BHS French

Purposeful communication: Tell and ask questions using the following terms and language functions and features: ● 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, et c…. ( au présent) ● Futur proche ( aller (conjugué au présent) + infinitif 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: finir, réu ssir, choisir etc…..

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

SCAFFOLDING IN ACTION

Skill Building

● Use a variety of visuals with to define 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 sent ence 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 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 finishers – sentence frames, grammar resources, and stories

Extension