UNIT PLANNING TEMPLATE (modified by B.

Krynowsky from BC - SD #68)

Core French 8 Unit

TITLE: Basic French Grammar and Vocabulary Unit

This unit covers a variety of important irregular verbs and their functions, common vocabulary, adjectives and oral skills.
Rationale: (context and why unit matters)
This unit builds off of previous units the students have done where they learned the very basic verb patterns (-er, -ir, -re), basic vocabulary, basic adjectives and basic oral
skills practice. Following this basic unit students will now build off of this foundation to further their skills in French to a higher level.

Culminating task…. What is your final summative assessment tool that ties together all of the learning you wanted to occur in this unit?
The culminating task is a project titled the ​Country Project ​where students, either in pairs or solo, pick a francophone country and do a research project on their chosen
francophone country. Students do a profile and poster on the country describing at least 3 key factors of this country such as: economy, natural resources, jobs, food,
music, sports, daily life, history, religions, holidays, arts or celebrations. They then pick a food of significance for this country which students will bring a version of to the
last day of class for a food fair. At the food fair students will bring their country profile and have a little booth with fun facts about the country and the food’s recipe and
cultural significance to their country.

STAGE 1: Desired Results (what will students be able to understand? know? do? ( write ,say, do)

Core Competencies: (big picture reminders)

Communication Thinking Personal & Social

◻ Connect and engage with others (to share and Creative Positive Personal & Social Identity ◻ Well-being
develop ideas) ◻ Novelty and value ◻ Relationships and cultural contexts Social Responsibility
◻ Acquire, interpret, and present information ◻ Generating ideas ◻ Personal values and choices ◻ Contributing to community and caring for
(includes inquiries) ◻ Developing ideas ◻ Personal strengths and abilities the environment
◻ Collaborate to plan, carry out, and review Critical Personal Awareness & Responsibility ◻ Solving problems in peaceful ways
constructions and activities ◻ Valuing diversity
◻ Explain/recount and reflect on experiences and ◻ Analyze and critique ◻ Self-determination
◻ Question and investigate ◻ Self-regulation ◻ Building relationships
accomplishments
◻ Develop and design
 Big Ideas(curriculum) Learning Intentions. At the end of this unit
students will...
1. Students will learn the meaning of the verb ​faire​ and how to
● We can express ourselves and talk about the world conjugate this irregular verb in the present tense.
around us in French. 2. Students will learn the grammatical pattern ​faire + activity ​pattern,
the list of activities that follows this pattern and how to use this
pattern to make sentences of activities they like or want to do.
3. Students will learn how to properly pronounce French verbs and
● With increasing fluency in French, we can participate vocabulary.
more actively in reciprocal interactions. 4. Students will learn how to speak, make sentences and have a
conversation in French.
UNDE 5. Students will learn the list of activities that use the ​faire + activity
pattern.
RST ● We can experience authentic Francophone cultures 6. Students will learn basic vocabulary that will allow them to describe
AND through creative works. a landscape or place, talk about food and SALUT Words
(Vocabulary)
7. Students will learn about the ​BANGS ​adjectives that go before
nouns and how to use them in order to describe a place, picture, or
landscape.
8. Students will learn how to make comparisons in french and be able
to say something is more than, less than and the same as.
9. Students will learn the meaning of the verb ​lire​ and how to
conjugate the verb in the present tense.
10. Students will learn about different Francophone communities
around the world.
11. Students will be able to research, make a profile about it and talk
about a francophone country.
Curricular Competencies: (skills)
● Recognize the relationships between French letter patterns and pronunciation.
● Exchange ideas and information using complete sentences, both orally and in writing.
● Comprehend key information and supporting details.
DO ● Explore and share information about Francophone communities around the world.
● Describe cultural aspects of Francophone communities.
 Content (learning standards):
● French letter patterns.
● Common, high-frequency vocabulary and sentence structures for communication in past, present, and future time frames​:
KNO ○ descriptions of items, people, and personal interests
○ comparisons and contrasts
W ○ a variety of questions
○ cultural aspects of communities
● Francophone communities around the world.
● Cultural aspects of Francophone communities

