"ALL" Students
Choice of Languages
Performance Guidelines

 Compass logo  Central Jersey
World Languages
Professional Development Institute 2000

Assessment Tasks

Children's Literature/WL Lesson Plans

Technology/WL Lessons Plans
Title Topic Print
A Trip to the Zoo animals printer-friendly version
Around the Mexican Town maps/ directions printer-friendly version
Can You Describe Me? wild animals printer-friendly version
Can You Find the Color? colors printer-friendly version
Diez amigos van al mercado
  (Ten Friends Go to the Market)
shopping printer-friendly version
¿Dónde está?
   (Where is it?)
locations printer-friendly version
Eyewitness personal description printer-friendly version
Finding a Job reading ads/ writing letters printer-friendly version
First Aid Squad basic questions printer-friendly version
Le Bonhomme Sandwich
  (The Sandwich Man)
body parts printer-friendly version
Let's Make Paella food printer-friendly version
My Home Town giving directions printer-friendly version
¿Qué vas a hacer?
  (What are you going to do?)
weekend plans printer-friendly version
Title Topic Print
Anuncios comerciales
persuading others printer-friendly version
Having a Bad Day self expression/ persuading printer-friendly version
Title Topic Print
A Conversation in a Restaurant foods/ descriptions printer-friendly version
Aclarando malentendidos
  (Conflict resolution)
self expression printer-friendly version
Dangerous Weather vacations/ weather printer-friendly version
Frida Kahlo: Mi interpreptaci Mexican art printer-friendly version
The Incompetent Doctor health printer-friendly version
Las Meninas art descriptions printer-friendly version
Letter to a Friend expressing thoughts and emotions printer-friendly version
Problem in the Emergency Room health printer-friendly version
Problems at the Airport traveling printer-friendly version
Un Nouveau Parfum creating/ describing printer-friendly version
Vive La France Libre DeGaulle/ French Resistance printer-friendly version
Vive le Francais! relationship of language and culture printer-friendly version
Ferris French's Day Off! health, excuses printer-friendly version

Lesson plans and assessments contributed by Central Jersey World Languages Professional Development Institute 2000.
Vive le Français!

Title: Vive le Français!

Topic: Relationship between language and culture

Level: Intermediate

Focus Age Group: 16 to 18 years

National Standards:

Communication   Cultures   Connections   Comparisons   Communities

Communicative Modes:

Interpersonal  Interpretive   Presentational

NJ Cumulative Progress Indicators:

  • 7.2.12  Analyze interrelationships between the language and the culture of a given group of people, as evidenced in their literary works and communications, as well as in their political, economic, and religious structures.

Timeframe: One class period of 45 minutes for writing activity

Description of Task:
The people of Quebec will soon be voting once again on the role of the French language in their province. There is growing sentiment that English and French should be viewed equally and be equally accepted in all aspects of life. Those of French heritage, however, being a minority in Canada, fear that this will lead to the eventual demise of their language and culture. Those whose first language is English respond that they are currently viewed as second-class citizens. You are a second year student at Magill University in Montreal. Using what you know about the issues and about the relationship between language and culture, write a persuasive position paper advocating your point of view.

Materials Needed:  Paper.

Teacher Notes:  This activity asks students to integrate multiple units of study focusing both on French-speaking Canada and on the relationship between language and culture. "La Dernière Classe" by Daudet serves as an excellent introduction to the language/culture theme while articles taken from the Web or from newspapers can provide both background and current information on Quebec.

Scoring Criteria:
Students will be evaluated according to the following rubric:

4 Excellent:
  • Two well-developed supports for point of view
  • Superior organization and coherence
  • Wide range of structures with minor errors that do not impede comprehension
  • Extensive range of vocabulary
3 Good:
  • Two supports but only one is well-developed
  • Adequate organization and coherence
  • Some structural errors but they do not impede comprehension
  • Limited range of vocabulary
2 Acceptable:
  • One fairly well-developed support for point of view
  • Some problems with organization and coherence
  • Very limited range of structures with many minor errors and some major errors that occasionally impede comprehension
  • Basic vocabulary used
1 Poor:
  • Multiple supports but none well-developed
  • Little organization and coherence
  • Many structural errors which often impede comprehension
  • Limited, repetitive vocabulary


  1. You could convert this to an oral activity, possibly in a debate format.


Deborah Feinberg  New Providence High School
35 Pioneer Drive
New Providence, NJ 07974


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Updated: Fri Nov 23 2007