Vancouver Island University Faculty of Education

BACHELOR OF EDUCATION - UNIT MATRIX

Part 1
Grade(s): 5 Title of Unit: Core French Common school supplies, classroom objects and positions/locations
Overview of Unit Topic/Theme: a) Provide an overall picture of the unit of study; and b) identify key unit concepts (2 -5).
Students will be able to name common school supplies and everyday classroom objects. They will learn how to describe to their peers the
location/position of said supplies and objects. Students will show their learning through various mediums. The key unit learning concepts are:
1. Identify commonly used school supplies
2. Identify common classroom objects
3. Identify the location/position of supplies and objects within the classroom
Rationale for Unit: Why are you teaching this unit and how is it relevant to the students at this point in time?
This unit builds on prior units that utilize high frequency French vocabulary and sentence structures ie. Colours, emotions, food. Students will show
learnings through various mediums worksheets, choral repetition, peer activities and songs. This unit supports the Big Ideas and Curricular
Competencies for Grade 5 French and assists in building a solid foundation for subsequent French units.
List the Provincial Learning Outcomes (PLOs):
Big Ideas:
Meaningful communication is possible in French using simple, high-frequency words and patterns
Listening and viewing with intent helps us acquire French
Core French Curricular Competencies:
Employ basic strategies to increase understanding of texts
Describe locations of objects
Content:
Simple question words
Simple descriptions location of objects
Common vocabulary to describe locations and give simple directions
Target Vocabulary:
Un livre, un crayon, une regle, un stylo, une gomme, des ciseaux, un calculatrice (School Supplies)
Une ordinateur, une pupitre, des chaise, une cloche, un bureau, un tableau noir (Classroom Furniture/Objects)
Derriere, sous, dans, devant, entre, sur (Locations/Positions)

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Target Questions/Answers:
Quest que cest?
Cest un/e..
Quest quil y a dans la salle de classe?
Dans la salle de classe il y a ..
Ou est le/la.
Le stylo est sur la pupitre
Previous Knowledge (from other lessons):
Je ne sais pas
Possessive pronouns la, ta and ma
Culminating Task(s): Briefly describe the culminating task(s) that will provide a demonstration and/or celebration of student learning.
Students will complete various tasks. They will complete a map of the classroom, engage in peer discussions and show learnings through various
verbalization activities. At the end of the unit, students will invite another class of peers to teach French learnings each class has learned different
school supply and classroom object vocabulary and will be invited to teach each other the new words.
Resources: What resources will you use in this unit?
Worksheets Adapted From:
http://mskiddskindergarten. blogspot.ca by Aime Kidd
http://www.chillola.com/at/positions%20bx%20bw%20french.html
http://www.timvandevall.com/templates/free-printable-bingo-cards-pdfs-with-numbers-and-tokens/
YouTube Videos From:
https://www.youtube.com/watch?v=098Xf9d-Ntw
https://www.youtube.com/watch?v=rdo69O2B2c4&list=PL8E50DBFCFE04882C
https://www.youtube.com/watch?v=IIYS2_Y9XhM
Unit Matrix Adapted From:
EDTE533_SampleUnitMatrix_CoreFrench_Weather&Hobbies Created by Deirdre Wilson

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Part 2
Learning Outcomes
What are the unit
level learning
outcomes? What do
you want students to
learn/understand/appr
eciate?
Lesson 1:
Learning the French
pronunciation of
standard school
supplies.
Learning Intention:
I can name the school
supplies in my
classroom.
SWBAT:
Verbalize and locate
the following school
supplies: a book, a
pencil, a ruler, an
eraser, glue, a pen, a
stapler, scissors and a
calculator.

Description of Learning
Activities & Strategies
What teaching strategies & activities will you utilize to enable
students to achieve the learning outcomes?

Assessment
Method/Tool
What method (e.g.
write/say/do) and
tool/instrument will you
use to collect evidence
of the learning?

Opening: 6 Minutes (including listen-repeat activity)

Play You Tube video: https://www.youtube.com/watch?
v=rdo69O2B2c4&list=PL8E50DBFCFE04882C
*Ask students (S) to look for common school supplies and to pay
attention to the French pronunciation of those school supplies*
After the video, Ss will be given flashcards with the following
target French vocabulary: Un livre, un crayon, une regle, un
stylo, une gomme, des ciseaux, un calculatrice

Say: Words or
expressions during
video that appear
familiar.

They will be asked to match the word flashcard with the school
supplies on the front table. Encourage Ss to take risks if they
are unsure of the correct match, take an educated guess. *This
activity will allow the teacher (T) to gain diagnostic assessment*

Criteria For Lesson 1:

*Match one target
vocabulary flashcard with
object Ss will be
evaluated on attempt only,
not correctness (diagnostic
activity).

*Completed Bingo sheet

that shows a minimum of
six target vocabulary
words.

