HS French Instructional Guide

Instructional Guide 2026 - 2027

High School French

CSD Instructional Playbook

The Instructional Playbook can be used to enhance instruction by accessing comprehensive, research-based approaches aligned with Canyons School District’s Multi-Tiered System of Supports (MTSS) Framework. This resource supports high quality teaching, safe and supportive learning environments, data-driven decision making, and tiered interventions. It includes evidence-based strategies, instructional planning tools, behavioral supports, and guides for professional growth—all aimed at boosting student achievement and classroom effectiveness. The playbook promotes intentional planning, collaboration, and consistent implementation of best practices across classrooms and grade levels.

Click on the picture below to access the document and explore the full range of tools and strategies available.

What’s New and Updated in Secondary DLI/World Language

What’s New This section contains a listing of pages in the map that are new this year. Description

AI Guidelines for the DLI/WL Classroom

Secondary Spanish DLI Jump Page

What’s Updated This section contains a listing of pages in the page that have received substantial content updates for this year. Description Unit Overviews with Unpacked Standards - linked resources, learning progressions for each level of language pro fi ciency related to unit theme

Year-at-a-Glance - removed standards and linked to unit overviews

Best Practices for the DLI/WL Classroom

DLI/WL Overview & Assessment

Updated 6.11.24

Canyons School District

Instructional Supports Department

WORLD LANGUAGE INSTRUCTIONAL GUIDE SECONDARY OVERVIEW Canyons School District's World Language Instructional Guides are aligned to the Utah World Language Core Standards for Pro fi ciency and the 2024 ACTFL Pro fi ciency Guidelines. Together, these frameworks describe what students should know and be able to do with language as they develop pro fi ciency and intercultural competence. The instructional guides are designed to support pro fi ciency-based planning and instruction. Additional guidance on World Language Best Practices, Core Instructional Strategies and AI Recommendations is included to support effective instructional planning, meaningful language learning, and responsible use of AI as a professional tool. HOW TO USE THE INSTRUCTIONAL GUIDES 1. Start with the Year-at-a-Glance - Use the Year-at-a-Glance to review the recommended sequence, pacing, and topics for the course. Adjust as needed to meet student needs, your school calendar, and available instructional resources. 2. Navigate to the Unit Guide - Each unit guide provides instructional support aligned to the unit's learning goals. 3. Review the Key Language Use and End-of-Unit Competency - These sections identify the primary language purpose (e.g., inform, explain, persuade) and describe what students should know and be able to do by the end of the unit. 4. Use the Learning Progressions - Learning progressions describe what students can typically do at the targeted pro fi ciency level in listening, speaking, reading, and writing. Use them to plan instruction and monitor language development. 5. Increase Access - Use Scaffolding in Action to support students who need additional language access and Extension activities to challenge students who are ready to deepen and expand their language use. Planning Tip: Start with the End-of-Unit Competency , use the Learning Progressions to determine where students are, and select scaffolds or extensions to help every learner move forward. Collaborate with your PLC to make instructional decisions that are developmentally appropriate, culturally relevant, and responsive to student needs.

SAMPLE SCOPE & SEQUENCE

SECONDARY SCHOOLS

BRIGHTON HIGH SCHOOL

Semester 1

Semester 2

Trimester 1

Trimester 2

Trimester 3

Units 1-3

Units 4-6

Units 1-3 (a)

Units 1-3 (a) or 4-6 (b)

Unit 4-6 (B)

WORLD LANGUAGE CLASSES AND PROFICIENCY LEVELS Generally, the world language classes offered in CSD are aligned with the level of language pro fi ciency a student acquires over time. Updated 6.25.26

Canyons School District

Instructional Supports Department

GRADE LEVEL

LANGUAGE & LEVEL

PROFICIENCY LEVEL

Chinese AP, French 4/AP, German 4/AP, Spanish 4/AP

Intermediate Mid

ASL 3, Chinese 4, French 3, German 3, Spanish 3

Intermediate Low

ASL 2, Chinese 3, French 2, German 2, Spanish 2

Novice High

High School

ASL 1, Chinese 2, French 1, German 1, Spanish 1, Japanese 2

Novice Mid

Chinese 1, Japanese 1

Novice Low

Middle School

French 1A & 1B, French 1 & 2, Spanish 1A & 1B, Spanish 1 & 2

Novice Mid

Pro fi ciency Level Descriptors for each Mode of Communication Interpersonal Interpretive Presentational

ASSESSMENTS Students are formally assessed each year through the STAMP and AP Exams.

