Essential Questions

Authentic Texts

Language Functions

MOTIVATION TO COMMUNICATE• Interesting Content – Good Questions

SKILLS TO PRACTICE• Language Functions

MODELS TO REPLICATE• Authentic Texts

Critical Thinking Engagement

Creativity

Open-endedNo single right answer

ProvocativeFunNew IdeasCan be revisited

For all studentsPersonalizationDifferentiationCan be discussed in the TL

Expand students’ understanding of themselves in relation to their community and world

Relevance

UNIT ONE UNIT TWO UNIT THREE UNIT FOUR UNIT FIVE

AP (IB, KEYS TO PLANNING, etc)THEME

Personal/Public Identities Contemporary Life/Beauty & Aesthetics

Families and Communities

Global Challenges Science & Technology

ESSENTIAL QUESTION

How do my family, friends, and where I live influence my free time activities?

(Leisure Activities w/Family, Friends)

How can meals be healthy and creative?

(Healthy Foods)

What makes a city special?

(Cities)

How green is my lifestyle?

(Daily Routines)

Who are the explorers?

(Famous People)

FUNCTIONS

AUTHENTIC TEXTS

FRENCH – LEVEL ONE – NOVICE RANGE

Fa UNIT ONE UNIT TWO UNIT THREE UNIT FOUR UNIT FIVE

AP (IB, KEYS TO PLANNING, etc)THEME

Personal/Public Identities Contemporary Life/Beauty & Aesthetics

Families and Communities

Global Challenges Science & Technology

ESSENTIAL QUESTION

How do my family, friends, and where I live influence my free time activities?

(Leisure Activities w/Family, Friends)

How can meals be healthy and creative?

(Healthy Foods)

What makes a city special?

(Cities)

How green is my lifestyle?

(Daily Routines)

Who are the explorers?

(Famous People)

FUNCTIONS

AUTHENTIC TEXTS

Family tree/photo/videoSports, MJC schedules in different regions, sports news, journal/calendar entries*

FRENCH – LEVEL ONE – NOVICE RANGE

TOP TEN FUNCTIONS AND RELATED TASKS

Asking and responding

to questions

Maintain a conversation in person & virtually

Expressing hopes and

dreams, future plans

Describing people, places,

things, how and how well

Present information orally for an

audience

Expressing feelings

and emotions

Expressing preferences

and opinions

Interpret authentic oral, written, visual texts

Telling and retelling stories

Present information in writing for an audience

FUNCTION NOVICE INTERMEDIATE ADVANCED

Describingpeople, places, things, how and how well

Give a description using one or two short adjectives or adverbs

Give a basic description & make simple comparisons using frequently used adjectives and adverbs

Give more detailed descriptions including comparatives, contrasts, and superlatives

Give detailed descriptions using a variety of precise adjectives and adverbs

Give detailed descriptions using a wide variety of precise adjectives and adverbs

RELATED LANGUAGE FUNCTIONS

AnalyzeCategorizeClassifyClarifyCompareContrastCountDefineDescribeDescribe physical characteristicsDescribe the weather

DifferentiateEditEvaluateExplainGive biographical informationGive examplesIdentifyIllustrateInferinterpret

LabelListLocateNameParaphrasePresentRephraseRestateRewriteSummarize

UNIT ONE UNIT TWO UNIT THREE UNIT FOUR UNIT FIVE

AP (IB, KEYS TO PLANNING, etc)THEME

Personal/Public Identities Contemporary Life/Beauty & Aesthetics

Families and Communities

Global Challenges Science & Technology

ESSENTIAL QUESTION

How do my family, friends, and where I live influence my free time activities?

(Leisure Activities w/Family, Friends)

How can meals be healthy and creative?

(Healthy Foods)

What makes a city special?

(Cities)

How green is my lifestyle?

(Daily Routines)

Who are the explorers?

(Famous People)

FUNCTIONS • Expressing preferences/opinions (likes/dislikes)

• Identifying• Asking & responding to

questions• Stating day, date, season

• Describing healthy, unhealthy meals

• Asking & responding to questions

• Expressingpreferences

• Asking and responding to questions about places in the city

• Describing places in the city

• Expressing opinions

• Expressing feelings, emotions

• Expressing daily routines

• Sequencing

• Telling a story• Asking/Giving

biographical information

AUTHENTIC TEXTS

FRENCH – LEVEL ONE – NOVICE RANGE

Tips for searching for authentic texts

• Look for texts that address the essential question of the unit and allow students to work on the language functions of the unit.

• Do a google search using possible words, phrases in the target language. Search images and videos first (especially for novice learners). S

• Become a fan of • Pinterest

• Google Images

Selecting authentic texts: Considerations

Edit the task, not the text.

Donna.clementi@gmail.com WAFLT 201713

Scaffolding techniques enable students to:• Understand the target language and engage with the content• Accomplish tasks they would be unable to do on their own

Because scaffolding is temporary, teachers need to:• Provide just the right amount of support to make the language

and content comprehensible• Be demanding enough to ensure that learners engage in higher-

order cognitive skills

Roy Lyster (McGill University), Immersion Conference Plenary – Oct. 2014

Before Reading: Prediction

write their prediction(s) about contents of the article:

share what they have written with partners.

