Unit Overview:: French As A Second Language Grade 8 Food and Nutrition 16 Days

Stacie Ryan and Anna LeClair
Subject Area French as a Second Language

Grade Level Grade 8
Topic Food and Nutrition
Length of Unit (days) 16 days
Unit Overview:
This unit is designed to allow students to expand their knowledge of vocabulary and language concepts related to
the field of experience; food and nutrition. The unit has a focus on studying restaurant interactions and cultural
aspects related to francophone cuisine. Students will also explore the correct usage of the interrogative, negative
expressions, quantity and demonstrative adjectives. Students will participate in a student-led café which will allow
them to practice their oral language skills. Their final assessment will consist of the creation of a French menu.
Students will participate in a variety of activities related to reading comprehension, oral production, written
production, listening comprehension. In addition to this, there will be frequent formative assessments throughout
the unit. A variety of teaching strategies have been incorporated to encompass all learning styles.
Unit Rationale:
French cuisine is an important aspect of the francophone culture. Our unit emphasizes this by allowing students
to explore the field of experience; food and nutrition. By the end of this unit, students will be able to successfully
participate in a café and create a French menu. We begin by teaching students about culture and vocabulary
associated with French cuisine. We then continue by teaching students about language concepts that would be
helpful in a French restaurant setting. The rest of the unit allows students to expand on this base knowledge in
preparation for their summative assessments. Our activities rely heavily on participation and emphasize oral and
written skills. We also encourage students to use many learning strategy techniques. This is to facilitate
communication with native French speakers. We provide students with class time to work on their summative
projects to facilitate collaboration. We used the grade 8 FSL program of studies to create meaningful lessons.
Grade Level Grade 8
Stage 1 – Desired Results

Established Goals:
Communication: Students will use their knowledge of French to understand and/or to express a message
effectively in various situations for a variety of purposes.
Language: Students will use, with accuracy, knowledge of linguistic elements of the French language to
fulfill their communicative intents.
Culture: Students will use their knowledge of different Francophone cultures and their own culture to be able
to interact appropriately within these cultures.
Language Learning Strategies: Students will use their knowledge of strategies to enhance learning and to
communicate in French.
Grade Level Grade 8
Understandings: Essential Questions:

Students will understand that…
How are language, culture and identity related?
Students will understand how to use vocabulary associated with a restaurant
in French. What are the many cultures of the francophone world like?
Students will understand basic grammatical concepts with particular What can I learn about my own language and culture from
emphasis on negative expressions, quantity, demonstrative adjectives. studying the languages and cultures of the francophone world?
Students will understand cultural differences associated with Francophone

culture.
Prior understandings… Specific Learner Outcomes

continue to develop knowledge of the following concepts: Students will…
– nouns
– gender Communication
– number  Listening Comprehension: understand, in guided
– articles—definite and indefinite – possession situations, by identifying key words or expressions
– possessive adjectives previously taught, the main idea(s) and a few isolated
– adjectives details about a variety of concrete topics contained in
– adjectival agreements authentic or adapted oral texts.
– prepositions and prepositional phrases  Reading Comprehension: understand, in guided
– the infinitive as a verb identifier situations, by identifying key words or expressions
– personal subject pronouns previously taught, the main idea(s) and a few isolated
– verbs
– conjugation
Grade Level Grade 8
– the present tense details about a variety of concrete topics contained in

– conjugation pattern of regular –er verbs in the present tense – negation authentic or adapted written texts.
– the interrogative  Oral Production: name, list, encourage, describe,
– global expressions using faire and avoir explain, ask and answer questions, give simple
– the contractions for à and de + definite articles commands, directions, instructors or advance, express
– interjections needs, desires, wishes and preferences, make
– pronunciation suggestions, give compliments, orally, providing some
– word order at the phrase level details, in a defined, structures and modelled fashion,
– word order at the sentence level with limited spontaneity, resulting in a prepared message
– construction of simple sentences expressed in the present that is comprehensible and
accurate.
 Written Production: name, list, encourage, describe,
Where will this lead? explain, ask and answer questions, give simple
commands, directions, instructors or advance, express
Culture: needs, desires, wishes and preferences, make
 Identify Francophone communities at the local (e.g., Edmonton), suggestions, give compliments, orally, providing some
provincial (e.g., Saint-Paul, Legal), national (e.g., Saint-Boniface, details, in a defined, structures and modelled fashion,
Manitoba; Shédiac, Nouveau-Brunswick) and international (e.g., la with limited spontaneity, resulting in a prepared message
Louisiane; Saint-Pierre et Miquelon) levels expressed in the present that is comprehensible and
 Identify some Francophone festivals in Canada and the world in accurate.
which one could participate (e.g., le Festival du Homard, le
Carnaval de Nice) Language
Acquire knowledge of the following concepts:
 Quantity
Communication:  Irregular verb conjugation patterns in the present tense
 Listening Comprehension: understand, in guided situations, by  Negative expressions
identifying key words or expressions previously taught, the main  Punctuation
idea(s) and a few specific details related to the main idea(s) about a
variety of concrete topics contained in authentic or adapted oral Culture
texts (e.g., identify the name of a sport [le hockey sur glace] and Use, with some consistency, in oral and written form, the
pull out two rules about the game [Le hockeyeur doit porter un following linguistic elements needed to communicate a message:
casque et des gants. Il doit faire pénétrer la rondelle dans le but.])
Grade Level Grade 8
 Reading Comprehension: understand, in guided situations, by  Identify, with teacher assistance, concrete facts that
identifying key words or expressions previously taught, the main reflect the way of life of various Francophone people.
idea(s) and a few specific details related to the main idea(s) about a  Recognize regional variations in expressions used by
variety of concrete topics contained in authentic or adapted written different Francophone groups in a similar context.
texts (e.g., identify what type of dwelling is for sale in a real estate  Compare and Contrast, with teacher assistance, their
advertisement [maison à deux étages] and pull out four features of own way of life with the way of life of individuals or
the dwelling being sold [e.g., 81⁄2 pièces, récemment rénovées, groups from various Francophone cultures as a means of
extérieur en briques, jardin bien aménagé]) developing an appreciation of these cultures
 Oral Production: name, list, encourage, describe, explain, ask and  Demonstrate knowledge of the cultural characteristics of
answer questions, give commands, directions, instructions or the French Language by using the following socio-
advice, express needs, desires, wishes and preferences, make linguistic conventions:
suggestions, give compliments, orally, providing some details, in a *The appropriate abbreviations for symbols for
defined, structured and modelled fashion, with limited Canadian and foreign currencies (e.g. km, g, kg, ֠C, ml,
 Written Production: name, label, list, encourage, describe, l)
explain, ask and answer questions, give simple commands, *The appropriate placement and spacing of the currency
directions or advice, express needs, desires, wishes and preferences, symbol and the comma (e.g. 1,50$)
make suggestions, in written form, providing some details, in a
defined, structured and modelled fashion, resulting in a prepared Language Learning Strategies
message expressed mostly in the present tense and sometimes in the Develop and use comprehension strategies to facilitate the
immediate future, that is comprehensible and accurate (e.g., design understanding of an oral of written message:
a physical activity plan; explain the choice of colours and furniture  Guess the meaning of an unknown word or expression.
for one’s new room; describe a community event in an e-mail  Use words around the unknown word to guess meaning.
message).  Associate a symbol or an illustration with a message.
 Anticipate information from the context/situation.
 Take the risk to read authentic documents of varying
length made available through different information and
communication technologies.
 Collaborate with other to build confidence and exchange
information
Develop and use production strategies to facilitate the
communication of an oral or written message:
 Use models to analyze the structure of a text.
Grade Level Grade 8
 Apply knowledge of a text type to follow its format and