STAMP

ADVANCED PLACEMENT (AP)

Every year in April

January–May

DATE

DURATION Approximately 2 class periods

Approximately 2 hours, 15 minutes

AP Chinese AP French AP German, Spanish

- Level 2 and 3 ASL - Level 2 or 3 Chinese, French, German, Japanese, Spanish - Online at each school site [link] - Listening, Reading, Writing, Speaking - Measures language pro fi ciency using ACTFL levels Administered during the spring testing window.

LANGUAGE LEVEL

- Online at each school site [link] - Project-based assessment and exam components - Measures college-level language pro fi ciency and communication skills January: Students receive project prompt February–March: Research and project development April 30: Submit Personalized Project Reference (PPR) May: Present project and complete exam components using Bluebook

FORMAT

TIMELINE

Updated 6.25.26

High School Assessment Calendar 2026-27 It is expected that state assessments are taken on student Chromebooks. As of May 27, 2026

Aug 17

Start of School Year

WIDA Screener Testing of new ML Students on Chromebooks

Aug 17 – Ongoing

NWEA MAP Test** – Math: All Grade 9 and 10 Students. Note: A student has 28 calendar days to start and finish MAP. If you test over 28 days the test has to be cancelled and retested. This must be avoided! NWEA MAP Test** – Reading: All Grade 9 and 10 Students. Note: A student has 28 calendar days to start and finish MAP. If you test over 28 days the test has to be cancelled and retested. This must be avoided!

Aug 18 – Sept 24

AUGUST

Aug 18 – Sept 24

SEPTEMBER OCTOBER NOVEMBER

Oct 20 – Dec 4

STAMP testing for DUAL Immersion (DLI) classes ONLY.

NWEA MAP Test – Math: All Grade 9 and 10 Students Finish before end of 2nd quarter . N ote: A student has 28 calendar days to start and finish MAP. If you test over 28 days the test has to be cancelled and retested. This must be avoided! NWEA MAP Test – Reading: All Grade 9 and 10 Students Finish before end of 2nd quarter.

Dec 2 – Jan 14

DECEMBER

Dec 2 – Jan 14

Jan 5 – Mar 5

WIDA ACCESS Testing – All ML Students Grades 9-12.

JANUARY FEBRUARY

Mar 1 – 12

Seal of Biliteracy – Select Grade 11 and 12 Students. Finish make-ups by March 16th. Dynamic Learning Maps – DLM (for select students with an IEP) ACT Testing – Grade 11 Students on Chromebooks. ACT Accommodated Testing for Grade 11 Students.

Mar 8 – May 21 Wed, Mar 10th Mar 10, 11, 12 Mar 16, 17, 18 Mar 29 - May 5 Mar 29 - May 5

MARCH

Make-up ACT Testing – Grade 11 Students.

NWEA MAP Test – Math: All Grade 9 and 10 Students.

NWEA MAP Test – Reading: All Grade 9 and 10 Students. N ote: A student has 28 calendar days to start and finish MAP. If you test over 28 days the test has to be cancelled and retested. This must be avoided! New RISE End-of-Year Summative Assessment in ELA, Math and Science – Courses: ELA 9, ELA 10, ***Secondary Math I, Secondary Math II, Biology, Chemistry, Physics, Earth and Space Science

MAR 29 - MAY 21

Spring Recess

Apr 5 – 9

World Language Testing (Not DLI); Level 2 & 3 WL, 1 section only per teacher.

Apr 12 – May 7

APRIL

Apr 14 to End-of-Year Canyons Senior Exit Survey

May 27

End of School Year!

MAY

** MAP TESTING @ Brighton High aims to balance district requirements, school tri logistics, and student needs. The Brighton testing windows are: Fall: Aug 18–Sep 24, Winter: Nov 18–Jan 29, and Spring: Mar 30–May 7. The goal is to administer two MAP tests (beginning and end-of-course) to measure student growth. ***NOTE: Secondary Math I and II RISE Tests are aligned to the current (2016) Utah Core Math Standards for the 2026-27 school year

Canyons School District ​​

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Instructional Supports Department

WORLD LANGUAGE INSTRUCTIONAL GUIDE The following instructional practices should be evident across daily lessons to support proficiency-based language learning and meaningful communication. Best Practices for World Language Practice Teacher Moves Student Moves

- ​ Know and understand end of year target proficiency level - ​ Understand strategies that support achievement of proficiency targets. - ​ Produce language at the appropriate level. - ​ Use English to ask for clarification when necessary. - ​ Use a variety of task-oriented activities that require sole use of the target language.

