Brian Sloan

Subject Area FSL

Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

French Second Language

Grade 8 - Francophone Culture – 16 Days
Unit Overview:
In this unit students will explore the Francophone culture. We will begin by exploring what the term culture means, what it
means to the students, and how it is perceived. Students will have an opportunity to understand their own culture first before
exploring the Francophone culture. We will then explore the Francophone culture in Canada in which the students will be able to
identify and talk about the Francophone culture all around our country. We will explore the Francophone culture throughout the
world. Students will have the opportunity to compare their own culture with these worldwide Francophone cultures. The
interrogative will then be taught and reviewed so that students will be able to have a conversation over Skype with students from a
Francophone classroom in order to learn first hand information about Francophone culture. We will then explore the present tense
regular and irregular verbs. Students will then have the opportunity to learn about how to decipher between authentic and
unauthentic resources on the internet and how to cite authentic ones. The unit will finish with a final project in which the students
will choose a Francophone culture to present to the class. They will be able to use what was talked about throughout the unit to use
in their presentations.

Unit Rationale:
Exploring the Francophone culture gives the students an opportunity to learn not only about the culture being studied, but
an opportunity to reflect and learn about their own culture. Culture plays a large role in language development and how language is
used. Allowing the students to specifically study and learn about many different Francophone cultures will help them in learning the
French language. This unit gives the students opportunities to practice their language skills by reading, writing, speaking, and
listening about culture. By giving the students the opportunity to speak directly to Francophone students, it will make the
Francophone culture more tangible and real to the students. We will be reviewing and expanding on the interrogative so that
students will be ready for this interaction. By continuing to study the present tense regular and irregular verbs, this will give the
students the verb tense needed to present on a Francophone culture. Learning how to find authentic sources is important in all
aspects of research but will be very helpful while researching a Francophone culture for the final presentation. By conducting a peer
review workshop, the students will be able to learn the importance of collaboration and learning from others. They will be able to
use this learning strategy in the future.

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

Lesson #1 – 60 min.
Description Objectives Assessment Resources
Intro to Culture 1.Students will be able to define what culture is and give -Pre-assess – Think Video about
examples of what makes up culture. Pair Share Mind culture: link
Intro – Think, Pair, Share. Hand Map
the students peices of paper in 2.Students will be able to compare how their culture differs
which they can define culture by from those of their classmates with examples. -Journal entry, what
themselves by creating a mind is culture and
map. They then share with 3.Students will be able to identify why certain parts of their describe briefly your
elbow partner and add anything culture are the way they are (traditional food because of culture (can be in
to their map that they would location, language because of history, etc.) English for this one)
like. Then do a board
collaboration of what they all
think culture is. This will be
handed in for the teacher to
look at.
-Watch YouTube video about
culture
-Follow up class discussion
about culture and the factors
that can make up culture
-Have the students work with a
partner to come up with the
different factors of Canadian
culture. They must write them
down

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

-Make a board diagram about

Canadian culture
-Ask where culture comes from
-Show an example and then
have them fill out their own
sheet with their name in the
middle and writing down what
has influenced their lives and
facts about themselves (ex.
Race, religion, schooling, sports,
etc.)
-have the students share their
pages with their neighbors or
small groups if they please
-class discussion about how
these factors influence your
culture
-finish with an exit slip asking
them “What is culture? Briefly
describe your culture and what
influences it.”

Lesson #2
Description Objectives Assessment Resources

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

Culture in general then French Students will: - KWO of French

Culture in Canada -use basic vocabulary in French to describe their culture Culture
-Journal similar to
Intro – recap with the students Culture SLO’s: the day before but
what culture is by having a short -Identify geographical areas where French is spoken in this time in French.
discussion Canada -listening to
Brainstorm with the class the -Recognize and identify parts of Canada that are French that students read out
vocab one would need to talk are not Quebec paragraphs
about culture in French
Give them time to search in a
dictionary or online the
translations to terms they might
need.
Have a list ready in case things
are missed
-have them each write a short
paragraph about their culture in
French saying at least one thing
about their language, traditions,
typical food, interactions with
others, and daily routines.
-Have them share that
paragraph with partner (read
out loud). The partner must
note two things from the
paragraph to then tell the class

