Gender-Inclusive French

Lesson Title: Gender-Inclusive French

Grade: 10

Subject: French Immersion

Materials/Resources:

• Printed or digital copies of three real-world French texts (school notice, club announcement, job posting)

• Markers, pens, and paper for student annotations

• Gender Inclusive French Vocabulary Sheet (includes the strategies for students)

• Sticky notes or digital form for reflection

Learning Goals:

Students will be able to:

• Identify gendered language in French texts and distinguish between grammatical gender and social gender.

• Explain at least four strategies for writing and speaking in a gender-inclusive manner in French.

• Apply gender-inclusive strategies in their own written and oral French work.

• Reflect on the challenges and contexts of using gender-inclusive language effectively.

Success Criteria:

• Je peux identifier avec précision les noms et adjectifs genrés dans des textes d’exemple.

• Je peux expliquer, à l’aide d’exemples, la différence entre le genre grammatical et le genre social.

• Je peux rédiger un avis ou une annonce de 200 à 250 mots en utilisant au moins deux stratégies d’écriture inclusives.

• Je peux lire mon texte à voix haute de manière claire pendant 1 à 2 minutes.

• Je peux rédiger une réflexion de deux phrases pour expliquer mes choix et les difficultés rencontrées.

• Je peux partager une réflexion sur un post-it ou via un formulaire numérique, en indiquant une stratégie utilisée, un défi rencontré et un contexte où cette stratégie pourrait ne pas être appropriée.

Curriculum Expectations:

• Listening

  • A1.1 Using Listening Comprehension Strategies: identify a variety of listening comprehension strategies, and use them before, during, and after listening to understand oral French texts

  • A1.2 Demonstrating Understanding: demonstrate an understanding of oral French texts about academic and familiar topics, including literary texts and long texts, with support as appropriate

• Speaking

  • B1.2 Producing Oral Communications: produce prepared and spontaneous communications in French containing information, ideas, and opinions about academic and familiar topics, including literary topics, with support as appropriate

• Writing

  • D1.1 Identifying Purpose and Audience: determine their purpose in writing and the audience for French texts they plan to create

  • D1.2 Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about academic and familiar topics, including literary topics, applying their knowledge of the structural and stylistic elements of each form

Minds-on (approx. 10 mins):

• Begin with a quick poll (silent show of hands or digital poll): "As-tu déjà remarqué l’existence du langage genré en français ? Oui / Non / Pas sûr(e)."

• Project three short, real‑world French sentences (e.g., a school notice, a club announcement, a job posting) that use masculine generic forms. Ask students in pairs to underline any words that look like they refer to people and guess whether those words are gendered. Share quick responses.

Action (approx. 50 mins):

• Define grammatical gender vs. social gender and give examples of common gendered noun/adjective pairs: un ami/une amie, étudiant/étudiante. Emphasize agreement rules. 

• Present and model at least four gender‑inclusive strategies with examples (written and spoken): 

  • Epicène vocabulary: la personne, le personnel (show how these avoid gender marking). 

  • Neutral rephrasing: convert "Le responsable" → "La personne responsable" or use passive/impersonal constructions. 

  • Doublets/slash: les étudiant(e)s, les étudiant.e.s (explain readability and formality concerns)

  • Use of plural/general nouns: "le public" / "la communauté scolaire".

• Students will create a 200-250 word notice or short announcement (e.g., classroom, club, or school event) and deliver a 1–2 minute oral reading. The written text must use at least two different gender‑inclusive strategies (for example: épicène vocabulary, doublets with parentheses or points médians, neutral phrasing) and include a 2‑sentence reflection explaining their choices and any challenges.

Consolidation (approx. 15 mins):

• On a sticky note or digital form, students write one strategy they used, one challenge they faced, and one context where they would avoid a particular inclusive form (e.g., formal test or official transcript). 

• Collect responses and highlight 2–3 interesting answers to the class.