Explain proficiency level expectations and use them to plan language activities and lessons.

Proficiency Level

- ​ Use the target language (TL) building over time by the end of: - ​ level 1: 50-70% - ​ level 2: 70% - ​ level 3, 4, 5: 90-100% - ​ English (L1) is used to briefly explain and clarify as needed. - ​ Provide frequent opportunities for students to communicate in the target language at the appropriate proficiency level. - ​ Themes and activities represent real world situations (ie. student life & culture. - ​ Culture is integrated throughout each lesson/text reflecting its 3 dimensions: products, practices and perspectives. - ​ Content aligned to district scope and sequence and the Utah World Language Core Standards. - ​ Grammar is taught in the context of a communicative lesson, and regular feedback given to correct errors. - ​ Base formative/assessments on proficiency targets and CSD Instructional guides. - ​ Frequently measure all 3 modes of communication (interpretive, interpersonal and presentational) in multiple ways. - ​ Intentionally plan formal/informal OTR’s to check for understanding. - ​ Utilize and provide rubrics to track student performance and for student self-assessments. - ​ Use appropriate previously reviewed leveled & authentic texts to plan activities & lessons - ​ Teachers use authentic texts (ie. video, text, article etc.) appropriate for the language levels in order to scaffold and clarify meaning.

Language Use

- ​ Make connections from relevant topics and themes that represent the real world context - ​ Use language to communicate in real world situations. - ​ Use grammar to communicate meaning in authentic contexts. - ​ Acquire awareness of the target language culture and understand differences between their own culture by comparing and analyzing its 3 dimensions: products, practices, and perspectives. - ​ Understand that evaluations are based on reaching the proficiency targets for their level. - ​ Understand that checks for understanding and formative assessments guide learning. - ​ Use a rubric before the project/assessment and then after to evaluate their own learning. - ​ Know and understand end-of-year target proficiency level. - ​ Use culture-rich text to demonstrate their understanding. - ​ Use background knowledge and strategies to understand authentic materials and resources.

Content

Assessment & Grading

Authentic Resources

Updated 6.25.26

Canyons School District ​​

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Instructional Supports Department

Core Instructional Strategies for DLI & World Language

Practice

Teacher Moves

Student Moves

- ​ Post, explain and reference learning intentions and success criteria throughout the lesson. - ​ Use backward design to plan instruction. - ​ Plan opportunities for interpretive, interpersonal, and presentational communication. - ​ Build background knowledge. - ​ Utilize actions, visuals, realia and examples appropriate for the student’s level to produce language. - ​ Introduce new vocabulary through explicit vocabulary routine. - ​ Use the modeling cycle providing examples of expectations and language production. - ​ Frequently check for understanding through student opportunities to respond (OTR), choral response, hand signals, tpr. - ​ Communicate expectations for routines (ie. partner share, SCD, think-pair-share, paraphrase to a partner, choral response) - ​ Implement the 3 modes of communication to engage students. - ​ Provide support & immediate feedback using correct language and concrete examples. - ​ Provide scaffolds, concept wall, word wall, graphics organizers.

- ​ Understand and can explain the learning objective and success criteria for the lesson.

Learning Intentions & Success Criteria

- ​ Interpret meaning by using actions, visuals, realia and context. - ​ Connect new language to prior knowledge.

Comprehensible Input

- ​ Practice new language with teacher guidance. - ​ Gradually apply new language independently.

Explicit Instruction/ I do-We do-You do

- ​ Demonstrate understanding through verbal and nonverbal responses. - ​ Ask questions and seek clarification. - ​ Take risks while using the target language. - ​ Use sentence frames to produce language. - ​ Speak, read, write and listen in the partner language.

Check for Understanding

Engagement

- ​ Reference word walls, graphic organizers, concept walls. - ​ Use scaffolding and strategies for reproduction, comprehension and application to learn new materials.

Language References/ Supports

Updated 6.25.26

AI GUIDELINES IN DLI & WORLD LANGUAGE CLASSROOMS AI can be a powerful tool when used to amplify—rather than replace—effective language instruction. The key is thoughtful integration that supports target language use in all modes of communication - speaking, listening, reading and writing. Support Instruction with AI Use chatbots selectively for structured conversation practice outside of the language classroom aligned to proficiency targets — NOT as a replacement for peer-to-peer interaction . High-quality student-to-student talk is essential for language development. Chatbots can be used intentionally to provide additional practice without taking the place of authentic peer to peer communication. Generate instructional materials such as visual aids, content for slides, content/language objectives, and rubrics.

