HS French Instructional Guide

Instructional Guide 2024-2025

HIGH SCHOOL FRENCH

Canyons School District

Instructional Supports Department

WORLD LANGUAGE INSTRUCTIONAL GUIDES Teacher Collaboration

CSD World Language Curriculum maps were collaboratively developed and refned by World Language teacher committees using feedback from classroom teachers and the Instructional Supports Department. It is with much appreciation that we recognize the many educators that collaborated in the effort to provide these maps for the teachers and students of CSD.

. Danke. Gracias. Merci. Thank you. 谢谢 .

ありがとう .

What’s New and Updated in World Language

What’s New This section contains a listing of pages in the map that are new this year. Description

ACT Connections

What’s Updated This section contains a listing of pages in the page that have received substantial content updates for this year. Description

Unit Overviews with Unpacked Standards - learning progressions for each level of language pro fi ciency

World Language (WL) Resources - ACTFL Language Pro fi ciency Guidelines

Updated 6.11.24

Canyons School District

Instructional Supports Department

WORLD LANGUAGE OVERVIEW Canyons School District World Language Instructional Guides

Canyons School District’s World Language Instructional Guides are based on the Utah World Language Core Standards for Profciency and the Profciency Guidelines as defned in the 2012 American Council on the Teaching of Foreign Languages (ACTFL) (https://www.actf.org). The standards provide a clear description of what can be done with language at various levels (novice, intermediate, advanced) in all language domains (speaking, writing, listening, and reading) and are integrated in the areas of communication and culture. SCOPE & SEQUENCE The World Language Instructional Guides are divided into units. These are the main units to be covered during one school year and can be supplemented with district approved materials. Brighton High School follows a separate academic calendar so the scope and sequence is divided in 3 trimesters. Here is an example for a 6-unit instructional guide scope and sequence. This can be found in the year at a glance for eachunit.

Sample Scope & Sequence

AHS, CCHS, JHS, HHS

BHS

Semester 1

Semester 2

Trimester 1

Trimester 2

Trimester 3

Units 1-3

Units 4-6

Units 1-3 (a)

Units 1-3 (a) or 4-6 (b)

Unit 4-6(B)

WORLD LANGUAGE CLASSES AND PROFICIENCY LEVELS Generally, the world language classes offered in CSD are aligned with the level of language profciency a student acquires over time.

Grade Level

Language & Level

Profciency Level

Chinese AP, French 4/AP, German 4/AP, Spanish 4/AP

Intermediate Mid

ASL 3, Chinese 4, French 3, German 3, Spanish 3

Intermediate Low

ASL 2, Chinese 3, French 2, German 2, Spanish 2

Novice High

High School

ASL 1, Chinese 2, French 1, German 1, Spanish 1, Japanese 2

NoviceMid

Chinese 1, Japanese 1

Novice Low

French 1A & 1B, French 1 & 2, Spanish 1A & 1B, Spanish 1 & 2

NoviceMid

Middle School

Chinese 1A & 1B

Novice Low

Profciency Level Descriptors for each Mode of Communication Interpersonal Interpretive Presentational

Canyons School District

Instructional Supports Department

ASSESSMENTS Students are formally assessed each year through the AAPPL and AP Exams

AAPPL TESTING

ADVANCED PLACEMENT (AP)

DATE

Every year in April

Every year in May

SAMPLE

Level 2 & 3 Chinese, French, German, Japanese & Spanish, NO ASL testing Form A - Novice to Intermediate, Interpretive Listening & Speaking & Presentational Writing Online at each school site https://www.languagetesting.com/aappl-g uide

AP World Language and Culture for Chinese, German, French & Spanish

FORMAT

Online and/or paper-pencil at each school site https://apcentral.collegeboard.org/

Canyons School District

Instructional Supports Department

Best Practices for World Language

Practice

Teacher Moves

Student Moves

● Understand and use profciency level criteria to plan language activities and lessons.