Listen-Repeat Activity (3 rounds)

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By what criteria do you

decide that the outcome
has been successfully
met? What will you look
for in the evidence?

*Verbalization of French
pronunciations of target
vocabulary, question and
answer (approximation) in
various contexts.

Once the words have been correctly matched with the pictures
*this may be done with teacher assistance* T will begin the
listen-repeat activity.

Round 1: T will point to each word and will verbalize the

correct French pronunciation. Students (S) will repeat after each
word. T will listen for correct pronunciation and will ask for
more repetitions if necessary.

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Do: Match target

vocabulary flashcards
with school supplies on
front table.

Assessment Criteria

Say: French
pronunciation of target
vocabulary.
Do: Listen for T
pronunciation and

*Involvement in guided
practice and closing
activities.

Round 2: T will point to words in random order. Ss will repeat

words after T pronunciation.
*Repeat steps 1 and 2 3X*
Round 3: T will take pictures away and will leave word
flashcards only. T will point to word flashcards and will ask Ss
to say the word without T assistance T may ask for several
student volunteers to verbalize the word without the help of
classmates.
*Repeat for each S volunteer*
Modeling and Shared Practice: 25 Minutes
T will model the target question Quest que cest?
Ss will respond, in unison, Cest un/e..
Ss will chorally repeat the Q&A.
After the Q&A listen-repeat, the T will ask the Q, a random S
volunteer will A with any S chosen classroom item. T will listen
to the S pronunciation and correct as necessary.
When satisfied with S pronunciation, T will hand out the Bingo
templates. Ss will be instructed to randomly write the target
vocabularythey may use the words more than once but must
use a minimum of six. The T will then randomly draw one word
out of the word bucket, Ss will place a button on the word if
they have it on their sheetbutton numbers will depend on
which words they chose, and on how many times that they wrote
each word. Ss will call BINGO when they have a line of
buttons lines may be diagonal, horizontal or vertical. Play may
repeat as many times as T wishes play may be changed to
whole card coverage.
*It is important to note that buttons may be placed on any spot
when the target vocab is announced they do not need to
correspond with B I N etc.*
Guided Practice: 5 Minutes
After playing Bingo, T will hand out the target vocabulary
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model accordingly.

Say:
*Target question
Quest que cest?
*Target answer with
target vocabulary
Cest un/e
Do:
*Listen for T
pronunciation of target
question/answer/vocabu
lary.
*Place buttons onto
target vocabulary as
vocab flashcards are
shown by T.
Write:
*Write target
vocabulary into Bingo
game sheet.

Say:

flashcards four to each student. Ss will be asked to circulate

amongst their peers. They will hold up a flashcard and ask the
target question Quest que ce? if the peer has the same vocab
flashcard, they will respond with Cest un/e.If they do not
have the matching vocabulary word, they will respond with Je
ne sais pas. The asking S will need to continue moving around
the classroom to find matching flashcards. Play continues until
Ss have found matching pairs for each of their vocabulary
flashcards. *T may shuffle flashcards and repeat activity*
*Je ne sais pas I do not know was introduced to Ss in a
previous lesson.*
Closure: 4 Minutes
T will hold up random target vocabulary flashcards, Ss will
shout out answers. Once the target vocabulary flashcards are
finished, T will play the You Tube video played during the
opening. Encourage Ss to sing along as they are now familiar
with much of the vocabulary.

Lesson 2:
Learning the French
pronunciation of
items/furniture in a
classroom.
Learning Intention:
I can name the
furniture items in my
classroom.

Opening: 6 Minutes
Show You Tube video:
https://www.youtube.com/watch?v=098Xf9d-Ntw
*Ask Ss to actively listen, and watch, for French classroom
furniture/object vocabulary*
After video, S volunteers will be given flashcards with the
following target French vocabulary: Une ordinateur, une pupitre,
des chaise, une cloche, un bureau, un tableau noir
They will be asked to match the word flashcard with the picture
flashcard on the board. *This activity will allow the teacher (T)

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*Target question, target

answer and target
vocabulary.
Do:
*Participate in peer
circulation activity.

Say:
*Target vocabulary on
flashcards.
*You Tube video
vocabulary learned
during lesson.
Do:
*Listen to, and
participate in, the
singing/pronunciation
of video vocabulary.
Criteria For Lesson 2:
Say: Words or
expressions during
video that appear
familiar.
Do: Match target
vocabulary flashcards
with picture flashcards
on board.

*Match one target

vocabulary flashcard with
object Ss will be
evaluated on attempt only,
not correctness (diagnostic
activity).
*Verbalization of French

to gain diagnostic assessment*

SWBAT: Verbalize
and locate the
following classroom
items: student desks,
student chairs, teacher
desk, blackboard,
computer, and a
clock.

Once the words have been correctly matched with the pictures
*this may be done with teacher assistance* T will begin the
listen-repeat activity.