What to Watch For Over-reliance on AI in place of collaborative activities and authentic peer interaction. Mismatched proficiency — always provide a target level when prompting AI tool

Writing shortcuts —students should avoid using AI or translation tools to generate full sentences or assignments without engaging in the learning process. This can prevent authentic language development. Instead, use tools as scaffolds—for example, to look up specific words, compare phrasing, self-assess using an AI generated rubric or chatbot, or to check sentence structure AFTER writing a draft. Accuracy AI provides a great starting point; however, it is essential to carefully review and curate the material for accuracy and contextualization as AI does not always capture the complexity of a task.

Aligning AI with Best Practices Best Practice

AI Application

Generate role-play prompts and interactive dialogues to structure speaking opportunities adapted to student levels of proficiency.

Oral Language Development

Content & Language Integration Support Oral & Written Proficiency

Create visuals, content for slides, and handouts in the target language.

Use AI to develop rubrics, generate reading passages, and provide feedback on speaking and writing.

Sample AI Prompts

Assessment Prep "Create a script for 3rd grade intermediate-low Spanish immersion students to practice at home that asks 5 open-ended questions about daily routines. The chatbot should provide scaffolded feedback and guide the student toward expanded responses. Align with ACTFL proficiency targets and AAPPL or STAMP interpersonal speaking format. " "Generate a chatbot dialogue for a 7th grade intermediate-mid French student preparing for the STAMP assessment. The chatbot should simulate a real-life conversation about environmental issues, encouraging responses with supporting details. Align with ACTFL proficiency targets interpersonal speaking format." One-Pagers & Slides "Create a visually engaging one-pager summarizing the past tense in Mandarin for 4th or 5th grade novice-high dual immersion students. Include clear instructions, visuals with captions that reflect what is being communicated in the text, and a simple practice activity. Align with USBE DLI learning progressions, ACTFL proficiency targets and STAMP interpersonal speaking format." "Generate content for a 5-slide presentation on cultural traditions in German-speaking countries for high school intermediate-low World Language students. Use ACTFL guidelines for grade and proficiency level appropriate language and content." Rubrics for Writing & Speaking Tasks "Create a rubric for a 6th grade novice-mid Spanish writing task where World Language students describe their family using simple sentences. The rubric should assess accuracy, vocabulary, sentence variety, and comprehensibility and should be aligned with ACTFL proficiency targets and STAMP interpersonal speaking format." "Generate an AP-aligned writing rubric for an advanced-low French learner responding to a persuasive prompt about the usage of technology in education. The rubric should include ACTFL-based criteria for fluency, accuracy, and elaboration and should be aligned with ACTFL proficiency targets for presentational writing format." Reading Comprehension Activities "You are a supportive ASL coach. Students will watch an ASL story in the linked video or uploaded document. After watching, they will type what they understand in writing. Guide them to include details like: who is signing, what happened, when and where it happened, why it happened or how the signer felt, etc. When they respond, provide encouraging feedback and ask follow-up questions to deepen their understanding. For example, you can prompt them to clarify something, describe a sign or facial expression they saw, or connect the story to their own experiences. Keep responses positive and student-friendly." Scaffolding "Adapt this article on climate change into three proficiency levels (intermediate-low, intermediate-mid, and advanced-low) for a Chinese DLI class. Each version should align with ACTFL and UTAH DLI learning progressions or CSD Instructional Priorities and include appropriate scaffolds."

Steps for Generating an AI Prompt Using AI effectively in a Dual Immersion (DLI) or World Language classroom requires crafting prompts that align with ACTFL proficiency levels and USBE DLI learning progressions while ensuring AI enhances, rather than replaces, best language learning practices.

1.​ Define Your Learning Objective -​ Identify what skill or content you want students to practice (e.g., speaking, writing, reading). -​ Determine the ACTFL proficiency level (Novice, Intermediate, Advanced) to ensure appropriate complexity. -​ Align with Utah DLI learning progressions to maintain fidelity (DLI Teachers). Example: "I want students to practice conversational speaking at an Intermediate-Low level using the past tense." 2.​ Choose the AI Task Type -​ Chatbot conversation for speaking practice -​ One-pager or slide deck for content explanations -​ Rubric for assessment -​ Reading passage with comprehension questions -​ Feedback generator for writing or speaking Example: "I need a chatbot that simulates a conversation about daily routines in the target language."

