Epc for exelearning first term
- 1. TEACHING DIDACTIC UNIT DIPLOMA PROGRAM 2020 Subject:Language acquisition Course:Language B Level:High Teachers: Lady Cuervo/CarolinaGarcía Grades:10 ABC Term: I Year: I OVERARCHING UNDERSTANDING GOALS (THROUGHLINES): 1. Communicate clearly and effectively in a range of contexts and for a variety of purposes 2. Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences 3. Understand and use language to express and respond to a range of ideas with fluency and accuracy 4. Identify, organise and present ideas on a range of topics 5. Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. UNDERSTANDING GOALS: (In terms of method, purpose, content communication): 1. Demonstrate their conceptual understanding by responding appropriately in written tasks using a variety of text types. (METHOD, COMMUNICATION, PURPOSE) 2. Orally react to stimulus (literary extracts), respond to questions and engage in a general conversation. (METHOD, COMMUNICATION, PURPOSE) 3. Produce responses that demonstrate an understanding of written and audio texts. (COMMUNICATION, PURPOSE) 4. Interact with the teacher and partners using a range of language structures and registers appropriate to the context and audience. (COMMUNICATION, CONTENT, PURPOSE) 5. Respond to written tasks using appropriate language, register and format. (METHOD, COMMUNICATION, PURPOSE) CONCEPTUAL UNDERSTANDINGS: THEME: IntroductiontoIB LearnerProfile CONTENT: IB INTRODUCTION ABILITIES: Speaking,reading,writingandlistening CONCEPTS: Audience: Language should be appropriate for the person(s) whom one is communicating Context: Language should be appropriate to the situation which one is communicating Purpose: Language should be appropriate to achieve a desired intention, goal or result when communicating Meaning: Language is used in a range of ways to communicate a message Variation: Differencesexistwithinagivenlanguage,andthatspeakersof agiven language are generallyabletounderstandeachother APROACHES TO TEACHING APROACHES TO LEARNING IB ATTRIBUTES Based on inquiry Focusedon conceptual understanding Developedinlocal and global contexts Focusedon effective teamworkand collaboration Differentiatedtomeetthe needsofall learners THINKING SKILLS: Critical thinkingskills:Analysesand evaluatesissuesand ideas. -Considersideasfrommultiplesperspectives Creative thinking skills:Generatesnovel ideasand consideringnewperspectives. Caring Balanced OpenMinded Inquirers Knowledgeable
- 2. -Createsnovel solutionstoauthenticproblems Transfer skills:Usesskillsand knowledge inmultiple contexts. -Comparesconceptual understandingacrossmultiple subjectgroupsanddisciplines COMMUNICATIONSKILLS: Exchanges thoughts,messagesand information effectivelythroughinteraction. -Negotiatesideasandknowledgewithpeersandteachers Reads, writesand uses language to gather and communicate information. -Takeseffective notesinclass SOCIAL SKILLS: Works effectivelywithothers. -Managesand resolve conflictandworkcollaborativelyin teams SELF-MANAGEMENTSKILLS: Organization skills:Managestime and tasks effectively. -Plansstrategiesandtake actiontoachieve personal and academicgoals Affective skills: Managesstate of mind -Practicesstrategiestoovercome distractions Reflectionskills:Reconsidersthe processof learning choosingand usingATL skills. -Identifies strengthsandweaknessesof personallearning strategies(self-assessment) RESEARCH SKILLS: Informationliteracy skills: Finds,interprets,judgesand creates information. -Usesmemorytechniquestodeveloplong-termmemory Medialiteracy skills:Interacts with mediato use and create ideasand information. -Makesinformedchoicesaboutpersonal viewing experiences Thinkers Reflective Principled Risk-takers Communicators
- 3. LANGUAGE AND LEARNING LANGUAGE B AND TOK LANGUAGE B AND CAS Checkthe boxesforany explicit languageand learning connectionsmadeduringtheunit.For moreinformationonthe IB’sapproach tolanguageandlearning,pleaseseethe guide. Detailedinformation: Studentswill be inquiredabouttheirknowledgeaboutIBand takingtheirconceptionsasbasesa scaffoldingprocesswillbe carriedout. Studentswill be askedtorespondadiagnostictestcomposed by writing, listening,speakingandwriting.Thiswiththe purpose of analyzingthe initiallanguage level of studentsand howtheymightface the IB andPET or FCE international examinations. Priorknowledge activation Scaffoldingfornewlearning Acquisitionof newlearningthroughpractice Proficiencydemonstration. Check the boxes for any explicit TOK connections made during the unit Personal andsharedknowledge Ways of knowing Areasof knowledge Knowledgeframework Detailedinformation: Studentsanswerthe questionDoyouknowhowyou