Teacher(s) Natasha Causton & Leslie T Subject group and discipline French

Unit title Imagining a Hopeful Future MYP year 2-3 Unit duration (hrs) 4-5
weeks

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Communication: is the exchange or transfer of signals,
facts, ideas and symbols. It requires a sender, a message
and an intended receiver. Communication involves the
activity of conveying information or meaning. Effective
communication requires a common language (which
may be written, spoken or non-verbal).
Purpose: to entertain, to recount, to socialize, to
inquire, to inform, to persuade, to explain and to
instruct. (Also requires a receiver / sender)
Conventions: characteristics of a literary or non-literary
genre. Each genre has recognizable techniques
(conventions) use to achieve particular ends.
Fairness and Development: Students will explore rights
and responsibilities; the relationship between
communities; sharing finite resources with other
people and with other living things; access to equal
opportunities; peace and conflict resolution.

Statement of inquiry

Different settings and audiences will require different linguistic and social norms.

Inquiry questions

Factual What are the different registers one can use to communicate effectively with various audiences?

Conceptual How does audience affect my message?

Debatable Does goal setting really impact the outcome of my future?

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Objectives Summative assessment
Outline of summative assessment task(s) including
assessment criteria:
GRASP
Goal: Your task is to prepare for an interview to work
for a francophone international organization.
Role: You are a student looking to volunteer or work in
a francophone international organization.
Audience: You need to convince your future employer.
HR for a francophone company.
Situation: The challenge involved dealing with a
professional Francophone environment.
Product: You will write a cover letter and resume, as
well as prepare for an oral interview.
Standards: your work will be judged by criteria C and
D.
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Relationship between summative assessment task(s)
and statement of inquiry:
In our SOI, we wanted students to think about who
they are and what their goals/dreams are in order to
be able to connect those goals to the community.
How can they set goals and how does that affect
their ability to overcome obstacles.
In order to do this, students need to first think about
who they are and then
In order to do this, students needs to have the skills
to talk about themselves, to talk about their future
(using immediate future & future tense) and to use
different registrars and tools to communicate
effectively with a person they dont know (an
employer).
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 Approaches to learning (ATL)

Action: Teaching and learning through inquiry

Content Learning process

Learning experiences and teaching strategies

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 Formative assessment

Differentiation

Resources

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

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