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Unit Plan Template: (Becky Weiss)

Name of Unit

Reciprocal Communication in French

Allotted Time

6 weeks: 3 times a week for half an hour each

Grade
Overview and
Unit Topic

6 and 7
This unit will start with a Halloween theme and look at high frequency vocabulary for
Halloween. Using the Gradual Release of Responsibility Model coupled with Shelley
Moores tiered learning goals planning system, these students will be experience
French in a fun and exciting way. The point of the unit is to increase student interest in
the French language by making it fun and getting them talking.
1) After talking about Halloween we could discuss the human body and vocabulary
surrounding health as that would connect to their studies in PHE.
2) Towards the end of the unit we could shift into a small study on Francophone
communities that are connected to First Nations Communities (This could also be
social studies).

Video Resources: https://www.pinterest.com/pin/556124253970076583/


https://www.youtube.com/watch?v=_LYy3P2okyw or https://www.youtube.com/watch?v=85f0dS003jI
https://www.youtube.com/watch?v=xVl_kA5S6SM
http://french.about.com/od/grammar/a/adjectives_possessive.htmm
http://www.education.vic.gov.au/languagesonline/french/french.htm
Rationale: Why is this unit relevant at this time with these students?
This unit will be engaging for these students who will all be thinking about Halloween and their
costumes, candy and other festivities. It is important to learn French as it can help to increase brain
power and function and it is also an important cultural piece in Canada.
Big Idea
Core Competencies
Curricular Content
Reciprocal
Comprehend high-frequency words and patterns in slow, clear
French Phonemes
communicat
speech and other simple texts (wide range of grade appropriate text French Letter Patterns
ion is
types)
Common, high-frequency
possible in
Use strategies to increase understanding (using context, facial
vocabulary and sentence
French
expressions, pictures, props)
structures for
using
Exchange ideas and information using complete sentences, orally
communicating meaning:
simple,
and in writing:
- asking and responding to
high- ask and answer
different types of

frequency
words and
patterns.

Lesson
Topic

What do
you want
students to
learn?

All
students
will know
how to
pronounc
e letters
a-j in
French
and can
say 2
Halloween
words.

describe common emotions and states of physical health


describe people and objects
give reasons for likes and dislikes
share basic information about events

Curric
ular
Comp
etenci
es/
Conte
nt
What
are
the
learnin
g
outco
mes?
Compr
ehend
highfreque
ncy
words.

questions
- describing

Description of Learning Activities &


Strategies

Assessment
Method/ Tool

What teaching strategies & activities will you utilize


to enable students to achieve the learning
outcomes?

What method
(e.g. write/say/do)
will you use to
collect evidence?

By what criteria?

I DO: Demonstrate pronunciation of letters.


WE DO: Repeat together the pronunciation of
letters
YOU DO: Point to a letter and have your partner
say it out loud.
I DO: Demonstrate the pronunciation of the words.
WE DO: Chose certain words and practice
pronunciation.
YOU DO: Practice saying each word at your table.
I DO: Demonstrate the art project and explain
criteria.
WE DO: Repeat criteria back to me.
YOU DO: Repeat criteria back to your neighbor.
Chose 1 word and start 1 column.

Say: Ticket out


the door is to tell
me 2 Halloween
words in French.

Loud voice,
proper
pronunciation of
letters and
sounds.

Write: Students
will draw a picture
of a Halloween
word and include
the word in their
art.

Assessment
Criteria

Must have 1 word


added to their art
and images to
represent that
word.

All
students
will know
how to
pronounc
e letters
k-t in
French
and can
say 2
Halloween
words.

Compr
ehend
highfreque
ncy
words.

DO: We will do a choral repeat reading of the new


letters and words.
DO: Listen to a French vocabulary song on
youtube.
https://www.youtube.com/watch?v=xVl_kA5S6SM
READ: Read the words to your neighbor.
WRITE: Begin the art project, today 3 columns
done.

2
All
students
will know
how to
pronounc
e letters
u-z in
French
and know
5
Halloween
words.

Compr
ehend
highfreque
ncy
words.

DO: Say 5 Halloween words in French to your


neighbor.
DO: We will do a choral repeat reading of the new
letters and words.
READ: Read all the words aloud (with quiet voice)
at your desk.
WRITE: Continue working on the art project, today
3 more columns done.

