The following types of Planning Templates are provided in this appendix and can be modified or adapted for personal use:
Year Plan ......................................................................................................................... pp. 2 and 3
Long Range Plan .........................................................................................................................p. 4
Unit Plan Overview (Web) .........................................................................................................p. 5
Unit Content Chart (planning with the end in mind) ..................................................................p. 6
Activities Brainstorm (planning with multiple intelligences in mind) .......................................p. 7
Lesson Series/Unit Outline (Day-by-Day Web) .........................................................................p. 8
Lesson Series/Unit Planning (Day-by-Day Chart) .....................................................................p. 9
Lesson Series/Unit Planning Chart (Phases of Language Learning) ........................................p. 10
Lesson Plan (Step-by-Step Table) ............................................................................................p. 11
Lesson Plan (Teacher and Student Activities) ..........................................................................p. 12
Unit Planning Checklist ............................................................................................................p. 13
Lesson Planning Checklist ........................................................................................................p. 15
FSL Guide to Implementation — Grade 7 to Grade 9 (Nine-year)
©Alberta Education, Canada, 2008
Appendix P /1

Grade Level(s): School Year:
September October
Teacher(s):
November December
Field(s) of
Experience
(Units)
Key
Specific
Outcomes
January
Major Teaching and Learning
Activities
Resources
Assessment
for, as, of
Learning
2/ Appendix P FSL Guide to Implementation — Grade 7 to Grade 9 (Nine-year)
©Alberta Education, Canada, 2008

Grade Level(s): School Year:
February March
Teacher(s):
April May
Field(s) of
Experience
(Units)
Key
Specific
Outcomes
June
Major Teaching and Learning
Activities
Resources
Assessment
for, as, of
Learning
FSL Guide to Implementation — Grade 7 to Grade 9 (Nine-year)
©Alberta Education, Canada, 2008
Appendix P /3

Grade(s):
Unit Focus
Duration
Unit Description
Key Outcomes
Unit Focus
Duration
Unit Description
Key Outcomes
4/ Appendix P
School Year: Teacher:
Unit Focus
Duration
Unit Description
Key Outcomes
Unit Focus
Duration
Unit Description
Key Outcomes
FSL Guide to Implementation — Grade 7 to Grade 9 (Nine-year)
©Alberta Education, Canada, 2008

Key Outcomes
Communication
Language
Culture
Strategies
Possible Student Activities
Instructional Strategies
Verbal/ linguistic
Unit Focus (subfield/ key tasks)
Duration
Assessment for Learning:
Assessment as Learning:
Assessment of Learning:
Addressing Learner Diversity
Checking the balance - How many activities appeal strongest to which type of learner?
Logical/ mathematical
Visual/ spatial
Bodily/ kinaesthetic
♪♫
Musical/ rhythmic
Inter- personal
Intra- personal
Naturalist / physical
Appendix P /5 FSL Guide to Implementation — Grade 7 to Grade 9 (Nine-year)
©Alberta Education, Canada, 2008

Unit Focus:
OUTCOMES:
Dates/Duration:
Possible related language experiences
Possible related performance assessment tasks
Field of Experience and related subfield(s)
Communication Outcomes
Listening Comprehension (LC)
Reading Comprehension (RC)
Oral Production (OP)
Written Production (WP)
Language Outcomes
Culture Outcomes
PERFORMANCE TASK selected for this unit:
Students will
Necessary Vocabulary (words, phrases, schemata)
Necessary Linguistic Elements (grammatical structures)
Necessary authentic text(s) as models for student production
Visual:
Audio:
Audio/visual:
Print:
Necessary Cultural Knowledge
Possible Associated Language Learning Strategies
New Need review
Known
6/ Appendix P FSL Guide to Implementation — Grade 7 to Grade 9 (Nine-year)

Alberta Education, Canada, 2008

Performance Task: Students will
Verbal/linguistic
Logical/mathematical
Visual/spatial
Interpersonal
Unit Focus (subfield)
Duration
Intrapersonal
Bodily/kinaesthetic
Musical/rhythmic
♪♫
Naturalist/physical
FSL Guide to Implementation — Grade 7 to Grade 9 (Nine-year)
©Alberta Education, Canada, 2008
Appendix P / 7

Unit: Lesson 1
Lesson 11 Lesson 2
Lesson 10
Lesson 9
Lesson 8
Lesson 7
Lesson 3
Performance
Assessment Task
Unit Focus
Lesson 5
Lesson 4
Lesson 6
8/ Appendix P FSL Guide to Implementation — Grade 7 to Grade 9 (Nine-year)
©Alberta Education, Canada, 2008

Field of Experience: Subfield:
Possible Contexts for Language Experiences:
Focus for this Lesson Series/Unit:
Day
1
2
3
Skills
Key Linguistic
Elements
Culture
Strategies
Skills
Key Linguistic
Elements
Culture
Strategies
Skills
Key Linguistic
Elements
Culture
Strategies
Outcomes Teaching and Learning
Activities
Resources,
Materials
Dates/Duration:
Planning for
Diversity
Assessment (for,
as, of) Learning
FSL Guide to Implementation — Grade 7 to Grade 9 (Nine-year)
© Alberta Education, Canada, 2008
Appendix P /9

