UNIT PLANNING TEMPLATE

Unit Topic or Unit Inquiry Question: Grade level:

French Unit- French Books & Francophone Foods

Unit overview:
1. Research French Food
2. Will create their own recipe in French Vocabulary
3. Will create and share the food with their peers

Rationale: How is this learning meaningful for your students? What understandings are you hoping they’ll gain?

STAGE 1: Desired Results – Curriculum Connections ( indicate different subject areas if this is an interdisciplinary unit)
Big Ideas Essential Questions
1. Learning about Francophone 1. How can I share my ideas in a second language?
communities helps us develop cultural
2. What connections to French culture can I make?
awareness.
UNDE
2. With simple French, we can describe
RSTA others and their interests.
ND 3. Using various strategies helps us
understand and acquire language.
4. Reciprocal communication in French is
possible using high-frequency
vocabulary and sentence structures.
DO Core Competencies: (focus on one or two)

Communication Thinking Personal & Social

◻ Connect and engage with others
(to share and develop ideas)
◻ Acquire, interpret, and present
information (includes inquiries)
◻ Collaborate to plan, carry out,
and review constructions and
activities
Creative
◻ Novelty and value
◻ Generating ideas
◻ Developing ideas
Critical
◻ Analyze and critique
◻ Question and investigate
Positive Personal & Social Identity
◻ Relationships and cultural contexts
◻ Personal values and choices
◻ Personal strengths and abilities
Personal Awareness & Responsibility
◻ Self-determination
◻ Self-regulation

VIU Principles of Teaching and Learning S18 B Ed 4 Adapted from Nanaimo/Ladysmith Draft
 ◻ Explain/recount and reflect on
experiences and
accomplishments
Curriculum Competencies:
◻ Develop and design ◻ Well-being
Social Responsibility
◻ Contributing to community and caring for the environment
◻ Solving problems in peaceful ways
◻ Valuing diversity
◻ Building relationships

1. Begin to recognize the relationships between French letter patterns and pronunciation
2. Use various strategies to support communication
3. Exchange ideas and information using complete sentences, both orally and in writing
4. Express themselves and comprehend others through various modes of presentation

KNO Content:
W
1. French letter patterns
2. common, high-frequency vocabulary and sentence structures for communicating meaning:
● common questions
● descriptions of people and items

STAGE 2: Assessment Plan

Summative Assessment (of Learning):
In what multiple ways will students represent their learning? Will you have a rich culminating task or activity that allows students to apply and/or show
you what they have learned? Which final products, observations, conversations offer evidence OF learning so that you can determine whether your
learning goals have been met? What will help you to communicate student learning?

1. French Story Composition

2. OSCL On French Composition
3. Completion and Vocabulary of Menu
4. Recipe with pictures
5. Vocabulary Quizzes

VIU Principles of Teaching and Learning S18 B Ed 4 Adapted from Nanaimo/Ladysmith Draft
 Formative Assessment (for Learning):
What kind of assessment for learning opportunities can you provide to support progress towards the summative tasks? Which ONGOING/DRAFT
products, observations and conversations can guide your instruction and offer support FOR learning? ( how will you check progress along the way and
help students to improve? ( ie sharing learning intentions, develop criteria, use models, give feedback, peer and self assessment opportunities, gallery
walks, guided practice opportunities )
1. Ongoing Feedbacks and Check-Ins
2. Work Analysis to deepen learning
3. Discussions of Menu and Recipe and what is good
4. Time management
5. Self Reflection of Next Steps
Stage 3: Learning Plan
Teaching/learning activity
Learning Intentions (Brief version here – use lesson plans
to flesh out each lesson)
4.1 French Stories
I can express my thoughts using 1. Vocab Quiz
beginning vocabulary 2. Review of one of the three-story books
a. What makes them good for our level?
April 15-19 3. Creation of Assignment Criteria

4.2 French Stories

I can translate my thoughts using prior 1. Hand Out following Vocabulary Words generated from the previous story
knowledge and resources. 2. Work period on English Story
April 15-19 3. Those who finish may begin working on their French Translation

