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French Second Language Grade 8 - Francophone Culture - 16 Days - 60 Minute Lessons Unit Overview
French Second Language Grade 8 - Francophone Culture - 16 Days - 60 Minute Lessons Unit Overview
Unit Rationale:
Exploring the Francophone culture gives the students an opportunity to learn not only about the culture being studied, but
an opportunity to reflect and learn about their own culture. Culture plays a large role in language development and how language is
used. Allowing the students to specifically study and learn about many different Francophone cultures will help them in learning the
French language. This unit gives the students opportunities to practice their language skills by reading, writing, speaking, and
listening about culture. By giving the students the opportunity to speak directly to Francophone students, it will make the
Francophone culture more tangible and real to the students. We will be reviewing and expanding on the interrogative so that
students will be ready for this interaction. By continuing to study the present tense regular and irregular verbs, this will give the
students the verb tense needed to present on a Francophone culture. Learning how to find authentic sources is important in all
aspects of research but will be very helpful while researching a Francophone culture for the final presentation. By conducting a peer
review workshop, the students will be able to learn the importance of collaboration and learning from others. They will be able to
use this learning strategy in the future. Everything studied throughout the unit will be able to be used in the final presentation.
1
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
Lesson #1 – 60 min.
Description Objectives Assessment Resources
Intro to Culture 1.Students will be able to define what culture is and give -Pre-assess – Think Video about
examples of what makes up culture. Pair Share Mind culture: link
Intro – Think, Pair, Share. Hand Map
the students peices of paper in 2.Students will be able to compare how their culture differs
which they can define culture by from those of their classmates with examples. -Journal entry, what
themselves by creating a mind is culture and
map. They then share with 3.Students will be able to identify why certain parts of their describe briefly your
elbow partner and add anything culture are the way they are (traditional food because of culture (can be in
to their map that they would location, language because of history, etc.) English for this one)
like. Then do a board
collaboration of what they all
think culture is. This will be
handed in for the teacher to
look at.
-Watch YouTube video about
culture
-Follow up class discussion
about culture and the factors
that can make up culture
-Have the students work with a
partner to come up with the
different factors of Canadian
culture. They must write them
down
2
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
3
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
Lesson #2
Description Objectives Assessment Resources
Culture in general then French Students will: - KWO of French
Culture in Canada -use basic vocabulary in French to describe their culture Culture
-Journal similar to
Intro – recap with the students Culture SLO’s: the day before but
what culture is by having a short -Identify geographical areas where French is spoken in this time in French.
discussion Canada -listening to
Brainstorm with the class the -Recognize and identify parts of Canada that are French that students read out
vocab one would need to talk are not Quebec paragraphs
about culture in French
Give them time to search in a
dictionary or online the
translations to terms they might
need.
Have a list ready in case things
are missed
-have them each write a short
paragraph about their culture in
French saying at least one thing
about their language, traditions,
typical food, interactions with
others, and daily routines.
-Have them share that
paragraph with partner (read
out loud). The partner must
4
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
Lesson #3
Description Objectives Assessment Resources
French Culture in Canada #2 Students will: -Journal Entry about Video of
-show their understanding that French is outside of Quebec a Francophone Francophone
Start the class with a review of by giving examples of Francophone communities in other community they communities
last class by having the students provinces didn’t know existed around the
say something about their own and a short country:
culture in French. reflection about the Link
Culture SLO’s: life of that person or
family.
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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
Review with them their KWO -Identify geographical areas where French is spoken in
sheets describing what will be Canada
talked about in class. -Recognize with teacher assistance, that Francophone
Ask the students what they education is available in Alberta and other provinces and
know about the Francophone territories
culture in Alberta. -Recognize and identify parts of Canada that are French
Give them 10 minutes to do that are not Quebec
some research in which they can
look up with a partner Communication
information to then share with -listening comprehension
the class about the Francophone
culture in Alberta. Give them
examples of things to look up
such as events, communities,
universities that offer French,
etc.
Review with the class what the
groups found.
Watch the video about
Francophone communities
across the country.
As an exit slip, have the students
write down one place they didn’t
know spoke French and a short
reflection about the life of the
people in the video (in their
journal).
6
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
Lesson #4
Description Objectives Assessment Resources
French Culture Around the Students will: -class discussion Video of world
World -be able to identify Francophone cultures from around the sharing the students map where
world and tell how they got there. findings French is spoken:
Do a class brainstorm listing on -Journal entry about Link
the board as many countries as Culture SLO’s: country researched
they can that speak French. -Identify geographical areas where French is spoken in
Watch the video that describes Canada and other parts of the world
briefly all the countries that use -Identify, with teacher assistance, concrete facts that reflect
French. the way of life of Francophone individuals or groups
Ask and then briefly discuss why
the Francophone culture is
found worldwide.
Give the students time to pick
one of the countries from the
video, and research how and
when the French culture began.
