MS French Guide

Instructional Guide 202 5 -202 6

MIDDLE SCHOOL FRENCH

Canyons School District

Instructional Supports Department

WORLD LANGUAGE INSTRUCTIONAL GUIDE SECONDARY OVERVIEW Canyons School District’s World Language Instructional Guides are based on the Utah World Language Core Standards for Proficiency and the Proficiency Guidelines as defined in the 2024 American Council on the Teaching of Foreign Languages (ACTFL) ( https://www.actfl.org ). The standards, for grades 6-12, provide a clear description of what can be done with language at various levels (novice, intermediate, advanced) in all language domains (speaking, writing, listening, and reading) and are integrated in the areas of communication and culture. SCOPE & SEQUENCE The World Language Instructional Guides are organized into units that provide a suggested pacing for the school year. These units are intended to support planning and instruction . Teachers are encouraged to adjust the sequence and timing based on the needs of their students and site-specific factors, in collaboration with their school’s PLC. Brighton High School follows a trimester schedule, so the sample scope and sequence is adapted accordingly. A 6-unit example is provided to illustrate how instruction might be paced across the year. This sample can be found in the "Year at a Glance" section of the instructional guide. When planning each unit: ● Begin with the unit’s communicative goals and performance outcomes. ● Choose vocabulary that aligns with those goals and reflects the themes and real-world tasks students will engage in. ● Select sentence frames that support students in expressing key ideas and practicing essential language structures. It’s important to collaborate with your PLC to determine instructional practices like the use of vocabulary and sentence frames that are developmentally appropriate, culturally relevant, and responsive to the needs of your students.

SAMPLE SCOPE & SEQUENCE

SECONDARY SCHOOLS

BRIGHTON HIGH SCHOOL

Semester 1

Semester 2

Trimester 1

Trimester 2

Trimester 3

Units 1-3

Units 4-6

Units 1-3 (a)

Units 1-3 (a) or 4-6 (b)

Unit 4-6(B)

Updated 5.29.25

Canyons School District

Instructional Supports Department

WORLD LANGUAGE CLASSES AND PROFICIENCY LEVELS

Generally, the world language classes offered in CSD are aligned with the level of language proficiency a student acquires over time.

GRADE LEVEL

LANGUAGE & LEVEL

PROFICIENCY LEVEL

Chinese AP, French 4/AP, German 4/AP, Spanish 4/AP

Intermediate Mid

ASL 3, Chinese 4, French 3, German 3, Spanish 3

Intermediate Low

ASL 2, Chinese 3, French 2, German 2, Spanish 2

Novice High

High School

ASL 1, Chinese 2, French 1, German 1, Spanish 1, Japanese 2

Novice Mid

Chinese 1, Japanese 1

Novice Low

Middle School French 1A & 1B, French 1 & 2, Spanish 1A & 1B, Spanish 1 & 2

Novice Mid

Proficiency Level Descriptors for each Mode of Communication

Interpersonal

Interpretive

Presentational

ASSESSMENTS

Students are formally assessed each year through the AAPPL and AP Exams

AAPPL TESTING

ADVANCED PLACEMENT (AP)

DATE

Every year in April

Every year in May

SAMPLE Level 2 & 3 Chinese, French, German, Japanese & Spanish, NO ASL testing

AP World Language and Culture for Chinese, German, French & Spanish

Form A - Novice to Intermediate, Interpretive Listening & Speaking & Presentational Writing

FORMAT Online at each school site

Online and/or paper-pencil at each school site https://apcentral.collegeboard.org/

https://www.languagetesting.com/aappl-guide

Updated 5.29.25

Canyons School District

Instructional Supports Department

Best Practices for World Language

Practice

Teacher Moves

Student Moves

● Understand and use proficiency level criteria to plan language activities and lessons.

