HS French Instructional Guide

SCAFFOLDING IN ACTION

● Use a variety of visuals to de fi ne meaning of words and phrases ( ie. Provide students with photos showing city, places, directions, people, activities ). ● 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 or have students illustrate re fle xive verbs as a review/practice. ● 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 Chaque matin, je me lève, puis je vais manger etc….) ● Ask students to create alternate posters for a story, book, fi lm etc…( appropriate) of their choice ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Model conversation and sentence frames. ● 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. ( re fl exive verbs or giving directions etc…) ● Have students record themselves speaking on the topic of the unit in French and re fl ect on their progress ● Tell students to write a story about a typical day and then students should illustrate the story and present it to the class.

Skill Building

Extension