learn?Theydiscussif theyare visual,oral,aural among othersinorder toidentifythe best waystoorganize the waytheywill learnalongthisyearthe differentproposed contents. Studentsanswerthe questiondoyouconsideryoulevelis appropriate toface the IB,PET/FCE and pruebaSaber testsfor thisandthe nextyear? Check the boxes for any explicit CAS connections. If you check any of the boxes, provide a brief note in the “details” section explaining howstudents engaged in CAS for this unit. Creativity Activity Service Detailedinformation: Studentscollaborativelyworkinpairsinorderto exemplifywhatandinwhichsituationsdotheyevidence the attributesof the IB program.They mentionhowthese attributesmightbe helpfulinothercontextsandcultures. Studentsanswerthe writingsectionbasedontheir experiencesand occurrencesinordertoaccomplishwith the assignedtask.Writingcreativelyispartof the international examinationschallenges.Also,theymake use of creativityinthe speakingsectionwhentheyare givena situationandtheymightfindaquick,but effective solutiontoit. HOURS WEEK (DATE) RESOURCES HOMEWORK 7 Week1-2: 3- 11 February VideoIB Presentationintro to the IB world Fill-inthe gap exercise Language B assessmentguide 2020 PET book PET Listening,reading,writingand speaking IB sample test To read the IB profile (speciallythe attributes) STAGE PERFORMANCES OF UNDERSTANDING ONGOING ASSESSMENT FORMATIVE SUMMATIVE EXPLORATORY Approximation to IB diploma program SESSION 1 (1 hour) Introduction: The formative processwill be evidencedwhen the student: - Reflectsafterwatchingavideothatcontainsthe 10 - There isno summative processyet
- 4. Thinking routine (Think, puzzle, explore) The teacher asks students to brainstorm ideas about IB diploma program bearing in mind the proposed thinking routine: Think: What do you THINK you know about this topic? Puzzle: What questions or PUZZLES do you have about this topic? Question: Whichare the elementsthatmake Language B subjectdifferenttothe restof the IB subjects? Development: The studentswatch a video where the 10 IB attributes appear. They take notes in their notebooks and then they are assigned in pairs an attribute. After, they explain what is this about and how/when can they evidence this attribute. IB attributes. - Takesnotesinhis/hernotebook aboutthe IB attributesinorderto use themconsequently to explainandprovide anexample of the attribute that the teacherwill assign him/her. GUIDED Internalization of IB attributes, IB profile, IB assessment and conceptual themes SESSION 2 (2 hours) Question: Whichare the elementsthatmake Language B subjectdifferenttothe restof the IB subjects? Development: First, students are shown a Power point presentation with images of the 10 attributes. In their notebooks, they write the numbers 1-10 and the attribute they think belong to each image. Then the The formative processwill be evidencedwhenthe student: - Associatesimagesthatcandescribe the IBprofile and attributesinitthroughthe use of a PPP. - Recognizesthe 5conceptual themes tobe workedon Language B subjectas well asthe internal and external examinationpercentagesand classroom requirementspresentedinaPPP. - Matches definitionsandcharacteristicsof the IB profile withthe attributesthroughthe use of a fill-in the gaps exercise. - There isno summative processyet
- 5. activity is corrected in group. Later, toclose with the IB profile activities, the teacher delivers students a fill-in the gaps exercise with the IB profile. They complete it and then T corrects it with students’ support. They paste it on their notebooks. After that, T presents the IB internal and external assessment (chart) and the students paste a flyer in their notebooks withthisinformation. AnIBpaperexamwill be shared, and also the classroom assessment and activities (grades) will be explained and finally, the conceptual themestobe workedalongthe year will be shown. SYNTHESIS Identificationofstrengthsand weaknessesoftheirown language learningprocess (level) IdentificationofPrueba saber structure SESSION 3 (1 hour) Question: What do you know about Prueba saber and its structure? Development: Studentsare explained the PRUEBA SABER, a brief introduction and the exam structure will be presented and students must take notes in their notebooks. Teacher asks if they still have doubts about the IB profile and Language B subject. Closing: The formative processwill be evidencedwhenthe student: - Identifiesthe IBdiplomaprogram,IBprofile and Pruebasaberstructure. - Identifies PRUEBA SABERstructure:Introduction and examstructure section - Followsinstructionsinthe international examinationsasthe one providedforeach sectionof the PET and IB assessmenttests. - Demonstratesunderstandingof the different typologiesof textsandthe importance of differentiatingthemwhenwritingatask inthe writingsectionof the PETand IB assessment tests. - The PET mockwill be graded
