FSL 7: Review and The Fundamentals Unit

Title of Unit Review and the Fundamentals Grade 7

Subject French as a Second Language Time Frame 5 Classes
Running Time 56min / class

Developed By Charlotte Hardy School R.I. Baker

Stage 1 - Identify Desired Results

Learning Outcomes
What relevant goals will this unit address?
GLO’s:
French
Gr.7
Communication: 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.
Language Learning Strategies: Students will use their knowledge of strategies to enhance learning and to communicate in French.
SLO’s:
French:
Gr.7
Communication: Given the following fields of experience and the subfields within each field, and other areas of interest, students will
engage in various language activities, based on the context, the communicative task and the different information and communication
technologies available, in order to:
- listening comprehension, oral production

Language: Given the following fields of experience and the subfields within each field, and other areas of interest, students will engage in
various language activities, based on the context, the communicative task and the different information and communication technologies
available, in order to:
- continue to develop knowledge of the following concepts: nouns, number, personal subject pronouns, the sound symbol system,
pronunciation

Language Learning Strategies: Given the following fields of experience and the subfields within each field, and other areas of interest,
students will engage in various language activities, based on the context, the communicative task and the different information and
communication technologies available, in order to:
- guess meaning of an unknown word/expression, associate a gesture/symbol with a message, use visual and auditory cues, take risks to
read/listen to new texts in French, focus attention on task
Big Themes

- Basic greetings
- The French alphabet
- Subject pronouns
- Colours
- Numbers
- Days of the week/months of the year
Essential Question(s)
What provocative question(s) will foster inquiry into the content? (open-ended questions that stimulate thought and inquiry linked to the
content of the enduring understanding)
What are the basic greetings in French?
How does the French alphabet differ from the English alphabet?
Knowledge:
What knowledge will student acquire as a result of this unit?
This content knowledge may come from the indicators, or
might also address pre-requisite knowledge that students
will need for this unit.
Students will know…
- Colours and numbers in French
- Basic greetings and questions in French
- Months and dates in French
- How to say the date in French (different from English)
General Lesson Notes and Information
- Introductions and Course Outline - PPT
- Ball passing and Memory Name Games
- Review PPT
- Basic Partner Interactions
- French Alphabet
Skills
What skills will students acquire as a result of this unit? List the skills
and/or behaviours that students will be able to exhibit as a result of their
work in this unit. These will come from the indicators.
Students will be able to…
- Introduce themselves in French, and ask/answer some basic
conversational questions to others.
- Count from 1-30 in French
- Know the colours in French
- Interact with their peers using basic French language skills
- Say the date in French
- Pronounce the letters of the French alphabet
# Lesson Title Lesson Activities

Outcome(s):
GLO’s
French
Gr.7
Communication: 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.

SLO’s
French:
Gr.7
Communication: Given the following fields of experience and the subfields within each field, and other areas of interest,
students will engage in various language activities, based on the context, the communicative task and the different
information and communication technologies available, in order to:
- listening comprehension, oral production

Intro and Language: Given the following fields of experience and the subfields within each field, and other areas of interest, students
1
Review will engage in various language activities, based on the context, the communicative task and the different information and
communication technologies available, in order to:
- continue to develop knowledge of the following concepts: nouns, number, personal subject pronouns, the sound symbol
system, pronunciation

Overview:
- Introduction PPT:
- Who am I
- Why is French/any language learning important
- Course outline
- Games explanation
- Name games:
- Ball passing game
- Memory name game

1 Intro and Teaching and/or Learning Strategies:

Review PPT - Visual guide, have course outline in the slide, as well as handed out to each student
Games - Get to know the students and have the students get to know one another, using very basic French
phrases (helps me learn their names)
Notes + Assessment:
Formative Assessment: Exit Slip
- What is one thing you are excited about for this class?

Resources:
PPT, ball
 Outcome(s):
GLO’s
French:
Gr.7
Communication: 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.
Language Learning Strategies: Students will use their knowledge of strategies to enhance learning and to communicate
in French.

