HS French Instructional Guide

FRENCH LEVEL 3

UNIT 6 RESEARCH & PROGRESS

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

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

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

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

Describe scienti fi c discoveries, inventions, technology, space, and the universe using content-speci fi c vocabulary, descriptive language, and complete sentences. ● Ex: Cette invention est très utile. Les astronautes explorent l'espace. Le télescope observe les étoiles et les planètes. Explain how science and technology affect everyday life using present and future time frames, cause-and-effect expressions, and supporting details. ● Ex: La technologie facilite la communication. Les nouvelles découvertes améliorent la médecine. Predict future events and innovations using the futur simple to discuss possibilities and expectations. ● Ex: Les scienti fi ques découvriront de nouvelles planètes. Les robots aideront les médecins dans les hôpitaux. Nous utiliserons davantage d'énergie renouvelable. Express necessity, recommendations, and doubt using the subjunctive with common expressions such as il faut que, il est nécessaire que, je doute que, and je voudrais que. ● Ex: Il faut que nous protégions la planète. Je voudrais que tu fasses ton travail. Je doute que cette invention soit ef fi cace. Use the imperative and contextual review of the subjunctive to give advice, encouragement, or instructions. ● Ex: Sois gentil ! Soyez prudents ! Fais attention ! Express opinions and support ideas about scienti fi c progress using opinion expressions, reasons, and evidence. ● Ex: À mon avis, les nouvelles technologies sont essentielles parce qu'elles facilitent la vie quotidienne. Je pense que l'exploration spatiale est importante pour l'avenir de l'humanité.