STAGE 2: Assessment Plan

​ Formative Assessment (for or of learning):
-Observation
-Kahoot
-Verb tic-tac-toe
-Ticket out of the door
-Worksheets
-There will be 5 vocabulary quizzes throughout the first two weeks of the unit to check students' knowledge on the key vocabulary. There are 10 words in either French or
English that students must translate either into English or French respectively and one bonus question. Each word, including the bonus question, is worth 1 point. A
point-system is in place: 1-3 is Emerging, 4-6 is Developing, 7-9 is Proficient, and 10-11 is Extending.
-There will be several different kinds of knowledge-based worksheets to review student’s understanding of various different aspects of French grammar in the unit. Each
answer will be worth 1 point and follow a similar point-system as the vocabulary quizzes.
-As a review/checkup before moving on to the final week, this assignment asks students to describe a picture of a landscape that touches on the verbs, vocabulary and
adjectives that are introduced in the first couple of weeks. Students get into small groups and present their descriptions to group members. A specific rubric will be used
for this assignment ​https://drive.google.com/open?id=15OTVG68WTuFAF3FZyfA5aR8APKzqtsIuZsbS58inL_4​.

​ Summative Assessment (of learning)/Culminating task:

The culminating task or the ​Country Project ​ is assessed using two rubrics. The first rubric which students will have access to from the beginning of the project is for the
initial poster which is on the country they chose: ​https://drive.google.com/open?id=1PBTrMPGarH2ME3nxak_XOyaoQ3Rtj7QNcoDJolCHbzw​. The second rubric is for the
food fair part of the project: ​https://drive.google.com/open?id=1DWUwbbS594fZrdJQN5NUMDCFpju_6O0cgPtfE9fq3Hw​.

Stage 3: Learning Plan - a matrix model (below) is an efficient way to show unit lesson connections and general lesson
descriptions that connect to assessment for and of learning
 Learning Intentions
For each lesson, state what
individual learning
intention(s) you will be
covering in that lesson?
Lesson 1:
Students will learn the
meaning of the verb ​faire
and how to conjugate this
irregular verb in the
present tense.
Students will learn basic
vocabulary that will allow
them to describe a
landscape or place, talk
about food and SALUT
Words (Vocabulary)
Description of Learning
Activities & Strategies
What teaching strategies &
activities will you utilize to
enable students to achieve the
learning outcomes?
Lesson 1:
-class will be introduced to the
verb ​faire, ​its meaning and
how to conjugate this verb in
the present tense.
-students will then go over the
pronunciation with the teacher.
Teacher will say the word and
elicit a group response of each
conjugation of ​faire
-​students will do two
worksheets that gets them to
practice memorizing the
conjugations of ​faire
-students will then do a
practice game of ​faire
Assessment
Method/Tool
What instrument will you use to By what criteria do you decide
collect evidence of the
learning?
Lesson 1:
The assessment tools for this
lesson are:
1) ​Faire ​worksheets
2)Observation: The tic-tac-toe
game that the students will hand
in to the teacher.
3) Ticket-out-the-door
Assessment Criteria
that the learning intention has
been successfully met? What
evidence will you use?
Lesson 1:
1) While students are working
on their worksheet I will
circulate and observe to see if
students are understanding the
conjugation pattern or ​faire
2) The tic-tac-toe game will let
me know how and what to
practice for further lessons as
this verb is a foundation for
other lessons in the unit.
3) The ticket out the door just
asks students to use their short
term memory and recall as much
of the verb conjugation as they
can. This will give me an

