Course: 6th Grade FRENCH - Unit: Unit 1

Title: Greetings and farewells, numbers, time, commands, classroom objects, description

Unit Description:
This unit is 1 of 6 for the year. It is a 5-week unit. Students will learn about greetings, goodbyes and manners. Students will also
learn about classroom objects, numbers through 60, how to give simple descriptions of themselves and others.

Essential Questions:
 Why is it important to learn French?
 How do people greet one another?
 How do people make introductions?
 How do numbers sound like in French?

Proficiency Target-Interpersonal
Novice LOW:
I can communicate on some
very familiar topics using
single words and phrases that I
have practiced and
memorized.
I Can Statements
I can greet my peers.
I can say hello and goodbye.
I can say how I’m doing
I can introduce myself to
someone.
I can tell someone my name.
I can inquire someone’s name
Proficiency Target-Speaking
Novice LOW:
I can present information
about myself and some other
very familiar topics using
single words or memorized
phrases.
I Can Statements
I can introduce myself to a
group.
I can state my name, age,
and where I live.
I can give my phone number,
home address, and email
address.
I can count from 1-10
Proficiency Target-Listening
Novice LOW:
I can recognize a few
memorized words and phrases
when I hear them spoken.
I Can Statements
I can occasionally identify
the sound of a character or
a word.
I recognize the sound of a
few greeting words when
they are spoken or spelled
out.
I can understand greetings.
Proficiency Target-Reading Proficiency Target-Writing
Novice LOW: Novice LOW:
I can recognize a few letters or I can copy some familiar
characters. I can identify a few words, characters, or phrases.
memorized words and phrases
when I read.
I Can Statements I Can Statements
I can recognize a few letters I can write about a school and
or characters. copy classroom objects.
I can alphabetize a few
names or words.
I can match a character in a
headline to a supporting
visual.

Assessments:
Diagnostic: Formative: Summative:
1. Initial writing prompts 1. Student self-assessments 1. Performances
2. KWL charts or KUD 2. Written Responses 2. End of Units tests
3. Running Records 3. Exit Tickets 3. Culminating projects
4. Informal Reading Assessments 4. Questioning 4. Portfolios
5. Pre-tests 5. Conferencing 5. Final Exams
6. Surveys 6. Observations
7. Journals 7. Rubrics
Standards to address in Unit:
Communication – Interpersonal Mode (IP)
ML1.PS1 .IP1: Students are able to express, in spoken and written language - basic greetings, farewells, courtesies, likes, dislikes, emotions and
agreements/disagreements.
A. Use basic greetings, farewells, and expressions of courtesy, in both oral and written forms.
ML1.PS2 .IP2: Students are able to use formal and informal forms of address as well as initiate and participate in brief oral and written exchange.
B. Use formal and informal forms of address.

Communication – Interpretive Mode (INT)

ML1.PS3 .INT1: Students are able to identify some main ideas and details when reading and listening as well as show comprehension of simple instructions.

Communication - Presentational Mode (P)

MLI.PS4.P1: Students will be able to give basic information about self and others.
C. Demonstrate Novice-Mid proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics.

Cultural Perspectives, Practices, and Products (CU)

MLI.PS5.CU1: Students are able to describe customs and traditions of the cultures such as greetings, celebrations and courtesies.
A. Demonstrate knowledge of contributions of target culture(s) to civilization.
C. Describe customs and traditions of the cultures such as greetings, celebrations and courtesies.

Connections, Comparisons and Communities (CCC)

MLI.PS6.CCC1: Students are able to identify geographical locations such as countries, cities and features.
MLI.PS7.CCC2: Students compare and identify patterns and behavior of target culture as well as their own.
A. Compare patterns of behavior and interaction in the students’ own culture with those of the target language.

MLI.PS8.CCC3: Students compare basic elements of the target language to their own, recognizing differences in sound, writing, cognates and intonation.

Know: Understand: Do:

