UNIT PLAN

SUBJECT

Le Sports
French

DATE
GRADE:

DURATION: 6 45 minute lessons

Desired Results
Established Goals (Curricular Competencies)
-

Use strategies to increase understanding (relate prior knowledge, experience, and relate to similar words)
With basic French, we can describe ourselves and our interests
Both verbal and non-verbal cues contribute meaning in language and to increase understanding
Reciprocal communication is possible in French using simple, high-frequency words and patterns (comprehension of this vocabulary)
Respond appropriately to simple commands and instructions
Use visuals or technology to assist in understanding and communicating
Seek clarification of meaning using common statements and questions

Understandings
Students will understand that:
-

Reciprocal communication is possible in French using highfrequency words and patterns (repetition is key)
With basic French we can describe ourselves and our interests
Language is part of our identity
Listening and viewing with intent helps us to learn the French
language (visuals, props, conversations)

Students will know: (Content)

Essential Questions
- How do I use language to communicate?
- How do you think these sports are pronounced?
- What sports do you like and dislike?
- What sports do your friends like and dislike?
- Why do you think it is important to learn these words?
Students will be able to:

How to identify and recognize the following ten sports:

Soccer, basketball, hockey, badminton, tennis, football, rugby,
baseball, volleyball, and ping pong/table tennis
How to explain what sports they like and dislike

Demonstrate their communication skills in French

Identify the ten sports via their French name and their picture
Identify their likes and dislikes
Communicate their likes and dislikes
Answer simple questions by responding with short phrases
Identify the similarities and differences between the English and French
names of the sports

Assessment Evidence
Performance Task:

Other

Students will be able to participate and engage in classroom

activities
Students will be able to describe simple elements of sports, and
their likes and dislikes about them
Students will be able to answer questions about their interests
(sports) in French
Students will be able to use their high-frequency words and
phrases to communicate with their peers as well as the teacher

Formative:
- Students will be observed based on their participation and engagement
- Students will be observed on their ability to understand and comprehend
the French language
Summative:
- Final presentation: Skit
- Between two to four people
- Describe a sport that they like and dislike, act out the sport, and ask their
peers what their likes and dislikes are
- Assessed on:
- Clarity of their pronunciation, effort, enthusiasm, proper grammar
- Self and peer review done by each student

Learning Plan
Lesson
& Date

Curricular
Competencies

Specific Lesson
Outcomes
SLO (students should be able

Activities
Teaching Strategies

Materials/
Resources

Assessment

to..)

Lesson
1

Use strategies
to increase
understanding
(relate prior
knowledge,
experience, and
relate to similar
words)

With basic
French, we can
describe
ourselves and
our interests
Respond
appropriately to
simple

Learn basic French

terms to describe ten
different sports
Understand
meaningful
communication is
possible in French as
demonstrated through
the video and games

Introduction: Address the topic by Word document

asking students what types of sports
with pictures of
they play, or would like to play. Eg:
the sports
what sport is your favourite? What
equipment
sports do you play? What is your Chalk board
favourite part about sports? Have you
written words
ever played in another country, city or Piece of paper
province? Etc.
for each student
Computer with
Worksheet: Students fill in their own
Youtube video
worksheets matching the ten sports
clip
equipment pictures to the ten sports (in
Sports
French)
equipment

Fly swatters
Go over worksheet: assesses the verbal
pronunciation of the words. Ask for
volunteers to answer the questions, and
if there are no volunteers then call on
people.

