Subject Area French (FSL)

Grade Level Grade 9

Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
Unit Overview:
This unit is designed to create students that are able to communicate at the beginner level

using a variety of verbal forms and vocabulary. As this unit is addressing students that have

barely been exposed to the language, the goal is to help students learn how to express basic facts

about Quebec, Francophone culture and their lives through practice and production of

vocabulary and grammatical structures. The unit starts with basic vocabulary of how students

will be able to get around Quebec with basic knowledge of the language. As well as grammar

and a focus on strategies instructions with the hope that students will utilize these throughout the

rest of the unit. Students will acquire more ways to express themselves throughout the unit, with

numerous opportunities to practice oral and written production. There is a wide variety of

modalities that students can use to express their understandings with feedback being provided.

Furthermore, students can self-assess themselves and their peers while improving their abilities.

With the opportunities provides through the unit, the main objective is to support students in

their exploration of the French language and culture so they can feel more comfortable

communicating effectively with other Francophones during their trip to Quebec and in general.

Contextual Information:
With the 9 year FSL Program of Studies in mind, the following unit has been designed

for a French 9 class that has classes two times a week (T,Th), 85 minutes each in length, with

approximately 23 students. Although this would not be the first unit for these students, the

Quebec trip is the end of the class for these students as their quarter program ends. Meaning that,

they will not have French again until grade 10 if they decide to take it. Basing on the time I will

have with these students, I have approximately nine classes with them including school

interruptions like assemblies, student retreat day and school plays.

Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
Unit Rationale:
This unit is created with the end goal of enhancing communication in French with new

vocabulary, verbal forms and cultural knowledge between Francophones cultures, especially in

Quebec. There is a decent amount of Quebecois culture tied into this unit with video, audio tapes

and script the students will study to enhance their understandings. The unit begins with an

introduction of the teacher and his experience in Quebec. The students will be going on a trip to

Quebec at the end of the quarter so this unit was built to prepare them for their language

competencies they will use once they are in Quebec. We have created many small tasks for

students to practice the language with a focus on the importance of making mistakes and taking

chances. With prior knowledge in mind, these students know the past and present forms in

French well. I will use as an opportunity to introduce future and conditional verb tenses in this

unit. This will be beneficial to many, especially the ones looking to continue the French language

in a high school setting. Teaching and ensuring that students understand mistakes are part of

learning a new language is essential. Mistakes are necessary and can be/should be used as a

learning strategy to help build confidence instead of damaging the language acquisition process.

Another goal set out while creating this unit is to focus on building students’ procedural

knowledge rather than declarative. By focusing on having students learn the language through

various activities and tasks, they are using small amounts of procedural knowledge to build their

understanding. This unit also consists of a wide range of modalities to support a range of

learners. There are many students who are not motivated to learn the language, more specifically,

those who are just there for the Quebec trip and to spend time with friends. As an educator, I will

thrive to ensure this class is enjoyable for all students, especially to the ones who are not

motivated to be there. Furthermore, by offering different modalities and opportunities, students

Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
are more likely to succeed. Of course, there is still the

flexibility to easily modify the activities and tasks to fit the needs of exceptional learners. From

formative assessment to summative assessment the objective is to enable our learners through

numerous scaffolding practice situations throughout the unit with the final summative project in

mind. Hopefully, the way in which this unit is scaffolded, students feel less stress and well

supported to succeed in the final assessment, thus creating a more reliable evaluation.

Prior Knowledge

Language:

• use, with a higher level of accuracy, in oral and written form, linguistic elements defined in

grades 4–8, needed to communicate a message

• use, with some consistency, in oral and written form, the following linguistic elements needed

to communicate a message:

– vocabulary associated with the fields of experience and their subfields

– expressions with avoir

– expressions with faire

– formation of adverbs from adjectives

– present tense of regular and irregular –er, –ir, –re verbs with all personal

• continue to develop knowledge of the following concepts:

– nouns

– determiners

– gender

– number
Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
– articles—definite and indefinite

– possession

– possessive adjectives

– adjectives

– adjectival agreements

Culture

• identify some trades or professions for which knowledge of French is useful or an asset

• identify Francophone communities at the local (e.g., Edmonton), provincial (e.g., Saint-Paul,

Legal), national (e.g., Saint-Boniface, Manitoba; Shédiac, Nouveau-Brunswick) and international

(e.g., la Louisiane; Saint-Pierre et Miquelon) levels

• identify some Francophone festivals in Canada and the world in which one could participate

(e.g., le Festival du Homard, le Carnaval de Nice)

• recognize some of the factors that affect the culture of a particular region (e.g., historical

events, climate, geography, significant individuals)

• recognize the fact that variations in accents exist within and among Francophone cultures in

different areas (e.g., Acadian French, Québécois French, Parisian French)

Language Learning Strategies:

– take the risk to listen to or read a new text in French

-take the risk to listen to authentic texts of varying lengths made available through different

information and communication technologies– take the risk to read authentic documents of
Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
varying lengths made available through different

information and communication technologies

– ask questions, in the first language, to clarify or verify that a message has been understood

– tolerate ambiguity, accept that it is not necessary to understand every word in order to glean

meaning

– collaborate with others to build confidence and exchange information

– use strategies defined in grades 4–6

• develop and use memory strategies to learn, recall or retain vocabulary or grammatical

structures:

– use rehearsal techniques (e.g., write or repeat the word over and over; teach the word to a

partner; review words frequently)

– use organizational techniques (e.g., classify words by themes; use word webs, T-charts or

vocabulary cards)

– play with language (e.g., create word searches, calligrams, riddles, charades)

– use elaboration techniques (e.g., associate a new word or a concept with a familiar concept or

with other personally meaningful information; reuse vocabulary and expressions in new contexts

or situations; use visualization)

– use strategies defined in grades 4–6.

General Learning Outcomes:

Communication:
Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
Students will use their knowledge of French to
understand and/or to express a message effectively in various situations for a variety of purposes.

Language:

Students will use, with accuracy, knowledge of linguistic elements of the French language to
fulfill their communicative intents.

Culture:

Students will use their knowledge of different Francophone cultures and their own culture to be
able to interact appropriately within these cultures.

Language Learning Strategies:

Students will use their knowledge of strategies to enhance learning and to communicate in
French.

Specific Learning Outcomes:

Knowledge of Language Concepts:

 continue to develop knowledge of the following concepts:
- Nouns
- Determiners
- Gender
- Number
- Articles: definite and indefinite
- Adjectives
- Quantity
- Prepositions and prepositional phrases
- Verbs
- Conjugation patterns of regular and irregular –er, –ir and –re verbs in the
- Present tense
- Negation and negative expressions
- – the interrogative
- the imperative
- – global expressions using faire and avoir
- – the contractions for à and de + definite articles
- Cardinal and ordinal numbers
- Pronunciation
- Construction of simple sentences
- Punctuation
 Acquire knowledge of the following concepts:
– formation of adverbs from adjectives
– the immediate future
– verbs taking a preposition
Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days

Application of Vocabulary and Language Concepts:

• use, with a higher level of accuracy, in oral and written form, linguistic elements defined in
grades 4–8, needed to communicate a message
• use, with some consistency, in oral and written form, the following linguistic
elements needed to communicate a message:
- Vocabulary associated with the fields of experience and their subfields
- Expressions with avoir
- Expressions with faire
- Present tense of regular and irregular –er, –ir, –re verbs with all personal subject
pronouns in affirmative and negative sentences.
- present tense of vouloir, pouvoir, devoir with all personal subject pronouns in affirmative
and negative sentences
- the immediate future—aller + infinitif—with all personal subject pronouns in affirmative
and negative sentences
- the imperative in the affirmative and in the negative with regular and irregular –er, –ir, –
re verbs and pronominal reflexive verbs (e.g., Reposetoi sur le sol.)
- present tense verb + infinitive (e.g., aimer, adorer, détester, vouloir, pouvoir, devoir +
infinitif) with all personal subject pronouns in affirmative and negative sentences
Culture :
 explain how Francophone cultures continue to evolve over time (e.g., introduction of
new words into the language)
 recognize some of the factors that affect the culture of a particular region (e.g., historical
events, climate, geography, significant individuals)
 recognize the fact that variations in accents exist within and among Francophone
cultures in different areas (e.g., Acadian French, Québécois French, Parisian French)
 seek out information about Francophone cultures from authentic sources