- 6. To close the week thinking routine (Think, puzzle, explore) the teacher asks: Explore: How might you EXPLORE the puzzles you still have around this topic? Studentswill write 1 expectation they have for year 1 Language B subject SESSION 4 (1hour) 5 (1 hour) and 6 (2 hours) (reading – listening – writing - speaking) Students are given a PET test booklet in order to develop the reading, writing and listening sections. Then this will be exchangedandcorrected(peer-assessment) - Uses reading(skimming,scanningandprediction) and listeningstrategies(aslisteningforgistand multiple choice) torespondthese section exercises of the PETandIB assessmenttests. - Comparesanddescribesthe providedimagesand situationsinordertoaccomplishthe speaking sectionof PET examand the literaryextractsof the IB exam - Reflectsatthe endof the diagnosticand identifiesstrengthsand weaknessesinhis/her foreignlanguage performance. PERFORMANCES OF DIFFERENTIATION 1.To Affirmidentity:developingself-esteem Promote high but realistic expectation: Students will set 1 expectation they have for year 1 in the IB program and language B subject 2.To value previousknowledge Build new knowledge from existing one: The Students use their previous knowledge about IB program in order to establish expectations and action plans to work along the year. 3.To promote scaffoldedlearning Encourage collaborative learningand peer support: Studentsworkinpairsinorderto discussand prepare a shortpresentationaboutanIBattribute. 4. To expandlearning: Combininghighexpectationswith opportunitiesforpractice and experiential learningcenteredonthe student,using materials,experiencesandenvironmentsofcognitive productivity: Studentswillhave several resources(Video,PPP,Oral andwrittenactivities) inordertopractice and learnnewaspects aboutthe IB program,the language B subjectand the Pruebasaber. ADJUSTEMENTS Any. REFLECTION (At the end of the term Considering the planning, process and impact of the inquiry) What went well: List the partsof theunit (content,evaluation,planning) that wentwell.. What didn’t go well: List the partsof theunit (content,evaluation,planning) thatdidn’tgo aswell asexpected.) Comments,changesand suggestions: Write yourcomments,suggestionsorconsiderationstothe furthertuitionof this unit.
- 7. TEACHING DIDACTIC UNIT DIPLOMA PROGRAM 2020 Subject:Language acquisition Course:Language B Level:High Teachers: Lady Cuervo/CarolinaGarcía Grades:10 ABC Term: I Year: I OVERARCHING UNDERSTANDING GOALS (THROUGHLINES): 1. Communicate clearly and effectively in a range of contexts and for a variety of purposes 2. Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences 3. Understand and use language to express and respond to a range of ideas with fluency and accuracy 4. Identify, organise and present ideas on a range of topics 5. Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. UNDERSTANDING GOALS: (In terms of method, purpose, content communication): 1. Demonstrate their conceptual understanding by responding appropriately in written tasks using a variety of text types. (METHOD, COMMUNICATION, PURPOSE) 2. Orally react to stimulus (literary extracts), respond to questions and engage in a general conversation. (METHOD, COMMUNICATION, PURPOSE) 3. Produce responses that demonstrate an understanding of written and audio texts. (COMMUNICATION, PURPOSE) 4. Interact with the teacher and partners using a range of language structures and registers appropriate to the context and audience. (COMMUNICATION, CONTENT, PURPOSE) 5. Respond to written tasks using appropriate language, register and format. (METHOD, COMMUNICATION, PURPOSE) CONCEPTUAL UNDERSTANDINGS: THEME: IDENTITIES CONTENT: Lifestyles ABILITIES: Speaking,writingreadingandlistening CONCEPTS: Audience: Language should be appropriate for the person(s) whom one is communicating Context: Language should be appropriate to the situation which one is communicating Purpose: Language should be appropriate to achieve a desired intention, goal or result when communicating Meaning: Language is used in a range of ways to communicate a message Variation: Differencesexistwithinagivenlanguage,andthatspeakersof agivenlanguage are generallyabletounderstandeachother APROACHES TO TEACHING APROACHES TO LEARNING IB ATTRIBUTES Based on inquiry Focusedon conceptual understanding Developedinlocal and global contexts Focusedon effective teamworkand collaboration Differentiatedtomeetthe needsofall learners THINKING SKILLS: Critical thinkingskills:Analysesand evaluatesissuesand ideas. -Revisesunderstandingbasedonnewinformationand evidence Creative thinkingskills:Generatesnovel ideasand Caring Balanced OpenMinded Inquirers Knowledgeable
