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Teacher(s) Ms Sheetal Ramkrishnani Subject group and course French Abinito – SL

Course part Thème : Environment rural and urban SL or HL/Year 1 or 2 DP Year 2 Dates 4th August 2017
and topic Sujet : Media, entertainment, employment & education

Unit description and texts DP assessment(s) for unit

RELATION OF THIS UNIT PLAN WITH THE ABINITO GUIDE ASSESSMENTS BASED ON THE SKIILS OF THE ABINITO COURSE 
RECEPTIVE SKILLS SPOT IT OUT:playingOUT: playing videos/ showing articles
relating to different mediums like radio, television, newspapers, film extracts etc.,
This Unit is a topic mentioned in the guide branched under the Theme,
followed by a series of questions to be answered to understand the medium and
“Environment in rural & urban”. The Number of Lessons that it covers
its content. Furthermore, it will increase their word bank
are as follows:
Internet
PRODUCTIVE SKILLS JUST IMAGINE:WritingIMAGINE: Writing a poster for an
Social media announcement of a new play in town.
Publicity
Different type of arts INTERACTIVE SKILLS ROLE PLAY: discussion/ simple debates on most popular
social media being used and followed. Students describing French art work.
Cinema, theatre, folklore
Thus this unit is further clearly explained through this planner and has
significant relation to the course outline

INQUIRY: establishing the purpose of the unit

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer” or apply, their

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knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.

-Be aware of the social media used in Europe, what’s popular and what do the youth of today are hooked on to. Building their vocabulary on this topic will
give them confidence to express themselves clearly during debates, picture presentation, role plays.
-They will get an insight on the art work period beginning from medieval times and the movements carried on during World WAR 1 & 2. This will help them
identify painters and writerssupportingwriters supporting the movements and how did they bought about an evolution in peoples thinking and changed the
perspective
1.1 This knowledge can appliedbe applied when visitingavisiting painting exhibition
.
1.2 In2 In-depth knowledge of painters and artistes of France.

-What mediums are used to bring about awareness on the social and culture issues in France and compare it with our owncountryown country? It could
through comics, newspapers, films, press or through social media.

ACTION: teaching and learning through inquiry

Content/skills/concepts—essential understandings Learning process
Check the boxes for any pedagogical approaches used during the

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 unit. Aim for a variety of approaches to help facilitate learning.

Students will know the following content: Learning experiences and strategies/planning for self-supporting
learning:
1.1 Social Media on line
1.2 Reports &Newspaper articles Lecture
1.3 Radio, television (popular series, timings etc.) Socratic seminar
1.4 Life of celebrities
1.5 Arts, festivals, cinema, theatre and hobbies and social outgoings. Small group/pair work
1.6 Online games, Virtual relationship, online banking and buying. PowerPoint lecture/notes
1.7 Technology used in school and colleges.
Individual presentations
1.8 Group presentations
Student lecture/leading
Interdisciplinary learning
Details:
Other/s:

Formative assessment:
Students will develop the following skills: 1. Positives and negative effects of shopping online.
Receptive Skills 2. Describe an image and answer general questions.
Productive Skills
Interactive Skills 3.
4. Write an article based on the survey carried in the
college “ how“how do youngesyoung’s use Internet”

Advantages and disadvantages using social media and

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 internet

Students will grasp the following concepts:

Summative assessment:

Direct object and Indirect object 1. Linking the topic to past papers
pronouns Y et en and making them revise Paper 1 & Paper 2 ( productive and
Using expressions of probabilities during orals comprehension skills)
Empathic pronouns. 2.
Revision of verbs taking infinitives and introduction of plus que parfait

Differentiation:
Affirm identity—build self-esteem
Value prior knowledge
Scaffold learning
Extend learning
Details:
The students will take a step by step approach to learn the
concepts which will enable them to go forward with the lesson
with a concrete foundation of vocabulary
Posters and announcements in French would be shown to
understand the statistics and surveys in an effective manner.

Approaches to learning (ATL)

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Check the boxes for any explicit approaches tolearning connections made during the unit. For more information on ATL, please seethe guide.

Thinking
Social
Communication
Self-management
Research
Details: Since the topic covers social media and technology, it is imperative that all the above approacheswill come in handy at some point. Even the
research skills, where they can find out few statistics on people using media and the target age group.

Language and learning TOK connections CAS connections

Check the boxes for any explicit language and Check the boxes for any explicit TOK connections Check the boxes for any explicit CAS connections.
learning connections made during the unit. For more made during the unit If you check any of the boxes, provide a brief note
information on the IB’s approach to language and in the “details” section explaining how students
learning, please seethe guide. engaged in CAS for this unit.

Activating background knowledge Personal and shared knowledge Creativity

Scaffolding for new learning Ways of knowing Activity
Acquisition of new learning through practice Areas of knowledge Service
Demonstrating proficiency The knowledge framework Details:
Details: The demonstration of a new language is Details: Teach the seniors to use internet for being in
accelerated through constant practice enabling a contact with their childrenandchildren and use
WhatDetails: What is the impact on small
systematic approach. Internet for convenient banking and online
traders and retailer due to easy availability of
shopping.
products online?

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Resources

List and attach (if applicable) any resources used in this unit

Online resources
en.rfi.fr/
https://www.newsinslowfrench.com/
www.lepointdufle.net/
ttps://www.pinterest.com/lizziemace16/french-unit-technology-and-media/

In House resources
Grammar exercises from the books available in the library.
Internal Oral Photos for students to describe the people in the photographs.
Textual exercise from Panorama francophone.

Stage 3: Reflection—considering the planning, process and impact of the inquiry

What worked well What didn’t work well Notes/changes/suggestions:

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List the portions of the unit (content, assessment, List the portions of the unit (content, assessment, List any notes, suggestions, or considerations for the
planning) that were successful planning) that were not as successful as hoped future teaching of this unit

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