HS French Instructional Guide

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