Tannyce Tremblay

SUBJECT: Core French

DATE: June 20th, 2015

UNIT PLAN
GRADE: 7 Core French

DURATION: 6 lessons (about 30 days)

Desired Results
Established Goals (PLOs)

Derive meaning in new situations

Ask for and provide simple information
Express information orally and visually

Understandings
Students will understand:

Essential Questions

French culture relating to restaurants

How to order food and converse with servers
This may be the first time students are exposed to restaurant
vocabulary including how to order food some students may
have difficulty with this but there will be ample time to practice

Students will know:

Students will be able to communicate with me what they would like to

learn relating to the topic and these elements will be worked into the
unit.
Students will be inquiring into restaurants in Quebec comparing them to
restaurants in Vancouver
This learning could be transferred to any travel that the students may do
to French speaking parts of the world. They would be familiar with the
practices in restaurants and have an idea of what to expect.

Students will be able to:

Students will know the vocabulary of various restaurant food

items
Students will know how to create a menu using French
Students will know how to order food at a restaurant using
simple phrases

Recognize French words and cognates

Record new vocabulary and phrases
Participate in classroom activities
Engage with others using the French Language

Assessment Evidence
Performance Task:

Students will create a menu using the vocabulary they have

learned
Students will practice a restaurant skit
Students will demonstrate the skit in front of the class using a
restaurant back drop that I have created

Other

There will be a restaurant/food vocabulary quiz that will encompass

matching, fill in the blanks, as well as the use of visuals to support all
learning styles
Students will be assessed on their menu
Students will be assessed on their skit in terms of the use of the

For the menu students will be assessed on their creativity and

their ability to utilize the vocabulary
Students will be assessed on their skit and the manner in which
they utilize the vocabulary

vocabulary and pronunciation

Formative assessment will take place throughout the unit during games
we play in class, homework sheets, and notes that I take when students
are practicing their scripts.
At the end of the unit students will write a self-assessment of their
improvement over the unit, in English. I will provide the students with
prompts such as: What are some of the new vocabulary words you
learned, what was your favourite activity and why, what was an activity
you did not enjoy, what is something you improved on over the course of
the unit, what is something that you still need to work on. Students will
not have to follow the prompts but can be used if students need help
getting started.

Learning Plan
Lesson
& Date

IRP Outcomes
PLO

Specific Lesson
Outcomes
SLO (students should be able

Activities
Teaching Strategies

Materials/
Resources

Assessment

to..)

1.
Introduction
to the unit

Express
information
orally and
visually
(students
will be
expressing
previous
knowledge
orally)

Participate in
classroom
activities
(including taking
control of their
learning and
having input into
what they are
learning)

Show students a video

about a French
restaurant.
I will conduct a KWL
chart with the students
to determine the level
they are at currently
regarding restaurant
vocabulary and polite
phrases to use at a
restaurant in French.
I will also get students
to tell me what they
would like to learn
relating to restaurants
and I will try to
incorporate these
elements into the unit.

Chart paper
for KWL

Formatively assessing
the knowledge students
have about restaurants
in Quebec and the
terminology that one
might use in a
restaurant. I will take
the information that
they want to know and
incorporate that into the
unit.

2.
Restaurant
vocabulary

Derive
meaning in
new
situations

Record new
vocabulary and
phrases
Participate in
classroom
activities
Recognize French
words and
cognates

3. French
Menu

Express
information
orally and
visually

Record new
vocabulary and
phrases

Discuss cognates with

the class
Vocabulary sheet
consisting of food and
restaurant words.
Conduct think-pairshare
First students will try
to identify cognates on
own, then with a
partner, then as a class
we will try to identify
all the vocabulary
words
Help students identify
vocabulary that they
could not identify
Play students French
food video on Youtube
Break students into
teams and have them
play Pictionary.
One person from each
team draws the food
that they are given and
their teammates have
to guess. One point for
the first correct guess.
Review the vocabulary
relating to the sections
of the menu
Play I have, who has
game with vocabulary
and phrases
Quiz on food
vocabulary
Show students menus
from Quebec
Students will spend

Plastic food
Vocabulary
sheets
Youtube
food video
Vocabulary
cards for
pictionary

I have, who
has game
cards
Food
vocabulary
quizzes
Menus from
Quebec
Pictures of
Vancouver
restaurants

Formative assessment
based on observation

Formative assessment
during game based on
observation
For the menu, students will
be assessed on their
creativity and use of the
vocabulary.