● Know and understand end of year target proficiency level ● Understand techniques that will support achievement proficiency targets. ● Produce language at the appropriate level. ● Use English to ask for clarification when necessary. ● Use a variety of task-oriented activities that require sole use of the target language.

Proficiency Level

● Use the target language (TL) building over time: - by the end of level 1: 50-70% - level 2: 70% - level 3, 4, 5: 90-100% ● English (L1) is used to briefly explain and clarify as needed. ● Teachers elicit language and provide many opportunities for production at the appropriate level. ● Themes and activities represent real world situations (ie. student life & culture. ● Culture is integrated throughout each lesson/text reflecting its 3 dimensions: products, practices and perspectives. ● Content aligned to district scope and sequence and the Utah World Language Core Standards. ● Grammar is taught in the context of a communicative lesson, and regular feedback given to correct errors. - Explain, post and reference throughout the lesson stating what students will do with the language. - Use backward design to plan a lesson. - Language focus incorporates the three modes of communication (interpretive, interpersonal, and presentational). ● Comprehensible Input: - Build background knowledge. - Utilize actions, visuals, and realia. ● Explicit Instruction/I do-We do-You do: - Introduce new vocabulary through explicit vocabulary routine. - Use the modeling cycle providing ● Content & Language Objectives/ Learning Intentions/Success Criteria:

Language Use

● Learn relevant topics and themes that represent the real world context ● Use language to communicate in real world situations. ● Learn grammar by using it in a meaningful and communicative way ● Acquire awareness of the target language culture and understand differences between their own culture by comparing and analyzing its 3 dimensions: products, practices, and perspectives. ● Rely on actions, visual, realia and examples appropriate for their level to produce language. ● Rely on scaffolding and strategies for ● Use sentence frames to produce language. ● Speak, read, write and listen in the partner language. ● Understand and can explain the learning objective and success criteria for the lesson. ● Reference word walls, graphic organizers, concept walls. ● Know and recognize the three modes of communications when engaging in class activities. reproduction, comprehension and application to learn new materials.

Content

Core Instructional Strategies for Language Learning

Updated 5.29.25

Canyons School District

Instructional Supports Department

Best Practices for World Language

Practice

Teacher Moves

Student Moves

● Students take risks and make mistakes.

examples of expectations and language production. ● Checking for Understanding: - Frequently check for understanding through student opportunities to respond (OTR), choral response, hand signals, tpr. ● Engagement: - Communicate expectations for routines (ie. partner share, SCD, think-pair-share, paraphrase to a partner, choral response) - Implement the 3 modes of communication to engage students. - Provide support & immediate feedback using correct language and concrete examples. ● Language References: - Provide scaffolds, concept wall, word wall, graphics organizers. ● Base formative/assessments on proficiency targets and CSD Instructional guides. ● Frequently measure all 3 modes of communication (interpretive, interpersonal and presentational) in multiple ways. • Intentionally plan formal/informal OTR’s to check for understanding. • Utilize and provide rubrics to track student performance and for student self-assessments. ● Use appropriate previously reviewed leveled & authentic texts to plan activities & lessons ● Teachers use authentic texts (ie. video, text, article etc.) appropriate for the language levels in order to scaffold and clarify meaning.

● Understand that evaluations are based on reaching the proficiency targets for their level. ● Understand that checks for understanding and formal/informal OTR’s are part of the learning process. ● Use a rubric before the project/assessment and then after to evaluate their own learning. ● Know and understand end-of-year target proficiency level. ● Use culture-rich text to demonstrate their understanding. ● Use background knowledge and strategies to understand authentic materials and resources.

Assessments & Grading

Authentic Resources

Updated 5.29.25

Canyons School District

Instructional Supports Department

Best Practices for World Language

Practice

Teacher Moves

Student Moves

● Understand and use proficiency level criteria to plan language activities and lessons.

● Know and understand end of year target proficiency level ● Understand techniques that will support achievement proficiency targets. ● Produce language at the appropriate level. ● Use English to ask for clarification when necessary. ● Use a variety of task-oriented activities that require sole use of the target language.