3.​ Structure the AI Prompt Clearly -​ State specific resources related to the content you teach

Example: "Generate [resource type] for [language] learners at [ACTFL proficiency level]. The task should focus on [specific skill or content]. Align with [USBE/ACTFL standards] and provide [scaffolds, feedback, differentiation, etc.]."

4.​ Customize for Classroom Needs -​ Specify the format (e.g., 5 open-ended questions, a 3-slide summary, a rubric with 4 criteria ). -​ Add engagement elements (e.g., role-play, real-world scenarios, culturally relevant topics). -​ Include differentiation strategies (e.g., beginner-friendly prompts vs. AP-style elaboration). Example Prompt for Speaking Practice:​ "Create a chatbot script for an Intermediate-Low Spanish learner. The chatbot should ask 5 open-ended questions about daily routines, encourage expanded responses, and provide immediate feedback. Align with ACTFL proficiency targets and structure responses in an AAPPL-style format." 5.​ Review & Adjust AI Output -​ Check for accuracy —Does the AI-generated resource align with DLI core strategies or CSD Instructional Priorities ? -​ Modify as needed —Does it encourage immersion and authentic interaction ? -​ Test it out —Does it match your students’ proficiency levels and learning goals? Example Review Questions:​ ✔️ Does the chatbot only use the target language ?​ ✔️ Are the questions developmentally appropriate for the proficiency level?​ ✔️ Does the output support structured language growth rather than just translation?

Instructional Guide 2026 - 2027

High School French 1

GRADE 9-12

YEAR AT A GLANCE FRENCH LEVEL 1

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Suggested Pacing

4-6 weeks

4-6 weeks

4-6 weeks

4-6 weeks

4-6 weeks

4-6 weeks

Introduction Welcome

Families and Friends

Around town/Café

Leisure/ Hobbies

Unit

School

Clothing

‣ classroom procedures ‣ greetings ‣ classrooms materials ‣ article ‣ 0-60

‣ school

‣ family ‣ description ‣ profession ‣ possessive adjective ‣ 61-100

‣ places to go ‣ café ‣ futur proche ‣ making plans ‣ present tense ‣ interrogative ‣ ir- verbs

‣ leisure

‣ clothing ‣ demonstrativ e adjectives ‣ re- verbs

vocabulary ‣ schedule ‣ regular -er ‣ negatives ‣ questions

activities ‣ social spaces ‣ calendar/ ‣ weather ‣ faire ‣ ir-irregular ‣ 100+

Essential Vocabulary & Structure

‣ avoir ‣ time

FRENCH LEVEL 1

UNIT 1 GREETINGS AND INTRODUCTIONS

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE

4-6 weeks/unit

Novice-Mid

● HS DLI/WL PL Canvas Course ● USBE Standards ● World Readiness Standards for Languages

INFORM

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE - MID PROFICIENCY READING LISTENING

When students exhibit Novice Mid reading ability in French, they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

When students exhibit Novice Mid listening ability in French, they can understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics. When students exhibit Novice Mid writing ability in French, they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in French they can: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● Basic greetings, introductions, good-byes ( Bonjour, À bientôt, Bonne journée, au revoir etc…) ● introductions, expressions of courtesy, ● Tu and vous ● French alphabet with exposure to names of accent ● numbers 0-60, ● recognizing cognates, ● procedures and essential: phrases, date (in context), asking for help ● classroom nouns/articles ● gender of nouns, ● articles (de fi nite and inde fi nite); le, la , les, un, une, des ● expression il y a ● c’est and il/elle est; ● the present tense of être; ● adjective agreement

SCAFFOLDING IN ACTION

● Use a variety of visuals to de fi ne meaning of words and phrases (ie. pictures of people greeting one another, etc.). ( Qu’est ce que c’est…?.) ● 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 (ie.Bonjour, je m’appelle …… Comment t’appelles-tu? ) ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Model conversation and sentence frames. ( Il/Elle s’appelle….) ● Listen to videos of friends meeting for the fi rst time. ● Students write a conversation introducing an exchange student/ or a student to a friend and be prepared to present your conversation to the class. ● Students look at a picture , identify the conversation that is most likely to happen and explain their reasoning. ● Have students rewrite a conversation from formal to informal register. ● Have students provide extended responses/more details. Add gestures ( culture: (la poignée de main ou la bise?) ● Have students compare French and American greetings or any other forms of greeting ● 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 recognize and read the new vocabulary orally. ● Make a resource list for fast fi nishers –sentence frames, grammar resources, and stories