Lesson 2:
Students will learn the
grammatical pattern ​faire +
activity ​pattern, the list of
activities that follows this
pattern and how to use this
pattern to make sentences
tic-tac-toe game to help them understanding of how much they
practice the conjugation of have learned so far.
faire
-​students will be prompted to
pull out their yellow
workbooks and take a look at
this unit’s SALUT vocabulary
words and given the rest of the
block to work on finding the
English translations for the
SALUT words
-students fill out
ticket-out-the-door and hand it
in ask they leave
Lesson 2:
Lesson 2:
Lesson 2:
1) For this lesson the workbooks
The assessment tool for this
-class will start with a graphic will be helpful in gaging how the
lesson are:
organizer to fill out for the verb students are in terms of
faire​ to practice 1) The successful completion of successfully memorizing the
the work booklet and conjugation for ​faire ​as well as
-class will view a Google
participation. showing the students’
Slides presentation on the
understanding of how the verb
pattern of ​faire ​+ ​activity
works. This booklet will be
of activities they like or
want to do.
Students will learn how to
speak, make sentences and
have a conversation in
French.
Lesson 3
Students will learn about
the ​BANGS a​ djectives that
go before nouns and how to
use them in order to
describe a place, picture, or
landscape.
-student’s will work on a
activity booklet that will act as
a study guide for students for
the rest of the unit
-class will disperse into pairs
and participate in a speaking
exercise that incorporates ​faire
+ activity ​and having student’s
speak about things the let to do
or make
-if there is time at the end,
students will work on
continuing to fill in translations
of their SALUT vocabulary
Lesson 3
-class will disperse into pairs
and participate in a speaking
exercise that incorporates ​faire
+ activity a​ nd having student’s
2) Observing students and
circulating while they practice
speaking in French.
3) Ticket-out-the-door
Lesson 3
The assessment tools for the
students are:
1) their two workbooks
activities as the two different
activities touch on different
helpful in showing where any
weak areas may be that will need
extra focus later on in the unit.
2) By observing and circulating
while students are practicing
speaking French to get an
understanding of where they are
at in pronouncing French words.
3) The ticket-out-the-door just
asks students to use their short
term memory and recall as much
of ​faire +​ activity as they can.
This will give me an
understanding of how much they
have learned so far.
Lesson 3
1)By checking their workbooks
for the different areas of
weakness I can see what we
need to focus or emphasize on
moving forward with our work
on the ​BANGS a​ djectives.
Students will learn basic speak about things the let to do
vocabulary that will allow or make
them to describe a
landscape or place, talk -students will fill out a visual
about food and SALUT and engaging graphic designer
Words (Vocabulary)
in order to learn the ​BANGS
adjectives that go before nouns
in French
aspects of the mechanics of the
BANGS ​adjectives.
2) Ticket-out-the-door
2) The ticket out the door just
asks students to use their short
term memory and recall as many
of the BANGS Adjectives as
they can. This will give me an
understanding of how much they
have learned so far.

-students will then work on a

activity from their workbooks
to practice using the ​BANGS
adjectives in simple sentences

-students will then work on a

worksheet that has them
practicing choosing the correct
form of the adjectives in
sentences