● Know and understand end of year target profciency level ● Understand techniques that will support achievement profciency targets. ● Produce language at the appropriate level. ● Use English to ask for clarifcation when necessary. ● Use a variety of task-oriented activities that require sole use of the target language.

Profciency Level

● Use the target language (TL) building over time: - by the end of level 1: 50-70% - level 2: 70% - level 3, 4, 5: 90-100% ● English (L1) is used to briefy explain and clarify as needed. ● Teachers elicit language and provide many opportunities for production at the appropriate level. ● Themes and activities represent real world situations (ie. student life & culture. ● Culture is integrated throughout each lesson/text refecting its 3 dimensions: products, practices and perspectives. ● Content aligned to district scope and sequence and the Utah World Language Core Standards. ● Grammar is taught in the context of a communicative lesson, and regular feedback given to correct errors. - Explain, post and reference throughout the lesson stating what students will do with the language. - Use backward design to plan a lesson. - Language focus incorporates the three modes of communication (interpretive, interpersonal, and presentational). ● Comprehensible Input: - Build background knowledge. - Utilize actions, visuals, and realia. ● Explicit Instruction/I do-We do-You do: - Introduce new vocabulary through explicit vocabulary routine. - Use the modeling cycle providing examples of expectations and language ● Content & Language Objectives/ Learning Intentions/Success Criteria:

Language Use

● Learn relevant topics and themes that represent the real world context ● Use language to communicate in real world situations. ● Learn grammar by using it in a meaningful and communicative way ● Acquire awareness of the target language culture and understand differences between their own culture by comparing and analyzing its 3 dimensions: products, practices, and perspectives. ● Rely on actions, visual, realia and examples appropriate for their level to produce language. ● Rely on scaffolding and strategies for ● Use sentence frames to produce language. ● Speak, read, write and listen in the partner language. ● Understand and can explain the learning objective and success criteria for the lesson. ● Reference word walls, graphic organizers, concept walls. ● Know and recognize the three modes of communications when engaging in class activities. ● Students take risks and make mistakes. reproduction, comprehension and application to learn new materials.

Content

Core Instructional Strategies for Language Learning

Canyons School District

Instructional Supports Department

Best Practices for World Language

Practice

Teacher Moves

Student Moves

production. ● Checking for Understanding: - Frequently check for understanding through student opportunities to respond (OTR), choral response, hand signals, tpr. ● Engagement: - Communicate expectations for routines (ie. partner share, SCD, think-pair-share, paraphrase to a partner, choral response) - Implement the 3 modes of communication to engage students. - Provide support & immediate feedback using correct language and concrete examples. ● Language References: - Provide scaffolds, concept wall, word wall, graphics organizers. ● Base formative/assessments on profciency targets and CSD Instructional guides. ● Frequently measure all 3 modes of communication (interpretive, interpersonal and presentational) in multiple ways. • Intentionally plan formal/informal OTR’s to check for understanding. • Utilize and provide rubrics to track student performance and for student self-assessments. ● Use appropriate previously reviewed leveled & authentic texts to plan activities & lessons ● Teachers use authentic texts (ie. video, text, article etc.) appropriate for the language levels in order to scaffold and clarify meaning.

● Understand that evaluations are based on reaching the profciency targets for their level. ● Understand that checks for understanding and formal/informal OTR’s are part of the learning process. ● Use a rubric before the project/assessment and then after to evaluate their own learning. ● Know and understand end-of-year target profciency level. ● Use culture-rich text to demonstrate their understanding. ● Use background knowledge and strategies to understand authentic materials and resources.