Skill Building

Extension

FRENCH LEVEL 1

UNIT 2 SCHOOL

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE

4-6 weeks/unit

Novice-Mid

● Secondary DLI/WL Canvas Course HS ; MS ● USBE Standards ● World Readiness Standards for Languages

INFORM

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE- MID PROFICIENCY READING LISTENING

When students exhibit Novice Mid reading ability in French, they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

When students exhibit Novice Mid listening ability in French, they can understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics. When students exhibit Novice Mid writing ability in French, they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in French they can: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● schools and academic subjects, ( la littérature, la géographie, l’histoire, l'éducation physique, l’art….) ● descriptions of classes, ( facile, dif fi cile, utile, intéressant, etc….) ● expressing likes and dislikes, ( j’aime…, j’aime bien…., je n’aime pas tellement, etc…) ● present tense of regular -er verbs (-étudier, aimer, jouer, détester, préférer, penser, regarder etc…) ● spelling changes in ger verbs ( changer, manger , voyager etc… ) ● schedules activities ● Questions: E st-ce que + Sujet + verbe ….. et inversion: verbe+ sujet …..? ● Pourquoi? Parce que….. ● Talking about schedules & time (24 hrs system) Quelle heure est-il? ● cognates ● present tense of avoir; ● expressions with avoir ( j’ai 16 ans , j’ai envie de…., j’ai besoin de…, il a froid, Il a chaud, elle a de la chance…, nous avons sommeil…etc)

SCAFFOLDING IN ACTION

● Use a variety of visuals with to identify academic subjects ( la littérature, la géographie, l’histoire, l'éducation physique, l’art….) ● Use Total Physical Response to review new vocabulary ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. ( ex: Use a T-Chart organizer with J’aime… ou je n’aime pas…. Students list their academic subjects under each column and explain why? Pourquoi? Parce que c’est….. ) They can work with a partner or individually. ● 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. EX: Have students work in pairs. Tell them to take turns describing the courses they are good and not so good using the vocabulary in this unit. Provide sentences frames (ex: je suis bon en Anglais , mais les maths c’est dif fi cile pour moi) ● Have students work in pairs/group. Tell them to take turns asking what time their classes are: use sentence frames to help your students ex: À quelle heure est ton cours de biologie? Mon cours est à….. Et toi? ● Create a survey ( Un sondage ) to go around the classroom to fi nd out what classes are students enrolled in. Ask students what they think of their classes. Then present your fi ndings to the class or write a short summary. ● Students look at a picture of a school in France and ask students to write as many sentences in French as they can about people and what they are doing. ● 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 provide extended responses/more details. ● Have students recognize and read the new vocabulary orally. ● Make a resource list for fast fi nishers –sentence frames, grammar resources, and stories

Skill Building

Extension

FRENCH LEVEL 1

UNIT 3 FAMILY AND FRIENDS

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE

4-6 weeks/unit

Novice-Mid

● Secondary DLI/WL Canvas Course HS ; MS ● USBE Standards ● World Readiness Standards for Languages

INFORM

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE - MID PROFICIENCY READING LISTENING When students exhibit Novice Mid reading ability in French, they can read:

When students exhibit Novice Mid listening ability in French, they can understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics. When students exhibit Novice Mid writing ability in French, they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

SPEAKING

When students exhibit Novice Mid speaking ability in French they can: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● Families descriptions ( include : les yeux, les cheveux…) ● Family, friends, pets ( les animaux domestiques) vocabulary ● Verbs: present tense: Être, avoir, aimer, jouer, travailler , etc…. ● Descriptive adjectives ( agreement and placement) ● Possessive adjectives ( mon, ma mes, ton ta ,tes ….) ● Professions, occupations ● Numbers 61-100

