MS French Guide

Listening

Reading Communication Speaking

Writing

I can recognize a few memorized words and phrases when I hear them spoken.

I can recognize a few characters. I can identify a few memorized words and phrases.

I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.

I can present information

I can copy some familiar words or phrases using the correct stroke order.

about myself and some other very familiar topics using single words or memorized phrases.

Products and Practices

Cultural Perspectives

Cultural Interaction

I can function at a survival level in an authentic cultural context.

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● schools and academic subjects, ( la littérature, la géographie, l’histoire, l'éducation physique, l’art….) ● descriptions of classes, ( facile, diffcile, utile, intéressant, etc….) ● expressing likes and dislikes, ( j’aime…, j’aime bien…., je n’aime pas tellement, etc…) ● present tense of regular -er verbs (-étudier, aimer, jouer, détester, préférer, penser, regarder etc…) ● spelling changes in ger verbs ( changer, manger , voyager etc… ) ● schedules activities ● Questions: E st-ce que + Sujet + verbe ….. et inversion: verbe+ sujet …..? ● Pourquoi? Parce que….. ● Talking about schedules & time (24 hrs system) Quelle heure est-il? ● cognates ● present tense of avoir; ● expressions with avoir ( j’ai 16 ans , j’ai envie de…., j’ai besoin de…, il a froid, Il a chaud, elle a de la chance…, nous avons sommeil…etc)

https://wida.wisc.edu/sites/default/fles/resource/WIDA-ELD-Standards-Framework-2020.pdf

SCAFFOLDING IN ACTION

Skill Building

● Use a variety of visuals with to identify academic subjects ( la littérature, la géographie, l’histoire, l'éducation physique, l’art….) ● Use Total Physical Response to review new vocabulary ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. ( ex: Use a T-Chart organizer with J’aime… ou je n’aime pas…. Students list their academic subjects under each column and explain why? Pourquoi? Parce que c’est….. ) They can work with a partner or individually. ● Pair with partners to practice conversation: group students to allow opportunity for them to practice speaking. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters. EX: Have students work in pairs. Tell them to take turns describing the courses they are good and not