MYP Language Acquisition French Teacher(s) Subject Group (check one) Group 2 Language Acquisition ⃞French Course name French 2 - capable Grade level 8th/10th Unit title U4 La vie contemporaine Unit duration (weeks) 4-6 weeks 1. Inquiry: Establishing the purpose of the unit Key concept (1) Related concept(s) (2) Connections Conventions Patterns Conceptual Understanding (made from Key & related concepts) Written conventions, patterns, and structure help us to make our message clear when communicating in a global context. Global context and exploration • globalization and sustainability How is everything connected? Students will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world-interconnectedness; the impact of decision-making on humankind and the environment. - Commodities and commercialization, social media, technology: students will explore new technologies and the impact on global and local communities, including communication, professions, and issues of contemporary life. Statement of inquiry Identifying the patterns of written and spoken text helps me to understand the changing world around me. Inquiry questions (questions like these will be developed by teachers and students) Factual How has technology changed the world we live in, including professions, communication, transportation, etc...? Conceptual How can I identify the past, present, and future tenses within a text? Debatable What influences and changes contemporary society? Objectives Summative assessment tasks outline of assessment task(s) including assessment criteria Relationship between summative assessment tasks and statement of inquiry Criterion B Reading modeled after the paper 2 reading section on the IB Diploma exam - students will read and answer comprehension questions about the text and grammar in context questions. Students will read authentic texts about new technology and its effect on the world. Reading comprehension questions will also include structure questions so students can learn to recognize them within the text. i.identify explicit and implicit information (facts, opinions, messages and supporting details) ii.analyse conventions iii.analyse connections. MYP Language Acquisition French Criterion D Writing i.use a wide range of vocabulary ii.use a wide range of grammatical structures generally accurately iii.organize information effectively and coherently in an appropriate format using a wide range of simple and some complex cohesive devices iv.communicate all the required information with a clear sense of audience and purpose to suit the context. Students will write a response to a letter, email, or prompt indicating a situation happening in the world. Formative assessment tasks Will be a shortened version of the summative assessment. modeled after the paper 2 reading section on the IB Diploma exam - students will read and answer comprehension questions about the text and grammar in context questions. Students will draw conclusions and make inferences based on what they’ve read in class and outside of it. They’ll use this information to write their response. Formative tasks should build up to ultimately being able to answer these questions and writing a response. Writing response COMMON CORE STATE STANDARDS: (As interpreted by ACTFL’s Aligning the National Standards for Learning Languages with the Common Core Standards) ELA Reading Standards: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize key supporting details and ideas 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone Equivalent standards for learning languages: Interpretive Communication - Students demonstrate comprehension of content from authentic audio and visual resources. Practices and Products of Culture - Students examine, compare and reflect on products, practices, and/or perspectives of the target culture(s). Acquiring New Information - Students acquire information from other content areas using authentic sources Interpretive Communication Students derive meaning from expressions found in culturally authentic texts. Students understand the purpose of a message and point of view of its author. Students identify the distinguishing features (e.g. type of resource, intended audience, purpose) of authentic written and aural texts. Practices and Products of Culture - Students compare and reflect on products, practices, and/or perspectives of the target culture(s). Making Connections - Students demonstrate knowledge and understanding of content across disciplines. MYP Language Acquisition French Language Comparisons - Students evaluate similarities and differences in language use and idiomatic expressions between target language and student’s native language Cultural Comparisons - Students evaluate similarities and differences in the perspectives of the target culture(s) COLLEGE READINESS STANDARDS: CLR 401. Locate important details in somewhat challenging passages CLR 402. Draw logical conclusions in somewhat challenging passages CLR 403. Draw simple logical conclusions in more challenging passages CLR 404.Paraphrase some statements as they are used in somewhat challenging passages IDT 402. Identify a clear central idea or theme in somewhat challenging passages or their paragraphs WME 401. Analyze how the choice of a specific word or phrase shapes meaning or tone in somewhat challenging passages WME 