- 8. consideringnewperspectives. -Usesbrainstormingandvisual diagramstogenerate new ideasandinquiries. Transfer skills:Usesskillsand knowledge inmultiple contexts. -Makesconnectionsbetweensubjectgroupsand disciplines COMMUNICATIONSKILLS: Exchanges thoughts,messagesand information effectivelythroughinteraction. -Usesappropriate formsof writingfordifferentpurposes and audiences Reads, writesand uses language to gather and communicate information. -Readscriticallyandforcomprehension SOCIAL SKILLS: Works effectivelywithothers. -Takesresponsibilityforone’sownactions SELF-MANAGEMENTSKILLS: Organization skills:Managestime and tasks effectively. -Usesappropriate strategiesfororganizingcomplex information Affective skills: Managesstate of mind - Practicesstrategiestoovercome distractions. Reflectionskills:Reconsidersthe processof learning choosingand usingATL skills. -Focusesonthe processof creatingby imitatingthe work of others RESEARCH SKILLS: Informationliteracy skills: Finds,interprets,judgesand creates information. - Accessesinformationtobe informedandinformothers Medialiteracy skills:Interacts with mediato use and create ideasand information. Thinkers Reflective Principled Risk-takers Communicators
- 9. -Seeksarange of perspectivesfrommultipleandvaried sources. LANGUAGE AND LEARNING LANGUAGE B AND TOK LANGUAGE B AND CAS Checkthe boxesforany explicit languageandlearning connections madeduringtheunit.For moreinformationonthe IB’sapproach tolanguageandlearning,pleaseseethe guide. Detailedinformation: Studentswill be askedtouse theirpreviousknowledge inthe reading,speakingandwritingactivities,inordertofacilitate newlearningof topicssuchas benefitsof exerciseandthe way howto write a personal letter.The initial questiontobe discussedwillbe: What ideasandimagesdowe associate withahealthy lifestyle? Priorknowledge activation Scaffoldingfornewlearning Acquisitionof newlearningthroughpractice Proficiencydemonstration. Check the boxes for any explicit TOK connections made during the unit Personal andsharedknowledge Ways of knowing Areasof knowledge Knowledgeframework Detailedinformation: How dowe knowhowto identifythe audienceof atext? Studentsrecognizesfromthe waysof knowing(sense, perception,reason,emotion,faith,imagination,intuition, memoryandlanguage) whichone isthe mosthelpful whenyouwantto identifythe audience foratext Check the boxes for any explicit CAS connections. If you check any of the boxes, provide a brief note in the “details” section explaining howstudents engaged in CAS for this unit. Creativity Activity Service Detailedinformation: Studentscreativelywrite apersonal letterinwhichthey respond1 of the 3 optionsgivenrelatedtoexercise, training,physical activityandmental health. HOURS WEEK (DATE) RESOURCES HOMEWORK 7 Week2-3: 13-21 February ENGLISH B – OxfordIBdiplomaprogramme book No homework STAGE PERFORMANCES OF UNDERSTANDING ONGOING ASSESSMENT FORMATIVE SUMMATIVE EXPLORATORY Characterization ofphysical wellnessandlifestylesbearingin mind theirexperiencesandthe readingprovided. Identification of general and specific information in reading exercises. SESSION 1 and 2 (2 hours) Introduction: The students write the section A title and question: The formative processwill be evidencedwhenthe student: - Showsunderstandingof others’opinionsand argumentswhendiscussingaboutthe contributionsof physical exercise. - Uses differentreadingstrategiestounderstand general anddetailedinformation,anddevelop the proposedexercises. - Readingcomprehensionpages4– 8 will be graded
- 10. IDENTITIES: LIFESTYLES How can physical exercise contribute to our wellbeing? Thinking routine (See, think, wonder) The teacher requests students to SEE the image presented in page 3 “Physical wellness” and respond the following questions by writing 2 ideas per each question: -What do you see? -What do you think is going on? Question: How can physical exercise contribute toour wellbeing? Development: Then, students watch the following video and complementthe answersgivenbefore: VIDEO: EXELEARNING The students are requested to develop the reading comprehension (Page 4 - 8) GUIDED Balance between fluency and accuracy in English language through speaking tasks when giving his/her points of view SESSION 3 (1 hour) Development Students are asked if they practice any sport or do exercise regularly. Then they might mention the benefits of exercise for teenagers. A short video will be shown: VIDEO: EXELEARNING The formative processwill be evidencedwhenthe student: - Plans,draftsandpeer-assessesanoral presentation asthe one proposedinthe book pages9 to 11 - Showsunderstandingof the internal assessment outline basedonthe booksample andexercise proposedinpages12 to 14 -The oral presentation(page 10) will be graded
