Unit Template

*Based on the Keys to Planning

Language and Level/Grade: Approximate Length: 5 weeks

Approximate number of 200-300
minutes weekly:
Number of lessons in 13
the unit:
Theme/Topic: Changing Society (La Societ en Evolution)

Enduring Understanding(s): -Globalization and immigration are changing our

societies in numerous ways
-Despite globalization prejudice and violence still occur
in diverse situations

Essential Question(s): How do we discuss social problems and changes?

How is Francophone culture enriched by the culture of
Western Africa?

Unit Goals: Language and Students will be able to

Content -Talk about immigration and social problems
-Use vocabulary related to immigration, diviersity, social
problems and change
-Discuss education in different parts of the world such as
West Africa
-Refer to parts of a whole (use the partitive)
-Watch and interpret a film made for a French audience
-Talk about Oxfam
-Use the pronouns y and en correctly
-Use object pronouns correctly
-Read and interpret Le march de lespoire by Ghislaine
Sathoud

Summative Performance Interpretive Mode:

Assessments: Students will read an article about students in West
Africa attending school online. They will answer a series
of interpretive questions about the article and make a list
of pros and cons for online education.

Interpersonal Mode:
Students will discuss their thoughs on the interpretive
task article and write at least three concerns they have
 about their education. (Recorded conversations)

Presentational Mode:
SW record a video message for French-speaking students
in which they share their concerns about education, give
reasons for their concerns and ask for feedback.

Standards/Benchmarks to be addressed:
ACTFL World-Readiness Standards
Communication: Interpersonal: Interpretive: Presentational:
Learners interact and Learners understand, Learners present
negotiate meaning in interpret, and information,
spoken, signed, or analyze what is concepts, and ideas
written heard, read, or to inform, explain
conversations to viewed on a variety persuade, and
share information, of topics narrate on a variety
reactions, feelings of topics using
and opinions. appropriate media
and adapting to
various audiences
of listeners, readers,
or viewers.
Culture: Product: Coffee
Practice: Cte dIvoire is the largest exporter of coffee in the
world.
Perspective: Coffee is an important part of the economy and
culture of Cte dIvoire

Product: computer
Practice: going to school online
Perspective: In some parts of the world a computer can be more
than a fun accessory, it can be a necessity for education.

Connections: Making Connections: Acquiring Information and

We will make connections to
some content that students
have studied in Social
Studies classes such as
World Geography by talking
about West Africa and
immigration.
Diverse Perspectives:
We will talk about immigration
from the point of view of an
immigrant to France from Burkina
Faso and also watch a movie about
a boy who is adopted by a white
couple in Switzerland after his
parents are killed in Africa.

Comparisons: Language Comparisons: Cultural Comparisons:

 Students will make Education in the United States vs.
comparisons between West Africa
common sayings in French
and how they are said in
other places such as Senegal
and Cte dIvoire
Communities: School and Global Lifelong Learning:
Communities: Learners use Students will set goals at the
the language to discuss social beginning of the unit and reflect
issues within the classroom on how this knowledge might be
community and contextualize useful to them.
some of the global discussion
on immigration in our current
climate.
ISTE Technology Standards:
3a Students plan and employ effective research strategies to locate information and
resources for their intellectual or creative pursuits.

3d Students build knowledge by actively exploring real-world issues and problems,

developing ideas and theories and pursuing answers and solutions.

6c Students communicate complex ideas clearly and effectively by creating or using a

variety of digital objects such as visualizations, models or simulations.
Other State Language Standards or Benchmarks:

Toolbox
Language Functions: Content Related Structures/Patterns Vocabulary Expansion
Compatible and Content
Obligatory
To talk about diversity and Order of pronouns Tier 1: Words to
immigration. describe
globalization
Tier 2: Words to
describe
immigration
Key Learning Activities/Formative Assessments
Key Learning Activity/Formative How does this activity Mode of Communication:
Assessment support the unit
objectives (language
and content)?
Students will watch the video Students will discuss Interpretive
Samb et le commisaire and immigration (actually
discuss what happened and why in adoption in this
the film. particular case) and the
prejudices that society

Students will read an article about
West Africa written by a woman
who immigrated to Marseille when
she was young and wanted to find
out about her roots and ancestors
in Burkina Faso. SW answer
comprehension questions and
discuss the differences between
issues in West African countries
and the U.S.
Students will imagine they are
writing a speech for the president
of a West African country, they
will research the social issues in
that country and write a short
speech about how to solve the
problems in the country.
Students will discuss their opinion
on a series of statements about
immigration, globalization and
social issues. They will imagine
the other viewpoint on the issue as
well.
Students will read the story Le
march de lespoir about a comprehension
woman whose husband died and
she began a market in order to
make money. The market grew and
one day there was a group of boys
who came and attacked it and
killed several people.
Students will write a rdaction le
march de lespoir imagining that to tell a chronological
they are a journalist who has
can have of people
from other places.
This activity will Interpretive
introduce students to
West Africa and some
of the cultural context
of West African
countries such as coffee
production, les
touragregs (a nomadic
people in the Sahara)
and some of the unique
geographical features
of the region.
In this activity students Presentational
will use technology to
research social issues in
West Africa and be
able to compare what
types of issues those
countries face that are
similar or different to
the social issues in the
United States.
This activity will get Interpersonal
students thinking about
their own view and
cultural context of these
topics and also help
them to understand
other viewpoints.
-SW answer -Interpretive
-Interpersonal
questions, which will
make them think about
social issues in other
countries
-Discuss differences
about crime in the U.S.
and in developing
nations
-Students will be able Presentational
story
witnessed such an event, either real -Students will create a
or imaginary. historical context for a
series of events
Students will create a padlet to -Students will be able Presentational
organize their thoughts for the to tell a story in a
rdaction. chronological manner
-Students will be able
to imagine the
repercussions of a
crime
Students will read about coffee Students will discuss Interpretive
production in Cte dIvoire and the importance of Interpersonal
listen to a short podcast on it. coffee on the Ivoirian
society and compare
the importance of
coffee there to the role
that coffee plays for
people in the United
States and France.
Students will read an article about -Students will be able Interpretive
students in West Africa taking to compare and contrast Interpersonal
classes online and how education in the United
globalization has affected States and in West
education there. They will answer Africa
comprehension questions on the -Students will be able
article and have a class debate for to analyze the benefits
and against globalization. of technology in a
different context
Resources

http://www.rfi.fr/emission/201610
21-cote-ivoire-cafe-ivoirien-veut-
retrouver-place-leader-
developpement-agriculture podcast
on coffee in cote divoire

http://www.erails.net/images/cote-
divoire/cnra/cnra/file/ftech%20caf
%C3%A9.pdf

http://www.nestle-
cwa.com/en/Lhistoire-dun-
producteur-de-caf-en-Cte-dIvoire

https://www.youtube.com/watch?v
=_Jw_r2AAgr0
http://www.rfi.fr/emission/201610
21-cote-ivoire-cafe-ivoirien-veut-
retrouver-place-leader-
developpement-agriculture podcast
on coffee in cote divoire

http://www.erails.net/images/cote-
divoire/cnra/cnra/file/ftech%20caf
%C3%A9.pdf

http://www.nestle-
cwa.com/en/Lhistoire-dun-
producteur-de-caf-en-Cte-dIvoire

https://www.youtube.com/watch?v
=_Jw_r2AAgr0

Daccord 3 text and resources

Technology Integration
-Youtube videos
-EdPuzzle
-research from internet
-padlet