content.
 Use reference materials
 Use checklists, mainly written in English, to verify the
work.
 Use elaboration techniques (associate a new word or a
concept with a familiar concept or with other personally
meaningful information)
Grade Level Grade 8
Performance Tasks, Projects
Create a French Menu:

The end summative assessment is a project where students would have to create a menu in French. Students will be
provided a checklist and rubric upon assignment of the summative assessment, which will be discussed at length with
students in lesson nine to ensure understanding. Students must submit their project by lesson 17.
 Students may work in partners if they wish.
 In their menu, students must include a minimum of two appetizers, two main courses, two desserts, and 3 beverages.
*If students are in groups of 2, they must include four appetizers, four main courses, four desserts, and 5 beverages.
 For each food item, the student must include a detailed description of the ingredients and may elaborate on how the
food is made.
 The menu must be a written document (either typed or handwritten) and include pictures or illustrations associates
with what is on the menu.
 Students will be given three “half” classes to work on this assignment (one of which will be a peer review class). They
will be allowed to use any devices necessary, including (but not limited to): dictionaries, bescherelles, and internet
resources.
 Students will participate in a guided peer review of their menus prior to final submission. The teacher will provide
students with a checklist of items that each group should look for in the others’ project. The peer review will take
place in class 16.
 Throughout the unit, students will be learning vocabulary related to food and restaurant interactions. They will also
be analyzing francophone eating culture and menus. This will prepare students to write their own menus in French.
Quizzes, Tests, Assignments
Student Led Café:

In groups of 4-5, students will lead a café session during the first twenty minutes of class (lessons 10, 11, 13, and 16). This
assessment will focus on students’ oral production abilities.
 The teacher will provide 4-5 food items for the café (examples might be toast, jam, fruit, coffee, etc.; food choices will
be determined based on school nutrition policies and student allergies in the class.). The classroom must be set up so
that the desks make “tables” of 4-5 students.
Grade Level Grade 8
 The group presenting on that day, otherwise known as “the servers” will be provided with the food items 1-2 days
prior to their presentation. On the day of their café, they must present the food options and their prices in euros to
the class. Students must also practice the cultural expectations of dining in a Francophone restaurant.
 Servers will then be assigned a table to attend to, and must ask the students at that table what they would like to
order. They are responsible for asking for elaboration when necessary (example: would you like jam on your toast?”)
and bring the student their order. The server is also responsible for assisting their classmates with the order in
French, as there will not be menus provided. If needed the server is permitted to write down their classmates’ order
(if they write down the order, they may do so in English, as they will not be assessed on what they write)
 Servers will be assessed on their ability to use the language related to restaurant interactions and ability to assist
their peers. The teacher will assess the servers through observation of the activity. The teacher will provide students
with the rubric that they will be graded on prior to the activity to ensure understanding. Each individual server must
also complete a self-assessment to hand in at the end of the activity, which will be included in the final mark given.
 The main goal of this activity is to encourage oral production and willingness to use the French language. Servers will
be permitted to ask the teacher and classmates for assistance when necessary with some items. They should not be
asking for assistance with the menu items provided to them prior to their class, or with simple phrases that have
been working on in class. A list of item that they will not be permitted to ask for assistance with will be provided to
students and discussed prior to the activity.
Student Chart:
 Teacher will use a student chart as a summative assessment.
 This will be done by observing which students are answering the questions correctly in each activity.
 This assessment will be done in lesson 3 and 7 and will be worth 10% of their grade.
Grade Level Grade 8
Formative Assessments Student self-assessment
KWL Chart (lesson 1) Checklist:

Worksheet (Lesson 2) Students will be provided a checklist of components, in English, that must be included in
Exit Slips (Lesson 4, lesson 6, their final summative assessment (create a menu). This allows students to ensure that
lesson 9) they have met all of the requirements prior to handing it in to be graded.
Observations (lesson 5, lesson
10, lesson 11, lesson 12, lesson Peer Review:
13, lesson 14, lesson 15, lesson Prior to handing in their final summative assessment (create a menu), students will
16) participate in a guided peer review, which will be ran in English to ensure understanding
Class Discussions (lesson 5, (lesson 16). Students will be partner up and use a checklist (which will have space for
lesson 9, lesson 15) comments/suggestions) to review their partner’s project. After approximately 10
Kahoot! Quiz (lesson 8) minutes, they will switch groups and review a different student’s project. This will allow
Activity Booklet (lesson 13) students to have their project reviewed by another set of eyes before the final
submission.
Self Assessment (café):

After students have led their café, they will complete a self-assessment regarding how
they feel they did. The self assessment will include questions that the students must
answer about their performance (in English), such as “I spoke French the entire time”
(yes or no), “I was familiar with the requires phrases for the activity” (yes or no), “My
strengths in this activity include …”, etc. (lesson 11, lesson 12, lesson 14, lesson 16). The
guests will also give feedback.
Grade Level Grade 8
Learning Assessments
Outcome
s Title K Workshee Studen Exi Observatio Class Kahoo Activit Frenc Peer Student Self
W
t t Chart t n Discussion t Quiz y h Revie -led Assessmen
L
slip s Bookle Menu w cafe t
t
Type F F S F F F F F S F S S
(Formative/Summative
)
Weighting - - 10% - - - - - 40% - 35% 15%
Culture: X X X X X X X X X
Identify concrete facts that
reflect the way of life of
various Francophone
people.
Culture: X X X X X X X X
The appropriate placement
and spacing of the currency
symbol and the comma
(e.g. 1,50$)
Grade Level Grade 8
Reading Comprehension X X
Oral Production X X X X
Written Production X X X X X X
Listening comprehension X X
Vocabulary associated with X X X X X X X X

the fields of experience and
their subfields (Food and
Nutrition)
Language Learning X X X X X X
Strategies:
Use a bilingual dictionary
to verify word meaning or
unknown words
Grade Level Grade 8
Language Learning X X X X X X X X
Strategies:
Ask questions, in the first
language, to clarify or
verify that a message has
been understood.
Language Learning X X
Strategies: Take the risk to
listen or read a new text in
French.
Strategies:
Use a bilingual dictionary
to verify word meaning or
find unknown words.
Language Learning X X X
Strategies:
Associate an illustration
with a message.
Strategies:
Take the risk to read
authentic documents of
varying length made
available through different
information and
communication the
technologies.
Grade Level Grade 8
Language Learning X X X
Strategies:
Students will develop and
use production strategies
to facilitate the
communication of an oral
or written message using
reference materials.
Strategies:
to facilitate the
or written message.
Strategies:
to facilitate the
or written message:
Language: X X X X X
Use with some consistency,
in oral and in written form
vocabulary associated with
food and nutrition.
Grade Level Grade 8
Language: X X X X X
Students will continue to
develop knowledge of the
following concepts:
-the interrogative
Language: X X X X X
Acquire knowledge of the
following concepts:
-Negative expressions
Language: X X X X X X X
Students will acquire
knowledge of the following
concepts:
-Quantity
Language: X X X X X X
Students will acquire
knowledge of the following
concepts:
-Demonstrative adjectives
Grade Level Grade 8
Assessment Tool Overview

Assessment Brief Description Assessment Assessment Assessment
FOR Learning AS Learning OF Learning
Tool
KWL Chart Pre-assessment, students will fill out a chart on Francophone culture in relation to eating X
(meal times, common meals, restaurant etiquette) to determine what they may already
know. This is an assessment for learning because it involves the teacher gathering evidence
about the students’ knowledge about francophone culture to inform their future teaching.
Worksheet Lesson 2: Students will complete a worksheet to determine how well they understood a French X
text. This activity is an assessment for learning because it is formative and allows the teacher to
further gather evidence on how well their students are understanding the content and will inform
the planning of future learning.
Lessons 2, 5, 6, 7, & 8:
Student Use a student chart and note which students are answering the questions correctly in various X
Chart activities. This is an assessment of learning as it will be graded and will provide evidence of
achievement.
Grade Level Grade 8
Exit Slip Lesson 4: Students will analyze a French menu and choose what they would want to order. X
They will write it in both French and English on a piece of paper and hand it in. This is an
assessment for learning as it is formative and allows the students to further explore the
content.
Observation Throughout the unit, regularly observe students to formatively assess their use of the French X
Language. Correct students with their usage as needed. This is a form of assessment for learning
as it provides effective feedback for the students and will lead to improvement.
Class Throughout the unit, there will be various class discussions to ensure understanding of the topic X
Discussions being taught. In some cases this will also be used as a pre-assessment to determine what
students already know about a concept.
Kahoot! Quiz Kahoot! quiz to assess students’ understanding of demonstrative adjectives. This is a form of X
assessment for learning as it allows the teacher to assess if the students understood the
demonstrative adjectives and will allow the teacher to know if the content needs to be
further explored or if they can move on.
Grade Level Grade 8
Activity Students will fill out an assortment of activity sheets about: ordering from a French X
Booklet restaurant, analyzing the recipe for mousse au chocolat, label a shopping cart and analyzing a
review of French two restaurants. This is a form of assessment for learning as it will inform
the teacher if the content was understood.
Create a The end summative assessment is a project where students would have to create a menu in X
French Menu French. Each menu must include two appetizers, two main courses, two desserts, and three
beverages. Students will be provided a checklist and rubric upon assignment of the summative
assessment, which will be discussed at length with students in lesson nine to ensure
understanding. Students must submit their project by lesson 17.
*Students may work in partners.
Peer Review Prior to handing in their final summative assessment (create a menu), students will participate in X
a guided peer review, which will be ran in English to ensure understanding (lesson 16). Students
will be partner up and use a checklist (which will have space for comments/suggestions) to review
their partner’s project. After approximately 10 minutes, they will switch groups and review a
different student’s project. This will allow students to have their project reviewed by another set
of eyes before the final submission. This is an assessment as learning because it encourages
students to take responsibility for their own learning.
Student-led In groups of 4-5, students will become servers as they lead a French café session during the first X
café twenty minutes of class (lessons 10, 11, 13, and 16). This is an assessment of learning as it is
summative that will be performed at the end of the unit and will assess achievement against
outcomes and standards
Grade Level Grade 8
Self- After students have led their café, they will complete a self-assessment regarding how they feel X
Assessment they did. The self-assessment will include questions that the students must answer about their
performance (in English), such as “I spoke French the entire time” (yes or no), “I was familiar with
the requires phrases for the activity” (yes or no), “My strengths in this activity include …”, etc.
This is an assessment as learning because it encourages students to ask questions about their
learning.
Grade Level Grade 8
Lesson #1
Description Objectives Assessment Resources
Introduction: Start by discussing what Culture: KWL- Pre-assessment Youtube video: “When to
constitutes “culture” with students to ensure -Identify, with teacher assistance, concrete Eat in France: Sacred
that they have an understanding of the concept. facts that reflect the way of life of various Students answers during Meal Times”
Francophone people. Example: discussion.
Discuss with students aspects of their own When they eat, the importance of meal time Provide a vocab sheet for
culture in relation to meals and eating out. for Francophone people, what they eat. students to reference.
Depending on what the students write in
Students will fill out a KWL chart on their KWL chart other aspects might be
francophone culture in relation to eating (meal explored.
times, common meals, restaurant etiquette).
Vocabulary associated with the fields of
Collect students KWL charts then discuss as a experience and their subfields:
class what they all put in them. Have a KWL - Petit-dejeuner and the foods associated
chart on the whiteboard and fill it in as a class. with it (du pain avec du beurre et de la
confiture, une tartine)
Explain to students that the unit will centre -Tu as pris ton ptit dej.
around French Dining and restaurant -La pause de 10h
interactions. Inform students that there will be -Le Déjeuner, le midi, entre midi et deux
one assignment, the café, that will happen -Entree- Plat-Dessert
around the middle of the unit. Tell them that -On déjeune ensemble ce midi
there will also be an end of unit project, the -Tu as pris ton 4h?
menu creation), due at the end of the unit. -J’ai fait un gateau au chocolat pour le
goûter.
-L’aperitif/ l’apero
Watch vide “When to Eat in France: Sacred
-L’apero dinatoire
Meal Times”.
-Le diner
Prior to watching video explain to students that

