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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