French Second Language 10 - 3Y Ben Scott

Descriptive Language Unit Plan:

Les nationalités, les professions et travaux, les saisons, les mois, la météo, et les
vêtements
__________________________________________________________________

Unit Overview: This unit is based around the ability to use descriptive writing and speech in the
students’ second language and will eventually build to the process of giving direction or advice
to their audience. Students will begin by exploring a range of vocabulary relating to the concept
of nationality. They will be able to describe where their parents, friends, and themselves have all
originated. Following the study of nationality, the students will engage in learning about
professions that are relevant to their community and others. Students will then learn to describe
their surroundings by exploring the four seasons and the weather conditions that come along with
them. Finally, the students will learn to use descriptive language to address clothing and the
people wearing them.
While the students engage in these practices relating to descriptive language, they will
also be encountering and becoming familiar with different grammatical aspects essential to these
linguistic uses. The students will become familiar with the irregular verbs “venir” and “faire” in
the present tense. The students will become familiar with important language tools such as the
possessive “de”, “du”, and “des”, asking and answering interrogative questions using “quel” and
“est-ce que”, and be able to distinguish when to use “c’est” or “il/elle est”. Finally, using the
knowledge gathered throughout the unit, the students will be able to use their vocabulary to give
directions or advice using the imperative grammar tense.

By the end of this unit, the students will…

● Be accustomed to the form, use, and meaning of the irregular verb “venir” in the present
tense.
● Be able to describe themselves and their families relating to nationality.
● Become familiar with the present tense conjugations of RE verbs in French
● Understand the use, meaning, and form of de, du, and des.
● Become familiar with a range of vocabulary relating to professions and jobs.
● Understand how to ask and answer interrogative questions using “quel” and “est-ce que”.
● Become familiar with the different uses of “c’est” and “il/elle est”.
● Become familiar with the vocabulary of the seasons and be able to describe the weather.
● Be accustomed to the form, use, and meaning of the irregular verb “faire” in the present
tense.
● Become familiar with a range of vocabulary relating to clothing.
● Be able to use a range of descriptive vocabulary relating to people and clothing.
● Understand the use, form, and meaning of the imperative grammar tense in relation to
weather and clothing.
French Second Language 10 - 3Y Ben Scott

Unit Rationale: Given the descriptive nature of this unit, the focus will be on the individuality
of every student. Keeping the interest of the students as they embark on the difficult task of
learning a new language will pose some challenges. Allowing for open-ended activities in which
students can share their backgrounds, preferences, and interests will allow for a much more
authentic and engaging learning experience. Having much of the assignments centered around
the students themselves and their loved ones will encourage their interest in continuing to pursue
the French language and build their writing habit using the tools and vocabulary provided to
them. This will also help the students understand the relevance and utility of what they will be
learning throughout the unit.

Scaffolding: The final summative performance task for this unit will be in the form of a news
broadcast in which students will show their knowledge of the concepts covered throughout this
unit. Each lesson, students will be developing the oral and written production, vocabulary and
comprehension skills that they will need to incorporate into their final performance task. There
will be a number of opportunities for formative assessment and feedback throughout the unit.

Contextual Information: This unit is planned for a French Second Language Grade 10 - 3Y
class. There are 26 students in this class and their level of French is generally beginner, however,
there are some students with some background in French. This unit is planned to happen over the
course of 17 days. The focus of this unit is learning the form, use, and meaning of descriptive
language in different relevant contexts. This unit is to take place starting in the second week of
March and finish in early April.