• identify, with teacher assistance, concrete facts that reflect the way of life of various
Francophone peoples (e.g., One of the main streets in downtown Montréal—boulevard René-
Lévesque—is named after a former Québec premier.)
• compare and contrast, with teacher assistance, their own way of life with the way of life of
Francophone individuals or groups from various Francophone cultures as a means of developing
an appreciation of these cultures (e.g., choice of physical activity, size of housing)
 Compare and contrast, with teacher assistance, the way of life of individuals or groups
from various Francophone cultures as a means of developing an appreciation of these
cultures
 Reflect, with teacher assistance, upon the way of life of individuals or groups from
various Francophone cultures as a means of developing an appreciation of these cultures
 Access appropriate Web sites using French language search engines
Language Learning Strategies:
 Continue to develop and use a repertoire of comprehension strategies to facilitate the
understanding of an oral or written message
- guess the meaning of an unknown word or expression
Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
- use words around the unknown word to guess
meaning
- activate prior knowledge and experiences
- use visual clues (e.g., pictures, gestures, illustrations) and auditory clues (e.g., street
noises, intonation, sighs)
- use repetition (e.g., listen to again or read again a part of a text that was causing
difficulty)
- use a bilingual dictionary to verify word meaning or find unknown words
- take the risk to listen to or read a new text in French
- take the risk to listen to authentic texts of varying lengths made available through
different information and communication technologies
- ask questions, in the first language, to clarify or verify that a message has been
understood
- collaborate with others to build confidence and exchange information
- take the risk to listen to or read a new text in French
- ask questions, in the first language, to clarify or verify that a message has been
understood
- collaborate with others to build confidence and exchange information
- focus attention on the task
- focus attention on what is known and ignore what is unknown
- use self-talk to build confidence in listening and reading skills
- evaluate own ability to understand the message
• develop and use production strategies to facilitate the communication of an
oral or written message
- identify patterns or language features, such as verb endings or gender
- repeat a word, an expression, a pattern, a presentation, etc.
- combine new learning with previous learning (e.g., knowledge of the conjugation of the
verb “avoir” and adding “avoir” expressions to the language repertoire)
- apply knowledge of multimedia presentations to facilitate the communication of a
message
- apply knowledge of word processing to produce a message
- use reference materials (e.g., a bilingual dictionary in either a print or an electronic
format, verb charts, data bases) to improve the message
- use brainstorming techniques to stimulate ideas
- activate prior knowledge and experiences
- organize ideas using schemata (e.g., mind maps, T-charts)
- seek assistance from the teacher or a peer to clarify instructions, word meaning, etc.
- collaborate with others to brainstorm, resolve problems, rehearse and communicate
messages
- accept errors as a natural part of learning
- use self-talk to build confidence in oral and written production skills
- prepare for the task (e.g., organize materials, go over the instructions, read through the
checklist)
- use checklists, written mainly in English, to verify the work
Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days

Lesson #, Lesson Name, and Lesson Description SLO Outcomes Goals (objectives) Assessment(s) Resources &
   *Note that the SLO focus of each Materials
lesson is bolded. Other SLOs are
also addressed during the lesson
but are not the focus*

Lesson #1: Introduction Communication Students will recognize Pre-assessment – PowerPoint

• understand, in guided the vocabulary for They use prior about myself
To introduce this lesson, I will introduce myself by using situations, by identifying key important and knowledge to
a PowerPoint that describes who I am. Then, I will hand words or expressions mandatory language answer and ask 20 Question
out a worksheet with a clock and for each hour (1-12), I previously taught, the main that would have to be questions Worksheet
will describe something about myself. (13h = favorite idea(s) and a few specific details used in a Francophone
sport). Once I finish doing that, I will tell students to do related to the main idea(s) about setting. Quebec
the same for each hour. We will go one by one so I get to a variety of concrete topics Class discussion video:
know them. I will tell them the importance of answering contained in authentic or adapted Students will be able to (F) https://www.
each question. This will take about 15 minutes. I will oral texts properly pronounce youtube.com
collect all of their clocks at the end of this part of the basic French words. Self-Assessment /watch?
• Oral Production: name, list,
lesson. (F) v=XXhmblzSA
encourage, describe, explain,
Students will eU
ask and answer questions, give
Introduce the Course Work understand the purpose
commands, directions,
The teacher will briefly state that in the final summative behind mimicking what
instructions or advice, express
task, students will create a Survival Kit Guide and present needs, desires, wishes the teacher says and
them as practice. The presentations will take place in class and preferences, make repeating new words
#10 just before they go to Quebec. aloud (strategies
suggestions, give compliments, instruction).
orally, providing some details,
During the mini presentations of each student, the teacher in a defined, structured and
Students will speak in
will take brief notes. This will focus on sentence modelled fashion, with limited French and practice the
structure, use of vocabulary and pronunciation. The spontaneity, resulting in a language using prior
teacher will take notes to indicate student growth. prepared message expressed knowledge.
Feedback will be given after each speaking and activity mostly in the present
and one last time before the final summative presentation and sometimes in the
Students will be able to
allowing students to correct any areas the teacher had immediate future, that is express their reasons
made previous recommendations. comprehensible and accurate for taking a second
• continue to develop knowledge language, French
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
Once of the following concepts: specifically, and how
I introduce my PowerPoint and who I am, I will introduce – nouns they can see it being
the class with a game of 20 questions, but with some – determiners useful in the future
modification since I know that those students already through class
– gender
know each other. discussion.
– number
Instead of using the game to guess the identity of a
famous person, I will ask the students, first in groups and – adjectives Students will be able to
then as a whole, to come up with 10 question as s, – personal subject pronouns introduce someone to
answers to which they would like to have in order to get – verbs another person
to know someone ( in French), this will help me note – conjugation patterns of regular (informal and formal),
down prior knowledge. So, I will divide the class into two and irregular –er, –ir and –re or to another group of
groups, and they will tell me 20 different question each verbs in the present tense people.
that they would use in order to get to know someone. – the contractions for à and de +
definite articles
Once we have agreed on a list of questions, I will send – cardinal and ordinal numbers
students back into their groups to put these questions into – pronunciation
a logical order. They are to get back together and agree – construction of simple
upon an order. At this point, each student should pair up sentences
with another student, preferably one from a different
• use, with some consistency, in
group. They should ask each other the questions, making
oral and written form, the
note of the answers. Since the class is large and time is
following linguistic
short, I will cut the number of questions down from 20 so
they can introduce their partner to the class as a whole. elements needed to communicate
This is a fantastic way for me to meet everyone. a message:
I will make sure to mingle with the students and help set – vocabulary associated with the
everyone up with a buddy. fields of experience and their
subfields
– expressions with avoir (e.g.,
To end class, we will watch a tour guide video on
L’athlète a mal aux jambes.)
Quebec.
– expressions with faire (e.g., Je
fais du yoga. /Mon père fait le
Class discussion #1 ménage.)
- students will write down words they did not
understand when the teacher introduced himself. – verbs taking a preposition
Language Learning
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
- Strategies :
When I speak to the students about who I am, I speak • continue to develop and use a
slowly and accurate. I will tell students that they repertoire of comprehension
must write down words that I am using that are in strategies to facilitate the
the past and present tense, I would look to see if understanding of an oral or
they got all of them. written message:
– take the risk to say or write
**Strategies Instruction** something in French
– ask questions to clarify
During the class discussion about the students, if students understanding
do not know how to say a word, they will repeat after the
teacher (vocabulary words) to practice pronunciation; I – ask the speaker to repeat the
will repeat process if students struggle with message
pronunciation. Prior to dismissing the class, the teacher – ask the speaker to explain what
will guide a short discussion on why he/she had the was said
students repeat after him/her, and the reason(s) for having – ask the speaker to speak more
students repeat certain words more than once.   slowly
 Mimicking is an effective way to learn – ask the speaker to spell out or
pronunciation; particularly for new vocabulary in draw the unknown word
another language. – indicate to the speaker that the
 Repetition of certain words and sounds; help message was not understood
ingrain correct pronunciation in students’ brains – use facial expressions or mime
and avoid/prevent “bad” habits. to get the message across
– seek assistance from the
teacher or a peer to clarify
instructions, word
meaning, etc.
– collaborate with others to
brainstorm, resolve problems,
rehearse and
communicate messages
– accept errors as a natural part
of learning
– use self-talk to build
confidence in oral and written
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
production skills
– use strategies defined in grades
4–6

Lesson #2: Board Game – Past and Present tenses Communication: Students will be able Entry-Slip #1 Entry Slips
Oral Production: name, list, to match and differ er, (F)
Students will complete a quick entry slip to review the encourage, describe, explain, ir, re verbs. Worksheet
strategies instruction presented last class. The main ask and answer questions, give Board Game (F)
purpose, however, is I want them to tell me how commands, directions, Students will Dictionaries
comfortable they are with French and areas they would instructions or advice, express recognize the relations KWL Chart (F)
like to work on. Based on what I saw last class, I knew I needs, desires, wishes and differences Dices
could use a review class based on Past and Present tenses and preferences, make between the past and
and how to conjugate them. suggestions, give compliments, present verb tenses. Board Game
orally, providing some Instructions
Board Game details, in a defined, structured Students will be able
and modelled fashion, with to conjugate verbs in KWL Chart
In an inductive grammar approach, I will introduce to limited spontaneity, resulting the present tense (SVA)
them the activity first instead of teaching the content. in a prepared message accurately.
During the activity I will circulate the classroom. They expressed mostly in the present
will address any questions or mistakes that occur during and sometimes in the Students will apply
the lesson. The teacher will also ensure students are on immediate future, that is and demonstrate their
task and communicating in French. comprehensible and accurate knowledge/abilities in
oral form.
**Strategies Instruction** Language:
1.1a) Upon introducing the board game, the teacher will • continue to develop knowledge
address its purpose. Since these board game has rules, I of the following concepts:
will explain how it is played. I will also make it easier for nouns, gender, numbers, verbs,
them. I will convey the following: conjugation patterns of regular
 Rather than having to flip through pages of notes and irregular –er, –ir and –re
to find vocabulary, it will all be in one place. verbs in the present tense,
 Repetition enhances language learning. pronominal and non-pronominal
I will encourage students to write the word(s) more than verbs, verb + infinitive, negation
once - particularly those that cause them more difficulty. and negative expressions.
Also, encourage students to say a sentence using the • use, with some consistency, in
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days

