LONG RANGE PLANS 2013-14 Core French Grade 5
Teachers : Paul Meggs and John Haley
Grade 5
September
Why learn FSL
The qualities of a good L2
learner.
Personal introductions,
greetings and salutations,
Colours, shapes, numbers
February
Louis Riel Day (MB)
Mardi Gras
Le carnival
Winter Olympics – researching an
event
October
Action de grace
Hallowe’en –
monster design
body parts
Calendar dates
Numbers continued
March
Identify provinces and capitals
Franc-Ontarian culture
School subjects, reading the
timetable
November
Remembrance day/ Jour
d’armistice
Furniture in the home – room
design
Shapes and locations
Family members
April
Paques
Food and snacks
Design a pizza
December
Noel in Franco-Ontario
Going to the city.
Reading timetable and route
map
Telling time
May
Design a time machine
January
New year celebrations
Weather, clothing
Winter sports and leisure
Semester 1 vocabulary
review
June
Summer activities
Semester 2 review
Game design
SEPTEMBER 2013 – SEMESTER 1
Strand(s)
Oral, reading,
writing,
grammar, L2
strategies,
Cultural literacy
BIG Idea
Using French to communicate
basic personal information.
Why learn FSL
The qualities of a good L2 learner.
personal introductions, greetings
and salutations,
Family members
Expectations
Learning Goals
Success Criteria
(from 1998 curriculum)
“I am learning to…”
“I can….”
Overall:
-
- greet and close a conversation
- ask someone’s name and how they
are and respond in kind
- ask someone’s age and respond in
kind
- ask someone’s address and respond
in kind
- ask about the other’s family and
respond in kind
- use common phrases in the
classroom in French
- listen to and talk about short simple oral
texts of familiar topics
- read a variety of materials 100-150 words,
and demonstrate understanding
- write ideas and fact, provide written
responses to simple questions, using simple
sentences
- identify and use the vocabulary and
language conventions appropriate for this
grade level
Specific:
Manipulatives/
Resources:
Cross-curricular
connections:
Canada’s food guide
Government
Oral:
- follow and give basic classroom
instructions
- ask simple questions, ask for repetition to
clarify understanding
-use visual and verbal cues to understand and
convey the meaning of familiar material
- use pronunciation and intonation to convey
meaning
- resond to oral texts with simple and
complete sentences
- give and oral presentations 5-10 sentences
- revise oral language using resources and
teacher/peer feedback
Reading:
- read 9 simple passages
- read aloud with expression, correct
pronunciation and intonation
- respond briefly to written materials
- use various reading strategies
Writing:
- write with a model from draft to final copy
in guided and cooperative tasks
- use and spell vocab for this grade level
Grammar:
- subject pronouns
- être and avoir, regular er verbs
- expressions with avoir
- double verbs with direct infinitives
- adjective-noun agreement
- ne…pas and other negations
- prepositions
- question words
- basic vocab and words from units of study
-
introduce myself
ask basic personal information
of others.
describe my family
review common classroom
phrases
OCTOBER 2013
Strand(s)
Oral, reading,
writing,
grammar, L2
strategies,
Cultural literacy
BIG Idea
Reading the school timetable,
listening to the
School subjects, reading the
timetable
Expectations
Learning Goals
Success Criteria
(from 1998 curriculum)
“I am learning to…”
“I can….”
Overall:
-
- identify classroom objects and
school areas
- use common phrases in the
classroom
- use the timetable and tell time
using the 24hr clock
- use the calendar of the school
year to describe main events
- follow and give basic classroom
instructions
- listen to and talk about short simple oral
texts of familiar topics
- read a variety of materials 100-150 words,
and demonstrate understanding
- write ideas and fact, provide written
responses to simple questions, using simple
sentences
- identify and use the vocabulary and
language conventions appropriate for this
grade level
Specific:
Manipulatives/
Resources:
Cross-curricular
connections:
Action de grace
Hallowe’en vocabulary
– monster design
Oral:
- follow and give basic classroom
instructions
- ask simple questions, ask for repetition to
clarify understanding
-use visual and verbal cues to understand and
convey the meaning of familiar material
- use pronunciation and intonation to convey
meaning
- resond to oral texts with simple and
complete sentences
- give and oral presentations 5-10 sentences
- revise oral language using resources and
teacher/peer feedback
Reading:
- read 9 simple passages
- respond briefly to written materials
- use various reading strategies
Writing:
- write simple phrases, shorts sentences and
questions
- use and spell vocab for this grade level
Grammar:
- subject pronouns
- être and avoir, regular er verbs
- expressions with avoir
- double verbs with direct infinitives
- adjective-noun agreement
- ne…pas and other negations
- question words
- basic vocab and words from units of study
- abbreviations, spelling patterns
read a school timetable
discuss school subjects
indentify classroom objects
use calendar vocabulary
tell time using the 24hr clock
use common verbs in the
present tense with all pronouns
NOVEMBER 2013
Strand(s)
Oral, reading,
writing,
grammar, L2
strategies,
Cultural literacy
BIG Idea
Remembrance day/ Jour d’armistice
Designing and reading a bird’s eyeview diagram of a house.
