MYP unit planner - WFISD
Hirschi IB Magnet
IBMYP unit planner
|Unit title |Presentations |
|Teacher(s) |Thomas |
|Subject and grade level |Spanish I |
|Time frame and duration |One week |
Stage 1: Integrate significant concept, area of interaction and unit question
|Area of interaction focus | |Significant concept(s) |
|Which area of interaction will be our focus? | |What are the big ideas? What do we want our students to |
|Why have we chosen this? | |retain for years into the future? |
| | |How do people get acquainted with the foreign sounds of a|
|Health and social education | |new language |
|MYP unit question |
|How do people communicate |
|Assessment |
|What task(s) will allow students the opportunity to respond to the unit question? |
|What will constitute acceptable evidence of understanding? How will students show what they have understood? |
|Short oral tests/notes/repetitions |
|Practice from the teacher’s website links |
|Which specific MYP objectives will be addressed during this unit? |
|Communicate information, ideas, and opinions |
|Demonstrate comprehension of specific factual information and attitudes expressed in spoken and written contexts |
|Identify main ideas and supporting details and draw conclusions from spoken and written tests |
|Understand and appropriately use structures and vocabulary |
|Request and provide information in both spoken and written contexts |
|Engage actively in an oral production using comprehensible pronunciation and intonation |
|Take part in formal and informal communications |
|Which MYP assessment criteria will be used? |
|Oral communication |
|Criterion A: speaking and listening-message and interaction |
|Criterion B: speaking-language |
|Writing |
|Criterion C: writing-message and organization |
|Criterion D: Writing-language |
|Reading comprehension |
|Criterion E: Reading comprehension |
Stage 2: Backward planning: from the assessment to the learning activities through inquiry
|Content |
|What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question? |
|What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the |
|significant concept(s) for stage 1? |
|All content will be taught at the listening, speaking, writing and reading levels |
|The students will take notes on words and expressions related to Spanish greetings on the basis of meeting a new friend (maybe classmate)|
|for the first time and getting the basic information from them. |
|Students will be paired up and create their own dialogues with the following requirements: |
|Say hello |
|Ask the person how they are doing |
|Their name |
|Their age |
|Say goodbye or see you later |
|The students will then have to perform their dialogues for the rest of the class/certain groups will be video taped. |
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|TEKS: 1A, B, C, 2A, B, 3A, B, 4A, B, C, 5A, B |
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|Approaches to learning |
|How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? |
|Organization: students will take notes and use a composition book and a folder. The composition book will contain all notes taken in |
|class as well as exercises, dialogues, paragraphs, letters, journal entries, and general practices of the language. The folder will be |
|used for all handouts given in class, as well as graded work. The folder cannot leave the classroom. Students are encouraged to use the |
|teacher’s website to get more practice, new version of lessons, and exercises and games to learn better. The students can also use the |
|website to see all lesson plans for each day of the week, and find out when a test is coming up. |
|Collaboration: students will do pair work and multiple partner practices |
|Communication: students will identify the language components, will practice reading strategies (such as identify cognates) and perform |
|dramatic presentations (skits, dialogues, short plays) |
|Reflection: students be videotaped on occasion and will be able to see themselves speak the targeted language, and be able to reflect on |
|their performances |
|Thinking: students will brainstorm, compare and contrast, plan and apply for creative writing pieces |
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|Learning experiences |Teaching strategies |
|How will students know what is expected of them? Will they see |How will we use formative assessment to give students feedback during the|
|examples, rubrics, templates? |unit? |
|How will students acquire the knowledge and practise the skills|What different teaching methodologies will we employ? |
|required? How will they practise applying these? |How are we differentiating teaching and learning for all? How have we |
|Do the students have enough prior knowledge? How will we know? |made provision for those learning in a language other than their mother |
| |tongue? How have we considered those with special educational needs? |
|Students will brainstorm, compare and contrast cultural |Teacher will provide on-going feedback (verbal and written comments and |
|differences |minor grades) |
|Students will practice a variety of listening, speaking, |Teacher will give a note based unit exam |
|reading and writing activities according to models provided by |Teacher will model and provide opportunities to practice the language in |
|the teacher and her website |the four different skills |
|Students will write and memorize skits, dialogues, and short |Teacher will provide visuals |
|plays, then give a dramatic performance to be video taped by |Teacher will follow modifications as required |
|the teacher or peers, and finally give positive criticism of | |
|taped version | |
|Resources |
|What resources are available to us? |
|How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit? |
|Teachers website with multiple links for different lessons, as well as all lesson plans from class in “Word” |
|CD’s, DVD’s, Video tapes, transparencies, projection of notes and links |
|Spanish-English dictionaries (hard books and link on teacher’s website) |
|Spanish verb books |
|Synonym Spanish books |
|IB conference material books and files |
|The Internet |
|Easy Spanish readers books |
|Spanish classics |
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Ongoing reflections and evaluation
|In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for |
|teaching and learning” section of MYP: From principles into practice. |
|Students and teachers |
|What did we find compelling? Were our disciplinary knowledge/skills challenged in any way? |
|What inquiries arose during the learning? What, if any, extension activities arose? |
|How did we reflect—both on the unit and on our own learning? |
|Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action? |
|Possible connections |
|How successful was the collaboration with other teachers within my subject group and from other subject groups? |
|What interdisciplinary understandings were or could be forged through collaboration with other subjects? |
|Assessment |
|Were students able to demonstrate their learning? |
|How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students|
|were invited to achieve at all levels of the criteria descriptors? |
|Are we prepared for the next stage? |
|Data collection |
|How did we decide on the data to collect? Was it useful? |
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Figure 12
MYP unit planner
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