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

in French. (Ex. Il vient de

Calgary, son père parle italien.)
-introduce that we will be
talking about French Culture in
Canada by having the students
fill out a KWO sheet about
French Culture in Canada.
-depending on time, show a
map of Canada with the major
French communities in Alberta,
and then Canada highlighted.
-Journal time

Lesson #3
Description Objectives Assessment Resources
French Culture in Canada #2 Students will: -Journal Entry about Video of
-show their understanding that French is outside of Quebec a Francophone Francophone
Start the class with a review of by giving examples of Francophone communities in other community they communities
last class by having the students provinces didn’t know existed around the
say something about their own and a short country:
culture in French. reflection about the Link
Review with them their KWO Culture SLO’s: life of that person or
sheets describing what will be -Identify geographical areas where French is spoken in family.
talked about in class. Canada

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

Ask the students what they -Recognize with teacher assistance, that Francophone
know about the Francophone education is available in Alberta and other provinces and
culture in Alberta. territories
Give them 10 minutes to do -Recognize and identify parts of Canada that are French
some research in which they can that are not Quebec
look up with a partner
information to then share with Communication
the class about the Francophone -listening comprehension
culture in Alberta. Give them
examples of things to look up
such as events, communities,
universities that offer French,
etc.
Review with the class what the
groups found.
Watch the video about
Francophone communities
across the country.
As an exit slip, have the students
write down one place they didn’t
know spoke French and a short
reflection about the life of the
people in the video (in their
journal).

Lesson #4

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

Description Objectives Assessment Resources

French Culture Around the Students will: -class discussion Video of world
World -be able to identify Francophone cultures from around the sharing the students map where
world and tell how they got there. findings French is spoken:
Do a class brainstorm listing on -Journal entry about Link
the board as many countries as Culture SLO’s: country researched
they can that speak French. -Identify geographical areas where French is spoken in
Watch the video that describes Canada and other parts of the world
briefly all the countries that use -Identify, with teacher assistance, concrete facts that reflect
French. the way of life of Francophone individuals or groups
Ask and then briefly discuss why
the Francophone culture is
found worldwide.
Give the students time to pick
one of the countries from the
video, and research how and
when the French culture began.
The findings will then be shared
with the class.
They will end with a journal
entry about their country writing
down information they found.
Let them know they will be
doing a presentation at the end
of the unit about a Francophone
culture from somewhere in the
world.
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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

Lesson #5
Description Objectives Assessment Resources
French Culture around the Students will: -Short answer -Readings
World #2 -be able to identify and explain how their culture differs questions
from the one read about. -discussion about
Have 4 different readings in countries read about
French about Francophone Culture SLO’s: -Journal entry
cultures from around the world. -Compare and contrast, with teacher assistance, their own
Have each student read one way of life with the way of life individuals or groups from
individually, answer some short various Francophone cultures as a means of developing an
answer questions and write appreciation of these cultures
down 5 key points about it. -Compare and contrast, with teacher assistance, the way of
They will then, with someone life of individuals or groups from various Francophone
else who read the same article, cultures as a means of developing an appreciation of these
discuss how their culture is cultures
different from the one read.
There will be a class discussion Communication
where students from each of the -reading comprehension
different readings will talk about
the facts and how it compares to
their own culture.
The students will then write a
short reflection including facts
about the culture they read

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

about and how it differs from

their own.

Lesson #6
Description Objectives Assessment Resources
Interrogative #1 Students will: -Observations during
-demonstrate how to ask questions in French using work time
Introduce the interrogative. Ask inversion and est-ce que -In your journal
the students what they already come up with 4
know about asking questions in questions that you
French. Language SLO’s: would ask your
Explain the inversion form on -Continue acquiring knowledge of the interrogative favourite singer,
the board. Mention it is more athlete, artist,
formal, used in writing more Communication: author, etc. if you
than orally. Show examples. -oral production had the chance. 2
Give the students a simple -writing productions must be inversion,
phrase in the declarative form and 2 must use est-
and ask them to make it a ce que.
question with inversion.
Explain the est-ce que form on
the board. Mention it is less
formal, used often orally. Give
the students examples. Then
give them simple phrases in
which they have to turn into
questions using est-ce que.