Weather, clothing
Expectations
Learning Goals
Success Criteria
(from 1998 curriculum)
“I am learning to…”
“I can….”
Overall:
-
- describe the weather and describe
suitable dress for the weather
- describe my home’s physical layout,
identifying the various rooms
-
- listen to and talk about short simple oral
texts of familiar topics
- read a variety of materials 100-150 words,
and demonstrate understanding
- write ideas and fact, provide written
responses to simple questions, using simple
sentences
- identify and use the vocabulary and
language conventions appropriate for this
grade level
Specific:
Manipulatives/
Resources:
Cross-curricular
connections:
Remembrance day/
Jour d’armistice
Oral:
- ask simple questions, ask for repetition to
clarify understanding
-use visual and verbal cues to understand and
convey the meaning of familiar material
- use pronunciation and intonation to convey
meaning
- resond to oral texts with simple and
complete sentences
- give and oral presentations 5-10 sentences
- revise oral language using resources and
teacher/peer feedback
Reading:
- read 9 simple passages
- read aloud with expression, correct
pronunciation and intonation
- respond briefly to written materials
- use various reading strategies
Writing:
- write simple phrases, shorts sentences and
questions
- write with a model from draft to final copy
in guided and cooperative tasks
- use and spell vocab for this grade level
Grammar:
- subject pronouns
- être and avoir, regular er verbs
- expressions with avoir
- prepositions
- question words
- basic vocab and words from units of study
- abbreviations, spelling patterns
- resource usage
-
describe my family members
identify rooms in the home
identify common household
items and furniture
describe daily chores around the
house
use the dictionary
use prepositions to describe
relative locations
DECEMBER 2013
Strand(s)
Oral, reading,
writing,
grammar, L2
strategies,
Cultural literacy
BIG Idea
Noel
Shopping – taking the bus, reading
timetable and route map
Expectations
Learning Goals
Success Criteria
(from 1998 curriculum)
“I am learning to…”
“I can….”
Overall:
- listen to and talk about short simple oral
texts of familiar topics
- read a variety of materials 100-150 words,
and demonstrate understanding
- write ideas and fact, provide written
responses to simple questions, using simple
sentences
- identify and use the vocabulary and
language conventions appropriate for this
grade level
-
Specific:
Manipulatives/
Resources:
Cross-curricular
connections:
Oral:
- follow and give basic classroom
instructions
- ask simple questions, ask for repetition to
clarify understanding
-use visual and verbal cues to understand and
convey the meaning of familiar material
- resond to oral texts with simple and
complete sentences
- give and oral presentations 5-10 sentences
- revise oral language using resources and
teacher/peer feedback
Reading:
- read 9 simple passages
- read aloud with expression, correct
pronunciation and intonation
- respond briefly to written materials
- use various reading strategies
Writing:
- write simple phrases, shorts sentences and
questions
- write with a model from draft to final copy
in guided and cooperative tasks
- use and spell vocab for this grade level
Grammar:
- subject pronouns
- être and avoir, regular er verbs
- expressions with avoir
- adjective-noun agreement
- ne…pas and other negations
- question words
- basic vocab and words from units of study
shop for items
read a city street map
read a transit map
read a transit timetable
shop for an item in a newspaper
or online
buy an item in a store
use adjectives with nouns
ask questions
say that I like or don’t like
something
use prepostions
- describe a route to a place using a
city map and a transit map
- role play a purchase of an item in a
store
JANUARY 2014
Strand(s)
Oral, reading,
writing,
grammar, L2
strategies,
Cultural literacy
BIG Idea
New year celebrations
Winter sports and leisure
Reflection on past learning
Semester 1 review
Expectations
Learning Goals
Success Criteria
(from 1998 curriculum)
“I am learning to…”
“I can….”