SCAFFOLDING IN ACTION

● Use a variety of visuals with to help students identify family members , friends, pets etc…(ie. pictures of people ). Qui est-ce? C’est … . ● Use a variety of visuals to introduce adjectives . You can use magazine pictures and the name of a celebrity to practice descriptive adjectives C’est ….. Il est grand…. ● Use a variety of visuals to introduce professions, occupations ● 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 (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 EX: Have students create their own family tree. Tell them to label each position on the tree with the appropriate French term and the person’s name. Also ask them to write 5 sentence frames based on their family tree: Ex J e suis la fi lle de….et….. Mon frère s’appelle…. Il a ….ans. Il aime ……. ● For additional adjective practices, have students change the adjective form from masculin to feminin, from singular to plural form to describe different persons. ● 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. Ex: Students interview 2 classmates to learn more about them. Students can create their own questions for the interview or you can provide a few questions and ask students to ask additional questions of their own. ● Students ask questions about the topics covered in a lesson (ie. looking at a picture, the student can ask “Who is …? How old is …? Where …?”). ● Have students provide extended responses/more details. ● Have students recognize and read the new vocabulary orally. ● Make a resource list for fast fi nishers –sentence frames, grammar resources, and stories

Skill Building

Extension

FRENCH LEVEL 1

UNIT 4 AROUND TOWN /CAFÉ

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE

4-6 weeks/unit

Novice-Mid

● Secondary DLI/WL Canvas Course HS ; MS ● USBE Standards ● World Readiness Standards for Languages

INFORM

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE - MID PROFICIENCY READING LISTENING When students exhibit Novice Mid reading ability in French, they can read:

When students exhibit Novice Mid listening ability in French, they can understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics. When students exhibit Novice Mid writing ability in French, they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

SPEAKING

When students exhibit Novice Mid speaking ability in French they can: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● 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, etc…. ( au présent) ● Futur proche ( aller (conjugué au présent) + in fi nitif 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: fi nir, réussir, choisir etc…..

SCAFFOLDING IN ACTION

● Use a variety of visuals with to de fi ne 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 sentence 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 fi nishers –sentence frames, grammar resources, and stories

Skill Building

Extension

FRENCH LEVEL 1

UNIT 5 LEISURE/HOBBIES

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE

4-6 weeks/unit

Novice-Mid

INFORM

● Secondary DLI/WL Canvas Course HS ; MS ● USBE Standards ● World Readiness Standards for Languages

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE - MID PROFICIENCY READING LISTENING When students exhibit Novice Mid reading ability in French, they can read:

When students exhibit Novice Mid listening ability in French, they can understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics. When students exhibit Novice Mid writing ability in French, they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

SPEAKING

When students exhibit Novice Mid speaking ability in French they can: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● Leisure, activities ● Adverbs ● Calendar ● Il faut ● Weather, seasons, months, date ● numbers 101 and higher ● V. faire, jouer, …, présent ● -ir irregular ( venir, partir, sortir etc…) ● 100+, ● spelling change

SCAFFOLDING IN ACTION

● Use a variety of visuals with to de fi ne meaning of words and phrases (ie. pictures of leisures activities, sports 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. ● 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 ask each other how frequently they do each activity. Encourage them to use as many different adverbial expressions as possible. ( Avec qui? Combien de fois par…? Comment?... Où? Pourquoi? Quand? etc….) ● Students give their opinions about different activities. Have students provide extended responses/more details. ● Have students recognize and read the new vocabulary orally. ● Make a resource list to post online for fast fi nishers – YouTube links to songs, grammar resources, and stories ● Ask students to conduct a survey about their preferred activities. ● Culture: Football vs. Soccer ● Make a resource list for fast fi nishers –sentence frames, grammar resources, and stories

Skill Building

Extension

FRENCH LEVEL 1

UNIT 6 CLOTHING

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE

4-6 weeks/unit

Novice-Mid

● Secondary DLI/WL Canvas Course HS ; MS ● USBE Standards ● World Readiness Standards for Languages

INFORM

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE - MID PROFICIENCY READING LISTENING

When students exhibit Novice Mid reading ability in French, they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

When students exhibit Novice Mid listening pro fi ciency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics. When students exhibit Novice Mid writing ability in French, they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in French they can: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

- Identify and name clothing items using clothing vocabulary, de fi nite and inde fi nite articles, and simple nouns. - Ex: une chemise, un pantalon, des chaussures, une robe - Describe clothing using colors, common descriptive adjectives, and adjective agreement. - Ex: La robe est rouge. Les chaussures sont noires. - Describe what someone is wearing using the present tense and expressions with porter. - Ex: Je porte un t-shirt bleu. Elle porte une jupe noire. - Express likes, dislikes, and preferences using common opinion verbs and simple sentence patterns. - Ex: J'aime les baskets. Je n'aime pas les chapeaux. Je préfère les vêtements confortables. - Ask and answer simple questions about clothing, colors, sizes, and preferences using familiar question words and formulaic expressions. - Ex: Qu'est-ce que tu portes ? Quelle couleur est-ce ? Tu aimes cette chemise ? - Provide simple information in familiar situations such as shopping or getting dressed using memorized expressions and everyday vocabulary. - Ex: Je voudrais un pull. C'est trop grand. C'est parfait !

