Unit Plan

A template based on Understanding by Design

Title of Unit

Grade

All About My Family

Gr. 5

Level
Subject

Core French

Time

6 lessons

Frame
Developed By

Emma Gallop

Stage 1 Desired Results

Communication

Thinking

Personal and Social

Big Idea:

With basic French, we can describe ourselves and our interests

- Students are going to learn to talk about their family in French- this is an extension to our Unit on All About Me

Essential Question:

What is a family?
Who does your family consist of?
What is special about your family?
How is your family different from other families?
What are the different ways that we can describe our family members in French?

What students will be able to DO

What students will KNOW
Curricular competency learning standards: Content learning standards:
*Identify key information in slow, clear speech
*Recognize the relationship between pronunciation,
including common intonation patterns, and meaning

Expressing basic information about themselves and

others
Provide simple descriptions

*begin to use strategies to increase understanding

*describe their family
*respond appropriately to simple commands and
instructions
*participate, with support, in simple interactions
about everyday situations
*begin to use strategies to increase understanding
*use visuals or technology to assist in understanding
and communicating
* I understand and share basic information about
topics that are important to me

Asking and responding to simple questions

Gender and number

Stage 2 Assessment Evidence

Formative Assessments

I will take formative assessments of

the students during class activities
and discussions. While walking
around the room I will observe the
students as they are talking to each
other and I will listen to them speak
French

Summative Assessments

At the end, students will be asked to

create a presentation about their
family. They will record themselves
reading their work and then we will
watch the videos as a class during
the last lesson

Self-Assessment / Peer
Assessment

During the final lesson, students will

reflect on how well they thought their
presentation went. They will write
down three things they liked about it
and one thing that they want to
improve on

Stage 3 Learning Plan

Should be Differentiated
Potential Barriers to Success / Areas to Differentiate:
In the class there may be students who are a little less engaged than others and those that require extra support. I
have designed this unit with a variety of different activities in order to help keep the students engaged. I am also
including visuals when possible to help with communication and I will be moving around the room during activities to
assist students who may require some help. I have also included quite a few partner activities to help promote peer
interactions and get the students helping one another.

Giving students voice and choice:

During the various lessons students will have the choice to write what they want to about their families. They will also
have choices about who they would like to pick as a partner to work with. I have also designed the final project to be
flexible to the various needs of the classroom by allowing the students to choose how they would like to present their
information.
Integrating Aboriginal worldviews and perspectives:
Learning requires exploration of ones identity.

Sequence of Lessons: The basics of what you plan to do in each lesson of the unit. The first one will be how
will you engage students at the beginning of the unit? (motivational set your hook it could be accessing their
background knowledge in some way)
#

Lesson
Title
& Core
compete
ncy

1
My
Family
Core
Competenc
ies:
*Identify key
information
in slow,
clear speech
*Recognize
the
relationship
between
pronunciatio
n, including
common
intonation
patterns,
and
meaning

Lesson Activities (Learning Experiences)

Assessm
ent

****HOOK: Prior to the first lesson students will be asked to bring in a

family photo or individual pictures of family members.****
On the board I will have up the English words of different family members
with the French translation beside them.
To start the lesson, students will be asked to write 1 paragraph or so about
their immediate family. This will be done in English so that the students can
get their thoughts flowing about their family members. (WRITING)
Students will then turn to their partners and share with them information
about their family.(ORAL-talking to peers)
I will then ask the students in French Qui a une soeur?(who has a sister)
Qui a un frre? (A brother?) Qui a un demi-frre? (Stepbrother) etc..
***(Words will be on the board to help the students become familiar with
the French translation)***
Students will respond by standing up out of their seats and then sitting
down. I will also ask individual students how many siblings they have. Eg.
Combien de frres as tu? Students will respond with Jai (they will use
their prior knowledge about numbers and the use of Avoir (to have)).
(ORAL- answering questions)
Students will then turn back to their partners and introduce their family in
French by using their photo(s) and saying Bonjour, dans ma famille, jai
un (in my family I have a).Then they will ask their partner Qui est
dans ta famille? (Who is in your family?) Students will refer to the words

Resource
s

-Family
photos
-French
writing book
-words
written on
the board at
the front of
the class
While asking
students
questions I
will
informally
assess their
responses

I will walk
around the
room and
listen to the
students as
they talk to
one another

written on the board for help.(ORAL- talking to peers/answering questions)

