HS French Instructional Guide

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: ● Food and Dining ( la gastronomie, la nourriture, les magasins spécialisés….) ● Recent past : venir de -- ex: l'élève vient juste de finir son examen. ● vouloir, devoir, pouvoir ( au présent) ● Comparatives ( plus indépendante que, moins sportif que, aussi grand que etc…) ● Direct, indirect objects

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

SCAFFOLDING IN ACTION

Skill Building

● Use a variety of visuals to help students identify foods, specialized stores. etc…(ie. pictures of food ). Qu’ est - ce que c’est ? C’est … . ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. Ex: ○ Create a graphic organizer to classify food items and have students write the food items in the appropriate column. ( les fruits, les légumes, la viande et le poisson) ○ ask students to complete the 2 column graphic organizer with J’aime et je n’aime pas placing food in the appropriate column based on their preference explain why 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. (eg. Have students create their own food pyramids not based on what they should eat, but on what they actually eat with drawings or pictures to present their pyramid to the class. Je mange beaucoup… parce que …) ● For additional practices, with vouloir, devoir, pouvoir, have students take a survey with questions like : Qui doit faire les courses cette semaine?....Qui peut dîner avec moi? Qui veut aller au cinéma ce week-end? Students can also create additional questions to ask their classmates for the survey. ● 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. (eg. have students create a “how to” paragraph describing a task using the vous forms of vouloir, devoir, pouvoir.) ● Students ask questions about planning a dinner party: tell them to decide who will come and what food should be served. The meal should include several courses. Have students vote on the most delicious-sounding meal and the most interesting guest list. ● Have students provide extended responses/more details. ● Have students recognize and read the new vocabulary orally. ● Use Total Physical Response to review new vocabulary ●

Extension