A template based on Understanding by Design

Title of Unit
Subject
Developed By

I can learn French!

Grade Level

Grade 2

French

Time Frame

20 lessons (approximately 10 weeks)

Rachel MacKenzie

Rationale

I have planned this unit because of a desire to share my love of languages with my students. There is a stigma regarding the teaching of French as
a Second Language in the education world which implies that FSL teaching is pointless until high school. One of the reasons for this is that
teachers are not comfortable with French themselves and so they do not inspire their students to learn more. Even though the curriculum does not
require French to be taught until grade five, I see no reason why I cant attempt to get my primary students interested in and enjoying learning a
new language.

Young children are natural language acquirers; they are self-motivated to pick up language without conscious learning (Dunn, 2013). Babies are
not explicitly taught language structure and grammar and yet by the time they enter school they have quite developed and complex oral language
abilities. Krashen describes language acquisition [as] implicit learning, informal learning, and natural learning. (Krashen, 1989) This unit will
capitalize on the capacity children have for learning language orally. My goal for this unit is that students will walk away having been exposed to
various language activities in French, feel capable of learning in a new language, and enjoy experiencing FSL classes. It is my goal not to teach a
language, [but to] present the conditions under which it will develop spontaneously in its own way. (Rivers, 1997)

To reach the goal of exposure to French language and enjoyment of the experience, I have also designed a few lessons (I can read, I can play, I
can sing) in which I will speak French for the majority of the lesson (using lots of gestures and visual cues) and we will simply have fun doing
activities the children are already familiar with, just in a dierent language. I hope that this will act as an immersion experience, since as Rivers
states To learn a language naturally, one needs much practice in using the language for the normal purposes language serves in everyday life.
(Rivers,1997) It will also relieve the pressure of it being school work since I have made the choice to not do any sort of formal assessment for these
lessons. However, I have developed a observational checklist which will help to guide my informal assessment of whether or not my students are
understanding and growing in their knowledge of French language. I will of course still be checking for understanding but am not expecting the
students to be able to recreate these language skills unless we repeat them multiple times.

REFERENCES:

Duun, O. http://www.muallim.edu.az/arxiv/2010/40/elan.pdf British Council, 2013.

Rivers, W., Principles of Interactive Language Teaching, Harvard University, 1997. Retrieved from http://edevaluator.org/rivers/10Principles_0.html

Krashen, S., Principles and Practice in Second Language Acquisition, University of Southern California, 1989.

PLOs

Assessment

Dierentiation

Resources

- formative;
informal
observation

- Correct
pronunciation
as needed

- keep
anecdotal
records

- leave written
phrases on the
board for
reference as
necessary

- For chart with

lyrics have
English and
French side by

- https://
www.youtube.c
om/watch?v=G83SMV6dSs

Lesson Activities (Learning Experiences)

13

I can
introduce
myself

- Phrases: Bonjour, je mappelle ____ comment tappelles tu?

- Day 1 - Sing good morning song kids already know in English; Then show
lyrics for French versionread through once then echo read and sing
together (repeat as needed)
- Day 2 - Sing Bonjour song and then introduce visual phrases on the board
and echo read together; Teacher directed - introduce myself and then ask
specific students what their name is, assist them in responding

Paroles (write on
chart paper)

Bonjour mes amis,

Entrez dans la
ronde

- Day 3 - Sing song and review phrases, activity: high-five 3 people and then
stop and introduce yourself (repeat a few times); inside-outside circle for more
practice

anecdotal
records

- (Will use
attached
checklist)

English and
French side by
side

**Throughout unit, continue to practice these phrases/song at the beginning of

each lesson**

I can sing!

- Teach the words to head, shoulders knees and toes and perform with class

59

I can
recognize
letters and
spell my
name

- Day 1: Introduce letters - 1st by repeat after me (3-4 at a time) and then sing
along to song

- Day 2: Sing song (loud, soft, under water, in a whisper, etc)

- Day 3-4: literacy centres

- Listen to alphabet song and sing
- Use magnetic letters to spell their name - say the sounds of each letter
(with teacher support)
- Trace letters in salt or kinetic sand
- Write and decorate namesname the letters for each sound of their name
- Flyswatter game

Entrez dans la
ronde

Faites un petit tour

Et frappez dans
vos mains

Comment
t'appelles-tu?

Je m'appelle .....

Elle (il) s'appelle ...

- lyrics and visual - lyrics and

pictures

music
- sing slower
talk the words

- formative;
- extra practice
informal
time if needed

observation
- start with just
checklist

letters in name
- Record their
and work up to
ability to
IDing all of
name letters
themor
in their name

maybe stay at
- Student
name letter
interview
bonjour, je
mappelle and
spell name

- letters, salt
and baking
sheets

- alphabet
song

- letters

- flyswatters

- Day 5: Flyswatter game (whole group) to reviewworking in teams

** Continue to practice naming letters throughout unit **
10

I can play!

- Play Simon dit with the class

- Use simple actions and model for them (sautez, tournez, touchez votre nez,
etc)

- picture clues

- extension:
student can
give clues if
they feel ready

- no one gets
out?

- list of vocab
-

(for me to
reference)

Pictures to
go with
actions

11

I can read!

- This is a book that we have already read in English

- Read Les pompiers - paraphrase in French and use contextual clues and
words we recognize for meaning
- Pre-teach certain vocab words.could become words of the week in ELA
(demander, sale, pompiers)

1215

I can count
to 10

- Day 1: Numbers 1-5 - introduce and repeat after methen count, draw and
write each number (worksheet); motorcycle jumps (DPA) counting in French

- Day 2: Review numbers 1-5; introduce numbers 6-10 - repeat after me, count
draw and write each number (worksheet), DPA with counting in French

- Day 3: practice counting numbers 1-10each student gathers a chosen

number of objects on their desk (math manipulatives)work with a partner to
walk around and count those objects

- first give clues

and gestures in
french but when
needed
translatepartner
work to retell

- book
- pictures for
context
clues
puppets
maybe

- formative;
- extension:
- count, draw
informal
count to 20
and write
observation
worksheets
- adaptation for
go fish - english
(1-10)
- Anecdotal
records
for rest of
- math blocks
phrasejust #
- Student
- go fish cards
interview in french
how many is
this? Show
them a picture
and they
count #
- worksheet

- Day 4: Play go fish with a partnerintroduce phrases and provide visual on

boardplay as whole class first
** Continue to practice counting to 10 throughout unit **
16 19

I know the
days of the
week & the
months of
the year

- Day 1: Sing along to days of the week song, practice phrases aujourd hui
cest; Create class calendar for the week with our activities

- Day 2: Create personal calendar and share with a partner

- Day 3: Sing along to days of the month songlearn phrases for mon
anniversaire est en octobrepartner practice and teacher back and forth

- Day 4: Bingo game - find someone born in ________.

- calendar

- anecdoctal
records of
conversations
and
participation

- checklist

- cheat sheet
with translations

- songs and
lyrics

- calendar
worksheets

- blank bingo
cards

20

I can read!

- Read La chenille qui fait des trous

- Retell story with pictures (partner work), oral

- Write the days of the week and draw a picture of what he ate that day
(worksheet)

- Story book

- Pictures for
retelling

- worksheet