Unit Assessment Plan

Name and Jordan Logan- Section D
Section
Subject Area French (FSL)
ED 3604 Evaluation of Student Grade Level Grade 7
Learning Topic Weather
Unit Assessment Plan Length of Unit 16 days
(days)
Stage 1 Desired Results

Established Goals:
Experience: Given the following fields of experience and the subfields within each
field, and other areas of interest, students will engage in various language activities,
based on the context, the communicative task and the different information and
communication technologies available.
Weather: Weather conditions, Climate, and Canadas weather
Communication:
General Outcome: Students will use their knowledge of French to understand and/or
to express a message effectively in various situations for a variety of purposes.
Specific Outcomes: Given the following fields of experience and the subfields within
each field, and other areas of interest, students will engage in various language
activities, based on the context, the communicative task and the different information
and communication technologies available, in order to:
Listening Comprehension
Reading comprehension
Oral Production
Written Production
Language:
General Outcome: Students will use, with accuracy, knowledge of linguistic
elements of the French language to fulfill their communicative intents.
Specific Outcomes: Given the following fields of experience and the subfields within
each field, and other areas of interest, students will engage in various language
activities, based on the context, the communicative task and the different information
and communication technologies available, in order to:
Knowledge of Language Concepts
Application of Vocabulary and Language Concepts
Culture:
General Outcome: Students will use their knowledge of different Francophone cultures and
their own culture to be able to interact appropriately within these cultures.
Specific Outcomes: Given the following fields of experience and the subfields within each
field, and other areas of interest, students will engage in various language activities, based on
the context, the communicative task and the different information and communication
technologies available, in order to:
identify geographical areas where French is spoken in Canada and other parts of the
world
Seek out information about Francophone cultures from authentic sources (e.g., school
timetables, weather reports)
Cite copyrighted French language sources when using information from digital
technologies
Language Learning Strategies (S):
General Outcome: Students will use their knowledge of strategies to enhance learning and
to communicate in French.
EDUC 3604 Unit Assessment Plan Template
Section
(days)
Specific Outcomes: Given the following fields of experience and the subfields within each
field, and other areas of interest, students will engage in various language activities, based on
the context, the communicative task and the different information and communication
technologies available, in order to:
Comprehension Strategies
Production Strategies
Memory Strategies
Understandings: Essential /Inquiry Questions:
Students will understand that Based on each section there are a few
Through this unit of study there will be guiding questions in relation to the desired
3 central components that guide the outcomes and understandings:
direction of the learning that is to take Weather:
place. I can list and recall various weather
The first component of the unit is the conditions in French.
section on weather. In this section I I can create phrases that describe
want the students to learn essential various weather conditions in French.
vocabulary and concepts, and then I can use oral and written modalities to
use that vocabulary and concepts in a represent my knowledge of various
variety of grammatical situations. The weather conditions in French.
students will be exposed to oral,
written, and reading forms of Location Pronouns:
comprehension to demonstrate their I can use each pronoun in their
knowledge.
appropriate situation in French.
The second portion will look at
I can use location pronouns in a variety
location pronouns a, en, and au. I
hope that the students will of circumstances to talk about various
understand that there are specific countries and cities in French.
circumstances that warrant the use of I can list and describe the
the various pronouns. In addition, I characteristics of each pronoun in
hope that the students understand regards to their contribution to the
each pronouns characteristics and language in French.
how they contribute to the language.
The third section of the unit will Faire Verb Tense:
examine the verb tense faire. With I can use the verb faire in the present
this verb tense being very common, it tense in a variety of situations to
also ties into the weather portion. describe an action in French.
Henceforth, I hope the students will I can connect the verb faire and use it
understand the value of the verb to describe various weather conditions
tense in the French language, and in French.
how it attributes to other verb tenses. I can create a variety of phrases either
I hope that the students will orally or written to describe an action
understand the connections between being done in French.
the verb tense and their prior
Section
(days)
knowledge of weather.
Students will know Students will be able to do