Proficiency Level

● Use the target language (TL) building over time: - by the end of level 1: 50-70% - level 2: 70% - level 3, 4, 5: 90-100% ● English (L1) is used to briefly explain and clarify as needed. ● Teachers elicit language and provide many opportunities for production at the appropriate level. ● Themes and activities represent real world situations (ie. student life & culture. ● Culture is integrated throughout each lesson/text reflecting its 3 dimensions: products, practices and perspectives. ● Content aligned to district scope and sequence and the Utah World Language Core Standards. ● Grammar is taught in the context of a communicative lesson, and regular feedback given to correct errors. - Explain, post and reference throughout the lesson stating what students will do with the language. - Use backward design to plan a lesson. - Language focus incorporates the three modes of communication (interpretive, interpersonal, and presentational). ● Comprehensible Input: - Build background knowledge. - Utilize actions, visuals, and realia. ● Explicit Instruction/I do-We do-You do: - Introduce new vocabulary through explicit vocabulary routine. - Use the modeling cycle providing examples of expectations and language ● Content & Language Objectives/ Learning Intentions/Success Criteria:

Language Use

● Learn relevant topics and themes that represent the real world context ● Use language to communicate in real world situations. ● Learn grammar by using it in a meaningful and communicative way ● Acquire awareness of the target language culture and understand differences between their own culture by comparing and analyzing its 3 dimensions: products, practices, and perspectives. ● Rely on actions, visual, realia and examples appropriate for their level to produce language. ● Rely on scaffolding and strategies for ● Use sentence frames to produce language. ● Speak, read, write and listen in the partner language. ● Understand and can explain the learning objective and success criteria for the lesson. ● Reference word walls, graphic organizers, concept walls. ● Know and recognize the three modes of communications when engaging in class activities. ● Students take risks and make mistakes. reproduction, comprehension and application to learn new materials.

Content

Core Instructional Strategies for Language Learning

Canyons School District

Instructional Supports Department

Best Practices for World Language

Practice

Teacher Moves

Student Moves

production. ● Checking for Understanding: - Frequently check for understanding through student opportunities to respond (OTR), choral response, hand signals, tpr. ● Engagement: - Communicate expectations for routines (ie. partner share, SCD, think-pair-share, paraphrase to a partner, choral response) - Implement the 3 modes of communication to engage students. - Provide support & immediate feedback using correct language and concrete examples. ● Language References: - Provide scaffolds, concept wall, word wall, graphics organizers. ● Base formative/assessments on proficiency targets and CSD Instructional guides. ● Frequently measure all 3 modes of communication (interpretive, interpersonal and presentational) in multiple ways. • Intentionally plan formal/informal OTR’s to check for understanding. • Utilize and provide rubrics to track student performance and for student self-assessments. ● Use appropriate previously reviewed leveled & authentic texts to plan activities & lessons ● Teachers use authentic texts (ie. video, text, article etc.) appropriate for the language levels in order to scaffold and clarify meaning.

● Understand that evaluations are based on reaching the proficiency targets for their level. ● Understand that checks for understanding and formal/informal OTR’s are part of the learning process. ● Use a rubric before the project/assessment and then after to evaluate their own learning. ● Know and understand end-of-year target proficiency level. ● Use culture-rich text to demonstrate their understanding. ● Use background knowledge and strategies to understand authentic materials and resources.