- 11. Whichbenefitsdidn’tyouknowbefore the video? Write theminthe notebook. Now,the teacher explains how to carry out an oral presentation in the IB (Pages 9, 10 and 11) and the students take notes. Then, theygetorganizedin pairs and prepare a 4- minute presentation using the brainstorm and self-assessment activity in page 10 SESSION 4 (2 hours) Development: Studentsgetorganizedanddiscuss: What do youneedtocarry out a successful oral presentation?Then,they opentheirbooks to peer-assesstheirpartnersinpage 11. The students carry out their oral presentation. After, the teacher explains the importance of knowing how to give an oral presentation and read aloud an example of the Internal assessment (page 13) and explains the assessment criteria (page 14). Afterwards, the students take notesof thisin the lastpart of the notebook called (IB exam assessment). SYNTHESIS Completionof a writtentask followingpersonal lettersprotocol, stepsand instructionsprovided Identificationof Prueba saber structure SESSION 5 (1 hour) and 6 (1 hour) Development: The teacherasks studentsif they know how The formative processwill be evidencedwhenthe student: - Identifiesthe structure-partsof apersonal letter presentedinthe bookandthe teacher’sPPP. - Developsthe brainstormingandplanningstages proposedinthe bookbefore writingthe letterin page 17 -Writinga personal letteractivity(pages16- 17) will be graded
- 12. to write a personal letter? She explainsaletterstructure (page 15) and students register this information in the notebook. Teacher’s PPP includes information of: RESOURCE: EXELEARNING. Students develop page 16 which include structure and activity about personal letters. Then with the page 17 writing process, the students start writing their personal letterandfinishitthe next lesson. SESSION 7 (1 hour) Introduction: Students are asked to read the TOK moment and develop the section. Question: How can physical exercise contribute toour wellbeing? What do youknowabout Prueba saber Part 1: Ads? Development: Then, the students go back to the unit question and answer it by saying if something changed in their point of view. The students are explained the PRUEBA SABER PART 1: Ads and then, they must develop an exercise in their notebooks. RESOURCE: EXELEARNING Closing: To close the unit thinking routine (See, think,wonder) the studentsanswer the last question: - Writesa personal letterincorporatingthe stages before mentionedandthe suggestionsprovided by the teacherinthe PPP - IdentifiesPRUEBA SABERpart 1: Ads
- 13. What does this topic (lifestyles) make you wonder? PERFORMANCES OF DIFFERENTIATION 1.To Affirmidentity:developingself-esteem Understandthe learningpreferencesandinterestsofstudents: Studentsidentifytheirpreferencesandintereststo talk about the kind of sports or exercise they practice, and also to do the draft of an oral presentation they might carry out based on a topic the feel engaged. 2.To value previousknowledge Identifypreviousknowledge andactivate prior learning,includingwhat has beenlearnedinother languages:Studentsuse theirpreviousknowledge asvocabulary,grammarand readingmicro-skillstodevelopthe readingcomprehensionactivityaswell astowrite a personal letter. 3.To promote scaffoldedlearning Support new learningthrough the use of graphic organizers(such as writing frames,or mindmaps), which are visual ways to stimulate,organize and buildknowledge;visual aids, theater,demonstrations,etc: Studentsuse the providedcharts (brainstormingandplanningstages) toorganize theirideasinordertodevelopanoral presentationandwrite a personal letter. 4. To expandlearning: Combininghighexpectationswith opportunitiesforpractice and experiential learningcenteredonthe student,using materials,experiencesandenvironmentsofcognitive productivity.Studentsuse theirknowledge andexperiencestoprepare animprovedversionof anoral presentation.Also,theymake groupsandrehearse theirpresentations,sothey receive feedbackforfurthersimilaractivities. ADJUSTEMENTS Any. REFLECTION (At the end of the term Considering the planning, process and impact of the inquiry) What went well: List the partsof theunit (content,evaluation,planning) that wentwell.. What didn’t go well: List the partsof theunit (content,evaluation,planning) thatdidn’tgo aswell asexpected.) Comments,changesand suggestions: Write yourcomments,suggestionsorconsiderationstothe furthertuitionof this unit.
