HS French Instructional Guide

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