Assessments &Grading

Authentic Resources

Instructional Guide

FRENCH 1A

YEAR AT A GLANCE French Level 1A

GRADE 6-8

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

3 weeks

6 weeks

9 weeks

9 weeks

9 weeks

Suggested Pacing

Classroom Expectations

Greetings and Introductions

Our Classroom community

Family and Description

All about me

Unit

● Navigating the canvas course ● Using online

● Numbers 1-20 ● Conversation skills ● Question words ● Francophone country research

● Numbers up to 60 ● Calendar ● Weather ● School supplies ● Colors ● Body parts ● Adjectives ● Nouns and articles ● Negation

● Numbers up to 79 ● Descriptive adjectives ● Professions ● Family ● Possessive adjectives

● Numbers up to 100 ● “J’aime…” ● Classes ● Hobbies ● Expressions of frequency ● Conjugation of regular er verbs ● Descriptive adjectives

classroom resources (quizlet, Duolingo)

Essential Vocabulary & Structure

Pre: Beg of Aug

Mid: End of Dec - Beg of Jan

Final: End of May

Testing Window

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM) INTERPRETIVE INTERPERSONAL

PRESENTATIONAL

● Listening NM-IL 1-3

● Reading NM-IR 1-2

● Listening, Speaking, Reading & Writing NM-IC 1-7 I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.

● Speaking NM-PS 1-5

● Writing NM-PW 1-4

I can recognize a few memorized words and phrases when I hear them spoken.

I can recognize a few characters. I can identify a few memorized words and phrases.

I can present information about myself and some other very familiar topics using single words or memorized phrases.

I can copy some familiar words or phrases using the correct stroke order.

INTERCULTURAL

Cultural Products & Practices N.CPP

Cultural Perspectives N.CP

Cultural Interactions N.CIA

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

I can function at a survival level in an authentic cultural context.

INTRO CLASSROOM EXPECTATIONS

French LEVEL 1A

PACING

RESOURCES

KEY LANGUAGE USE(S)

● ● ● ● ●

Instructional Guides

3weeks/unit

INFORM

USBE Standards ACTFL website

ACTFL Proficiency Guidelines World Readiness Standards for Languages

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM)

INTERPRETIVE

INTERPERSONAL

PRESENTATIONAL

● ●

Listening NM-IL :1-3 Reading: NM-IR :1-2

● ●

Speaking: NM-PS:1-5 Writing: NM-PW :1-4

●

Listening/Speaking/Reading/ Writing: NM-IL/IS/IR/IW:1-7

INTERCULTURAL

●

N.CPP Cultural Products and Practices

●

N.CP Cultural Perspectives

●

N.CIA Cultural Interactions

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content SPEAKING

LISTENING

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics .

WRITING

When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content

LANGUAGE & INTERCULTURAL END OF UNIT COMPETENCIES

Interpretive Listening

Interpretive Reading

Interpersonal Communication

Presentational Speaking

Presentational Writing

I can recognize a few memorized words and phrases when I hear them

I can recognize a

I can communicate

I can present

I can copy some familiar words or phrases using the correct stroke order.

few characters. I can on some very

information about

identify a few

familiar topics using myself and some

memorized words

single words and phrases that I have

other very familiar topics using single

spoken.

and phrases.

practiced and memorized.

words or

memorized phrases.

Products and Practices

Cultural Perspectives

Cultural Interaction

I can function at a survival level in an authentic cultural context.

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

Purposeful communication: Tell and ask questions using the following terms and language functions and features: ● Navigating the Canvas course ● Using online language resources (Quizlet, Duolingo)

●

Typing in French

https://wida.wisc.edu/sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf

SCAFFOLDING IN ACTION

Skill Building

● Use a variety of visuals with to define meaning of words and phrases (ie. pictures of people greeting one another, etc.). ● 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. Hello. My name is … What is your name? … Nice to meet you.). ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Model conversation and sentence frames. ● Listen to videos of friends meeting for the first time. ● Pass a ball to engage in repetition of important phrases - Je m’appelle… ● 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. ● Students provide the commands during a Total Physical Response activity. ● Students ask questions about the topics covered in a lesson (ie. looking at a picture, the student can ask questions…). ● Have students provide extended responses/more details. ● Make a resource list to post online for fast fi nishers – YouTube links to songs, grammar resources, and stories