Student
participation
Pronunciation of
words
Memorization
Clarity of speech
Observation

commands and
instructions
Use visuals or
technology to
assist in
understanding
and
communicating

Short video clip: The lady in the video

says the sport name and the students
repeat after her.
Swat: Split the class into two groups.
Choose one person from each group to
come up to the front. The board will
have pictures or the name of the ten
sports. The teacher will say a sport in
English or French and the two students
must swat the correct word. The person
who hits the correct word first receives
a point. Those two students then go
back to the group and hand off their fly
swatter to the next person. Repeat.
La Bamba: (circle game, active) Uses
visuals (props) to assist in the
understanding and communication of
the sport words.
How to play: Everyone stands in a
circle, and each person has one piece of
sports equipment placed at their feet.
One person is in the middle counting to
30 in their head while the rest of the
class passes around another ball. As the
students pass the ball around the room
they must say the sport that their
equipment relates to (in French). As the
person in the middle counts they make
arm signals so the rest of the students
know what number they are at. At 10
seconds they put their left arm out, then
20 seconds their right arm, and when
they reach 30 seconds they clap their
hands above their head and say La
Bamba. Whoever has the ball at the 30

Lesson
2

Use strategies
to increase
understanding
(relate prior
knowledge,
experience, and
relate to similar
words)
Respond
appropriately to
simple
commands and
instructions
Use visuals or
technology to
assist in
understanding
and
communicating
Both verbal and

Actions: Different
actions associated
with each sport
Example: throwing in
baseball, or kicking in
soccer.

second mark has to sit down with their

legs straight out in front of them. In the
next round if you are beside a person
who is sitting down you have to jump
over their legs while saying their sport
in order to pass the ball to the next
person and then jump back to their spot.
As the game goes on there will be more
and more people sitting down so there is
a lot of jumping happening. Safety is a
priority!
Closure: Exit slip: Write down 3 names
of sports that they learned today, and
draw a picture of one of them. They
will hand it in when they are done.
Intro:
In sports there are certain movements
that need to be performed in order for
someone to succeed in the sport. What
is an example of an action that is needed
in baseball? (throwing, catching,
batting, etc.). Today we are going to
learn the different names for;
- Kicking
- Throwing
- Catching
- Hitting
- Volleying
- Swinging
- Running
- Etc.
With a partner come up with a list of
movements that are needed in the ten
sports we learned last class.
Charades:
Split the class into four groups, and put

Charades
papers
Sports
equipment
Paper and pen
Class set of
laptops
Kahoot.it

Participation are
they trying their best?
Clarity of speech
Pronunciation
Observation

non-verbal cues
contribute
meaning in
language and to
increase
understanding

two groups together to form two

separate charades games. The first
person from each team will come to the
front to pull out a piece of paper. On the
paper will be an action (in French) that
they have to act out. The remaining
members of the team will have to guess
what action they are performing (in
French). If the team gets it they get a
point, if they dont the other team can
steal (30 second time limit).

Reciprocal
communication
is possible in
French using
simple, highfrequency
words and
patterns
(comprehensio
n of this
vocabulary)

Lesson
3

Respond
appropriately to
simple
commands and
instructions
Use visuals or
technology to
assist in
understanding
and
communicating

Review:
Kahoot.it:
Pictures of different sports, and different
actions associated with these sports.
Students try to match the French word
with the picture .

Objects/equipment:
The names of sports
equipment in French
and English.
Know which
equipment goes with
each sport.

Introduction:
Has anyone ever played a sport before?
What kinds of things do you need in
order to play those sports?
Today we are going to be going over
some of the names of different objects
and equipment associated with our ten
sports.
Hold up a piece of sports equipment and
ask them if they know what it is called
in French. Go over a few objects from
each sport. Say the name and have them
repeat after. After a few times through
have them pair up and take turns asking
each other the names of the equipment.

Fly swatters
Power point
Review sheet
Sports
equipment
Whiteboard to
write the
translations on

Participation
Clarity of speech
Pronunciation
Exit slip
Observation

Make sure that they help correct each

other as they go so that they arent
learning the wrong names.
(I will be walking around listening and
assessing)
Give out a reference sheet so they have
something to refer to for the rest of the
unit.
Swat:
The class will split into two teams. The
first person from each team will come
up to the board and pick up their fly
swatter. There will be pictures of sports
equipment on the board for them to
swat at. I will say the name of a sport,
or the name of a piece of equipment and
the first person to hit it gets a point for
their team. Once they have gone they go
back to the end of the line and hand off
the fly swatter.

