Topic/Theme: Travel Time frame: 3 weeks Class/Grade Level: French Level 2 (10th grade)

UbD Template Adapted from Wiggins and McTighe

State Content Standards: (What state standards will you be addressing in this unit?) New Colorado P-12 Academic Standards for World Languages 1. Communication in Languages Other Than English 1.1. Participate in basic conversations (written and oral) on a variety of familiar and predictable topics using isolated words and learned phrases (interpersonal mode). 1.2. Comprehend short learned exchanges (written or oral) on learned topics that use learned vocabulary and grammatical structures (interpretive mode). 1.3. Present using learned and simple phrases or expressions (written or oral) on very familiar topics (presentation mode). 2. Knowledge and Understanding of Other Cultures 2.1. Reproduce common practices of the cultures studies. 4. Comparisons to Develop Insight into the Nature of Language and Culture 4.2. Investigate the nature of culture through comparisons of the target culture(s) and the students own culture and how the two cultures interact. What facts and basic concepts should students know by the end of this unit? Students will know: - Which countries are considered to be Francophone - Vocabulary associated with travel - How the furtur proche is formed and when to use it - The importance of adverbial pronoun (y) and propositions (en, , aux) What skills and/or abilities should students acquire by the end of the unit? Students will be skilled at: - Identifying similarities and differences between Francophone countries - Identifying common products and practices of various Francophone countries - Articulate their wants and needs while traveling - Utilizing the futur proche to communicate actions in the near future

What Enduring Understandings/Big Ideas do you want students to take away from this unit? Language allows us to interact with other cultures. Appropriate application of vocabulary and grammar creates meaning. Language evolves to meet the changing needs of a culture.

What are the Essential Questions will you use to guide the learning in this unit? Why is important to study language and culture together? How does culture influence the evolution of language? What role does grammar play in communication? What key words would you need to know to: - buy a train/plane ticket? - ask for directions? - make a reservation at a hotel?

Summative Assessment (Performance-based): (How will you SUMMATIVELY assess whether or not students have acquired the knowledge and skills that you plan to teach in this unit?

For the summative assessment, I will have students participate in a role play scenario taking place at a travel agency. One student will play the role of the travel agent and present information about a Francophone country to the traveler (the other student by using a brochure theyve created. Then the traveler will ask unrehearsed follow-up/clarifying questions to learn more about traveling to the country. The travel agent will respond to the travelers questions. Finally, the traveler will tell the travel agent why they would or wouldnt like to visit their country. The traveler will use the future proche and conditional tenses to express their wants and needs regarding traveling. Both the travel agent and traveler will use travel vocabulary and adverbial pronouns to communicate about the country.

Pre-assessments: - I will refer to a grammar pre-test from the beginning of the school year to determine what grammar concepts students have already learned in previous classes. - We will have a brainstorming session the week before we start the unit. Students will brainstorm words and phrases that would be helpful for them to know while traveling. Ill incorporate these words that the students have chosen into the units travel vocabulary. - On the second day of class (Lesson 2), where students will be choosing a Francophone country to research, I will ask students during the warm-up activity if they have any particular knowledge about a certain Francophone country. If any student does already have extensive knowledge about a particular country, I will have them choose another country to expand their knowledge of Francophone countries. Formative Assessment: Throughout the lesson, I frequently employ the Total Physical Response (TPR) method developed by James Asher, used in many foreign language classrooms. In this method, students choose meaningful actions to associate with new vocabulary and phrases. This helps create a strong mental link between the action and the new word. It is also a useful formative assessment tool to assess whether or not students are making those mental links. If students can successfully produce the correct action when they hear a word, they are demonstrating their understanding of the input. However, if they are unable to produce the correct action when they hear a word, they are not understanding the input and need more practice with the specific input (words/phrases).