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Course: 6th Grade FRENCH - Unit: Unit 2

Title: Family members, colors, emotions description

Unit Description:
This unit is 2 of 6 for the year. It is 5-week unit. Students will learn about family, colors, expressing feelings. They will specifically
learn to answer questions related to family, introducing family members using some descriptive adjectives, describing using colors
and body parts.

Essential Questions:
 How do people describe their families and family members?
 How do people talk about how they spend their time?
 How has the structure of the French family evolved?

Proficiency Target-Interpersonal Proficiency Target-Speaking Proficiency Target-Listening Proficiency Target-Reading Proficiency Target-Writing
Novice LOW: Novice LOW: Novice LOW: Novice LOW: Novice LOW:
I can communicate on some I can present information I can recognize a few I can recognize a few letters or I can copy some familiar
very familiar topics using about myself and some other memorized words and phrases characters. I can identify a few words, characters, or phrases.
single words and phrases that I very familiar topics using when I hear them spoken. memorized words and phrases
have practiced and single words or memorized when I read.
memorized. phrases.
I Can Statements I Can Statements I Can Statements I Can Statements I Can Statements
I can introduce myself and I can introduce myself to a I can understand family I can alphabetize a few I can copy family members
provide basic personal group. members introduction names and words names
information. I can name my family I can recognize some color I can match a character in a I can copy the characters that I
I can introduce someone else. members and friends words headline to a supporting am learning
I can understand some visual. I can copy colors names.
descriptive words

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
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:

Discussing family, friends, and pets That in French everything both humans, animals, and Family tree project
Expressing ownership object have gender, Verb to be in French
Answering questions related to family description The differences between how to say your age in Verb to have in French
Describing with colors French vs. in English. To introduce on self’s family
Expressing hurts Using colors as adjectives to describe things.
Major Concepts: (Consider all 4/5 Cs)
Concept 1 Concept 2 Concept 3 Concept 4 Concept 5
Communication Culture Connections Comparisons Communities
Students will engage in Students will learn about Students will connect aspects Students will demonstrate an Students will engage in the
conversations, understand and target culture products, of their target language understanding of the nature of target language outside of the
interpret spoken and written practices and perspectives. learning with information language and culture, making school environment and show
language, and present acquired in other subject areas comparisons between those of evidence of building a life-long
information on a variety of such as math, science, social the target language and their skill for their own personal
topics. studies, English and the arts. own. enjoyment and enrichment.

Family members and pets Family descriptions Colors Feelings and pains Feelings and wants

Essential Vocabulary : Essential Vocabulary : Essential Vocabulary: Essential Vocabulary: Essential Vocabulary :
Mes parents Le beau-père Quelle est ta couleur préférée ? Qui est-ce ? J’ai mal… aux yeux/ au dos/ au
Mes grands-parents la belle-mère Ma couleur préférée est le. . . Comment s’appelle-t-il/elle ? ventre
Mon père le beau-fils Petit / petite, bleu/bleue Comment s’appelle ton/ta…? Il/Elle a mal… à la tête/ à la
Ma mère la belle-fille Blond / blonde, vert/verte Quel âge as-tu ? gorge
Mon frère l’oncle Brun / brune, jaune/jaune Quel âge a-t-il/elle? J’ai / Il a /Elle a les yeux…
Ma soeur la tante Rouge, marron, noir/noire Quel âge a ton/ta…? J’ai / Il a /Elle a les cheveux…
Mon cousin Le neveu Violet/violette, rose Je suis…intelligent / Il est…beau / belle
Ma cousine Les neveux Blanc/blanche, orange intelligente Sympathique, drôle
Mon oncle La nièce Il/elle est…gris/grise Méchant / méchante
Ma tante. Les nièces
Mon grand-père Le cousin
Ma grand-mère La cousine
Un/le chien
Un/le chat

Essential Structure : Essential Structure: Essential Structure: Essential Structure: Essential Structure:
Descriptive adjectives : Conjugaison: Je m’appelle … Conjugaison:
Subject pronoun + être+ adj. The Family in France and ÊTRE in present tense. AVOIR in present tense.
Il/Elle s’appelle …
Possessive adjectives : other French speaking SP+ to be + adjectives
countries. J’ai + number + ans. SP + to have + mal à/au…
Male adj : mon, ton son
Family sizes… Adjectives gender:
Female : ma, ta, sa, Il/Elle a + number + ans.
Some female adj. are formed
Plural : mes, tes, ses, notre, with just e at the end of the
votre, nos, vos, leur, leurs. male adj.
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 D’accord 1 Vista Higher D’accord 1 Vista Higher
Learning Learning Learning Learning Learning

Leçon1: Leçon2: Leçon Leçon Leçon

La famille Vocab La famille et description Les couleurs et les adj. La famille et description J'ai faim/soif
Les adjectifs
Les couleurs en français

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

Devoir: Devoir: Devoir: Devoir: Devoir:

La famille de Marie Laval L'arbre généalogique Colorez les objets Salutations Chassez l'intrus

6th grade access is generally

for teachers only. However,
these activities can be copied
and pasted into Microsoft
word, then uploaded into a
digital format.