LAlberta: Ma Province

FSL 6
G.S. Lakie
November 17th, 2014 December 4nd,
2014
Juliana Tiberio

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Table of Contents
1. Unit Overview
2.Rationale
3. Learning Outcomes . . . . . . . . . . . . . . . . . .
4. Unit Assessment Plan . . . . . . . . . . . . . . . . . .
5. Unit Calendar. . . . . . . . . . . . . . . . . . . . . .
6. Detailed Schedule
7. Materials . .

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Unit Overview
In this unit, students will continue growing their knowledge and skills of the French
language, French culture, and language learning strategies through focus on the
third field of experience Alberta, my province. First, students will learn how to
describe location using cardinal and intermediary points, they will then learn about
common wild animals in Alberta, and, finally, about communities and their festivals.

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Rationale

Through this project-based unit students will learn more structures and
sentences and gain new vocabulary and topics about which they can
converse and use in order to speak French. The students will grow in their
ability and confidence in both oral and written production and comprehension
and will use their background knowledge as a strong base from which to
continue their learning.
This unit continues to build on the general grammatical concepts learned in
the Sant et Bien-tre unit and will serve as a foundation as students
continue further in FSL6 by studying La Carnavale du Qubec and Christmas.
It also relies heavily on the knowledge and abilities which students acquired and
developed in grade 4 Social Studies as a base for further inquiry and exploration of
the province, using this knowledge to scaffold the French terms and concepts. Some
of the topics from grade 4 to be further explored in this unit are the geography of
Alberta and Canada, the Francophone Community in Alberta, and the knowledge
and ability to use cardinal and intermediate directions to locate places on maps.
This helps students to continue developing their sense of identity and capacity as
global citizens in a new way through the study of a second language.
Through use of traditional and modern technologies students will have the
opportunity to engage with the material in a number of ways, whether that be
through pen and paper work, collaboration and group work, or visual (graphics and
images or the SMARTboard) and authentic audio texts. The _______ box set has many
useful tools and will be used through out in order to allow students a well-rounded
opportunity to engage with and learn the material.
These materials will be used daily, with a variety of formative assessment pieces
will be used in order to assist students with their learning and inform instruction
and four summative assessment tools will be used throughout the unit in order to
assess students in a variety of ways at different times. The materials used will also
use the four basic language strands (oral production, listening comprehension,
written production, and reading comprehension), understanding that language is
learned through balance in these four methods. Cultural understanding will also be
grown and language learning strategies will be enhanced. This also ensures that
students have the opportunity to be challenged and show success at a variety of
thinking levels, using the lower-level thinking of knowledge and understanding up
into application and analysis while setting a base for synthesis and evaluation as
students continue to acquire new knowledge and skills in French.

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Learning Outcomes
Field of Experience 3 -Alberta My Province
- location
- common wild animals
- communities and their festivals
Communication
Listening Comprehension
demonstrate understanding of key words and ideas contained in simple, concrete
oral texts by responding with physical actions; by answering in English; by using
graphic representations, yes/no statements, simple identification at the word level
or global expressions
Reading Comprehension
demonstrate understanding of key words and ideas in simple, concrete adapted or
authentic written texts by responding with physical actions or by underlining,
highlighting, matching, drawing or using English
Oral Production
express simple oral messages by using one word utterances, memorized global
expressions or simple, concrete sentences based on available models and
sometimes recombining known linguistic elements.
Written Production
express simple written messages by copying, labelling, substituting words or
using simple concrete sentences based on available models and sometimes
recombining known linguistic elements.
Language
Knowledge of Language Concepts
state, orally in their own words, that to conjugate a verb means naming the
different forms a verb takes according to the personal subject pronoun used
state, orally in their own words, that a conjugation is a verb pattern
state, orally in their own words, that the common format of a verb conjugation
includes the infinitive and all of the personal subject pronouns with the
corresponding form of the verb
explain, orally in their own words, the er verb conjugation pattern in the present
tense
Knowledge of Vocabulary
Albertas geographical location
cardinal and intermediate points
Albertas landscapes
Albertas common wild animals
Albertas communities and their festivals
Application of Vocabulary and Language Concepts
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vocabulary describing Albertas location within Canada and in relation to its

neighbours (e.g., dans louest du Canada, au nord des tats-Unis)
the names of cardinal and intermediate points (e.g., le sud, le nord-est)
vocabulary related to Albertas landscapes (e.g., les montagnes Rocheuses, les
prairies, les lacs)
names of wild animals common to Alberta (e.g., une antilope, un mouflon, un
orignal)
names and locations of major towns and cities (e.g., Edmonton se trouve au centre
de la province./Brooks est dans le sud de lAlberta.)
names and locations of some Francophone communities (e.g., Falher est dans le
nord de lAlberta.)
names, symbols and major activities associated with an Alberta festival (e.g., La
fte du village Legal, Medicine Hat Stampede)
selected forms of the verb se trouver (e.g., Alberta se trouve entre la ColombieBritannique et la Saskatchewan./ Les montagnes Rocheuses se trouvent dans
louest de lAlberta.)
singular forms of the verb aller
singular forms of the verb habiter