Do: Students will


show me with
their bodies which
goal they feel like
they met that day
(straight, hills or
mountains).
Write: Students
will draw a picture
of a Halloween
word and include
the word in their
art.
Write: Students
will draw a picture
of a Halloween
word and include
the word in their
art.
Self-assessment:
Ticket out the
door will be to
show me with
your arms which
goal you have
achieved.

Must have 3
words added to
their art and
images to
represent those
words.
Must have 3
words added to
their art and
images to
represent those
words.

Students
will know
that
French
words
have a
gender.
That some
words
follow a
pattern to
figure out
which
gender
the word
is.

Use
strate
gies to
increa
se
unders
tandin
g.

DO: Create a diagram on the board, le-un and laune. Explain that in French you specify gender, in
English you say the or a. Look at the Halloween
words and write some down on the board that are
feminine vs. masculine.
DO: Watch an online tutorial to help us with the
identification of feminine words.
https://www.youtube.com/watch?v=hi1_ssrx008
READ: Read the graphic organizer with the
examples of endings for feminine words.
WRITE: Write down 1 example of a word that ends
with that letter or ending that follows the feminine
or masculine rule.

Write: Students
will write one
example down for
each general rule
of ending for
feminine words.

The word can


come from the
halloween vocab,
family vocab, or
other vocab but
must have the
same ending as
the rule and
correspond to the
feminine gender
(la, une).

Use
strate
gies to
increa
se
unders
tandin
g.

DO: Create a diagram on the board, le-un and laune. Explain that in French you specify gender, in
English you say the or a. Look at the Halloween
words and write some down on the board that are
feminine vs. masculine.
DO: Watch an online tutorial to help us with the
identification of masculine words.
https://www.youtube.com/watch?v=C8lzZmJm2Qk
(from 1:50-2:50 time)
READ: Read the graphic organizer with the
examples of endings for masculine words.
WRITE: Write down 1 example of a word that ends
with that letter or ending that follows the
masculine rule.

Write: Students
will write one
example down for
each general rule
of ending for
masculine words.

The word can


come from the
halloween vocab,
family vocab, or
other vocab but
must have the
same ending as
the rule and
correspond to the
masculine gender
(le, un).

4
Students
will know
that
French
words
have a
gender.
That some
words
follow a
pattern to
figure out
which
gender
the word

is.

5
Students
will know
high
frequency
French
Halloween
words.

Compr
ehend
highfreque
ncy
words.

Students
will know
12
vocabular
y words
about the
body.

Compr
ehend
highfreque
ncy
words.
Use
strate
gies to
increa
se
unders
tandin
g.

DO: Students will practice saying the Halloween


words that we have learnt with a partner. They
must go through the alphabet and practice saying
each word together.
DO: In groups of 4 students will play a game of 5
across. Each team will take turns trying to say the
French words and if they pronounce it correctly
then they will be able to put their playing piece on
that word. Each team of two must alternate turns
and is trying to get 4 pieces in a row (horizontal,
vertical or diagonal). You may block the other
team.
WRITE: Students who haven`t finished their art
work yet must go and finish it. If students have
finished their art work, they may continue to play
the game.
DO: Think and Pair, which words match with which
images.
DO: Share with the class and match the image to
the word on the board.
OPTION: Simon says with body parts and have
different leaders.
READ: We will all read the words and practice the
pronunciation.
WRITE: Plug the words into an activity sheet. Draw
a person with all 12 body parts.

Say: Students
must read the
word in French.

Loud voice,
proper
pronunciation of
letters and
sounds.

Say: Students
must read the
words aloud.

Loud voice,
proper
pronunciation of
letters and
sounds.

DO: Students will


match the French
words with the
images.
WRITE: Students
will draw an
image of a person
and include all 12
body parts.
OR

The words must


correspond to the
correct body part
to demonstrate
understanding.

Students
will know
that the
French
and
English
language
have
words in
common
called
cognates
(Vrais
Amis).

Use
strate
gies to
increa
se
unders
tandin
g.

8
Students
will use
their
vocabular
y about
the body
and their
knowledg
e about
cognates
to ask and

Use
strate
gies to
increa
se
unders
tandin
g.

