Language acquisition proficient level sample unit planner 2015 (optional use)

Teacher(s) Subject group and language Language acquisition

Unit title MYP level Proficient Approximate 20
unit duration (in
Phase 5
hours)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Culture Purpose Fairness and Development - students will
explore the relationship between communities
Argument
- human capability and development; social
Empathy entrepreneurs.

Statement of inquiry

In local and global communities, persuasive language appeals to logic and emotion, calling people to action.

Inquiry questions (questions like these will be developed by teachers and students)

Factual What is emotive/persuasive language?

Conceptual What strategies do advocates use to promote their cause?

DebatableIs an emotional appeal alone enough to move people to action?

Middle Years Programme Unit planner 1

Language acquisition proficient level sample unit planner 2015 (optional use)
Objectives
Criterion A: Comprehending spoken and
visual text
Criterion B: Comprehending written and
visual text
Criterion C: Communicating in response
to spoken and/or written and/or visual text
Criterion D: Using language in spoken
and/or written form
Middle Years Programme Unit planner
Summative assessment
Outline of summative assessment task(s)
including assessment criteria:
Task 1 Aural comprehension (Criterion A)
Task set by school.
2 or 3 texts linked to each other and the global
context 1 must contain one or more visual(s).
Maximum total length of spoken texts - 10
minutes.
Questions on all texts and all strands of
criterion A.
Task 2 Written comprehension (Criterion B)
Task set by school.
2 or 3 texts linked to each other and linked to
the global context 1 must contain one or
more visual(s) and 1 must be of a literary
nature.
Maximum total length of texts: 900-1,000
words.
Questions on all texts and all strands of
criterion B.
Time allowance: 70 minutes.
Task 3 Interactive Oral (Criteria C and D)
Students will engage in a conversation with
their teacher in response to one of the
following written, visual or written-visual
stimuli. The student must speak for 4-5
Relationship between summative assessment
task(s) and statement of inquiry:
Task 1 Aural comprehension (Criterion A)
Students engage with and respond to the
spoken and visual text by analysing ideas,
opinions and attitudes. They will analyse and
draw conclusions from the information, main
ideas and supporting details presented in the
texts and will analyse the conventions used.
Task 2 Written comprehension (Criterion
B)
Students engage with and respond to the
written and visual text by analysing ideas,
opinions and attitudes. They will analyse and
draw conclusions from the information, main
ideas and supporting details presented in the
texts and analyse conventions including
aspects of format, style and the authors
purpose for writing.
Task 3 Interactive Oral
Students engage in an unrehearsed
exchange to share ideas and express
opinions and feelings on the theme of
community life and service as action.
2
Language acquisition proficient level sample unit planner 2015 (optional use)

minutes and the whole recording must not last Students are expected to communicate with a
sense of register, purpose and style using
more than 7 minutes.
persuasive and emotive language.
Preparation time: 10 minutes
Students are expected to speak with attention
1. Written stimulus: to vocabulary, grammar, intonation and
Without community service we would not have fluency; to organize their information and
a strong quality of life, its important to the ideas; and to use language to suit the context.
person who serves as well as the recipient. Its
the way in which we ourselves grow and
develop. - Dorothy Height
How do you relate to this quote? Discuss your
own experiences. Support your ideas with
details and examples.

2. Visual stimulus (image of a global

concern)
How can we discuss global problems even
when we do not know how to solve our local
ones?
What global issues do you think are important
and how are they connected to your local
community?

3. Written-visual stimulus (graphic

displaying some global issues, poverty,
population, natural resources for example)
Study the image and discuss how global
issues are interconnected.

Middle Years Programme Unit planner 3

Language acquisition proficient level sample unit planner 2015 (optional use)
Criterion C: Communicating in response
to spoken and/or written and/or visual text
Criterion D: Using language in spoken
and/or written form
Middle Years Programme Unit planner
Task 4: Writing Task (Criteria C and D) Task 4: Writing task
Students will respond to one of the following Students write to share ideas and express
written, visual or written-visual stimuli. opinions and feelings on the theme of
community life and service as action.
Students must write 300-400 words.
Students are expected to communicate with a
1. Written stimulus sense of register, purpose and style using
Your school is holding a contest to see who persuasive and emotive language.
can create the best plan for helping people in
need in the community. Think about volunteer
Students are expected to write with attention
activities that will benefit individuals or families
to vocabulary and grammar, to organize their
in your community. Write a persuasive speech
information and ideas and to use language to
in which you propose an activity, explain its
suit the context.
benefits and convince the school that your
project is the best one.
2. Visual stimulus (image of a future global
city)
Write a maximum of 400 words to finish the
story:
As the spaceship landed, I looked out the
window and thought, Wow! How can I get my
family to join me on this amazing planet?
3. Written-visual stimulus (global image
with text: If the world consisted of only 100
people, 33 would be without access to a
safe water supply, 7 would have access to
the internet for example)
Write an article for the opinion column of your
local newspaper to express your thoughts and
4
Language acquisition proficient level sample unit planner 2015 (optional use)

opinion about this. Justify your ideas with

details and examples.

