Unit Plan Template

A template based on Understanding by Design

Self and Interests

Five

Title of Unit

Grade
Level
Core French

Six Lessons (30-40 minutes each)

Subject

Time
Frame
Breanne Maier

Developed By

Stage 1 Desired Results

Thinking
Communication

Personal and
Social

Big Idea:
With basic French, we can describe ourselves and our interests.

Essential Question:
How do I tell others about myself in a new language?

What students will be able to DO

What students will KNOW
Curricular competency learning standards: Content learning standards:
Participate, with support, in simple interactions about
everyday situations:
ask and answer simple questions in context
describe themselves and their interests
provide simple descriptions

French phonemes
Gender and number
Common, high-frequency vocabulary and sentence structures
for communicating meaning:
Asking and responding to simple questions
Expressing basic information about themselves and others
Expressing likes, dislikes, and preferences
Providing simple descriptions

Stage 2 Assessment Evidence

Formative Assessments

Summative Assessments

Observation (games)
Written work

Self-Assessment / Peer
Assessment

Final assignment Ma Famille

Observation/correction through
conversation

Stage 3 Learning Plan

Should be Differentiated
Potential Barriers to Success / Areas to Differentiate:

Language barrier with ELL students

Potential learning difficulties

Giving students voice and choice: how you will adjust for differentiation needs
Work with Aid
Allow for collaboration
Integrating Aboriginal worldviews and perspectives:
Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal
relationships, and a sense of place).
Learning involves patience and time.

Sequence of Lessons: The basics of what you plan to do in each lesson of the unit. The first one will be how

will you engage students at the beginning of the unit? (motivational set your hook it could be accessing their
background knowledge in some way)
#

Lesson
Title

Nom,
age, et
ville

Lesson Activities (Learning Experiences)

De quoi
j'ai
l'air?

Introduce conversational phrases: Comment tappelle tu?, Je

mappelle, Quel ge a tu?, Jai __ ans, O habites-tu?, and
J'habite using Rptez moi and writing phrases phonetically
on board
Divide class into four groups (two teams) for speed-dating style
activity, slow the first round to allow practice, then done as race
Play Onze and when a student sits down, have them run through
Je mappelle ____, jai __ ans, et jhabite _____.

Assessm
ent and
Core
compete
ncy
Students
learn
basics of
describing
themselve
s

Resource
s

Whiteboar
d and
markers

Teacher
assessme
nt through
observatio
n

Self/peer
assessme
nt through
correction
Students
Students will create self-portraits using chalk pastels and write
learn
descriptions of themselves at the side using the previous lessons
basics of
phrases as well as their appearance
Provide chart of descriptive phrases: Jai les cheveaux (blonds, bruns, describing
noirs, ou rouges), jai les yeux (bleus, verts, bruns, gris, ou noisettes), themselve
s
je suis grand(e)/petit(e)
Teacher
assessme
nt through
written
work

Chalk
pastels
Art paper
Vocabulary
chart
handout

Jaime
ou je
naime
pas- La
nurritur
e

Jaime
ou je
naime
pasLactivit
s

Les
animea
ux
domesti
ques

Begin class with Je suis une pizza song/video, and have class sing
along the second time
Provide vocabulary words for pizza toppings and pair students up to
write their own version of Je suis une pizza with their own preferred
toppings
Brainstorm favourite foods on board and have students write Jaime
___ et ____, mais je naime pas ____ ou _____ on scrap paper for
snowball activity. Have students find each other using the paper they
picked up and the phrase Est-ce que tu aime (written on board
with phonetics provided, repeat practice done before picking up
papers)
Review previous lesson, then introduce popular
activities/hobbies/interests using smartboard or PowerPoint slide,
depending on classroom set up
Explain Aimez-vous circle game where students sit in a circle with
one student in the middle who will ask, Aimez-vous? and the
students who answer in the affirmative move. The student who does
not get a seat takes the place of the student in the middle
Students are instructed on writing a Jaime, mais je naime pas to
include reasoning, parce-que, and illustrations

Read Choisir une P'Tite Bete, Quel Casse-Tete! (French edition of Dr.
Seuss Which Pet Should I Get?)
Les animeaux domestiques Bingo (Students draw in own squares
using chat, chien, cheval, poisson, ouiseau, tortue, grenouille,
hamster, lzard, cochon, singe, vache souris, lapin, poulet, canard,
furet, serpent, hrisson, cochon lInde, salamandre, papillon, abeille,
araigne, lespace gratuit)
Students respond to Avez-vous lanimal domestiques in journals
using prompts Oui, jai un(e)_____ or Non, je nai pas, mais je veux

Students
learn
basics of
describing
interests

https://m.y
outube.co
m/watch?
v=JsXX3iTz
2JE

Self/peer
assessme
nt through
correction

Whiteboar
d and
markers

Students
learn
basics of
describing
interests

Smartboar
d/PowerPoi
nt
Notebooks

Teacher
assessme
nt through
observatio
n, written
work
Self/peer
assessme
nt through
correction
Students
learn
basics of
describing
interests
Teacher
assessme
nt through

Bingo
sheets
Notebooks
Dr. Seuss
Book

un _____

Ma
famille

Have students bring in family photo, or photo with friends if

necessary
Students write a description for each family member using what they
have learned in this unit: Cest mon/ma pre/mre/frre/soeur. Il/elle
sappele ____ et il/elle a ___ ans. Il/elle a cheveux ____ et les yeux
_____. Il/elle aime _____ mais il/elle naime pas ____.
Students create booklet

observatio
n and
written
work
Students
learn
basics of
describing
themselve
s,
interests,
and others
Teacher
assessme
nt through
written
work

Constructi
on paper
Scissors
Glue
Hole punch
Yarn