SLO’s
French:
Gr.7
Communication: Given the following fields of experience and the subfields within each field, and other areas of interest,
students will engage in various language activities, based on the context, the communicative task and the different
Greetings information and communication technologies available, in order to:
- listening comprehension, oral production
2 and Subject
Language: Given the following fields of experience and the subfields within each field, and other areas of interest, students
Pronouns will engage in various language activities, based on the context, the communicative task and the different information and
communication technologies available, in order to:
- continue to develop knowledge of the following concepts: nouns, number, personal subject pronouns, the sound symbol
system, pronunciation
Language Learning Strategies: Given the following fields of experience and the subfields within each field, and other
areas of interest, students will engage in various language activities, based on the context, the communicative task and the
different information and communication technologies available, in order to:
- guess meaning of an unknown word/expression, associate a gesture/symbol with a message, use visual and auditory
cues, take risks to read/listen to new texts in French, focus attention on task

Overview:
Review PPT:
- Basic greetings
- Partner puzzle
- Subject Pronouns - practice
- Mini Exercise - fill in the blank scripts and sharing

2 Greetings Teaching and/or Learning Strategies:

and Subject Balancing lecture time with activities for students
Pronouns Multiple activities for students to stand up, work together, talk with one another, and engage in French

Notes + Assessment:
Formative Assessment:
 Wander while students talk with their peers and help with any vocabulary
Correct any of the indicated and spoken about structures to help with accuracy.

Resources:
PPT
Puzzle pieces in bags
Script papers
Outcome(s):
GLO’s
French:
Gr.7
Communication: 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.
Language Learning Strategies: Students will use their knowledge of strategies to enhance learning and to communicate
in French.

SLO’s
French:
Gr.7
Colours and Communication: Given the following fields of experience and the subfields within each field, and other areas of interest,
3 Numbers students will engage in various language activities, based on the context, the communicative task and the different
Intro information and communication technologies available, in order to:
- listening comprehension, oral production
Language: Given the following fields of experience and the subfields within each field, and other areas of interest, students
will engage in various language activities, based on the context, the communicative task and the different information and
communication technologies available, in order to:
- continue to develop knowledge of the following concepts: nouns, number, personal subject pronouns, the sound symbol
system, pronunciation
Language Learning Strategies: Given the following fields of experience and the subfields within each field, and other
areas of interest, students will engage in various language activities, based on the context, the communicative task and the
different information and communication technologies available, in order to:
- guess meaning of an unknown word/expression, associate a gesture/symbol with a message, use visual and auditory
cues, take risks to read/listen to new texts in French, focus attention on task

3 Colours and Overview:

Numbers Finish the previous days final activity of partner phrases if needed.
Intro Begin teaching numbers and colours
 Activity: French Fortune tellers (colours, numbers, and questions in French)

Teaching and/or Learning Strategies:

Review the day before - question on board for students to answer when they come in
PPT with visuals to help students see colours and numbers and remember more easily
Booklet for students to fill in their vocabulary needed
Fortune teller activity to help students practice

Notes + Assessment:
Summative Assessment:
Students will hand in their Fortune tellers at the end of class (or following class), and they will be graded for
completion (1-4 scale)

Resources:
Papers for Fortune tellers
PPT
Outcome(s):
GLO’s
French:
Gr.7
Communication: 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.
Language Learning Strategies: Students will use their knowledge of strategies to enhance learning and to communicate
Workbook in French.
/Fortune
SLO’s
Teller and French:
4
Days of the Gr.7
Week/Months Communication: Given the following fields of experience and the subfields within each field, and other areas of interest,
of the Year students will engage in various language activities, based on the context, the communicative task and the different
information and communication technologies available, in order to:
- listening comprehension, oral production
Language: Given the following fields of experience and the subfields within each field, and other areas of interest, students
will engage in various language activities, based on the context, the communicative task and the different information and
communication technologies available, in order to:
- continue to develop knowledge of the following concepts: nouns, number, personal subject pronouns, the sound symbol
system, pronunciation
Language Learning Strategies: Given the following fields of experience and the subfields within each field, and other
areas of interest, students will engage in various language activities, based on the context, the communicative task and the
different information and communication technologies available, in order to:
- guess meaning of an unknown word/expression, associate a gesture/symbol with a message, use visual and auditory
cues, take risks to read/listen to new texts in French, focus attention on task

Overview:
Kahoot at the start of class to review the colours and numbers
Days of the week and months of the year, how to say the date
Continuation of fortune tellers
If time - students work on their workbooks

Teaching and/or Learning Strategies:

Kahoot as a formative assessment for me to see where the kids are at
Students have some time to review previous information, and don’t have a lot of new content coming in

Notes + Assessment:
Formative Asssessment:
Kahoot at start of class
Fortune tellers handed in

Resources:
Papers, popsicle sticks for questions, PPT

Teaching and/or Learning Strategies:

Having students fill in the blanks they are learning to recognize words by seeing parts of the word. They are also
familiarizing themselves with important vocabulary.

