be covered at different points throughout the year. It will be presented whenever there is an<br />
overlap between the FRN102 course and the <strong>French</strong> IV curriculum.
LOTE Level IV, Checkpoint C<br />
<strong>French</strong> <strong>Curriculum</strong> <strong>Map</strong> (continued)<br />
Unit Name or<br />
Theme<br />
Enduring<br />
Understanding<br />
Concept(s)<br />
FEBRUARY MARCH APRIL MAY JUNE<br />
Personal and Public Identities/ Beauty and Science and Families and<br />
Contemporary<br />
Aesthetics/Shopping Technology/Health Communities/Global<br />
Life/Geography/Travel/Tourism<br />
and Medicine Challenges<br />
Each country has its own<br />
geographical features with<br />
regions that have their own<br />
unique cultural and economical<br />
characteristics<br />
Geography of France<br />
Regions of France<br />
Compound Tenses (le plus-queparfait,<br />
le future antérieur, le<br />
conditionnel passé)<br />
Comparisons<br />
Superlatives<br />
Lequel<br />
Celui<br />
Le mien<br />
Personal<br />
appearance and<br />
what one does to<br />
enhance it is very<br />
important to young<br />
people.<br />
Clothing<br />
Shopping<br />
Ideals of Beauty<br />
ce<br />
quel<br />
Present Subjunctive<br />
(Wants/Needs)<br />
MCC<br />
The health and<br />
welfare of a<br />
country’s people is<br />
important in all<br />
cultures.<br />
<strong>French</strong> People and<br />
their Health<br />
Visit to the doctor<br />
Visit to the dentist<br />
Humanitarian<br />
issues<br />
Present<br />
Subjunctive<br />
(Feeling/Emotions,<br />
Certainty vs.<br />
Doubt)<br />
croire<br />
craindre<br />
Personal<br />
relationships with<br />
both friends and<br />
family are vital to<br />
happiness in all<br />
cultures.<br />
Personal<br />
Relationships<br />
Phases of Life<br />
Friendship<br />
Family<br />
Marriage<br />
Helping the<br />
Disadvantaged<br />
Reciprocal Verbs<br />
Relative Pronouns<br />
(qui, que, lequel,<br />
dont, ce qui, ce dont)<br />
Culminating<br />
Activities<br />
Culminating<br />
Activities<br />
<strong>French</strong><br />
Yearbook<br />
Final<br />
Project<br />
MCC Exam
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