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

Give the short practice

assignment that they will do
individually. Go around and see
how each are doing to
determine if more clarification is
needed.
Go through the answers as a
class.
Have the students write down in
their journal 2 inversion
questions and 2 est-ce que
questions they would like to ask
their favourite actor, author,
musician, etc.

Lesson #7
Description Objectives Assessment Resources
Interrogative #2 Students will: -Observations while
-be able to use pourquoi effectively in a question by they are practicing.
Review the question words in demonstrating this with a partner. -Students will write 5
English. Say you will focus on questions about
why and ask what the Language SLO’s: culture in their
translation of it is. -Application of vocabulary and language concepts: journal that they will
-the question word pourquoi ask the student they
-Parce que as an oral sentence structure are paired up with

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

Do a quick review of both during their skype

inversion and est-ce que with a Language Learning Strategy SLO’s: interview next class.
sample phrase on the board. -Socio-affective At least one must be
Ask the class where the question -collaborate with others to build confidence and using pourquoi
word pourquoi would go in a exchange information
question phrase.
Show the students how to form Communication
a question with pourquoi. -oral production
Ask them how they would ask a -writing production
why question in English. Ask one
of them a question in English
using why. Point out that they
used the word ‘because’.
Ask if they know what because is
in French. Write Parce que on
the board.
Discuss how orally it is ok to use
Parce que as a sentence started,
just like in English, but written it
is not proper.
Tell the students that the next
class they will be doing a Skype
session in which they will be
able to speak, one-on-one with
another student from a French
class in Quebec. They will have
the opportunity to ask them

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

questions about the

Francophone culture and then
answer questions about the
Anglophone culture.
Talk to the students about how
collaborating with others to help
learn a language is a learning
strategy. That through
collaboration one can more
quickly learn a language.
Give the students time to come
up with and write down 5
questions that they will ask the
student they are matched to.
One must use pourquoi and
there must be at least one of
each time (inversion and est-ce
que)
Once they have their questions,
they can practice asking the
questions to their elbow partner
or a neighbor. The teacher will
go around and correct any
mistakes in the questions one on
one.
Just in case the teacher doesn’t
get to anyone, each student will

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

write their questions in their

journal so that the teacher can
review each of them before the
next class.

Lesson #8
Description Objectives Assessment Resources
Skype Session Students will: -observations during
-be able to identify characteristics of their culture that conversations
Hand the students back their differ from the student they talked to. -journal entry
questions with any corrections
needed made if not caught last Culture SLO’s:
class. -Compare and contrast, with teacher assistance, their own
Ask if they need any clarification way of life with the way of life individuals or groups from
Do the Skype session. They will various Francophone cultures as a means of developing an
ask questions to the student appreciation of these cultures
they are matched with, write -Compare and contrast, with teacher assistance, the way of
down their answers. Then do the life of individuals or groups from various Francophone
same for the Francophone cultures as a means of developing an appreciation of these
student but in English. cultures
Have the students write down
their thoughts in their journal. Communication
-oral productions

Lesson #9
Description Objectives Assessment Resources

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

Skype Session Debrief with intro Students will: -Dictation only using
to Present Tense Verbs -identify the endings for each type of present tense regular present regular
verb. verbs
Have a conversation about how -Journal Entry
the Skype conversations went. Language SLO’s:
(Ask what was easy, difficult, -Applications of Vocabulary and Language Concepts
what they found the most -the present tense of regular and irregular verbs of
interesting or surprising, what all forms
they would suggest for future
activities like that) Allow Culture SLO’s:
exploration in this discussion as -Compare and contrast, with teacher assistance, their own
it will help the students ponder way of life with the way of life individuals or groups from
the experience. various Francophone cultures as a means of developing an
appreciation of these cultures
Ask the students what the three -Compare and contrast, with teacher assistance, the way of
different kinds of verbs are (-ir – life of individuals or groups from various Francophone
re –er), see if they remember cultures as a means of developing an appreciation of these
how to conjugate them each. cultures
Write on the board, and have -Reflect, with the teacher assistance, upon the way of life of
the students write as well the individuals of groups from various Francophone cultures as
basic conjugations for each of a means of developing an appreciation of these cultures.
these types of verbs.