-the remainder of the class will

be used for students to work on
their vocabulary translations as
they are due the next class
 Lesson 4
Students will learn the
grammatical pattern ​faire + review activity for the ​faire +
activity ​pattern, the list ofactivity pattern. For this
activities that follows this
pattern and how to use this
pattern to make sentences
of activities they like or
want to do.
Students will learn about
the ​BANGS a​ djectives that class and will be for homework
go before nouns and how to
use them in order to
describe a place, picture, or day if not successfully
landscape.
Lesson 4
-class will begin by doing a
activity students will receive
“scrambled” or out of order
sentences that contain the verb
faire ​and must put the
sentences in the correct order.
This activity is to be finished in
that is to be handed in the next
completed.
-​for those students that finish
the activity early will do a
review to the ​BANGS
adjectives with a crossword
where they must first translate
the adjectives from English to
French and then fill in the
crossword
-the class will then switch
gears and go over their SALUT
words to check for completion
Lesson 4
The assessment tool for this
lesson are:
1) the word scramble exercise
for ​faire +​ activity that the
students complete in class.
2) The participation in the
repeat-after-me style activity.
3) Ticket-out-the-door
Lesson 4
1) By collecting and marking the
faire ​+ activity worksheet I can
see how far the students have
mastered this verb pattern.
2) Observing to see if students
are participating in trying out
how to pronounce their
vocabulary I can gather the
classes comfort in speaking in
French as well as their general
grasp on French pronunciation to
see if there is any areas to focus
on.
3) The ticket out the door just
asks students to recall as much
of content for the course so far
that they can. This will give me
an understanding of how much
they have learned so far.
 and correct translations of the
vocabulary

-teacher will pronounce the

words correctly in a repeat
after me style format and then
spell out the correct spelling
for the vocabulary

-students then create a word

puzzle study tool to study for
the upcoming word quizzes

Lesson 5
Students will learn basic
vocabulary that will allow
them to describe a
landscape or place, talk
about food and SALUT
Words (Vocabulary).
Students will learn about
the ​BANGS a​ djectives that
go before nouns and how to
use them in order to
Lesson 5
-class will begin with the first
vocabulary quiz
-students hand in their quizzes
and I will disperse them
randomly and have students
mark each other’s quizzes
Lesson 5
The assessment tools for this
lesson are :
1) Vocabulary quiz at the
beginning of the lesson
2) Observation: The ​BANGS
adjective Snakes and Ladders
game.
Lesson 5
1) The test only assesses 10
words at a time so it gives me an
idea if there are any words to try
and emphasize in later lessons.
2) The Snakes and Ladders
game gives me a good idea at
the comfort level of the students
towards working with the
adjectives and how to move
describe a place, picture, or -students may quickly look at 3) Ticket-out-the-door
landscape.
Lesson 6
Students will learn about
the ​BANGS a​ djectives that
go before nouns and how to
use them in order to
describe a place, picture, or
landscape.
their mark before handing them
all in to me
-students practice their ​BANGS
adjectives with a Snake and
Ladders style board game that
tests their ability to change the
adjective from masculine to
feminem and singular to plural
for a couple rounds
-afterwards students will
practice their word puzzles and
have competitions against other
students for the remainder of
the class
Lesson 6
-class will begin with a review
worksheet on the ​BANGS
adjectives that gets students to
position the adjective in the
right place corresponding to
the noun in the sentence
forward in terms of if the
students need more practice and
where to focus on.
3) The ticket out the door just
asks students to recall content
for the unit so far. This will give
me an understanding of how
much they have learned so far
Lesson 6
Lesson 6
The assessment tools for this 1)The ​BANGS w ​ orksheet will be
used as a review and tool for me
lesson are: to see how strong the students
are after a week of reviewing
1) The ​BANGS ​adjective
and practicing the ​BANGS
assignment
adjectives as they will be used in
the ​Les Images Incroyables
assignment.
Students will learn how to -students will then be
make comparisons in introduced to the
french and be able to say formula/pattern of making
something is more than,
comparisons in French
less than and the same as.
-students watch a video on how
to make comparisons
-hand out and go over helpful
handout on comparisons in
French
-students do a worksheet to get
them practicing making
comparisons in French
-students will be introduced to
the ​Les Images Incroyables
mini-project where students
will find a picture either online
or on their phone to make a
mini poster and describe in 7
sentences
-rest of the remaining time in
the block will be used for
working on the ​Les Image
Incroyable a​ ssignment
2) The comparisons in French
worksheet.
3) Ticket-out-the-door
2)The worksheet for the
comparisons in French is a tool
for me to see how the students
are initially grasping the concept
and will show me how to move
forward as to whether the
students get it and we can move
on or if we need more time to
practice. Although this is not
handed in for marks it gives me
a look into how well the students
are grasping this new concept.
3) The ticket out the door just
asks students to use their short
term memory and recall as many
of the BANGS adjectives as they
can. This will give me an
understanding of how much they
have learned so far.