vocabulary word of the verb; they have to add context to oral and written form, the
finish the sentence (ex: J’ai mange hier soir avec mes following linguistic
amis”) elements needed to communicate
 Not every student will “need” the same content in a message:
their dictionaries, nor will they represent it using – vocabulary associated with the
the same means. fields of experience and their
Some students may draw the definition for subfields
vocabulary instead of the direct translation; – expressions with avoir (e.g.,
some may create a mind map/web-like L’athlète a mal aux jambes.)
diagram; others may include grammar, etc. – expressions with faire (e.g., Je
fais du yoga./Mon père fait le
KWL Chart ménage.)
– formation of adverbs from
Students will fill out what they know about Quebec and adjectives
what they would like to know, at the end of the class.
– present tense of regular and
They will fill out what they would like to know about
irregular –er, –ir, –re verbs
Quebec going forward. (After the culture lesson)
with all personal subject
pronouns in affirmative and
negative sentences
– present tense of pronominal
reflexive verbs (e.g., se reposer,
s’étirer) with all personal subject
pronouns in affirmative and
negative sentences
Language Learning Strategies:
• continue to develop and use a
repertoire of comprehension
strategies to
facilitate the understanding of an
oral or written message
– guess the meaning of an
unknown word or expression
– use words around the unknown
word to guess meaning
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
– associate a gesture, a symbol
or an illustration with a message
– use repetition
– ask questions, in the first
language, to clarify or verify
that a message has been
understood
– tolerate ambiguity—accept
that it is not necessary to
understand every word in
order to glean meaning
• develop and use production
strategies to facilitate the
communication of an oral or
written message:
– identify patterns or language
features, such as verb endings or
gender
– repeat a word, an expression, a
pattern, a presentation, etc.
– take the risk to say or write
something in French
– ask questions to clarify
understanding
– ask the speaker to repeat the
message
– ask the speaker to explain what
was said
– ask the speaker to speak
more slowly

Lesson #3: Québec vs France (Culture Lesson) Communication: •Students will be able Exit Slip (F) French
Oral production: name, label, to identify vocabulary Dictionary
Students will begin with a short quiz; reviewing list, encourage, describe, words pertaining to Quiz #1 (S)
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days

vocabulary. They will continue to practice conjugating explain, ask and answer restaurants French
verbs in the present tense (introduced in the previous questions, give simple Assignment #1 Worksheet
unit), focusing on accuracy and the various endings of commands, directions or advice, •Students will be able (S)
commonly used verbs (-er, -ir, -re) depending on the express needs, desires, wishes to discuss their YouTube
subject pronoun. Another focal point for this lesson is and preferences, make thoughts/feelings Video:
communication and interpretation; building confidence in suggestions, in written form, about the stereotypes https://www.
speaking and interacting in the French language. providing some details, in a and judgments made youtube.com
defined, structured and modelled towards Parisian and /watch?
fashion, resulting in a prepared Québécois Culture. v=A9rh3lqdtT
Quiz #1 message expressed mostly in the 0
Students are given 5 mins at the beginning of the class to present tense and sometimes in •Students will be able
review and ask any questions they may have. The quiz the immediate future, that is to teach their peers
will have students identifying a picture to its Finish KWL
comprehensible and accurate. about specific facts
corresponding verb, as well as writing corresponding chart
Language: they have learned
translations (vocabulary). This will only have 5 questions • continue to develop knowledge about Quebec and
and will take about 10 minutes. of the following concepts: France and some of
– nouns, determiners, gender, their history.
number, articles: definite and Students will gain an
Culture Lesson indefinite, possession, possessive appreciation for their
adjectives, adjectives, own culture
Students will watch a video and take down notes about demonstrative adjectives, (privileges) while
the differences between Quebecois culture and Parisian exclamatory adjectives, partitive, learning about
culture in France. Once they are done, I will use a name quantity, adverbs and adverbial Quebecois culture.
generator so they pair up with someone and work on this expressions, personal subject
culture activity. The students are expected to write down pronouns, verbs, conjugation Students will become
5-7 differences and similarities between cultures. They patterns of regular and irregular more culturally aware;
are to present at the end of class. They will be given only –er, –ir and –re verbs in the similarities and
30 minutes to do their research. Presentations will be fully present tense. differences of
in French. • use, with a higher level of different cultures,
accuracy, in oral and written particularly
They are expected to present in timely manner. Since this form, linguistic Quebecois.
is just a summative and their first presentation, there is a elements defined in grades 4–8,
2-3-minute time restriction. Also, considering students needed to communicate a Students will discuss
prepare and present all within the same class, they can use message. why they would prefer
a script without consequence. • use, with some consistency, in Parisian French or
oral and written form, the Quebecois French.
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
 following linguistic
I will take notes and time the presentation. I will also elements needed to communicate
provide each student with some written feedback. a message:
– vocabulary associated with the
***Strategies section***: fields of experience and their
I believe that socio-linguistic and grammatical subfields
competences are used in this lesson to strategically – expressions with avoir (e.g.,
scaffold the lesson to the students. The teacher does not L’athlète a mal aux jambes.)
do a lot of teaching but the students learn through visuals – expressions with faire
and teamwork, they will apply rules correctly in the – formation of adverbs from
creation of utterances when they team up and finish their adjectives
assignments to present. Through learning about two Culture:
different cultures who are alike, the students will • identify, with teacher
understand the language based on the context. assistance, concrete facts that
reflect the way of life of
Finish KWL chart (2 mins) various Francophone peoples.
• reflect, with teacher assistance,
Exit Slip: (5 mins) I will use the last five minutes of class upon the way of life of
to discuss with students about the final summative individuals or groups from
performance task which is their survival various Francophone cultures as
a means of developing an
appreciation
of these cultures
• access appropriate Web sites
using French language search
engines
• explain how Francophone
cultures continue to evolve over
time (e.g., introduction of new
words into the language)
• recognize some of the factors
that affect the culture of a
particular region (e.g., historical
events, climate, geography,
significant individuals)
• recognize the fact that
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
variations in accents exist
within and among
Francophone cultures in
different areas (e.g., Acadian
French, Québécois French,
Parisian French)
Language Learning Strategies:
• continue to develop and use a
repertoire of comprehension
strategies to facilitate the
understanding of an oral or
written message
• develop and use memory
strategies to learn, recall or
retain vocabulary or
grammatical structures

Lesson #4: Listening Activity, Dream Vacation in Communication: Students will develop Whole Class Listening
Quebec (TBLT) Writing production: name, label, problem solving and discussion (F) activity
list, encourage, describe, team work skills. Worksheet
For the first third of this class, students will complete verb explain, ask and answer Presentation (F)
worksheets and listening activities that I will introduce to questions, give simple Students will learn French
them. These activities include videos about Quebec which commands, directions or advice, words for different Listening Task Quebec
will also include the vocabulary students are learning. The express needs, desires, wishes places and sayings in (F) Vacation
rest of the class will be dedicated to their group and preferences, make Quebec French.
presentation about their dream vacation in Quebec. suggestions, in written form, PowerPoint
providing some details, in a Students will
Practice defined, structured and modelled demonstrate teamwork Video:
Students will work on verb sheets and activities from their fashion, resulting in a prepared and collaboration https://www.
textbooks. As mentioned, the worksheets will include message expressed mostly in the youtube.com
activities that integrate both the present tense and past present tense and sometimes in Students will develop /watch?
vocabulary. the immediate future, that is language tendencies v=cskH4yrftk
comprehensible and accurate. and language learning w
strategies in an FSL
Listening Task
setting.
Students will listen to a YouTube video from a local Oral production: name, list, Google Slides
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days

Quebecois giving a video about Quebec City and what to encourage, describe, explain, ask Students will name,
do around the city. The students will listen to the text and and answer questions, give list, encourage, Video making
fill in answers in their worksheet provided. commands, directions, describe, explain, ask Apps
instructions or advice, express and answer questions,
needs, desires, wishes and give simple
Dream Vacation in Quebec preferences, make suggestions, commands, directions,
The most important part is teamwork, I want to see give compliments, orally, instructions or advice,
collaboration and every single classmate contributing to providing some details, in a express needs, desires,
this presentation, especially because it is their first spoken defined, structured and modelled wishes and
presentation. fashion, with limited preferences, make
spontaneity, resulting in a suggestions, give
It is an open-ended cluster. Students can make a video, a prepared message expressed compliments, orally,
podcast or a presentation. mostly in the present and providing some
sometimes in the immediate details, in a defined,
future, that is comprehensible structured and
Students will be explained:
and accurate modelled fashion, with
1.) Based on your theme, divide the work with each team limited spontaneity,
member, make sure you agree to all parts that are being resulting in a prepared
divided. Language:
message expressed in
2.) Do research, come up with ways to describe your • continue to develop knowledge
the present, that is
theme and what you will do in Quebec of the following concepts:
comprehensible and
nouns, determiners, gender,
3.) It is a one-week module, you need activities from accurate (ex: Learning
numbers, articles—definite and
Monday to Sunday. Describe at least three activities per about where countries
indefinite, possession, possessive
day. 7 days and three activities a day equal 21 are located and
adjectives, quantity, adverbs and
activities. (Morning, afternoon, night) demonstrate where
adverbial expressions,
4.) Start the assignment by indicating where you are they are).
prepositions and prepositional
staying in Quebec, when you arrived and when you will phrases, the infinitive as a verb
be leaving. Students will define
identifier, personal subject
5.) This is open ended, you may do what you would like, pronouns, verbs, conjugation what they know
be creative and have fun! (example: video, Prezi, Google patterns of regular and irregular Quebec and its
Slides) culture.
–er, –ir and –re verbs in the
6.) Make it as pretty as you can, have fun with it! present tense, negation and
Students will
7.) At least three days of the week, must be in French! negative expressions, global
demonstrate their
That means there are nine activities in three days that will expressions using faire and
knowledge of French
be French. Please divide the work in French with every avoir, the contractions for à and
competency and how
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days