I DO: Ask the students to raise their hands if they


think they know a lot of French words. Explain that
there are actually thousands of words that the
French and English language share that are called
Vrais Amis or cognates.
WE DO: Look at the words on the board out of the
10 words which words are Vrais Amis? Meaning
they are the same word in French and English but
with different pronunciation.
YOU DO: Putting a new 10 words on the board, I
want you and your table group to find the Vrais
Amis.
I DO: Summarize what a Vrais Amis is.
WE DO: Look at the hand out for all the Vrais Amis
that relate to physical activity. Read them aloud
together.
YOU DO: Complete a Vrais Amis identification
sheet and then try to use the Vrais Amis in simple
sentences.
I DO: I will model how we can use our new
vocabulary and Vrais Amis to ask and answer
simple questions. This is modeling the written part
of the activity.
WE DO: Together as a class we will fill out a couple
more sentences using popsicle sticks to call on
students.
YOU DO: You will independently write your own
sentences to prepare for the next activity.
I DO: I will model the activity with a volunteer at
the front.

Students will fill


out an activity
sheet.
WRITE: Students
will identify Vrais
Amis.

SAY: Students will


share with a
partner or the
class which words
on the board are
Vrais Amis.

WRITE: Students
will write down a
vocab word and a
cognate in a
premade
question.

Out of a list of
words students
will need to
identify which
ones are the
same in both
French and
English.
Out of a list of
words students
will need to
identify which
ones are the
same in both
French and
English.

I am looking for
students to
include the
gender of the
word
(le,la,un,une). I
am looking for
them to put the
vocabulary word
in the right spot
and the cognate

answer
simple
questions.

WE DO: We will all practice the activity with our


neighbors.
YOU DO: Each student will get up and walk around
the room. When you make eye contact with
someone greet them (Bonjour, Salut) then ask your
questions. End with a farewell (Aurevoir, demain)

SAY: Students will


use their prewritten sentences
to have a
conversation with
a peer.

DO: Students will watch a youtube clip about


possessive adjectives. (40 seconds-5:04)
https://www.youtube.com/watch?
v=qDnJVvkZop4
DO: Create a table together outlining the
possessive adjectives for my, your (tu form),
his/her, our, their and your (vous).
READ: Students will read a bio that I wrote about
my likes and dislikes and find the words that are
feminine masculine based on their possessive
adjectives.
WRITE: Students will fill out the same bio based
on their likes and dislikes.

Write: Students
will write down
which activities
they like or
dislike.

Students
will be
able to
identify
gender of
a word
based on
the
possessiv
e
adjective.

10

Use
strate
gies to
increa
se
unders
tandin
g.

SAY: Students will


say the physical
activity words
they noticed in
the bio and what
gender they are.

in the correct
spot.
I am looking for
students to be
trying, to be
engaged and not
discussing other
topics. I will be
looking to see if
they are using
their pre-written
sentences as a
reference, if they
are speaking with
a clear voice and
making an effort
with the
pronunciation.
I am looking for
students to use
the correct
possessive
adjective that
connects to the
proper gender.
I am looking for
the students to
say which word
they saw and
what gender it is
by looking at the
possessive
adjective that

preceded it.

Students
will be
able to
pronounc
e simple
words and
phrases.

11

Compr
ehend
highfreque
ncy
words.

DO: Students will practice saying their sentences


they created last lesson about their likes and
dislikes with each other.
DO: Students will review the possessive adjectives
by creating a diagram on the board with me.
READ: In groups of 4 students will play a game of
5 across. Each team will take turns trying to say
the French words and if they pronounce it correctly
then they will be able to put their playing piece on
that word. Each team of two must alternate turns
and is trying to get 4 pieces in a row (horizontal,
vertical or diagonal). You may block the other
team.
WRITE: Students will be given playing boards and
as a group of four, they will create their own 5
across board using Halloween words, Vrais Amis,
and physical activity words that they remember.

SAY: Students will


say their preconstructed
sentences to a
partner.
SAY: Students will
be able to read
the words on the
5 across board.

I am looking for a
loud voice, proper
pronunciation of
letters and
sounds.
I am looking for
students to be
able to pronounce
a minimum of half
the words on the
board.

Students
will know
that
French
and
English
have
some
words in
common
that DO
NOT share
the same
meaning
(Faux
Amis).

Use
strate
gies to
increa
se
unders
tandin
g.

DO: Students will watch a video on youtube that


explains a Faux Amis. (until 5:10)
https://www.youtube.com/watch?v=WY4Dn80yGws
DO: Now that we know that there are some words
that are Vrais Amis and others that are Faux Amis,
what are some strategies that we can use as a
class to figure out which is which? Create a list of
strategies.
READ: As a class we will read a short text in
French about Halloween and physical activity. The
class will be asked to go through and highlight all
the Faux Amis in one colour and the Vrais Amis in
another.
WRITE: The students will write the correct English
meaning for the French Faux Amis that they saw in
the video and again in the text.

