MYP Language Acquisition Level 1 Unit 4 Assignment
Name _____________________________
Unit Topic: Welcome to Language Acquisition Class
Inquiry Questions
Project Grade _______________________
Factual--What objects are in a classroom? Where are they located? How are these objects used?
Conceptual--How are classrooms and education systems similar and different around the world?
Debatable--Does the United States have the best education system?
Global Context: Globalization and sustainability
Criteria: A: Comprehending spoken and visual text. D: Using language in spoken and written form.
Assignment
Objectives:
Criterion A - Comprehending spoken and visual text (Listening comprehension)
Students will watch and listen to a conversation about students in a French speaking school setting. They will answer a variety of questions about the
conversation they watched. Some will be in English and some will French.
Criterion D – Using language in spoken and written form. (Writing)
Students will produce a labeled visual representation of a classroom with a written description (in the target language) of where things are located. They will
share their classroom with their classmates. Final description paragraph must be at least 20 complete sentences using verbs, adjectives, and prepositions to
describe the nouns for objects in the classroom and their location. Hard copy (handwritten or typed) due at the beginning of class on due date.
Possible ways to create your classroom: Keynote, advertisements, website template, brochures, posters, model (real or virtual), other ideas may be
approved by teacher
Criterion
Due Date: _________________ Late work is not acceptable. 20 Points will be deducted.
You have been hired to build an ideal classroom in a Spanish country. Consider the following steps, but before you do so, find out a
little bit about Spanish classrooms and be ready to discuss your findings in class.
1.
2.
3.
4.


Plan: Research and write a short paragraph describing your country’s education system and typical classroom and schools. Be ready to discuss your
findings with the class.
Design: Design an ideal classroom and label at least 20 classroom supplies. Be creative!!
Draft: Using your ideal classroom design, write a paragraph describing what items there are and where they are located. This is to be done on paper
using vocabulary you have been given. Remember that your sentences must agree in gender and number. Do not use electronic translation
resources to write the entire paragraph. This is considered cheating.
Consider the following example for your paragraph: El escritorio verde está al lado de la computadora azul. La bandera de Colombia de los Estados Unidos está
encima de la pizarra blanca. El borrador está debajo de la mesa café. Los papeles rojos están al lado del baño negro. La papelera amarilla esta detras de la Sra. Roldán.
Etc.
5. Revise: Read through your paragraph and check for correct spelling and remember to follow your IB criteria below. Share your work with a partner. Your partner
should check the following and provide you with some feedback:
Is your paragraph and layout easy to understand? Are there any errors?
Is there other information you could add?


How creative is your design? Is it colorful? Is it neat? Is it easy to read?
Rewrite your paragraph making any necessary changes.
1.
Publish: Make a final copy of your design and paragraph to present it to the class.
You will be graded on the following:
1.
Use of vocabulary and variety of sentence constructions.
2.
Correct use of the prepositions.
3.
Amount of information provided.
4.
Labeling and neatness of design.
CATEGORY 4
3
2
1
Required
Elements
All required elements and additional
information.
All required elements are included Some of the required elements are included.
on the project.
Vocabulary
Exhibits skillful use of vocabulary that is
precise and purposeful.
Exhibits reasonable use of
vocabulary that is precise and
purposeful.
Evidence of
planning
Submitted a corrected draft of the project Submitted a corrected draft, but
& made changes to improve it.
did not make consistent changes
Submitted a draft, but did not correct it.
Submitted no draft of the project.
Grammar
There are minor grammatical mistakes
that don't interfere with comprehension.
There are a few grammatical
mistakes that are acceptable at
this level.
There are several grammatical mistakes that
should be avoided at this level.
There are many grammatical mistakes on the
project.
Attractiveness
The project is exceptionally attractive in
terms of design, layout, creativity and
neatness.
The project is attractive in terms of The project is acceptably attractive though it
The project is messy, poorly designed, or not
design; layout, creativity and
may be a bit messy. Some creativity is evident attractive. Obvious the student did not put much
neatness.
effort in the project.
Level
0
Several required elements were missing.
Exhibits minimal use of vocabulary. Repetitive Lacks use of vocabulary that is precise and
instead of using a variety.
purposeful.
MYP Assessment Criteria
Level Descriptor- Criterion A
The student does not reach a standard described by any of the descriptors below.
i. identifies minimal basic facts, messages, main ideas and supporting details
ii. has limited awareness of basic conventions
iii. engages minimally with the spoken and visual text by identifying few ideas, opinions and attitudes; has difficulty making a personal response to the text.
1-2
i.
ii.
identifies some basic facts, messages, main ideas and supporting details
has some awareness of basic conventions
iii. engages adequately with the spoken and visual text by identifying some ideas, opinions and attitudes and by making some personal response to the text.
3-4
i.
identifies most basic facts, messages, main ideas and supporting details
ii.
has considerable awareness of basic conventions
iii. engages considerably with the spoken and visual text by identifying most ideas, opinions and attitudes and by making a personal response to the text.
5-6
7-8
Level
0
1-2
3-4
i. clearly identifies basic facts, messages, main ideas and supporting details
ii. has excellent awareness of basic conventions
iii. engages thoroughly with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.
Level Descriptor- Criterion D
The student does not reach a standard described by any of the descriptors below.
i. has difficulty to write/speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, uses pronunciation and intonation with many errors, making
understanding difficult
ii. organizes limited basic information, and basic cohesive devices are not used
iii. makes minimal use of language to suit the context.
i. writes/speaks using a basic range of vocabulary, grammatical structures and conventions, with some inappropriate choices; when speaking, uses pronunciation and intonation with
some errors, some of which make understanding difficult
ii. organizes some basic information and uses a limited range of basic cohesive devices, not always appropriately
iii. uses language to suit the context to some degree.
i. writes/speaks making good use of a basic range of vocabulary, grammatical structures and conventions, generally accurately; when speaking, uses pronunciation and intonation with
some errors, though these do not interfere with comprehensibility
ii. organizes basic information and uses a limited range of basic cohesive devices accurately
iii. usually uses language to suit the context.
5-6
7-8
i. writes/speaks effectively using a basic range of vocabulary, grammatical structures and conventions accurately; when speaking, uses clear pronunciation and excellent intonation,
making communication easy
ii. organizes basic information clearly and uses a range of basic cohesive devices accurately
iii. uses language effectively to suit the context.
Reflection
1.
(DO) What strategy did you use to help you learn this material?
2.
Which Approach to Learning is your strongest trait?
3.
Which Approach to Learning is your weakest trait?
4.
Which attributes of the learner profile were encouraged through this unit?
5.
(STUDY) What was the most significant learning for you from this unit?
6.
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
7.
What if anything stopped or hindered you from learning?
8.
What could you have done differently that would have increased your learning?
9.
What could you do differently as a classroom team to increase the learning of all?
10.
(ACT) Next Steps: What strategy will you try next time to increase learning?
11.
What inquiries arose during the learning? What, if any, extension activities arose?