402. Interpret most words and phrases as they are used in somewhat challenging passages, including determining technical, connotative, and figurative meanings PPV 401. Identify a clear purpose of somewhat challenging passages and how that purpose shapes content and style PPV 402.Understand point of view in somewhat challenging passages Approaches to learning (ATL) RESEARCH VII Media Literacy - Interacting with media to use and create ideas and information - Demonstrate awareness of media interpretations of events and ideas (including digital social media) Understand the impact of media representations and modes of presentation Action: Teaching and learning through Inquiry Content Content technologie: les smartphones, les portables, les ordinateurs, les transports, les secteurs du marché et les professions les problemes de la vie contemporaine Skills able to recognize if a text is written in past, present, or future tenses awareness of media interpretations impact of media representations Learning process Learning experiences Week 1 introduction to technology vocabulary, base text Week 2 reading another authentic text, identifying verb tenses; looking at ads (magazine, billboard, video, etc…)and drawing conclusions about media interpretations and their impact, create a vocabulary list from ideas discussed Week 3 les secteurs du marché et les professions vocabulary, vocabulary related to issues relating to technology in contemporary life brainstormed from their experiences and authentic texts read Week 4 webquest for students to locate primary sources in French regarding an issue of their choice, identifying verb tenses, identifying the author’s opinions, journal entry with students thoughts, formative Week 5 rework vocab/grammar, journal entries, authentic text with another view point Week 6 summative Teaching strategies collaborative learning - students work in groups or pairs almost daily to produce their work, compare notes, peer edit, etc... MYP Language Acquisition French student centered - again students work in groups, but importantly they are working together to investigate, work on an assignment, or help each other. Teacher's role is a coach or a guide. inquiry-based - there will be a small research project where students will compare medias and the impacts of media usage or new technology locally and globally. Student expectations: how will students know what is expected of them? Students already have copies of rubrics which we use to grade their work in class (looking at a sample student work together), peer grading, or teacher feedback. We discuss specifically what each line means in the rubrics and how students could achieve the highest scores. Students receive templates, examples, and outlines as well. Feedback Students already have copies of rubrics which we use to grade their work in class (looking at a sample student work together), peer grading, or teacher feedback. We discuss specifically what each line means in the rubrics and how students could achieve the highest scores. Differentiation Notes and additional resources will be posted on Google Classroom. Student seating is arranged by minimizing distractions or proximity to teacher or student helper as needed. students have access to chromebooks, textbooks, dictionaries throughout class. Some instructions may be broken down into smaller chunks for students to go step by step or to allow more advanced students to proceed on their own. Connections IB Learner Profile inquirer Service as action Resources (the following resources are suggestions only. They may be used during the teaching of the unit) MYP Language Acquisition French T'es Branchee p. 484 - 536 Language acquisition guide Reflection: Considering the planning, process and impact of the inquiry Prior to teaching the unit During teaching After teaching the unit Questions to focus on: Why do we think that the unit or the selection of topics will be interesting? What do students already know, and what can they do? What have students encountered in this discipline before? What does experience tell us about what to expect in this unit? What attributes of the learner profile does this unit offer students opportunities to develop? What potential interdisciplinary connections can we identify? What do we know about students’ preferences and patterns of interaction? Are there any possible opportunities for meaningful service learning? What in the unit might be inspiring for community or personal projects? Could we develop authentic opportunities for service learning? How can we use students’ multilingualism as a resource for learning? Questions to focus on: What difficulties did we encounter while completing the unit or the summative assessment task(s)? What resources are proving useful, and what other resources do we need? What student inquiries are emerging? What can we adjust or change? What skills need more practice? What is the level of student engagement? How can we scaffold learning for students who need more guidance? What is happening in the world right now with which we could connect teaching and learning in this unit? How well are the learning experiences aligned with the unit’s objectives? What opportunities are we hearing to help students explore the interpretative nature of knowledge, including personal biases that might be retained, revised