Targeted Outcomes:
GLO: Students will use their life and learning experiences related to specific contexts to
understand a variety of messages in French and/or to express messages in French that have
personal meaning.
● SLOs:
○ Personal Context: language experiences in the personal context, including...
■ identifying and describing themselves (10 C 1.1)
■ sharing personal preferences (10 C 1.2)
■ identifying, introducing and describing their family members (10 C 1.3)
■ identifying, introducing and describing their friends (10 C 1.4)
■ others that meet their needs and interests (10 C 1.5)
○ Public Context: language experiences in the public context, including
■ identifying shopping venues typically found in a community (10 C 3.1)
■ participating in routine interactions related to purchases of food, clothing,
school supplies (10 C 3.2)
■ becoming informed about current weather conditions (10 C 3.3)
■ becoming informed about community events and services (10 C 3.4)
French Second Language 10 - 3Y Ben Scott

■ identifying and describing selected Francophone public figures; e.g.,

public officials, sport or entertainment celebrities (10 C 3.5)
■ others that meet their needs and interests (10 C 3.6)
○ Occupational Context: language experiences in the occupational context,
including…
■ naming paid or volunteer occupations of friends or family members (10 C
4.1)
■ others that meet their needs and interests (10 C 4.2)
GLO: Students will comprehend and express oral or written messages in French involving a
variety of language functions related to various contexts and communicative purposes.
● SLOs:
○ Personal Function: simple, concrete messages using known vocabulary and taught
language structures related to personal needs, emotions and perspectives,
involving familiar topics (10 A 1)
○ Referential Function: simple, concrete messages using known vocabulary and
taught language structures in order to seek, gather, process and impart very basic
information on familiar topics (10 A 3)
○ Directive Function: simple, concrete messages using known vocabulary and
taught language structures, expressed one at a time, to direct, influence and
manage their or another’s actions (10 A 4)
○ Imaginative Function: concrete messages using a limited range of known
vocabulary and taught language structures for simple aesthetic or imaginative
purposes in relation to familiar topics (10 A 5)
○ Comprehension Strategies: identify and develop, with guidance, the use of a
variety of listening and reading comprehension strategies to facilitate and enhance
understanding in French (10 A 6)
○ Production Strategies: identify and develop, with guidance, the use of a variety of
speaking and writing strategies to support the expression of their messages in
French (10 A 7)
○ Metacognitive Strategies: monitor and reflect on their communicative abilities,
with guidance (10 A 8) and reflect on their strengths and challenges as language
learners, with guidance (10 A 9)

Lesson Schedule
Lesson SLOs Lesson Focus Points Task/Formative/Su
Addressed mmative Assessment

1: 10 C 1.1, 10 C D'où viens-tu? (Nationality) Formative:

March 9 1.2, 10 C 1.3, *Personal Introduction (15 - 20 mins) Introduction and
10 C 1.5. Worksheet
French Second Language 10 - 3Y Ben Scott

2: 10 C 1.1, 10 C D'où viens-tu? (Nationality) Formative: Survey

March 1.2, 10 A 3. *Ou vs où survey and exit slip
10

3: 10 C 1.1, 10 C D'où viens-tu? (Nationality) Formative: Question

March 1.2, 10 A 3. *Activity building their ability to ask asking and exit slips
15 questions (intonation) and prepositions de
+ definite articles (la, le, les)
*Activity working on à, au, and aux

4: 10 C 1.1, 10 C Les professions Formative: Qui

March 1.2, 10 C 1.3, *Covering vocabulary suis-je worksheet
16 10 C 1.4, 10 C *Qui suis-je activity Summative: Dictée
(short listening quiz
1.5, 10 A 3, 10
covering what we
C 4.1, 10 C have learned so far)
4.2.

5: 10 A 3, 10 C Les professions Formative: Sentence

March 4.1, 10 C 4.2, *Practicing saying what they want to do creation
17 10 A 8, 10 A when they are older
9.

6: 10 A 3, 10 C Les professions Formative: Review

March 4.1, 10 C 4.2. *Review worksheet of concepts covered worksheet
18 so far in class

7: 10 C 1.1, 10 C Les professions et les saison Summative: Quiz

March 1.2, 10 C 1.3, *Short summative quiz on professions and
19 10 C 1.4, 10 C d’où viens-tu
*Introduction to les saisons
1.5, 10 A 3, 10
C 4.1, 10 C
4.2.