4.
Development
of phrases
commonly
used at a
restaurant

Ask for and

provide
simple
information

Engage with
others using the
French Language

time looking at the

menus and taking note
of which foods are
commonly served in
French restaurants
Class discussion
regarding the menus
Show class pictures of
French restaurants and
compare to restaurants
in Vancouver
Students will work
individually to design
their own restaurant
menus with a unique
name and sections
consisting of drinks,
appetizers, main
dishes, and desserts.
Menus should consist
of writing and artistic
elements and should be
completed by hand.

Students will be taught

how to ask for items at
a restaurant.
A review of yes please,
no thank you, how are
you doing, will be
conducted to help
students communicate
with the server.
Simple phrases will be
taught such as Je
voudrais, jaimerais.
Discuss when to use
these phrases relating
to the restaurant and
other things that the

Vocabulary
sheet of
common
phrases at a
restaurant

Card stock

Formative assessment
based on observation

5.
Development
and practice
of script.

Ask for and

provide
simple
information
Express
information
orally and
visually

Participate in
classroom
activities
Engage with
others using the
French Language

students may want to

ask for. E.g. Je
voudrais (a sport, food,
game, toy).
Students will learn
how to recognize and
respond using yes or
no to questions
commonly asked at a
restaurant such as: Can
I get you a drink to
start, are you ready to
order, what can I get
for you, how is
everything tasting.
We will go over all of
the vocabulary and
pronunciation of the
script as a class
Students will be
provided with a basic
script of a scenario that
would occur in a
restaurant. The script
will consist of blanks
that students have to
fill in with information
according to the menu
that they have created.
We will go to the
computer lab and each
student will bring their
script with the blanks
filled in. Students will
put headphones on and
will be connected to
another persons
computer in which
they do not know who
it is. They will
practice the script with

Script with
blanks
Students will
use the menu
they created
Computer
lab

I will be formatively
assessing students while
in the computer lab.

that person. I will

switch partners
throughout. This takes
the pressure off of
being face to face with
the person and students
can remain
anonymous.
6.
Final
restaurant
skit

Ask for and

provide
simple
information
Express
information
orally and
visually

Participate in
classroom
activities
Engage with
others using the
French Language

Students will be able to

choose their partner
Students will rehearse
script with partner for
quite a few days.
On the day of the
presentations I will set
the classroom up like a
French restaurant with
a table and chairs,
lights hanging, pretend
food, table settings,
etc.
The order for the
presentation will be
drawn from a hat the
day before to ensure
that students are
prepared and are aware
of when they will be
going.
Each pair will present
their presentation to
the class while the
others listen.
I will be the server for
the skit with both
students being
customers. I will be
recording the skit so I
can go back and re

Materials to
set the class
up like a
French
restaurant
(pretend
food, table
cloth, nice
chairs,
lights, etc.)

Students will be assessed on

their pronunciation and
preparedness.

listen to assess
students.
Students will use the
menu that they created
previously for the skit.
We will fill in the L
column from our KWL
chart that we started at
the beginning of the
unit. This will help us
determine what we
have learned over the
unit and will get
students thinking for
their self-reflections.
Students will complete
a self-evaluation in
which they will assess
their progress over the
unit. Prompts will be
provided for students if
they wish to follow
them.

Restaurant Skit Final Project Rubric /12

PREPARDENESS

PRONUNCIATION

LINE DELIVERY

0
Student does not
have lines completed
on script.

1
Student has lines
filled in but did not
utilize menu.

Effort is not
demonstrated to
pronounce words
correctly.
Student does not

Student demonstrates
below minimal
ability to pronounce
words.
Student delivers line

2
Student has filled in
the script accordingly
but it is evident the
student did not
rehearse.
Student pronounces a
minimal amount of
words correctly.

3
Student has filled the
script in accordingly
and practice is
evident.

4
Student has filled the
script in accordingly
and significant
practice is evident.

Student demonstrates
pronunciation with
minimal errors.

Student has a few

Student has majority

Student demonstrates
appropriate
pronunciation of
majority of words.
Student has script

deliver lines.

Vocabulary:
Boisson
Boisson gazeuse
Caf
Crme Brule
Crpes
Dessert
Entre
Hamburger
Mousse au chocolat
Pizza au pepperoni
Pizza vgtarienne
Plat principal
Poisson et frites
Poulet et pommes de terre
Poutine
Salade du chef
Soupe aux legumes
Tarte aux pommes
Th

but reads from script

the entire time and
does not make eye
contact with
audience.

lines memorized but

majority of the time
is reading from the
script. Makes
minimal eye contact
with audience.

of the script
memorized but
utilizes it for a
reference. Eye
contact is made with
audience.

memorized and
delivers lines
accordingly. Eye
contact is made with
audience.