they will need to write down words they don’t
Grade Level Grade 8
know as well as facts and differences that

surprised them.
Debrief of new vocabulary after watching the

video. As well as discuss the facts and
differences that surprised them (Think, pair,
share)
https://www.youtube.com/watch?v=j2Xvj29Oo8I
Grade Level Grade 8
Lesson #2
Start with a vocab and concept review. Reading Comprehension: -Understand, in Formatively assess the Family Rituals Handouts: “A
guided situations, by identifying key words or worksheet. French Story” Option A from:
Read the “A French Story” text as a class. expressions previously taught, the main
idea(s) and a few isolated details about a :https://tbltfrenchresources.
Go over vocabulary and any question variety of concrete topics contained in weebly.com/intercultural-
about the story. authentic or adopted written texts. resources.html
Students will then fill out the English Language Learning Strategies:
worksheet that goes with the story. -Use a bilingual dictionary to verify word
meaning or unknown words
-Take the risk to listen or read a new text in
Once students are done filling out the
French.
worksheet, as a class, go over it.
-Ask questions, in the first language, to clarify
or verify that a message has been understood.
With a partner, students will discuss Example: Invite students to ask questions in
their favourite family meal, when they English to verify the meaning of the text if not
eat that meal and who they eat it with. understood.
Students will be allowed to use their
French/English dictionary.
Grade Level Grade 8
Lesson #3
Breakfast: Language: Use a student chart and Teacher should prepare set
Have the students brainstorm what they -Use with some consistency, in oral and in note which students are vocabulary words for meal
eat for breakfast then translate it into written form vocabulary associated with answering the questions times.
French. food and nutrition. correctly in each activity.
Share with the class and develop a class Also compile the words into
vocabulary list. Oral Production: a document and give to
-Name, list, encourage, describe, explain, students for a reference.
Lunch: ask and answer questions, give simple
Next allow the students draw and label commands, directions, instructors or
their food for lunch. Share with the class advance, express needs, desires, wishes and
and develop a class vocabulary list. preferences, make suggestions, give
compliments, orally, providing some
Dinner: details, in a defined, structures and
Have students brainstorm what they eat modelled fashion, with limited spontaneity,
for dinner then translate it into French.
resulting in a prepared message expressed
Share with the class and develop a class
vocabulary list. in the present that is comprehensible and
accurate.
Students will be expected to provide 5-6
foods for each meal time. Written Production: -name, list, encourage,
describe, explain, ask and answer
For a closing activity have the students questions, give simple commands,
turn to their partner and share their directions, instructors or advance, express
favourite meal and food. needs, desires, wishes and preferences,
make suggestions, give compliments,
orally, providing some details, in a defined,
structures and modelled fashion, with
limited spontaneity, resulting in a prepared
message expressed in the present that is
comprehensible and accurate.
Grade Level Grade 8
Language Learning Strategies:

-Use a bilingual dictionary to verify word
meaning or find unknown words.
-Associate an illustration with a message.
Lesson#4
Start with a vocabulary review from last Culture: -Formatively assess exit -Prepare cards for the
class. Handout the vocabulary reference -The appropriate placement and spacing of slips. pictionary game. Use the
sheet that was created after last class. the currency symbol and the comma (e.g. food vocabulary the students
1,50$) came up with last class.
Split the class up into 5 groups of 4 and
play a game of pictionnary using the Language Learning Strategies: - French menu retrieved
food vocabulary from last class. -Take the risk to read authentic documents of from Le Chat Luthier. (see
varying length made available through appendix)
For the remainder of the class analyze a different information and communication the
Francophone menu. technologies.
-Students will look for cultural
differences. Reading Comprehension:
-Identify unknown words. -Understand, in guided situations, by
-Analyze the dates and time. identifying key words or expressions
previously taught, the main idea(s) and a
Students will then analyze it individually few isolated details about a variety of
and choose what they would want to concrete topics contained in authentic or
order. Encourage students to use a adapted written texts.
dictionary to translate unknown words.
Grade Level Grade 8
-Write on an exit slip what they chose in

French and English. (students must
include the price of the item)
Lesson #5
Start by having students think of three Written Production: Observation: The

questions, in French, to ask their peers. -name, list, encourage, describe, explain, ask teacher should observe https://www.tes.com/teaching-
Students will write down their and answer questions, give simple and listen to students as resource/ppt-and-worksheet-
questions, then them pair up with commands, directions, instructors or they ask each other the on-question-words-in-french-
another student to ask those questions. advance, express needs, desires, wishes and questions. 6048429 (worksheet - see
Their partner should try to answer them preferences, make suggestions, give appendix)
in French. (Students should already be compliments, orally, providing some details, Discussion: The class
familiar with question words in French). in a defined, structures and modelled fashion, discussion about Provide students with a
Encourage students to use reference with limited spontaneity, resulting in a question words should handout that explains the
materials (ex. dictionaries) as needed. prepared message expressed in the present allow the teacher to interrogative
that is comprehensible and accurate. determine how much
After students have completed this the class knows about
activity, ask for volunteers to share their Language: the interrogative, as
questions. Have students identify what -Students will continue to develop knowledge well as what might need
question words they may have used and of the following concepts: further
how they structured the question.  the interrogative review/instruction.
Go over the interrogative with students Language Learning Strategies: Correct the worksheet
in detail. Students will review different Students will develop and use production as a class to ensure
question words, how to form questions, strategies to facilitate the communication of understanding.
and how to ask an open ended question.. an oral or written message
 using reference materials.
Give students a worksheet to  collaborate with others to build
complete. If students do not complete confidence and exchange
information
Grade Level Grade 8
the worksheet in class, it will be

assigned as homework.
Lesson #6
Start by correcting the worksheet from Written Production: Exit slip (post-it notes): Rules about negative
the previous lesson. -name, list, encourage, describe, explain, ask Students will write two expressions to teach students.
and answer questions, give simple commands, sentences using
Introduce negative expressions to directions, instructors or advance, express negative expressions in (Worksheet - see appendix)
students. Explain how it is formed and needs, desires, wishes and preferences, make French on a post-it note
write notes on the board. suggestions, give compliments, orally, before they leave. See links below for resources.
providing some details, in a defined,
Give students a worksheet to complete structures and modelled fashion, with limited Correct the worksheet
in class. If there is time, go over the spontaneity, resulting in a prepared message as a class to ensure
worksheet and correct as a class. If there expressed in the present that is understanding.
is not time, correct it next class. comprehensible and accurate.
To finish, write a big “Non” on the board. Language:

Have students think about 2 sentences Acquire knowledge of the following concepts:
using negative expressions in French.  Negative expressions
Give each student a post-it note to write
their expression on and have them put
on the board. *they must write their
name on the post-it.
https://www.lawlessfrench.com/grammar/negative-adverbs/ -
https://www.tes.com/teaching-resource/making-negative-sentences-in-french-6315086
Grade Level Grade 8
Lesson #7
If there was not enough time to review Written Production: Use a student chart and (expressions of quantity to teach
the worksheet from the previous class, -name, list, encourage, describe, explain, ask note which students students)
start by reviewing it. and answer questions, give simple are answering the
commands, directions, instructors or questions correctly in Worksheet to practice
Give students a written text, in French, advance, express needs, desires, wishes and each activity. expressions of quantity (will
that contains expressions of quantity. preferences, make suggestions, give need to be developed by
Have students read the text compliments, orally, providing some details, Correct the worksheet teacher)
independently. Once they have finished, in a defined, structures and modelled as a class to ensure
have a class discussion about what fashion, with limited spontaneity, resulting understanding. See links below for resources.
happened in the text. in a prepared message expressed in the
Ask students to identify expressions of present that is comprehensible and
quantity that are present in the text. accurate.
Teach the students about expressions of Reading Comprehension:

quantity and when to use them. You will -Understand, in guided situations, by
need to identify words that they can use. identifying key words or expressions
Emphasize expressions/words that might previously taught, the main idea(s) and a
be used in a restaurant setting. few isolated details about a variety of
concrete topics contained in authentic or
Students will complete a worksheet in adapted written texts.
class about expressions of quantity. After
students have finished, correct as a class. Language:
Students will acquire knowledge of the
following concepts:
 Quantity
https://www.lawlessfrench.com/expressions/expressions-of-quantity/
Grade Level Grade 8
Lesson #8
*If student have struggled with any Language: Kahoot! quiz to assess https://kahoot.com/ (to create
concepts from lessons 5, 6, or 7, take take Students will acquire knowledge of the students’ quiz for F.A.)
this class to focus on areas of difficulty following concepts: understanding of the
before continuing with demonstrative -Demonstrative adjectives interrogative, negative (Worksheet for demonstrative
pronouns. expressions, quantity, adjectives)
Language Learning Strategies: and demonstrative See link below for resources.
Start the class with a brief review of the -Use words around the unknown word to adjectives.
interrogative, negative expressions, and guess meaning.
quantity. Correct the worksheet
as a class to ensure
Start the lesson by reviewing adjectives understanding.
with students. Have a class discussion
about what adjectives are and rules about
using adjectives (masculine and feminine)
Introduce demonstrative adjectives to

