Prince William County Public Schools

By the end of each marking period, students can perform the following functions

Marking Period 1

Unit 1: Joining The Global Community

Functions/Objectives: I can...

• Identify stereotypes
• Identify language communities world-wide
• Recognize similarities between languages
• Demonstrate intercultural awareness by:
  • Expressing courtesy
  • Greeting and saying goodbye
  • Using correct register, gestures, and body language

Unit 2: My Personal Identity

Functions/Objectives: I can...

• Ask for and give names, age, birthday
• Spell my name in French
• Make introductions
• Ask and tell how someone is feeling
• Ask for and give contact information
• Ask and tell where someone is from
• Ask how to say words in French

Marking Period 2

Unit 3: My Daily Life

Functions/Objectives: I can...

• Identify the seasons
• Discuss the weather
• Identify and give the time
• Discuss recreational activities that I like and do not like to do
• State when I do recreational activities

Unit 4: My School Life

Functions/Objectives: I can...

• Identify the rooms in a school
• Ask and say where people go in school
• Identify and describe classroom objects by color
• Express which objects people have and need for school
• Discuss school schedules
• Discuss daily school activities

Marking Period 3

Unit 5: My Family And Friends

Functions/Objectives: I can...

• Discuss relationships between family members and friends
• Describe people by appearance and personality
• Discuss leisure-time activities
• State which leisure-time activities family members and friends like and dislike
• Discuss what I am going to do later in the day or week

Marking Period 4

Unit 6: My Community

• Discuss places in the city/community
• Identify and describe food that is typically served in a café and a school cafeteria
• Order food and beverages at a café
• Identify and describe clothing
• Discuss shopping for clothing in a department store

By the end of each marking period, students can perform the following functions:

Marking Period 1

Unit 1: Family And Friendship

Functions/Objectives: I can...

• Discuss extended family and relationships
• Discuss pets and animals
• Describe, then compare the appearances and personalities of family and friends
• Describe professions of family members and friends
• Discuss the holidays that I celebrate with my family and friends
• Express in relation to family members, friends, and myself:
  • Feelings
  • Timeliness
  • What we are doing
  • What we want, are able, and need to do

Marking Period 2

Unit 2: Navigating Communities

Functions/Objectives: I can...

• Locate specialty shops in the community
• Identify which products are sold at certain shops
• Ask for a certain amount of a product
• Discuss how to get places in the community
• Say where I went or where I came from in town
• Narrate a sequence of places visited in the community

Marking Period 3

Unit 3: Exploring The World

Functions/Objectives: I can...

• Identify continents, countries, and cities around the world
• Describe what is needed to bring on a trip
• Describe where I went on a trip
• Describe what I typically did on summer vacation
• Share and describe in sequence the events from a past trip

Marking Period 4

Unit 4: My Routine And Well-Being

Functions/Objectives: I can...

• Identify parts of the body
• Describe health problems and remedies
• Discuss daily routines in sequence
• Discuss what is needed to maintain personal hygiene
• Describe what people do to stay healthy
• Discuss household chores and explain which items are used to do them

By the end of each marking period, students can perform the following functions:

Marking Period 1

Unit 1: Communities At Home And Abroad

Functions/Objectives: I can...

• Recall a trip to a small community
• Compare and contrast small communities at home and abroad
• Identify how weather differs in different communities around the world
• State what I packed to travel to a specific community

Marking Period 2

Unit 2: Contemporary Life

Functions/Objectives: I can...

• Talk about the ways I use my cell phone
• Identify various work fields and professions
• State which job I will have in the future
• Identify and propose solutions to societal problems

Unit 3: The Natural World

Functions/Objectives: I can...

• Identify the French influences on the islands of Martinique, Guadeloupe, and Haiti
• State which outdoor activities I prefer and where I do them
• Discuss the effects of natural disasters and propose solutions

Marking Period 3

Unit 4: The Art Of Conversation

Functions/Objectives: I can...

• Discuss various topics related to current events
• State my opinion about different topics
• Give recommendations and advice on how to resolve issues
• Express hopes and wishes regarding current events

Marking Period 4

Unit 5: Expressions Of My Personality

Functions/Objectives: I can...

