HS French Instructional Guide

FRENCH LEVEL 3

UNIT 4 AN EVOLVING SOCIETY

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE

4-6 weeks/unit

Intermediate-Low

● HS DLI/WL PL Canvas Course ● USBE Standards ● World Readiness Standards for Languages

INFORM EXPLAIN ARGUE NARRATE

WIDA Website

LEARNING PROGRESSIONS FOR INTERMEDIATE - LOW PROFICIENCY READING LISTENING

When students exhibit Intermediate Low listening ability in partner language, here are examples of the kinds of things they can understand: 1. short conversations and oral presentations 2. instructions supported with visuals and/or gestures 3. media presentations on topics familiar to them 4. multi-step instructions on how to do something 5. multi-step directions to get to a location 6. information about subjects they are studying or have studied in school When students exhibit Intermediate Low writing ability in partner language, here are some examples of the kinds of things they can do: 1. can write about things they know (e.g., information from subjects being studied; self; family; friends) 2. express opinion or point of view on familiar topics 3. compose questions to clarify 4. tell about what happens at certain events or on certain days 5. tell about what happened or what will happen in a story or at an event (only emerging ability) WRITING

When students exhibit Intermediate Low reading ability in partner language, here are examples of the kinds of things they can understand: 1. can understand messages in which the writer tells or asks about familiar topics of interest 2. information useful for practical purposes 3. more detailed directions 4. content-related texts on familiar topics

SPEAKING

When students exhibit Intermediate Low speaking ability in partner language, here are examples of the kinds of things they can understand: 1. have a simple conversation on topics of interest a. ask questions to gain new information and to keep a conversation going b. ask for and give examples to help explain something further 4. communicate adequately to take care of daily needs 5. summarize an experience 6. give a presentation on a familiar topic 2. express reactions and emotions to others 3. exchange information about school subjects

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

Describe social and economic issues using vocabulary related to diversity, community, change, and society, along with descriptive adjectives and complete sentences. ● Ex: Il y a un problème de logement dans la ville. Le chômage est un dé fi pour certaines familles. Discuss changes in society using vocabulary related to social and economic evolution and expressions of time and change. ● Ex: La société évolue rapidement. Les technologies ont changé notre façon de communiquer. Express opinions and justify ideas using opinion expressions, supporting details, and cause-and-effect expressions. ● Ex: À mon avis, il faut investir dans l'éducation parce qu'elle améliore les possibilités d'emploi. Suggest solutions to community and societal challenges using expressions of necessity and possibility, along with appropriate vocabulary. ● Ex: Il faut protéger l'environnement. On peut créer plus de logements abordables. Use partitive articles to discuss quantities, needs, and resources. ● Ex: Il faut de l'eau potable. Les familles ont besoin de la nourriture et des services. Use the pronouns y and en to replace places, quantities, and previously mentioned ideas in conversation and writing. ● Ex: J'y vais souvent. J'en parle avec mes amis. Il y en a beaucoup. Use direct and indirect object pronouns in the correct order to improve fl uency and avoid repetition. ● Ex: Je le lui explique. Nous les leur donnons. Le professeur nous en parle.