city of burlington public school district curriculum
TRANSCRIPT
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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM Revision Date: 07/31/2012
Submitted by: Jacquelyn Carpenter
French II, Grades 9-12
Bien dit!
Common Core Standards:
7.1 World Languages
A. Interpretive Mode
B. Interpersonal Mode
C. Presentational Mode
Proficiency Level: Novice-High
Novice-High Level: Students communicate using words, lists, and simple sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about
subject matter studied in other classes.
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Table of Contents
Topic Page Standards 3
Overview 10
Scope and Sequence 11
7.1 A: Interpretive Mode 15
7.1.B Interpersonal Mode 20
7.1.C Presentational Mode 25
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World Languages Standard – Novice-High - All Strands
7.1 World Languages All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and
written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will
make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.
Interpretive Mode
Proficiency Level Content Statement CPI # Cumulative Progress Indicator (CPI)
Novice-High Linguistic: The Novice-High language learner has
progressed from understanding and
communicating at the word level to
understanding and communicating at the
sentence level and can use words, lists, and
simple sentences independently to:
Identify the main idea and some
supporting details when reading.
Understand the gist and some
supporting details of conversations
dealing with everyday life.
Infer the meaning of some unfamiliar
words when used in familiar contexts.
Cultural:
Immigration changes both the
community of origin and the new
community. (Topics that assist in the
development of this understanding
7.1.NH.A.1 Recognize familiar words and phrases,
understand the main idea, and infer the
meaning of some highly contextualized,
unfamiliar spoken or written words
contained in culturally authentic
materials using electronic information
sources related to targeted themes.
7.1.NH.A.2 Demonstrate comprehension of a series
of oral and written directions,
commands, and requests through
appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and
cultural practices associated with target
culture(s).
7.1.NH.A.4 Identify people, places, objects, and
activities in daily life based on oral or
written descriptions.
7.1.NH.A.5 Demonstrate comprehension of short
conversations and brief written
messages on familiar topics.
7.1.NH.A.6 Identify the main idea and other
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should include, but are not limited to:
current and past immigration patterns,
the impact of immigration on society,
and related issues.)
The study of another language and
culture deepens understanding of
where and how people live and why
events occur. (Content areas that assist
in the development of this
understanding should include, but are
not limited to: history, science,
economics, and geography.)
Due to globalization and advances in
technology, the products and practices
of a culture change over time, and
these changes may impact cultural
perspectives. (Content areas that assist
in the development of this
understanding should include, but are
not limited to: science, technology,
history, social sciences, the visual and
performing arts, and world literature.)
Human and animal migration are often
related to the availability of resources
significant ideas in readings from age-
and level-appropriate, culturally
authentic materials.
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and the ability to adapt to the
environment. (Topics that assist in the
development of this understanding
should include, but are not limited to:
habitats, animals, weather, science,
geography, social sciences, and
distribution of resources.)
Personal preferences and skills are key
factors to consider when making
decisions about postsecondary plans.
(Topics that assist in the development
of this understanding should include,
but are not limited to: personal
likes/dislikes, subject-area
preferences, academic record, and
career awareness, exploration, and
preparation.)
The amount of leisure time available
and how it is spent varies among
cultures. (Topics that assist in the
development of this understanding
should include, but are not limited to:
likes/dislikes, pastimes, schedules,
and travel.)
Wellness practices may vary across
cultures. (Topics that assist in the
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development of this understanding
should include, but are not limited to:
sports and physical fitness activities
and common health
conditions/problems and remedies.)
Online newspapers, magazines, blogs,
wikis, podcasts, videos, and
government websites provide current
information on perspectives of the
target culture on local, national, and
global problems/issues. (Topics that
assist in the development of this
understanding should include, but are
not limited to: current events and
contemporary and emerging global
issues, problems, and challenges [e.g.,
population growth and migration;
environmental degradation and
protection; discrimination and other
conflicts; and the allocation of scarce
resources].)
Current trends and issues influence
popular culture. (Topics that assist in
the development of this understanding
should include, but are not limited to:
fashion, style, popular music, art, and
pastimes.)
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Interpersonal Mode
Proficiency Level Content Statement CPI # Cumulative Progress Indicator (CPI)
Novice-High Linguistic: The Novice-High language learner has
progressed from understanding and
communicating at the word level to
understanding and communicating at the
sentence level and can use words, lists, and
simple sentences independently to:
Ask and answer questions related to
everyday life.
Handle simple transactions related to
everyday life:
o Initiate, maintain, and end a
conversation.
o Ask for and give permission.
o Express needs.
o Give reasons.
o Request, suggest, and make
arrangements.
o Extend, accept, and decline an
invitation.
o Express an opinion and
preference.
Cultural: The Novice-High Cultural Content
Statements remain the same for all the
7.1.NH.B.1 Use digital tools to exchange basic
information by recombining memorized
words, phrases, and sentences on topics
related to self and targeted themes.
7.1.NH.B.2 Give and follow a series of oral and
written directions, commands, and
requests for participating in age- and
level- appropriate classroom and
cultural activities.
7.1.NH.B.3 Imitate appropriate gestures, intonation,
and common idiomatic expressions of
the target culture(s)/language during
daily interactions.
7.1.NH.B.4 Ask and respond to questions, make
requests, and express preferences in
various social situations.
7.1.NH.B.5 Converse on a variety of familiar topics
and/or topics studied in other content
areas.
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strands.
Presentational Mode
Proficiency Level Content Statement CPI # Cumulative Progress Indicator (CPI)
Novice-High Linguistic: The Novice-High language learner has
progressed from understanding and
communicating at the word level to
understanding and communicating at the
sentence level and can use words, lists, and
simple sentences independently to:
Handle simple transactions related to
everyday life:
o Express needs.
o Give reasons.
o Express an opinion and
preference.
o Request and suggest.
Cultural: The Novice-High Cultural Content
Statements remain the same for all the
strands.
7.1.NH.C.1 Recombine basic information at the
word and sentence level related to self
and targeted themes to create a
multimedia-rich presentation to be
shared virtually with a target language
audience.
7.1.NH.C.2 Create and present brief messages,
poems, rhymes, songs, short plays, or
role-plays using familiar vocabulary
orally or in writing.