Culture
Identify, with teachers assistance:
two predominantly Francophone communities in Alberta and their locations (e.g.,
Beaumont est au sud dEdmonton./Saint-Isidore est dans le nord de lAlberta.)
Demonstrate awareness of:
the spacing in four- to six-digit numbers (e.g., 15 150)
the spacing between sets of digits in seven-digit numbers
the abbreviations for the cardinal and intermediate points (e.g., N./N.-O.)
Language Learning Strategies
Production Strategies develop and use production strategies to produce a simple oral or
written message
Comprehension Strategies develop and use comprehension strategies to facilitate the
understanding of an oral or written message
Memory Strategies develop and use memory strategies to learn, recall or retain
vocabulary or grammatical structures
Students will
take the risk to say or write something in French (production)
use models to create a similar text (production)
collaborate with others to exchange information and communicate messages
(comprehension/production)

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Use visual cues (illustrations, photographs) to comprehend and produce a message

(comprehension/production)
activate prior knowledge (comprehension/production)
take the risk to listen to or read a new text in French (comprehension)
tolerate ambiguity by accepting that it is not necessary to understand every word in
the video in order to glean meaning (comprehension)
guess the meaning of an unknown word (comprehension)
use repetition to comprehend details in a message (comprehension)
use actions to remember vocabulary (comprehension/memory)
associate a gesture with a message (comprehension/memory)
use a song, a drawing, or physical movements in order to help remember vocabulary
(memory)
create a visual association in order to remember vocabulary (memory)
repeat a new word or expression (memory)
practise new vocabulary using a variety of memory strategies (memory)
use note taking to remember information to be shared
(comprehension/production/memory)
associate a photograph with a message (comprehension/production/memory)

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Unit Calendar
(Tentative Schedule)
Monday (49 minutes)

Tuesday (49 minutes)

Wednesday (42 minutes) Thursday (49 minutes)

Friday

November 17

November 18

November 19

November 20

November 21

Location of Alberta

Location of Alberta

Wild Animals

Friday Schedule

PD

November 24

November 25

November 26

November 27

November 28

Wild Animals

Communities and
Festivals

Communities and
their Population

Population

Friday Schedule

December 1

December 2

December 3

December 4

December 5

Project and Review

Project, Review, Oral

Quiz

Unit Test

Conjugation and
Battleship

Friday Schedule

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Detailed Schedule
Day

Focus

Language skill(s)
being developed
LC

Identifying the
location of
Alberta in
relation to
provinces and
territories in
Canada.

OP

RC

Linguistic element(s) being developed

WP

PR

become aware of the

names of the provinces
and territories
become aware of the
names of the cardinal
points
understand the meaning
of the four cardinal points
and la rose des vents
become aware of the
pronunciation of the four
cardinal points and their
similarities and
differences to English
become familiar with
select forms of the verb se
trouver
use knowledge of er
conjugation pattern with
se trouver
become aware of the
names of various common
wild animals in Alberta

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RI

Culture

Activated
strategy/explained
strategy

AP

activate prior
knowledge and
experiences
(comprehension)
use visual cues (a
map) to comprehend
a message
(comprehension)
use actions to
remember
vocabulary related
to the cardinal
points
(comprehension/me
mory)

.
.
.

.
.

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Day

Focus

Language skill(s)
being developed
LC

OP

RC

Identifying the . .
location of
Alberta and the
location of
specific cities
in relation to
other
provinces or
cities.

Linguistic element(s) being developed

WP

PR

RI

Culture
AP

become aware of the

.
abbreviations for the four
cardinal points
become aware of the
.
intermediate points and
their pronunciation
use knowledge of the four
.
cardinal points to
complete a worksheet
become aware of the
names of various common
wild animals in Alberta
recognize the written
forms of the names of

various common wild

animals in Alberta

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Activated
strategy/explained
strategy

become
aware of the
sociolinguist
ic
conventions
used for the
abbreviation
s of the
cardinal and
intermediate
points

take the risk to say

something in French
(production)
use a song, a
drawing, or physical
movements in order
to help remember
vocabulary
(memory)
create a visual
association in order
to remember
vocabulary
(memory)
collaborate with
others to exchange
information and
communicate
messages
(comprehension/pro
duction)

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Day

Focus

Language skill(s)
being developed
LC

Identifying
common wild
animals in
Alberta and
where they are
located/live in
the province

OP

RC

Linguistic element(s) being developed

WP

PR

name various common

wild animals in Alberta
using illustrations
become aware of the
forms of the verb habiter
use knowledge of
vocabulary related to
common wild animals in
Alberta, the verbs habiter
and se trouver, and the
question O est-ce que
in order to identify the
location of common
Alberta wild animals in
relation to Albertan cities
or other wild animals.

