TC Name: Allyson Esades Unit date range: 10/2 - 11/1 Supervisor:

Grade/MYP year: 9-12/ MYP year 5/ phase 2 Language: French School and CT:
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)

Students have all been to school before and are familiar with the school system in America

Previous lessons

Students know the days of the week and how to tell time.

Inquiry
MYP Key Concepts Identity, Community Related Concepts Communication, Culture MYP Global Contexts Identities and Relationships
Statement of Inquiry/ Essential Statement Inquiry Questions? Essential Questions

Although schooling is different in different parts of the world, the point of school, to create
knowledgeable adults is universal.

How is school different in other countires?

Stage 1 – Desired Results (Unit Level)
World Readiness Standards

Communication and comparaisons

Objectives (students will be able to…)
Content objectives Language objectives
2.1 I can use the Passé Composé Avoir
2.2.1 I can understand vocab about school
2.1.2 I can use the Passé Composé Etre
2.3 I can use time words
2.4 I can ask and answer questions about a schedule
2.5.1 I can compare and contrast school schedules
2.6 I can use the verb Savoir
2.7.1 I can have a conversation about my school schedule
2.8 I can use the verb Pouvoir

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
Communication
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 B
2.8 I can write about someone else's schedule
Criterion C
ask and answer questions about a school schedule one student gets American One gets French