Assessments &Grading

Authentic Resources

Instructional Guide

FRENCH 1

YEAR AT A GLANCE French Level 1

GRADE 9-12

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

4-5 weeks

5-6 weeks

5-6 weeks

5-6 weeks

5-6 weeks

2-3 weeks

Suggested Pacing

Introduction Welcome

School

Clothing

Families and Friends

Around town/Café

Leisure/Hobbies

Unit

● classroom procedures ● greetings ● classrooms materials ● article ● 0-60

● School

● family

● Places to go ● café ● futur proche ● making plans ● present tense ● interrogative ● ir- verbs

● leisure

● Clothing ● Demonstrative adjectives ● Re - verbs

vocabulary

description ● profession ● possessive adjective ● 61-100

activities ● social spaces ● calendar/ ● weather ● faire ● ir- irregular ● 100+

● schedule ● regular -er ● negatives ● questions ● avoir ● time

Essential Vocabulary & Structure

Pre: Beg of Aug

Mid: End of Dec - Beg of Jan

Final: End of May

Testing Window

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM) INTERPRETIVE INTERPERSONAL

PRESENTATIONAL

● Listening NM-IL 1-3

● Reading NM-IR 1-2

● Listening, Speaking, Reading & Writing NM-IC 1-7 I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.

● Speaking NM-PS 1-5

● Writing NM-PW 1-4

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

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

INTERCULTURAL

Cultural Products & Practices N.CPP

Cultural Perspectives N.CP

Cultural Interactions N.CIA

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

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

French LEVEL 1

UNIT 1 GREETINGS AND INTRODUCTIONS

PACING

RESOURCES

KEY LANGUAGE USE(S)

● Instructional Guides ● USBE Standards ● ACTFL website

5-6 weeks/unit

INFORM

● ACTFL Proficiency Guidelines ● World Readiness Standards for Languages

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM) INTERPRETIVE INTERPERSONAL

PRESENTATIONAL

● Listening NM-IL :1-3 ● Reading: NM-IR :1-2

● Listening/Speaking/Reading/ Writing: NM-IL/IS/IR/IW:1-7

● Speaking: NM-PS:1-5 ● Writing: NM-PW :1-4

INTERCULTURAL

● N.CPP Cultural Products and Practices

● N.CP Cultural Perspectives

● N.CIA Cultural Interactions

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they canwrite: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

LANGUAGE & INTERCULTURAL END OF UNIT COMPETENCIES Interpretive Listening Interpretive Reading Interpersonal Communication

Presentational Speaking

Presentational 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 Tell and ask using

● Basic greetings, introductions, good-byes ( Bonjour, À bientôt, Bonne journée, au revoir etc…) ● introductions, expressions of courtesy, ● Tu and vous ● French alphabet with exposure to names of accent ● numbers 0-60, ● recognizing cognates, ● procedures and essential: phrases, date (in context), asking for help ● classroom nouns/articles ● gender of nouns, ● articles (defnite and indefnite); le, la , les, un, une, des ● expression il y a ● c’est and i l/elle est ; ● the present tense of être ; ● adjective agreement

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

SCAFFOLDING IN ACTION

● Use a variety of visuals to defne meaning of words and phrases (ie. pictures of people greeting one another, etc.). ( Qu’est ce que c’est…?.) ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. ● Use Total Physical Response to review new vocabulary ● 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 (ie.Bonjour, je m’appelle …… Comment t’appelles-tu? ) ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Model conversation and sentence frames. ( Il/Elle s’appelle….) ● Listen to videos of friends meeting for the frst time.

Skill Building

● Students write a conversation introducing an exchange student/ or a student to a friend and be prepared to present your conversation to the class. ● Students look at a picture , identify the conversation that is most likely to happen and explain their reasoning. ● Have students rewrite a conversation from formal to informal register. ● Have students provide extended responses/more details. Add gestures ( culture: (la poignée de main ou la bise?) ● Have students compare French and American greetings or any other forms of greeting ● Engage the student in more student-teacher conversation in French aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Have students recognize and read the new vocabulary orally. ● Make a resource list for fast fnishers –sentence frames, grammar resources, and stories