Do some example verbs with Communication

them to gauge how much they -listening comprehension
remember from previous years
and their level. If they are ready,

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

move onto the dictation, if not,

have them do an exercise in
which they must conjugate verbs
into the present tense.
Do the dictation, they must
write it word for word. Let them
know there will only be regular
verbs and they will all be in the
present tense. Also tell them
that they will have the
opportunity to correct it later
and receive marks for the
corrected version.

In their journals today they will

write any questions or troubles
they are having with conjugating
regular verbs. If they have no
questions, they will write more
about their conversation with
the student the class before,
giving specific examples of what
differs from their culture to the
students’

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

Lesson #10
Description Objectives Assessment Resources
Present Tense Verbs – irregular Students will: -listening and Verb Video with
-demonstrate their understanding of four irregular verbs by helping with Song: Link
Review the regular endings for using them in small conversations. conversations using
the present tense verbs. Talk the four irregular
about how there are always Language SLO’s: verbs.
exceptions and that these -Applications of Vocabulary and Language Concepts -Journal entry about
exceptions are called irregular -the present tense of regular and irregular verbs of verbs.
verbs. See if they know any of all forms
these verbs.
Write the four verbs you will be Language Learning Strategies:
covering on the board (Etre, -Cognitive
avoir, faire, aller) -repetition
Before going into the verbs,
mention that they are irregular Communication
and that there is no simple rule -oral production
to remember them like the
regular present tense verbs. Talk
to them about how repetition is
another language learning
strategy especially when it
comes to exceptions and
irregularities. Explain that today
they will be repeating these four
irregular verbs many times in

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

many different ways so that the

repetition will help them
remember. Help them
understand that they can do this
not just for verbs but all parts of
language.
Show them as you go through
writing down the conjugations
on the board that they have
seen these irregular verbs in
other places (Je suis bien, J’ai 15
ans, il fait beau, nous allons
regarder un film (Futur proche))
Have them repeat after you as
you say them to the class.
Watch the video with the song.
Watch it through once, then go
back and sing it with the
students.
Give an exercise in which the
students can practice the
conjugations of these four verbs.
Provide a template of questions
in which students can ask a
partner and then respond using
one of these verbs.

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

Let them know there will be a

quiz conjugating these four
verbs next class. They will be
asked to simply conjugate them
and then be given ten phrases
with a fill in the blank where
they will have to insert the
proper conjugation of the verb
in brackets depending on the
context.
In their journal they just have to
write down the four irregular
verbs and their present tense
conjugations.

Lesson #11
Description Objectives Assessment Resources
Research Assignment and Students will: -Quiz on Verbs -Fake news
teaching how to Cite -identify the importance of seeking information from an -research worksheet articles
authentic source compared to any random website to be formatively
Review the four irregular verbs marked
talked about last class. Ask if Culture SLO’s: -journal entry about
there are any questions before Students will be able to… why it is important
the quiz -Seek out information about Francophone cultures from to use authentic
Do the quiz authentic sources (e.g. school timetables, weather reports) sources compared

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

After the quiz move into the -Access appropriate Web sites using French language to anything on the
research assignment by showing search engines internet.
some examples of fake news -Cite copyrighted French language sources when using
reports on the smart board but information from digital technologies
not telling them it is fake news
and seeing their reactions.
Have a brief discussion as to
why finding authentic sources is
important.
Hand out the assignment and go
over with them the components
of what makes up an authentic
source. Explain that they will
use those components to
determine if the URLs listed are
authentic sources or not.
Explain that they will need to
find an authentic source about
whatever topic they want and
write it down for you to check.
They will have to cite the article
or website journal using the
form you have on the page.
Give them time to work on the
assignment individually.
Circulate to check on
understanding

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

Conclude the class with a

journal entry reflecting on why
it is important to find authentic
sources for information

Lesson #12
Description Objectives Assessment Resources
Back-up Lesson TBD TBD TBD

Any topics that need further

discussion before the start of
the final project can happen
during this time.
The decision of what to teach
will be taken from students
journal entries, class
discussions, and other
assessments.

