Teacher(s)
Baum, Randall
Subject group and discipline
Language Acquisition - Chinese
Unit title
Food
MYP year
Phase 1
Unit duration (wks)
4.5
Inquiry: Establishing the purpose of the unit
Key concept
Related concept(s)
Global context
Culture
Audience, Function
Personal and cultural expression
Statement of inquiry
Language promotes exploration of cultural products, practices, and perspectives related to food.
Inquiry questions
Factual— What are names of common foods? What are common verbs, phrases, and grammatical conventions used to discuss food?
Conceptual— How do customs and practices of eating, such as meal times and foods, differ across cultures?
Debatable— Why do we eat? What is a healthy diet? What does it mean to be healthy, to eat well?
Middle Years Programme Unit planner
1
Objectives
Summative assessment
At the end of phase 1, the student
should be able to:
Outline of summative assessment task(s) including assessment criteria:
Criterion C: Communicating in
response to spoken, written, and visual
text
i. respond appropriately to simple short
phrases
ii. interact in simple and rehearsed
exchanges, using verbal and non-verbal
language
iii. use basic phrases to communicate
ideas, feelings and information on a
variety of aspects of everyday topics
iv. communicate with a sense of audience
GRASPS
Goal - Students will show understanding of how language promotes exploration
of cultural products, practices, and perspectives.
Role – Students will break into teams and “create” their own restaurants.
Students will serve as waiters and as diners.
Audience – This assessment will be recorded. The assessment will involve the
students playing the roles of server and diner. As such, the audience is the
students themselves.
Situation – Students will serve as the waiters of a restaurant in the target
country that uses the target language. Their counterparts – who are students
from another group, with roles chosen by a coin toss – will serve as diners.
Diners will not be initially given anything: plates, cups, menus,etc. Props will be
provided. Waitors will be required to inquire as to drink and food requests, as
well as payment. Diners will be required to order food/drink and to pay the bill.
All of this be utilize target vocabulary and grammar and cultural points.
Product/Performance – Students will be required to use target vocabulary,
grammar, and cultural points. Students are required to interact with one
another in an authentic, culturally-appropriate manner. If a student does not
speak or interact, he/she will fail the assessment.
Success - – Criterion C Phase 1 rubric will be used. In addition,
indicators/benchmarks will be provided (i.e. vocabulary such as... and grammar
such as... is used well/fluently/in a varied manner/etc.)
Relationship between summative
assessment task(s) and statement
of inquiry:
The summative assessment will
measure students ability to use
language to explore cultural products,
practices, and perspectives related to
food. Student’s ability will be
assessed via a “restaurant wars”
activity in which students break into
teams and “create” their own
restaurants. Students will serve as
the waiters of a restaurant in the
target country that uses the target
language. Their counterparts – who
are students from another group, with
roles chosen by a coin toss – will
serve as diners. Diners will not be
initially given anything: plates, cups,
menus,etc. Props will be provided.
Waitors will be required to inquire as
to drink and food requests, as well as
payment. Diners will be required to
order food/drink and to pay the bill.
All of this be utilize target vocabulary
and grammar and cultural points.
Approaches to learning (ATL)
In order for the student to identify basic facts, messages, main ideas and supporting details, students must read critically and for communication (Communication: I.
Comm. Skills).
In order for the student to recognize basic aspects of format and style, students must make inferences and draw conclusions (Communication: I. Comm. Skills).
In order for the student to engage with the written and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text, practise focus
and concentration (Self-management; IV. Affective skills).
Middle Years Programme Unit planner
2
Action: Teaching and learning through inquiry
Content
Learning process
Learning experiences and teaching strategies
VARIES LANGUAGE TO
LANGUAGE
Pedagogy – TPRS (non-language: CRT, SOEI practices)
Experiences – TPR (PQA, movement activites like ball toss); TPRS; authentic materials (i.e. song)
Formative assessment
Exit Slips (vast majority of formative assessments), Around the Room, Group Work (i.e. whiteboard games, relay races),
Raffles (i.e. worksheets)
Differentiation
Layered mastery or high/low versions for any written tasks; additional support during lunch/Advisory/after-school; students
may retake any assessment (formative or summative); use of modified grading scale for SpEd students
Resources
VARIES LANGUAGE TO LANGUAGE
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
During teaching
After teaching the unit
Find authentic materials (Backward Design for
summative assessment, vocab, and grammar,
culture)
Intertwine target language/country news and events
Use assessment data to inform modifications to unit
for future use
Find images for vocab, find props
Tap into students’ prior knowledge
Craft learning activities/curriculum that appeals to
students’ likes, needs (ELL, SpEd, GT etc.)
Brainstorm differentiation and modification
Write down and save TPRS stories.
Use Formative Assessment scores to inform practice.
Solicit student feedback
Provide multiple opportunities for assessment (i.e.
success)
File/store materials, including student and teacher
examples and materials
Solicit student feedback
Consider how best to flow into next unit (i.e.
thematic/scope and sequence)
Other best practice (see SOEI)
Explore interdisciplinary opportunities
Middle Years Programme Unit planner
3
Middle Years Programme Unit planner
4