TC Name: Allyson Esades Unit date range: 5/1-6/8 Supervisor: Liza

Grade/MYP year: 10th Grade/ Phase 2 Language: French School and CT: Henry
Instructional Context
What do I know about my students and their communities that will inform this unit or lesson? (prior academic learning, everyday experiences, interests, cultural backgrounds)

Previous lessons

10th grade students are aware of the American Revolution through their U.S. History classes. They can see the differences and similarities between the two as we go. Very few of them know
any content regarding the French Revolution

MYP Key Concepts
Statement of Inquiry/ Essential Statement
Inquiry
Fairness:
Context and meaning impact Power and Privilege
Change Related Concepts MYP Global Contexts
change Rights, laws, civic responsibility,
and the public sphere
Inquiry Questions? Essential Questions
Factual— What
What was French social structure like before the FR?
What was the social structure like after the FR?
Who had power and privilege before the FR?
Who power and privilege after the FR?
What were the rights of citizens before the FR?
What were the rights of citizens after the FR?

As the political and social context change and develop, so does the meaning of power, rights, Conceptual— How / WHy
and privilege. How did French society change after the FR?
How did power and privilege change after the FR?
How did the rights of citizens change?

Debatable— Do/Should.Is
Do you think that the social structure after the FR is fair?
Do you think the division of power and privilege is fair?
Do you agree with the changes in rights?

Stage 1 – Desired Results (Unit Level)

World Readiness Standards

Communication: Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.
Culture: Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
Objectives (students will be able to…)
Content objectives Language objectives
 Students will review the present tense.
Students will learn about French society before the French Revolution
Students will review the irregular verbs Pouvoir, Vouloir, Prendre, Voir, Savoir, Boire, and
Students will learn the famous figures in the French Revolution
Devoir
Students will learn the causes of the French Revolution
Students will review the Passé Composé
Students will learn the timeline of the French Revolution
Students will review the Imparfait
Students will learn about French society after the French Revolution
Students will review the Futur Proche
Aproaches to Learning
Example: In order for students to (objective strand) students must (choose an ATL skill that will allow students to master the objective strand). Category... (where did you find it?) Cluster... (where did you fin
Thinking skills: Critical thinking, creative thinking, transfer
• Gather and organize relevant info to formulate an argument
Social skills: Collaboration
Communication skills: communication
• Read a variety of sources for info
• Organize and depict information logically
• Structure info in essay
Self-management skills: Organization, affective skills, reflection
Research skills: information literacy, media literacy
• Access information to be informed and inform others

Stage 2 – Assessment Evidence

(include how assessments will be differentiated to meet specific needs (IEPs, etc.) if necessary)
Summative performance task(s): Other formative assessments:
Criterion D: Students will write a biography about a famous Francophone person who is
important to the French Revolution. Tell how the power and the privilege of the person
changed.
• Write/speak using a basic range of vocabulary, grammatical structures and
conventions, when speaking, use clear pronunciation
• Organize info and ideas and use a range of basic cohesive devices
• Uses language to suit the context

D: You are a historian. The problem or challenge is to create an opinionated biography on an

important French Revolution figure. You need to convince other historians how your person
changed throughout the French Revolution. The challenge involves dealing with historical
documents and research. You will create a biography in order to convince other historians.
Your work will be judged by using language to suit the your audience, use cohesive devices,
grammatical structures.

Criterion A: Students will watch a video about the French Revolution. They will answer
questions on the
• Show understanding of messages, main ideas and supporting details
• Recognize basic conventions
• Engage with the text by identifying ideas opinions and attitudes and by making a
personal response