single person in your group. de + definite articles, cardinal they would use it in
and ordinal numbers and Quebec.
8.) Make sure you are citing sources (if you use them) pronunciation.
The presentations will begin at the start of the next class. • use, with some consistency, in
They will be around 3-5 minutes each group. oral and written form, the
following linguistic
**Strategies Instruction** elements needed to communicate
Under the assumption that not many students speak a a message:
second language, the teacher will lead a very short class – vocabulary associated with the
discussion asking students what they think are the best fields of experience and their
ways to learn a new language. Following the short subfields
brainstorming period, the teacher will explicitly talk
– expressions with avoir (e.g.,
about:
L’athlète a mal aux jambes.)
 The importance of speaking and listening to the
language as much as possible – expressions with faire (e.g., Je
 The general make of this class is to provide fais du yoga. /Mon père fait le
students with as much exposure to the language as ménage.)
possible (i.e. speaking, listening, reading, writing) – formation of adverbs from
 The significance that students speak French as adjectives
much as possible in the classroom as most of them – present tense of regular and
most likely don’t speak it anywhere else.   irregular –er, –ir, –re verbs with
all personal
In hopes to help students feel more relaxed about their subject pronouns in affirmative
first mini presentation, upon explaining it to the class, the and negative sentences
teacher will emphasize that the focus of assessment for – present tense of pronominal
this presentation is not on the students’ abilities to speak reflexive verbs (e.g., se reposer,
with perfect pronunciation/use the language correctly but s’étirer) with
rather the presentation itself and overall understanding. In all personal subject pronouns in
other words, how confident are they despite their little affirmative and negative
experience; does the student try and use previously sentences
learned content; can I understand what the student is
– present tense of vouloir,
saying (speaking clearly, volume is appropriate, etc.), and
pouvoir, devoir with all personal
lastly, is the student’s presentation comprehensible.
subject pronouns
in affirmative and negative
sentences
Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
– the immediate future—aller +
infinitif—with all personal
subject pronouns
in affirmative and negative
sentences
Culture:
• access appropriate Web sites
using French language search
engines
• cite copyrighted French
language sources when using
information from
digital technologies
• demonstrate knowledge of the
cultural characteristics of the
French language
by using the following
sociolinguistic conventions:
– the sociolinguistic conventions
listed in grades 4–8
– the appropriate abbreviations
or symbols for measurement
– the appropriate spacing
between sets of digits in large
numbers
– the appropriate convention for
naming buildings (e.g., l’Hôtel
du Parlement
à Québec), monuments (e.g., la
tour Eiffel), streets and
communities
Language Learning Strategies:
• continue to develop and use a
repertoire of comprehension
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
strategies to facilitate the
understanding of an oral or
written message

Lesson #5: Murder Mystery (Les Girards au Quebec) Communication: Students will be able Class Discussion PowerPoint
– Restaurant vocabulary (TBLT) Writing production: name, to list the different (F) Presentation
This lesson will focus on verbs and questions that label, list, encourage, describe, uses of avoir and etre.
students can learn and take to Quebec. This will be a good explain, ask and answer Worksheet (F) Google Slides
experience to explain to them, most of this vocabulary questions, give simple Students will be able
could be put into their survival kits before they present commands, directions or to use, independently Arguments/theor Google Docs
them and leave to Quebec. advice, express needs, desires, and consistently, verbs ies (S)
wishes and preferences, make that involve food and Google
Class Discussion suggestions, in written form, ordering in French. Classroom
The verbs and their various endings will be listed on the providing some details, in a
board. (er, ir, re). we will practice out loud verbs involved defined, structured and Students will
in the activity. We will discuss restaurant vocabulary and modelled fashion, resulting in demonstrate their
we will then talk about the difference between avoir and a prepared message expressed abilities in problem
etre and its uses when it comes to being hungry and mostly in the present tense and solving and
thirsty in a class discussion. sometimes in the immediate investigating in a team
*During the class discussion, the teacher will future, that is comprehensible setting.
speak in French and encourage the students to as and accurate.
well. Reading Comprehension:
understand, in guided situations,
Worksheet by identifying key words or
Students will have to complete a worksheet writing verbs expressions previously taught,
in English that they did not know in French and had to be
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days

looked up in the dictionary. I will go over any questions the main idea(s) and a few
and explanations/clarifications provided when needed. specific details related to the
main idea(s) about a variety of
Murder Mystery concrete topics contained in
authentic or adapted written texts
The students will be split into groups of 4-5 of their
choice. They have proven they did not need to be Oral production: name, list,
separated by the teacher. The murder mystery is about a encourage, describe, explain, ask
family who robbed a bank and is currently on the run. and answer questions, give
They stopped to have diner at a local Quebec restaurant. commands, directions,
The morning after, they were found dead in the hotel instructions or advice, express
room with suspicions they had been poisoned by their needs, desires, wishes and
food the night before. preferences, make suggestions,
Students have time to work on their theories as to what give compliments, orally,
happened. They will write 7-8 sentences describing what providing some details, in a
they think happened and how they died. All in French. defined, structured and modelled
Each team has to work collaborate and split the work fashion, with limited
within the group. Google Docs is recommended. This is a spontaneity, resulting in a
summative that is for marks to understand each student’s prepared message expressed
writing. Each student will hand in a self-assessment form mostly in the present and
describing what their part in the group was and exactly sometimes in the immediate
what they did. future, that is comprehensible
and accurate
They have remaining of class to finish and work with
their teammates. They have to hand it in at the end of Language:
class. • continue to develop knowledge
of the following concepts:
When everyone is home, I will assign and post each of the nouns, determiners, gender,
students’ theories or arguments online (Google numbers, articles—definite and
Classroom) and I will assign homework that each student indefinite, possession, possessive
must pick another theory from a different group and write adjectives, quantity, adverbs and
three sentences why they might agree or disagree. This adverbial expressions,
will test their reading skills in French and more of the prepositions and prepositional
writing component too. phrases, the infinitive as a verb
identifier, personal subject
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days

**Strategies Instructions** pronouns, verbs, conjugation

patterns of regular and irregular
3.3a) During this lesson, students are putting to use their –er, –ir and –re verbs in the
verb prior knowledge and their new restaurant vocabulary present tense, negation and
knowledge. Students are to come up with different uses of negative expressions, global
these verbs. Students are encouraged to use whatever expressions using faire and
materials they have, particularly the other members in avoir, the contractions for à and
their group upon discovering the various uses of the de + definite articles, cardinal
verbs. As there are always one or two students who ask if and ordinal numbers and
they can work on it individually, the teacher will reiterate pronunciation.
the importance and notion of cooperative learning and its • use, with some consistency, in
benefits. oral and written form, the
 Seeking help from peers rather than the teacher following linguistic
“opens the door” to different viewpoints and ways elements needed to communicate
of explanation a message:
 In the real world we are constantly working with – vocabulary associated with the
others and therefore it’s well to know how to work fields of experience and their
with others subfields
– expressions with avoir (e.g.,
L’athlète a mal aux jambes.)
– expressions with faire (e.g., Je
fais du yoga. /Mon père fait le
ménage.)
– formation of adverbs from
adjectives
– present tense of regular and
irregular –er, –ir, –re verbs with
all personal
subject pronouns in affirmative
and negative sentences
– present tense of pronominal
reflexive verbs (e.g., se reposer,
s’étirer) with
all personal subject pronouns in
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
affirmative and negative
sentences
– present tense of vouloir,
pouvoir, devoir with all personal
subject pronouns
in affirmative and negative
sentences
– the immediate future—aller +
infinitif—with all personal
subject pronouns
in affirmative and negative
sentences

Language Learning Strategies:

• continue to develop and use a
repertoire of comprehension
strategies to facilitate the
understanding of an oral or
written message

Lesson #6: New Vocabulary (Conditional and Future Communication: Students will be able Presentation (F) Performance
tenses) •Writing production: name, to use the verb etre, Task and
label, list, encourage, describe, and avoir in familiar Verb Relay Rubric
Performance Task work time explain, ask and answer contexts. Activity (F)
questions, give simple Worksheets
Students will have 20 mins to start working on their commands, directions or Students will Dictogloss (F) for the future
performance tasks, they will be given an outline of how to advice, express needs, desires, demonstrate tense and
do it, it is due the last day of classes before heading to wishes and preferences, make knowledge in conditional
Quebec. To further continue exploring the aspects of a suggestions, in written form, conditional and future tense
new culture (Quebec), students will be introduced to the providing some details, in a tenses.
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days