E.1, E.2, E.3- The various Co.3. Oral Production- name, list, describe,
components associated with the ask and answer questions, give simple
weather such as vocab regarding directions, indicate basic needs or
weather conditions, climate, and preferences orally, with limited spontaneity,
other weather phrases. in a defined, highly structured and
Co.1. Listening comprehension- modelled fashion, resulting in a prepared
understand, in guided situations, by message, expressed in the present, that is
identifying key words or expressions comprehensible and accurate
previously taught, the main idea(s) Co.4. Written Production- label, list,
or isolated details about a variety of describe, ask and answer questions, give
concrete topics contained in simple directions, indicate basic needs or
authentic or adapted oral texts preferences, in written form, in a defined,
A.2.1. Vocabulary associated with highly structured and modelled fashion,
the fields of experience and their resulting in a prepared message, expressed
subfields in the present, that is comprehensible and
A.2.4. present tense of avoir, tre, accurate
faire, aller with all personal subject Language- Specific Outcomes: Given the
pronouns, A.2.6. expressions with following fields of experience and the
faire (e.g., Il fait beau. Il fait du ski.) subfields within each field, and other areas
Cu.1. identify geographical areas of interest, students will engage in various
where French is spoken in Canada language activities, based on the context,
and other parts of the world the communicative task and the different
S.1.1.b. use words around the information and communication
unknown word to guess meaning technologies available, in order to:
S.1.1.i. use visual clues (e.g., L.1. Knowledge of Language
Section
(days)
pictures, gestures, illustrations) and Concepts- Continue to develop

auditory clues (e.g., street noises, knowledge of the following concepts:
intonation, sighs) L.1.1. Nouns, L.1.2. Gender, L.1.3.
S.1.1.n. use a bilingual dictionary to Number, L.1.5. Adjectives, L.1.6.
verify word meaning or find Adjectival agreements
unknown words L.1.7. Personal subject pronouns
L.1.8. Verbs, L.1.9. Conjugation,
L.1.12. Regular and irregular verbs
L.1.10. The present tense
L.1.13. Pronunciation
L.1.15. Construction of simple
phrases
Cu.2. seek out information about
Francophone cultures from authentic
sources (e.g., school timetables, weather
reports)
Cu.3. cite copyrighted French language
sources when using information from digital
technologies

Section
(days)
Assessments
Pre- Unit Locatio Weather
Assessm Vocabul Commu n Unit Test forecast
Event Faire
ent ary Dice nicative Weathe Pronou Presenta
Learni Title Explorati Worksh
Portfoli activity drawing r Quiz n tion
ng on eets
o activity worksh
Outco eet
mes Type Formativ Summat Summati Summati
Formati Formati Summat Formati Summati Formati
(Formativ e ive ve ve
e/Summati ve ve ive ve ve ve
ve)
Weigh 20% 20%

0 0 20% 0 20% 0
ting 0 20%
Experience:
E.1, E.2, E.3-
The various
components
associated with x x
the weather
such as vocab X X X X
regarding
weather
conditions,
climate, and
other weather
phrases.
Co.1. Listening X x
comprehension-
understand, in
guided situations,
by identifying key
words or
expressions x
previously taught, X
Section
(days)
the main idea(s)

or isolated details
about a variety of
concrete topics
contained in
authentic or
adapted oral texts
Co.3. Oral X X X X
Production-
name, list,
describe, ask
and answer
questions, give
simple
directions,
indicate basic
needs or X X
preferences
orally, with
limited
spontaneity, in
a defined,
highly
structured and
modelled
fashion,
resulting in a
prepared
message,
expressed in
the present,
Section
(days)
that is
comprehensibl
e and accurate
Co.4. Written
Production-
label, list,
describe, ask
and answer X X
questions, give
simple
directions,
indicate basic
needs or
preferences, in
written form, in
a defined,
X X X X
highly
structured and
modelled
fashion,
resulting in a
prepared
message,
expressed in
the present,
that is
comprehensibl
e and accurate
Section
(days)
L.1.
Knowledge of
Language
Concepts-
Continue to
develop
knowledge of
the following
concepts:
L.1.1. X X X
Nouns,
X X X x X X X
L.1.2.
Gender,
L.1.3.
Number,
L.1.5.
Adjective
s, L.1.6.
Adjectival
agreeme
nts
L.1. X X X
Knowledge of
Language
Concepts-
Continue to
develop X
knowledge of
the following
Section
(days)
concepts:
L.1.7.
Personal
subject
pronouns
L.1.
Knowledge of
Language
Concepts-
Continue to
develop X X X
knowledge of
X X X X
the following
concepts:
L.1.8.
Verbs,
L.1.9.
Conjugati
on
L.1. Knowledge
of Language
Concepts-
Continue to
develop
knowledge of the X X X
following
concepts:
L.1.13.
Pronunciatio
n
Section
(days)
L.1.
Knowledge of
Language
Concepts-
Continue to
develop X X
knowledge of
the following X X X X X
concepts:
L.1.15.
Construct
ion of
simple
phrases