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RI

Culture

Activated
strategy/explained
strategy

AP

.
.

activate prior
knowledge of
animals and verbs
(comprehension/pro
duction)
tolerate ambiguity
by acceting that it is
not necessary to
understand every
word in the video in
order to glan
meaning
(comprehension)
guess the meaning
of an unknown word
(comprehension)

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Day

Focus

Language skill(s)
being developed
LC

Identifying
common wild
animals in
Alberta and
where they are
located/live in
the province

OP

RC

Linguistic element(s) being developed

WP

PR

use knowledge of
vocabulary related to
common wild animals in
Alberta and how to ask
questions in order to play
a game
use knowledge of
vocabulary related to
common wild animals in
Alberta to complete a
worksheet
use knowledge of
vocabulary related to
cities and location to
introduce communities
and festivals

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RI

Culture

Activated
strategy/explained
strategy

AP

associate a
photograph with a
message
(comprehension/pro
duction/memory)
Practise new
vocabulary using a
variety of memory
strategies (memory)
Use visual cues
(illustrations) to
comprehend and
produce a message
(comprehension/pro
duction)
collaborate with
others to exchange
information and
communicate
messages
(comprehension/pro
duction)

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Day

Focus

Language
skill(s) being
developed
LC

Identifying
aspects related
to
communities
and festivals

OP

RC

Linguistic element(s) being developed

WP

PR

RI

.
become aware of the
names used to describe
the size of the community
in which one lives
.
use knowledge related to
neighbourhood and
festival events to identify
under which category
vocabulary falls
.
use knowledge of
numbers in the thousands
to describe specific
communities in Alberta or
to answer questions
become aware of the size .
of communities in Alberta

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Culture

Activated
strategy/explained
strategy

activate prior
knowledge related
to Alberta, Albertan
communities and
their festivals
(comprehension/pro
duction)
use repetition to
comprehend details
in a message
(comprehension)

AP

become

aware of
Francohpone
communities
in Alberta
become
aware of the
spacing used
between the
numerals
used in
numbers
containing
thousands

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Day

Focus

Language skill(s)
being developed
LC

Identifying
specific
communities
in Alberta and
details about
them

OP

RC

Linguistic element(s) being developed

WP

PR

Identifying
specific
communities
in Alberta and
details about
them

.
become aware of the
communication of sevendigit numbers in French
use knowledge of
vocabulary relating to
numbers to be able to
count up to a million

become aware of the

vocabulary involving
Albertan communities
and their festivals
use knowledge of
vocabulary relating to
communities and their
festivals to participate in a
jigsaw activity
use habiter in conjunction
with number and
population vocabulary to
describe communities or
to answer questions.
Use knowledge of
vocabulary relating to
location, wild animals,
and communities in order
to complete a project.

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RI

Culture

Activated
strategy/explained
strategy

AP

Become
aware of the
sociolinguist
ic
conventions
for spacing
between sets
of sevendigit
numbers

identify two
predominant
ly
Francophone
communities
in Alberta
and their

locations

use visual clues

(illustrations,
photographs) to
understand the
message
(comprehension)
take the risk to
read a new text in
French
(comphrension)
use note taking to
remember
information to be
shared
(comprehension/pr
oduction/memory)
activate prior
knowledge related
to Alberta and er
verbs
(comprehension/pr
oduction)
use models to
create a similar
text (production)

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Day

Focus

Language skill(s)
being developed
LC

Review for the

unit test,
complete a
project and
prepare for the
oral quiz

OP

RC

Linguistic element(s) being developed

WP

PR

Review for the

unit test,
complete a
project, and
take an oral
quiz

Use knowledge of
vocabulary relating to
location, wild animals, and
communities to complete a
project.
Use knowledge of
vocabulary relating to
location, wild animals, and
communities to prepare for
the unit test.
Become aware of how to
respond to verbal
instructions relating to
cardinal points.
Use knowledge of
vocabulary relating to
location, wild animals, and
communities to prepare for
the unit test.
Use knowledge of
vocabulary relating to
location, wild animals, and
communities in order to
complete a project.
Use knowledge of cardinal
and intermediary points to
complete an oral quiz

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Culture
RI

Activated
strategy/explained
strategy

AP

take the risk to say

or write something
in French
(production)
take the risk to
listen to a new text
in French
(comprehension)
associate a gesture
with a message
(comprehension/m
emory)
take the risk to say
or write something
in French
(production)
activate prior
knowledge and
experiences related
to Alberta
(comphrension)

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Day

Focus

Language skill(s)
being developed
LC

10

11

Write a unit
test

Creating short
phrases using
known verbs
and subject
pronouns

OP

RC

WP

Linguistic element(s) being developed

PR

Culture
RI

AP

Use knowledge of
vocabulary relating to
location, wild animals, and
communities in order to
complete the unit test.