8: 10 C 1.2, 10 C Les saisons et la météo Formative: Dialogue

March 3.3, 10 A 3, 10 *Continue practice with RE verbs and
22 A 6. irregular “faire”
*Dialogue in textbook (page 206 and 208)
*Continue to practice building questions
(inversion)

9: 10 C 1.2, 10 C Les saisons et la météo Formative: Dialogue

March 3.3, 10 A 1, 10 *Dialogue on page 213
23 A 3, 10 A 6, *Cover vocabulary needed to write and
10 A 8, 10 A present a weather broadcast
French Second Language 10 - 3Y Ben Scott

9. *Work on RE verbs and “faire”

10: 10 C 1.2, 10 C Les saisons et la météo Formative: Weather

March 3.3, 10 A 1, 10 *Finish up instruction about RE verbs and Broadcast
24 A 3, 10 A 6, faire
10 A 5, 10 A *Write a short weather broadcast
8, 10 A 9.

11: 10 C 1.2, 10 C Les saisons et la météo Formative: Weather

March 3.3, 10 A 1, 10 *Present the weather broadcast Broadcast
25 A 3, 10 A 6, *Introduction to clothing
10 A 4, 10 A *Introduction to imperative grammar
5, 10 A 8, 10 tense
A 9.

12: 10 C 1.2, 10 C Les vêtements Summative: Dictée

March 3.3, 10 A 1, 10 *Continued instruction on clothing and
26 A 3, 10 A 6, imperative
10 A 4. *Adjectives
*Dicté

13: 10 C 1.1, 10 C Les vêtements Formative: Surveys

April 5 1.2, 10 C 1.3, *Survey on clothing preferences
10 C 1.4, 10 C *Review worksheet on weather and
1.5, 10 C 3.1, clothing
10 C 3.2, 10 A *Introduce the final assignment
1, 10 A 3, 10
A 6, 10 A 4,
10 A 8, 10 A
9.

14: 10 C 1.1, 10 C Les vêtements Formative: Review

April 6 1.2, 10 C 1.3, *Final lesson on clothing, imperative, and Worksheet
10 C 1.4, 10 C adjectives
1.5, 10 C 3.1, *Corrections of review worksheet
10 C 3.2, 10 A
1, 10 A 3, 10
A 6, 10 A 4.

15: 10 C 1.2, 10 C Class time to work on performance task

April 7 1.3, 10 C 1.4,
10 C 1.5, 10 C
3.1, 10 C 3.2,
10 C 3.3, 10 C
4.1, 10 A 1, 10
A 3, 10 A 4,
10 A 5, 10 A
French Second Language 10 - 3Y Ben Scott

6, 10 A 7, 10
A 8, 10 A 9.

16: 10 C 1.2, 10 C Class time to work on performance task

April 8 1.3, 10 C 1.4,
10 C 1.5, 10 C
3.1, 10 C 3.2,
10 C 3.3, 10 C
4.1, 10 A 1, 10
A 3, 10 A 4,
10 A 5, 10 A
6, 10 A 7, 10
A 8, 10 A 9.

17: 10 C 1.2, 10 C Class time to work on performance task

April 9 1.3, 10 C 1.4,
10 C 1.5, 10 C
3.1, 10 C 3.2,
10 C 3.3, 10 C
4.1, 10 A 1, 10
A 3, 10 A 4,
10 A 5, 10 A
6, 10 A 7, 10
A 8, 10 A 9.

18: 10 C 1.2, 10 C Sharing student videos Summative:

April 12 1.3, 10 C 1.4, Performance Task
10 C 1.5, 10 C
3.1, 10 C 3.2,
10 C 3.3, 10 C
4.1, 10 A 1, 10
A 3, 10 A 4,
10 A 5, 10 A
6, 10 A 7, 10
A 8, 10 A 9.

Lesson 1: Introduction and D'où viens tu?

