Les Loisirs et Passe-Temps Unit Plan

A template based on Understanding by Design

Les Loisirs et Passe-temps

Title of Unit

Grade
Level
Core French

Subject

8-13 lessons

Time
Frame
Aryn Lewis

Developed By

Stage 1 Desired Results

Communication

Thinking

Personal
and Social

Big Idea:
The big idea is that we can have meaningful conversations about things that are important to us in
French. This unit is about discovering similarities and differences between students. We will use
past- or leisure-time to make connections and increase our conversational skills. Learning needs to
be authentic and engaging for learners, being able to speak about their likes and dislikes and what
they like to do in their free time will allow students to improve their conversational skills while also
allowing them speak about something that is important to them and relates directly to them. My
overall goal is for students to be comfortable speaking, writing, reading and listening and learning to
communicate about their interests outside of school will help them to do this. I want students to be
able to communicate their likes and dislikes, make connections in conversations and increase their
French vocabulary.
Essential Question:
In what ways can you connect with other people? How do you find out if people share the same
interests as you? You are more than just a student, what other interests do you have? Do people all

over the world share your interests?

What students will be able to DO
Curricular competency learning standards:
Students will recognize the importance of story
in personal identity. They will be able to narrate
a short story about what they like and dont like
to do in their leisure time and in so doing they
will participate in short and simple
conversations, exchanging ideas and
information using complete sentences, orally
and in writing. Students will ask and respond to
questions on familiar topics, they will describe,
compare and contrast their personal interests
and cultural aspects of communities and
express opinions.

What students will KNOW

Content learning standards:
Students will increase their knowledge of
commonly used vocabulary and sentence
structures for conveying meaning by asking and
responding to questions about leisure, describing
their personal interests, comparing and
contrasting and expressing opinions about their
own uses of free time and they will be able to
describe the cultural aspects of leisure in other
communities.

Stage 2 Assessment Evidence

-

Formative Assessments
Summative Assessments
Listening to students
- Students will research a pastpronunciation as they repeat
time from another culture and
the phrases after me
will submit a written short
Checking and reviewing
paragraph of what that other
students worksheets for errors
culture considers as a past-time
and completion
(Reading Assessment)
Circulating while students are
- Students will present to me with
conversing with each other
a partner a conversation about
about their past-times
their past-time preferences with
Monitoring game play
at least two questions from
Reciprocal conversations with
each person. This will assess
students Est-ce que tu aimes
their oral skills, students will
Jaime faire du et ton ami
also submit a written report

Self-Assessment /
Peer Assessment
Students will be asked to
self-monitor in terms of
their oral and written work.
Students will also selfassess their research and
make corrections. Once
theyve used their resource
sheet to correct their own
work they will share that
work with a partner to
receive peer-feedback and
assessment. They will then

quest-ce que il aime faire

about their conversation and
Collecting Venn diagrams,
the similarities and differences
discussing diagrams with
between themselves and their
students
partner and a different culture.
Listening for proper verb
(Writing and Oral Assessment).
conjugation, marking down
- While the Oral Assessments are
students who are having
happening students will be
difficulties
working on their good copies
Using heads down and either
and also performing a listening
thumbs up, to the side or down,
task, they will listen to a story
how comfortable they are with
being told about both historical
the leisure time vocabulary and
and contemporary examples of
their understanding of proper
leisure and free-time for the
verb usage
First Nations of Canada and will
Reviewing their research
be required to incorporate
worksheets
several aspects of the story into
Students will submit their first
their final written report on
descriptive paragraph for self,
leisure. (Listening Assessment)
peer and teacher feedback and
assessment. Their final research
of another culture will be their
summative assessment.

use this assessment to

complete their good copy of
their research. Students
will be continually working
with their peers to practice
their conversation skills and
to hear themselves and
others speak.

Stage 3 Learning Plan

Should be Differentiated
Potential Barriers to Success / Areas to Differentiate:
Students are given word banks, reference sheets and fill in the blanks and will be able to use these
sheets and refer to them in each part of their learning in the Leisure Unit. There are multiple stories,
with varied difficulty, for the students to choose from when they are performing their listening task.
As I have created a climate of respect, I ask students to challenge themselves and choose an
appropriately challenging story. Websites will be provided for student research and there will be
multiple books for students to access when researching about other cultures. There is always the
challenge of engagement and motivation but since the class is centred around conversation, most of

