Unit Plan Ma Famille

Title of
My Family/ Ma Famille
Unit
Subject
Core French
Developed Ally Chan
By

Grade Level
Time Frame

5
9 lessons x 35 minutes

Stage 1 Desired Results

Big Idea:
- Reciprocal communication is possible in French using simple, high-frequency words and patterns
- Listening and viewing with intent helps us acquire French
Curricular Competencies:
- Recognize the relationship between pronunciation, including common intonation patterns, and
meaning
- Comprehend high-frequency vocabulary in slow, clear speech and other simple texts
- Begin to use strategies to increase understanding
- Participate, with support, in simple interactions about everyday situations: ask and answer simple
questions in context
Content:
- French phonemes
- Gender and number
- Common, high-frequency vocabulary and structures for communicating meaning: asking and
responding to simple questions, expressing basic information about themselves and others, providing
simple descriptions
Unit Theme/ Issue of Inquiry/ Narrative:
The unit is about learning about family and ways to describe them. Students will be learning about the
different members in their families, as well as about adjectives that can be used to describe people. The
focus is on being able to construct simple sentences using these two sets of vocabulary words and

previous knowledge. No students in the class have a strong understanding of French so this will be an
introduction to the subject area.
Rationale:
This unit is important because it will provide students with an accessible topic through which they can
engage with the French language. Students are encouraged to make connections with what they already
know and to talk about a subject that is personal and familiar to them. I hope to show students that
having a basic understanding can allow them to begin communicating with others and encourage them
to continue to explore the French language.
Understandings:
Essential Questions:
I want students to be able to identify - How can I describe those around me?
- How can I use my current knowledge and the skills that I am
how simple structures can allow
gaining to construct basic sentences for communication?
them to begin engaging in
conversations. I also hope for
students to be able to practice their
listening skills and articulation.
Stage 2 Assessment Evidence
Formative Assessments:
Summative Assessments:
- Vocabulary games (matching,
- Family tree diagrams
- Presentations
swatting)
- Sentence building activities
(worksheets, partner work)
Stage 3 Learning Plan
Should be Differentiated
Potential Barriers to Success/ Areas to Differentiate:
Students that may have special needs can be accommodated by allowing them to work with partners
that are able to help them along or guide them. Alternatively, for activities that must be completed
individually, students can be provided with additional prompts or guides to assist them in completing the
exercise. ELL students may also face challenges when vocabulary is being taught using the English
language. Visuals and translations will be made available in order to remedy this gap.
Introducing the Unit:

I will be starting the unit with a sort and match activity that the students will be doing in threes. They
will be given a number of words in both English and French and asked to pair them. This will allow me to
determine how much vocabulary they already possess and address the idea of making predictions using
previous knowledge.
Sequence of Lessons
Description
Goals
Resources
1 Introduction
Identify the level
1. Sort and match
Objective: Expose students to family that students are
(12 sets)
2. Vocabulary
member vocabulary.
at and introduce
handout
the idea of making
3.
Wonder Wall
Hook: Students will match French
predictions; expose
chart
and English words related to the
students to
different members of the family in
vocabulary related
groups of 3.
to family
Activity: Students will be provided
with a vocabulary sheet that includes
the French word, phonetic spelling,
and an image to help with
remembering all the new vocabulary.
The English meaning column will be
left blank and a class-wide review will
be done to complete the table.
Post-activity: Encourage students to
write down on the page things that
they wonder or want to know how to
say. Provide students with time to
write up their questions on a wonder

Assessment
Formative just
gauging their initial
level

wall (use a flip chart paper that can

be brought out again during the next
lesson)
2 Review
Hook/ Activity: Play a game with
students to review the vocabulary.
Break the class up into two teams to
play the fly swatter game where all
the words are posted on the wall and
students will hear a word in English
and race to swat the corresponding
word in French. Ensure that all
students have a turn (they can line up
and cheer each other on) before
moving on.
Post-activity: Ask students to pull
out their vocabulary sheets from the
previous lesson and pull out the
wonder wall. Address all the
questions and concerns that you are
able to, and leave the ones that you
know students will encounter later in
the unit. Encourage them to keep
these questions in mind and answer
them on their own as they progress
through the unit.
3 Vocabulary Extension
Objective: Students will learn how to
ask questions and share ideas using
simple sentence structures.

