BHS French

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

Purposeful communication: Tell and ask questions using the following terms and language functions and features: ● Professions ( un banquier, un professeur, etc…..) ● Future tense with quand and dès que of regular and irregular verbs (Ex: je ferai mes devoirs dès que je pourrai)

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 different professions, 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. ( ie: Quand je voyagerai à Paris, je…..) ● 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. ( interpersonal speaking: have students role-play a conversation for a job search: students will need to speak about their profession nel experience etc….) ● Students provide the commands during a Total Physical Response activity. ● Students ask questions about the topics covered in a lesson. ● Have students provide extended responses/more details. ( ex: have students write 3 things they will or will not do when they graduate and explain why or why not, ask them to add details in the explanation) ● Have students recognize and read the new vocabulary orally. ● Make a resource list to post online for fast finishers – YouTube links to songs, grammar resources, and stories

Extension