Expressions of greeting and leave-taking;
Basic school supplies and classroom objects;
Numbers from 0 to 60;
Commonly used classroom expressions;
Introducing self and others;
Commands…
The difference between informal and formal forms of
address;
Similarities and differences between English and
French customs of greetings;
That knowledge of numbers is necessary to express
time, birthdays, calendar…
The difference between questions and commands;
That people and animals – as well as objects – have
gender
Properly greet adults and peers;
Ask and answer simple, personal questions;
Tell birthday date and month;
Read, write and spell some simple words and phrases
in French;
Count from 0 to 20;
Ask permission to go to specific places in the school;
Understand basic classroom procedure commands.
Major Concepts: (Consider all 4/5 Cs)
Concept 1
Communication
Students will engage in
conversations, understand and target culture products,
interpret spoken and written
language, and present
information on a variety of
topics.
Greetings and Farewells
Essential Vocabulary:
Comment t-appelles-tu?
Je m’appelle,
Je vous présente,
Je te présente
Monsieur, Madame,
Mademoiselle,
Excusez-moi, excuse-moi,
merci beaucoup, pardon, s’il
vous/te plait.
Ça va? Comment ça va?
Comme-ci comme-ça,
Bien, très bien, mal, très mal,
je vous/t’en prie,
Essential Structure:
Formal greetings vs. informal
greetings:
TU? or VOUS?
Formal = familiar
Concept 2
Culture
Students will learn about
practices and perspectives.
Simple descriptions
Essential Vocabulary:
Bonjour, bonsoir, bonne nuit,
bonne journée, salut, à
bientôt, au revoir, à demain, à
tout à l’heure, à plus tard,
enchanté
oui, non,
Comment s’appelle-t-il/elle?
Qui est-ce ?
C’est un copain/une copine.
C’est une fille.
C’est un garçon
 la rentrée
 la bise
 le lycée
 le collège
Essential Structure:
Formal vs. informal:
TU? or VOUS?
Similarities and contrasts
between school systems in US
and that of French speaking
countries.
Concept 3
Connections
Students will connect aspects
of their target language
learning with information
acquired in other subject areas
such as math, science, social
studies, English and the arts.
Numbers & time
Essential Vocabulary:
les nombres de 0 à 60:
Zéro, un, deux, trois, quatre,
cinq, six, sept, huit, neuf, dix,
onze, douze, treize, quatorze,
quinze, seize, dix-sept, dix-huit,
dix-neuf, vingt, vingt et un,
vingt-deux, vingt-trois, vingt-
quatre, vingt-cinq, …,
cinquante-six, cinquante-sept,
cinquante-huit, cinquante-
neuf, soixante.
Essential Structure:
Learn how to spell numbers
Identify even/odd numbers
Bingo games
Combien… ?
Il y a combien de ... ?
Concept 4
Comparisons
Students will demonstrate an
understanding of the nature of
language and culture, making
comparisons between those of
the target language and their
own.
Commands
Essential Vocabulary:
 Levez-vous
 Asseyez-vous
 Levez la main
 Regardez
 Écoutez
 Parlez
 Écrivez
 Répétez
 Fermez la porte.
 Sortez les (devoirs, cahiers)
 Allez au tableau!
 S’il vous plaît.
Essential Structure:
Finding the meaning of each
command in English.
Create a comic book with
picture that matches the
vocab.
Subject pronouns
Tu you (informal)
Concept 5
Communities
Students will engage in the
target language outside of the
school environment and show
evidence of building a life-long
skill for their own personal
enjoyment and enrichment.
Classroom & Objects
Essential Vocabulary:
une affiche, une fenêtre, une
porte, un stylo, un examen, un
sac-à-dos, un contrôle, une
agrafeuse, un feutre, une
chaise, une salle de classe, un
casier, un classeur, un crayon,
un ordinateur, un cahier, un
taille-crayon, des ciseaux, une
poubelle, un livre, un tableau,
une table, une calculatrice,
une gomme, un bureau, un
pupitre, un Drapeau, une
feuille de papier…
Essential Structure:
Gender of nouns,
Definite and indefinite articles,
Qu’est-ce que c’est … ?
Combien… ?
Il y a combien de ... ?
C’est…
 Vous you (all) (informal)

Reflexive pronouns
Toi you (informal)
Vous  You (formal)

Text/Digital Resources Text/Digital Resources Text/Digital Resources Text/Digital Resources Text/Digital Resources
D’accord 1 Vista Higher D’accord 1 Vista Higher D’accord 1 Vista Higher Les ordres en classe D’accord 1 Vista Higher
Learning Learning Learning Learning
La liste des ordres données en
Pages X- XV and XX-XXI Leçon 1A – Greetings Leçon 1A-Les nombres classe Leçon 2A-Les cours
Ça va? Contextes 1A. pages 2- Ça va? Contextes 1A. pages 2- Les nombres de 0-60 page12- Key classroom phrases in Les objets en classe-
4 4 Structures 1A.2 French-Commands.docx Vocabulaire

Artifact & Evidence: Artifact & Evidence: Artifact & Evidence: Artifact & Evidence: Artifact & Evidence:

Activité_Chassez l'intrus Devoir-Les Salutations Devoir-Essayez! Les ordres en classe 1 Devoir 1-En classe
Les ordres en classe 2 Devoir 2-C'est...
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