Students will then get up and move around the room introducing their
family photos to other peers. (ORAL-talking to peers)
Afterwards, students will sit down and I will hand out envelops to each pair
of students. The envelopes will contain names of family members in French
(pre, mre, frre, soeur, grand-pre, grand-mre, oncle, tante). I will then
play a song called Ma famille Alain le Lait (YouTube). As the song plays
the students will have to listen for the names of family members. When the
students hear a family member name they have to be the first one of their
partner to put their hand on the name. (LISTENING/READING )

-YouTube
video Ma
famille
-envelopes
with French
family names
in them

I will start the lesson by showing the students a power point slide using the
Family
Simpsons characters as my family members. I will be Lisa and I will
Likes and introduce each character as their role in the family (eg. Mother, father etc.)
Dislikes I will also talk about one thing that each of my family members like to eat
and dont like to eat. Eg. Mon frre aime le chocolat. Il naime pas les
legumes (my brother likes chocolate. He does not like vegetables).
Core
(LISTENING/READING)
Competenci
es:
*Identify key
information
in slow,
clear speech
*Recognize
the
relationship
between
pronunciatio
n, including
common
intonation
patterns,
and
meaning
*begin to
use
strategies to
increase

I will then ask the students questions about my family and they will have to
answer with ta soeur if I ask which of my family likes milk? Or They will
say votre tante if I ask something about my aunts. (words will be visible
on the board to help students with their word choices)
(ORAL- answering questions)
Students will then be handed out sheets of paper that say different names
of foods and drinks. They will have to write in the French books one thing
that each of their family members likes and dislikes (answers can be made
up if they want to). Vocab: Review of deteste and aim(e) and food
names. (WRITING)
Students will find a partner and tell them about their families likes and
dislikes using the sentence Mon ___ aime ____ or Mon ____ naime pas
_____.(ORAL-talking to peers)

-family
power point
slide with
Simpson
characters

I will
informally
assess their
responses to
my
questions
I will collect
their work
books at the
end of class
and provide
them with
feedback on
their writing

Observe

-words
written on
board to help
students

-sheets of
paper with
names of
foods and
drinks on it
-French
writing books

understandi
ng
*describe
their family

The lesson will end with a game. Students will sit in chairs in a circle. There
will be one less chair than person. The person without a chair stands in the
middle of the circle. When the game starts the person in the middle will ask
a question French about family. Eg. Qui a une soeur? (who has a sister?).
Students with a sister have to stand up and find a new chair to sit on. One
person will end up in the middle and will have to ask another question that
relates to their family. (LISTENING)
***Before the lesson starts I will place up pieces of paper, each containing
Describin one name of a family member (eg. Mre or pre etc.) around the room. On
g family the front board will be a list of French adjectives to describe family
members members beau/belle (beautiful), calme (quiet), intelligent(e) (intelligent),
using
fort (e) (strong) etc.. ***
adjective
s
Students will start the lesson off by going around the room and writing an
adjective beside the names of family members that are in their family. Eg.
Core
If a student has 2 sisters, and a mother and a father then they will have to
Competenci write an adjective for each of their sisters on the soeur paper and one on
es:
the mere and one on the pere sheet of paper. (READING/WRITING)
*Identify key

information
in slow,
clear speech
*respond
appropriatel
y to simple
commands
and
instructions
*participate,
with
support, in
simple
interactions
about
everyday
situations
*begin to
use
strategies to
increase
understandi
ng

Afterwards I will collect the papers and read out loud to the class the
different adjectives that they wrote about the different family members.
We will discuss common themes. (LISTENING/ORAL)
I will then hand out envelopes to each pair of students. The envelopes will
contain cartoon images of different family members, pictures of foods and
drinks, as well as French adjectives. I will read out loud in French
descriptions of family members using adjectives as well as likes and
dislikes. The students will have to listen carefully and match the pictures
up with the correct family member. Afterwards the students will take turns
reading out in French the likes and dislikes of each family member.
(LISTENING/ ORAL)
The students will end the lesson by writing in their French books about
each of their family members using adjectives to describe them. Eg. Ma
mre est belle (my mother is beautiful). They will also be shown how to
write about their age. Mon frre a 16 ans (my brother is 16 years old).
(WRITING)

students
while they
play the
game

While the
students are
walking
around I will
observe
them to
make sure
everyone is
participating
Informally
assess their
spelling of
words on the
sheets
-during the
game I will
assess to
see how well
they are
listening to
what I am
saying
I will collect
their work
books at the
end of class
and provide
them with
feedback on

-class chairs

-sheets of
pieces of
large papereach one
containing a
name of a
family
member
- a list of
adjectives
written on
board to help
students
-envelopes
with pictures
of family
members,
foods, and
adjective
words