The findings will then be shared
with the class.
They will end with a journal
entry about their country,
writing down information they
found.
7
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
Lesson #5
Description Objectives Assessment Resources
French Culture around the Students will: -Short answer -Readings about
World #2 -be able to identify and explain how their culture differs questions cultures
from the one read about. -discussion about
Have 4 different readings in countries read about
French about Francophone Culture SLO’s: -Journal entry
cultures from around the world. -Compare and contrast, with teacher assistance, their own
Have each student read one way of life with the way of life individuals or groups from
individually, answer some short various Francophone cultures as a means of developing an
answer questions and write appreciation of these cultures
down 5 key points about it. -Compare and contrast, with teacher assistance, the way of
They will then, with someone life of individuals or groups from various Francophone
else who read the same article, cultures as a means of developing an appreciation of these
discuss how their culture is cultures
different from the one read.
There will be a class discussion Communication
where students from each of the -reading comprehension
different readings will talk about
8
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
Lesson #6
Description Objectives Assessment Resources
Interrogative #1 Students will: -Observations during -interrogative
-demonstrate how to ask questions in French using work time exercise sheet
Introduce the interrogative. Ask inversion and est-ce que -In your journal
the students what they already come up with 4
know about asking questions in Language SLO’s: questions that you
French. -Continue acquiring knowledge of the interrogative would ask your
Explain the inversion form on favourite singer,
the board. Mention it is more Communication: athlete, artist,
formal, used in writing more -oral production author, etc. if you
than orally. Show examples. -writing productions had the chance. 2
Give the students a simple must be inversion,
phrase in the declarative form and 2 must use est-
and ask them to make it a ce que.
question with inversion.
Explain the est-ce que form on
the board. Mention it is less
9
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
Lesson #7
Description Objectives Assessment Resources
Interrogative #2 Students will: -Observations while
-be able to use pourquoi effectively in a question by they are practicing.
demonstrating this with a partner.
10
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
11
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
12
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
Lesson #8
Description Objectives Assessment Resources
Skype Session Students will: -observations during -laptops and
-be able to identify characteristics of their culture that conversations headphones for
Hand the students back their differ from the student they talked to. -journal entry each student
questions with any corrections
needed made if not caught last Culture SLO’s:
class. -Compare and contrast, with teacher assistance, their own
Ask if they need any clarification way of life with the way of life individuals or groups from
Do the Skype session. They will various Francophone cultures as a means of developing an
ask questions to the student appreciation of these cultures
they are matched with, write -Compare and contrast, with teacher assistance, the way of
down their answers. Then do the life of individuals or groups from various Francophone
same for the Francophone cultures as a means of developing an appreciation of these
student but in English. cultures
Have the students write down
their thoughts in their journal. Communication
13
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
-oral productions
Lesson #9
Description Objectives Assessment Resources
Skype Session Debrief with intro Students will: -Dictation only using -dictation
to Present Tense Verbs -identify the endings for each type of present tense regular present regular recording
verb. verbs
Have a conversation about how -Journal Entry
the Skype conversations went. Language SLO’s:
(Ask what was easy, difficult, -Applications of Vocabulary and Language Concepts
what they found the most -the present tense of regular and irregular verbs of
interesting or surprising, what all forms
they would suggest for future
activities like that) Allow Culture SLO’s:
exploration in this discussion as -Compare and contrast, with teacher assistance, their own
it will help the students ponder way of life with the way of life individuals or groups from
the experience. various Francophone cultures as a means of developing an
appreciation of these cultures
Ask the students what the three -Compare and contrast, with teacher assistance, the way of
different kinds of verbs are (-ir – life of individuals or groups from various Francophone
re –er), see if they remember cultures as a means of developing an appreciation of these
how to conjugate them each. cultures
Write on the board, and have -Reflect, with the teacher assistance, upon the way of life of
the students write as well the individuals of groups from various Francophone cultures as
basic conjugations for each of a means of developing an appreciation of these cultures.
these types of verbs.
14
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
15
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
Lesson #10
Description Objectives Assessment Resources
Present Tense Verbs – irregular Students will: -listening and -Verb Video with
-demonstrate their understanding of four irregular verbs by helping with Song: Link
Review the regular endings for using them in small conversations. conversations using -exercise on
the present tense verbs. Talk the four irregular irregular verbs
about how there are always Language SLO’s: verbs.
exceptions and that these -Applications of Vocabulary and Language Concepts -Journal entry about
exceptions are called irregular -the present tense of regular and irregular verbs of verbs.
verbs. See if they know any of all forms
these verbs.