Lesson #13
Description Objectives Assessment Resources
Final Project description and -Observations during
work time work time
Culture SLO’s:

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

The final project description will -Compare and contrast, with teacher assistance, their own
be handed out to the students way of life with the way of life individuals or groups from
and gone over in depth about various Francophone cultures as a means of developing an
what is expected. Any questions appreciation of these cultures
will be answered. -Compare and contrast, with teacher assistance, the way of
It will be discussed that this life of individuals or groups from various Francophone
class and the next will be given cultures as a means of developing an appreciation of these
as work periods. The class cultures
afterwards will be a peer review -Identify, with teacher assistance, concrete facts that
session, and then four classes reflect the way of life of Francophone individuals or groups
from this one will be the -Seek out information about Francophone cultures from
presentations. authentic sources (e.g. school timetables, weather reports)
-Access appropriate Web sites using French language search
engines
-Cite copyrighted French language sources when using
information from digital technologies

Lesson #14
Description Objectives Assessment Resources
Final Project work time -Observations during
work time
Allow the students the class to Culture SLO’s: -Journal Entry
continue working on their final -Compare and contrast, with teacher assistance, their own
projects way of life with the way of life individuals or groups from

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

various Francophone cultures as a means of developing an

appreciation of these cultures
-Compare and contrast, with teacher assistance, the way of
life of individuals or groups from various Francophone
cultures as a means of developing an appreciation of these
cultures
-Identify, with teacher assistance, concrete facts that
reflect the way of life of Francophone individuals or groups
-Seek out information about Francophone cultures from
authentic sources (e.g. school timetables, weather reports)
-Access appropriate Web sites using French language search
engines
-Cite copyrighted French language sources when using
information from digital technologies

Lesson #15
Description Objectives Assessment Resources
Final Project Workshop Students will: -Observations during
-work with one another to better their projects before work time
Explain to the students the presentation day. -journal entry
benefits of holding a peer- reflecting upon why
review workshop. Language Learning Strategies they think the peer
Ask if any of them have done it -Socio-affective review workshop
before and ask their thoughts -collaborate with others to build confidence and was useful or not
on how it helped them. exchange information

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

Give the overview for how it will

work.
Students will exam at least
three other students’
presentations in which they will
fill out a checklist based on the
rubric for the presentation
handed out by the teacher.

If there is any time left at the

end of class, give the students
time to review the peer-reviews
and make any necessary
changes to their presentation.

Journal entry will reflect upon

why they think the peer review
workshop was useful or not

Lesson #16
Description Objectives Assessment Resources
Final Project Presentations in Students will: -Presentation
Class - -Reflection

Before the presentations start, Culture SLO’s:

introduce the reflection

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Brian Sloan
Subject Area FSL
Grade Level 8
Topic French Culture in Canada and the World
Length of Unit (days) 16

assignment in which the -Compare and contrast, with teacher assistance, their own
students will have to choose way of life with the way of life individuals or groups from
one of the Francophone various Francophone cultures as a means of developing an
cultures presented on (not their appreciation of these cultures
own) and write a one-page -Compare and contrast, with teacher assistance, the way of
reflection comparing and life of individuals or groups from various Francophone
contrasting that culture with cultures as a means of developing an appreciation of these
their own. So they will need to cultures
listen carefully to the -Reflect, with the teacher assistance, upon the way of life of
presentations so that they have individuals of groups from various Francophone cultures as
content to help them write their a means of developing an appreciation of these cultures.
reflections.
Communication
Go through the presentations by -oral production
either asking for volunteers for
the order or by drawing names.

Journal today will be thoughts

and brainstorming for the
reflections.

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