L.1.
Knowledge of
Language
Concepts-
Continue to
develop X X
X X X X X
knowledge of
the following
concepts:
L.1.10. The
present tense
A.2.1. X X X X
Vocabulary
X X
associated with
Section
(days)
the fields of
experience and
their subfields
A.2.4. present
tense of avoir,
tre, faire, aller
with all
personal X
subject X X
pronouns, X X X
A.2.6.
expressions
with faire (e.g.,
Il fait beau. Il
fait du ski.)
Cu.1. identify
geographical
areas where X
French is X
spoken in X
Canada and
other parts of
the world
Cu.2. seek out X

information
about
Francophone X
Section
(days)
cultures from X
authentic
sources (e.g.,
school
timetables,
weather
reports)
Cu.3. cite
copyrighted
French
language X
sources when
X
using
information
from digital
technologies
S.1.1.b. use
words around
X X X
the unknown
X X X
word to guess
meaning
S.1.1.i. use X X X
visual clues
(e.g., pictures, X X
gestures, X
illustrations)
and auditory
Section
(days)
clues (e.g.,
street noises,
intonation,
sighs)
S.1.1.n. use a
bilingual
X
dictionary to X
verify word X X X X X
meaning or find
unknown words
Section
(days)
Assessment Tool Overview

Assessm
Fo
ent Tool Outcomes Brief Description r
AS OF
Title
The pre-unit assessment inquiry
questionnaire will be incorporated
prior to the unit during my time with
the students in the classroom. The
Co.1 questionnaire will be structured to
Co.3 inquire towards the students prior
Co.4 knowledge of various French
L.1.1. Nouns, competencies such as oral, listening,
L.1.2. Gender, and written comprehension. The first
L.1.3. Number, set of questions will ask the student
L.1.8. Verbs, to reflect on their use of various
Pre-Unit
L.1.9. French verbs and knowledge of
Assessm
Conjugation vocabulary. In a second set of
ent
questions, the students will state X X
Inquiry L.1.15.
personal characteristics like any
question Construction of
interests in areas such as sports,
naire simple phrases
music and other personality traits. In
A.2.4, A.2.6 the final set of questions, the
Cu.1 students will reflect upon any
Cu.2 preferred learning styles that have
S.1.1.b worked for them in the past, or they
S.1.1.i believe could work for them moving
S.1.1.n forward that hasnt been attempted
before. This feedback will be used by
the teacher to adjust to any student
differentiation that can be included
to improve the learning environment.
Vocabula E.1, E.2, E.3 This vocabulary portfolio will be X X
ry Co.4 introduced at the beginning of the unit
Portfolio along with a list of vocabulary words. On
L.1.1. Nouns, a loose leaf piece of paper, the students
L.1.2. Gender, will record the week, and 10 words that
L.1.3. Number, they studied each week. From the list of
L.1.5. words, the students will choose 5 words
Adjectives, and create a sentence or phrase with
L.1.6. that word in the sentence. At the
Adjectival beginning of each week there will be a
quick check done by the teacher to
Section
(days)
agreements ensure that the student completed the