Overview: This lesson will serve as an introduction for myself to the class. I will introduce the
class to the irregular verb “venir” and will come with a poster to share with some images and
answers to the following questions:
1. Tu viens d’où? Je viens de Calgary, Canada (Je suis Calgarien/Canadien)
2. Tes parents, ils viennent d'où? Mon père vient de Montréal et ma mère vient de Red Deer.
3. Tu ressembles à un membre de ta famille? Je ressemble à mon frère et à ma sœur.
4. Tu parles quelle(s) langue(s) avec ta famille? Je parle anglais avec ma famille.
French Second Language 10 - 3Y Ben Scott

5. Si tu pouvais voyager n’importe où dans le monde, tu voyagerais où? Je voyagerais à

Island (Iceland).
6. Quelque chose d’autre que tu aimes faire? J’aime écouter et créer de la musique.
Following my introduction, The students will receive a handout with the same questions and they
will be asked to answer them in French. The students will be given some time to complete the
questions with the help of the people at their desks if they wish. The second part of the
worksheet consists of a qui suis-je activity in which students must guess the country by reading a
few statements and then answer some follow up questions about the country’s vocabulary.
Assessment: I will collect the worksheets that the class filled out and they will be used as
formative assessment.
SLOs: Identifying and describing themselves (10 C 1.1), sharing personal preferences (10 C 1.2),
identifying, introducing and describing their family members (10 C 1.3), others that meet their
needs and interests (10 C 1.5)
Resources: Canva or Powerpoint to go over the questions and show the answers, along with
some pictures.
Lesson 2: Survey
Overview: This lesson will have students conducting surveys to build their knowledge of the
differences between the form and meaning of où and ou in the French language while also
building their vocabulary and conversational/interrogational skills. Students will build an
open-ended survey using the two different forms of the word to gather information on their
classmates and then conduct said survey. The students will be asked to present their survey
results at the end of the activity.
Assessment: Their surveys will be recorded on large sheets of paper and will be formatively
assessed based on their ability to use the forms of the two words and their ability to record the
answers of their peers in French.
SLOs: Sharing personal preferences (10 C 1.2), identifying, introducing and describing their
friends (10 C 1.4), referential function: simple, concrete messages using known vocabulary and
taught language structures in order to seek, gather, process and impart very basic information on
familiar topics (10 A 3), monitor and reflect on their communicative abilities, with guidance (10
A 8) and reflect on their strengths and challenges as language learners, with guidance (10 A 9).
Resources: Large pieces of paper for the students to record and share their survey answers.

Lesson 3: Prepositions
Overview: In this lesson the students will build on their ability to formulate and ask questions in
French. This class will also be focused on geographical prepositions and gender and number
articles. These skills are essential for French communication and will aid the students greatly in
their final performance task. There are many exceptions when it comes to French geographical
prepositions, so it is important to give the students lots of time and practice to become familiar
with the proper use for each term.
French Second Language 10 - 3Y Ben Scott

Assessment: This class will finish with the students filling out exit slips covering some previous
material and what had been covered in class that day.
SLOs: Sharing personal preferences (10 C 1.2), identifying, introducing and describing their
friends (10 C 1.4), referential function: simple, concrete messages using known vocabulary and
taught language structures in order to seek, gather, process and impart very basic information on
familiar topics (10 A 3).
Resources: Cue cards for exit slips and a worksheet on prepositions.

Lesson 4: Les Professions

Overview: This lesson will serve as an introduction to the professions and jobs section of our
unit. This lesson will primarily focus on familiarizing the students with the vocabulary relating to
professions and jobs. This lesson will also incorporate the first summative assessment in the
form of a listening activity in which I will read questions and statements similar to one’s we have
already seen in class and they must record what was said by the speaker.
Assessment: Summative Listening Quiz.
SLOs: Identifying and describing themselves (10 C 1.1), sharing personal preferences (10 C 1.2),
identifying, introducing and describing their family members (10 C 1.3), identifying, introducing
and describing their friends (10 C 1.4), others that meet their needs and interests (10 C 1.5),
referential function: simple, concrete messages using known vocabulary and taught language
structures in order to seek, gather, process and impart very basic information on familiar topics
(10 A 3), naming paid or volunteer occupations of friends or family members (10 C 4.1) − others
that meet their needs and interests (10 C 4.2).
Resources: Vocabulary qui suis-je worksheet.