Passport activity and real-life situations that will be defined, structured and
finished the following class. modelled fashion, resulting in Students will continue
a prepared message expressed to express themselves
Dictogloss (12 minutes) mostly in the present tense and in written and oral
sometimes in the immediate form.
In this activity, I will a read a short, relevant text three future, that is comprehensible
times. The first time, the students listen only, and do not and accurate. Students will be able
take notes. The second time, they are allowed to note • Oral production: name, list, to write short, simple
down several key words. The third time, the learners are encourage, describe, explain, ask sentences (questions)
allowed to write as much as they desire. I will pick one and answer questions, give about places in
student in the class (volunteer) to write words on the commands, directions, Quebec and what they
board of what I said). instructions or advice, express would if they won a
needs, desires, wishes and million dollars.
Following this, the students are instructed to create a preferences, make suggestions,
summary of what they have heard on their own. When give compliments, orally, Students will speak in
this task has been completed, they take their own providing some details, in a the target language to
summaries and work with a partner to co-construct a defined, structured and modelleddescribe, narrate and
summary based on their individual work. Following this, fashion, with limited carry on spontaneous
they join with another pair to create a group of four to spontaneity, resulting in a conversations about
collaboratively reconstruct the text. Then, students prepared message expressed topics such as family,
compare their reconstruction of the work with the original mostly in the present and professions, food,
to discuss similarities and differences from the source sometimes in the immediate clothing, health, likes
text. This activity can be used, for example, to draw future, that is comprehensible and dislikes, daily life
attention to a particular language feature or to help and accurate situations, references
develop students' abilities to synthesize information. to the past.
Language: • Students will
Dictogloss activities have several advantages. They • continue to develop knowledge comprehend the target
integrate the four language skills of listening, reading, of the following concepts: language with
speaking, and writing. – nouns, determiners, gender, sufficient ability to
number, articles: definite and understand the main
If I had a million dollars…? (20 minutes) indefinite, adjectives, ideas and additional
demonstrative adjectives, details in short
Students will be required to write 3-5 sentences exclamatory adjectives, partitive, conversations
describing their thoughts and ideas on what they would do quantity, adverbs and adverbial referring to the above-
if they won a million dollars. The purpose of this is so expressions, personal subject mentioned topics and
pronouns, verbs, conjugation authentic situations
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days

students start using the future and conditional form. As patterns of regular and irregular with their partners and
this is the second mini presentation, students will be (er, –ir and –re) verbs in the through a presentation
expected to present what they wrote with minimal present tense. in front of the class.
reference to their sentences (reading off the page). • acquire knowledge of the
*Students who complete their sentences quickly, following concepts: formation of
will find someone who is also done and peer edit adverbs from adjectives, the
one another’s sentences. immediate future, verbs taking a
preposition
*The teacher will take notes on the presentation • use, with a higher level of
including the amount each student reads off their accuracy, in oral and written
page. He/She will encourage minimal use form, linguistic
throughout the entire presentation and will again, elements defined in grades 4–8,
provide students with some feedback.   needed to communicate a
message.
• use, with some consistency, in
oral and written form, the
following linguistic
Verb Relay (Verb Practice) (20 mins) elements needed to communicate
The class will be split into teams (made by the teacher). a message:
The teacher will put the description subject pronoun cards – expressions with avoir
(1st pers. sing., 2nd pers. Sing., 3rd pers. sing., 1st pers. – expressions with faire
plur., 2nd pers. plur., 3rd pers. plur.) up on the board in a – present tense of vouloir,
random order. The relay begins as soon as the teacher pouvoir, devoir with all personal
says a verb aloud and holds up a card with the verb subject pronouns in affirmative
written in the infinitive form. As soon as the person in the and negative sentences
front of the line knows how to conjugate the given verb to – the immediate future (aller +
the correct subject pronoun, they will go write it on the infinitive) with all personal
board as quickly as possible. Once a group has finished subject pronouns in
conjugating the verb to all the subject pronouns, the affirmative and negative
teacher will stop the game, allow teams to make any sentences
changes/corrections of their own, then go through every -the imperative in the
conjugation with the group, and make/explain any affirmative and in the negative
corrections when needed. with regular and irregular (er,
–ir, –re verbs) and pronominal
reflexive verbs
Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
Language Learning Strategies:
• continue to develop and use a
repertoire of comprehension
strategies to facilitate the
understanding of an oral or
written message:
– take the risk to listen to or read
a new text in French
– take the risk to listen to
authentic texts of varying lengths
made available
through different information
and communication technologies
– take the risk to read authentic
documents of varying lengths
made
available through different
information and communication
technologies
– ask questions, in the first
language, to clarify or verify that
a message has
been understood
– collaborate with others to build
confidence and exchange
information
– identify a strategy that can be
or was used to facilitate
comprehension of a
text
– focus attention on the task
– focus attention on what is
known and ignore what is
unknown
– use self-talk to build
confidence in listening and
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
reading skills
– evaluate own ability to
understand the message
• develop and use memory
strategies to learn, recall or
retain vocabulary or grammatical
structures

Lesson #7: Road Trip to Quebec (TBLT lesson) Communication: Students will be able Presentation (S) French
Writing production: name, label, to recognize new Dictionary
●I will start the class with my own presentation of my list, encourage, describe, vocabulary in French Assess students’
road trip to Quebec. I will make a Prezi presentation to explain, ask and answer and practice speaking ability to create Word
present it to the class. questions, give simple it. sentences in Reference or
●I will introduce new vocabulary (on the description of commands, directions or advice, French and Linguee
the cluster) that can be used for this lesson. For Example: express needs, desires, wishes Students will be able create key points
conduire, manger, explorer, faire une promenade, and preferences, make to identify key about a road trip SmartBoard
marcher, commander un repas, etc. suggestions, in written form, characteristics of a in a second
●Students will then brainstorm ideas of what tasks they providing some details, in a particular culture language (F)
believe they will be working on in this cluster. I will defined, structured and modelled using resources such
explain how to start planning for this cluster. I will tell fashion, resulting in a prepared as online search
them that the trip that convinces me the most is the message expressed mostly in the engines and books to
winner, that will give them more motivation to practice present tense and sometimes in describe features of a
their French. the immediate future, that is long road trip.
● I will explain that the group with the highest point will comprehensible and accurate.
win, I will hand out maps, a description of the
assignment, and a small rubric stating how the points will Students will be able
Oral production: name, list, to identify key
be distributed. encourage, describe, explain, cardinal points while
ask and answer questions, give driving and planning a
Road Trip commands, directions, trip. (West of Ontario,
instructions or advice, express South of Quebec)
As a pre-task, I will create a discussion what is needed to needs, desires, wishes and
take on a road trip and what would be important to preferences, make suggestions,
consider in order to survive a road trip with five people in Students will able to
give compliments, orally,
a small car. This includes: lots of clothes, food, water demonstrate
providing some details, in a
source, gas cards, money, spare tires, lamps, and spare knowledge of
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
tires, defined, structured and Canadian history,
etc. As a whole class discussion, we will write key terms modelled fashion, with limited language, and culture
and ideas on the board so that everyone has something to spontaneity, resulting in a by making a road trip
refer back to. This is a good visual for the whole class. prepared message expressed guide throughout
I will then ask questions like: mostly in the present and Canada. (Alberta to
• Où irez-vous? (Where will you go?) sometimes in the immediate Quebec)
• Qu’est-ce que vous apporterez? (What will you bring?) future, that is comprehensible
• Ou resterez-vous pendant chaque nuit? (Where will you and accurate
stay during the night?)
• Selon vous, quelle est la chose la plus importante pour Language:
apporter pour le voyage en voiture? (What do you think is • continue to develop knowledge
the most important thing to bring on this road trip?) \ of the following concepts:
•Il n'y a qu'un seul pilote. Qui s'assurera qu'il reste adverbs and adverbial
éveillé? (there is only one driver, who will make sure he expressions, prepositions and
stays awake?) prepositional phrases, the
infinitive as a verb identifier,
After the discussion, divide the class into groups of 4. verbs, global expressions using
Each group will choose their own group and write down faire and avoir, the contractions
their names on the Google Doc. for à and de + definite articles,
cardinal and ordinal numbers
For this activity, I will have enough maps for each group and pronunciation.
in the class. They will have local maps as well, both
Canadian and American maps, they are able to drive • use, with some consistency, in
through USA on the way to Quebec (I will tell them that), oral and written form, the
everyone should work under the assumption that this is following linguistic
going to be a true “road trip,” meaning that I will be elements needed to communicate
driving. a message:
– present tense of regular and
Task (45 minutes): irregular –er, –ir, –re verbs with
Students will be given time to explore their road trips in all personal subject pronouns in
detail using resources such as online search engines, affirmative and negative
encyclopedias, dictionaries, and translator sites. I will not sentences
tolerate Google Translate as it is already banned in the – present tense of pronominal
classroom, it is very limited to, www.wordreference.com. reflexive verbs
Culture:
Students will be told that they have to be attentive
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days

towards important terms like verbs that are used during a • access appropriate Web sites
road trip. However, it is up to the groups as to how they using French language search
will divide the task between them (will engines
they do it all together, or will they divide the task into • cite copyrighted French
parts giving each member a job and later come together language sources when using
and share what they have come up with) information from
digital technologies
During this exploration students should be looking up the
different types of verbs, foods, fun activities, rest stops, Language Learning Strategies:
washroom stops, and what they will do when they arrive • continue to develop and use a
in Quebec. This will help them in future tasks and repertoire of comprehension
challenges. Additionally, understanding new vocabulary strategies to facilitate the
and especially new verbs and how to conjugate them understanding of an oral or
properly will be beneficial for future challenges, along written message
with knowing some travelling and driving terms (such as
music, games, food, mountains, lakes, animals.) I will
ask them to write down any knew knowledge in their
notebooks. I will encourage students to write any
information that they think will help them to complete
challenges in future classes.

