Teacher(s)
Unit title
Subject group and discipline
Interests & Time
MYP year
Phase 1
Unit duration (wks)
Inquiry: Establishing the purpose of the unit
Key concept
Related concept(s)
Global context
Communities
Function, Purpose
Orientation in Space & Time
Statement of inquiry
Language is used for the purpose of expressing different notions of time as well as for forming communities and relationshsips via one’s interests.
Inquiry questions
Factual— What are my hobbies? How Is time told in the target language/cultures? What are impotant dates in the target language? How do interests
differ across communities? What are common hobbies in the target language? What times/time of year do certain hobbies take place?
Conceptual— What are the ways in which we tellview time? How is old age regarded? How do we value hobbies? Are certain types of hobbies more
highly valued?
Debatable— Is one hobby better than another? To what extent are you shaped by your hobbies? Does time matter? For example, is it important to be
punctual?
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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 B – Comprehending written and
visual text
i.
identify basic facts, messages, main
ideas, and supporting details
ii.
recognize basic aspoects of format and
style, and author’s purpose for
writing
iii.
engage with the written and visual text
by identifying ideas, opinions and
attitudes and by making a personal
response to the text
GRASPS
Goal – Your objective is to understand and analyse how language expresses
time and forms relationships via interests.
Role – Your task is to study and authentic schedule of a person from the target
culture. You will eed to inditify the person’s interests and the tiem that certain
cactivitie take palce. In addition, you need to make a connection between
his/her interests and his/her relatoinships and communities.
Audience – Your audience is your French/Spanish/Chinese friend.
Situation – You found this schedule on the ground in your school in
French/Spanish/ Chinese. You and your friend are trying to figure out whose it
is based on information you have about those people and the schedule.
Relationship between
summative assessment task(s)
and statement of inquiry:
The summative assessment will
gauge students understanding of
the ways that conceptions of time
and interests shape communities
and cultures. To do this, students
will examine an authentic schedule
from the target culture and they will
be asked to make inferences about
the person it belongs to.
Product/Performance – Your product will be written resopnses to questions in
the form of multiple choice, TIF, and short answer. In addition, students will
have to hypothesize who is the owner of the hplanner and provide justification.
TEacher will provide options (i.e. profiles.
Success – Criterion B Phase 1 Rubric
Approaches to learning (ATL)
In order for students to indentify basic facts, messages, main ideas, and supporting details, students must read critically and for comprehension (Communication: I.
Communication Skills).
In order for students to recognize basic aspects of format and style, and author’s purpose for writing, students must read a vareiety of sources for information and for
pleasure (Communication: I. Communication Skills).
In order for students to engage with the written and visual text by identfying ideas, opinions, and attitudes and by making a personal resonse to the text, students must
make inferences and draw conclusions (Communication: I. Communication Skills).
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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/afterschool; 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
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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)
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Explore interdisciplinary opportunities
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