Approaches to learning (ATL)

Middle Years Programme Unit planner 5

Language acquisition proficient level sample unit planner 2015 (optional use)

Action: Teaching and learning through inquiry

Content Learning process

Learning experiences and teaching strategies

Formative assessment

Differentiation

Middle Years Programme Unit planner 6

Language acquisition proficient level sample unit planner 2015 (optional use)

Resources

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

Middle Years Programme Unit planner 7

Language acquisition proficient level sample unit planner 2015 (optional use)

Language acquisition Proficient phase

Task 3: Interactive oral

Option 1: Written stimulus

Requirements: 10 minutes preparation time the student may make notes to refer to during the recording.

The use of dictionaries is not permitted.

Total recording: 7 minutes the student must speak for 4-5 minutes.

Instructions: How do you relate to this quote? Discuss your own experiences. Support your ideas with details and examples.

Without community service we would not have a

strong quality of life, its important to the person
who serves as well as the recipient. Its the way
in which we ourselves grow and develop.
Dorothy Height

Middle Years Programme Unit planner 8

Language acquisition proficient level sample unit planner 2015 (optional use)

Language acquisition Proficient phase

Task 3: Interactive oral

Option 2: Visual stimulus

Requirements: 10 minutes preparation time the student may make notes to refer to during the recording.

The use of dictionaries is not permitted.

Total recording: 7 minutes the student must speak for 4-5 minutes.

Instructions: What global issues do you think are important and how are they connected to your local community?

Middle Years Programme Unit planner 9

Language acquisition proficient level sample unit planner 2015 (optional use)

How can we discuss global problems even when we do not know how to solve our
local ones?

Middle Years Programme Unit planner 10

Language acquisition proficient level sample unit planner 2015 (optional use)

Language acquisition Proficient phase

Task 3: Interactive oral

Option 3: Written-visual stimulus

Requirements: 10 minutes preparation time the student may make notes to refer to during the recording.

The use of dictionaries is not permitted.

Total recording: 7 minutes the student must speak for 4-5 minutes.

Instructions: Study the image and discuss how global issues are connected.

Middle Years Programme Unit planner 11

Language acquisition proficient level sample unit planner 2015 (optional use)

Population

Wealth Shelter

Communication Food supply

Global
issues
Energy
Conflict

Health Environment

Natural resources

Middle Years Programme Unit planner 12

Language acquisition proficient level sample unit planner 2015 (optional use)

Language acquisition Proficient phase

Task 4: Written task

Option 1: Written stimulus

Requirements: Students must write 300-400 words.

The use of dictionaries is not permitted.

Instructions: Your school is holding a contest to see who can create the best plan for helping people in need in the community. Think
about volunteer activities that will benefit individuals or families in your community.

Write a persuasive speech in which you propose an activity, explain its benefits and convince the school that your
project is the best one.

Middle Years Programme Unit planner 13

Language acquisition proficient level sample unit planner 2015 (optional use)

Language acquisition Proficient phase

Task 4: Written task

Option 2: Visual stimulus

Requirements: Students must write 300-400 words.

The use of dictionaries is not permitted.

Instructions: Write a maximum of 400 words to finish this story;

As the spaceship landed, I looked out the window and thought Wow! How can I get my family to join me on this
amazing planet?.

Middle Years Programme Unit planner 14

Language acquisition proficient level sample unit planner 2015 (optional use)

Middle Years Programme Unit planner 15

Language acquisition proficient level sample unit planner 2015 (optional use)

Language acquisition Proficient phase

Task 4: Written task

Option 3: Written-visual stimulus

Requirements: Students must write 300-400 words.

The use of dictionaries is not permitted.

Instructions: Write an article for the opinion column of your local newspaper to express your thoughts and opinions about this.

Justify your ideas with details and examples.

Middle Years Programme Unit planner 16

Language acquisition proficient level sample unit planner 2015 (optional use)

Middle Years Programme Unit planner 17