Considering this is an 85-minute class, it is manageable.

When they are done (40 minutes of class work) they will
present their trip to the entire class. The class, as a whole,
will vote on which trip I will be going to, my vote will
count as well.

They have three minutes max to present, they should be

able to explain why they made the choice that they made.
Group work during the presentation is to be divided
between all group mates.
**Strategies Instruction**
a) Considering that up until now students haven’t really
had to use the French language on the spot (in real time),
it is extremely important that the teacher emphasizes that:
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days

Making mistakes is a natural part of learning
language.
 He/She expects them to make mistakes while
“presenting” their scenario and that it’s okay. No
one will laugh, or judge, and that of all places, the
best place to make a mistake is in the classroom.

b) At the beginning of the lesson, as I introduce the new

vocabulary, I will ask the students to repeat after me; just
like when the students were introduced to the new other
vocabulary. Being that this strategies instruction has
already been explicitly discussed, the teacher will briefly
ask the class why/to recall the reasons for repetition.

c) The allotted time for planning the scenarios will

depend on the students. However, during this time,
students will have the opportunity to use the teacher, their
peers and personal experiences with travelling for
sentence structure. Such will be made clear to the
students, as well as the “process” students are to use when
they encounter an issue/question. The “process” is as
follows:
 If it is a vocabulary question, check your personal
dictionaries or word reference prior to asking a
peer. If you cannot find the word/answer you
need, then...
 Ask the people in your group. If after having gone
through both step 1 and 2, and you are still
confused/needing assistance...
 Always ask the teacher if you are still unsure.

The teacher will further explain that by following these

steps and participating in the presentation activity, they
are participating in cooperative learning which is
something they are to do/learn in the course.
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
Post
Task:
●I will talk with students about the ways in which they
found their information during their research. It will be
crucial to talk about which ways they found were most
helpful and those that did not work as well (and why.)
●I will discuss how students worked in a team to explore
their ideas of a road trip with each other and different
abilities to come up with different ideas to have a fun,
productive road trip (i.e., did they all work on the same
thing, or did they split up the work). Ask why they chose
to work in that particular manner and whether it was
effective or not. Answers will vary b6ut I am eager to see
how different some answers might be and their
explanations.
●I will ask students what they struggled with during the
task, and what the teacher can do to help for nest time.
●I will end class to remind students to always bring their
laptops and French dictionaries.

Lesson #08: La Chasse Galerie Communication: Students will be able La Chasse La Chasse
to teach their peers galerie (F) Galerie Text
La Chasse Galerie (All Four Skills) Listening comprehension: about specific facts
• understand, in guided they have learned Video on La
Students are given 10 mins at the beginning of the class to situations, by identifying key about Quebec and Think, Pair, Chasse
review and READ the text about the Chasse Galerie in words or expressions previously Quebecois history. Share (F) Galerie :
English. They will listen to a video, in French, about the taught, the main idea(s) and a https://www.
famous Chasse Galerie. Students will write down notes in few specific details related to the Students will youtube.com/
the differences between English and French. After they main idea(s) about a variety of read and understand watch?
write down and finish the video. They will team up with concrete topics contained in texts dealing with v=KR2-
someone else as a partner. authentic or adapted oral texts cultural products and Id8Msiw
practices on a variety
Think, Pair, Share Reading comprehension: of topics
Students will join and receive a French text version of the Final
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days

Chasse Galerie. They will highlight key points about the understand, in guided Students will summative
story and words they learned about the story. They will situations, by identifying key demonstrate the ability assessment
share their ideas as a class. This whole activity will take words or expressions to work with a partner task outline
about 45 minutes. previously taught, the main and problem solve
idea(s) and a few specific together as a team Starter rubric
Summative Assignment details related to the for
In lesson #6, students were given the outline of their main idea(s) about a variety of summative
summative assignment and had some time to start concrete topics contained in assessment
working on it. They were told to continue working on it authentic or adapted written task
when they were home. This remainder of this class will be texts
used to continue their summative assignment and it will
be used to clarify any issues or questions with the Language: • continue to
students. We will also be discussing the expectations of develop knowledge of the
the assignments and looking over a few examples of past following concepts: nouns,
work. There will be one more class of work time for this gender, numbers, articles-
assignment but they will be encouraged to finish it at definite and indefinite,
home as the last period of the class will be used to adjectives, adjectival
present. agreements, demonstrative
adjectives, personal subject
pronouns, verbs, conjugation
patterns of regular and irregular
Make a Rubric as a class –er, –ir and –re verbs in the
Students read over the rubric and as a class we will present tense, pronominal and no
discuss the weighting and necessary included items. pronominal verbs the
Students input will be taken into account and the rubric interrogative, global expressions
may be slightly altered to demonstrate their input. using faire and avoir, the
contractions for à and de +
**Strategies Instruction** definite articles, cardinal and
1.3a) Prior to distributing the text on Quebec culture and ordinal numbers, pronunciation
history, the teacher will let the students know that the text
is/will be challenging for them. He/She will then explain • use, with some consistency, in
his/her reasons for choosing the text; oral and written form, the
•to challenge students following linguistic
•to have students confront their struggles and “problem
elements needed to communicate
solve”
a message:
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
•to – vocabulary associated with the
reinforce the notion of using simple social and affective fields of experience and their
strategies to enhance language learning subfields
•rather than having students read independently and then – expressions with avoir
discussion as a group, it will ‘force’ them to interact with – expressions with faire
one another throughout the entire process (cooperative – present tense verb + infinitive
learning) (e.g., aimer, adorer, détester,
vouloir, pouvoir, devoir +
infinitif) with all personal
subject pronouns in affirmative
and negative sentences.

Culture:
• demonstrate knowledge of the
cultural characteristics of the
French language by using the
following sociolinguistic
conventions:
– the sociolinguistic conventions
listed in grades 4–8
– the appropriate abbreviations
or symbols for measurement
(e.g., km, m2)
– the appropriate spacing
between sets of digits in large
numbers
Language Learning Strategies:
• continue to develop and use a
repertoire of comprehension
strategies to facilitate the
understanding of an oral or
written message
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days

Lesson #9: Real-Life Situations Communication: Students will speak in Presentation Skit Optional
the target language to (S) Worksheets
Students will have 30 mins to work on the survival kits. Writing production: name, label, narrate and describe in
To further continue exploring the aspects of a new culture list, encourage, describe, the present and past Exit Slip (F) Google Slides
(Quebec), I believe it is important to practice indirect explain, ask and answer tense, and express
object pronouns that will help students make structured questions, give simple opinions about topics PowerPoint
sentences when they write and speak. To continue and commands, directions or advice, relating to their own
end the lesson, I will like to hear my students speak in express needs, desires, wishes lives and those of the Prezi
French again, this time, during a summative task. and preferences, make target culture,
suggestions, in written form, especially in areas Pronoun
Indirect Object Pronouns providing some details, in a such as student and worksheets
I will present a mini lesson to refresh what indirect object defined, structured and modelled family life, traveling,
pronouns are and how to use them. I will ask questions fashion, resulting in a prepared cinema, music,
and hand out a small worksheet for students to verify they message expressed mostly in the holidays, art and
know how to use them. present tense and sometimes in current events, etc.
the immediate future, that is
Optional worksheets comprehensible and accurate.
Some optional worksheets will be available for students if
they feel like a previous grade does not reflect their Oral production: name, list,
knowledge accurately. These worksheets will be encourage, describe, explain,
completed in class and can boost other (two chosen) ask and answer questions, give
marks by a maximum of 15% combined. commands, directions,
instructions or advice, express
“Real-world” Situations needs, desires, wishes and
I have created “real-world” scenarios where students can preferences, make suggestions,
use French in practical ways. I will have students act out give compliments, orally,
common situations, skit-style, at the front of the class, just providing some details, in a
like a skit at a play. I will strive to decorate the classroom defined, structured and
for this lesson so everyone can engage, I believe this is a modelled fashion, with limited
great way to have students embody exactly what they’re spontaneity, resulting in a
learning. This will not have much to do with learning prepared message expressed
about Quebec, but it is a great activity to practice their mostly in the present and
accuracy, fluency and complexity when students speak. I sometimes in the immediate
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
will future, that is comprehensible
give students ideas about what type of conversation and accurate.
setting I want to see, it will fine if one or more skits Language: • continue to develop
repeat. This is strictly partner work. knowledge of the following
concepts: nouns, gender,
Here is an example: numbers, articles-definite and
indefinite, adjectives, adjectival
Au Café (At the Coffee Shop) agreements, demonstrative
adjectives, personal subject
Grammar: Conjugating verbs prendre and coûter pronouns, verbs, conjugation
(important for the Survival Kit – I will explain this to the patterns of regular and irregular
students) –er, –ir and –re verbs in the
present tense, pronominal and no
Student 1 (acting as a barista): pronominal verbs the
interrogative, global expressions
Qu’est-ce que vous prenez ? (What would you like?) using faire and avoir, the
contractions for à and de +
Student 2 (acting as a customer): definite articles, cardinal and
ordinal numbers, pronunciation
Je prends un café et un croissant. Ça coûte combien ?
• use, with some consistency, in
(I’ll have a coffee and a croissant. How much would that oral and written form, the
be?) following linguistic
elements needed to communicate
Student 1: Huit dollars. (Eight dollars.) a message:
– vocabulary associated with the
Student 2 (giving the barista “money”): D’accord. (Okay.) fields of experience and their
subfields
Student 1: Merci et bonne journée ! (Thanks, and have a – expressions with avoir
great day!) – expressions with faire
– present tense verb + infinitive
Student 2: Merci! (Thank you!) (e.g., aimer, adorer, détester,
I would like to see at least 90 seconds to 2 minutes per vouloir, pouvoir, devoir +
each skit. This is a summative task. infinitif) with all personal
subject pronouns in affirmative
and negative sentences
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
Culture:
Exit Slip • demonstrate knowledge of the
Students will fill out a quick exit slip to demonstrate they cultural characteristics of the
know the indirect object pronouns; the teacher will assess French language by using the
and evaluate if the class is getting it right. This will be the following sociolinguistic
last five minutes of class. conventions:
– the sociolinguistic conventions
listed in grades 4–8
– the appropriate abbreviations
or symbols for measurement
– the appropriate spacing
between sets of digits in large
numbers
– the appropriate convention for
naming buildings, monuments,
streets and communities
Language Learning Strategies:
• continue to develop and use a
repertoire of comprehension
strategies to facilitate the
understanding of an oral or
written message:
– use words around the unknown
word to guess meaning
– anticipate information from
the context/situation
– activate prior knowledge and
experiences
– activate first language listening
and reading skills
– use contextual clues relating to
who, what, where, when and
why
– use visual clues and auditory
clues
(e.g., street noises, intonation,
Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
sighs)
– use highlighting or underlining
to identify known words or
expressions representations
– categorize concrete
information
– use repetition (e.g., listen to
again or read again a part of a
text that was causing difficulty)
– use a bilingual dictionary to
verify word meaning or find
unknown words
– take the risk to listen to or read
a new text in French
– take the risk to read authentic
documents of varying lengths
made available through different
information and communication
technologies
– ask questions, in the first
language, to clarify or verify that
a message has been understood
– tolerate ambiguity—accept
that it is not necessary to
understand every word in
order to glean meaning
– collaborate with others to
build confidence and exchange
information
– focus attention on the task
– focus attention on what is
known and ignore what is
unknown
– use self-talk to build
confidence in listening and
reading skills
 Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
– evaluate own ability to
understand the message
• develop and use production
strategies to facilitate the
communication of an oral or
written message:
– take the risk to say or write
something in French
– ask questions to clarify
understanding
– ask the speaker to repeat the
message
– ask the speaker to explain what
was said
– ask the speaker to speak more
slowly

