Teaching Boule de Suif in IB MYP Chinese Language and Literature

After the Diploma Programme (DP) was introduced in 1968, the Middle Years Programme (MYP) was established in 1994. For students aged 11–16, the MYP offers eight subject groups designed to help them connect what they learn in school with what they experience outside of it. (IBO, 2014). Based on Guy de Maupassant’s Boule de Suif, this unit plan incorporates IB concepts and theories. Boule de Suif illustrates the division of social classes in the context of the Franco-Prussian War. An increased level of tension was created as the journey began and was followed by a series of morality and ethics self-examinations. As a result of the complexity of the historical background and the provocative lessons offered in the piece of work, it has been determined to be worth studying. Moreover, it is evident from the previous observations that communication and social skills need to be facilitated in the class. With backward design implemented in unit planning, the whole unit is focused on making decisions between ideals and realities. It was planned to run for eight hours. As part of the research, we observed, planned, delivered class, reflected and revised the unit structure. According to my conclusion in the last section of this paper, the course could be taught in the following order: First, introduce the author and setting. In the second step, we draw the story mountain in order to better understand the details and plots of the story, followed by a character analysis. Then, dissect the text for literary devices and social issues. Last but not least, analyze other selected short stories. As a result, students will be able to relate texts to a global context, and student-centered learning is facilitated.