MYP Unit Planner

Teacher(s) Sara Chaveste Ledesma Subject group and discipline Language Acquisition 1

Unit title Block 2: Reporting what somenone said / historical events. MYP year 2014-2015 Unit duration (hrs) 18

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

RELATIONSHIPS

AUDIENCE AND PURPOSE IDENTITIES AND RELATIONSHIPS

Statement of inquiry

The position of the speaker or writer encompasses the intention in relation to a situational context.

Attitude a speaker or writer assumes toward the relationships and its identity is related to the message purpose.

Purpose work in two directions and attitude a speaker or writer assumes caused by its relationships

Inquiry questions

Factual— What does expressing feelings and emotions means? Why is it important to express emotions? What kind of information may I inquire from others?

Conceptual— What implications can have in my life to give truthful information about me or others? Why is it good to express my feelings? How is my information and that of others important /useful?

Debatable— Should you be honest when introducing yourself? Is it safe to inquire / give information from others? Should we always listen and respect the feelings from others?

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Objectives Summative assessment

A. Comprehending spoken and visual text.

• Students will be able to show understanding of information, main ideas and supporting details, and draw conclusions in familiar and some unfamiliar situations.

• Students will be able to engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.

B. Comprehending written and visual text.

• Students will be able to engage with the written and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.

C. Communicating in response to spoken, written and visual text.

• Students will be able to respond appropriately to spoken, written and visual text in a range of familiar and some unfamiliar situations.

• Students will be able to express ideas and feelings, and communicate information in familiar and some unfamiliar situations.

• Students will be able to communicate with a sense of audience.

D. Using language in spoken and written form.

• Write and speak using a range of vocabulary grammatical structures and conventions; when speaking, use clear pronunciation and intonation.

Outline of summative assessment task(s) including assessment criteria:

You are an astronaut. You have been training for interplanetary missions. Now your opportunity is here! You have to travel to a recent known planet: X5 and establish an armonic relationship with its population. But first you must sent a video with your presentation introducing yourself and our planet to be approved by the conseil.

Through this activity students will be able to demonstrate their ability to introduce themselves and realize the importance of give a good first impression.

Movie Review.

Watch the move: Freaky Friday ( suggested in the book)

Write a review about the story, which is your favorite part, write an alternative ending.

Through this activity students will be able to look for specific information, understand main ideas, and reflect on their every day actions and the impact of them in their lives.

Story of my life

Write a story including the most important events of your life. Ask your parents about how was your birthday, and about the events that influence your life,

Through this activity students will be able to

Recall events on their lives and be conscious that their actions change their live.

Relationship between summative assessment task(s) and statement of inquiry:

Through these summative tasks, students will explore their identity And they also will express how they feel.

For Criterion A students will watch the movie: Freaky Friday in english, and they will solve activities on Activates Book. Then they will answer questions on their notebooks and start a draft review of the movie. Students will be expected to show their understanding of the visual stimulus as well as the spoken text.

For the criterion B students will read a text and watch a video about the relationship between routines and habits.

They will answer questions based on both the written and visual text. Students will be expected to work with familiar and unfamiliar language when reading and listening to the texts.

Approaches to learning (ATL)

Communication:

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

Use appropriate forms of writing for different purposes and audiences.

Interpret and use effectively modes of non- verbal communication.

Share ideas with multiple audiences using a variety of digital environments and media.

Preview and skim texts to build understanding.

Structure information in summaries, essays and reports.

Take effective notes in class.

Self management:

Plan short- long term assignments; meet deadlines. Students will be given in advance, they will be guided to organizing a schedule and draft deliveries do they they learn to plan short long term assignments, meet deadlines.

Bring necessary equipment and supplies to class.

Affective skills:

-Mindfulness: Practice focus and concentration Activities such as listening, reading for general an specific information aim at practicing focus and concentration

-Perseverance: Demonstrate persistence and perseverance The writing process will provide opportunities to demonstrate and develop persistence and perseverance.

Reflection skills:Objective A

Consider content: What did I learn today? Also there are aopportunities for reflectin on the articles to be read, and for reflecting on the actions taken by the characters.

Focus on the process of creating by imitating the work of others. Parallel writing will enable students to focus on the format of different kinds of writing. The will be able to produce a different writings: formal e-mail, review, description.

Action: Teaching and learning through inquiry

Content Learning process

: Introducing one self. Inquiring information about others.

 Present simple

 Verb to be

Function: Giving and following instructions:

 Wh questions

 Imperatives

Function: Describing aspects related to one´s background.

 Past simple

 Present perfect

 Pronouns: subject, object, possessive, reflexive.

Function: Expressing ability

 Can – can´t

 Could – couldn´t

Function: Expressing past habits

 Used to / Would to

Function: Expressing feelings and emotions.

 Zero conditional

Function: Expressing conditions likely to occur in the future.

 First conditional Learning experiences and teaching strategies

Introduction to the big question:

How could you describe yourself?

Game: Who are you? ( 20 mins)

Organize the group in rows placing desks face to face and ask the students to sit by list number. Each pair of students will introduce themselves . Answers must be expressed in Present simple. Ss should express 10 different things about themselves in 5 minutes. Then they will hear a bell and they should change place with the student at their right and then they will hear their partner. Aim the ss to inquire info about the others.

Ask the students to get back to their places and ask the group:

What kind of information may I inquire from others?

Ask and discuss:

What do we have in common? Write the ss ideas on the board

Use the tips as teaching tools when you’re presenting the lesson. Discuss the various aspects of describing a person before letting the kids loose to brainstorm. Give this list of ideas to stimulate creativity and to help the students write a meatier first revision.

Introduction to the big question: (20 mins)

What kind of information may I express when describing myself?

Guide: (write it on the board)

What color is your hair?

What color is your skin?

What color are your eyes?

Describe your body

How is the shape of your face?

Another thing you may write about his physical appearance

If your are giving information about yourself, speak

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