Use knowledge of
vocabulary and language
concepts relating to er
verbs in order to play a
game

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Activated
strategy/explained
strategy

take the risk to say

or write something
in French
(production)
activate prior
knowledge and
experiences related
to Alberta
(comphrension)
take the risk to say
or write something
in French
(production)
activate prior
knowledge and
experiences related
to conjugation and
er verbs
(comphrension)

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Assessment Tool Overview

Assessment
Tool Title

Pre-/post
assessment

Cardinal points
worksheet

Assessment
FOR
Learning

Brief Description
A short quiz-type questionnaire where
students will show what they know at
the beginning of the unit, no matter
how limited and then revisit the same
questionnaire at the end of the unit in
order to understand and reflect on
their learning and be encouraged to
see immense progress.
(Reading comprehension and written
production)
The students will be asked to identify
the cardinal and intermediary
directions using the abbreviations to
correctly associate the words from the
word bank to the compass

Assessment
AS Learning

Assessment
OF Learning

(Reading comprehension and written

production)

Montrez-moi

The class will participate in an activity

where they will be asked to indicate
the direction understood orally.
Students will then be asked to take
steps in a specified direction, which will
help to prepare them for their oral quiz
at the end of the unit
(Oral comprehension)

Animal
Worksheet

After learning about the wild animals

common to Alberta, students will
complete and hand in a worksheet
where they are asked to name the
animal seen in a picture and pay
specific attention to the spelling. They
will also be asked to consider the

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activities or strategies they used to

help them determine the correct
answer
(Written production and reading
comprehension)

Jeu du garde
forestier

Students will be grouped into groups of

three. Each student will take a turn
being the garde forestier and they
will ask where each animal is. The
other two members of the group will
be required to determine whether or
not the cue card pictures they have
contain the requested animal.
Whichever person has the animal will
state it and give the animal to the
garde forestier. The game will
continue on in this manner until one of
the people has given all of their cards
over to the garde forestier. Students
will then change roles and play the
game at least two more times.
Students who would benefit from the
extra challenge will play where the
garde forestier asks for 2 wild
animals and students will communicate
in French which of the two they have.
Cards will only be given over if the
garde forestier asks for both cards
from the same person

(Reading comprehension, oral

production, and listening
comprehension)

Communauts
en vedette Communities
jigsaw activity

Using the information sheets provided,

students will start off in their expert
groups and read and work together to
comprehend the paragraphs on the
two cities indicated. Students will take
notes to help them remember the key
information in order that they are able
to communicate it to others. After all
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the students have an understanding of

the facts of their two communities they
will jigsaw according to the colour of
their paper and will take turns sharing
the information they learned about
their communities. The students will
keep these in their notes as another
example to look at when creating their
communaut paragraph
(Written comprehension)

Exit Slips

Exit slips will be used in order to check

and verify student knowledge and
understanding of various topics and
concepts.

(Listening comprehension, written

production, reading comprehension)

Discussions,
questions,
pronunciation,
comprehension

Classroom discussions and interactions

will be considered and teachable
moments will be used to correct
misunderstanding or to further assist in
student learning. The four components
considered in this are oral production,
listening comprehension, written
production and reading
comprehension with a focus on deeper
and better knowledge and increased
ability to apply that knowledge.

(Oral production, listening

comprehension, written production,
reading comprehension)

Communaut
paragraph
(20%)

Students will write a descriptive

paragraph, in French, following the
models given them describing a
community.

(Written production, reading

comprehension)

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Alberta Project
(30%)

Students will create a map of Alberta

with a compass, five communities
correctly placed, and five animals
placed. They will write an
accompanying paragraph describing
what the map is of as well as five
sentences stating the location of one
community or animal is in relation to
another.

(Written production)

Oral Quiz (20%)

Using the personal maps created,

students will communicate the location
three communities or animals in
relation to others.

(Oral production)

Unit Test (30%)

The test will assess students

knowledge of and ability to apply the
vocabulary and concepts studied in the
three areas discussed throughout the
unit. The questions and activities will
challenge students to use a variety of
lower and higher level thinking
strategies.

(Listening comprehension, written

production, reading comprehension)

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Materials
-

SMARTboard

White board

White board markers

DVD player

________ worksheets

Pre/post assessment sheets

Note taking templates

Vocabulary/grammatical structure sheets

Cardinal and intermediary points cards

Animal posters

Alberta posters

Jeu du garde forestier materials

Dictionaries

Online reference materials

Google maps

Scrap paper

Exit slips

Blank Alberta templates

Unit tests

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