Extension

French LEVEL 1

UNIT2 SCHOOL

PACING

RESOURCES

KEY LANGUAGE USE(S)

● Instructional Guides ● USBE Standards ● ACTFL website

5-6 weeks/unit

INFORM

● ACTFL Proficiency Guidelines ● World Readiness Standards for Languages

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM) INTERPRETIVE INTERPERSONAL

PRESENTATIONAL

● Listening NM-IL :1-3 ● Reading: NM-IR :1-2

● Listening/Speaking/Reading/ Writing: NM-IL/IS/IR/IW:1-7

● Speaking: NM-PS:1-5 ● Writing: NM-PW :1-4

INTERCULTURAL

● N.CPP Cultural Products and Practices

● N.CP Cultural Perspectives

● N.CIA Cultural Interactions

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

LANGUAGE & INTERCULTURAL END OF UNIT COMPETENCIES Interpretive Interpretive Interpersonal

Presentational

Presentational

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

so good using the vocabulary in this unit. Provide sentences frames (ex: je suis bon en Anglais , mais les maths c’est diffcile pour moi) ● Have students work in pairs/group. Tell them to take turns asking what time their classes are: use sentence frames to help your students ex: À quelle heure est ton cours de biologie? Mon cours est à….. Et toi? ● Create a survey ( Un sondage ) to go around the classroom to fnd out what classes are students enrolled in. Ask students what they think of their classes. Then present your fndings to the class or write a short summary. ● Students look at a picture of a school in France and ask students to write as many sentences in French as they can about people and what they are doing. ● Engage the student in more student-teacher conversation in French aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Have students provide extended responses/more details. ● Have students recognize and read the new vocabulary orally. ● Make a resource list for fast fnishers –sentence frames, grammar resources, and stories

Extension

French LEVEL 1

UNIT3 FAMILY AND FRIENDS

PACING

RESOURCES

KEY LANGUAGE USE(S)

● Instructional Guides ● USBE Standards ● ACTFL website

5-6 weeks/unit

INFORM

● ACTFL Proficiency Guidelines ● World Readiness Standards for Languages

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM) INTERPRETIVE INTERPERSONAL

PRESENTATIONAL

● Listening NM-IL :1-3 ● Reading: NM-IR :1-2

● Listening/Speaking/Reading/ Writing: NM-IL/IS/IR/IW:1-7

● Speaking: NM-PS:1-5 ● Writing: NM-PW :1-4

INTERCULTURAL

● N.CPP Cultural Products and Practices

● N.CP Cultural Perspectives

● N.CIA Cultural Interactions

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

LANGUAGE & INTERCULTURAL END OF UNIT COMPETENCIES Interpretive Listening Interpretive Reading Interpersonal Communication

Presentational Speaking

Presentational Writing

I can recognize a few I can recognize a I can communicate I can present

I can copy some

memorized words and phrases when I hear them spoken.

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

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

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

familiar words or phrases using the correct stroke order.

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 ● Families descriptions ( include : les yeux, les cheveux…) ● Family, friends, pets ( les animaux domestiques) vocabulary ● Verbs: present tense: Être, avoir, aimer, jouer, travailler , etc….

● Descriptive adjectives ( agreement and placement) ● Possessive adjectives ( mon, ma mes, ton ta ,tes ….) ● Professions, occupations ● Numbers 61-100

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 help students identify family members , friends, pets etc… (ie. pictures of people ). Qui est-ce? C’est … . ● Use a variety of visuals to introduce adjectives . You can use magazine pictures and the name of a celebrity to practice descriptive adjectives C’est ….. Il est grand…. ● Use a variety of visuals to introduce professions, occupations ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. ● Use Total Physical Response to review new vocabulary ● 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 (ie. Hello. My name is … What is your name? … Nice to meet you.). ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Model conversation and sentence frames EX: Have students create their own family tree. Tell them to label each position on the tree with the appropriate French term and the person’s name. Also ask them to write 5 sentence frames based on their family tree: Ex J e suis la flle de….et….. Mon frère s’appelle…. Il a ….ans. Il aime ……. ● For additional adjective practices, have students change the adjective form from masculin to feminin, from singular to plural form to describe different persons. ● Engage the student in more student-teacher conversation in French aside from regularly planned activities or group the student with other advanced learners who