Extension

UNIT 1 GREETINGS AND INTRODUCTIONS

French LEVEL 1A

PACING

RESOURCES

KEY LANGUAGE USE(S)

● ● ● ● ●

Instructional Guides

INFORM

6 weeks /unit

USBE Standards ACTFL website

ACTFL Proficiency Guidelines World Readiness Standards for Languages

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM)

●

INTERPRETIVE

INTERPERSONAL

PRESENTATIONAL

● ●

Listening NM-IL :1-3 Reading: NM-IR :1-2

● ●

Speaking: NM-PS:1-5 Writing: NM-PW :1-4

●

Listening/Speaking/Reading/ Writing: NM-IL/IS/IR/IW:1-7

INTERCULTURAL

●

N.CPP Cultural Products and Practices

●

N.CP Cultural Perspectives

●

N.CIA Cultural Interactions

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content SPEAKING

LISTENING

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

LANGUAGE & INTERCULTURAL END OF UNIT COMPETENCIES

Interpretive Listening

Interpretive Reading

Interpersonal Communication

Presentational Speaking

Presentational Writing

I can recognize

I can recognize a few I can communicate

I can present information

I can copy some familiar words or phrases using

a few

characters. I can

on some very

memorized words and

identify a few

familiar topics using about myself and the correct stroke order.

memorized words

single words and phrases that I have

some other very familiar topics

phrases when I

and phrases.

hear them

practiced and memorized.

using single words or memorized phrases.

spoken.

Products and Practices

Cultural Perspectives

Cultural Interaction

I can function at a survival level in an authentic cultural context.

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

Purposeful communication: Tell and ask questions using the following terms and language functions and features: ● Numbers 1-20- Give their age, How many of a certain object? il y a (#) … ● Conversational skills and greetings- Bonjour, Comment ça va?, Je m'appelle… ● Question words- Qu'est-ce que c'est? C'est un… C'est une… Ce sont des… ● Pronouns- Je, Tu, Il/Elle/On, Nous, Vous, Ils/Elles

● Francophone countries- who speaks French? Research project

https://wida.wisc.edu/sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf

DIFFERENTIATION IN ACTION

Skill Building

● Use a variety of visuals with to define meaning of words and phrases (ie. pictures of people greeting one another, etc.). ● 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. Hello. My name is … What is your name? … Nice to meet you.). ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Model conversation and sentence frames. ● Listen to videos of friends meeting for the fi rst time. ● Pass a ball to engage in repetition of important phrases - Je m’appelle… ● Students complete a research project in English on a francophone country ● 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. ● Students provide the commands during a Total Physical Response activity. ● Students ask questions about the topics covered in a lesson (ie. looking at a picture, the student can ask “Who is …? How old is …? Where …?”). ● Have students provide extended responses/more details. ● Have students recognize and read the new vocabulary orally. ● Make a resource list to post online for fast fi nishers – YouTube links to songs, grammar resources, and stories

Extension

French LEVEL 1A

OUR CLASSROOM COMMUNITY

PACING

RESOURCES

KEY LANGUAGE USE(S)

● ● ● ● ●

Instructional Guides

9 weeks/unit

INFORM

USBE Standards ACTFL website

ACTFL Proficiency Guidelines World Readiness Standards for Languages

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM)

INTERPRETIVE

INTERPERSONAL

PRESENTATIONAL

● ●

Listening NM-IL :1-3 Reading: NM-IR :1-2

●

Listening/Speaking/Reading/ Writing: NM-IL/IS/IR/IW:1-7

●

Speaking: NM-PS:1-5 Writing: NM-PW :1-4

●

INTERCULTURAL

●

N.CPP Cultural Products and Practices

●

N.CP Cultural Perspectives

●

N.CIA Cultural Interactions

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

LANGUAGE & INTERCULTURAL END OF UNIT COMPETENCIES

Interpretive Listening

Interpretive Reading

Interpersonal Communication

Presentational Speaking

Presentational Writing

I can recognize I can recognize

I can communicate on I can present

I can write lists and

some familiar

some letters or

very familiar topics using a variety of words and phrases that I have practiced

information about myself and some other very familiar topics using a variety of words,

memorized phrases on

words and

characters.

familiar topics.

phrases when I I can understand

hear them

some learned or

spoken.

memorized words and memorized.

and phrases when

phrases, and memorized expressions.