-French
writing
books

*describe
their family

their writing

At the beginning of the lesson I will hand out lyrics to a song called Jadore
ma Famille! by Etienne and Roland Bibeau to each student. I will play the
Describin song while the students go through the lyrics and write the English
g family translation of the words that they recognize on their paper. Afterwards they
members will turn to their partners and compare their translations. As a group we will
using
discuss what is being said in the song. (LISTENING/WRITING/ORAL)
adjective
s Cont Students will then be asked to get out their French books and write about
each of their family members by describing something about their
Core
appearance. Eg. Ma mre a les cheveux noirs courts (My mother has
Competenci short black hair). Students will have the choice to describe family members
es:
by hair or eye colour, height, or whether they have glasses. I will hand out
*begin to
a piece of paper to each table with a list of words on it to assist the
use
strategies to students in their writing.
increase
Court = short
understandi
Grand = tall
ng
Longue = long
*describe
Blond = blonde
their family
Noir= black
members
using simple Marron = brown
vocabulary
Vert = green
*comprehen
Bleu = blue
d highDes lunettes = glasses
frequency
(most of these words will be a review from our All About Me unit that we
vocabulary
in slow,
already completed) (READING/WRITING)
clear speech

Afterwards, students will find a partner and will take turns reading about
their families to one another. While one partner is reading the other one
will have to draw the family based on what the partner is saying in French.
Afterwards partners will assess the pictures to see how accurate they are.
( READING/ORAL/DRAWING)

5
Family

During this lesson students will start working on a final project about their
family. The students will have the choice to make a flip book, a song, a

During the
discussion I
will use
formative
assessment
to see how
well the
students are
able to
translate the
song

-song lyrics
-YouTube
video of
Jadore ma
Famille

-French
writing books
-paper with
French
descriptive
words on it

-during the
activity I will
walk around
and assess
the students
level of
engagement
and how
well they are
actively
listening to
their
partners
I will walk

-blank white
paper
-crayons or
markers

-examples of
projects

Projects
Core
Competenci
es:
*describe
their family
members
*use visuals
or
technology
to assist in
understandi
ng and
communicati
ng

6
Family
Projects
Cont

family tree, or anything else that they can come up with. In their project
they will have to talk about each of their family members by including
information that we have learned about in class. For example, when writing
about their mother they might say, Ma mre est belle. Elle a les cheveux
blonds courts et les yeux bleus. Elle aime la pizza, mais pas des
champignons. (WRITING/ORAL/READING)
During the lesson I will hand out a rubric to each students so they will know
what they will be getting assessed on (READING)

Students will continue to work on their final project and once they are
complete they will use the class I-Pads to record themselves reading their
assignment. (WRITING/ORAL/READING)

Core
Competenci
es:
*use visuals
or
technology
to assist in
understandi
ng and
communicati
ng

Presentati
ons
Core
Competenci
es:
*in familiar
situations I
can

Students will submit their assignments before class and then we will watch
them in class.
After watching themselves speak, students will reflect on their project.
They will write down three things that they liked about their presentation
and one thing that they wish to do better next time. (ORAL, LISTENING,
WRITING)

around the
room and
engage
with the
students
and make
sure that
they all
have an
idea of
what they
want to do
for their
final
project

-craft
supplies
-words
written on
the board in
French to
help the
students with
their writing

While the
students are
videotaping
themselves I
will assess
their use of
the I-pads

-I-Pads

I will use a
rubric to
assess the
students
final project
-I will assess
them
primarily on
content
rather than
pronunciatio
n

-computer
and
overhead
projector

-paper for
self-reflection

communicat
e with peers
and adults.
*I
understand
and share
basic
information
about topics
that are
important to
me

Students will
hand in a
reflection of
how well
they thought
they did

Resources
Le Lait, Alain (2014) Ma famille (Vocabulaire de la famille). Retrieved from https://www.youtube.com/watch?
v=MFk9YmJv-jc.
This song is used during lesson 1 to reinforce the names of the family members in French.
Gallop, E. (2016). personal power point slide about family members. The power point slide that I use in lesson 2 is a
personal resource that I created in collaboration with Rachel for our mini unit class presentation.
Various activities that I use in my unit were inspired by class activities that I participated in during the EDUC 480 class.
Bibeau, R., Etienne (2015) Learn family vocabulary in French with the song Jiaddore ma famille. Retrieved from
https://www.youtube.com/watch?v=cvnTgJ44pUU
This song is used in lesson 4 to familiarize the students with French family names and to expose them to French music.