Lesson 7
Lesson 7
Students will learn the -class will begin with a vocab
meaning of the verb Lire
quiz for the next 10 words on
and how to conjugate the
verb in the present tense. the students sheets
-class will then be introduced
Students will learn how to
make comparisons in to the verb ​lire, ​its meaning
french and be able to say and how to conjugate this verb
something is more than, in the present tense
less than and the same as.
-students will then do an
activity to practice making
comparisons in French and
conjugating the verb lire at the
same time
-for the remainder of the class
time will be alloted as a
working period for students to
work on their ​Les Images
Incroyable ​mini-project
Lesson 7
The assessment tools in this
lesson are:
1) The vocab quiz
2) The work activity where
students practice the verb
conjugation lire and how to
make comparisons in French.
3) Ticket-out-the-door
Lesson 7
1) The results of the quiz will
indicate how well the students
are grasping the unit’s
vocabulary and will show me if
there are any words that need to
be incorporated and emphasized
on moving forward.
2)The practice work activity will
not be taken for marks but will
be used as an indicator as to how
well the students are grasping
the two newly introduced
concepts. I will circulate and
take note of the students general
results of this activity.
3) The ticket out the door just
asks students to use their short
term memory and recall as much
of the verb conjugation as they
can. This will give me an
understanding of how much they
have learned so far.
 Lesson 8 Lesson 8 Lesson 8 Lesson 8
Students will learn the -the remainder of the block is a Ticket-out-the-door The ticket out the door just asks
meaning of the verb Lire working period to finish up and students to use their short term
and how to conjugate the
start practicing presenting their memory and content that we’ve
verb in the present tense.
Les Images Incroyable ​posters. covered so far.
Students will learn how to
speak, make sentences
and/or have a conversation
in French.

Lesson 9
Lesson 9 Lesson 9
Students will learn how to -class will begin with a vocab The assessment tools for this Lesson 9
speak, make sentences and
quiz for the next 10 words on lesson are:
have a conversation in 1) The results of the quiz will
French. the students sheets
1) The vocab quiz: indicate how well the students
-students present their ​Les are grasping the unit’s
Students will learn basic 2) The ​Les Images Incroyable
vocabulary that will allow Images Incroyable ​project vocabulary and will show me if
poster and presentations self
them to describe a there are any words that need to
-after all presentations are done evaluation.
landscape or place, talk be incorporated and emphasized
students will submit their
about food and SALUT on moving forward.
Words (Vocabulary)

Lesson 10
Students will learn the list
of activities that use the
​ attern.
faire + activity p
Students will learn about
different Francophone
communities around the
world.
posters and do a self evaluation
that they will hand in as well
Lesson 10
-class will begin with a review
activity of the concepts in the
unit so far emphasizing verbs
lire ​and ​faire ​+ activity
-students will be introduced to
their culminating task project
called the ​Country Project
-after learning what the
Country Project ​is students
will research different
Francophone communities
around the world and then
Lesson 10
The assessment tools for this
lesson are:
1) the review activity at the
beginning of the class.
2) Ticket-out-the-door
2) As the ​Les Images Incroyable
is all about practicing students’
skill in creating sentences and
practicing their oral skills, the
self evaluation will be used as a
means to rate students on their
confidence with the oral skills.
The poster itself will be used to
gage where students are in
creating French sentences and
usage of the ​BANGS a​ djectives.
Lesson 10
1) The results from the review
activity will help let me know
whether or not the students will
be able to do the ​Country
Project ​well and what we may
need to review or go over along
with doing the ​Country Project.
2) The ticket out the door just
asks students to say how much
 either with a partner or solo of the project they have done so
will pick a country and sign up far.
with the teacher

