Unit Template

*Based on the Keys to Planning

Language and Approximate Length: 3

Level/Grade: weeks
Approximate number of minutes weekly: 100
Number of lessons in the unit: 8-10

Teaching French 3 class, mostly juniors, 100 minutes every other day
Context:
Theme/Topic: Refugees & Relationships

Enduring o There are refugees all over our world fleeing conflicts and
Understanding environmental issues
(s): o There are many reasons why people become refugees
o Refugees often have to face struggles such as separation, poverty,
stigma, etc.
o There have been refugees throughout history

Essential o How does someone become a refugee?

Question(s): o What is the difference between a refugee and an immigrant?
o What does it look like to be a refugee?
o Who were the Acadians and why are they important to Louisiana
history?
o How do the Acadians compare to current day refugees?

Unit Goals: SWBAT

Language and
Content o Use the present tense to name some of the main reasons why
refugees seek resettlement in other countries.
o Use the imparfait and conditional tenses to discuss how they would
feel if they were a refugee separated from their family
o Use interrogative words and phrases & the conditional to ask and
give each other information about what they think it might be like to
be a refugee such as comment, quest-ce que, etc.
o Students will use the present tense and/or the conditional tense to
describe challenges to family and relationships that refugees might
face using expressions such as avoir besoin de and devoir.
o Use the present tense to describe the difference between a refugee
and an immigrant using regular and irregular present tense verbs.
o Students will use the pass compose and imparfait to explain how
and why the Acadians ended up in Louisiana.
o Students will use the present and past tenses to discuss some of the
influences the Acadians have had on Louisiana culture.
o Use the pass compose & the imparfait to describe different reasons
behind and events of the conflict in Syria to their classmates
 o Students will be able to use multiple tenses to summarize a short
reading about part of the Syrian conflict.
Summative Interpretive Mode:
Performance Students will read an article about Wafaa, a Syrian refugee who fled Syria
Assessments: and was separated from her sons and husband. She now is working in a
refugee camp in Lebanon helping to counsel traumatized refugees.
Interpersonal Mode:
Students will discuss the article they read and discuss ways they think
people could help refugees. This will draw on their previous knowledge
gained throughout the unit from readings, videos and a guest speaker from
Catholic Services refugee resettlement.
Presentational Mode:
Students will create a PSA to raise awareness of the refugee crisis. They
will create an NGO of their own and explain how they will help refugees.

Lesson Day 1: Introduce the Acadians via Acadie la Louisiane

Sequence Day 2: Discuss Acadian influence & read Les Francophones
dAmrique
Day 3: Introduce the idea of a refugee vs. an immigrant. Were the Acadians
refugees?
Day 4: Discuss challenges to relationships due to being a refugee via
personal accounts
Day 5: Investigate the reasons behind the Syrian refugee crisis via jigsaw
Day 6: Against All Odds simulation
Day 7: Guest speaker Catholic Charities
Day 8: Look at and discuss personal accounts of refugees, listen to and
look at Je suis Chez Moi song, start IPA
Day 9: IPA
Day 10: Finish IPA
Standards/Ben WG.3.1 Analyze how cooperation, conflict, and self-interest impact the
chmarks to be cultural, political, and economic regions of the world and relations between
addressed: nations
WG.5.1 Describe and classify reasons for human migration in terms of
push or pull factors to determine the changes and similarities in these
factors over time
8.2.1 Describe the contributions of explorers and early settlement groups to
the development of Louisiana
8.2.3 Analyze push-pull factors for migration/settlement patterns of
Louisianas inhabitants from French colonization to statehood in 1812
C.3.4 Describe ways in which ideas, events, and policies of other nations
impact the United States
ACTFL o Interpersonal Communication: Learners interact and negotiate meaning
World- in spoken, signed, or written conversations to share information,
Readiness reactions, feelings, and opinions. Throughout this unit students will
Standards reflect on the articles and videos we watch depicting the refugee crisis
via class and small group discussions.
o Interpretive Communication: Learners understand, interpret, and
analyze what is heard, read, or viewed on a variety of topics. Students
will read, watch and analyze a variety of texts discussing both the
Acadian migration to Louisiana and the current refugee crisis.
o Presentational Communication: Learners present information, concepts,
and ideas to inform, explain, persuade, and narrate on a variety of topics
using appropriate media and adapting to various audiences of listeners,
readers, or viewers. In this unit learners will have several formative
presentational writing tasks and a summative presentational speaking
assessment where they will make a PSA to spread awareness of the
refugee crisis and how they can help it.
Culture: Products: Cajun Music
Practices: tells a story
Perspectives: oral history