Extension

are ready for more challenging dialog. Ex: Students interview 2 classmates to learn more about them. Students can create their own questions for the interview or you can provide a few questions and ask students to ask additional questions of their own. ● Students ask questions about the topics covered in a lesson (ie. looking at a picture, the student can ask “Who is …? How old is …? Where …?”). ● Have students provide extended responses/more details. ● Have students recognize and read the new vocabulary orally. ● Make a resource list for fast fnishers –sentence frames, grammar resources, and stories

French LEVEL 1

UNIT4 AROUND TOWN /CAFÉ

PACING

RESOURCES

KEY LANGUAGE USE(S)

● Instructional Guides ● USBE Standards ● ACTFL website

5-6 weeks/unit

INFORM

● ACTFL Proficiency Guidelines ● World Readiness Standards for Languages

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM) INTERPRETIVE INTERPERSONAL

PRESENTATIONAL

● Listening NM-IL :1-3 ● Reading: NM-IR :1-2

● Listening/Speaking/Reading/ Writing: NM-IL/IS/IR/IW:1-7

● Speaking: NM-PS:1-5 ● Writing: NM-PW :1-4

INTERCULTURAL

● N.CPP Cultural Products and Practices

● N.CP Cultural Perspectives

● N.CIA Cultural Interactions

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

LANGUAGE & INTERCULTURAL END OF UNIT COMPETENCIES Interpretive Interpretive Interpersonal

Presentational

Presentational

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 ● Places to go and café around town, ● Activities around town

● Café, Food, expressions of quantity ( beaucoup, un peu, pas du tout etc…) ● Expressions avec avoir: j’ai faim, j’ai soif etc….. ● Usage of the verbs prendre and boire ; ● V. aller, manger , déguster, etc…. ( au présent) ● Futur proche ( aller (conjugué au présent) + infnitif du verbe Ex: Je vais manger au café ) ● préposition à ( à la…, au… aux…, à l’...) and dans; ● interrogative words and adjectives ● making plans, ● Regular -ir verbs régulier: fnir, réussir, choisir etc…..

SCAFFOLDING IN ACTION

● Use a variety of visuals with to defne meaning of words and phrases (ie. pictures of places around town, activities, etc.). ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between places around town & activities associated with them. ● Use Total Physical Response to review new vocabulary ● 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 (ie. Hello. My name is … What is your name? … Nice to meet you.). ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Model conversation and sentence frames. ● Engage the student in more student-teacher conversation in French aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Students provide the commands during a Total Physical Response activity. ● Students ask questions about their favorite places, why and what activities is

Skill Building

Extension

associated with these places(ie. Quel est votre restaurant/musée préféré? pourquoi…..”). ● Have students provide extended responses/more details in a writing response such as a short text or an email in which you describe your activities during the week. ● Have students recognize and read the new vocabulary orally. ● Make a resource list for fast fnishers –sentence frames, grammar resources, and stories

French LEVEL 1

UNIT5 LEISURE/HOBBIES

PACING

RESOURCES

KEY LANGUAGE USE(S)

● Instructional Guides ● USBE Standards ● ACTFL website

5-6 weeks/unit

INFORM

● ACTFL Proficiency Guidelines ● World Readiness Standards for Languages

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM) INTERPRETIVE INTERPERSONAL