7.1.NH.C.3 Describe in writing people and things
from the home and school environment.
7.1.NH.C.4 Tell or retell stories from age- and level-
appropriate, culturally authentic
materials orally or in writing.
7.1.NH.C.5 Tell or write about cultural products
associated with the target culture(s), and
simulate common cultural practices.
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COURSE OVERVIEW
New Jersey citizens are part of a dynamic, interconnected, and technologically driven global society centered on the creation and communication of knowledge and ideas across
geographical, cultural, and linguistic borders. Individuals who effectively communicate in more than one language, with an appropriate understanding of cultural contexts, are globally
literate and possess the attributes reflected in the mission and vision for world languages education that follow:
Mission: The study of another language and culture enables individuals, whether functioning as citizens or workers, to communicate face-to-face and by virtual
means in appropriate ways with people from diverse cultures.
Vision: An education in world languages fosters a population that: • Communicates in more than one language with the levels of language proficiency that are required to function in a variety of occupations and careers in the contemporary workplace.
• Exhibits attitudes, values, and skills that indicate a positive disposition and understanding of cultural differences and that enhance cross-cultural communication.
• Values language learning as a global literacy as well as for its long-term worth in fostering personal, work-related, and/or financial success in our increasingly interconnected world.
Primary Resource(s) Textbook Title: Bien dit: French II Publisher: Holt, Rinehart and Winston Copyright: 2013 Supplemental/Other Go.hrw.com (online text resource); Amsco’s –French/English Dictionary; Internet; Media Center; other appropriate supplemental materials/resources at individual teacher's discretion
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Scope and Sequence
Unit Description
Common Core Standard(s)
Domain & Standard
Suggested Timeline
Pacing
Benchmarking Suggested Interdisciplinary
Activities Using Bien dit!
(Benchmarking)
Unit 1
1 A - Geoculture: Paris: The students will acquire an
understanding of the history, geography and culture
practices of Paris by using maps, texts and discussion.
(1 lesson).
1 B – Ma famille et mes copains: The students will
describe yourself and ask about others, talk about your
likes and dislikes, inquire then tell when you do
something (16 lessons).
Unit 2
2 A - Geoculture: Paris: The students will acquire an
understanding of the history, geography and culture of
Paris and its monuments by using maps, texts and
discussion. (1 lesson).
2 B –On fait la fete: The students will learn to wish
someone a good time, ask for and give advice ask for
help and check if things have been done (16 lessons).
7.1.NH.A.1, 7.1.NH.A.2,
7.1.NH.A.3, 7.1.NH.A.4,
7.1.NH.A.5, 7.1.NH.A.6;
7.1.NH.B.1, 7.1.NH.C.2,
7.1.NH.C.3, 7.1.NH.C.4,
7.1.NH.C.5; 7.1.NH.C.1,
7.1.NH.C.2, 7.1.NH.C.3,
7.1.NH.C.4, 7.1.NH.C.5
7.1.NH.A.1, 7.1.NH.A.2,
7.1.NH.A.3, 7.1.NH.A.4,
7.1.NH.A.5, 7.1.NH.A.6;
7.1.NH.B.1, 7.1.NH.C.2,
7.1.NH.C.3, 7.1.NH.C.4,
7.1.NH.C.5; 7.1.NH.C.1,
7.1.NH.C.2, 7.1.NH.C.3,
7.1.NH.C.4, 7.1.NH.C.5
7.1.NH.A.1, 7.1.NH.A.2,
7.1.NH.A.3, 7.1.NH.A.4,
7.1.NH.A.5, 7.1.NH.A.6;
7.1.NH.B.1, 7.1.NH.C.2,
7.1.NH.C.3, 7.1.NH.C.4,
7.1.NH.C.5; 7.1.NH.C.1,
7.1.NH.C.2, 7.1.NH.C.3,
7.1.NH.C.4, 7.1.NH.C.5
Marking Period
1: Week 1
Marking Period
1: Weeks 1 - 4
Marking Period
1: Weeks 5 - 8
1 Day
17 Days
17 Days
Initial Benchmarking
Reading, writing,
listening, speaking
and culture assessed
by functional
expressions, grammar,
vocabulary and oral
delivery
Tele-vocab
Grammavision
Tele-roman
History Link - Les Celtes, les
Romans et La Ville lumiere
Art link – Place du tertre, ;es
catacombes et le Louvre
Sports link – Tour de France
Geography Link – la rive
gauche et la rive droite
Tele-vocab
Grammavision
Tele-roman:
Science Link – Marie et Pierre
Curie, et la Cite des Sciences
et de l’Industrie
Health link – La Gastronomie
– Haute Cuisine
Economics Link –French
Gross Domestic Product et la
mode
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Unit 3
3 A – Geoculture -: Quebec, Canada: The students will
acquire an understanding of the history, geography and
culture of Quebec City by using maps, texts and
discussion. (1 lesson).
3 B – Faisons les courses : - The students will ask about
food preparation , make requests, shop for groceries
and ask where things are(16 lessons).
Unit 4
4 A: Geoculture: The students will acquire an
understanding of the history, geography and culture of
la Province de Quebec by using maps, texts and
discussion. (1 lesson).
4 B: Au lycee! - The students will ask how something
turned out, wonder what happened, ask for information
and express frustration (16 lessons).
Unit 5
5 A: Geoculture - Rennes: The students will acquire an
understanding of the history, geography and culture of
Rennes by using maps, texts and discussion. (1 lesson).
5 B – Une journee typique: The students will talk about
their routine, express impatience, say when they do
things and make recommendations. (16 lessons).