Lesson
4

With basic
French, we can
describe
ourselves and
our interests
Respond
appropriately to
simple
commands and
instructions

Likes and dislikes:

Students will be able
to describe what they
like and dislike about
each sport.
Students should feel
comfortable in their
pronunciation of the
phrases.

Closure:
Exit slip: List the names of 3 pieces of
sports equipment in English and in
French.
Intro:
Put your hand up if you have a favourite
sport. Now put your hand up if you
have a least favourite sport. Today we
are going to learn how to describe what
sports we like, and which ones we
dislike using the terms that we have
been learning over the past three
classes.
Explain how to say I like and I dont

Paper and
pencil
List of likes
and dislikes
Whiteboard to
write the
translations on

Participation
enthusiasm of
their
conversations
(talking circle)
Clarity of speech
Pronunciation of
the phrases
Observation

like in French.

Use visuals or
technology to
assist in
understanding
and
communicating

Put up a list of sports, actions and

equipment on the board. Have the
students practice these phrases with a
partner to get comfortable with
speaking about their likes and dislikes.
Talking circle:
The class will split into two even groups
and form two circles. One on the inside
and one on the outside, facing each
other. The inside person will ask a
question and the outside person will
answer and vice versa. They will each
ask each other something about sports
that they like or dislike. They will have
30 seconds to ask and answer one
question each.
Closure:
Write down one thing you like and one
thing you dislike about a sport.
Homework: Go home and ask a family
member what they like or dislike about
a sport. Ask in French and translate in
English after if they do not understand.

Lesson
5

Respond
appropriately to
simple
commands and
instructions
Use visuals or
technology to
assist in
understanding

Review:
Students should know
all the names of the
sports, the actions,
and their likes and
dislikes.
Students should be
able to describe to
another person what

Review and Presentation preparation:

Kahoot.it:
Each student signs into the website and
prepares to start the quiz/activity. A
picture will come on the screen and it
will give four answers. The students
have to determine which answer is
correct.
Example: picture of soccer, they have to
choose soccer in French from the words

Class set of
laptops
Kahoot.it site
Sports
equipment

Kahoot.it scores
Participation
Pronunciation
Clarity of speech
Observation

and
communicating

they have learned.

Students should be
able to work
collaboratively with
the other members of
the class.

listed. Or a baseball bat and they have

to remember what baseball bat is in
French.
Introduction of presentation:
Give the students the opportunity to
work in pairs of groups up to four
people.
Students have to come up with a
skit/role play about different sports that
they like and dislike. They should
include words pertaining to those sports
(ie: equipment and actions).

Lesson
6

Use strategies
to increase
understanding
(relate prior
knowledge,
experience, and
relate to similar
words)
With basic
French, we can
describe
ourselves and
our interests
Respond
appropriately to
simple

Students will be given the remainder of

the class to work on their skits with
their partner or their group.
Students should come ask for help if
they get stuck, or if they need help with
any pronunciation.
Putting it all together! Presentation day:

Students will perform Students will be given 15 minutes to go

skits that involve
over their presentation with their partner
different sports,
or group members. Once everyone is
equipment and actions ready we will start off our skits.
to show what they
have learned this unit. Performances:
Students will have a couple minutes
each to perform their skit for the class.
They should have included their likes
and dislikes about sports, and an action
or two that go along with it. The
audience should be respectful and listen
and watch intently.
Student will be given the choice to
volunteer to go, or to be chosen in a

Any materials
the students
come up with
for their skits
(sports
equipment,
desks, etc.)

Participation
Enthusiasm
Clarity of speech
Effort
Grammar
Self and peer
review
Observation

commands and
instructions
Use visuals or
technology to
assist in
understanding
and
communicating

Resources:
https://www.youtube.com/watch?v=8QXbMPJnnqg
Kahoot.it

random order.
Students will evaluate themselves and
their peers at the end of the
presentations and hand in their
feedback.