Reinforcing
vocabulary and
addressing the
wonders they
had from the
previous lesson

1. Family member
words written in
French (large for
the wall)
2. Wonder Wall
chart
3. Optional: family
member words
in English that
can be drawn
randomly

Formative
reviewing
vocabulary through
games

Be able to
formulate
sentences using
simple sentence

1. Blank paper
2. Wonder Wall
chart

Formative
learning about
questioning, simple
structures and

Pre-activity: On the board, have

sentence structures for asking about
and introducing family members. Go
over these sentences and
pronunciation as a class. Have
students repeat to check for
understanding.

structures to
communicate ideas

practicing with a
partner

Activity 1: Hand out a sheet of paper

to each student on which they can
draw their family. Ask that students
do not label their drawings.
Activity 2: Students will then work in
pairs to ask one another who all the
individuals on the page are. Each
student will ask their partner about all
the people they have drawn and
respond.
Post-activity: Students can label
their drawings. Encourage students to
write a full sentence beneath each
figure.
4 Vocabulary Continued
Objective: Expose students to
vocabulary related to adjectives that
are used for describing people.
Hook: Students will match French

Expose students to
vocabulary
(adjectives used to
describe people)

1. Sort and match

sets x12
2. Vocabulary
handout
3. Wonder Wall
chart

Formative just
gauging their initial
level

and English words in groups of 3.

Activity: Students will be provided
with a vocabulary sheet that includes
the French word, phonetic spelling,
and an image to help with
remembering all the new vocabulary.
The English meaning column will be
left blank and a class-wide review will
be done to complete the table.
Post-activity: Remind students that
the Wonder Wall is still available and
encourage them to add anything they
see fit.
5 Putting It All Together
Hook: Play a game with students to
review the vocabulary. Break the class
up groups of 5 and provide each with
a chart that has two columns. One
column will have all the English words
written on it and the other will be
blank. Students will take turns
drawing French words from the
envelope and match it with the
English. Only one student can be
holding a slip of paper at a time and
they must take turns, teammates are
encouraged to help.
Pre-activity: Introduce students to

Reinforcing
vocabulary and
addressing the
wonders they
had from the
previous lesson
Be able to
formulate
sentences using
simple sentence
structures to
communicate ideas

1. Activity sets x7
2. Wonder Wall
chart
3. Sentence
structure
handouts

Formative
reviewing
vocabulary through
games

the sentence structure used to

describe people (and for some
students, their pets). Go over the
sentence construction and then
combine this with the previous lesson
in introducing people.
Activity: Have students work in pairs
to complete their worksheets. They
will be asked to introduce their
partners in French to the class. If they
want to challenge themselves, they
can include some fun facts about their
partners as well.
6 Presentation Work
Promote creativity
Objective: Students will be
and the application
introduced to their final project for the of skills learned
unit. Students are asked to create a
family tree which they will present to
the class. The form that the tree takes
and the style of the presentation is
flexible (students can do PowerPoint
presentations, slideshows, have audio
recordings, paint, draw, etc.).
Hook: Brainstorm on the board all the
possible ways that students may
choose to represent their family tree.
Activity: Provide students with a
rubric and go over it as a class.

1. Project outline
x30
2. Family tree
sample (to be
displayed on the
board)
3. Rubric draft (to
be displayed on
the board)
4. Wonder Wall
chart

Summative
create a family tree
that adheres to the
criteria

Confirm with students that they feel it

is a fair assessment and make
changes if necessary.
Post-activity: Allow students time to
start planning and sharing their ideas.
Be accessible to answer questions.
7 Working Block
Activity 1: Hand out the finalized
rubric for students so that they have
it on hand while they complete their
assignment. Review as necessary.
Activity 2: Students will be given
time to work on their presentations.
8 Presentations Day 1
Activity: Students will all be given
the opportunity to present their family
trees. They will have to present using
French.
Post-activity: Peers will be asked to
provide a peer assessment. Each
student will be asked to assess 4
others along the rubric, which
provides space for them to write
justifications for the grades they
assign
9 Presentations Day 2
See lesson above

Promote creativity
and the application
of skills learned

Practice speaking
and listening in
French
Celebrating the
work that students
have done

See lesson above

1. Rubric x30
2. Laptops or
computer
access
3. French/ English
dictionaries
4. Wonder Wall
chart
1. Student projects
2. Equipment as
needed by
students
(possibly a
projector,
speaker, board,
etc.)

Summative
create a family tree
that adheres to the
criteria

See lesson above

See lesson above

Summative
practice using the
sentence
structures that we
went over and
listening to the
language

Resources:
British Columbia Ministry of Education. (2015). Building student success: BCs new curriculum. Retrieved
from https://curriculum.gov.bc.ca/
Gurjit, G. (2016, June). Personal interview.