Unit Plan French Food Unit

Title of
Unit
Subject
Developed
By

Food and
Restaurants
French

Grade
Level
Time
Frame

4/5
6 lessons x 30 minutes

Ally Chan

Stage 1 Desired Results

Big Idea:
- Meaningful communication is possible in French using simple, highfrequency words and patterns
- Listening and viewing with intent helps us acquire French
Curricular Competencies:
- Make use of visuals to increase understanding
- Identify key information in slow, clear, speech and simple texts
- Exchange ideas and information by asking and answering simple
questions in context
Content:
- Gender and number
- Simple descriptions
- Common, high-frequency vocabulary and structures for likes, dislikes,
and preferences
Unit Theme/ Issue of Inquiry/ Narrative:
The unit is about learning vocabulary surrounding food and a restaurant
experience in the French language. Students will be drawing on their
knowledge from the words that they have already been introduced to in
class this year and in the previous year. No students in the class have a
strong understanding of French so this will be an introduction to the subject
area.
Students will be asked to make connections with the new vocabulary with
their knowledge and understanding of nutrition and Canadas Food Guide
which they have been learning about in class.
Rationale:
This unit is important because it will provide students with a practical skill
and build their confidence in using the French language. I hope to show
students that having a basic understanding can allow them to begin
communicating with others and encourage them to continue to explore the

French language.
Understandings:
I want students to be able to identify
how simply structures can allow
them to begin engaging in
conversations. I also hope for
students to be able to practice their
listening skills and articulation.
Another focus is on the ability to
make predictions based on
information (such as visuals and
prior knowledge).

Essential Questions:
- How do we improve
communication when there are
language barriers?
- How can I made predictions that
are well supported by what is
available to me?

Stage 2 Assessment Evidence

Formative Assessments:
Summative Assessments:
- Matching activity
- Phone call to order from one
- Food guide sorting
anothers menus
- Worksheets (?)
- Menu creation
Stage 3 Learning Plan
Should be Differentiated
Potential Barriers to Success/ Areas to Differentiate:
I see EAL students and those with learning challenges in the class to have
more difficulty engaging with the French language because it is difficult to
add another language on top of learning English. I hope to allow room for
these students by asking them to work on initial activities in pairs or small
groups so that they can participate without feeling pressured.
Their menu creation activity will also allow for a lot of creative freedom in
that they will have the flexibility to add as many or as few details as they
choose. This allows for students who have a better grasp of the French
language to add more details and those without to keep it simpler in terms
of vocabulary. They will also be encouraged to incorporate visual aids in
their menus to aid those that are reading it.
Introducing the Unit:
I will be starting the unit with a sort and match activity that the students
will be doing in pairs. They will be given a number of words in both English
and French and asked to pair them. This will allow me to determine how
much vocabulary they already possess and address the idea of making
predictions using previous knowledge.

Sequence of Lessons
Description
Goals
Resources
Introduction to the unit
Identify the
1. Sort and

Assessment
Formative

French food vocabulary.

Students will match
French and English words
related to food

Students will be provided

a handout that allows
them to fill in their
vocabulary and leaves
room for ones that they
want to know.
Linking to the Food Guide
taking the food items
and sorting them
according to the Food
Guide.

Learning about how to

ask questions and share
ideas using simple
sentence structures
through a worksheet and
partner practice

Looking at menus in
English and French and
seeing what makes them
appealing
Come up with a criteria
for their own menus

Menu creation students

are given time to work on
their own menus

level that
match (15
students are
sets)
2. Vocabular
at and
y handout
introduce the
idea of
making
predictions

just seeing
their initial
level

Reinforcing
vocabulary
and
addressing
the
wonders
they had
from the
previous
lesson
Be able to
formulate
sentences
using simple
sentence
structures to
communicat
e ideas
Introduce the
role of
previous
knowledge,
visual aids,
and
personal
experiences
in
understandin
g
Promote the
application
of skills

1. Food item
cut-outs
(15 sets)
2. Food
guide
rainbow
(15
copies)

Formative
reviewing
vocabulary
through
sorting

1. Simple
sentence
structure
handouts

Formative
learning
about
structure and
practicing
with a
partner

1. Sample
menus
(10-12)

Formative
have
students
reflect on
what a good
menu looks
like and
establish
criteria

1. Laptops
2. French/
English

Summative
create a
menu that

Menu ordering activity

have students trade
menus and practice
reading and ordering. One
partner to order while the
other writes it down and
vice versa.

learned and
creativity
Practice
reading and
listening in
French

dictionari
es
1. Menus
created
by
students
2. Order
taking
handout
3. Ordering
sheet

adheres to
the criteria
Summative
practice
using the
sentence
structures
that we went
over and
listening to
the language