I read.

Products and Practices

Cultural Perspectives

Cultural Interaction

I can function at a survival level in an authentic cultural context.

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

Purposeful communication: Tell and ask questions using the following terms and language functions and features: ● Numbers up to 60 and the Calendar- Giving dates

● ● ●

Weather- Il fait…

School supplies and colors

Body parts

● Adjectives- Agreement, order in a sentence ● Nouns and articles ● Négation- Je n'aime pas… Je ne parle pas…

https://wida.wisc.edu/sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf

DIFFERENTIATION IN ACTION

Skill Building

● Use a variety of visuals with to define meaning of words and phrases (ie. pictures of people greeting one another, etc.). ● 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 ex: using physical resources like a calendar on the wall ● 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. Hello. My name is … What is your name? … Nice to meet you.). ● Use gestures and oral repetition of key phrases and words in multiple contexts.Modeled conversation and sentence frames ● Listen to videos of friends meeting for the fi rst timeTPR with body parts - Simon dit… ● Listen to songs with colors, numbers, and weather vocabulary ● Create characters to practice using descriptive adjectives - Il est… Il a… ● Repetition through worksheets with negation and adjective agreement ● Whiteboard practice ● 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. ● Students provide the TPR commands. ● Students ask questions about the topics covered in a lesson (ie. looking at a picture, the student can ask “Who is …? How old is …? Where …?”). ● Have students provide extended responses/more details. ● Have students recognize and read the new vocabulary ● Make a resource list to post online for fast fi nishers – YouTube links to songs, grammar resources, and stories Practice speaking, using vocabulary in context, English → French translation ● Make a resource list to post online for fast fi nishers – YouTube links to songs, grammar resources, and stories practice speaking, using vocabulary in context, English → French translation

Extension

French LEVEL 1 A

FAMILY AND DESCRIPTIONS

PACING

RESOURCES

KEY LANGUAGE USE(S)

● ● ● ● ●

Instructional Guides

9 weeks/unit

INFORM

USBE Standards ACTFL website

ACTFL Proficiency Guidelines World Readiness Standards for Languages

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM)

INTERPRETIVE

INTERPERSONAL

PRESENTATIONAL

● ●

Listening NM-IL :1-3 Reading: NM-IR :1-2

● ●

Speaking: NM-PS:1-5 Writing: NM-PW :1-4

●

Listening/Speaking/Reading/ Writing: NM-IL/IS/IR/IW:1-7

INTERCULTURAL

●

N.CPP Cultural Products and Practices

●

N.CP Cultural Perspectives

●

N.CIA Cultural Interactions

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

LANGUAGE & INTERCULTURAL END OF UNIT COMPETENCIES

Interpreti ve Listening

Interpretive Reading

Interpersonal Communication

Presentational Speaking

Presentational Writing

I can

I can recognize some letters or

I can communicate

I can present

I can write lists and

recognize

on very familiar topics using a

information about memorized phrases on

some

characters.

myself and some

familiar topics.

familiar

variety of words and other very familiar

words and

phrases that I have

topics using a variety of words,

phrases

practiced and memorized.

when I hear

phrases, and memorized expressions.

them

spoken.

CULTURAL PERSPECTIVES

CULTURAL INTERACTION

PRODUCTS AND PRACTICES

I can function at a survival level in an authentic cultural context.