Lesson 5: Qu’est-ce que tu veux faire comme profession?

Overview: This lesson will have students building their ability to express themselves. The
students will engage in a written production activity in which they will express which career they
wish to pursue when they are older, along with some other questions relating to jobs and
professions. This class will also serve as an introduction to present tense RE verbs in French. The
form, use, and meaning of these verbs will be introduced in the class and the students will
incorporate them into their written work. The class will also be given a review worksheet
covering everything they have learned so far.
Assessment: The written activity will be graded formatively.
SLOs: Simple, concrete messages using known vocabulary and taught language structures in
order to seek, gather, process and impart very basic information on familiar topics (10 A 3),
naming paid or volunteer occupations of friends or family members (10 C 4.1) − others that meet
their needs and interests (10 C 4.2), monitor and reflect on their communicative abilities, with
guidance (10 A 8) and reflect on their strengths and challenges as language learners, with
guidance (10 A 9).
Resources: Review worksheet.
French Second Language 10 - 3Y Ben Scott

Lesson 6: Professions, Interrogative, and Review

Overview: The focus of this lesson will be on continuing to build the students’ knowledge with
concepts relating to professions and jobs, practicing RE verbs and asking interrogative questions
using “quel”. In this lesson, we will also be going over the review worksheet that the students
were given in the previous class. This worksheet will cover all of the material that the students
will see on their quiz the following day. The worksheet will not be collected to allow for the
students to be able to review the content that they will expect the following day.
Assessment: Formative assessment with the review worksheet.
SLOs: Simple, concrete messages using known vocabulary and taught language structures in
order to seek, gather, process and impart very basic information on familiar topics (10 A 3),
naming paid or volunteer occupations of friends or family members (10 C 4.1) − others that meet
their needs and interests (10 C 4.2).
Resources: Review worksheet.

Lesson 7: Mini Quiz and Intro to Seasons and Weather

Overview: At the beginning of the lesson, the class will complete a summative quiz covering all
of the material that we have covered so far in the professions and nationalities portions of the
unit. Once the quiz is completed, this lesson will serve as an introduction to the seasons and
weather section of the unit. This lesson will introduce the vocabulary for seasons and weather, as
well as differentiate between the terms “temps” and “heure” which often cause confusion for
French language learners.
Assessment: Summative Quiz.
SLOs: Identifying and describing themselves (10 C 1.1), sharing personal preferences (10 C 1.2),
identifying, introducing and describing their family members (10 C 1.3), identifying, introducing
and describing their friends (10 C 1.4), others that meet their needs and interests (10 C 1.5),
referential function: simple, concrete messages using known vocabulary and taught language
structures in order to seek, gather, process and impart very basic information on familiar topics
(10 A 3), naming paid or volunteer occupations of friends or family members (10 C 4.1) − others
that meet their needs and interests (10 C 4.2).
Resources: Mid unit quiz.

Lesson 8: Seasons and Weather

Overview: This lesson will pick up where the previous class on seasons and weather left off.
Students will engage in oral French by practicing a dialogue with their peers and answering
comprehension questions relating to what they have read. The class will also continue to build
their questioning skills in French by practicing inverted questions. This lesson will have a
grammatical component as well in which students will continue to practice the conjugation of RE
verbs and the irregular verb “faire”.
Assessment: Dialogue will be formatively assessed.
French Second Language 10 - 3Y Ben Scott

SLOs: Sharing personal preferences (10 C 1.2), becoming informed about current weather
conditions (10 C 3.3), simple, concrete messages using known vocabulary and taught language
structures in order to seek, gather, process and impart very basic information on familiar topics
(10 A 3), identify and develop, with guidance, the use of a variety of listening and reading
comprehension strategies to facilitate and enhance understanding in French (10 A 6).
Resources: Comprehension questions for the dialogue and a grammar worksheet.