- 14. TEACHING DIDACTIC UNIT DIPLOMA PROGRAM 2020 Subject:Language acquisition Course:Language B Level:High Teachers: Lady Cuervo/CarolinaGarcía Grades:10 ABC Term: I Year: I OVERARCHING UNDERSTANDING GOALS (THROUGHLINES): 1. Communicate clearly and effectively in a range of contexts and for a variety of purposes 2. Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences 3. Understand and use language to express and respond to a range of ideas with fluency and accuracy 4. Identify, organise and present ideas on a range of topics 5. Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. UNDERSTANDING GOALS: (In terms of method, purpose, content communication): 1. Demonstrate their conceptual understanding by responding appropriately in written tasks using a variety of text types. (METHOD, COMMUNICATION, PURPOSE) 2. Orally react to stimulus (literary extracts), respond to questions and engage in a general conversation. (METHOD, COMMUNICATION, PURPOSE) 3. Produce responses that demonstrate an understanding of written and audio texts. (COMMUNICATION, PURPOSE) 4. Interact with the teacher and partners using a range of language structures and registers appropriate to the context and audience. (COMMUNICATION, CONTENT, PURPOSE) 5. Respondto writtentasksusingappropriate language,registerandformat.(METHOD,COMMUNICATION,PURPOSE) CONCEPTUAL UNDERSTANDINGS: THEME: IDENTITIES CONTENT: Mental health ABILITIES: Speaking,writingreadingandlistening CONCEPTS: Audience: Language should be appropriate for the person(s) whom one is communicating Context: Language should be appropriate to the situation which one is communicating Purpose: Language should be appropriate to achieve a desired intention, goal or result when communicating Meaning: Language is used in a range of ways to communicate a message Variation: Differencesexistwithinagivenlanguage,andthatspeakersof agivenlanguage are generallyabletounderstandeachother APROACHES TO TEACHING APROACHES TO LEARNING IB ATTRIBUTES Based on inquiry Focusedon conceptual understanding Developedinlocal and global contexts Focusedon effective teamworkand collaboration Differentiatedtomeetthe needsofall learners THINKING SKILLS: Critical thinkingskills:Analysesand evaluatesissuesand ideas. -Evaluatesevidence andarguments Creative thinkingskills:Generatesnovel ideasand consideringnewperspectives. Caring Balanced OpenMinded Inquirers Knowledgeable
- 15. -Considersmultiple alternatives,includingthose that mightbe unlikelyorimpossible Transfer skills:Usesskillsand knowledge inmultiple contexts. -Appliesskillsandknowledgeinunfamiliarsituations. COMMUNICATIONSKILLS: Exchanges thoughts,messagesand information effectivelythroughinteraction. -Usesa varietyof mediato communicate witharange of audiences Reads, writesand uses language to gather and communicate information. -Makesinferencesanddrawconclusions. -Previewsandskimtextstobuildunderstanding SOCIAL SKILLS: Works effectivelywithothers. -Listensactivelytootherperspectivesandideas SELF-MANAGEMENTSKILLS: Organization skills:Managestime and tasks effectively. -Understandsandusessensorylearningpreferences (learningstyles) Affective skills: Managesstate of mind. - Practicesstrategiestodevelopmental focus Reflectionskills:Reconsidersthe processof learning choosingand usingATL skills. -Demonstratesflexibilityinthe selectionanduse of language learningstrategies RESEARCH SKILLS: Informationliteracy skills: Finds,interprets,judgesand creates information. - Usesmemorytechniquestodeveloplong-termmemory Medialiteracy skills:Interacts with mediato use and create ideasand information. -Locates,organizes,analyses,evaluates,synthesizesand ethicallyusesinformationfromavariety of sourcesand Thinkers Reflective Principled Risk-takers Communicators
- 16. media(includingdigitalsocial mediaandonline networks) . LANGUAGE AND LEARNING LANGUAGE B AND TOK LANGUAGE B AND CAS Checkthe boxesforany explicit languageandlearning connectionsmadeduringtheunit.For moreinformationonthe IB’sapproach tolanguageandlearning,pleasesee the guide. Detailedinformation: Studentswill be askedtouse theirpreviousknowledge about mental healthandstressbefore readingthe text.Theywill demonstrate newknowledge acquiredwhendevelopingthe speakingactivitiesof the internal assessmentandwhen writinganemail withthe givensituation.Finally,theywill demonstrate theirproficiencywhendevelopingthe listening comprehensionproposedbeforethe internalassessment section. The initial questiontobe discussedwill be: How doyoungadultsdeal withthe stressintheirlives? Priorknowledge activation Scaffoldingfornewlearning Acquisitionof newlearningthroughpractice Proficiencydemonstration. Check the boxes for any explicit TOK connections made during the unit Personal andsharedknowledge Ways of knowing Areasof knowledge Knowledgeframework Detailedinformation: Studentsare requestedtothinkandrespondthe followingquestion,whichisrelatedtothe before stage in the processof writing: What waysof knowinghave youusedtoguide youin findinganswerswhendefiningthe audience inatextand identifyingthe register(formality). Rememberthe waysinclude sense,perception,reason, emotion,faith,imagination,intuition,memory,language. Whichways of knowingwere the mostimportantinthis instance? Check the boxes for any explicit CAS connections. If you check any of the boxes, provide a brief note in the “details” section explaining howstudents engaged in CAS for this unit. Creativity Activity Service Detailedinformation: Studentsmake use of creativitywhenpreparingthe speakingpresentationof the internalassessment(book activity) andwhenanalyzingimagesandstatisticsinorder to interpretthe informationtowrite anemail inwhich theyimagine themselvesinahypothetical situation. HOURS WEEK (DATE) RESOURCES HOMEWORK 7 Week3-4: February 24th – March 3rd ENGLISH B – OxfordIBdiplomaprogramme book Readchaptersof the book“The reader” STAGE PERFORMANCES OF UNDERSTANDING ONGOING ASSESSMENT FORMATIVE SUMMATIVE EXPLORATORY Identification of general and specific information in reading exercises. SESSION 1 (1 hour) and a part of 2 (1 hours) Introduction: Students write the section B title and question MENTAL HEALTH How doyoungadultsdeal withthe stressin The formative processwill be evidencedwhenthe student: - Uses differentreadingstrategiestounderstand general anddetailedinformation,anddevelop the proposedexercises - Uses the time properlyto read,re-readand developthe comprehensionactivitiesassigned. Time managementisanimportantskill tobe -The readingcomprehension(pages20-22) will be graded