the learning opportunities are authentic and involve aspects of reciprocal conversation that students
are eager to learn. Most lessons are in FSL Literacy format of being modelled first, followed by
shared practice, then guided practice and finally with independent practice. This method allows for
students to really gain an understanding of the material and to work with it and manipulate it as
they see fit. Students who require more instruction will be able to see where the conversation is
going and can stay at a shared practice level for as long as they need, and students who need a
challenge can excel at the independent practice stage and extend their learning from there.
Giving students voice and choice:
What is great about giving students choice over what they learn is they feel that they are in control
of their learning and they are motivated and engaged because of this. Students will be able to apply
this learning in their daily lives and it directly impacts their ability to converse in their L2. Students
get to choose what they talk about and with whom (for the most part), they get to choose which
culture to research and they can choose which story they would like to listen to for their research.
Students are given a resource sheet they can use throughout their learning and refer to it as much
or as little as needed. Students are given plenty of opportunity for practicing their language skills
both orally and written and they are continually receiving feedback from the teacher, themselves
and their peers about the oral and written proficiency.
Integrating Aboriginal worldviews and perspectives:
Students will talk about their own free-time, about a different culture of their choosing and pieces
from the First Nations of Canada. This will help to deepen their understandings about First Nations
culture and make connections between the similarities between cultures. Creating a classroom
environment where students are comfortable and feel safe is paramount to ensuring deep learning.
Because students are creating an understanding of who they are outside of the classroom, this
allows them to demonstrate and understand that learning is embedded in memory, history and story
and that learning requires exploration of ones identity. These two understandings are significant
pieces to L2 learning and to the First Peoples Principles of Learning. Learning is also holistic,
reflexive, reflective, experiential, and relational
(focused on connectedness, on reciprocal relationships, and a sense of place); this is very important
to remember in an L2 classroom as much of what students cover is based on reciprocal relationships
and being grounded in your place of learning.
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

1
Introductio
n to Les
Loisirs
(Possibly
more than
one class)

Loisirs
continued,
increasing
communica
tive
abilities

Lesson Activities (Learning Experiences)

1. Hook:
a. Why do we want to be able to communicate
with others? How do you show others that you
are more than just a student in high school?
How can you make connections with other
people? Guided discussion.
2. Show pictures of past times,
a. Have students first just look at the pictures
and repeat the French for pronunciation. Take
a survey of the class with a show of hands for
each: Qui aime..? Levez la main si vous
aimez
b. Show pictures again, on a worksheet which
will become a reference sheet, students write
down what they think the pictures are. A word
bank will be on the sheet, students will fill in
the meanings underneath the pictures.
c. Discuss with partner the past times
d. Group share out
e. Group circulation game: Est-ce que tu
aimes ``Avec quelle frquence`` To get
students talking about pastimes and thinking
about which ones apply to them.
1. Read aloud a story about Leisure (In French)
a. Students listen to the story, with specific focus
on words that come before the loisir (du, de
la, aimer, aime faire, jouer)
b. Debrief the different kinds of loisirs in the
story, and what different words we saw come
before the examples of loisirs
2. Mini lesson about verb composition using aimer +
infinitive

Assessment and Core

competency
C/T/PS (students are
communicating with
one another, learning
together and thinking
about different types
of past-times).
Formative assessment:
listening to
pronunciation,
reviewing worksheet
for correct spelling.
Reciprocal
conversation for
increased practice
opportunities.

C/T/PS: students are

communicating with
one another, learning
together and thinking
about different types
of past-times, they are
adding to their
knowledge from the
previous day.

Resources
Pictures
of
assorted
loisirs on
the
projector.
Powerpoin
t pictures
of variety
of
leisures.
Worksheet
with
wordbank.

Leisure
story.
Worksheet
for minilesson.
Venn
diagram
worksheet
.

3.

4.

Practice
writing the
loisirs they
enjoy,
adding full
sentences
and
phrases.
Beginning
of compare
contrast.

1.

(Will take
more than
one
lesson).

4.

2.
3.

a. Students complete worksheet with differing

examples of how to use aimer + infinitive
Show more pastimes, have students decide whether
they like to do these things, and repeat after me
showing how to properly conjugate
a. Each student shares out what they like and
don`t like to do: (aimer un peu, aimer
beaucoup, ne pas aimer, detester, adorer),
oral question period
b. Students create a Venn diagram with a
partner about differences and similarities
between partners, each group will share
out the diagram to their classmates
Language chain activity: on index cards have written
out plenty of different loisirs with proper
conjugation, students read them aloud and make
connections. (index cards have sounds like on
them to promote proper pronunciation).
Students write down things they enjoy doing in their
past time
Mini lesson about verb composition
a. Jouer au/ la + sports ( and faire du/de la),
Jouer du/de la + musical instruments
Re-read the story about leisure, this time the
students read along
a. Play a sentence strip game, putting ideas and
details in order from story (with proper
conjugations and terminology included)
b. Guide students through a Think Aloud
(principal idea and details, observations)
Students will write a short paragraph using the
information from the reference sheet and the Venn
diagram
a. peer-edit, make corrections and hand in
b. Reviewing teacher edits as a class, general
errors seen

Formative assessment:
listening to
pronunciation,
listening to
conversations,
circulating and
reviewing worksheet
completion.

