MYP LEVEL 4 unit planner

Unit 3title
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Why Did I Get That?
Teacher(s) / D’Aiuto, Perez-Pherett
Subject and grade level / Spanish Level 4 – Grade 9/10
Time frame and duration / 6 weeks
Stage 1: Integrate significant concept, area of interaction and unit question
Area of interaction focus
Which area of interaction will be our focus?
Why have we chosen this? / /
Significant concept(s)
What are the big ideas? What do we want our students to retain for years into the future?
Health and Social Education
Reflection on: understanding ourselves, including issues such as personal management, self esteem and growing up.
Making choices: in terms of wants and needs, personal values, and taking responsibility.
Action: / Choices and Values
My choices reflect what I value.
MYP unit question
Do I really need this?
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?
Summative1: Interview with teacher re: shopping choices.
Summative 2: Students will write a 100 word reflection on a recent shopping experience.
Formative 1: Students will create a Venn diagram comparing wants and needs.
Formative 2: Students will interview a classmate about wise and regrettable past purchases.
Formative 3: Students will recreate a Home Shopping Network episode in which they purchase one item and justify their purchases.
Which specific MYP objectives will be addressed during this unit?
Students will communicate information, ideas and opinions.
Students will understand and appropriately use structures and vocabulary.
 Students will request and provide information in both spoken and written contexts.
Which MYP assessment criteria will be used?
Criterion B: Oral Communication – Language
Criterion D: Writing - Language
Stage 2: Backward planning: from the assessment to the learning activities through inquiry
ContentWhat 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?
  • Vocabulary: shopping, numbers, clothing, food
  • Grammar: preterit tense
  • Culture: bargaining
NYS Standards – Standard 1-Culture
Standard 2-Communication
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
  • Organizational skills: self-management
  • Reflection: self awareness – reflecting on areas of perceived limitations
  • Thinking skills: evaluating solutions to problems

Learning experiencesHow will students know what is expected of them? Will they see examples, rubrics, templates?
How will students acquire the knowledge and practise the skills required? How will they practise applying these?
Do the students have enough prior knowledge? How will we know? / Teaching strategiesHow will we use formative assessment to give students feedback during the unit?
What different teaching methodologies will we employ?
How are we differentiating teaching and learning for all? How have we made provision forthose learning in a language other than their mother tongue? How have we considered those with special educational needs?
  • Students will receive a rubric for the speaking and writing tasks, indicating in detail what is expected from them at the beginning of the unit.
  • Using chart paper to represent specialty stores by category (bookstore, shoe store etc.), students will write on each paper the items these stores would sell (the most obvious). Teacher will have the new vocabulary on index cards and students will try to guess the correct category (store) for each item.
  • Students will review the new words using a vocabulary list.
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  • Use of realia – multiple intelligences
  • Visual cues
  • Manipulatives
  • Semantic maps
  • Graphic organizers
  • Think/Pair/Share
  • Obtaining and sharing information
  • Various student-centered activities

  • Next class review may take place by using color-coded vocabulary cards for a relay game
  • Teacher may also review new vocabulary using flashcards and/or realia (clothing,, school items)
  • Review numbers, verbs, related vocabulary
  • Create a Venn diagram comparing wants and needs

  • Introduce the preterit tense
  • Complete partner sheets about shopping using preterit forms
  • Interview classmates regarding past wise/regrettable purchases

  • Introduce preterit tense irregular verbs (ir, ser, spelling change groups: I, J, U)
  • Partner dialogue: Plan a trip for which you can only take 12 items in your carry-on for an international trip. Tell which 12 items you chose and why.

  • Recreate a Home Shopping Network episode in which they purchase one item and justify their purchases.

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?
  • Realidades II, chapters, 2A, 2B
  • Internet
  • Graphic organizers
  • Flashcards
  • Realia (clothing, money)

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 teachersWhat 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?