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

Purposeful communication: Tell and ask questions using the following terms and language functions and features: ● Numbers up to 79- Basic math practice

● Descriptive and Possessive Adjectives ● Family members- Ma famille… Mon père… Ma mère… Mes frères et sœurs… ● Professions

https://wida.wisc.edu/sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf

DIFFERENTIATION IN ACTION

Skill Build ing

● Use a variety of visuals with to define meaning of words and phrases (ie. pictures of people greeting one another, etc.). ● 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 ex: using physical resources like a calendar on the wall ● 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. Hello. My name is … What is your name? … Nice to meet you.). ● Use gestures and oral repetition of key phrases and words in multiple contexts.Modeled conversation and sentence frames ● Listen to videos of friends meeting for the fi rst timeTPR with body parts - Simon dit… ● Listen to songs with colors, numbers, and weather vocabulary ● Create characters to practice using descriptive adjectives - Il est… Il a… ● Repetition through worksheets with negation and adjective agreement Whiteboard practice ● Drawing and describing a circle of care with family members and possessive adjectives ● Possessive adjectives repetition through whiteboards and worksheets, Kahoot! Etc. ● Conversation around family and professions - Je veux être… Je veux travailler comme… ● 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. ● Students provide the TPR commands. ● Students ask questions about the topics covered in a lesson (ie. looking at a picture, the student can ask “Who is …? How old is …? Where …?”). ● Have students provide extended responses/more details. ● Have students recognize and read the new vocabulary ● Make a resource list to post online for fast fi nishers – YouTube links to songs, grammar resources, and stories Practice speaking, using vocabulary in context, English → French translation ● Make a resource list to post online for fast fi nishers – YouTube links to songs, grammar resources, and stories practice speaking, using vocabulary in context, English → French translation practice speaking, using vocabulary in context, English → French translation ● Family tree activity- Draw it, label it, and write relations between family members.

Exte nsion

UNIT 4 ALL ABOUT ME

French LEVEL 1A

PACING

RESOURCES

KEY LANGUAGE USE(S)

● ● ● ● ●

Instructional Guides

9 weeks/unit

INFORM

USBE Standards ACTFL website

ACTFL Proficiency Guidelines World Readiness Standards for Languages

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM)

INTERPRE TIVE

INTERPERSONAL

PRESENTATIONAL

● ●

Speaking: NM-PS:1-5 Writing: NM-PW :1-4

●

Listening NM-IL :1-3 Reading: NM-IR :1-2

●

Listening/Speaking/Reading/ Writing: NM-IL/IS/IR/IW:1-7

●

INTERCULTURAL

●

N.CPP Cultural Products and Practices

●

N.CP Cultural Perspectives

●

N.CIA Cultural Interactions

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

LANGUAGE & INTERCULTURAL END OF UNIT COMPETENCIES

Interpretive Listening

Interpretive Reading

Interpersonal Communication

Presentational Speaking

Presentational Writing

I can recognize a I can recognize a I can communicate

I can present

I can copy some familiar words or phrases using the correct stroke order.

few memorized

few characters. I on some very

information about

words and

can identify a few memorized

familiar topics using myself and some

phrases when I

single words and phrases that I have

other very familiar topics using single words or memorized

hear them

words and phrases.

spoken.

practiced and memorized.

phrases.

Products and Practices

Cultural Perspectives

Cultural Interaction

I can function at a survival level in an authentic cultural context.

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

Purposeful communication: Tell and ask questions using the following terms and language functions and features: ● Numbers to 100 ● “J’aime…”

● ●

Classes Hobbies

● Expressions of frequency (ie: souvent, un peu, beaucoup…) ● Conjugation of regular -er verbs

https://wida.wisc.edu/sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf

DIFFERENTIATION IN ACTION

Skill Building

● Use a variety of visuals with to define meaning of words and phrases (ie. pictures of people greeting one another, etc.). ● 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. Hello. My name is … What is your name? … Nice to meet you.). ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Model conversation and sentence frames. ● Listen to videos of friends meeting for the first time. ● Pass a ball to engage in repetition of important phrases - ● Students complete a research project in English on a francophone country ● 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. ● Students provide the commands during a Total Physical Response activity. ● Students ask questions about the topics covered in a lesson (ie. looking at a picture, the student can ask “Who is …? How old is …? Where …?”). ● Have students provide extended responses/more details. ● Have students recognize and read the new vocabulary orally. ● Make a resource list to post online for fast fi nishers – YouTube links to songs, grammar resources, and stories

