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MP Unit Planner How Am I Educated

This unit plan summarizes a 20-hour French 1 unit titled "How am I educated? Comment apprends-je?" The unit focuses on how education shapes culture and society. Students will inquire into how economic status and gender affect access to education in different cultures. They will compare educational opportunities and reflect on how a culture's system reflects its values. For the summative assessment, students will create an orientation video for new students explaining their school. The unit addresses developing cultural consciousness and multiple perspectives through collaboration and cultural discussion in French. Resources include online tools, classroom materials, and a French festival. Formative assessments and reflections will guide instruction and response.

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54 views8 pages

MP Unit Planner How Am I Educated

This unit plan summarizes a 20-hour French 1 unit titled "How am I educated? Comment apprends-je?" The unit focuses on how education shapes culture and society. Students will inquire into how economic status and gender affect access to education in different cultures. They will compare educational opportunities and reflect on how a culture's system reflects its values. For the summative assessment, students will create an orientation video for new students explaining their school. The unit addresses developing cultural consciousness and multiple perspectives through collaboration and cultural discussion in French. Resources include online tools, classroom materials, and a French festival. Formative assessments and reflections will guide instruction and response.

Uploaded by

潘卫平
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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MHS MYP Unit Planner Guide 2019-

2020

Unit Title How am I educated? Comment apprends-je?

Course/Grade Level French 1

Teachers Polanski

Length of Unit (hrs) 20

Stage 1 Integrate statement of inquiry, global context and inquiry questions

Key Concept Related Concepts

Communication Identity and global interactions

Global Context
Education is an essential part of culture.

Educational opportunities can vary from one culture to


another.

Explanation for Global Context Education is valued differently from one culture to
another.

Statement of Inquiry
Education shapes culture and society.

Inquiry Questions

How do economic status and gender affect access to education in the target

Factual culture? How does that compare to my own?

How does access to education in my culture compare to access in the target


Conceptual
culture?

How does a culture’s educational system reflect the values of a society?


Debatable

Summative Assessment [What do we expect students to learn?]


What authentic summative assessment task(s) will allow students the opportunity to respond to the
statement of inquiry and inquiry questions?

What will constitute acceptable evidence of understanding? How will students show what they
have understood? [How will we know they are learning?]
In groups, students will create a “declassified school survival guide” video for their school with incoming TL-
speakers as their audience. In their video they will explain what students need to know about their school,
supplies they may need, and the layout of the school, everything that new students would need to know in
order to survive their first year of high school.

Listening, Reading, Speaking and Writing are all equal components (25%) of the quarter
grade.
Listening Authentic listening audio (from native speakers)
are used to introduce students to the variety of
sounds produced in the French language, as
well as accents.

Reading Authentic texts are used to introduce students


to reading in a foreign language. Such texts
include simple conversations, letters/emails,
and “about me” texts.
Speaking MHS Speaking Proficiency Rubric used to assess
novice mid speaking performance. Grades
≥85% constitute overall proficiency.

Writing MHS Writing Proficiency Rubric used to assess


novice mid writing performance. Grades ≥85%
constitute overall proficiency.

What relevant equity goals will this unit address? (Check all that apply.)
■ Developing Multiple Perspectives
■ Developing Cultural Consciousness
■ Understanding the Multiple Facets of Identity
❏ Increasing Intercultural Competence
❏ Developing Equity Literacy
❏ Developing Social Action Skills
❏ Other? Please Specify
*See MHS Unit Planner Equity Checklist for equity goal definitions.
*(adapted from Holmes & 2017; Gorski & Swalwell, 2015; Teaching Tolerance, n.d.)
Which specific MYP objectives and their strands will be addressed during this unit?

Which MYP assessment criteria rubric will be used?

Approaches to Learning
Category Cluster Skill

Social Collaboration skills Communication.

Students will collaborate to discuss cultural information through written


Connection between and spoken French.
Objective Strands

and

ATL Skills
Stage 2 Backward planning: From the assessment to the learning activities
through inquiry
Content [What do we expect students to learn?]
What knowledge and/or skills (from the course overview) are going to be used to enable the
student to respond to the statement of inquiry and inquiry questions?

What (if any) state, provincial, district, or local standards/skills are to be addressed? How
can they be unpacked to develop the significant concept(s) for stage 1?

a. NL.CLL.3.3:
b. NL.CMT.1.1:
c. NL.CMT.3.2:

Learning process
[How will we know students are learning?]

Learning experiences and Formative Assessment Differentiation [A 4.01 & 4.06]


teaching strategies
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to
facilitate students’ experiences during the unit?

How will the school librarian, classroom teacher, literacy coach, or other school staff collaborate
to develop and implement the learning activities?

Online grammar and vocabulary practice, video excerpts, songs, tangibles in the classroom.
An open minded environment must first be established in order to facilitate respectful debate,
sharing of opinions and reflecting on culture.

Learner Profile Traits Encouraged Explanation of Inclusion

Informed

Reflector
inquirer

Opportunities for Volunteerism and Community Service

French Festival March 2020

Ongoing reflections and evaluation


[How will we respond when students don’t learn?]
In keeping an ongoing record, consider the following questions.

Students and teachers


What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?

Possible connections
How successful was the collaboration with other teachers within my subject group and from other
subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other
subjects?

Assessment
Were students able to demonstrate their learning?
• How did the assessment tasks allow students to demonstrate the learning objectives identified
for this unit? How did I make sure students were invited to achieve at all levels of the criteria
descriptors?
• Are we prepared for the next stage?
•
Data collection
• How did we decide on the data to collect? Was it useful?
• How will we respond when student don’t learn?
• How do we respond if they already know the information/content?
•

Prior to teaching the unit During teaching After teaching the unit

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