students by writing four sentences using
demonstrative adjectives on the board.
Have students try to pick out the
demonstrative adjectives in the sentences
and create rules for using them.
Fill in any “gaps” that there may be with

students.
Give students a worksheet that has them

practicing how to use demonstrative
pronouns. They may be able to complete
this sheet in class.
Grade Level Grade 8
Finish the class by complete a Kahoot! quiz

with students. The quiz will have a work
(ex. “livre”) and the students must answer
with the correct demonstrative pronoun
(ex. “cet”).
https://www.teacherspayteachers.com/Product/Adjectifs-demonstratifs-Demonstrative-adjectives-in-French-worksheet-2-111943
Lesson #9
Review restaurant interactions with a video Listening comprehension: understand, Discussion: The class French restaurant video:
of two people at a French restaurant. . in guided situations, by identifying key discussion about
- Handout the narration sheet that goes words or expressions previously taught, question words should “Helpful Cafe Day Phrases”
along with the video and allow the students the main idea(s) and a few isolated allow the teacher to handout.
to follow along. details about a variety of concrete topics determine how much
-Before playing the video tell students to the class knows about See links below for resources.
contained in authentic or adapted oral
highlight anything they don’t understand. French restaurant
texts.
vocabulary.
Reading comprehension: understand,
After the video, go over any phrases or
in guided situations, by identifying key
words the students didn’t understand. Formatively assess exit
words or expressions previously taught, slip. Students will
the main idea(s) and a few isolated answer the questions:
Hand out “Helpful Cafe Day Phrases” and go
over the terms with the students.
details about a variety of concrete topics What phrases are you
Have the students practice being in a contained in authentic or adapted written very comfortable with?
French restaurant in groups of three. texts. What are you a little
-Allow students to use the “Helpful Cafe Day Oral production: unsure about? What is
Phrases” sheet if needed. name, list, encourage, describe, explain, something you still
ask and answer questions, give simple don’t understand?
commands, directions, instructors or
Grade Level Grade 8
-Have one person be the server and the advance, express needs, desires, wishes
other two will be the guests then rotate and preferences, make suggestions, give
after 5 minutes. compliments, orally, providing some
-Have them rotate 3 times so each student details, in a defined, structures and
can play the role of the server once. modelled fashion, with limited
spontaneity, resulting in a prepared
At the end of the class introduce the French message expressed in the present that is
Menu assignment (summative assessment) comprehensible and accurate.
that will be handed in on class 17.
Learning strategies:
-Take risk to read authentic documents
of varying length made available
through different information and
communication technologies.
-Collaborate with others to build
confidence and exchange information.
https://www.lawlessfrench.com/listening/au-restaurant/
Grade Level Grade 8
Lesson #10
Set up a practice cafe. Have students form Oral production: Observation: The List of food items for the server.
groups of 4-5. -name, list, encourage, describe, teacher should observe
-The server will be given a list of food items explain, ask and answer questions, give and listen to students as Rubric for the cafe simulation.
that the restaurant has. simple commands, directions, they communicate
-Each group member will get a turn to be the instructors or advance, express needs, using French restaurant
server and will be required to take each vocabulary..
desires, wishes and preferences, make
student in the groups order.
suggestions, give compliments, orally,
-Each server will be given a different list of
food items. providing some details, in a defined,
Once everyone has had a turn to be the
limited spontaneity, resulting in a
server. Explain to students that we will run prepared message expressed in the
4 cafes in the next 6 classes. present that is comprehensible and
-Form the groups and provide the server accurate.
with the food items for the cafe that will be
held tomorrow. Listening comprehension: understand,
-Explain that the cafes will be formatively in guided situations, by identifying key
assessed. words or expressions previously taught,
-Show the rubric that the server and guests the main idea(s) and a few isolated
will be given for the assessment. details about a variety of concrete topics
contained in authentic or adapted oral
Allow the students to work on their French texts.
Menu (summative assessment) for the
Reading Comprehension: understand, in
remainder of the class.
guided situations, by identifying key
words or expressions previously taught,
the main idea(s) and a few isolated
details about a variety of concrete topics
contained in authentic or adapted
written texts.
Grade Level Grade 8
Lesson #11
Students will participate in their first cafe Oral production: Observation: The Rubric for the guests and server
simulation activity for the first half of the -name, list, encourage, describe, teacher should observe to fill out.
class. explain, ask and answer questions, give and listen to students as
-Servers will greet their guests and simple commands, directions, they communicate
communicate the food item choices and ask instructors or advance, express needs, using French restaurant
their guests questions. vocabulary.
-Guest will communicate what they would
like and ask questions. Take in the self-
assessment that the
For the second half of the class, students will students filled out and
work on their French Menu.
limited spontaneity, resulting in a formatively assess.
prepared message expressed in the *The self-assessment
present that is comprehensible and will be included in the
accurate. students’ final mark for
the cafe.
Listening comprehension: -understand,
words or expressions previously
taught, the main idea(s) and a few
isolated details about a variety of
concrete topics contained in authentic
or adapted oral texts.
Grade Level Grade 8
Lesson #12
Students will participate in their second cafe Oral production: Observation: The Rubric for the guests and server
simulation activity for the first half of the -name, list, encourage, describe, teacher should observe to fill out.
-Servers will greet their guests and simple commands, directions, they communicate
communicate the food item choices and ask instructors or advance, express needs, using French restaurant
assessment that the
For the second half of the class, students will structures and modelled fashion, with
students filled out and
work on their French Menu. limited spontaneity, resulting in a formatively assess.
prepared message expressed in the *The self-assessment
present that is comprehensible and will be included in the
accurate. students’ final mark for
the cafe.
Listening comprehension: understand,
Grade Level Grade 8
Lesson #13
Start class with fun French cuisine Reading Comprehension: understand, Observation: Teacher French cuisine memory
memory game. in guided situations, by identifying key should observe and game.
-Students will form groups of two and be words or expressions previously listen to students as
given a series of French cards with a taught, the main idea(s) and a few they play the game French activity booklet.
picture of a French food items with the isolated details about a variety of and work on their
name. concrete topics contained in authentic activity book.
-Lay all the cards out, face down. or adapted written texts.
-Students will take turns flipping two Activity booklet will
cards over and trying to get a match. Written Production: be handed in after
-name, list, encourage, describe, class 15 for formative
Hand out activity booklet. explain, ask and answer questions, assessment.
-Students will be able to work in groups give simple commands, directions,
of 2-3. instructors or advance, express
-In the workbook students will fill out a needs, desires, wishes and
series of activity sheets. preferences, make suggestions, give
-These activity sheets will include, compliments, orally, providing some
ordering from a French restaurant, details, in a defined, structures and
analyzing the recipe for mousse au modelled fashion, with limited
chocolate, label a shopping cart and spontaneity, resulting in a prepared
analyzing a review of French two message expressed in the present
restaurants. that is comprehensible and accurate.
Grade Level Grade 8
Lesson #14
Students will participate in their third cafe Oral production: Observation: The Rubric for the guests and
simulation activity for the first half of the -name, list, encourage, describe, teacher should observe server to fill out.
-Servers will greet their guests and simple commands, directions, they communicate using
communicate the food item choices and ask instructors or advance, express needs, French restaurant
assessment that the
work on their French Menu. limited spontaneity, resulting in a formatively assess. *The
prepared message expressed in the self-assessment will be
present that is comprehensible and included in the students’
accurate. final mark for the cafe.
Listening comprehension: understand,