Lesson 9: Scaffolding for Broadcast

Overview: This lesson will be similar to the previous lesson as the students will continue to
practice their oral pronunciation of the language. The class will practice another dialogue with
their peers that will be formatively assessed. The class will be informed that they will need to
perform this dialogue in front of the class, so they will be given time to practice with their peers
before the presentation. Some more vocabulary will also be covered in order to aid the students
in their upcoming assessment in which they will be required to write a weather broadcast with a
partner. The students will also continue to practice the present tense conjugations of RE verbs
and “faire”.
Assessment: The dialogues will be formatively assessed.
SLOs: Sharing personal preferences (10 C 1.2), becoming informed about current weather
conditions (10 C 3.3), simple, concrete messages using known vocabulary and taught language
structures related to personal needs, emotions and perspectives, involving familiar topics (10 A
1), simple, concrete messages using known vocabulary and taught language structures in order to
seek, gather, process and impart very basic information on familiar topics (10 A 3), identify and
develop, with guidance, the use of a variety of listening and reading comprehension strategies to
facilitate and enhance understanding in French (10 A 6), monitor and reflect on their
communicative abilities, with guidance (10 A 8) and reflect on their strengths and challenges as
language learners, with guidance (10 A 9).
Resources: Grammar worksheet and dialogues for the students to use.

Lesson 10: Weather Broadcast Day 1

Overview: This class will begin with a recap of what has been covered in weather so far and the
correction of the RE verbs worksheets. The bulk of this lesson will have students working in
partners and writing a short weather report. The students will be required to include specific
vocabulary, language, and grammar structures that have been covered in this portion of the unit.
This activity will serve as a direct scaffolding to the final performance task.
Assessment: The weather report and grammar worksheets will be formatively assessed.
SLOs: Sharing personal preferences (10 C 1.2), becoming informed about current weather
conditions (10 C 3.3), simple, concrete messages using known vocabulary and taught language
structures related to personal needs, emotions and perspectives, involving familiar topics (10 A
1), simple, concrete messages using known vocabulary and taught language structures in order to
seek, gather, process and impart very basic information on familiar topics (10 A 3), identify and
develop, with guidance, the use of a variety of listening and reading comprehension strategies to
facilitate and enhance understanding in French (10 A 6), concrete messages using a limited range
of known vocabulary and taught language structures for simple aesthetic or imaginative purposes
in relation to familiar topics (10 A 5), monitor and reflect on their communicative abilities, with
guidance (10 A 8) and reflect on their strengths and challenges as language learners, with
French Second Language 10 - 3Y Ben Scott

guidance (10 A 9).

Resources: Grammar worksheet

Lesson 11: Weather Broadcast Day 2

Overview: This will be the second class focused on the weather broadcast. The students will be
given extra time to complete their broadcasts if it is needed, however, the majority of the time
spent on this assignment will be on the presentations. Once the students have presented their
reports, we will begin our first lesson looking at clothing. We will discuss vocabulary relating to
the topic and begin work on the imperative grammar tense, linking weather and clothing
together.
Assessment: The weather broadcasts will be formatively assessed.
SLOs: Sharing personal preferences (10 C 1.2), becoming informed about current weather
conditions (10 C 3.3), simple, concrete messages using known vocabulary and taught language
structures related to personal needs, emotions and perspectives, involving familiar topics (10 A
1), simple, concrete messages using known vocabulary and taught language structures in order to
seek, gather, process and impart very basic information on familiar topics (10 A 3), identify and
develop, with guidance, the use of a variety of listening and reading comprehension strategies to
facilitate and enhance understanding in French (10 A 6), simple, concrete messages using known
vocabulary and taught language structures, expressed one at a time, to direct, influence and
manage their or another’s actions (10 A 4), concrete messages using a limited range of known
vocabulary and taught language structures for simple aesthetic or imaginative purposes in
relation to familiar topics (10 A 5), monitor and reflect on their communicative abilities, with
guidance (10 A 8) and reflect on their strengths and challenges as language learners, with
guidance (10 A 9).
Resources: Imperative grammar worksheet.