L.1.15. task. The marks will be rewarded based
Construction of on completion of the weekly
simple phrases requirements. Differentiation is built into
this assignment as the teacher can
L.1.10. The
assign students either less or more
present tense words based on their abilities. This
A.2.1. vocabulary book is structured to scaffold
Vocabulary into the final unit presentation that is
S.1.1.n done at the end of the unit.
The dice activity is to be conducted
following the weather introduction
E.1, E.2, E.3 activity. The students will create their
Co.3 own dice blocks that include images
L.1.1. Nouns, of various weather conditions on
L.1.2. Gender, one, and various temperatures on
L.1.3. Number, the other. Once the students have
had time to build their dice the class
L.1.5.
will then be split into teams that are
Adjectives,
equal based on ability. The teams will
L.1.6.
take turns have a representative
Dice Adjectival
compete with a member of another X X
Activity agreements
team. The dice will be rolled and the
L.1.13. competing student to say the
Pronunciation weather condition and temperature
L.1.15. that are shown on the dice is
Construction of awarded a point for their team. This
simple phrases activity is built as a formative and
A.2.1. metacognitive form of assessment as
Vocabulary the student receive feedback from
S.1.1.i the teacher based on their accuracy,
and is also able to assess their
performance on the activity.
Communi E.1, E.2, E.3 This activity is a continuation of the X X
cative Co.1 weather introduction and the dice
Drawing Co.3 activity. In this activity the class will
Activity be paired up and provided a picture
L.1.1. Nouns,
of a weather condition and a blank
L.1.2. Gender,
piece of paper. One partner will
L.1.3. Number,
describe the scene using the weather
L.1.5.
vocabulary that has been studied
Adjectives, and based off of the description the
L.1.6. other partner will attempt to draw
Section
(days)
Adjectival
agreements the scenery. The roles will switch and
L.1.8. Verbs, the pairs will be provided another
L.1.9. image when finished. This activity is
Conjugation, a good communicative activity in
L.1.13. which the students have to use both
Pronunciation their oral and listening
L.1.15. comprehension to complete the task.
Construction of The teacher is able to differentiate
simple phrases this task by providing pairs with
L.1.10. The varying images. The assessment in
present tense this activity would be metacognitive
A.2.1. and formative as the teacher
Vocabulary, provides feedback on the
A.2.4, A.2.6 communication that takes place
S.1.1.b, S.1.1.i., between the students.
S.1.1.n.
E.1,E.2,E.3
Co.3 This quiz has been split up into 2
L.1.1. Nouns, days for time purposes. Each student
L.1.2. Gender, will be taken individually to a
L.1.3. Number, secluded space in the classroom
L.1.5. Adjectives, where they will be provided a
L.1.6. Adjectival
agreements
weather forecast for a French
L.1.8. Verbs, L.1.9. speaking country somewhere in the
Conjugation world. The students will be given 3
L.1.13. minutes to prepare what they want
Pronunciation to say and when ready they will have
L.1.15. 2 minutes to present the forecast.
Weather Construction of The teacher in this situation will X
Quiz simple phrases
L.1.10. The
observe the students dialogue and
present tense grade it based on a rubric designed
A.2.1. Vocabulary to assess the students ability to
A.2.4. present communicate the forecast in ways
tense of avoir, like fluency, and then their accuracy
tre, faire, aller in the use of vocabulary and
with all personal grammar. The teacher will note any
subject pronouns,
A.2.6. expressions errors that come up in the dialogue
with faire (e.g., Il and address then in the assessment
fait beau. Il fait du of the student and small discussion
ski.) that follows the dialogue.
S.1.1.b
Section
(days)
The location pronoun worksheet will

follow a lesson on the set of
Co.4 pronouns. The sheet will have basic
L.1.1. Nouns, questions that help the students
better understand the the
L.1.2. Gender,
characteristics of the pronouns and
L.1.3. Number,
how they contribute to the language.
L.1.5.
Location The worksheet will be designed in a
Adjectives,
Pronoun way so the student uses the
L.1.6. X
Workshe pronouns in a variety of contexts like
Adjectival
et fill in the blank, and sentence
agreements
creation. The teacher will collect the
L.1.7. Personal worksheets at the end of the lesson
subject for quick formative assessment.
pronouns There will be any remarks regarding
S.1.1.n errors or excellent work. The
worksheets will then be returned to
the students in the following class.
Event Co.1 The event exploration assignment X X
Explorati Co.3 begins as the students research and
on Co.4 explore an event that has happened
in a French speaking country within
L.1.1. Nouns,
the last 50 years. The students will
L.1.2. Gender,
then describe the even in their own
L.1.3. Number,
words in at least 10 sentences. The
L.1.5.
students will be instructed to use at
Adjectives, least 5 location pronouns in their
L.1.6. presentation. The presentation of the
Adjectival event can be done in any approved
agreements formats such as PowerPoint, video, or
L.1.7. Personal news article. There will be an
subject established date for presentations,
pronouns as well as several designated work
L.1.8. Verbs, periods for assignment completion.
L.1.9. During the presentations the peers
Conjugation within the class will fill out
L.1.15. hamburger reflection forms in which
Construction of they will provide 2 positives, and one
simple phrases criticism regarding the presentation,
L.1.10. The these feedback forms will be
present tense provided to the student upon teacher
Cu.1 filtering. During the presentation the
Section
(days)
teacher will be assessing the student