- 17. theirlives? Thinking routine called “CSI” in which they might find a: COLOR: that represents stress for them SYMBOL: that represents stress for them Question: How doyoungadultsdeal withthe stressin theirlives? Development: The teacher shows a video about stress effectsand after this a short discussion will be developed. VIDEO: EXELEARNING The teacher requests students to draw a chart in theirnotebookswith 8 charts. Then at random they should choose 8 of the causes of stress in young adults presented in the page 19. Then, Bingo game will be played with those expressions and meanings will be clarified if necessary. Then, students are requested to develop the reading proposed in pages 20,21 and 22. trainedsince theyare goingto be exposedto take international examinationswhichare very rigidwithtimestodeveloptasks. GUIDED Discrimination from listening comprehension exercises. SESSION 2 (1 hour left) AND 3 (1 hour) Development Students are asked to take out their notebooks to develop the listening comprehension in page 24 (Write the questions if there is time). This activity The formative processwill be evidencedwhenthe student: - Developssuccessfullythe listeningexercise assigned(paper2) Bookpage 24 - Plans,draftsandself-assessesanoral presentation asthe one proposedinthe book pages23 and 24 -The listeningcomprehension(page 24) will be graded
- 18. corresponds to the listening section of paper 2. Notebooks will be picked up and students are askedif they would be able to carry out an oral presentation to explain IB information to new students and what IB information would they include and how would they organize it? The students are organized in pairs and read pages 23 - 24. Then, they will be given 10 minutes to brainstorm and prepare the presentation. Then ideas will be shared. - Rehearsesforinternal assessmentoral task SYNTHESIS Readiness in preparing and giving oral presentations Completionofa writtentask followingemailsprotocol,steps and instructions provided Comprehensionofthe book plot “The reader” Identificationof Prueba saber structure SESSION 4 (1 hour) AND 5 (1 hour) Development: Studentsshouldtalk about what they know of the Internal assessment The studentsread the pages 26-27 and start to prepare the four-minute presentation in pairs using the brainstorming chart in page 24. Then, they present it to the class. The formative processwill be evidencedwhenthe student: - Develops brainstormingandplanningstages proposedinthe bookbefore writinganemail in page 29 - Identifiesthe structure-partsof anemail presentedinthe bookandthe teacher’sPPP. - Uses differentreadingstrategiestounderstand general anddetailedinformationof the book “The reader” - IdentifiesPRUEBA SABERpart 2: Words - IB oral Presentationwill be graded - HOMEWORK NO 1
- 19. After that, the teacher explains an email structure (pages 28 - 29) and students register this information in the notebook. Then, they develop the brainstorming in page 29 (chart). RESOURCE: EXELEARNING SESSION 6 (2 hours) Introduction: Students are asked to read the TOK moment and develop the section. Question: How doyoungadultsdeal withthe stressin theirlives? What do youknowabout Prueba saber Part 2: Words? Development: Then, students go back to the section question and answer it by saying if something changed in their point of view. Students are explained the PRUEBA SABER PART 2: Wordsand then,theymustdevelop an exercise in their notebooks. RESOURCE: EXELEARNING Closing: To close the unit thinking routine (CSI) the students answer the last question: IMAGE: Do a drawingthat represents stress and its effects. Then, the rest of the class the teacher and the studentswill startwiththe reading plan (reading aloud) to introduce the book
- 20. context and first chapters. The students must develop at home. HOMEWORK NO 1 PERFORMANCES OF DIFFERENTIATION 1.To Affirmidentity:developingself-esteem Understandthe learningpreferencesandinterestsofstudents: Studentswill make use of theirpreferencesandinterestswhentalkingabouthabitstobe healthandcausesof stress, as well aschoosinga topicto draft a shortoral presentation. 2.To value previousknowledge Buildnew knowledge fromexistingone:Studentswill use theirpreviousknowledgetoorganize anoral presentationandtalkaboutthe internal assessment. 3.To promote scaffoldedlearning Encourage collaborative learning and peer support: Students work in groups to provide with feedback their peers when presenting the internal assessment. 4. To expandlearning: Combininghighexpectationswith opportunitiesforpractice and experiential learningcenteredonthe student,using materials,experiencesandenvironmentsofcognitive productivity: Studentsare providedwithexamplesinordertoowrite anemail.Theyuse theirpreviousknowledgeandthe newone learnttowrite awell-structuredemail ADJUSTEMENTS REFLECTION (At the end of the term Considering the planning, process and impact of the inquiry) What went well: List the partsof theunit (content,evaluation,planning) that wentwell.. What didn’t go well: List the partsof theunit (content,evaluation,planning) thatdidn’tgo aswell asexpected.) Comments,changesand suggestions: Write yourcomments,suggestionsorconsiderationstothe furthertuitionof this unit. TEACHING DIDACTIC UNIT DIPLOMA PROGRAM 2020 Subject:Language acquisition Course:Language B Level:High Teachers: Lady Cuervo/CarolinaGarcía Grades:10 ABC Term: I Year: I OVERARCHING UNDERSTANDING GOALS (THROUGHLINES): 1. Communicate clearly and effectively in a range of contexts and for a variety of purposes 2. Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences 3. Understand and use language to express and respond to a range of ideas with fluency and accuracy 4. Identify, organise and present ideas on a range of topics 5. Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts.
