Vancouver Island University Faculty of Education

BACHELOR OF EDUCATION - UNIT MATRIX

Part 1
Grade(s): 5

Title of Unit: Caf Nourriture

Overview of Unit Topic/Theme: a) Provide an overall picture of the unit of study; and b) identify key unit concepts (2 -5).

This unit focuses on being able to effectively use a menu to order a meal from a restaurant. This will link to prior learning (likes and dislikes) to
the new theme of communicating preferences and choices in regards to food. Students will have the opportunity to express their learning in many
different ways, including:
The key learning concepts are:
Key phrases for ordering food.
Sentence Structures for describing their food preferences
Using oral communication skills to ask and respond to simple questions regarding food.
Using simple strategies to increase understanding.
Rationale for Unit: Why are you teaching this unit and how is it relevant to the students at this point in time?
This unit builds upon the prior learning of likes and dislikes. Students will be given the opportunity to practice the skills necessary to feel comfortable and
confident communicating their preferences when ordering food using the French language. Students will also have the opportunity to practice their written skills
by creating a personal menu for a restaurant of their own creation. This unit supports the big ideas and learning standards from the new curriculum for Core
French.
Key Vocabulary / Sentence Structures
- le/du pain
bread
- le/du beurre
butter
- le/du miel
honey
- la/de la confiture
jam
- les/des cereales
cereal
- les/des oeufs (un oeuf)
eggs (an egg)
- la/ de la viande
meat
- le/du poisson
fish
- les/ des pomme de terre
potatoes
- les/des frites
chips
- le/du riz
rice
- les/des legumes
vegetables
- la/de la glace
ice cream

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Prior Learning
- bonjour
- merci
- au revoir
- comment cava
- sil vous plait
- ca va bien
- ca va mal
- comme ci comme ca
- je suis
- et
- au

hello
thank you
goodbye
how are you?
please
I am well
I am not well
so-so
I am
and
with

- les/des gateau/x
- la/de la soupe
- un sandwich
- le/du fromage
- les/des fruits/ un fruit
- le/du chocolat
- du coca
- de la limonade
- du the
- du lait
- du jus dorange
- faim
- soif

a cake (cake)
soup
a sandwich
cheese
fruit/ a piece of fruit
chocolate
cola
lemonade
tea
milk
orange juice
hungry
thirsty

Quest-ce que vous mangez/buvez?

Jai Faim
Jai soif
Je Voudrais

What do you eat/drink?

Im hungry
Im thirsty
I want

Link to Big Ideas & Learning Standards:

Grade 5 Big Idea:

Meaningful Communication is possible in French using simple, high-frequency words and patterns.
Grade 5 Curricular Competencies:
Comprehend high-frequency vocabulary in simple texts.
Exchange ideas and information by asking and answering simple questions in context.
Interpret non-verbal cues to increase understanding.
Grade 5 Content:
Simple sentence structure with high-frequency verbs.
Common, high-frequency vocabulary and structures for likes, dislikes, and preferences.
Culminating Task(s): Briefly describe the culminating task(s) that will provide a demonstration and/or celebration of student learning .

Caf Dramatization.
At the end of this unit students will have learned proper vocabulary to create a dramatization of a restaurant experience. In small groups students will
work with the menus they have created and prior knowledge to demonstrate to the class that they can effectively communicate using the French
language in an authentic restaurant experience.
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Resources: What resources will you use in this unit?

Developing French Photocopiable Language Activities for Beginners by Madeleine Bender
Imaginez Le Francais sans Frontiers by Cherie Mitschke
Au Caf Teacher resource book

Although this unit outlines only 4 lessons, please note that these lessons may take 2-3 days to achieve expected fluency.
Part 2
Learning Intention
What are the unit level learning
outcomes? What do you want
students to
learn/understand/appreciate?

Description of Learning
Assessment Method/Tool
Activities & Strategies
What teaching strategies & activities will What method (e.g. write/say/do) and
you utilize to enable students to achieve tool/instrument will you use to collect
the learning outcomes?
evidence of the learning?

Assessment Criteria
By what criteria do you decide that the
outcome has been successfully met?
What will you look for in the
evidence?

Lesson 1:
I can correctly identify,
Posters with pictures and vocab will
pronounce and label foods that I be displayed on the board for students
might order in a restaurant.
to reference while they are learning.
The class will start by listening
and repeating with the teacher
leading the activity.
Students will complete an A/B
worksheet with a partner,
filling in the missing
information.
The teacher will lead an
activity covering up the words
on the display and asking
students to raise their hands to
recall the vocab.

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Students will actively engage in

lesson activities.

Observational assessment.

Written formative assessment.

Observational assessment.

Worksheet completed and

labelled correctly.

Lesson 2:
I can use the target phrases to
communicate effectively in a
restaurant setting.

Target phrases:
Quest-ce vous mangez/buvez
Jai faim
Jai soif
Je Voudrais
Sil vous plait
Prior learning:
Vocab from previous lesson
Bonjour
Au revoir
Merci
Et
Au

Start by displaying the target

phrases on the board as well as
vocab from last day and run a
listen and repeat activity.
Students will complete
worksheet where they will
identify if they are hungry or
thirsty and what they want to
eat/drink.
Students will participate in a
conversational A/B partner
worksheet using the phrase
Qu est-ce vous
mangez/buves? and
answering with Je voudrais
______.

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Students will actively engage in the

lesson activities.

Observational assessment.

Written assessment.

Observational/written
assessment.

Worksheet will be complete

and correct.

In partners students will

communicate for the teacher
as a ticket out the door.

Lesson 3:
I can create a menu (brochure
style) using correct French
vocabulary as a tool for my
future learning.

Teacher will start lesson by showing

examples of menus and brochures.
Questions:
What do you notice?
Are there any similarities between
what is on the menu and what we have
been learning?
Teacher will demonstrate on the Elmo
(if available) how to properly fold the
paper into a brochure.

Discuss as a class the criteria

and expectations for the
menus.
Students will spend the rest of
the time creating their menu.
(These will be used for further
learning.)

The teacher will start with a review of

the vocabulary and phrases learned so
far. Listen and repeat activity followed
1. I can create and perform aby a verbal question and answer
dramatization of a
activity.
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Lesson 4

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Write/Do assessment.

Students will help create

criteria must include:
-Caf name.
-an ongoing theme
throughout the menu.
-use of at least 5 food items
and 5 drink items.
-all vocabulary must be
spelled correctly.
-if using picture/drawings of
food/drinks must be
correctly labelled.

restaurant experience
using the French
vocabulary and phrases
learned.
2. I can effectively
communicate using the
French language in an
authentic restaurant
setting.

(All vocab and phrases will be

displayed on the board.)
The teacher will do an overview of the
assignment:

Students will put into teacher

chosen groups of at least 3.
Based on ability and classroom
management needs.
Students will work together to
create a skit. At least 1 person
will play the waiter/waitress
and the other group members
will play the customers. (They
could play both parts if the skit
is short enough.)
Students will use the menus
they created as props and tools
for their presentation.
Presentations: depending on
the length of each skit these
could be presented over 2 or 3
days. (Adaptations can be
made for students who show
symptoms of extreme anxiety
towards presenting in front of
the class.)

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Written assessment.

Do/observation assessment.

Scripts need to incorporate

the use of the target phrases
and vocabulary practiced
during this unit. Students
will also need to use at least
one piece of prior learning.
(Ex: a greeting.) The script
should show some fluency.

All students will have a

speaking role and will use
vocab and phrases from this
unit. Students will perform
skit from beginning to end.