Teacher:D.

Zingone
Date:November 18th 2021
Class:Grade 6 Core French

Curriculum expectation: Resources:

B2. Speaking to Interact: participate in spoken interactions in French for a
variety of purposes and with diverse audiences; Book Le Canada c’est
multiculturel
A3. Intercultural Understanding: demonstrate an understanding of information
Student duo tang
in oral French texts about aspects of culture…

C3. Intercultural Understanding: demonstrate an understanding of information Google

in French texts about aspects of culture… Chart paper with vocabulary

Learning Goals: Parler de mes découvertes multiculturelles (To Word page

speak about multicultural discoveries)
Images of characters
Success Criteria: wearing ethnic clothing

- Je peux parler de ma cuisine préférée Flash cards (for students

with IEP: Chaise, Leland)
- Je peux parler de ma mode préférée (fashion)
- Je peux décrire l’origine de différente cuisine et de
vêtements
- Je peux écrire et réviser un texte qui parle de mes
découvertes multiculturelles

New Language to be Taught:

- Clothing vocabulary (Je porte, des vêtements, une parka,
un chapeau, un kimono, un kilt, un bermuda, un béret,
Indicate - Nationalités : bermudien, écossais, français, inuit,
length of each japonais, russe
part of
lesson…

Minds On…
Creating Interest and Establishing a Context with Authentic Texts: Gradual Release of
(song, video clip, picture, photo, personal story or anecdote, news item, Responsibility:
10-15 min object, website, etc.)
Modelling
1. Review of previously taught vocabulary and knowledge: Read
Shared practice
some riddles about multicultural cuisine and students must
guess what cuisine each riddle is about. Guided practice
2. Review learning goal and success criteria  Independent Practice

Modelling : Label differentiation

Action! (content, process or
1. Oral activity : Introduce the new vocabulary: Je porte, le béret, product) based on
readiness, interest or
le kilt, la chapka, le bermuda, le parka, le kimono, bermudien, learning style
écossais, français, russe, inuit, japonais. (Able, Genevieve, Gabriella
and Jacob will require one
30-40 min
2. Guided reading: page 14-15. Teacher model correct on one peer/teacher support
pronunciation, students repeat after. Also, students will be Chaise and Leland will have
making predictions about the origin of each clothing item they modified activity: Put the
see and hear. flash cards containing the
name of each clothing
Shared practice: learned in class and its
origin on top of the right
3. Listening activity: Listen to a fashion parade and answer the image.
questions: - Quelle image est-ce? – Qu’est-ce qu’il/elle porte? Timing accommodation
(take more time to complete
De quelle origine est-ce ? (write on board a couple of examples) a task)
Scheduling
4. Oral activity: Introduce images of other ethnic clothing (kurtas, accommodations (take more
sari, lehenga, hanbok, kaftan, sarong, baro’t saya) to mirror my time to complete a project)
students ‘culture

Adapted from TIPS templates from www.edugains.ca

 Guided practice: Questions and
5. Writing: Students work in groups (at their own table). Each table Assessment
will get a couple of images. They will discuss and write on dry
How will students know
erase table 2 sentences about what each character is wearing
what is expected?
and describe it with 1-2 adjectives. (The groups that will finish - Learning goal
sooner, will get an additional image) - success criteria
(teacher observes while students are working in groups) - oral review of
expectations
Independent practice: - self-assessing
- exit ticket
6. Exit ticket: each student will pick one ethnic clothing they would
like to try/wear it. Next, they will write 2-3 sentence about it. The What can students do at
sentences will include the name of ethnic clothing, the origin of each stage? How will I
the clothing and 1-2 describing words. Example : Je veux porter know?
une parka. C’est d’origine inuit. C’est chaud en hiver. - They will be
listening and
(Leland and Chaise will get the sentence starters. They will need to fill in participating in
the blanks) class
discussions,
answering
Whole class review/Reflection on the lesson/Checking on learning questions
Consolidate - Doing the
1. Exit ticket: each student will pick one ethnic clothing they would written tasks
5-10 min like to try/wear it. Next, they will write 2-3 sentence about it. The - Working in
sentences will include the name of ethnic clothing, the origin of groups
the clothing and 1-2 describing words. Example : Je veux porter - Self-assessing
une parka. C’est d’origine inuit. C’est chaud en hiver.
What supports and
The following lesson: strategies might they
require?
- Brainstorming
Oral: Review vocabulary - Gesturing
- Choral reading
Writing: Fiche d’activité 5 Des conseils de mode - Cooperative
learning
Self-assessment : Fiche d’évaluation 1. - Working with
manipulatives
- Think-pair share
- Use of
technology

Assessment for learning

(inform future instruction)

Assessment as learning
(reflection)

Assessment of learning
(student achievement)

Adapted from TIPS templates from www.edugains.ca