PRESENTATIONAL

● Listening NM-IL :1-3 ● Reading: NM-IR :1-2

● Listening/Speaking/Reading/ Writing: NM-IL/IS/IR/IW:1-7

● Speaking: NM-PS:1-5 ● Writing: NM-PW :1-4

INTERCULTURAL

● N.CPP Cultural Products and Practices

● N.CP Cultural Perspectives

● N.CIA Cultural Interactions

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

LANGUAGE & INTERCULTURAL END OF UNIT COMPETENCIES Interpretive Listening Interpretive Reading Interpersonal Communication

Presentational Speaking

Presentational 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 ● Leisure, activities

● Adverbs ● Calendar ● Il faut ● Weather, seasons, months, date ● numbers 101 and higher ● V. faire, jouer, …, présent ● -ir irregular ( venir, partir, sortir etc…) ● 100+, ● spelling change

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

SCAFFOLDING IN ACTION

● Use a variety of visuals with to defne meaning of words and phrases (ie. pictures of leisures activities, sports etc.). ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. ● Use Total Physical Response to review new vocabulary ● 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 ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Model conversation and sentence frames. ● Engage the student in more student-teacher conversation in French aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Students ask each other how frequently they do each activity. Encourage them to

Skill Building

Extension

use as many different adverbial expressions as possible. ( Avec qui? Combien de fois par…? Comment?... Où? Pourquoi? Quand? etc….) ● Students give their opinions about different activities. Have students provide extended responses/more details. ● Have students recognize and read the new vocabulary orally. ● Make a resource list to post online for fast fnishers – YouTube links to songs, grammar resources, and stories ● Ask students to conduct a survey about their preferred activities. ● Culture: Football vs. Soccer ● Make a resource list for fast fnishers –sentence frames, grammar resources, and stories

French LEVEL 1

UNIT6 CLOTHING

PACING

RESOURCES

KEY LANGUAGE USE(S)

● Instructional Guides ● USBE Standards ● ACTFL website

2-3 weeks/unit

INFORM

● ACTFL Proficiency Guidelines ● World Readiness Standards for Languages

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM) INTERPRETIVE INTERPERSONAL

PRESENTATIONAL

● Listening NM-IL :1-3 ● Reading: NM-IR :1-2

● Listening/Speaking/Reading/ Writing: NM-IL/IS/IR/IW:1-7

● Speaking: NM-PS:1-5 ● Writing: NM-PW :1-4

INTERCULTURAL

● N.CPP Cultural Products and Practices

● N.CP Cultural Perspectives

● N.CIA Cultural Interactions

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

LANGUAGE & INTERCULTURAL END OF UNIT COMPETENCIES Interpretive Listening Interpretive Reading Interpersonal Communication

Presentational Speaking I can present information about myself and some other very familiar topics using single words or memorized phrases.

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

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.

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 ● Clothing, colors, accessories, sizes ● review adjectives agreement and placement ● V. porter au présent ● -re verbs regular and irregular ( mettre, prendre, etc… ) ● demonstrative adjectives ( ce, cette, celui-là, etc….)

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

SCAFFOLDING IN ACTION

● Use a variety of visuals with to defne the meaning of words and phrases (ie. pictures of clothing, etc.). ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. ● Use Total Physical Response to review new vocabulary ● Pair with partners for practicing 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 (ie.Qu’est-ce qu’ils portent?.....). ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Model conversation and sentence frames. ● Engage the student in more student-teacher conversation in French aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Have students write a paragraph about a real or imaginary vacation they plan to take and the clothing they will take with them. Tell them to include what kind of weather they expect at their destination and any other clothing they need. Ask volunteers to share their paragraphs with the class. ● Students provide the commands during a Total Physical Response activity.