7.1.NH.A.1, 7.1.NH.A.2,
7.1.NH.A.3, 7.1.NH.A.4,
7.1.NH.A.5, 7.1.NH.A.6;
7.1.NH.B.1, 7.1.NH.C.2,
7.1.NH.C.3, 7.1.NH.C.4,
7.1.NH.C.5; 7.1.NH.C.1,
7.1.NH.C.2, 7.1.NH.C.3,
7.1.NH.C.4, 7.1.NH.C.5
7.1.NH.A.1, 7.1.NH.A.2,
7.1.NH.A.3, 7.1.NH.A.4,
7.1.NH.A.5, 7.1.NH.A.6;
7.1.NH.B.1, 7.1.NH.C.2,
7.1.NH.C.3, 7.1.NH.C.4,
7.1.NH.C.5; 7.1.NH.C.1,
7.1.NH.C.2, 7.1.NH.C.3,
7.1.NH.C.4, 7.1.NH.C.5
7.1.NH.A.1, 7.1.NH.A.2,
7.1.NH.A.3, 7.1.NH.A.4,
7.1.NH.A.5, 7.1.NH.A.6;
7.1.NH.B.1, 7.1.NH.C.2,
7.1.NH.C.3, 7.1.NH.C.4,
7.1.NH.C.5; 7.1.NH.C.1,
7.1.NH.C.2, 7.1.NH.C.3,
7.1.NH.C.4, 7.1.NH.C.5
Marking
Periods 1 and
2: Weeks 9 -
12
Marking Period
2: Weeks 13 -
16
Marking Period
2: Weeks 14 -
18
17 Days
17 Days
17 Days
Tele-vocabulary
Grammavision
Tele-roman
History Link – La Bataille de
Quebec, et Les plaines
d’Abraham
Social studies link – La
gastronomie – les cabanes a
sucre, les traditions
Geography Link – Haute-
Ville, et Basse-Ville, les
rivieres, et la Chute
Montmorency
Tele-vocabulary
Grammavision
Tele-roman
Art Link – La Fresque des
Quebecois et la Rue de Tresor
Music Link – Les Fetes et les
Festivals
Math Link – Les recette du
Quebec et la systeme metrique
Social Studies Link –
l’Architecture
Science Link – les Grands
Feux Loto-Quebec
Tele-vocabulary
Grammavision
Tele-roman
Music Link – La musique
celtique des annees 50 et 60
Art Link – les mosoiques
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(Benchmarking)
Unit 6
6 A: Geoculture - Rennes: The students will acquire an
understanding of the history, geography and culture of
Bretagne by using maps, texts and discussion. (1
lesson).
6 B:Le bon vieux temps: The students will talk about
when they were a child, tell about an event in the past,
compare life in the country and the city and describe the
life in the country, (16 lessons).
Unit 7
7 A: Geoculture - Dakar: The students will acquire an
understanding of the history, geography and culture of
Dakar by using maps, texts and discussion. (1 lesson).
7 B: Un week-end en plein air: Students will say what
happened, describe circumstances, tell what you would
do and wonder what will happen. (15 lessons).
Unit 8
8 A: Geoculture: Dakar: The students will acquire an
understanding of the history, geography and culture of
Dakar by using maps, texts and discussion. (1 lesson).
8 B: Es-tu en forme?: The students will ask and tell how
7.1.NH.A.1, 7.1.NH.A.2,
7.1.NH.A.3, 7.1.NH.A.4,
7.1.NH.A.5, 7.1.NH.A.6;
7.1.NH.B.1, 7.1.NH.C.2,
7.1.NH.C.3, 7.1.NH.C.4,
7.1.NH.C.5; 7.1.NH.C.1,
7.1.NH.C.2, 7.1.NH.C.3,
7.1.NH.C.4, 7.1.NH.C.5
7.1.NH.A.1, 7.1.NH.A.2,
7.1.NH.A.3, 7.1.NH.A.4,
7.1.NH.A.5, 7.1.NH.A.6;
7.1.NH.B.1, 7.1.NH.C.2,
7.1.NH.C.3, 7.1.NH.C.4,
7.1.NH.C.5; 7.1.NH.C.1,
7.1.NH.C.2, 7.1.NH.C.3,
7.1.NH.C.4, 7.1.NH.C.5
7.1.NH.A.1, 7.1.NH.A.2,
7.1.NH.A.3, 7.1.NH.A.4,
7.1.NH.A.5, 7.1.NH.A.6;
7.1.NH.B.1, 7.1.NH.C.2,
7.1.NH.C.3, 7.1.NH.C.4,
7.1.NH.C.5; 7.1.NH.C.1,
7.1.NH.C.2, 7.1.NH.C.3,
7.1.NH.C.4, 7.1.NH.C.5
7.1.NH.A.1, 7.1.NH.A.2,
7.1.NH.A.3, 7.1.NH.A.4,
7.1.NH.A.5, 7.1.NH.A.6;
7.1.NH.B.1, 7.1.NH.C.2,
7.1.NH.C.3, 7.1.NH.C.4,
Marking Period
2: Week 18
Marking Period
3: Weeks 19 -
22
Marking Period
3: Weeks 23 -
26
Marking
Periods 3 and
4: Weeks 27 –
30
1 Day
17 Days
16 Days
16 Days
Mid-year
benchmarking -
Reading, writing,
listening, speaking
and culture assessed
by functional
expressions, grammar,
vocabulary and oral
delivery
Tele-vocabulary
Grammavision
Tele-roman
Economics Link –
Construction automobile,
enseignement, recherche, et
industrie agroalimentaire
Governement Link – Le
Parlement de Bretagne
Tele-vocabulary
Grammavision
Tele-roman
History Link – Histoire de la
Dakar et Ile de Goree
Art Link – La mode et les arts
pratiques
Tele-vocabulary
Grammavision
Tele-roman
Social Studies Link- Le
Cinema de l’Afrique
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you feel, describe symptoms and give advice complain
about health and give advice , sympathize with others.
(15 lessons).
Unit 9
9 A: Geoculture: Nice: The students will acquire an
understanding of the history, geography and culture of
Nice by using maps, texts and discussion. (1 lesson).
9 B: A : The students will describe a movie or book, ask
for and give information , ask bout preferences,
recommend and advise against something. (15 lessons).
Unit 10
10 A: Geoculture:Nice: The students will acquire an
understanding of the history, geography and culture of
Buenos Aires by using maps, texts and discussion. (1
lesson).
10 B: Partons en Vacances: The students ask about a
vacation, say what you would do if you could, express
necessity, ask about what has been done. (11 lessons).
