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Digital Unit Plan Template

Unit Title: Environmental Concerns

Name: Sandy Ramirez

Content Area: French 3

Grade Level: 11th grade

CA Content Standard(s)/Common Core Standard(s):


Content 3.1 Environmental Concerns: As students become literate in the target language, they acquire relevant content through the
study of various topics. This in turn expands their access to information from around the globe. At the same time, students use the
language to participate in everyday social interactions with members of Californias diverse communities. Moreover, the content that
students acquire in the language classroom enables them to make connections and reinforce knowledge from other content areas of
the curriculum. As they progress along the Language Learning Continuum, students address a wide variety of content that is age- and
stage appropriate.
Communication 3.3 Present to an audience of listeners, readers, or ASL viewers: To achieve communicative competence, students
convey and receive messages effectively. Students actively use language to transmit meaning while responding to real situations.
Moreover, they process language in linguistically and culturally appropriate ways while interacting with a wide variety of audiences. As
they progress along the Language Learning Continuum, students engage in communication that is age- and stage-appropriate
Cultures 3.2 Describe similarities and differences in the target cultures and between students own cultures: To understand the
connection between language and culture, students discern how a culture views the world. Students comprehend the ideas, attitudes,
and values that shape the target culture. Those shared common perspectives, practices, and products incorporate not only formal
aspects of a culture such as contributions of literature, the arts, and science, but also the daily living practices, shared traditions, and
common patterns of behavior acceptable to a society. As they progress along the Language Learning Continuum, students demonstrate
their understanding of cultural perspectives by behaving in culturally appropriate ways.
Structures 3.0 Students use knowledge of text structure to understand topics related to the external environment. Languages vary
considerably in the structures that learners use to convey meaning; therefore, the following standards are general in order to apply to
all languages. It is expected that the curriculum will feature language-specific structures essential to accurate communication. As
students acquire vocabulary in the target language, they grasp the associated concepts and comprehend the structures the language
uses to convey meaning. Moreover, students discover patterns in the language system. A language system consists of grammar rules,

vocabulary, and elements such as gestures and other forms of nonverbal communication. A language system also includes discourse,
whereby speakers learn what to say to whom and when. As they progress along the Language Learning Continuum, students use
linguistically and grammatically appropriate structures to comprehend and produce messages. Students identify similarities and
differences among the languages they know.

Big Ideas:

How has the world changed since you were a child? (technology, values, environment, health) How has pollution affected the
world? What can we do to change our environment? What are the different kinds of pollutions? What are the alternatives that
people from around the world have come up with to make the world greener? Who do you think is more responsible for
pollution, individual people, the government, or certain countries?
Unit Goals and Objectives:
When given a list of 30 words, students will independently define and translate 85% of the words.
While working in small groups, with minimum of 90% accuracy report on one of different pollution sources.
Students will apply conditional form with the learned vocabulary, and will form a paragraph, minimum 10 sentences.
In a group discussion, students will accurately discus and give two distinct reasons to go for or against the debated questions.
Students will individually develop a graphic organizer by accurately organizing 90% of the information that they hear.
Students will accurately answer all questions when reading texts completely in French.

Unit Summary:
The environment affects everyone and every other animal on earth. It is important to understand that there is a lot of pollution
that negatively affects the environment and our lives. This unit is for French level 3, 11th grade, and in this unit plan students will
visit several webpages and learn about the environment and pollution. Students will then go through a presentation that involves
several videos that talks about ways to try to decrees pollution. Throughout the lesson students will work in a group and will

present to the class a presentation on one of the sources of pollution. Students will also learn about green energy, and what
several countries are doing to reduce pollution and energy waste. By the end of this lesson, students would have acquired
sufficient vocabulary to be able to sustain a conversation on environmental concerns such as pollution, changes in the
environment, and ways to go green. Students will also be able to formulate sentences in the conditional present form.
Assessment Plan:
Entry-Level:
Students will be assessed by creating a
graphic web as students write down
what they know about environmental
concerns, and begin to form
connections between concepts.

Lesson 1
Student Learning
Objective:
Students will apply
conditional form with
the learned
vocabulary, and will
form a paragraph,
minimum 10

Acceptable
Evidence:
Students will
complete guided
notes and answer
open ended
questions on the
given subject

Formative:
Students will conduct activities that
demonstrate their ability to read or
hear material and understand what
they are reading or hearing. Also,
students will interact online with
quizzes on vocabulary and

Instructional
Strategies:
Communication
Collection
Collaboration
Presentation
Organization

Summative:
1. Unit Exam: multiple choice and
short answers, based on
grammatical, structure, and content
2. Class discussion at the end of guided
notes- who is responsible for
pollution
3. Presentation Different sources of
pollution,
who it directly affects the
environment,
comparison of issues and how they are
solved

Lesson Activities:
Students will go through a lecture on Prezi, and while
they are going through the presentation, they will
answer questions on guided notes.
At the end of the lecture, students will post on a
group discussion about the subject on pollution.

sentences.
In a group discussion,
students will
accurately discus and
give two distinct
reasons to go for or
against the debated
questions.
Lesson 2
Student Learning
Objective:
Students will
accurately answer all
questions when
reading texts
completely in French.
When given a list of
30 words, students
will independently
define and translate
85% of the words.
Lesson 3
Student Learning
Objective:
Students will
accurately answer all
questions when
reading texts
completely in French.

Interaction

Acceptable
Evidence:
Students will
accurately answer
questions, and will
have to take a
vocabulary quiz the
students ability to
understand the
material will be
reflected on the
answers from the
worksheet.

Instructional
Strategies:

Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities: Students will work on a webercise


on the topic of green energy. Students will follow
several websites and answer questions, as well as
answer discussion questions.

Acceptable
Evidence:

Instructional
Strategies:

Communication
Collection
Collaboration

Lesson Activities:
Students will watch a series of videos and then they
will organize the information and create a graphic
organizer.

Students will
accurately map out
the important
information and

During this lesson, students will be asked to complete


the quizzes on the vocabulary from Quizlet.

create links between


the four categories
that revolve around
climate changes.

Presentation
Organization
Interaction

Unit Resources:
http://www.bonjourdefrance.com/n2/cdm2.htm - grammar
http://www.francaisfacile.com/exercices/exercice-francais-2/exercice-francais-28092.php - grammar exercises
http://www.notre-planete.info/environnement/vocabulaire.php - environment
http://quizlet.com/62731963/lenvironment-flash-cards/ Quizlet
http://apprendre.tv5monde.com/fr/niveaux/b1-intermediaire?tid=250-environnement TV5

Useful Websites:
http://www.tfou.fr/coin-parents/ecologie/les-eco-video-6934362-739.html
http://www.assistancescolaire.com/eleve/GS/decouverte/reviser-une-lecon/le-respect-de-l-environnement-12dem01
http://www.mtaterre.fr/dossier-mois/archives/chap/747/C-est-quoi-la-pollution-de-l-air