Overall:
-
- describe the winter season with
common adjectives
- list my new year resolutions
- have a brief converstation using
the vocabulary accumulated to
date
- listen to and talk about short simple oral
texts of familiar topics
- read a variety of materials 100-150 words,
and demonstrate understanding
- write ideas and fact, provide written
responses to simple questions, using simple
sentences
- identify and use the vocabulary and
language conventions appropriate for this
grade level
Specific:
Manipulatives/
Resources:
Cross-curricular
connections:
Oral:
- follow and give basic classroom
instructions
- ask simple questions, ask for repetition to
clarify understanding
-use visual and verbal cues to understand and
convey the meaning of familiar material
- use pronunciation and intonation to convey
meaning
- resond to oral texts with simple and
complete sentences
- give and oral presentations 5-10 sentences
- revise oral language using resources and
teacher/peer feedback
Reading:
- read aloud with expression, correct
pronunciation and intonation
- respond briefly to written materials
- use various reading strategies
Writing:
- write simple phrases, shorts sentences and
questions
- write with a model from draft to final copy
in guided and cooperative tasks
- use and spell vocab for this grade level
Grammar:
- subject pronouns
- être and avoir, regular er verbs
- expressions with avoir
- adjective-noun agreement
- ne…pas and other negations
- prepositions
- question words
- basic vocab and words from units of study
- abbreviations, spelling patterns
- resource usage
-
describe New Year resolutions
read a calendar and its
abbreviations
describe winter and various
indoor and outdoor activities
FEBRUARY 2014 – SEMESTER 2
Strand(s)
Oral, reading,
writing,
grammar, L2
strategies,
Cultural literacy
BIG Idea
Louis Riel day
Le carnival
Researching a Winter
Olympic event
Expectations
Learning Goals
Success Criteria
(from 1998 curriculum)
“I am learning to…”
“I can….”
Overall:
-
- listen to and talk about short simple oral
texts of familiar topics
- read a variety of materials 100-150 words,
and demonstrate understanding
- write ideas and fact, provide written
responses to simple questions, using simple
sentences
- identify and use the vocabulary and
language conventions appropriate for this
grade level
Specific:
Manipulatives/
Resources:
Oral:
- follow and give basic classroom
instructions
- ask simple questions, ask for repetition to
clarify understanding
-use visual and verbal cues to understand and
convey the meaning of familiar material
- use pronunciation and intonation to convey
meaning
- resond to oral texts with simple and
complete sentences
- give and oral presentations 5-10 sentences
- revise oral language using resources and
teacher/peer feedback
Reading:
- read 9 simple passages
- read aloud with expression, correct
pronunciation and intonation
- respond briefly to written materials
- use various reading strategies
Writing:
- write simple phrases, shorts sentences and
questions
- write with a model from draft to final copy
in guided and cooperative tasks
- use and spell vocab for this grade level
Grammar:
- subject pronouns
- être and avoir, regular er verbs
- expressions with avoir
- double verbs with direct infinitives
- adjective-noun agreement
- ne…pas and other negations
- prepositions
- question words
- basic vocab and words from units of study
-
introduce myself
ask basic personal information
of others.
- abbreviations, spelling patterns
- resource usage
MARCH 2014
Strand(s)
Oral, reading,
writing,
grammar, L2
strategies,
Cultural literacy
BIG Idea
Franco-ontarian culture
Provinces and capitals
Expectations
Learning Goals
Success Criteria
(from 1998 curriculum)
“I am learning to…”
“I can….”
Overall:
-
- listen to and talk about short simple oral
texts of familiar topics
- read a variety of materials 100-150 words,
and demonstrate understanding
- write ideas and fact, provide written
responses to simple questions, using simple
sentences
- identify and use the vocabulary and
language conventions appropriate for this
grade level
Specific:
Manipulatives/
Resources:
Oral:
- follow and give basic classroom
instructions
- ask simple questions, ask for repetition to
clarify understanding
-use visual and verbal cues to understand and
convey the meaning of familiar material
- use pronunciation and intonation to convey
meaning
- resond to oral texts with simple and
complete sentences
- give and oral presentations 5-10 sentences
- revise oral language using resources and
teacher/peer feedback
Reading:
- read 9 simple passages
- read aloud with expression, correct
pronunciation and intonation
- respond briefly to written materials
- use various reading strategies
Writing:
- write simple phrases, shorts sentences and
-
introduce myself
ask basic personal information
of others.
questions
- write with a model from draft to final copy
in guided and cooperative tasks
- use and spell vocab for this grade level
Grammar:
- subject pronouns
- être and avoir, regular er verbs
- expressions with avoir
- double verbs with direct infinitives
- adjective-noun agreement
- ne…pas and other negations
- prepositions
- question words
- basic vocab and words from units of study
- abbreviations, spelling patterns
- resource usage
APRIL 2014
Strand(s)
Oral, reading,
writing,
grammar, L2
strategies,
Cultural literacy
BIG Idea
Easter
Food and snacks.
Design a pizza.