Lesson 12: Clothing

Overview: This class will begin with a summative oral comprehension quiz that will test students
on their ability to listen, understand, and record phrases similar to what they have observed in
this section so far. Following the quiz, we will continue the practice with clothing vocabulary
and adjectives. Students will also continue to work on the imperative grammar tense and practice
their oral skills in small groups.
Assessment: Summative oral comprehension quiz.
SLOs: Sharing personal preferences (10 C 1.2), becoming informed about current weather
conditions (10 C 3.3), simple, concrete messages using known vocabulary and taught language
structures related to personal needs, emotions and perspectives, involving familiar topics (10 A
1), simple, concrete messages using known vocabulary and taught language structures in order to
seek, gather, process and impart very basic information on familiar topics (10 A 3), identify and
develop, with guidance, the use of a variety of listening and reading comprehension strategies to
facilitate and enhance understanding in French (10 A 6), simple concrete messages using known
vocabulary and taught language structures, expressed one at a time, to direct, influence and
manage their or another’s actions (10 A 4).
Resources: Questions for oral comprehension quiz and imperative grammar worksheet.

Lesson 13: Clothing Survey

Overview: In this lesson, students will engage in another survey activity. Using the vocabulary
French Second Language 10 - 3Y Ben Scott

they have gained from the clothing section of the unit and their breadth of knowledge in terms of
asking questions, the students will conduct surveys gathering information on the preferences of
their peers. The students will present their information at the end of the class as well and will be
formatively assessed on their oral production and their written abilities. The students will also be
given the introduction to their final performance task in this lesson with a rubric and an outline to
illustrate the expectations for the news broadcast assignment. Finally, students will receive a
review worksheet covering the weather and clothing sections of the unit.
Assessment: The surveys will be formatively assessed.
SLOs: Identifying and describing themselves (10 C 1.1), sharing personal preferences (10 C 1.2),
identifying, introducing and describing their family members (10 C 1.3), identifying, introducing
and describing their friends (10 C 1.4), others that meet their needs and interests (10 C 1.5),
identifying shopping venues typically found in a community (10 C 3.1), participating in routine
interactions related to purchases of food, clothing, school supplies (10 C 3.2), simple, concrete
messages using known vocabulary and taught language structures related to personal needs,
emotions and perspectives, involving familiar topics (10 A 1), simple, concrete messages using
known vocabulary and taught language structures in order to seek, gather, process and impart
very basic information on familiar topics (10 A 3), identify and develop, with guidance, the use
of a variety of listening and reading comprehension strategies to facilitate and enhance
understanding in French (10 A 6), simple, concrete messages using known vocabulary and taught
language structures, expressed one at a time, to direct, influence and manage their or another’s
actions (10 A 4), monitor and reflect on their communicative abilities, with guidance (10 A 8)
and reflect on their strengths and challenges as language learners, with guidance (10 A 9).
Resources: Large sheets of paper for surveys, rubric and outline for the final performance task,
and a review worksheet.

Lesson 14: Final Unit Lesson

Overview: This will be our final formal lesson for this unit. This lesson will conclude the
instruction on vocabulary relating to vocabulary and adjectives, and will be the final lesson on
the imperative grammar tense. In this lesson, we will also be correcting the review worksheet as
a class to revisit all of the concepts that they will need to cover in their final performance task.
Depending on the length of the lesson, the students may receive some time to work on their
performance tasks in class.
Assessment: The review worksheet will be formatively assessed.
SLOs: Identifying and describing themselves (10 C 1.1), sharing personal preferences (10 C 1.2),
identifying, introducing and describing their family members (10 C 1.3), identifying, introducing
and describing their friends (10 C 1.4), others that meet their needs and interests (10 C 1.5),
identifying shopping venues typically found in a community (10 C 3.1), participating in routine
interactions related to purchases of food, clothing, school supplies (10 C 3.2), simple, concrete
messages using known vocabulary and taught language structures related to personal needs,
emotions and perspectives, involving familiar topics (10 A 1), simple, concrete messages using
known vocabulary and taught language structures in order to seek, gather, process and impart
very basic information on familiar topics (10 A 3), identify and develop, with guidance, the use
of a variety of listening and reading comprehension strategies to facilitate and enhance
understanding in French (10 A 6), simple, concrete messages using known vocabulary and taught
language structures, expressed one at a time, to direct, influence and manage their or another’s
French Second Language 10 - 3Y Ben Scott

actions (10 A 4).