Lesson 11 Lesson 11

Students will learn how to The assessment tools for this

Lesson 11
speak, make sentences and lesson are:
have a conversation in -class will begin with a oral
French. 1) The oral and listening activity Lesson 11
exercise to practice adjectives
Students will be able to and other concepts taught over 2) Ticket-out-the-door. 1) By having students do an
research, make a profile the unit activity where they have to listen
about it and talk about a and speak French so that I can
-after the speaking and
francophone country. assess where they are at a in skill
listening exercise, students will
level in terms of oral and
get the rest of the period to
listening skills.
work on their culminating task,
the ​Country Project 2) The exit slip will have
questions for students to fill out
-this is the first block that
in terms of where they are at in
students get to properly work
the ​Country Project. ​This will
on the project, so students will
give me a general understanding
be in the research phase and
on the level of efficiency and
picking topics to focus on in
understanding students have in
terms of their project
terms of this project. By viewing
the results I can know how to
 -a few minutes before the end approach the next couple of days
of the block students will fill in terms of finishing the project.
out a ticket out the door slip

Lesson 12
Lesson 12 Lesson 12
The assessment tools for this
-class will begin with a vocab
Students will be able to class are:
research, make a profile quiz for the next 10 words on
about it and talk about a the students sheets 1) The vocab quiz Lesson 12
francophone country.
-after the quiz students will get 2) The ticket out of the door slip 1) The results of the quiz will
Students will learn basic the rest of the period to work indicate how well the students
vocabulary that will allow on their culminating task, the are grasping the unit’s
them to describe a Country Project vocabulary and will show me if
landscape or place, talk there are any words that need to
about food and SALUT -a few minutes before the end
be incorporated and emphasized
Words (Vocabulary) of the block students will fill
on moving forward.
out a ticket out the door slip
2)The exit slip will have
questions for students to fill out
in terms of where they are at in
the ​Country Project. ​This will
give me a general understanding
on where the students are at and
if we are on time for finishing
the project
 Lesson 13
-students will have the entire
Lesson 13
block to work on their ​Country
Students will be able to Project ​to finish the project
research, make a profile
about it and talk about a -before the end of the block
francophone country. students submit their
presentations
Lesson 14
Lesson 14
-class will begin with a vocab
Students will learn basic quiz for the next 10 words on
vocabulary that will allow the students sheets
them to describe a
Lesson 13
The assessment tools for this
class are:
Lesson 13
1) the submission of the ​Country
The successful submission
Project.
shows that the students have
2) Ticket-out-the-door used their time wisely and finish
their projects on time and be
ready for presenting to the class
the next day. The posters will be
assessed with the accompanying
rubric.
2)The ticket out the door just
asks students to reflect on how
they feel after submitting their
projects
Lesson 14
The assessment tools for this
lesson are:
Lesson 14
1) the vocab quiz
landscape or place, talk 2) observing the presentations 1)The results of the quiz will
about food and SALUT indicate how well the students
Words (Vocabulary) -students present their projects 3)Ticket-out-the-door
are grasping the unit’s
to the class
vocabulary and will show me if
Students will be able to
research, make a profile there are any words that need to
about it and talk about a be incorporated and emphasized
francophone country. on moving forward.

2) Observing the students will

they present their projects and
following along with the rubric
for the presentations will give
me an assessment for the
students.

3)Exit slip a reflection for

students on how they feel about
presenting their projects.

Lesson 15
Lesson 15 Lesson 15
-students will come in a set up
Students will learn about The assessment tool for this
their “food booth”
different Francophone class is the food brochure. Lesson 15
communities around the -students then circulate the
The food brochure has students
world. room and try the different
write down what foods they tried
foods that students made and and what country the food
fill out their food brochure comes from help show students
participation and engagement in
-students hand in their
the food fair.
brochures to the teacher and
clean up their booths