HS French Instructional Guide

5. ask for and give examples to help explain something further 6. communicate adequately to take care of daily needs 7. summarize an experience 8. give a presentation on a familiar topic 9. express simple ideas or give an opinion about something being learned 10. tell about something that happens on certain days or at certain events 11. tell about something that happened or will happen (only emerging ability)

5. tell about what happened or what will happen in a story or at an event (only emerging ability)

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

Presentational Speaking I can present information on most familiar topics using a series of simple sentences.

Presentational Writing I can write briefy aboutmost familiar topics and provide information using a series of simple sentences.

I can understand the main idea of short and simple texts when the topic is familiar.

I can participate in conversations on a number of familiar topics using simple sentences. I can handle short social interactions in everyday situations by asking and answering simple questions.

I can understand the main idea in short, simple messages and presentations on familiar topics. I can understand the main idea of simple conversations that I overhear.

Products and Practices

Cultural Perspectives

Cultural Interaction

I can interact at a functional level in a familiar cultural context.

I can identify common patterns in the products and practices of a culture.

I can compare familiar cultural beliefs and values

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● Vocabulary related to life, food , personality and stage of life ( étapes de la vie, l'enfance, l’adolescence, l’âge adulte, les membres de la famille, la cuisine, la vie familiale, les générations, la personnalité etc….) ● Subjunctive régulier et expression “ il faut que…. ” etc… ● Yet en 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. Provide students with photos to practice the vocabulary in this unit.). ● 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

Skill Building