Notes + Assessment
Use popsicle sticks to have different students participating at different points in the lesson.
 Outcome(s):
GLO’s
French:
Gr.7
Communication: 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.

Wrap up and
5
Review Day
Language Learning Strategies: Students will use their knowledge of strategies to enhance learning and to communicate
in French.

SLO’s
French:
Gr.7
Communication: Given the following fields of experience and the subfields within each field, and other areas of interest,
students will engage in various language activities, based on the context, the communicative task and the different
information and communication technologies available, in order to:
- listening comprehension, oral production
Language: Given the following fields of experience and the subfields within each field, and other areas of interest, students
will engage in various language activities, based on the context, the communicative task and the different information and
communication technologies available, in order to:
- continue to develop knowledge of the following concepts: nouns, number, personal subject pronouns, the sound symbol
system, pronunciation
Language Learning Strategies: Given the following fields of experience and the subfields within each field, and other
areas of interest, students will engage in various language activities, based on the context, the communicative task and the
different information and communication technologies available, in order to:
- guess meaning of an unknown word/expression, associate a gesture/symbol with a message, use visual and auditory
cues, take risks to read/listen to new texts in French, focus attention on task

Overview:
Review PPT
Hangman game (whole class, small groups)
Fortune Tellers
Kahoot

Teaching and/or Learning Strategies:

Provide students time to finish any undone work.
Review PPT to ensure students can ask any final questions, review things they might be unsure about
Activities/Games to let students engage

Notes + Assessment:
Next class you will be picking up Workbooks - reminder

Resources:
PPT and Fortune Tellers
RATIONALE

Overview:

My unit is a review and introductory unit for the Grade 7 French as a Second Language class. The unit first focuses on a review

of the basic greetings and questions in French as well as personal subject pronouns, and then moves into new information for

the class. The umbrella theme for the Grade 7 FSL curriculum is school, so this first small unit includes the basics of numbers 1-

20, colours, months and days of the week, greetings, basic questions and the French alphabet. Students will have ample

opportunities to engage with their peers, as well as practice writing, speaking, listening, and reading very basic French right

from the start.

This is a small starter unit, which will lead into more grammatical, vocabulary and cultural focuses later in the semester. I have

organized each lesson into: outcomes, overview, learning/teaching strategies, notes + assessment, and resources. This helps

me see what each lesson will have included, what materials I will need, how I will assess learning and what learning objectives

are to be assessed.

As this unit is short, there is very little summative assessment, which a larger focus on formative assessment. The exit slip, and

Kahoot game formative assessments provide me a better understanding for why students are choosing to take this course, as
well as gaining insight into class understanding of various concepts/vocabulary. The summative assessment tools I use in this

unit consist of the fortune teller (for completion marks), and the workbook that students will hand in class 8.

Rationale:

At R.I. Baker students are able to enter the FSL program at any point, this means that students within my class could have

multiple years of French under their belts, or could be brand new to the language. I strive in this unit to present each student with

a base understanding of important concepts to begin our French journey. The overarching theme of the year being school means

that students will use their knowledge of colours, numbers, days of the week, months of the year and basic greetings and

questions to build upon and be able to engage with one another in French.

The style of teaching and activities in this unit strives to provide opportunities for students to work with their peers, feel

comfortable speaking in the class, engage with material actively, learn through play, and feel free to take risks with the French

language.

The assessment for my unit looks to provide feedback on learning for both students and myself. Students have opportunities to

practice their French skills in their French booklets, during in-class activities, throughout lectures, and with their peers. This will

allow them the experience and familiarization with the material in an active and engaging manner. The worksheet and French
booklet that students will work on will be practice for the quiz that will occur in the second unit. That quiz will include mostly

basics but some of the newer information from unit 2.

Resources Used:

Rubric/Checklist for completion of Fortune Teller:

Work is excellent at grade level and provides evidence of an in-depth understanding and
4
application of the learner outcomes

Work is proficient at grade level and provides evidence of a solid understanding and
3
application of the learner outcomes

Work is at grade level and provides evidence of a basic understanding and application of the
2
learner outcomes

Work is not yet at grade level. Additional instructional opportunities are required to meet
1
learner outcomes.
NMA No mark assigned due to insufficient evidence of achievement.