HS French Instructional Guide

● 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

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 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 pr actice 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 frame s 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 fille 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 finishers – sentence frames, grammar resources, and stories

Extension