HS French Instructional Guide

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS Purposeful communication: Tell, ask, answer simple questions and handle a simple situation or transaction using the following terms and language functions and features: ● Vocabulary related to life, food , personality and stage of life ( étapes de la vie, l'enfance, l’adolescence, l’âge adulte, les membres de la famille, la cuisine, la vie familiale, les générations, la personnalité etc….) ● Subjunctive régulier et expression “ il faut que…. ” etc… ● Yet en https://wida.wisc.edu/sites/default/fles/resource/WIDA-ELD-Standards-Framework-2020.pdf

SCAFFOLDING IN ACTION

● Use a variety of visuals to defne meaning of words and phrases ( ie. Provide students with photos to practice the vocabulary in this unit.). ● 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…… ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Model conversation and sentence frames. ● Have students give advice using the subjunctive to succeed in class . Use the sentences frame e x: pour réussir en classe d’histoire, il faut que tu fasses attention et que tu participes à la conversation etc….. ● Students write a conversation introducing an exchange student or a student to a friend and be prepared to present the conversation to the class. ● Students look at a picture, identify the conversation that is most likely to happen and explain their reasoning in detail. ● Have students provide extended responses/more details in a story. ● 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. ● Tell students to write a story about an interesting day they had and then students should illustrate the story and present it to the class. ● Make a resource list to post online for fast fnishers – YouTube links to songs, grammar resources, and stories, etc.

Skill Building

Extension