SCAFFOLDING IN ACTION

● Use a variety of visuals with to de fi ne meaning of words and phrases (ie. pictures of leisures activities, sports 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. ● 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 ask each other how frequently they do each activity. Encourage them to use as many different adverbial expressions as possible. ( Avec qui? Combien de fois par…? Comment?... Où? Pourquoi? Quand? etc….) ● Students give their opinions about different activities. Have students provide extended responses/more details. ● Have students recognize and read the new vocabulary orally. ● Make a resource list to post online for fast fi nishers – YouTube links to songs, grammar resources, and stories ● Ask students to conduct a survey about their preferred activities. ● Culture: Football vs. Soccer ● Make a resource list for fast fi nishers –sentence frames, grammar resources, and stories

Skill Building

Extension

Instructional Guide 2026 - 2027

High School French 2

GRADE 9-12

YEAR AT A GLANCE French Level 2

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Suggested Pacing

4-6 weeks

4-6 weeks

4-6 weeks

4-6 weeks

4-6 weeks

4-6 weeks

Vacations (Reprise)

Home (Préliminaire)

À table 1A/B

Health 2A/B

Around town 4A/B

Professions

Unit

‣ home ‣ family ‣ responsibilities ‣ imparfait ‣ passe-compos e etre et avoir

‣ food ‣ dining ‣ venir de ‣ vouloir, pouvoir, devoir ‣ comparatives

‣ health and daily routines ‣ body parts directions ‣ re fl exive verbs

‣ getting around town ‣ transportation ‣ making plans ‣ negatives ‣ future simple -oir verbs

‣ profession ‣ future simple

past tense ( passe- compose)

Essential Vocabulary & Structure

FRENCH LEVEL 2

UNIT 1 VACATIONS

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE

5-6 weeks/unit

Novice-High

● HS DLI/WL PL Canvas Course ● USBE Standards ● World Readiness Standards for Languages

INFORM EXPLAIN NARRATE

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE - HIGH PROFICIENCY READING LISTENING When students exhibit Novice High reading ability in French, they can: 1. understand the main idea and some details in short, simple texts on familiar topics. 2. interpret basic information, forms, signs, schedules, directions, and instructions, especially when supported by visuals. 3. identify key information in age-appropriate informational and narrative texts.

When students exhibit Novice High listening ability in French, they can: 1. understand the main idea and some details in short, simple conversations about familiar topics and daily life. 2. understand short descriptions, messages, announcements, and simple stories supported by context or visuals. 3. follow one- or two-step directions and identify key information related to familiar school and everyday topics.

SPEAKING

WRITING

When students exhibit Novice High speaking ability in French, they can: 1. ask and answer questions to exchange information about people, places, daily routines, and familiar events. 2. discuss plans, activities, and meeting arrangements. 3. describe familiar events and explain simple processes or directions. 4. share information about themselves and topics learned at school or in the community.

When students exhibit Novice High writing ability in French, they can: 1. write short, simple texts about themselves, people, places, daily routines, and familiar events. 2. share information and ideas about topics learned at school or in the community. 3. ask questions and provide basic information to communicate with others.

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ● Describe people, places, vacation destinations, and travel experiences. ● Discuss everyday vacation activities and travel plans. ● Narrate completed events and describe past settings, routines, and ongoing actions. ● Distinguish between completed actions and background descriptions using the passé composé and imparfait. ● Exchange information using complete sentences and connected language. ● Vocabulary related to travel, transportation, vacations, destinations, lodging, sightseeing, and leisure activities. ● Present tense of être and avoir, expressions with avoir, adjective agreement and placement, and descriptive adjectives. ● Passé composé with être and avoir. ● Imparfait (regular and common irregular verbs) for descriptions, habitual actions, and ongoing events in the past. ● Appropriate use of the imparfait and passé composé to narrate past experiences. ● Sequencing and transition words (d'abord, ensuite, puis, en fi n, pendant que, tout à coup).