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Ciera DeSilva
Tasha Rivera
Joanna Alexis
Subject group and discipline
Language Acquisition

Unit title
MYP year
Year 5

Unit duration (hrs)



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Communication is the exchange or transfer of signals, facts, ideas, symbols. It requires a sender, a message, and a receiver. Communication involves conveying information or meaning. Effective

Select one or more RC by clicking on any subject group:

Language Acquisition

- Refers to whomever a text or performance is aimed at: the reader, the listener, the viewer

Language Acquisition

- The social, historical, cultural and workplace settings in which a text or work is produced
Language Acquisition

- Form refers to the linguistic shape communication may take. It is the mould that is filled with linguistic content

Language Acquisition

- Patterns refers to use of language and style, which can be functional, decorative or social. They reflect the unique characteristics of a language

Personal and Cultural Expression

- the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values

the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic

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PERSONAL AND CULTURAL EXPRESSION - What is the nature and purpose of creative expression?
- Social constructions of reality; philosophies and ways of life; belief systems; ritual and play

Statement of inquiry
Definitions of formality and politeness (la politesse) in the Francophone world are key to understanding/unlocking Francophone culture.

Inquiry questions
Click on the type of question for its description


Which form of

“you” in French is consider informal? Which is Formal?

What is a formal situation? What are some informal


Should you use the polite form with your teachers? How about with older family

Student-generated questions:
Summative assessment
Click on any subject group below:

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Outline of summative assessment task(s) including assessment criteria (click here for questions to ask during planning)


Summative Assessment Part 1: Recording 1
Practice speaking in pairs with other students (one-on-one; waitress-client) in which they will:
-reinforce appropriate vocabulary and use of la politesse (Je voudrais and not Je veux…; vous and not tu)
-receive feedback from each other about their conversations
-Record voice or video of basic restaurant conversation (e.g. ordering food: clients and server play appropriate roles with correct forms of politesse). These recordings will not
be perfect and are meant to assess where the students are in terms of their consolidation of knowledge and ability to put into practice.

Summative Assessment Part 2: Restaurant Day
-Kids draw out of a hat what role they will play:
-client : sorted into table numbers which each have associated roles for each person (e.g. Table 1 is a couple on a first date; Table 2 is a family; Table 3 is a business
meeting, etc.; this will ensure that students demonstrate understanding of the correct use of la politesse)
-optional: maître d’ (given to an advanced student)

a) Clients are welcomed by maître d’ and seated according to their preferences (indoor/outdoor). If there is no maître d’, then any server welcomes

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b) Servers greet clients and start attending them; first they take drink order (actual drinks, e.g. water, juice, sparkling water, tea, coffee-if students are
Grade 11-12) and appetizer order
c) Servers return to kitchen and prepare drinks and give appetizers to chef who must choose which items to serve according to instructions from server
d) Servers return to clients, serve drinks and take food order
e) Throughout activity, the maître d’ goes around to ask clients how they are doing, if they need anything
f) Servers give food order to chefs and chefs must choose from photos of food
g) Servers return to tables to serve food (photos) and ask students if they need anything else
h) Clients ‘eat’ food and drink their beverages while making conversation in French only
i) While clients are consuming, servers are calculating bills totals
j) To end the day, clients must ask servers for the bill and ‘pay’ with cash (fake Euros) to practice their math vocabulary and the phrases associated with making change

Summative Assessment Part 3:
At beginning of class following Restaurant Day, each student reflects through written text,
Teacher makes comments on performances, shares observations, gives examples of mistakes made. Teacher gives small prize to students who
distinguished themselves by incorporating appropriate language, politesse and vocabulary and to students who made the most effort to be understood
and make conversation during the activity (one student from each category of clients, chefs, servers)
Have students reflect on what they learned in the activity: (optional: students could make a one-minute recording of this reflection)
e.g. Did you receive the beverage and food that you ordered? Were you able to communicate as desired with the clients at your table and the restaurant staff?
Summative Part 4:
Students make their own short videos (to be shared with lower-level classes) representing what they now think should be an ideal restaurant interaction in French after
having practiced on the restaurant day. Students can preface this recording with their previous attempts to show a contrast (how we thought it should be/how it really should

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Relationship between summative assessment task(s) and statement of inquiry:
Approaches to learning (ATL)
Click on any ATL below:

Use intercultural understanding to interpret communication

- Use a variety of speaking techniques to communicate with a variety of audiences

- Demonstrate persistence and perseverance

- Understand and use sensory learning preferences (learning styles)
- Practise dealing with change
- Identify strengths and weaknesses of personal learning strategies (self-assessment)

- Apply existing knowledge to generate new ideas, products or processes
- Apply skills and knowledge in unfamiliar situations

Action: Teaching and learning through inquiry

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Learning process
(click here for description)


(click here for description)

Learning experiences and teaching strategies

- Teachers should ensure that learning experiences and teaching strategies based on the differing needs of all students, including those w

Formative assessment
(click here for description)

1) Introduction to Restaurant vocabulary and phrases
-Listen to a recorded conversation of a client ordering food in a restaurant while reading text of
-Students help pick out vocabulary they have heard and discuss vocabulary they knew and new
-Students are introduced to additional new vocabulary
2) Students build on learning vocabulary and phrases, but in context-based situations (food
names, how to order food and responses to expect, how politesse is incorporated into how you
3) Practice with speaking:
Hook: YouTube video that highlights misunderstandings in restaurants
-misunderstanding because you did not understand a word (have students brainstorm what
could go wrong in restaurants if they make a mistake)
-Contrast this with mutual understanding
-Teacher and students collaborate on a list of examples of use of politesse in other customer
service situations

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4) Students create videos or audio recordings of what they think an appropriate interaction
should sound like. These can be saved for use in summative assessment part 4.
5) Students collaboratively prepare different sections of the menu according to food they would
like to see on it (Appetizers, Soups, Salads, Main courses, Desserts, Drinks)
6) Students set up restaurant props :
-some create photos of food at be used to represent food (not labelled with name of dish)
-some move furniture, put table clothes on desks, install a curtain that separates the ‘restaurant area’ from
‘kitchen area’, make indoor/outdoor sections of restaurant
-Students make suggestions for what to name the class restaurant and vote on what to name it; a small group
makes a small restaurant sign.

(click here for description)

For larger/advanced classes, student plays role of maitre d’
For students having difficulties, focus can be placed on a smaller amount of vocab (specifics); ‘vuvoyer’ roles
for advanced students.


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- instructional materials and classroom technologies

Tablecloths, food representations [images], paper, drinks [tea, water, coffee?], sheet/tarp/curtain

Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit

During teaching

- What have students encountered in this discipline before?(click here)

After teaching the unit
(click here)

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