(Benchmarking)
7.1.NH.C.5; 7.1.NH.C.1,
7.1.NH.C.2, 7.1.NH.C.3,
7.1.NH.C.4, 7.1.NH.C.5
7.1.NH.A.1, 7.1.NH.A.2,
7.1.NH.A.3, 7.1.NH.A.4,
7.1.NH.A.5, 7.1.NH.A.6;
7.1.NH.B.1, 7.1.NH.C.2,
7.1.NH.C.3, 7.1.NH.C.4,
7.1.NH.C.5; 7.1.NH.C.1,
7.1.NH.C.2, 7.1.NH.C.3,
7.1.NH.C.4, 7.1.NH.C.5
7.1.NH.A.1, 7.1.NH.A.2,
7.1.NH.A.3, 7.1.NH.A.4,
7.1.NH.A.5, 7.1.NH.A.6;
7.1.NH.B.1, 7.1.NH.C.2,
7.1.NH.C.3, 7.1.NH.C.4,
7.1.NH.C.5; 7.1.NH.C.1,
7.1.NH.C.2, 7.1.NH.C.3,
7.1.NH.C.4, 7.1.NH.C.
7.1.NH.A.1, 7.1.NH.A.2,
7.1.NH.A.3, 7.1.NH.A.4,
7.1.NH.A.5, 7.1.NH.A.6;
7.1.NH.B.1, 7.1.NH.C.2,
7.1.NH.C.3, 7.1.NH.C.4,
7.1.NH.C.5; 7.1.NH.C.1,
7.1.NH.C.2, 7.1.NH.C.3,
7.1.NH.C.4, 7.1.NH.C.5
Marking Period
4: Weeks 31 -
34
Marking Period
4: Weeks 35 –
38
Marking Period
4: Week 38
16 Days
12 Days
1 Day
End of year
benchmarking -
Reading, writing,
listening, speaking
and culture assessed
by functional
expressions, grammar,
vocabulary and oral
delivery
Dance Link – Les fetes et
festivals
Domestic Sciences Link – La
cuisine de l ‘afrique
Tele-vocabulary
Grammavision
Tele-roman
History Link – The Greek
settlements et lea promenade
des anglais
Art Link – Les artistes
impressionists et le nouveau
realisme
Tele-vocabulary
Grammavision
Tele-roman
Health Link – La gastronomie
et la cuisine du sud de la
France
Math Link – Les Fetes et
Festivals
History Link – La Belle
Epoque
Page 14 of 27
Interpretive Mode for Novice-High Domain & Standard
Novice-High Student Learning Objectives (SLO)
References/ Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs
Students (SE, ELL, 504, G&T)
7.1.NH.A.1
Recognize familiar
words and phrases,
understand the main
idea, and infer the
meaning of some
highly contextualized,
unfamiliar spoken or
written words
contained in culturally
authentic materials
using electronic
information sources
related to targeted
themes.
Student will be able
to recognize familiar
words and phrases,
understand the main
idea, and infer the
meaning of some
highly
contextualized,
unfamiliar spoken or
written words
contained in
culturally authentic
materials using
electronic
information sources
related to targeted
themes.
Title: Bien dit:
French II
Publisher: Holt,
Rinehart and Winston
Copyright: 2013
Go.hrw.com
Amsco –
French/English
Dictionary
Internet
Media Center
Other appropriate
supplemental
materials/resources at
individual teacher's
discretion
Smartboard
Activities
Smart technology
PowerPoint
presentations
Photostory
Question and
answer sessions
in target language
Bien dit! media
Use of online
news articles
Listening to and
summarizing
authentic music
Analyze articles
in target language
for main ideas
Create
PowerPoint
presentations
Create
presentations
using Smart
technology
Write pen pal
letters
Fluency at the
novice high level
Compose music
critiques
Compose
summaries of
authentic online
news articles
-Holistic scoring
rubric
-Student generated
portfolio(s)
-Project(s)/
Presentation(s)
-Research rubrics
-Completed
Webquests
-Formative: Class
Participation. Class
Work. Homework.
-Summative:
Quizzes. Tests.
Alternative
Assessments.
-Other appropriate
assessments at
individual teacher's
discretion.
Culturally Authentic:
Realia
Photos
Utilize film
Audio
You Tube
The internet
Media center
Smart technology
Rosetta Stone
Bien dit! media
Bien dit! online
text
Publishing software
(i.e. Microsoft office
suite) to enhance
instruction and
student achievement
Modify
instructional
approach and/or
assignments as
needed based on
students
individual needs,
ability level,
disabilities or
504/IEPs
including but not
limited to:
Extended
time
Enrichment
activities
Independent
Study
7.1.NH.A.2 Demonstrate
comprehension of a
series of oral and
written directions,
commands, and
requests through
appropriate physical
Student will be able
to demonstrate
comprehension of a
series of oral and
written directions,
commands, and
requests through
appropriate physical
Title: Bien dit:
French II
Publisher: Holt,
Rinehart and Winston
Copyright: 2013
Go.hrw.com
Smartboard
Activities
Smart technology
PowerPoint
presentations
Photostory
Question and
Create
PowerPoint
presentations
Create
presentations
using Smart
technology
-Holistic scoring
rubric
-Student generated
portfolio(s)
-Project(s)/
Presentation(s)
-Research rubrics
-Completed
Page 15 of 27
Interpretive Mode for Novice-High Domain & Standard
Novice-High Student Learning Objectives (SLO)
References/ Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs
Students (SE, ELL, 504, G&T)
response.
response.
Amsco –
French/English
Dictionary
Internet
Media Center
other appropriate
supplemental
materials/resources at
individual teacher's
discretion
answer sessions
in target language
Bien dit! media
TPR activities for
classroom
commands,
classroom
objects, body
parts and clothing
Fluency at the
novice high level
Drawing images
based on teacher
descriptions
Demonstrating
where items are
located based on
teacher directions
Webquests
-Formative: Class
Participation. Class
Work. Homework.
-Summative:
Quizzes. Tests.
Alternative
Assessments.
-Other appropriate
assessments at
individual teacher's
discretion.
7.1.NH.A.3 Recognize some
common gestures and
cultural practices
associated with target
culture(s).
Student will be able
to recognize some
common gestures and
cultural practices
associated with target
culture(s).