Resources: Review worksheet

Lesson 15, 16, & 17: Performance Task Work Periods (16&17 computers in room 105)
Overview: These lessons will be given to students in order to write the scripts, film, and edit for
the videos of their final performance task. The students will use all of the knowledge that they
have attained throughout the descriptive language unit to create a news broadcast that they will
show to their peers. All of the students will be expected to contribute to the written script and to
speak in the video that they will create.
Assessment: Anymore formative guidance that the students may require while making the
videos.
SLOs: Sharing personal preferences (10 C 1.2), identifying, introducing and describing their
family members (10 C 1.3), identifying, introducing and describing their friends (10 C 1.4),
others that meet their needs and interests (10 C 1.5), identifying shopping venues typically found
in a community (10 C 3.1), participating in routine interactions related to purchases of food,
clothing, school supplies (10 C 3.2), becoming informed about current weather conditions (10 C
3.3), naming paid or volunteer occupations of friends or family members (10 C 4.1), Personal
Function: simple, concrete messages using known vocabulary and taught language structures
related to personal needs, emotions and perspectives, involving familiar topics (10 A 1), simple,
concrete messages using known vocabulary and taught language structures in order to seek,
gather, process and impart very basic information on familiar topics (10 A 3), simple, concrete
messages using known vocabulary and taught language structures, expressed one at a time, to
direct, influence and manage their or another’s actions (10 A 4), concrete messages using a
limited range of known vocabulary and taught language structures for simple aesthetic or
imaginative purposes in relation to familiar topics (10 A 5), identify and develop, with guidance,
the use of a variety of listening and reading comprehension strategies to facilitate and enhance
understanding in French (10 A 6), identify and develop, with guidance, the use of a variety of
speaking and writing strategies to support the expression of their messages in French (10 A 7),
monitor and reflect on their communicative abilities, with guidance (10 A 8) and reflect on their
strengths and challenges as language learners, with guidance (10 A 9).
Resources: The students will be able to record the videos on their cellphones.

Lesson 18: Watch Party

Overview: This class will be used to watch the videos created by the students. The students will
be required to hand in a copy of their script which will be summatively assessed along with the
video that they create.
Assessment: The videos and scripts will be summatively assessed.
SLOs: Sharing personal preferences (10 C 1.2), identifying, introducing and describing their
family members (10 C 1.3), identifying, introducing and describing their friends (10 C 1.4),
others that meet their needs and interests (10 C 1.5), identifying shopping venues typically found
in a community (10 C 3.1), participating in routine interactions related to purchases of food,
clothing, school supplies (10 C 3.2), becoming informed about current weather conditions (10 C
3.3), naming paid or volunteer occupations of friends or family members (10 C 4.1), Personal
Function: simple, concrete messages using known vocabulary and taught language structures
related to personal needs, emotions and perspectives, involving familiar topics (10 A 1), simple,
concrete messages using known vocabulary and taught language structures in order to seek,
French Second Language 10 - 3Y Ben Scott

gather, process and impart very basic information on familiar topics (10 A 3), simple, concrete
messages using known vocabulary and taught language structures, expressed one at a time, to
direct, influence and manage their or another’s actions (10 A 4), concrete messages using a
limited range of known vocabulary and taught language structures for simple aesthetic or
imaginative purposes in relation to familiar topics (10 A 5), identify and develop, with guidance,
the use of a variety of listening and reading comprehension strategies to facilitate and enhance
understanding in French (10 A 6), identify and develop, with guidance, the use of a variety of
speaking and writing strategies to support the expression of their messages in French (10 A 7),
monitor and reflect on their communicative abilities, with guidance (10 A 8) and reflect on their
strengths and challenges as language learners, with guidance (10 A 9).
Resources: The students will need to provide me with access to their videos.