• Distinguish between genres of literature
• Say what a book is about
• Discuss which instruments one likes to listen to or to play
• Distinguish between genres of music in France and Maghreb
• Follow the directions of a recipe
• Describe the characteristics of food
• Compare and contrast how regional dishes can be an expression of cultural identify

By the end of each marking period, students can perform the following functions:

Marking Period 1

Unit 1: Global Challenges

Functions/Objectives: I can...

• Discuss environmental issues including the importance & impact of climate change
  • Identify the origins of the problems & possible solutions
• Understand threats to species around the world
• Identify recycling & conservation strategies & impacts
• Talk about my travel experiences
• Plan an ecotourism adventure in a [French/Spanish-speaking country]
• Analyze the impact of ecotourism
• Identify & discuss consequences of war
• Express & explain how to maintain peace in the world
  • Identify factors & actions that favor peace
• Recognize & discuss the history of immigration & its impact on society
• Formulate solutions to end hunger
• Compare hunger & nutrition issues on a national & international scale
• Identify basic human rights
  • Compare human rights in a [French/Spanish-speaking country] to the U.S.
  • Explain & recognize what constitutes a violation of fundamental rights
    
    

Marking Period 2

Unit 1: Influences of Beauty and the Arts

Functions/Objectives: I can...

• Explain and discuss the concept of beauty and what defines it
• Compare the concept of beauty and how it changes over time and differs across societies and cultures
• Identify and explain about how visual arts/architecture reflect the cultural identity of a country or community
• Discuss and read about how different artists have expressed the concept of beauty
• Critique artwork and describe my impressions to my peers
• Use literature to make cultural connections while determining meaning of familiar and unfamiliar words
• Identify why literature is important to cultural heritage and the role of why it's important in contemporary society
• Talk about musical preferences and distinguish between genres
• Determine the meaning of select songs as well as some artists
• Talk about how cuisine influences culture and identity while reflecting the history of a community
• Describe in detail how an authentic dish is prepared and discuss its cultural relevance
• Use cinematic and theatrical sources to recognize how they challenge and reflect cultural perspectives

Marking Period 3

Unit 1: Science and Technology

Functions/Objectives: I can...

• Discuss the prevalence and varied use of social media
• Recognize the need of technology and influences the way we act and communicate
• Compare advantages and disadvantages of technology
• Recognizing the ethical implications of technology use
• Identify what makes a good digital citizen and its local and global impact
• What are the technologies of the future and what is prompting their development?
  • Solar, wind, electric vehicles, GMOs, food and lifestyle choices
• Identify what factors push innovation and discoveries
• Discuss the importance of a healthy lifestyle
• Talk about the local and global impact of disease and pandemics

Unit 4: Personal Finance & the Economy

• Formulate an economic strategy to live in a new community in the United States or abroad
• Discuss how community and large-scale businesses look different in other countries and how they impact their economies and culture
• Explain the differences between a checking and savings account
  • Talk about personal finances, budgeting
• Recommend ways to invest and earn interest
• Understand currency exchanges and rates

Marking Period 4

Unit 1: Family, Community and Contemporary Living

Functions/Objectives: I can...

• Talk about the family unit and its role, function, and composition among different French/Spanish speaking communities and how it compares to my own community and life experience
  • What constitutes a family in different societies and how is it structured?
• Recognize social relationships both personal and professional, including friendships and their role and function in my life
• Discuss the role and experience of an individual across age/gender/generation/race
• Describe how traditions and cultural practices serve a society
• Explain how celebrations and traditions of a similar event change across cultures at the individual and family level
• Discuss how cultural traditions have variations in different communities within families and groups
• Compare and contrast the challenges of living in rural vs. urban communities
• Discuss the influence that lodging has in the quality of life of the individual and to what degree one's life is different based on the access to lodging
• Explain the difference between nationalism and patriotism
• Define citizenship and talk about the rights and responsibilities of a citizen.
• Formulate a discussion how a citizen can contribute to the progress of their community both local and beyond

Relate to the factors that contribute to the formation of one's identity, (such as national identity, origin, ethnicity, place of residence, religion)