Title: Bien dit:
French II
Publisher: Holt,
Rinehart and Winston
Copyright: 2013
Go.hrw.com
Amsco –
French/English
Dictionary
Internet
Media Center
Other appropriate
supplemental
materials/resources at
Smartboard
Activities
Smart technology
PowerPoint
presentations
Photostory
Question and
answer sessions
in target language
Internet research
Online journals
Compare and
contrast cultural
practices
Create
PowerPoint
presentations
Create
presentations
using Smart
technology
Fluency at the
novice high level
Composing
essays
Prepare authentic
foods
Present skits
-Holistic scoring
rubric
-Student generated
portfolio(s)
-Project(s)/
Presentation(s)
-Research rubrics
-Completed
Webquests
-Formative: Class
Participation. Class
Work. Homework.
-Summative:
Quizzes. Tests.
Alternative
Assessments.
-Other appropriate
assessments at
individual teacher's
discretion.
Page 16 of 27
Interpretive Mode for Novice-High Domain & Standard
Novice-High Student Learning Objectives (SLO)
References/ Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs
Students (SE, ELL, 504, G&T)
individual teacher's
discretion
7.1.NH.A.4 Identify people, places,
objects, and activities
in daily life based on
oral or written
descriptions.
Student will be able
To identify people,
places, objects, and
activities in daily life
based on oral or
written descriptions.
Title: Bien dit:
French II
Publisher: Holt,
Rinehart and Winston
Copyright: 2013
Go.hrw.com
Amsco –
French/English
Dictionary
Internet
Media Center
Other appropriate
supplemental
materials/resources at
individual teacher's
discretion
Smartboard
Activities
Smart technology
PowerPoint
presentations
Photostory
Question and
answer sessions
in target language
Using photos and
realia
Carousel
activities
TPR
Etre and aller
information gaps
Reflexive verbs
Create
PowerPoint
presentations
Create
presentations
using Smart
technology
Fluency at the
novice high level
Compose people
and character
descriptions
Create family
trees
Create photo
albums
Present skits
-Holistic scoring
rubric
-Student generated
portfolio(s)
-Project(s)/
Presentation(s)
-Research rubrics
-Completed
Webquests
-Formative: Class
Participation. Class
Work. Homework.
-Summative:
Quizzes. Tests.
Alternative
Assessments.
-Other appropriate
assessments at
individual teacher's
discretion.
7.1.NH.A.5 Demonstrate
comprehension of short
conversations and brief
written messages on
familiar topics.
Student will be able to
demonstrate
comprehension of short
conversations and brief
written messages on familiar topics.
Title: Bien dit:
French II
Publisher: Holt,
Rinehart and Winston
Copyright: 2013
Go.hrw.com
Smartboard
Activities
Smart technology
PowerPoint
presentations
Photostory
Question and
answer sessions
in target language
Create
PowerPoint
presentations
Create
presentations
using Smart
technology
Fluency at the
novice high level
-Holistic scoring
rubric
-Student generated
portfolio(s)
-Project(s)/
Presentation(s)
-Research rubrics
-Completed
Webquests
Page 17 of 27
Interpretive Mode for Novice-High Domain & Standard
Novice-High Student Learning Objectives (SLO)
References/ Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs
Students (SE, ELL, 504, G&T)
Amsco –
French/English
Dictionary
Internet
Media Center
Other appropriate
supplemental
materials/resources at
individual teacher's
discretion
Interpreting
letters and email
Interpreting
multimedia such as
Videos and music
Composing
letters and email
Write summaries
and essays to
Demonstrate
comprehension of
main ideas
-Formative: Class
Participation. Class
Work. Homework.
-Summative:
Quizzes. Tests.
Alternative
Assessments.
-Other appropriate
assessments at
individual teacher's
discretion.
Page 18 of 27
Interpretive Mode for Novice-High Domain & Standard
Novice-High Student Learning Objectives (SLO)
References/ Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs
Students (SE, ELL, 504, G&T)
7.1.NH.A.6 Identify the main idea
and other significant
ideas in readings from
age- and level-
appropriate, culturally
authentic materials.
Student will be able
to identify the main
idea and other
significant ideas in
readings from age-
and level-appropriate,
culturally authentic
materials.
Title: Bien dit:
French II
Publisher: Holt,
Rinehart and Winston
Copyright: 2013
Go.hrw.com
Amsco –
French/English
Dictionary
Internet
Media Center
Other appropriate
supplemental
materials/resources at
individual teacher's
discretion
Smartboard
Activities
Smart technology
PowerPoint
presentations
Photostory
Question and
answer sessions
in target language
Identify the main
idea and some
supporting details
when reading.
Understand the
gist and some
supporting details
of conversations
dealing with
everyday life.
Infer the meaning
of some
unfamiliar words
when used in
familiar contexts.
Bien dit! media
Use of online
news articles
Listening to and
summarizing
authentic music
Analyze articles
in target language
for main ideas
Reading short
stories in class
using realia and
pictures to
increase
comprehension
Create
PowerPoint
presentations
Create
presentations
using Smart
technology
Write pen pal
letters
Fluency at the
novice high level
Compose music
critiques
Compose
summaries of
authentic online
news articles
Book/story
reports
-Holistic scoring
rubric
-Student generated
portfolio(s)
-Project(s)/
Presentation(s)
-Research rubrics
-Completed
Webquests
-Formative: Class
Participation. Class
Work. Homework.
-Summative:
Quizzes. Tests.
Alternative
Assessments.
-Other appropriate
assessments at
individual teacher's
discretion.
Page 19 of 27
Interpersonal Mode for Novice-High
Domain &
Standard
Novice-High Student Learning
Objectives (SLO)
References/
Resources
Suggested
Instructional
Activities
Suggested Student
Output
Assessments:
Portfolios,
Evaluations, &
Rubrics
Multimedia
Integration
Accommodation
of Special Needs
Students (SE,
ELL, 504, G&T)
7.1.NH.B.1
Use digital tools to
exchange basic
information by
recombining
memorized words,
phrases, and sentences
on topics related to self
and targeted themes.
Student will be able
to use digital tools to
exchange basic
information by
recombining
memorized words,
phrases, and
sentences on topics
related to self and
targeted themes.
Title: Bien dit:
French II
Publisher: Holt,
Rinehart and Winston
Copyright: 2013
Go.hrw.com
Amsco –
French/English
Dictionary
Internet
Media Center
Other appropriate
supplemental
materials/resources at
individual teacher's
discretion
Smartboard
Activities
Smart technology
PowerPoint
presentations
Photostory
Question and
answer sessions
in target language
Identify the main
idea and some
supporting details
when reading.