Expectations
Learning Goals
Success Criteria
(from 1998 curriculum)
“I am learning to…”
“I can….”
Overall:
-
- listen to and talk about short simple oral
texts of familiar topics
- read a variety of materials 100-150 words,
and demonstrate understanding
- write ideas and fact, provide written
responses to simple questions, using simple
sentences
- identify and use the vocabulary and
language conventions appropriate for this
grade level
Specific:
Manipulatives/
Resources:
Oral:
- follow and give basic classroom
instructions
- ask simple questions, ask for repetition to
clarify understanding
-use visual and verbal cues to understand and
convey the meaning of familiar material
- use pronunciation and intonation to convey
-
introduce myself
ask basic personal information
of others.
meaning
- resond to oral texts with simple and
complete sentences
- give and oral presentations 5-10 sentences
- revise oral language using resources and
teacher/peer feedback
Reading:
- read 9 simple passages
- read aloud with expression, correct
pronunciation and intonation
- respond briefly to written materials
- use various reading strategies
Writing:
- write simple phrases, shorts sentences and
questions
- write with a model from draft to final copy
in guided and cooperative tasks
- use and spell vocab for this grade level
Grammar:
- subject pronouns
- être and avoir, regular er verbs
- expressions with avoir
- double verbs with direct infinitives
- adjective-noun agreement
- ne…pas and other negations
- prepositions
- question words
- basic vocab and words from units of study
- abbreviations, spelling patterns
- resource usage
MAY 2014
Strand(s)
Oral, reading,
writing,
grammar, L2
strategies,
Cultural literacy
BIG Idea
Technology. Design a Time
machine.
Expectations
Learning Goals
Success Criteria
(from 1998 curriculum)
“I am learning to…”
“I can….”
Overall:
-
- listen to and talk about short simple oral
texts of familiar topics
- read a variety of materials 100-150 words,
and demonstrate understanding
- write ideas and fact, provide written
responses to simple questions, using simple
sentences
- identify and use the vocabulary and
language conventions appropriate for this
grade level
-
introduce myself
ask basic personal information
of others.
Specific:
Oral:
- follow and give basic classroom
instructions
- ask simple questions, ask for repetition to
clarify understanding
-use visual and verbal cues to understand and
convey the meaning of familiar material
- use pronunciation and intonation to convey
meaning
- resond to oral texts with simple and
complete sentences
- give and oral presentations 5-10 sentences
- revise oral language using resources and
teacher/peer feedback
Reading:
- read 9 simple passages
- read aloud with expression, correct
pronunciation and intonation
- respond briefly to written materials
- use various reading strategies
Writing:
- write simple phrases, shorts sentences and
questions
- write with a model from draft to final copy
in guided and cooperative tasks
- use and spell vocab for this grade level
Grammar:
- subject pronouns
- être and avoir, regular er verbs
- expressions with avoir
- double verbs with direct infinitives
- adjective-noun agreement
- ne…pas and other negations
- prepositions
- question words
- basic vocab and words from units of study
- abbreviations, spelling patterns
- resource usage
Manipulatives/
Resources:
JUNE 2014
Strand(s)
BIG Idea
Expectations
Learning Goals
Success Criteria
(from 1998 curriculum)
“I am learning to…”
“I can….”
Oral, reading,
writing,
grammar, L2
strategies,
Cultural literacy
Summer activities
Designing a French game
Overall:
- listen to and talk about short simple oral
texts of familiar topics
- read a variety of materials 100-150 words,
and demonstrate understanding
- write ideas and fact, provide written
responses to simple questions, using simple
sentences
- identify and use the vocabulary and
language conventions appropriate for this
grade level
Specific:
Manipulatives/
Resources:
Oral:
- follow and give basic classroom
instructions
- ask simple questions, ask for repetition to
clarify understanding
-use visual and verbal cues to understand and
convey the meaning of familiar material
- use pronunciation and intonation to convey
meaning
- resond to oral texts with simple and
complete sentences
- give and oral presentations 5-10 sentences
- revise oral language using resources and
teacher/peer feedback
Reading:
- read 9 simple passages
- read aloud with expression, correct
pronunciation and intonation
- respond briefly to written materials
- use various reading strategies
Writing:
- write simple phrases, shorts sentences and
questions
- write with a model from draft to final copy
in guided and cooperative tasks
- use and spell vocab for this grade level
Grammar:
- subject pronouns
- être and avoir, regular er verbs
- expressions with avoir
- double verbs with direct infinitives
- adjective-noun agreement
- ne…pas and other negations
- prepositions
- question words
- basic vocab and words from units of study
- abbreviations, spelling patterns
- resource usage
-
introduce myself
ask basic personal information
of others.