within an established rubric that
measures fluency, vocabulary,
Cu.2 grammar, and use of pronouns. The
Cu.3 teacher will also make remarks
regarding any corrections during the
S.1.1.b
presentation that will be discussed
S.1.1.i further with the student. The student
S.1.1.n is to submit any script or writing
associated with the presentation at
the end of the presentation for
further assessment.
The faire portion of the unit
incorporates lessons where the verb
Co.4 tense faire is explored. The first day
L.1.1. Nouns, addresses je, tu, and il/elle, and
L.1.2. Gender, the second explores nous, vous,
L.1.3. Number, and ils/elles. Through the
L.1.5. introduction and exploration of the
Adjectives, material the students will be
L.1.6. provided 2 worksheets that involve
Adjectival the application of the verb tense in a
agreements variety of situations. Each worksheet
Faire L.1.7. Personal will expose the students to a variety
Workshe of uses with the verb tense, and will X
subject
et also act as a page of notes for the
pronouns
students. The worksheets will be
L.1.8. Verbs,
formatted in a way that can be
L.1.9.
repetitively useful for the students to
Conjugation
refer to later. At the end of the lesson
L.1.10. The the students will submit the
present tense worksheets to the teacher for
A.2.4 formative assessment. The teacher
A.2.6 will address any grammatical, or
S.1.1.n spelling errors on the sheet and then
hand them back to the student on
the proceeding day.
Unit Test E.1, E.2, E.3 The unit test will be conducted in 2 X
Co.4 portions. The first portion will be a
L.1.1. Nouns, quick socrative test in which the
L.1.2. Gender, students will sign their name into the
L.1.3. Number, classroom database with a device
Section
(days)
and then answer the questions on

the screen. The questions will be
L.1.5.
designed in a simple manner and are
Adjectives, intended to grant an easier grade
L.1.6. and get the ball rolling to get the
Adjectival students in the right mindset. The 2nd
agreements portion of the test will be hard copy
L.1.7. Personal that incorporates a variety of
subject multiple choice, matching, and short
pronouns written response. Both the socrative
L.1.8. Verbs, and hard copy tests will include
L.1.9. material from all 3 portions of the
Conjugation unit (weather, location pronouns, and
L.1.10. The faire). The socrative exam will carry
present tense 5% of the total 20% weighting for the
A.2.1 unit test mark. The tests will be
Vocabulary submitted to the teacher at the end
A.2.4 of the lesson for grading and the
A.2.6 teacher will make corrections and
S.1.1.b remarks as necessary prior to
recording the students grade and
S.1.1.i
returning it to them for confirmation
of their mark.
Weather E.1, E.2, E.3 The final presentation of the unit will X X
Forecast Co.1 be the product of scaffolding
Presenta Co.3 throughout the entire unit. The
tion L.1.1. Nouns, presentation requirements will read
L.1.2. Gender, that the student must create and
L.1.3. Number, present a weather forecast using the
L.1.5. weather associated vocabulary, the
Adjectives, location pronouns covered, and the
L.1.6. verb tense faire a determined
Adjectival number of times. The students can
agreements work in pairs and present their
L.1.8. Verbs, findings in multiple formats such as a
L.1.9. PowerPoint, video, etc. as long as it is
Conjugation approved by the teacher. The
L.1.15. students will be provided various
Construction of periods to research climate norms of
simple phrases the area, and create a dialogue for
L.1.10. The their presentation. The teacher will
present tense assess the presentation within a
Section
(days)
rubric that includes a portion for

fluency, grammar, and inclusion of
required components. During the
presentation the students peers will
fill out hamburger feedback sheets
that include 2 positives and one
criticism of the presentation. After
the presentation the students will be
A.2.1 Vocabulary given the feedback sheets with the
A.2.4, A.2.6 names of the peers removed upon
Cu.1, Cu.2, Cu.3 teacher filtration. The students will
S.1.1.b, S.1.1.i, then write a reflection (in English or
S.1.1.n French) based on their feedback of
the presentation. The reflection will
cover things they felt they did well
on, and areas they felt that could use
improvement for next time. This
reflection will carry 5% of the overall
mark and the rest of the presentation
will be 15% for a total of 20%
weighting.

Unit Assessment Plan

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Name and Jordan Logan- Section D

Stage 1 Desired Results

Students will know Students will be able to do

pictures, gestures, illustrations) and Concepts- Continue to develop

EDUC 3604 Unit Assessment Plan Template

Weigh 20% 20%

the main idea(s)

Cu.2. seek out X

Assessment Tool Overview

agreements ensure that the student completed the

The location pronoun worksheet will

teacher will be assessing the student

and then answer the questions on

rubric that includes a portion for

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