BHS French

UNITÉ 3 La quête de soi

FRENCH LEVEL 4/AP

PACING

PROFICIENCY LEVEL

RESOURCE(S)

KEY LANGUAGE USE(S)

INFORM EXPLAIN ARGUE

● Entre Culture ● Thème

3-4 weeks

Intermediate Mid

NARRATE

CULTURAL CONNECTION(S)

ESSENTIAL QUESTION(S)

● How are aspects of identity expressed in various situations? ● How do language, culture, beliefs and values influence identity? ● How does one’s identity develop over time?

● Alienation & Assimilation ● Language & Identity

● Beliefs & Values ● Multiculturalism

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

Purposeful Communication: Narrate, describe, handle a situation or transaction by asking questions using the following terms and language functions and features:

● Compare, Contrast and Connect products, practices and perspectives ● Understand essential information and the main ideas in authentic sources ● Exchange information and express opinions. ● Present information to describe, narrate, inform, compare and make recommendations

Language Functions & Features: ● Vocabulary, expressions, grammatical structures used to talk about and express opinion about Alienation & Assimilation, Language & Identity, Beliefs & Values, Multiculturalism. ● Les temps passée: Imparfait et le passé-composé.

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

SCAFFOLDING IN ACTION

● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & 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. ● For additional adjective practice, have students change the adjective form from masculine to feminine, from singular to plural form to describe different individuals. ● Provide opportunities for more conversation with fluent speakers. ● Provide more complex text in French for students to read. ● Have students r ecord themselves speaking the language and reflect on their progress. ● Students can practice translating from English to French in speech or writing.

Skill Building

Extension