Understand the
gist and some
supporting details
of conversations
dealing with
everyday life.
Infer the meaning
of some
unfamiliar words
when used in
familiar contexts.
Wikis
Social
networking
Cell phone
technology
Creating blogs
Create
PowerPoint
presentations
Create
presentations
using Smart
technology
Fluency at the
novice high level
Initiate, maintain,
and end a
conversation.
Ask for and give
permission.
Express needs.
Give reasons.
Request, suggest,
and make
arrangements.
Extend, accept,
and decline an
invitation.
Express an
opinion and
preference.
Composing
letters, email,
texts, blogs
Create
Photostories
Completing
computer based
-Holistic scoring
rubric
-Student generated
portfolio(s)
-Project(s)/
Presentation(s)
-Research rubrics
-Completed
Webquests
-Formative: Class
Participation. Class
Work. Homework.
-Summative:
Quizzes. Tests.
Alternative
Assessments.
-Other appropriate
assessments at
individual teacher's
discretion.
Culturally Authentic:
Realia
Photos
Utilize film
Audio
You Tube
The internet
Media center
Smart technology
Rosetta Stone
Bien did media
Bien dit online
text
Publishing software
(i.e. Microsoft office
suite) to enhance
instruction and
student achievement
Modify
instructional
approach and/or
assignments as
needed based on
students
individual needs,
ability level,
disabilities or
504/IEPs
including but not
limited to:
Extended
time
Enrichment
activities
Independent
Study
Page 20 of 27
Interpersonal Mode for Novice-High
Domain &
Standard
Novice-High Student Learning
Objectives (SLO)
References/
Resources
Suggested
Instructional
Activities
Suggested Student
Output
Assessments:
Portfolios,
Evaluations, &
Rubrics
Multimedia
Integration
Accommodation
of Special Needs
Students (SE,
ELL, 504, G&T)
exercises
Creating
webpages
7.1.NH.B.2
Give and follow a
series of oral and
written directions,
commands, and
requests for
participating in age-
and level- appropriate
classroom and cultural
activities.
Student will be able
to give and follow a
series of oral and
written directions,
commands, and
requests for
participating in age-
and level- appropriate
classroom and
cultural activities.
Title: Bien dit:
French II
Publisher: Holt,
Rinehart and Winston
Copyright: 2013
Go.hrw.com
Amsco –
French/English
Dictionary
Internet
Media Center
Other appropriate
supplemental
materials/resources at
individual teacher's
discretion
Smartboard
Activities
Smart technology
PowerPoint
presentations
Photostory
Identify the main
idea and some
supporting details
when reading.
Understand the
gist and some
supporting details
of conversations
dealing with
everyday life.
Infer the meaning
of some
unfamiliar words
when used in
familiar context
Bien dit! media
TPR activities for
classroom
commands,
classroom
objects, body
parts and clothing
Create
PowerPoint
presentations
Create
presentations
using Smart
technology
Fluency at the
novice high level
Initiate, maintain,
and end a
conversation.
Ask for and give
permission.
Express needs.
Give reasons.
Request, suggest,
and make
arrangements.
Extend, accept,
and decline an
invitation.
Express an
opinion and
preference.
Drawing images
based on teacher
descriptions
Demonstrating
where items are
located based on
-Holistic scoring
rubric
-Student generated
portfolio(s)
-Project(s)/
Presentation(s)
-Research rubrics
-Completed
Webquests
-Formative: Class
Participation. Class
Work. Homework.
-Summative:
Quizzes. Tests.
Alternative
Assessments.
-Other appropriate
assessments at
individual teacher's
discretion.
Page 21 of 27
Interpersonal Mode for Novice-High
Domain &
Standard
Novice-High Student Learning
Objectives (SLO)
References/
Resources
Suggested
Instructional
Activities
Suggested Student
Output
Assessments:
Portfolios,
Evaluations, &
Rubrics
Multimedia
Integration
Accommodation
of Special Needs
Students (SE,
ELL, 504, G&T)
teacher directions
7.1.NH.B.3
Imitate appropriate
gestures, intonation,
and common idiomatic
expressions of the
target
culture(s)/language
during daily
interactions.
Student will be able
to imitate appropriate
gestures, intonation,
and common
idiomatic expressions
of the target
culture(s)/language
during daily
interactions.
Title: Bien dit:
French II
Publisher: Holt,
Rinehart and Winston
Copyright: 2013
Go.hrw.com
Amsco –
French/English
Dictionary
Internet
Media Center
Other appropriate
supplemental
materials/resources at
individual teacher's
discretion
Smartboard
Activities
Smart technology
PowerPoint
presentations
Photostory
Question and
answer sessions
in target language
Identify the main
idea and some
supporting details
when reading.
Understand the
gist and some
supporting details
of conversations
dealing with
everyday life.
Infer the meaning
of some
unfamiliar words
when used in
familiar contexts.
Carousel
activities
Information gaps
Model
appropriate
gestures and
intonation
Create
PowerPoint
presentations
Create
presentations
using Smart
technology
Fluency at the
novice high level
Present student
generated
conversations
Initiate, maintain,
and end a
conversation.
Ask for and give
permission.
Express needs.
Give reasons.
Request, suggest,
and make
arrangements.
Extend, accept,
and decline an
invitation.
Express an
opinion and
preference.
Use of vouloir
and pourvoir
idiomatic
expressions
-Holistic scoring
rubric
-Student generated
portfolio(s)
-Project(s)/
Presentation(s)
-Research rubrics
-Completed
Webquests
-Formative: Class
Participation. Class
Work. Homework.
-Summative:
Quizzes. Tests.
Alternative
Assessments.
-Other appropriate
assessments at
individual teacher's
discretion.
Page 22 of 27
Interpersonal Mode for Novice-High
Domain &
Standard
Novice-High Student Learning
Objectives (SLO)
References/
Resources
Suggested
Instructional
Activities
Suggested Student
Output
Assessments:
Portfolios,
Evaluations, &
Rubrics
Multimedia
Integration
Accommodation
of Special Needs
Students (SE,
ELL, 504, G&T)
Produce correct
intonation to
distinguish
between
questions and
answers
7.1.NH.B.4
Ask and respond to
questions, make
requests, and express
preferences in various
social situations.