Skill Building

Extension

● Students ask questions about what they are wearing in detail, including accessories and colors. ● Have students provide extended responses/more details. ● Have students recognize and read the new vocabulary orally. ● Make a resource list for fast fnishers –sentence frames, grammar resources, and stories

Instructional Guide

FRENCH 2

YEAR AT A GLANCE French Level 2

GRADE 9-12

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

5-6 weeks

5-6 weeks

5-6 weeks

5-6 weeks

5-6 weeks

4-6 weeks

Suggested Pacing

Vacations(Reprise)

Home (Préliminaire)

À table1A/B

Health2A/B

Aroundtown 4A/B

Professions

Unit

● Vacations ● Past tense

● Home ● Family ● responsibilities

● Food ● Dining ● venir de ● vouloir, pouvoir, devoir ● comparatives

● Health and daily routines ● Body parts ● Directions ● reflexive verbs

● Getting around town ● Transportation ● mMking plans ● negative ● futur simple ● verbs : -oir

● Profession ● Futur simple

Essential Vocabulary & Structure

( passé-composé ( être et avoir)

● imparfait ● past tense

( passé-composé ( être et avoir) )

Pre: Beg of Aug

Mid: End of Dec - Beg of Jan

Final: End of May

Testing Window

WORLD LANGUAGE STANDARD(S) - NOVICE HIGH (NH) INTERPRETIVE INTERPERSONAL

PRESENTATIONAL

●

Listening NH-IL 1-3

●

Reading NH-IR 1-4

Listening, Speaking, Reading & Writing NH-IC 1-5

●

Speaking NH-PS 1-6

●

Writing NH-PW 1-5

I can recognize pieces of information and sometimes understand the main topic of what is being said.

I can recognize a few characters. I can sometimes understand the main idea of what I have read.

I can communicate and exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language. I can usually handle short

I can present basic information on familiar topics using language I have practiced using phrases and simple sentences.

I can write short messages and notes on familiar topics related to everyday life.

social interactions by asking and answering simple questions.

INTERCULTURAL

Cultural Products & Practices N.CPP

Cultural Perspectives N.CP

Cultural Interactions N.CIA

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

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

French LEVEL2

UNIT 1 Vacations

PACING

RESOURCES

KEY LANGUAGE USE(S)

● Instructional Guides ● USBE Standards ● ACTFL website

5-6 weeks/unit

INFORM EXPLAIN NARRATE

● ACTFL Proficiency Guidelines ● World Readiness Standards for Languages

WORLD LANGUAGE STANDARD(S) - NOVICE HIGH (NH) INTERPRETIVE INTERPERSONAL

PRESENTATIONAL

● Listening NH-IL :1-3 ● Reading: NH-IR :1-4

● Listening/Speaking/Reading/ Writing: NH-IL/IS/IR/IW:1-5

● Speaking: NH-PS:1-6 ● Writing: NH-PW :1-5

INTERCULTURAL

● N.CPP Cultural

● N.CP Cultural Perspectives

● N.CIA Cultural Interactions

Products and Practices

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice High reading ability in partner language, here are some examples of the kinds of things they can understand: 1. basic information on familiar topics 2. information required to complete basic forms 3. short directions and instructions that may be supported by visuals 4. some ideas and information provided in the texts

LISTENING

When students exhibit Novice High listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 1. short, simple conversations about daily life, routines and other familiar topics 2. short, simple descriptions of people 3. short, simple messages and announcements 4. information pertaining to subject area content 5. directions and instructions are limited to one or two steps 6. simple stories that follow a logical order and are supported by props, visuals and/or gestures When students exhibit Novice High writing ability in partner language, here are some examples of the kinds of things they can do in writing: 1. give basic information about people important to them 2. give basic information about places 3. give basic information about their daily routine 4. give basic information about events (birthday party, and outings) 5. write about self 6. write about something learned at school or in the community WRITING

SPEAKING

When students exhibit Novice High speaking ability in partner language, here are examples of the kinds of things they can do with familiar topics:

1. ask and give basic information about people 2. ask and give basic information about places

3. ask and give basic information about their daily routine 4. ask and give basic information about events (birthday parties, and outings) 5. ask questions to gain new information 6. exchange information with other people about what to do, where to go and when to meet