HS French Instructional Guide

FRENCH LEVEL 3

UNIT 5 FAMILY RELATIONS

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 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 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 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 2. express reactions and emotions to others 3. exchange information about school subjects 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 SPEAKING

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

Describe family members, personality traits, and stages of life using vocabulary related to family, life stages, food, traditions, descriptive adjectives, and adjective agreement. ● Ex: Mon grand-père est généreux et patient. Pendant l'enfance, on apprend beaucoup. Les repas de famille sont importants. Discuss family life, traditions, and responsibilities using present-tense verbs and vocabulary related to daily routines, celebrations, and family relationships. ● Ex: Nous préparons le dîner ensemble. Ma famille célèbre les fêtes avec nos grands-parents. Chacun aide à la maison. Express opinions, emotions, wishes, and recommendations using the subjunctive after common expressions such as il faut que, je veux que, il est important que, and je suis content que. ● Ex: Il faut que nous respections les traditions familiales. Je veux que mes enfants soient heureux. Il est important que chacun participe. Explain changes across stages of life by comparing childhood, adolescence, and adulthood using connected sentences and transition words. ● Ex: Pendant l'adolescence, on devient plus indépendant. À l'âge adulte, on a plus de responsabilités. Use the pronouns y and en to replace places, ideas, and quantities, creating more natural and fl uent communication. ● Ex: J'y pense souvent. Nous y allons chaque dimanche. J'en parle avec mes parents. Il y en a beaucoup dans ma famille. Compare family members, traditions, and experiences using comparative expressions and supporting details. ● Ex: Ma sœur est plus sociable que moi. Les repas en famille sont aussi importants aujourd'hui qu'autrefois.