Student will be able
to ask and respond to
questions, make
requests, and express
preferences in various
social situations.
Title: Bien dit:
French II
Publisher: Holt,
Rinehart and Winston
Copyright: 2013
Go.hrw.com
Amsco –
French/English
Dictionary
Internet
Media Center
Other appropriate
supplemental
materials/resources at
individual teacher's
discretion
Smartboard
Activities
Smart technology
PowerPoint
presentations
Photostory
Question and
answer sessions
in target language
Identify the main
idea and some
supporting details
when reading.
Understand the
gist and some
supporting details
of conversations
dealing with
everyday life.
Infer the meaning
of some
unfamiliar words
when used in
familiar contexts.
Solicit correct
answer using the
target language
for signature
Create
PowerPoint
presentations
Create
presentations
using Smart
technology
Fluency at the
novice high level
Present student
generated
conversations
Initiate, maintain,
and end a
conversation.
Ask for and give
permission.
Express needs.
Give reasons.
Request, suggest,
and make
arrangements.
Extend, accept,
and decline an
invitation.
Express an
opinion and
preference.
-Holistic scoring
rubric
-Student generated
portfolio(s)
-Project(s)/
Presentation(s)
-Research rubrics
-Completed
Webquests
-Formative: Class
Participation. Class
Work. Homework.
-Summative:
Quizzes. Tests.
Alternative
Assessments.
-Other appropriate
assessments at
individual teacher's
discretion.
Page 23 of 27
Interpersonal Mode for Novice-High
Domain &
Standard
Novice-High Student Learning
Objectives (SLO)
References/
Resources
Suggested
Instructional
Activities
Suggested Student
Output
Assessments:
Portfolios,
Evaluations, &
Rubrics
Multimedia
Integration
Accommodation
of Special Needs
Students (SE,
ELL, 504, G&T)
activities
Appropriately
respond to
questions
generated during
signature activity
7.1.NH.B.5
Converse on a variety
of familiar topics
and/or topics studied in
other content areas.
Student will be able
to converse on a
variety of familiar
topics and/or topics
studied in other
content areas.
Title: Bien dit:
French II
Publisher: Holt,
Rinehart and Winston
Copyright: 2013
Go.hrw.com
Amsco –
French/English
Dictionary
Internet
Media Center
Other appropriate
supplemental
materials/resources at
individual teacher's
discretion
Smartboard
Activities
Smart technology
PowerPoint
presentations
Photostory
Question and
answer sessions
in target language
Identify the main
idea and some
supporting details
when reading.
Understand the
gist and some
supporting details
of conversations
dealing with
everyday life.
Infer the meaning
of some
unfamiliar words
when used in
familiar contexts.
Provide
instruction on the
writing process
Create
PowerPoint
presentations
Create
presentations
using Smart
technology
Fluency at the
novice high level
Present student
generated
conversations
Initiate, maintain,
and end a
conversation.
Ask for and give
permission.
Express needs.
Give reasons.
Request, suggest,
and make
arrangements.
Extend, accept,
and decline an
invitation.
Express an
opinion and
-Holistic scoring
rubric
-Student generated
portfolio(s)
-Project(s)/
Presentation(s)
-Research rubrics
-Completed
Webquests
-Formative: Class
Participation. Class
Work. Homework.
-Summative:
Quizzes. Tests.
Alternative
Assessments.
-Other appropriate
assessments at
individual teacher's
discretion.
Page 24 of 27
Interpersonal Mode for Novice-High
Domain &
Standard
Novice-High Student Learning
Objectives (SLO)
References/
Resources
Suggested
Instructional
Activities
Suggested Student
Output
Assessments:
Portfolios,
Evaluations, &
Rubrics
Multimedia
Integration
Accommodation
of Special Needs
Students (SE,
ELL, 504, G&T)
preference.
Create stories and
comic strips to
demonstrate topic
studied
Presentational Mode for Novice-High
Domain &
Standard
Novice-High Student Learning
Objectives (SLO)
References/
Resources
Suggested
Instructional
Activities
Suggested Student
Output
Assessments:
Portfolios,
Evaluations, &
Rubrics
Multimedia
Integration
Accommodation
of Special Needs
Students (SE,
ELL, 504, G&T)
7.1.NH.C.1
Recombine basic
information at the word
and sentence level
related to self and
targeted themes to
create a multimedia-
rich presentation to be
shared virtually with a
target language
audience.
Student will be able
to recombine basic
information at the
word and sentence
level related to self
and targeted themes
to create a
multimedia-rich
presentation to be
shared virtually with
a target language
audience.
Title: Bien dit:
French II
Publisher: Holt,
Rinehart and Winston
Copyright: 2013
Go.hrw.com
Amsco –
French/English
Dictionary
Internet
Media Center
Other appropriate
supplemental
materials/resources at
individual teacher's
discretion
Smartboard
Activities
Smart technology
PowerPoint
presentations
Photostory
Question and
answer sessions
in target language
Blogs
Wikis
Podcasts
Create
PowerPoint
presentations
Create
presentations
using Smart
technology
Fluency at the
novice high level
Present student
generated
conversations
Express needs.
Give reasons.
Express an
opinion and
preference.
Request and
suggest.
-Holistic scoring
rubric
-Student generated
portfolio(s)
-Project(s)/
Presentation(s)
-Research rubrics
-Completed
Webquests
-Formative: Class
Participation. Class
Work. Homework.
-Summative:
Quizzes. Tests.
Alternative
Assessments.
-Other appropriate
assessments at
individual teacher's
discretion.
Culturally Authentic:
Realia
Photos
Utilize film
Audio
You Tube
The internet
Media center
Smart technology
Rosetta Stone
Bien dit! media
Bien dit! online
text
Publishing software
(i.e. Microsoft office
suite) to enhance
instruction and
student achievement
Modify
instructional
approach and/or
assignments as
needed based on
students
individual needs,
ability level,
disabilities or
504/IEPs
including but not
limited to:
Extended
time
Enrichment
activities
Independent
Study
Page 25 of 27
Presentational Mode for Novice-High
Domain &
Standard
Novice-High Student Learning
Objectives (SLO)
References/
Resources
Suggested
Instructional
Activities
Suggested Student
Output
Assessments:
Portfolios,
Evaluations, &
Rubrics
Multimedia
Integration
Accommodation
of Special Needs
Students (SE,
ELL, 504, G&T)
7.1.NH.C.2
Create and present
brief messages, poems,
rhymes, songs, short
plays, or role-plays
using familiar
vocabulary orally or in
writing.