DO: Students will


identify Vrais and
Faux Amis in a
text.

I am looking for
students to be
able to recognize
when the word
has the same
meaning in
French and when
it does not.

Excha
nge
ideas
and
inform
ation
using
compl
ete
senten
ces,
orally
and in
writing
.

I DO: I will speak in French to demonstrate some


likes and dislikes of mine using the vocabulary that
we have studied so far (Halloween, family, physical
activity).
WE DO: We will play a game called OUI o NON. I
will ask the class if they like different things. First I
will start by pulling popsicle sticks and if they don`t
like the noun that I am describing they must stay
sitting and answer Non, je naime pas if they
like the noun that I am describing than they stand
up and say Oui, jaime . We will continue in this
manner until the entire class is playing.
YOU DO: Using the question Est-ce que tu
aimes?, students will go around and fine 1
person who applies to each question. Once they

SAY: Students will


answer questions
about their likes
and dislikes.

I expect students
to follow the
modelled
structure:
Oui, jaime
Non, je naimes
pas..
To use a loud
voice and to
pronounce letters
and sounds
properly.

12
Students
will know
how to
express
likes and
dislikes.

13

have filled a person`s name in each square they


have won the game. You cannot have a persons
name in twice.

Students
will know
2 ways to
ask a
question
in French.

14

I can
create
and
answer
questions
about my
likes and
dislikes.

Excha
nge
ideas
and
inform
ation
using
compl
ete
senten
ces,
orally
and in
writing
.
Excha
nge
ideas
and
inform
ation
using
compl
ete

I DO: Explain the two ways to ask questions in


French. You can start your question with Est-ce
que which mean do or is. Or you can inver the
order of the subject pronoun and the verb.
Example:
Aimes-tu les maths?
WE DO: Practice turning Est-ce que questions
about likes and dislikes into inverted questions.
YOU DO: Imagine if you were to meet with your
biggest hero, sports hero, favorite author, favorite
singer etc. what would you ask them about their
likes and dislikes. Write down 3 Est-ce que
questions and 3 inverted questions.

Write: Students
will write 3 Est-ce
que questions
and write 3
inverted
questions.

I expect students
to use the proper
spelling of the
verb (tu) and to
use the proper
gender with their
noun.

I DO: I will explain the final project for the unit will
be a skit in French done in groups of 2 to 4 people.
1 person will be the interviewer and the other
people will act as the famous people. Your jobs are
to ask and answer questions in French as your
characters.
WE DO: We will co-create criteria for the project.
What should it look like? What should it sound like?
How long should the skit be? How will you know if

WRITE: Students
will write a project
proposal.

I expect students
to fill in who is in
their group, what
their roles will be,
how they are
going to divide up
the work evenly,
some question
topics for the

15

I can
create
and
answer
questions
about my
likes and
dislikes.

16

I can
create
and
answer
questions
about my
likes and
dislikes.

senten
ces,
orally
and in
writing
.

you were successful?


YOU DO: Each group will be able to self-select
their group, and number of members based on the
famous person they are choosing to act as.
However, each group must get their ideas
approved by me. So once you`ve created your
group of 2-4 students you must together complete
a project proposal.

Excha
nge
ideas
and
inform
ation
using
compl
ete
senten
ces,
orally
and in
writing
.
Excha
nge
ideas
and
inform
ation
using
compl
ete

I DO: I will introduce and explain the criteria that


they will be assessed on based on what we cocreated last lesson.
WE DO: We will go over the expectations of the
group project as well as the expectations for
behavior.
YOU DO: This lesson will be dedicated to the
students writing their script.

I DO: I will re-introduce and explain the criteria


that they will be assessed on based on what we cocreated.
WE DO: We will go over what you should have
already created, and what you need to complete
today in order to be ready to present next class.
YOU DO: This lesson will be dedicated to the
students practicing their script.

interview and a
realistic timeline.

17

senten
ces.

I can
create
and
answer
questions
about my
likes and
dislikes.

Excha
nge
ideas
and
inform
ation
using
compl
ete
senten
ces.

18

This lesson will be where the students


perform their skits for each other. The class
will complete peer evaluations while I assess
each groups performance as well.

Self-evaluation

I am looking to
find out if the
work load was
even.

Peer evaluation
At the end of the project, each group
member will fill out their own self-evaluation
of their group project and performance.

Did the group


meet the criteria?
Teacher
evaluation

Did the group


meet the criteria
(hills, straight or
mountains)?