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: ● Health- terms to describe one’s health, illness and remedies ● daily routine, ● body parts ( le cœur, le corps, etc…) ● reflexive verbs ( s’habiller, se brosser les dents etc…) ● reflexives past, ● The pronoms y,en

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 describe what the people in the illustrations are doing.EX : Il se rase. Elle se maquille etc…. ● Use a graphic organizer to differentiate la routine du matin and la routine du soir. Have students classify the verbs according to whether people do the actions when they wake up in the morning or in the evening. ( students can work in pairs) ● Use Total Physical Response to review new vocabulary ● Have students write down 3 daily routine activities. Then share them with a partner. ● 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 se ntence 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. ○ Have students write down 3 daily routine activities. Then share them with a partner. Each partner should ask questions using words that indicate time like pendant, avant et après in order to guess the activities in the partner list EX: élève 1: C’est avant ou après le petit déjeuner? Élève 2: C’est après élève 1: c’est se brosser les dents Élève 2: oui c’est ca ● Students provide the commands during a Total Physical Response activity. ● 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 finishers – YouTube links to songs, grammar resources, and stories

Extension