Language: Students will use, Students will Performance Presentation

Lesson #10: Work period and Presentation/Response with accuracy, knowledge of demonstrate prior Task and Rubric Rubric
linguistic elements of the knowledge by (S)
If students feel they are done the Summative Assessment presenting their
French language to fulfill their
Task they can peer edit a classmate’s or add a drawing to communicative intents. summative assignment
their profile using their written information.   to the class and
Language Learning Strategies: explaining why their
Teacher should be filling out a rubric for each student as Students will use their survival kit would be
they present and taking in their written response for knowledge of strategies to beneficial in Quebec.
summative assessment. enhance learning and to
communicate in French.
The rest of the class will be used to debrief about the
course and say good-bye to the students.
Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days

Survival Kit for Quebec (Final Summative Assessment)

For this summative project students will start by using prior knowledge, they will have to include

information about what we have learned all unit long, following my format, they will decide what to include in

their survival kit that they believe is beneficial to know how to speak in the French language.

While describing this information students will be required to use the following grammatical tenses

(present tense, past, tense, and some future tense) at least twice each, the following vocabulary themes

(restaurants, culture, cardinal points and adjectives, daily life and activities and schooling) must be used

throughout their kit. After they have completed their kit, they will prepare their presentation which they will

present in lesson #10 to the rest of the class. After all students have presented, they will participate in a gallery

that will show all kits of every student and the teacher exemplar to be reminded of what they should know to

survive in Quebec by speaking French.

1. Students must make a survival kit that includes:

1. Questions to order food, directions using cardinal points, and location (if lost)
2. Verbs we have reviewed in class
3. Popular sentences used in everyday life
4. Person’s favorite activities
5. Where to look for things

b. Use the following grammatical structures

a. Present tense, future tense
b. Avoir & Etre
c. Aimer, Gouter, Ecouter, Commander, Chercher, Prendre

c. Create a physical copy (To take to Quebec)

d. Edit with a partner (Mandatory)

e. Present their kit to class

f. Gallery walk to write down more terms they might need

g. Take Survival Kit to Quebec (mandatory)

h. Hand in response after class ends, will be given back the following day (physical copy)
Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days

Application Portion
1) Unit planning (everything stated above is the Unit Plan)
2) Principles of language acquisition
Research, and my experience (PS1 and some of PS2 and the Understanding portion of this class) has
proven that learning a second language is systematic and largely independent of the first language of the
learner. When possible, I would use my experiences to relate certain material to the first language. I
would use and encourage vocabulary that are almost the same in English and French and even Spanish
since I can speak the three. Almost 50% of the French vocabulary can relate to the English word as well.
Although this seems pretty easy, there can be many differences as well. Differences between L1 and L2
can impede the learning process. In French, we have words that can be masculine or feminine. Some
syntax can be completely different such as the placement of adjectives. L1 has a big influence on L2 as a
teacher it will make the job easier by using this to your advantage. This is a goal in every single lesson in
this unit, the SLA is in there in every lesson as to why I did not have a section specific for it because
every lesson focuses on different ways to acquire a second language.

Throughout the semester, I did some studying on Krashen that I will likely apply as a future teacher. My
main goal will be creating a positive learning environment for all my future students. Especially these
lessons that have been made for the students to have fun and enjoy the language learning process as team
since everyone is going through a similar process. I think this is important as you can have great
strategies when teaching, but they will not work if a student is shut off in a high affective filter. A lot of
these students are only motivated because they get a trip out of it, so in my planning process, I wanted to
keep it enjoyable and motivating for my students so they would enjoy the lessons. This is because of what
I learned that it is more effective than teaching a grammar, syntax and structure course. In addition, in all
these lessons, I will apply these rules into fun interactive tasks where the students can practice but also
learn. Next, I would encourage as much interaction with fluent speakers as possible. I do have two
Francophone speakers in the classroom that can really help me out with this. I could also encourage this
by using my own resources that are my instruction, pen-pals and movies/radio/music. Last, I will
facilitate my teaching by relating L2 to knowledge from L1. As I am teaching a language I have learned
in the past, I can relate many of my experiences to apply this. However, I will separate the mother-tongue
from the second language when rules are completely different.
Explicit instruction is important in the SLA progress of a student because it involves using highly
structured and sequenced steps to teach a specific skill, instructions must be as clear as possible. With this
approach, it makes higher-order thinking and inquiry-based learning easier. Explicit instruction gives
students who are typically left out of inquiry-based learning the information and skills they need to
engage. In addition to that, there is less load on the working memory of a student, it is able to break down
learning into smaller parts, making it a bit easier for the cognitive load. It also helps with language
barriers, if instruction is clear, then ESL and ELL and bilingual learners are not overwhelmed with new
language demands. This is crucial into my teaching practice because it will help me realize what my
student’s needs are, it will also help me improve my instruction as a teacher. It is important to have and
integrate explicit instruction in a language classroom.

A basic knowledge of second language acquisition theories is extremely useful for teachers, this
will be extremely helpful for my teaching practice because it will influence the ability to provide
appropriate content-area instruction to students. It is especially important in those schools or districts
where limited resources result in little or no instructional support. What I mean is not a lot of schools
offer second language courses so to have an idea and a background to draw from to teach and improve
SLA instruction is key to a successful L2 learning experience. In today’s world, a teacher with a clear
understanding of SLA can make all the difference. That is why I am thankful for Krashen’s theory of
SLA. It will also influence my teaching practices because SLA addresses cognitive issues and how the
brain processes information in general and language in particular. Lastly, I have also learned that
Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
language learners are able to monitor their speech for
correctness when they are given the time to focus their attention on form and happen to know all the
language rules involved. This is crucial for classroom instruction.
3) Alberta second language programs of study (part of this unit plan)
4) Task-based language teaching (Lesson Plan attached, I also used TBLT in lessons #4, #5, #7
5) Grammar pedagogy
- Lesson Plan attached in Email and all other lesson plans include a lot of grammar as well
6) Strategies instruction: 7 of 10 lessons include a strategies section applying what I will do. It is
outline on the far-left row with its different section.
7)Culture/ intercultural pedagogy: Since it is a Unit about Quebec, it is designed fully to learn about its
culture and language. I believe if you look deeper, each lesson has a culture component except Lesson #5.
The Lesson plan attached is Lesson #3 for the culture and Intercultural component.
8)Four skills (reading, writing, listening, and speaking)
How are they applied in the lesson?