BRAINSTORM OF
POSSIBLE CONTEXTS
–
–
–
LEARNER OUTCOMES PHASES OF LANGUAGE LEARNING [WITH SKILLS]: Listening Comprehension [LC];
Reading Comprehension [RC]; Oral Production [OP]; Written Production [WP]
ENCOUNTERING NOTICING
Day 1
INTERNALIZING APPLYING and
REFINING
TRANSFORMING and
PERSONALIZING
ASSESSING (for, as, of
LEARNING)
10/ Appendix P FSL Guide to Implementation — Grade 7 to Grade 9 (Nine-year)

Alberta Education, Canada, 2008

Date: 4/12/2020 Lesson Topic: Number in sequence: Duration:
Time Procedure (Step by Step) Materials/Resources Learning
Outcomes
Activity
FSL Guide to Implementation — Grade 7 to Grade 9 (Nine-year)
© Alberta Education, Canada, 2008
Appendix P /11

Class(es):
Date: Class start time:
Teacher:
Class end time:
Lesson number out of total in unit, leading to performance assessment task:
Learner Outcomes Plan for Diversity
Prerequisite Knowledge, Skills,
Strategies and Attitudes
Introduction, set, link to previous learning
Activity
Sequence
May involve:
Presentation,
Explanation,
Guided
Practice,
Independent
Practice,
Assessment
OR
Approaching,
Encountering,
Noticing,
Internalizing,
Applying
Refining,
Personalizing,
Transforming,
Assessing.
Closure, summary of learning, link to upcoming learning
Preliminary Matters (Announcements, etc.)
Time Teaching Strategy Student Activity Resources
12 / Appendix P FSL Guide to Implementation — Grade 7 to Grade 9 (Nine-year)
©Alberta Education, Canada, 2008

Have I …
selected the outcomes I wish to focus on in this unit and considered how these relate to the outcomes in previous and upcoming units?
determined the main ideas and key concepts that the unit is to contain in order to support a gradual expansion of student understanding and skill development?
included a variety of instructional strategies, as well as language experiences and activities, while considering students’ continued language development?
considered which linguistic elements students will need to know and apply in order to successfully carry out the performance task(s) I am selecting?
planned for appropriate assessment for learning, assessment as learning and assessment of learning strategies?
considered student needs, interests and abilities, their learning experience in other subject/areas and the relevance of this unit to students’ lives outside school?
considered how to solicit and use student input when choosing and/or designing activities so that students’ learning styles, strengths, challenges and interests are integrated into the learning and collaborative decision-making process?
provided opportunities for students to engage in activities that allow them to develop skills in comprehension, production and negotiation, both orally and in writing?
determined how listening, reading, speaking and writing activities and tasks will be balanced so that all four skills are developed and assessed equally and appropriately over the course of the unit?
selected a performance assessment task that is based on authentic uses of language and planned many and varied practice opportunities related to all the components of the task to ensure student success?
considered how previously-learned vocabulary, grammatical and sociolinguistic elements as well as cultural knowledge can be reviewed and reintegrated in the unit?
FSL Guide to Implementation — Grade 7 to Grade 9 (Nine-year)
© Alberta Education, Canada, 2008
Appendix P /13

Have I …
included factual information on Francophone cultures at the local, provincial, national or international levels in keeping with the field(s) of experience developed in this unit?
included the teaching of appropriate sociolinguistic conventions based on the performance task chosen?
selected interesting, useful and varied resources to support this unit?
allowed for flexibility and adaptation of the plan in response to student needs?
ensured that I planned for a variety of small and large group activities throughout the unit including pair, trio, quad and other types of groupings?
verified that the activities of the unit reflect a wide array of learning style preferences?
determined how previously-developed language learning strategies can be expanded on within this unit as well as which additional strategies can be introduced?
determined how to celebrate students’ language progress?
14/ Appendix P FSL Guide to Implementation — Grade 7 to Grade 9 (Nine-year)

Alberta Education, Canada, 2008

Have I …
considered how to structure and sequence activities in order to support a gradual expansion of student understanding and skill development?
included a balance of individual, small group and whole class activities within the lesson?
determined how to maximize active participation in the classroom?
determined how to differentiate instruction and modify or adapt activities depending on student needs, interests and differing rates of acquisition?
considered which strategies to select in order to motivate students and to provide a link to previous and upcoming learning?
determined which cooperative learning strategies to select for use in small group or pair activities?
determined which independent tasks could possibly be assigned as homework?
decided where and how the lesson plan can be adjusted to accommodate new needs, ideas or information?
integrated an assessment for , as or of learning procedure to assess my students’ progress?
FSL Guide to Implementation — Grade 7 to Grade 9 (Nine-year)
©Alberta Education, Canada, 2008
Appendix P /15