Language
chain
activity
(index
cards).

C/T/PS: students are

communicating with
one another, learning
together and thinking
about different types
of past-times. Sharing
out with the group and
working with different
partners, and one on
one with teacher.
Formative assessment:
Listening to
conversations between
students, reviewing
writing, circulating and
helping with Venn
diagrams as needed.
Modeling about selfand peer-editing.
Collecting finished

Jouer au/
jouer du
worksheet
.
Loisir
story.
Venn
diagram.
Sentence
strips
game.
Model
Language
for
Narrative
text p
100 in
Making
connectio
ns.

Descriptive
writing
about
loisir, can
you guess
what this
past-time
is?
(Will
possibly
take more
than one
lesson)

Researchin
g other
cultures
around the
world.
Library
time. (One
lesson for
learning
research
skills class,
one class
for

1. Read a description of my favourite loisir and have

them guess what it is, they can draw what they
hear, write notes or just listen
a. On Board: Je pense que le loisir favori de Mme
Lewis estparce-que(3 details)
b. Discuss with a partner what they think my
favourite loisir is and why
c. Group share out
2. Describing a past-time:
i. Students find a past-time and write a
descriptive paragraph explaining what it
is. They read it to each other and have
to guess what past-time is being
described
ii. Pour faire ce loisiril fauton a besoin
de (involving equipment, personality
and physical traits, steps involved)
1. Self-assessment and correction,
group discussion and
demonstration using examples
from students own work to correct
their research
3. Researching a different cultures past-times and
leisure. Information websites will be provided so the
students dont have to do too much outside
research. Students will complete a research guiding
sheet.
a. Game of placemat, group students into four,
have them discuss the different cultures they
researched, finding a link between them all.
b. Students will be provided with a worksheet
with sentence starters and a reference section
with useful phrases and linking words.
i. Self-assessment and correction, group
discussion and demonstration using

paragraph for edit and

review.
C/T/PS: Students listen
to my story and try to
deconstruct what my
favourite loisir is.
Connecting with each
other and discussing
their thoughts, sharing
with the class.
Formative assessment:
circulating and helping
students form their
paragraphs, listening
to their conversations.

T/PS: Students are

researching different
cultural loisirs,
thinking about
similarities and
differences and making
connections between
themselves and
others.
Formative Assessment:
Helping students with
research, circulating in
library, submit

My
favourite
loisir
descriptio
n.
Worksheet
with
connector
phrases
and
words.
Selfassessme
nt
handout,
peerassessme
nt
handout.

Book
library
and
library
computers
. Assorted
books and
articles on
cultural
passetemps and
loisirs.
Self-/peer-

research,
with
possibility
for third
class)

Summative
Assessmen
t day:
Conversing
about
loisirs. (1-2
classes)

examples from students own work to

correct their research.
ii. After peer and self-assessment students
will hand in a good copy of their findings
of leisure in other areas of the world.

1. Oral:
a. Tell the teacher what you like to do, what
others like to do, similarities and
differences (done in pairs, each person has
to ask each other two questions about their
past time preferences)
b. Submit written report as well

paragraph about other

cultural passe-temps
and loisirs for
formative feedback.

C/T/PS: Students will

demonstrate their
learning about
similarities and
differences of leisure
time between different
cultures. They have
had plenty of practice
and will demonstrate
their knowledge in
communication with a
partner, and in written
form incorporating a
listening addition into
their written synthesis.
They will develop their
strength as L2 learners
while communicating
and thinking critically.
Summative
Assessment: In pairs,
students discuss their
favourite loisirs, in a
conversations theyve
created and practiced.
They will also submit a
written report on their
conversation.

assessme
nt
handouts.
Placemat
activity
for
connectio
ns
between
cultures.
Oral
assessme
nt rubric.

Summative
assessmen
t day:
Listening
about First
Nations
loisirs.
(1-2
classes)

2. Listen to First Nations Loisir story, take down notes

and incorporate details from story into final report
on comparing and contrasting cultural loisirs around
the world.

C/T/PS: Students will

demonstrate their
learning about
similarities and
differences of leisure
time between different
cultures. They have
had plenty of practice
and will demonstrate
their knowledge in
communication with a
partner, and in written
form incorporating a
listening addition into
their written synthesis.
They will develop their
strength as L2 learners
while communicating
and thinking critically.
Summative
assessment:
Independently,
students will listen to
their choice of story
about a First Nations
cultural loisir, using
the skills theyve
learned from
deconstructing texts
modelled and
practiced in class.
From this aural story,
students will
incorporate details
they believe are
significant into their
final report on loisirs
(similarities and

5
differentia
ted
stories
about
First
Nations
loisirs.
Graphic
organizers
for
student
notetaking.

differences between
their own loisirs,
another cultures loisir
and a First Nations
loisir.