4.3 French Stories

1. Discussion of Using French-English Dictionaries
I can translate my thoughts using prior 2. Work Period on translation French Stories
knowledge and resources. 3. Resource: List of Common French Words

VIU Principles of Teaching and Learning S18 B Ed 4 Adapted from Nanaimo/Ladysmith Draft
 April 15-19

4.4 French Stories

1. Vocab Quiz
I can translate my thoughts using prior 2. Conversation and Reminder about ER Verbs
knowledge and resources. 3. Creation and Finishing of French stories

April 23-26
4.5 French Stories
I can express my thoughts in multiple 1. Work Period on French Stories:
ways 2. Some students may be Drawing and Editing their stories
April 23-26

4.6 French Stories

I can assess and review my thoughts in a 1. Majority of the class should be drawing and editing their stories
second language a. Those who are still translating will have a check in with me as to why
2. Those who have finished creating their stories will practise pronunciation with a
April 23-26 partner.

4.7 EXTRA PERIOD FOR CATCHUP

April 23-26

4.8 Introduction
I can discover other cultural dishes 1. Explanation of the Assignment
April 28-May 3 a. Discussion what makes a good menu? recipe?
i. Photos, Drawings, Nice clear written words, Price Points
2. Begin brainstorming with peers about what your favourite dishes are.
4.9 1. Naming Period- End Time to choose a name and a theme for your restaurant.
I can express myself and compose my 2. Beginning-Completion of the Menu sheet
own interests into a form a. Focus on the Drinks and Appitizer section
April 28-May 3
4.9b 1. Work period fo the Menu:
I can express myself and compose my a. Focus on Entrées and Desserts
own interests into a form b. Making sure spelling and words are correct.
April 28-May 3 2. Starting to design your cover page and drawings.

VIU Principles of Teaching and Learning S18 B Ed 4 Adapted from Nanaimo/Ladysmith Draft
 4.10 1. Additional Time for Menu development
I can express my understanding of 2. Good Copy of the Menu Work Period
cultures in multiple ways. 3. Those completting move onto creating the Recipe draft
April 28-May 3
4.12 1.
I can develop my vocabulary through a 2. Work Period on Recipe: Information and Written Draft
range of activities a. French Ingredients necessary, proportions
May 6-10 b. English directions, but they are in your own words.
4.13 1. Completion of Recipe Information
I can express my learning in multiple 2. Drawing and Good Copy of Recipe
ways.
May 6-10
4.14 1.Good Copy Completion of Recipe and Menu to be submitted
I can proofread a final and use 2.Vocab Quiz
appropriate resources 3.Reminder of allergies
May 13-17 4.Those completed in this period, can read through simple french books and translate
them.
4.14 Celebration Of Learning:
I can share my learning in an 1. Sharing of knowledge of Menu and Assignment
enthusiastic and holistic way 2. Self Assessment
May 13-17 3. Sharing of Food
4. Discussion in groups of the process of learning
Resources needed:
● Story Book Templates
● Vocabulary Quizzes ⅓
● World Bank, French English Dictionary, Chromebooks
● Menu Pamphlet

How will the learning be made ACCESSIBLE FOR ALL students to succeed?
(adaptations, Universal Design, Differentiated Instruction, learning supports, multimodal resources)

These assignments are based on sharing their learning. For those who need additional support for what questions they should be using to guide their
learning, they will be supplemented with an additional question sheet and more frequent check-ins.
Everyone has access to a chromebook to help with translation and development of assignment if they are struggling with written output. These
assignments are a short word and incorporate pictures. Having a celebration of learning they will be able to express their learning orally.

VIU Principles of Teaching and Learning S18 B Ed 4 Adapted from Nanaimo/Ladysmith Draft
 LC and OW are not participating in this subject and use this time for support with external subjects.

Reflection
How did it go? How do I know?

Where to next?

VIU Principles of Teaching and Learning S18 B Ed 4 Adapted from Nanaimo/Ladysmith Draft