Write the four verbs you will be Language Learning Strategies:
covering on the board (Etre, -Cognitive
avoir, faire, aller) -repetition
Before going into the verbs,
mention that they are irregular Communication
and that there is no simple rule -oral production
to remember them like the
regular present tense verbs. Talk
to them about how repetition is
another language learning
16
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
17
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
Lesson #11
Description Objectives Assessment Resources
Research Assignment and Students will: -Quiz on Verbs -Fake news
teaching how to Cite -identify the importance of seeking information from an -research worksheet articles
authentic source compared to any random website to be formatively -research
marked assignment
18
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
Review the four irregular verbs Culture SLO’s: -journal entry about
talked about last class. Ask if Students will be able to… why it is important
there are any questions before -Seek out information about Francophone cultures from to use authentic
the quiz authentic sources (e.g. school timetables, weather reports) sources compared
Do the quiz -Access appropriate Web sites using French language to anything on the
After the quiz move into the search engines internet.
research assignment by showing -Cite copyrighted French language sources when using
some examples of fake news information from digital technologies
reports on the smart board but
not telling them it is fake news
and seeing their reactions.
Have a brief discussion as to
why finding authentic sources is
important.
Hand out the assignment and go
over with them the components
of what makes up an authentic
source. Explain that they will
use those components to
determine if the URLs listed are
authentic sources or not.
Explain that they will need to
find an authentic source about
whatever topic they want and
write it down for you to check.
They will have to cite the article
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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
Lesson #12
Description Objectives Assessment Resources
Back-up Lesson TBD TBD TBD
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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
Lesson #13
Description Objectives Assessment Resources
Final Project description and Students will: -Observations during -final project
work time -be able to identify and start researching a Francophone work time description
culture on which they will present handout with
The final project description will rubric.
be handed out to the students Culture SLO’s:
and gone over in depth about -Compare and contrast, with teacher assistance, their own
what is expected. Any questions way of life with the way of life individuals or groups from
will be answered. various Francophone cultures as a means of developing an
It will be discussed that this appreciation of these cultures
class and the next will be given -Compare and contrast, with teacher assistance, the way of
as work periods. The class life of individuals or groups from various Francophone
afterwards will be a peer review cultures as a means of developing an appreciation of these
session, and then four classes cultures
from this one will be the -Identify, with teacher assistance, concrete facts that
presentations. reflect the way of life of Francophone individuals or groups
-Seek out information about Francophone cultures from
authentic sources (e.g. school timetables, weather reports)
-Access appropriate Web sites using French language search
engines
-Cite copyrighted French language sources when using
information from digital technologies
21
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
Lesson #14
Description Objectives Assessment Resources
Final Project work time Students will: -Observations during
-be able to identify authentic sources about the work time
Allow the students the class to Francophone culture they are presenting on -Journal Entry
continue working on their final
projects Culture SLO’s:
-Compare and contrast, with teacher assistance, their own
Journal entry will be listing one way of life with the way of life individuals or groups from
of the authentic sources the various Francophone cultures as a means of developing an
students have found about the appreciation of these cultures
Francophone culture they are -Compare and contrast, with teacher assistance, the way of
presenting on. life of individuals or groups from various Francophone
cultures as a means of developing an appreciation of these
cultures
-Identify, with teacher assistance, concrete facts that
reflect the way of life of Francophone individuals or groups
-Seek out information about Francophone cultures from
authentic sources (e.g. school timetables, weather reports)
-Access appropriate Web sites using French language search
engines
-Cite copyrighted French language sources when using
information from digital technologies
22
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
Lesson #15
Description Objectives Assessment Resources
Final Project Workshop Students will: -Observations during -peer review
-work with one another to better their projects before work time check-list sheet
Explain to the students the presentation day. -journal entry
benefits of holding a peer- reflecting upon why
review workshop. Language Learning Strategies they think the peer
Ask if any of them have done it -Socio-affective review workshop
before and ask their thoughts -collaborate with others to build confidence and was useful or not
on how it helped them. exchange information
Give the overview for how it will
work.
Students will exam at least
three other students’
presentations in which they will
fill out a checklist based on the
rubric for the presentation
handed out by the teacher.
23
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
Lesson #16
Description Objectives Assessment Resources
Final Project Presentations in Students will: -Presentation -assignment
Class -be able to identify Francophone cultures from around the -Reflection description for
world reflection
Before the presentations start,
introduce the reflection Culture SLO’s:
assignment in which the -Compare and contrast, with teacher assistance, their own
students will have to choose way of life with the way of life individuals or groups from
one of the Francophone various Francophone cultures as a means of developing an
cultures presented on (not their appreciation of these cultures
own) and write a one-page -Compare and contrast, with teacher assistance, the way of
reflection comparing and life of individuals or groups from various Francophone
contrasting that culture with cultures as a means of developing an appreciation of these
their own. So they will need to cultures
listen carefully to the -Reflect, with the teacher assistance, upon the way of life of
presentations so that they have individuals of groups from various Francophone cultures as
content to help them write their a means of developing an appreciation of these cultures.
reflections.
Communication
-oral production
24
Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16
25