Station #1: Reading (Refer to Lesson #5, 6,8)

Reading is a receptive skill where we use our eyes and brains to comprehend written language.
(examples: by reading newspapers, books, and magazines). I introduce extensive reading in lesson #8
where they are given the text of “La Chasse Galerie” in English and French, they must also watch the
video in French, but this will happen before the English version of the physical copy is handed out. The
focus is to achieve a general understanding of the story as it promotes an appreciation for reading and it
helps from overanalyzing a text. Students are going to summarize in key points what happens in the novel
in French. I believe that students will gain reading ability, linguistic competence, vocabulary, and
spelling in their SLA in French. I have integrated intensive reading in lessons 5 and 6. It involves the
students reading in detail with specific learning aims and tasks. In lesson #5, Students must read a full
menu in French and analyze the meaning and purpose of the menu. It is a murder mystery where the
family was killed by getting their poisoned so the menu itself is a big part of the task. In lesson #6, they
are a part of Dictogloss, although reading is the last skill used in the Dictogloss, it is still crucial towards
SLA. Reading a Dictogloss will provide meaning of the form and the students will be able to understand
the sentence that the teacher read out loud. In lessons 5,6, and 9, like stated above, I believe I have
integrated the principles for teaching reading:

1.) Reading is not a passive skill (Lesson #6)

• When students read, they are actively engaged in the process and utilizing a variety of skills
• It is important to help students develop their reading skills and to provide activities that support
the reading experience
2.) Engage students in reading (Lesson #8)
• Activate prior knowledge:
- brainstorming
- concept mapping
- discussion
• Set a purpose for reading: predicting, guiding questions, K-W-L procedure
• Reading is most beneficial when students are interested and engaged in what they are reading
• Choose texts that are relevant for students and match their interests
• Provide opportunities for students to select what they read
• Utilize students’ writing to promote reading
3.) Select appropriate texts (Lesson #8 – I used these steps in choosing “La Chasse Galerie”)
The following criteria may be used when selecting texts:
a) suitability – content is interesting yet challenging
b) exploitability – achieves language and content goals; integrates with other tasks or other skill
development activities
Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
c) readability – text is at an appropriate level of
lexical and structural difficulty
Material Adaptation: Modifying the text (Lesson 5,6,8)
4.) Exploit reading phases
It is important to consider reading not as a simple, autonomous activity but rather as a task that involves
multiple stages:
1.) Before reading: it provides opportunities to prepare for reading through a “warm up”, these warm
ups may include activating schemata, predicting, discussing a topic, skimming and scanning a text.
2.) While reading: Some reading will require that students’ attention is directed to certain elements of
language or content, it also provides a purpose for reading that will help to make the activity more
meaningful.
3.) After reading: Reading passages are followed by comprehension questions. It would be ideal to
try and exploit other reading activities using different techniques like: vocabulary study, examining
grammatical structures, discussing arguments presented in the text or the purpose of the text, or providing
a follow-up written task such as re-writing the ending.

Station #2: Speaking

In a traditional classroom approach, the primary purpose of imitative speech is to practice the production
of particular sounds and intonation patterns, I believe it is important to have the teacher repeating and
explaining particular sounds and intonation patterns, this heavily impacts the student’s linguistic
development. This is seen from the beginning of Lesson #1, during the class discussion about the students
introducing themselves, I will encourage that it is alright to make a mistake. If students do not know how
to say a word, they will repeat after the teacher (vocabulary words) to practice pronunciation; I will repeat
process if students struggle with pronunciation. Prior to dismissing the class, the teacher will guide a
short discussion on why he/she had the students repeat after him/her, and the reason(s) for having
students repeat certain words more than once. This is a part of a imitative and responsive speech
classroom where I will explain that mimicking is an effective way to learn pronunciation; particularly for
new vocabulary in another language. I will also explain the importance of repetition and how it helps
language learners ingrain correct pronunciation in their brains and avoid/prevent “bad” habits. On the
other hand, extensive speech is typically more formal and deliberative in which the teacher needs to be
there to address instruction. This will be seen in almost every lesson as I do feel the need to address
instruction because my class is full of new beginning learners of the French language. The most valuable
part of learning a language is speaking a new language at an efficient level. In Lesson #3, 4, 5. I
encourage students presenting Infront of their class to practice speaking their target language. It is my
goal to help students get over this fear and start speaking in their target language from the day as accurate
as possible. In many of my lessons including the three just stated above here, it is also my goal to
integrate segmental and suprasegmental in my classrooms. Here are some aspects of speaking in the four
skills. For segmental, I will use the board game in lesson #2 for students to make up sentences in French
on the go and using prior knowledge in their answer. In lesson #6, I will include the Dictogloss where
students will speak and practice the sentence the teacher will have given them. In this unit plan,
suprasegmental are integrated heavily as it describes aspects of speech above the level of the individual
sound: rhythm, stress, and intonation. This is also seen in the lessons stated above. Coming back to the
extensive speech approach, it includes some monologues and it understands the form of reports,
summaries, and short speeches. Students are encouraged to work with a partner and/or a group to present
their reports on some of the lessons. Some strategies I used in this unit plan are: Use a variety of speaking
activities like monologues (lesson #9). Lesson #9 includes persuasion where students are given scenarios
in which they must acquire information or persuade their peers. For example, students could assume the
role of a coffee date or movie date and try to speak and have a conversation with their peer to do
something or believe in something. Also, students in activities where speaking is the target language
component of the lesson (Lesson #5, 6, 8). I have also integrated suprasegmental in locating stress in
utterances (Lesson #8) where they read La Chasse Galerie and analyze the text to identity words that
Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
would be stressed. They will also find content words.
Overall, the speaking component in the Four skills is acquired in majority of my lessons. I believe that
interaction between the students will help them in second language acquisition and that is why I chose
partner and group work over independent work. Speaking is a skill in a language classroom that could be
considered the most important skill by language learners. I would like my students to feel successful in
language learning by the extent to which they can use their spoken French.

Station #3: Teaching Vocabulary

In this unit plan, there are many ways I have integrated the acquisition of vocabulary. I have used the
terms: Collocation, Brick Words, Morter Words, Word Part Strategy throughout my lessons. In Lesson
#2, students will learn vocabulary in their board game where er,re, ir verbs are included. In lesson
In order to know a word, a student must understand its various parts which are form, meaning, and use.
There are four vocabulary learning strategies that we need to know as educators that must be used to
enhance appropriate and efficient pedagogy: repetition, draw attention to the word, motivate learners to
attend to the word, and providing access to the meaning. Lesson #6 and Lesson #8, have included
teaching vocabulary. In order to understand the Dictogloss in lesson #6, students will have to know how
to use the future and conditional tense in French. This will help them read, listen and understand, and
write down the sentence. In lesson #8, students will listen to the story in English but read it in French.
This will help the learners use context to guess, use a dictionary, or break the words into parts. It can be
suitable for high or low frequency words that are easy to guess as they have several meanings or contain
useful parts. Students are expected to highlight key points of the story and write down new words they
learnt in the target language.

Station #4: Listening and Writing

Listening is the start in acquiring a language and part of the four skills. I believe I have integrated the
listening skill in my unit plans in six out of my ten lessons. This is a receptive skill where we use our ears
and brains to comprehend. It is accomplished in Lessons #1,2,3,4,5,6,8, 9, 10.
 #1: Teacher introduction, students are expected to wrte down words they do not understand in French.
This is possible by listening what the teacher is saying.
 #2: during the board game, students are expected to listen to the teacher and the students who are
currently playing. They have to pay attention and write down the sentence the student has said based in
what verb they landed on in the board game (ex: J’ai mange une pomme hier soir). The sentence is
expected to be written down.
 #3: Listen to Culture video (Quebec vs France) to use help plan for the presentation
 #4: Listening Task (YouTube video: Local Quebecois giving tour guide advice, this will help students
decide their dream vacaction in Quebec (where to go, where to eat, where to shop, where to buy
souvenirs).
 #5: Listen to teacher instruction, vocabulary of the murder mystery is expected.
 #6: Dictogloss: students must listen to the teacher speaking and repeating his sentence in order to be able
to understand what he is saying and write it down.
 #9: Students must listen to the presentation of the “Real-life Situations”
 #10: students must listen to the small presentations of their classmate’s survival kit.

On the other hand, writing is the last step in acquiring a new language. It is also a productive skill where
all students are required to use their hands and brains to produce written symbols representing language.
In this unit plan, I have accomplished the integration of these skills by composing texts, letters and write
articles and create a survival kit guide for Quebec. There are many useful activities to use when teaching
writing like: coherence, “writing habit”, creative writing, the process wheel and process and product.
It is accomplished in Lessons #3,5,6,7,8,9,10. This is all in the French language.
Subject Area French (FSL)
Grade Level Grade 9
Topic Quebec and Culture UNIT PLAN - FSL
Length of Unit (days) 10 days
 #3: Culture Lesson (Québec vs France) – break down
barriers and write them (similarities and differences)
 #5: Sentence Breakdown: write down theories, opinions and assumptions as team. This is where students
compose a text arguing how they think the Girard family was killed at the restaurant they ate. (Murder
Mystery lesson)
 #6: Dictogloss: write down what the teacher said in his sentence, write a letter stating what you would do
if you won a million dollars, write down words during verb relay.
 #7: students are to write a postcard home during their road trip to Quebec
 #8: Write down key points about the story (La Chasse Galerie) in French. Summarize the story in key
points.
 #9: Write down sentences you will use during the skit “Real Life Situations”
 #10: create your own survival kit guide in what is needed to know for getting around Quebec.