Extension

Instructional Guide

FRENCH 1B

YEAR AT A GLANCE French Level 1B

GRADE 6-8

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

3 weeks

6 weeks

9 weeks

9 weeks

9 weeks

Suggested Pacing

Welcome back

Around Town and at the Café

My house and Daily Chores

Parties and Clothing

Leisure/Hobbies

Unit

● classroom

● School vocabulary ● schedule ● regular -er

● Rooms in the house ● furniture ● possessive adjective ● Chores ● Verb: faire

● Time ● Telling time ● Clothing items and accessories ● Sizes and color ● Verb: porter, aimer, detester etc…

● leisure activities ● adverbs ● compare and contrast

procedures ● “all about me presentation ● Review: adjectives ● regular present tense conjugation - er, être ● 0-100

● negatives ● questions ● avoir ● time

Essential Vocabulary & Structure

● calendar ● weather

Pre: Beg of Aug

Mid: End of Dec - Beg of Jan

Final: End of May

Testing Window

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM) INTERPRETIVE INTERPERSONAL

PRESENTATIONAL

● Listening NM-IL 1-3

● Reading NM-IR 1-2

● Listening, Speaking, Reading & Writing NM-IC 1-7 I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.

● Speaking NM-PS 1-5

● Writing NM-PW 1-4

I can recognize a few memorized words and phrases when I hear them spoken.

I can recognize a few characters. I can identify a few memorized words and phrases.

I can present information about myself and some other very familiar topics using single words or memorized phrases.

I can copy some familiar words or phrases using the correct stroke order.

INTERCULTURAL

Cultural Products & Practices N.CPP

Cultural Perspectives N.CP

Cultural Interactions N.CIA

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

I can function at a survival level in an authentic cultural context.

INTRO CLASSROOM EXPECTATIONS Welcome back

French LEVEL 1B

PACING

RESOURCES

KEY LANGUAGE USE(S)

● ● ● ● ●

Instructional Guides

3weeks/unit

INFORM

USBE Standards ACTFL website

ACTFL Proficiency Guidelines World Readiness Standards for Languages

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM)

INTERPRETIVE

INTERPERSONAL

PRESENTATIONAL

● ●

Listening NM-IL :1-3 Reading: NM-IR :1-2

● ●

Speaking: NM-PS:1-5 Writing: NM-PW :1-4

●

Listening/Speaking/Reading/ Writing: NM-IL/IS/IR/IW:1-7

INTERCULTURAL

●

N.CPP Cultural Products and Practices

●

N.CP Cultural Perspectives

●

N.CIA Cultural Interactions

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

LANGUAGE & INTERCULTURAL END OF UNIT COMPETENCIES

Interpretive Listening

Interpretive Reading

Interpersonal Communication

Presentational Speaking

Presentational Writing

I can recognize a few memorized words and phrases when I hear them

I can recognize a few characters. I

I can communicate

I can present information

I can copy some familiar words or

on some very

can identify a few familiar topics using memorized words single words and

about myself and phrases using the

some other very familiar topics

correct stroke

spoken.

and phrases.

phrases that I have

order.

practiced and memorized.

using single words or memorized phrases.

Products and Practices

Cultural Perspectives

Cultural Interaction

I can function at a survival level in an authentic cultural context.

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

Purposeful communication: Tell and ask questions using the following terms and language functions and features: ● Numbers to 100 ● Regular present-tense conjugation regular and être, avoir, aller faire