During readingLearners read the actual article and compare to their predictions.

• Read in pairs to understand the text.

• Identify the main idea(s).

• Add details.

• Elaborate, make connections to self,

other experiences, the world

• Ask questions

• Construct a summary of the text.

INTERPRETIVE MODE (LISTENING, READING, VIEWING)

Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

NOVICE INTERMEDIATE ADVANCED

I can identify the general topic and some basic

information in very familiar and everyday

contexts

I can recognizing practiced or memorized

words, phrases, and simple sentences

I can understand the main idea and some pieces

of information on familiar topics from sentences

and series of connected sentences

I can understand the main message and supporting

details on a wide variety of familiar and general

interest topics across various time frames from

complex, organized texts

NOVICE LOW NOVICE

MID

NOVICE HIGH INTERMEDIATE

LOW

INTERMEDIATE

MID

INTERMEDIATE

HIGH

ADVANCED LOW ADVANCED MID ADVANCED

HIGH

Identify

memorized or

familiar words

supported by

gestures or

visuals

Identify

some basic

facts from

memorized

words and

phrases

supported

by gestures

or visuals

Identify/

understand

the topic

and some

isolated

facts or

elements

from simple

sentences;

familiar

questions

and

statements

from simple

sentences.

Identify

the topic and

related

information

from simple

sentences

Identify the

main idea

Understand

the main idea

and key

information

Follow the main

message or main

story and actions

in various time

frames in

straightforward,

and sometimes

descriptive,

paragraph-length

Understand the

main idea and

flow of events

expressed in

various time

frames i

Identify the

underlying

message and

some

supporting

details across

major time

frames

follow the

main story or

message and

some

supporting

detail across

major time

frames

Understand

the main and

underlying

message and

most

supporting

details, follow

the main

story and

some

supporting

details across

major time

frames

follow the flow of

ideas and some

nuances from

different

viewpoints, and

infer meaning

from complex

language on

unfamiliar,

abstract topics

INTERPERSONAL MODE (CONVERSATION)

Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

NOVICE INTERMEDIATE ADVANCED

I can communicate in spontaneous spoken, written, or

signed conversations on both very familiar and

everyday topics, using a variety of practiced or

memorized words, phrases, simple sentences, and

questions.

I can participate in spontaneous spoken, written, or signed

conversations on familiar topics, creating sentences and series of

sentences to ask and answer a variety of questions.

I can maintain spontaneous spoken, written, or signed conversations and

discussions across various time frames on familiar, as well as unfamiliar,

concrete topics, using series of connected sentences and probing questions.

NOVICE

LOW

NOVICE

MID

NOVICE

HIGH

INTERMEDIATE

LOW

INTERMEDIATE

MID

INTERMEDIATE

HIGH

ADVANCED

LOW

ADVANCED

MID

ADVANCED

HIGH

I can

*provide

information by

answering a

few simple

questions on

very familiar

topics

*express some

basic needs

*express basic

preferences or

feelings

using practiced

or memorized

words and

phrases, with

the help of

gestures or

visuals.

I can

*request and

provide

information by

asking and

answering a few

simple questions

on very familiar

and everyday

topics,

*express basic

needs related to

familiar and

everyday

activities

*express my own

preferences or

feelings and

react to those of

others

using a mixture

of practiced or

memorized

words, phrases,

and questions.

I can

*request and

provide

information by

asking and

answering a

practiced and

some original

questions on

familiar and

everyday topics

*interact with

others to meet my

basic needs

related to routine

everyday activities

*express, ask

about, and react

to preferences,

feelings, or

opinions on

familiar topics

using simple

sentences most of

the time and

asking questions

to keep the

conversation on

topic.

I can

*request and

provide

information in

conversations on

familiar topics

*interact with

others to meet my

basic needs in

familiar situations

*express, ask

about, and react

with some details

to preferences,

feelings, or

opinions on

familiar topics

by creating simple

sentences and

asking appropriate

follow-up

questions.

I can

*exchange

information in

conversations on

familiar topics

and some

researched topics

*interact with

others to meet

my needs in a

variety of familiar

situations

*exchange

preferences,

feelings, or

opinions and

provide basic

advice on a

variety of familiar

topics

creating

sentences and

series of

sentences and

asking a variety

of follow-up

questions.

I can

*exchange information

in conversations and

some discussions on a

variety of familiar and

some concrete topics

that I have researched

*interact with others to

meet my needs in a

variety of situations,

sometimes involving a

complication

*explain preferences,

opinions, and emotions

and provide advice on a

variety of familiar and

some concrete topics

that I have researched

using connected

sentences that may

combine to form

paragraphs and asking a

variety of questions,

often across various time

frames.