Connections: Making Connections: Acquiring Information and Diverse

The content taught in this unit will
connect to students previous
knowledge in both world
geography and Louisiana history.
Comparisons: Language Comparisons:
We will look at a few examples of
words in Cajun French that are
similar but different from the
French spoken in France.
Perspectives: Students will read a
variety of first hand accounts of
refugees and their experiences
settling in new countries.
Cultural Comparisons:
Students will see some of the ways in
which their own culture in Louisiana
has been influenced by French
culture via the Acadians such as food
and language.

Communities: School and Global Communities: Lifelong Learning:

Students will learn about ways in
which they can help refugee
communities around the world and
how they could help French
speaking refugees and immigrants
in their own community.
Toolbox
Language Functions: Related Structures/Patterns Vocabulary Expansion
Discuss cause and effect Present tense; regular & Tier 1:
Present/summarize irregular verbs General vocabulary that
information Conditional describes relationships
Express possibilities Imparfait vs. Pass Compos -se marier, se divorcer,
 Expressing emotions and
feelings
Expressing
possibility/impossibility
Giving reasons and
explaining causality
Summarizing
Defining
Key Learning Activities/Formative Assessments
Key Learning
Activity/Formative Assessment support the unit objectives
1jour1actu video on what a
refugee is with
comprehension questions,
infographic and dual entry
journal.
Jigsaw reading and
presentations about Syrian
conflict
Reading about a Syrian couple
separated by fleeing Syria &
class discussion
Forming Questions draguer, mentir, partager,
charmant(e), inoubliable,
etc.
Tier 2:
SW see a variety of less
common vocabulary
when reading personal
accounts of refugees.
Bouleverser
Naufrages
Fuir
How does this activity Mode of Communication:
(language and content)?
This will give students an
introduction into what a Interpretive/presentational
refugee is and also help
them to begin to self
assess theyre learning.
This will help students to Interpretive/Presentational
understand the reasons
why there are so many
Syrian refugees.
This will help students to Interpretive/interpersonal
see some of the issues that
refugees can face.

This will help students to Interpretive/interpersonal/

Simulation game w/ questions
& class discussion/debrief
Acadian song/video about le
grand drangement
understand the challenges Presentational
that refugees must face to
flee their countries and find
a safer home.
This will remind students Interpretive/Interpersonal
how the Acadians came to
Louisiana and the reasons
behind their migration.

Resources Technology Integration

Chromebooks
http://www.bayard-jeunesse.com/actualites/crise-des- Projector
migrants-des-documents-pour-comprendre-lactualite/ PSA making

http://www.bfmtv.com/international/separe-pendant-trois-ans-
par-la-guerre-en-syrie-un-couple-se-retrouve-a-londres-
941458.html

http://www.20minutes.fr/monde/1982335-20161216-
infographie-pays-relocalisent-plus-refugies-syriens

http://information.tv5monde.com/info/liban-soigner-les-
blessures-psychologiques-des-enfants-refugies-syriens-
147827

https://www.youtube.com/watch?v=fQTfMjWa2p0

http://www.unhcr.org/en-
us/news/stories/2016/6/5702c1594/where-the-children-
sleep.html

http://www.1jour1actu.com/info-animee/cest-quoi-un-refugie/

http://www.liberation.fr/apps/2017/02/le-ptit-libe-guerre-en-
syrie/#/