Student will be able
to create and present
brief messages,
poems, rhymes,
songs, short plays, or
role-plays using
familiar vocabulary
orally or in writing.
Title: Bien dit:
French II
Publisher: Holt,
Rinehart and Winston
Copyright: 2013
Go.hrw.com
Amsco –
French/English
Dictionary
Internet
Media Center
Other appropriate
supplemental
materials/resources at
individual teacher's
discretion
Smartboard
Activities
Smart technology
PowerPoint
presentations
Photostory
Question and
answer sessions
in target language
Write and present
culturally
relevant poetry
and rhymes
Write and present
to authentic
music
Write and present
short plays/role-
plays
Create
PowerPoint
presentations
Create
presentations
using Smart
technology
Fluency at the
novice high level
Present student
generated
conversations
Express needs.
Give reasons.
Express an
opinion and
preference.
Request and
suggest
Understand main
ideas, concepts
and cultural
significance of
student generated
plays, music,
poetry and
rhymes
-Holistic scoring
rubric
-Student generated
portfolio(s)
-Project(s)/
Presentation(s)
-Research rubrics
-Completed
Webquests
-Formative: Class
Participation. Class
Work. Homework.
-Summative:
Quizzes. Tests.
Alternative
Assessments.
-Other appropriate
assessments at
individual teacher's
discretion.
7.1.NH.C.3
Describe in writing
people and things from
the home and school
environment.
Student will be able
to describe in writing
people and things
from the home and
school environment.
Title: Bien dit:
French II
Publisher: Holt,
Rinehart and Winston
Copyright: 2013
Smartboard
Activities
Smart technology
PowerPoint
presentations
Photostory
Create
PowerPoint
presentations
Create
presentations
using Smart
-Holistic scoring
rubric
-Student generated
portfolio(s)
-Project(s)/
Presentation(s)
Page 26 of 27
Presentational Mode for Novice-High
Domain &
Standard
Novice-High Student Learning
Objectives (SLO)
References/
Resources
Suggested
Instructional
Activities
Suggested Student
Output
Assessments:
Portfolios,
Evaluations, &
Rubrics
Multimedia
Integration
Accommodation
of Special Needs
Students (SE,
ELL, 504, G&T)
Go.hrw.com
Amsco –
French/English
Dictionary
Internet
Media Center
Other appropriate
supplemental
materials/resources at
individual teacher's
discretion
Question and
answer sessions
in target language
Adjective
agreement for
number and
gender
Lessons on etre
and aller
technology
Fluency at the
novice high level
Present student
generated
conversations
Express needs.
Give reasons.
Express an
opinion and
preference.
Request and
suggest
Create photo
albums and
posters
-Research rubrics
-Completed
Webquests
-Formative: Class
Participation. Class
Work. Homework.
-Summative:
Quizzes. Tests.
Alternative
Assessments.
-Other appropriate
assessments at
individual teacher's
discretion.
7.1.NH.C.4
Tell or retell stories
from age- and level-
appropriate, culturally
authentic materials
orally or in writing.
Student will be able
to tell or retell stories
from age- and level-
appropriate,
culturally authentic
materials orally or in
writing.
Title: Bien dit:
French II
Publisher: Holt,
Rinehart and Winston
Copyright: 2013
Go.hrw.com
Amsco –
French/English
Dictionary
Internet
Media Center
Other appropriate
Smartboard
Activities
Smart technology
PowerPoint
presentations
Photostory
Question and
answer sessions
in target language
Oral
presentations
Sharing of
culturally
authentic
materials and
stories
Create
PowerPoint
presentations
Create
presentations
using Smart
technology
Fluency at the
novice high level
Present student
generated
conversations
Express needs.
Give reasons.
Express an
opinion and
preference.
-Holistic scoring
rubric
-Student generated
portfolio(s)
-Project(s)/
Presentation(s)
-Research rubrics
-Completed
Webquests
-Formative: Class
Participation. Class
Work. Homework.
-Summative:
Quizzes. Tests.
Alternative
Assessments.
-Other appropriate
assessments at
Page 27 of 27
Presentational Mode for Novice-High
Domain &
Standard
Novice-High Student Learning
Objectives (SLO)
References/
Resources
Suggested
Instructional
Activities
Suggested Student
Output
Assessments:
Portfolios,
Evaluations, &
Rubrics
Multimedia
Integration
Accommodation
of Special Needs
Students (SE,
ELL, 504, G&T)
supplemental
materials/resources at
individual teacher's
discretion
Request and
suggest
Tell or retell
stories from
culturally
authentic
materials
individual teacher's
discretion.
7.1.NH.C.5
Tell or write about
cultural products
associated with the
target culture(s), and
simulate common
cultural practices.
Student will be able
to tell or write about
cultural products
associated with the
target culture(s), and
simulate common
cultural practices.
Title: Bien dit:
French II
Publisher: Holt,
Rinehart and Winston
Copyright: 2013
Go.hrw.com
Amsco –
French/English
Dictionary
Internet
Media Center
Other appropriate
supplemental
materials/resources at
individual teacher's
discretion
Smartboard
Activities
Smart technology
PowerPoint
presentations
Photostory
Question and
answer sessions
in target language
Share cultural
products and
practices
Create
PowerPoint
presentations
Create
presentations
using Smart
technology
Fluency at the
novice high level
Present student
generated
conversations
Express needs.
Give reasons.
Express an
opinion and
preference.
Request and
suggest
Tell or write
about cultural
products
-Holistic scoring
rubric
-Student generated
portfolio(s)
-Project(s)/
Presentation(s)
-Research rubrics
-Completed
Webquests
-Formative: Class
Participation. Class
Work. Homework.
-Summative:
Quizzes. Tests.
Alternative
Assessments.
-Other appropriate
assessments at
individual teacher's
discretion.