I can exchange

information and

ideas in discussions

on a variety of

familiar and

concrete academic

and social topics

I can interact and

negotiate to resolve

an unexpected

complication that

arises in a familiar

situation

I can maintain

conversations by

providing

explanations and

comparisons of

preferences,

opinions, and

advice on familiar

and concrete

academic and social

topics

using a few simple

paragraphs across

major time frames.

I can maintain discussions on a

wide variety of familiar and

unfamiliar concrete topics of

personal and general interest,

and sometimes academic,

social or professional topics by

using probing questions and

providing detailed responses

across major time frames.

I can Interact and negotiate to

resolve an unexpected

complication that arises in a

familiar situation providing

detailed explanations and

offering a variety of

resolutions across major time

frames.

I can maintain extended

conversations

by supporting, reacting to,

and comparing preferences

and opinions and expressing

advice and emotions in detail

across major time frames, and

by asking probing questions.

I can discuss and

sometimes debate a

variety of complex

concrete and some

abstract academic, social

and professional topics

and often deal with

related issues

hypothetically, suing

precise questions and

explanations.

I can interact and

negotiate to resolve an

unexpected complication

in a situation that is

generally unfamiliar.

I can discuss, support,

and sometimes debate

opinions and advice on a

variety of complex

concrete topics, often

addressing hypothetical

or abstract issues, and

asking precise questions.

http://www.bonjourdefrance.com/

https://www.actfl.org/sites/default/files/reports/Assigning_CEFR_Ratings_To_ACTFL_Assessments.pdf

• http://www.1jour1actu.com/• https://www.iletaitunehistoire.com/

http://www.nachrichtenleicht.de/https://www.deutschland.de/dehttps://www.zdf.de/kinder/logoshttp://blinde-kuh.de/aktuell/

https://www.veintemundos.com/en/library/http://www.elmundo.es/aula/laminas.htmlhttps://www.Superpop.eshttps://issuu.com/delearteemcampos

CRITERIA Exceeds Expectations

Accomplished

Comprehension

Meets Expectations

Strong Comprehension

Meets Expectations

Minimal Comprehension

Does Not Meet

Expectations

Limited

Comprehension

LITERAL COMPREHENSION

Word Recognition Identifies all key words

appropriately within

context of the text.

Identifies majority of key

words appropriately within

context of the text.

Identifies half of key words

appropriately within the

context of the text.

Identifies a few key words

appropriately within the

context of the text.

Main Idea

Detection

Identifies the complete

main ideas(s) of the text.

Identifies the key parts of

the main ideas(s) of the

text but misses some

elements.

Identifies some part of the

main idea(s) of the text.

May identify some ideas

from the text but they do

not represent the main

idea(s).

Supporting Detail

Detection

Identifies all supporting

details in the text and

accurately provides

information from the text

to explain these details.

Identifies the majority of

supporting details in the

text and provides

information from the text

to explain some of these

details.

Identifies some supporting

details in the text and may

provide limited information

from the text to explain these

details. Or identifies the

majority of supporting details

but is unable to provide

information from the text to

explain these details.

Identifies a few

supporting details in the

text but may be unable to

provide information from

the text to explain these

details.

INTERPRETIVE COMPREHENSION

Organizational

Features

Identifies the organizational

feature(s) of the text and provides

an appropriate rationale.

Identifies the organizational

feature(s) of the text; rationale

misses some key points.

Identifies in part the organizational

feature(s) of the text; rationale may

miss some key points. Or, identifies the

organizational feature(s) but rationale

is not provided.

Attempts to identify the

organizational feature(s) of

the text but is not

successful.

Guessing Meaning

from Context

Infers meaning of unfamiliar words

and phrases in the text. Inferences

are accurate.

Infers meaning of unfamiliar words

and phrases in the text. Most of the

inferences are plausible although

some may not be accurate.

Infers meaning of unfamiliar words and

phrases in the text. Most of the

inferences are plausible although many

are not accurate.

Inferences of meaning of

unfamiliar words and

phrases are largely

inaccurate or lacking.

Inferences

(Reading/Listening/

Viewing Between the

Lines)

Infers and interprets the text’s

meaning in a highly plausible

manner.

Infers and interprets the text’s

meaning in a partially complete

and/or partially plausible manner.

Makes a few plausible inferences

regarding the text’s meaning.

Inferences and

interpretations of the text’s

meaning are largely

incomplete and/or not

plausible.

Author’s Perspective Identifies the author’s perspective

and provides a detailed

justification.

Identifies the author’s perspective

and provides a justification.

Identifies the author’s perspective but

justification is either inappropriate or

incomplete.

Unable to identify the

author’s perspective.

Cultural Perspectives Identifies cultural

perspectives/norms accurately.

Provides a detailed connection of

cultural products/practices to

perspectives.

Identifies some cultural

perspectives/norms accurately.

Connects cultural

products/practices to perspectives.

Identifies some cultural

perspectives/norms accurately.

Provides a minimal connection of

cultural products/practices to

perspectives.

Identification of cultural

perspectives/norms is

mostly superficial or

lacking. And/or connection

of cultural

practices/products to

perspectives is superficial or

lacking.