or rejected? (DP theory of knowledge skills development) Questions to focus on: What were the learning outcomes of this unit? How well did the summative assessment task serve to distinguish levels of achievement? Was the task sufficiently complex to allow students to reach the highest levels? What evidence of learning can we identify? What artifacts of learning should we document? Which teaching strategies were effective? Why? What was surprising? What student-initiated action did we notice? What will we do differently next time? How will we build on our experience to plan the next unit? How effectively did we differentiate learning in this unit? What can students carry forward from this unit to the next year/level of study? Which subject groups could we work with next time? What did we learn from standardizing the assessment? Some students are struggling a bit with futur simple. We’ve differentiated so that it is mainly important for students to be able to recognize it in a text but not necessarily use it yet. We’ve discussed some Keeping the grammar in context questions simple, mainly focused on the verb tenses they were to identify but also adding some questions about adjectives or word choice on the reading portion, definitely allowed us Up to this point, students have been practicing passe MYP Language Acquisition French compose, and they were just introduced to imparfait last unit. They should have a firm grasp on identifying passe compose vs. imparfait, but may still struggle to write it. Students will also use futur tenses in this unit they have seen futur recent but are mostly unfamiliar with futur simple which may appear in some of the texts we will read. Students love their phones and their technology, analysing the impact should be an interesting topic to them understanding professions in French, how/when students can use their French in the future will also help them to understand why we're learning the French language to begin with. Students generally need reminders like this throughout the year. students should already know passe compose, imparfait, and futur recent. workarounds for producing it in their written responses. The grammar in context questions are usually a bit challenging for students, but we’re keeping the questions more simple than the actual IB exam just to train students to use what they understand - focusing on the verb tenses we’d like them to identify. to assess using an IB format but kept it level appropriate. Students were better able to write a response once we worked through how they could express themselves without actually using the futur simple if they felt uncomfortable doing so. Criterion: Emergent Capable Proficient A i. identify explicit and implicit information (facts, opinions, messages and supporting details) ii. analyse conventions iii. analyse connections. i. identify explicit and implicit information (facts, opinions, messages and supporting details) ii. analyse conventions iii. analyse connections. i. identify explicit and implicit information (facts, opinions, messages and supporting details) ii. analyse conventions iii. analyse connections. B i.identify explicit and implicit information (facts, opinions, messages and supporting details) ii.analyse conventions iii.analyse connections. i.identify explicit and implicit information (facts, opinions, messages and supporting details) ii.analyse conventions iii.analyse connections. i.identify explicit and implicit information (facts, opinions, messages and supporting details) ii.analyse conventions iii.analyse connections. C i.use a wide range of vocabulary ii.use a wide range of grammatical structures generally accurately iii.use clear pronunciation and intonation in comprehensible manner i.use a wide range of vocabulary ii.use a wide range of grammatical structures generally accurately iii.use clear pronunciation and intonation in comprehensible manner i.use a wide range of vocabulary ii.use a wide range of grammatical structures generally accurately iii.use clear pronunciation and intonation in comprehensible manner MYP Language Acquisition French D iv.communicate all the required information clearly and effectively. iv.communicate all the required information clearly and effectively. iv.communicate all the required information clearly and effectively. i.use a wide range of vocabulary ii.use a wide range of grammatical structures generally accurately iii.organize information effectively and coherently in an appropriate format using a wide range of simple and some complex cohesive devices iv.communicate all the required information with a clear sense of audience and purpose to suit the context. i.use a wide range of vocabulary ii.use a wide range of grammatical structures generally accurately iii.organize information effectively and coherently in an appropriate format using a wide range of simple and some complex cohesive devices iv.communicate all the required information with a clear sense of audience and purpose to suit the context. i.use a wide range of vocabulary ii.use a wide range of grammatical structures generally accurately iii.organize information effectively and coherently in an appropriate format using a wide range of complex cohesive devices iv.communicate all the required information with a clear sense of audience and purpose to suit the context.