Grade Level Grade 8
Lesson #15
Start class with a video of people trying Written Production: Discussion: The class Youtube video of people trying
French food for the first time. -name, list, encourage, describe, discussion about the French foods for the first time:
explain, ask and answer questions, video.
After watching, discuss thoughts. E.g. what give simple commands, directions, See link below for
food surprised them, have they already tried instructors or advance, express Observation: Teacher resources.
any of the foods, what would they like and needs, desires, wishes and should observe and
not like to try. listen to students as they
preferences, make suggestions, give
work on their French
compliments, orally, providing some menu and activity book
Allow students to spend the rest of the period
details, in a defined, structures and to see if they are on the
working on their French menus (peer review
will be in the next class). Or allow them to modelled fashion, with limited right track.
finish up their French activity booklet. spontaneity, resulting in a prepared
message expressed in the present
that is comprehensible and accurate.
Oral production:
-name, list, encourage, describe,
explain, ask and answer questions, give
simple commands, directions,
instructors or advance, express needs,
limited spontaneity, resulting in a
prepared message expressed in the
present that is comprehensible and
accurate.
https://www.youtube.com/watch?v=x91Yq2fbQbE
Grade Level Grade 8
Lesson #16
Students will participate in their fourth cafe Oral production: Observation: The teacher Rubric for the guests and
simulation activity for the first half of the -name, list, encourage, describe, should observe and listen server to fill out.
class. explain, ask and answer questions, give to students as they
-Servers will greet their guests and simple commands, directions, communicate using Checklist for French menu
communicate the food item choices and ask instructors or advance, express needs, French restaurant peer review.
assessment that the
perform a guided peer review for their limited spontaneity, resulting in a formatively assess. *The
French Menu. prepared message expressed in the self-assessment will be
-Teacher will provide checklist for groups to present that is comprehensible and included in the students’
work with. accurate. final mark for the cafe.
Listening comprehension: understand, *The “menu assignment”

in guided situations, by identifying key is due in lesson 17
Grade Level Grade 8
Appendix:
Worksheet (Lesson 4)
Grade Level Grade 8
Worksheet (Lesson 5)
1. Individually, or with a partner, write the corresponding question to the statement below:
Questions Answers
1 Je m’appelle Fred
2 J’habite à Londres
3 C’est le 30 octobre
4 Non je déteste le poisson
5 J’ai deux frères
6 Le samedi je vais en ville
7 Avec ma copine
2. Write in the question words in French:

Grade Level Grade 8
Who..?
Where ..?
When …?
What do ..?
Do …?
How many ..?
3. Write questions
Do you go on holiday? Ex. tu vas en vacances?
Do you like France?
What do you do in the summer?

Grade Level Grade 8
Where do you go on holiday?
When do you go to France?
Who with ?
What do you do ?
What do you eat ?
Where do you stay ?
6. Homework
Write a conversation between two people about what they do in the holidays using the questions you have
learnt. Add Time phrases, opinions and connective
Grade Level Grade 8
Worksheet (lesson 6)
NEGATIVE SENTENCES IN FRENCH

1. Use « n’… pas » or « ne… pas » to say the opposite in these sentences.
Examples: Ma maison est moderne. Ma maison n’est pas moderne.
J’aime écouter de la musique. Je n’aime pas écouter de la musique. Je suis sportif. Je ne suis pas sportif.
a) Tu aimes faire de l’équitation.

b) J’habite en France.
c) La télévision est sur la table.
2. What do these sentences mean?

a) Je ne mange que de la pizza.
b) Je ne mange pas de la pizza.
c) Je ne mange plus de la pizza.
d) Je ne mange jamais de la pizza.
3. Fill the gaps with the following negative structures to express the meaning of the sentences in English.
n’/ne... pas n’/ne... jamais n’/ne... que n’/ne… plus
a) Je mange du fromage : I only eat cheese.
b) Tu aimes le collège : You don’t like school.
c) Il habite en Italie : He doesn’t live in Italy anymore.
d) Je bois du jus d’orange: I only drink orange juice.
e) Nous aimons l’équitation : We don’t like horse riding anymore.
Grade Level Grade 8
f) Je écoute de la musique: I never listen to music.

g) Je vais à la plage : I never go to the beach.
EXTRA: On your book, write the following sentences in French:

I don’t live in England anymore.
I never drink orange juice.
I only like pizza and pasta.
Grade Level Grade 8
French Cuisine Memory Game (Lesson 13)

Grade Level Grade 8
French Cuisine Memory Game Continued (Lesson 13)

Grade Level Grade 8
French Activity Booklet (Lesson 13 & 15)

Activity #1
Which items are in the cart? Label the food items using the words listed below!
Une baguette D’huile

Du poulet Des pommes
Un ananas Des pommes de terre
Des tomates Du broccoli
Des bananes Des cereales
Des oeufs Une salade
Grade Level Grade 8
French Activity Booklet Continued (Lesson #13 & #15)
Activity #2
You are taking a friend out for a special occasion and want to try something a little nicer than fast food. Use the site
http://www.restoaparis.com/ to find something that you will be able to enjoy!
1.) Which restaurant did you choose?
____________________________________________________________________________
2.) What is the address?

____________________________________________________________________________
3.) What are specialties?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
______________________________________________________________________________________________
Grade Level Grade 8
4.) What do you plan to order?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
______________________________________________________________________________________________
5.) What is the cost of a typical meal here?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
______________________________________________________________________________________________
Read 1-2 reviews of your restaurant. What sorts of comments do people make about it?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
______________________________________________________________________________________________
Grade Level Grade 8
French Activity Booklet Continued (Lesson 13 & 15)

Activity #3
La mousse au chocolat
Grade Level Grade 8
Guest & Server Rubric for Cafe simulation (Lesson 11, 12, 14, 16)
Servers Name: ________________________________

Your name (Guest): ___________________________
Presenter spoke French the whole time.

5 4 3 2 1
I spoke French the entire time.
5 4 3 2 1
The server clearly presented the food options.
5 4 3 2 1
What did your server do well?
What was something they could have improved on?

Grade Level Grade 8
Guest and server rubric continued (lesson11,12,14,16)
Your Name (the server): ___________________

Guest Names: _______________________________
I spoke French the entire time.

5 4 3 2 1
I allowed my guests to speak French.
5 4 3 2 1
I clearly presented the food options.
5 4 3 2 1
What was something you did well?
What was something you could have improved on?

Grade Level Grade 8
Menu assignment
Français Je m'appelle _______________________________.

Projet ~ la carte
We are going to make our very own French menu! Give your restaurant a name and create a menu in French with a variety of foods and
beverages. Look at the French menus we have gone over in class for inspiration. Make your menu colorful and appealing and include pictures of
some of the foods. Follow the guidelines below.
1. Your restaurant has a French name.

2. You have illustrated three of the foods on the menu.
3. You have sections for: Entrées (appetizers), Plats Principaux (main dishes), Desserts, and Boissons (beverages - non-alcoholic). You
have at least 3 choices under each section.
4. Your prices are in Euros.
5. Your first & last names should go next to this - Propriétaire - which is on the front at the bottom of the menu
somewhere.
This project is due in class 17. We will have plenty of time to work on it in class so it shouldn’t have to be homework. Use your time wisely!
Grade Level Grade 8
Peer review checklist (lesson 16)
Peer Review Checklist Got it Almost Not

got it there
Name of restaurant is present.
Menu has four sections: Entrées, plats principaux, desserts,

boissons.
Each section has three choices.
Menu is all in French.
Prices are all in Euros (euro symbol is in the correct spot)
Menu is well organized.
Menu includes pictures.
Comments:_______________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
Grade Level Grade 8

Unit Overview:: French As A Second Language Grade 8 Food and Nutrition 16 Days

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Unit Overview:: French As A Second Language Grade 8 Food and Nutrition 16 Days

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Stacie Ryan and Anna LeClair

Subject Area French as a Second Language

Stage 1 – Desired Results

Understandings: Essential Questions:

Students will understand cultural differences associated with Francophone

Prior understandings… Specific Learner Outcomes

– the present tense details about a variety of concrete topics contained in

 Apply knowledge of a text type to follow its format and

Performance Tasks, Projects

Create a French Menu:

Student Led Café:

Formative Assessments Student self-assessment

KWL Chart (lesson 1) Checklist:

Self Assessment (café):

Weighting - - 10% - - - - - 40% - 35% 15%

Vocabulary associated with X X X X X X X X

Assessment Tool Overview

Prior to watching video explain to students that

know as well as facts and differences that

Debrief of new vocabulary after watching the

Language Learning Strategies:

-Write on an exit slip what they chose in

Start by having students think of three Written Production: Observation: The

the worksheet in class, it will be

To finish, write a big “Non” on the board. Language:

Teach the students about expressions of Reading Comprehension:

Introduce demonstrative adjectives to

Fill in any “gaps” that there may be with

Give students a worksheet that has them

Finish the class by complete a Kahoot! quiz

Description Objectives Assessment Resources

Listening comprehension: understand,

Listening comprehension: understand, *The “menu assignment”

4 Non je déteste le poisson

5 J’ai deux frères

6 Le samedi je vais en ville

2. Write in the question words in French:

How many ..?

Do you go on holiday? Ex. tu vas en vacances?

Do you like France?

What do you do in the summer?

Where do you go on holiday?

When do you go to France?

What do you eat ?

Where do you stay ?

NEGATIVE SENTENCES IN FRENCH

a) Tu aimes faire de l’équitation.

2. What do these sentences mean?

f) Je écoute de la musique: I never listen to music.

EXTRA: On your book, write the following sentences in French:

French Cuisine Memory Game (Lesson 13)

French Cuisine Memory Game Continued (Lesson 13)

French Activity Booklet (Lesson 13 & 15)

Une baguette D’huile

French Activity Booklet Continued (Lesson #13 & #15)

2.) What is the address?

3.) What are specialties?

4.) What do you plan to order?

5.) What is the cost of a typical meal here?