Teacher(s) Ms.

Leslie To Subject group and discipline French / Language Acquisition

Unit title Stories and Storytelling in Francophone Cultures MYP year Unit duration (hrs) 30

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Culture: This unit will allow for students to
explore many Francophone cultures as they
are learning the language. It will provide
multiple opportunities to learn new fairytales,
myths and stories thus developing our ability
to interact meaningfully and with sensitivity
and empathy as well as to develop our
sociocultural competence and intercultural
awareness hopefully leading to international
mindedness or at least Francophone
mindedness.
Patterns: Our goal will be to identify patterns
in the stories or fairytales from a certain
region / culture.
Function: Another overarching aim will be to
identify the ultimate function of the stories we
study. All stories have a purpose or a greater
meaning and our job will be to uncover what
this greater meaning is and why this particular
one.
Personal and cultural expression
Our exploration will be the: Social constructions
of reality; philosophies and ways of life; belief
systems; ritual and play
Conceptual Understanding:
Stories can share significant insight into a
culture.
Asking the right questions of stories can
lead us to more robust conclusions about
their meaning.

Statement of inquiry

Stories, and the authentic messages they put forth, communicate diverse social constructions of reality, philosophies,
ways of life and belief systems.

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Inquiry questions

Factual What is in a story? What are some of the elements commong to myths, legends & folk tales?
Conceptual Why do we tell stories? What can we learn from myth?
Debatable Should stories serve as a way to understand the cultures they come from? Are myths universally true?

Objectives Summative assessment

Years 2 & 3 Combined
A&B 3: engage with the spoken and visual text
by identifying ideas, opinions and attitudes and
by making a personal response to the text.
Phase 2
A& B 3: engage with the spoken and visual text
by identifying ideas, opinions and attitudes and
by making a response to the text based on
personal experiences and opinions. Phase 3
C 3: use phrases to communicate ideas, feelings
and information in familiar situations. Phase 2
C3: express ideas and feelings, and communicate
information in familiar and some unfamiliar
situations. Phase 3
Outline of summative assessment task(s) including Relationship between summative assessment task(s)
assessment criteria: and statement of inquiry:
Your goal is to show how Stories, and the
authentic messages they put forth, communicate
diverse social constructions of reality,
philosophies, ways of life and belief systems.
You are a puppet master / film director.
Your audience is a room full of lawmakers who
are creating a set of rules for the culture the
stories come from.
The situation you find yourself in is storyteller
and translator of symbolism, ideas and
messages, which will inspire the kind of laws

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D1: write or speak using a basic range of
vocabulary, grammatical structures and
conventions; when speaking, use clear
pronunciation and intonation. Phase 2
D1: write or speak using a range of vocabulary,
grammatical structures and conventions; when
speaking, use clear pronunciation and
intonation. Phase 3
Approaches to learning (ATL)
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and rules that might best be suited for this
society.
You will create /design / produce a puppet
show / film / play which makes the message
of the stories you are sharing, their morals,
their philosophy, their cultural paradigm,
clear and obvious to people who have
never heard of them before.
Your work will be judged by Criterion A, B, C
and D
3
Action: Teaching and learning through inquiry

Content Learning process

Learning experiences and teaching strategies
1. -Students will watch simple short films with little to no dialogue in French and will be asked
several questions about the film orally and in writing. They will in turn be asked to write
questions and ask them to their partners and record their answers. The take away of this
experience will be to master the question words: Comment, O, pourquoi, quand, quoi,
combien, qui, etc.
2. -Students will then be asked to engage with the film by responding to questions on their
opinion of the film such as: oui /non, jaime ____ parce que, je naime pas ___ parce que, je
pense que ___, je trouve que ___, jai appris que, jai compris que, jai vu comment, jai aim
quand.
3. -Students will participate in a lesson on question words, and will be prompted via a powerpoint
lesson to answer questions on images projected and by following the sentence starters or
frames provided to become familiar with the structures required to answer questions for all the
different question words.
4. -Students will examine a series of question/ answer sets and determine what is required to
answer a question, as well as what is required to ask one.
5. -Students will b prompted to respond orally to questions and to ask fun, imaginative questions
about their partners opinions on any topic / subject.
6. -Students will be prompted to write an answer to a question daily asking them their opinion on
a variety of topics.
7. -Students will be required to write descriptions of the main characters in the film in the

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 following way:
8. Kirikou est un petit garcon. Il est trs intelligent. Il aime sauver son village. Il trouve toujours
des solutions aux problmes. Il nest pas pessimiste!. La sorciere, par contre, est une femme
mchante. Elle fait peur. Elle a des fetishes. Elle aime les bijoux. Elle terrorise le village et
naime personne.
9. -Students will write summaries of what they have seen using the following model:
10. Dabord Kirikou est n. Ensuite, il aide son oncle. Puis il tente daider le village la fin, etc.
11. -Students will preview dialogue from the film.
12. -Students will preview sections of the story with key vocabulary and grammar structures.

Formative assessment
-Students will watch a short film with little to no dialogue and respond / engage/ react in same ways we were
prompted to do so in class. Ask questions of the film, describe the characters, summarize events using key
words, think about what might happen in the future bases on information given.
- Students will read a short 1-2 page story and respond / engage/ react in same ways we were prompted to
do so in class. Ask questions of the film, describe the characters, summarize events using key words, think
about what might happen in the future bases on information given.

Differentiation
-Visual cues and reminders will be made available to students who may have difficulty recalling appropriate
verbs or vocabulary.
-Grammar conventions will be taped onto the board / desks if needed to support students who need visual
reminders of grammar rules in French in order to write sentences.
-Students will be prompted to follow with their finger as we listen to any audio.
-Students will be given extra time to process, answer questions, write answers while using as many supports
deemed necessary to ensure their success in the formative process.

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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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