*Completed worksheet
showing four correctly
written sentences.
Eg. Dans ma salle de
classe il y a une stylo.

See Lesson 1 For Listen-Repeat Activity Instructions

Modeling and Shared Practice: 25 Minutes
T will model the target question/answer. Q: Quest quil y a dans
la salle de classe? A: Dans la salle de classe il y a ..
Ss will chorally repeat the Q&A.
After the Q&A listen-repeat, the T will ask the Q, a random S
volunteer will A with any S chosen classroom item. T will listen
to the S pronunciation and correct as necessary.
After the Q&A, T will hand out worksheet Dans ma salle de
classe il y afrom the list of learned vocab, Ss will draw four
items that they see in their classroom. Ss will then write the
sentence and the name of the item that they drew.
Guided Practice: 5 Minutes
After completing the worksheet, Ss will circulate throughout the
classroom and will ask their peers Quest quil y a dans ta salle
de classe? Peers will respond with Dans ma salle de classe il
y a
Ss will be required to ask and respond to five peer classmates.
*As Ss participate in the circulation exercise, T will circulate
and assist with pronunciation and to ensure that Ss remain on
task*
*It is important to note that previous lessons have discussed the
possessive pronouns la, ta and ma*
Closure: 4 Minutes
T will hold up target vocabulary flashcards in random order, Ss
will shout out answers. When target vocabulary flashcards are

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pronunciations of target
vocabulary, question and
answer (approximation) in
various contexts.

Write: Four written

vocab words on
worksheet 1.
Say: Verbalization of
target vocab.
Do: Complete
worksheet.

Say:
*Target question, target
answer and target
vocabulary.
Do:
*Participate in peer
circulation activity.

Say:
*Target vocabulary on
flashcards.

*Involvement in guided
practice and closing
activities.

finished, re-show the opening You Tube video. Ss will be asked

to sing along they have learned many of the vocabulary words
and will have a better understanding than during the first watch.
https://www.youtube.com/watch?v=098Xf9d-Ntw

Lesson 3: Learning
the French
pronunciation of
positions/locations.
Learning Intention:
I can tell the location
of school supplies
within my classroom.
SWBAT: Verbalize
the location of school
supplies within the
classroom.

Opening: 6 Minutes
Play You Tube video: https://www.youtube.com/watch?
v=IIYS2_Y9XhM
*encourage Ss to look for familiar French vocabulary*
After video, T will bring attention to poster at the front of the
class the poster has the following target French vocabulary
written on it: derriere, sous, dans, devant, entre, sur.

Listen Repeat Activity:

Round 1: T will point to each vocabulary word, Ss will chorally
repeat.
Round 2: T will verbalize target question Ou est le/la.. Ss
will chorally repeat.
*Repeat rounds 1 and 2 3X*
Round 3: T will place large pencil on the top of the front table
and will repeat the target question. Ss will chorally repeat. T will
then state the target answer Le crayon est sur la table. Ss will
chorally repeat. Round continues until T has strategically placed
the pencil in all target positons around the table. Ss will repeat
each time.
After each position has been chorally repeated, T will ask the Q
and have S volunteers A. *Repeat as many times as Ss
volunteer*

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*You Tube video

vocabulary learned
during lesson.
Do:
*Listen to, and
participate in, the
singing/pronunciation
of video vocabulary.

Say: Words or
expressions during
video that appear
familiar.
Do: Match target
vocabulary flashcards
with picture flashcards
on board.
Say: French
pronunciation of target
vocabulary.
Do: Listen for T
pronunciation and
model accordingly.

Criteria For Lesson 3:

*Verbalization of French
pronunciations of target
vocabulary, question and
answer (approximation) in
various contexts.
*Completed worksheet
showing five correctly
written sentences and
correct position
vocabulary.
*Involvement in guided
practice and closing
activities.

Modeling and Shared Practice: 25 Minutes

After listen-repeat activity, T will distribute positions worksheet.
Ss will fill out the French word for the position of the animal.
When worksheet is completed, Ss will turn the page over, where
they will find plain, lined paper. They will be asked to write five
descriptive sentences about various school supplies placed
around the classroom eg. Le stylo est sur la pupitre.

Write: Complete
worksheet five full
sentences.

Guided Practice: 5 Minutes

Ss will choose three school supplies. They will circulate around
the classroom and will interact with five peers. At each peer the S
will place on of their chosen school supplies in a learned
location/position within a learned classroom equipment. They
will verbalize the target Qthe peer will verbalize the target A
(according to the supply, posion and equipment as decided by
peer).
Closure:4 Minutes
When target vocabulary flashcards are finished, re-show the
opening You Tube video. Ss will be asked to sing along they
have learned many of the vocabulary words and will have a
better understanding than during the first watch (this video also
introduces vocabulary that will be introduced next lesson).

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Say: You Tube video

vocabulary learned
during lesson.