- 21. UNDERSTANDING GOALS: (In terms of method, purpose, content communication): 1.Demonstrate anunderstandingof avarietyof highlevel writtenandoral texts.(METHOD,COMMUNICATION) 2.Orallyreact to differentstimulus,respondingtoquestionsandengagingingeneralconversations.(METHOD,COMMUNICATION) 3.Produce oral or writtenresponsesthatdemonstrateanunderstandingof written,visual,andaudiotexts. (METHOD,PURPOSE,COMMUNICATION) 4.Interactwiththe teacherand partnersusinga range of language structuresandregistersappropriate tothe contextandaudience(METHOD,COMMUNICATION,PURPOSE) 5.Respondtowrittentasksusingappropriate language,registerandformat.(METHOD, COMMUNICATION) CONCEPTUAL UNDERSTANDINGS: THEME: IDENTITIES CONTENT: A healthy life ABILITIES: Speaking, reading, writingandlistening CONCEPTS: Audience: Language should be appropriate for the person(s) whom one is communicating Context: Language should be appropriate to the situation which one is communicating Purpose: Language should be appropriate to achieve a desired intention, goal or result when communicating Meaning: Language is used in a range of ways to communicate a message Variation: Differencesexistwithinagivenlanguage,andthatspeakersof agivenlanguage are generallyabletounderstandeachother APROACHES TO TEACHING APROACHES TO LEARNING IB ATTRIBUTES Based on inquiry Focusedon conceptual understanding Developedinlocal and global contexts Focusedon effective teamworkand collaboration Differentiatedtomeetthe needsofall learners THINKING SKILLS: Critical thinkingskills:Analysesand evaluatesissuesand ideas. -Gathersand organizesrelevantinformationtoformulate inargument. Creative thinkingskills:Generatesnovel ideasand consideringnewperspectives. -Appliesexistingknowledge togenerate newideas, productsor processes. Transfer skills:Usesskillsand knowledge inmultiple contexts. - Useseffective learningstrategiesinsubjectgroupsand disciplines. COMMUNICATIONSKILLS: Exchanges thoughts,messagesand information effectivelythroughinteraction. -Usesappropriate formsof writingfordifferentpurposes and audiences. Reads, writesand uses language to gather and communicate information. Caring Balanced OpenMinded Inquirers Knowledgeable Thinkers Reflective Principled Risk-takers Communicators
- 22. -Writesfordifferentpurposes -Organizesanddepictsinformationlogically. SOCIAL SKILLS: Works effectivelywithothers. -Makesfairand equitable decisions SELF-MANAGEMENTSKILLS: Organization skills:Managestime and tasks effectively. -Usesappropriate strategiesfororganizingcomplex information Affective skills: Managesstate of mind. - Practicesfocusand concentration Reflectionskills:Reconsidersthe processof learning choosingand usingATL skills. -Demonstratesflexibilityinthe selectionanduse of learningstrategies. RESEARCH SKILLS: Informationliteracy skills: Finds,interprets,judgesand creates information. - Presentsinformationinavarietyof formatsand platforms. Medialiteracy skills:Interacts with mediato use and create ideasand information. -Makesinformedchoicesaboutpersonal viewing experience . LANGUAGE AND LEARNING LANGUAGE B AND TOK LANGUAGE B AND CAS Checkthe boxesforany explicit languageandlearning connectionsmadeduringtheunit.For moreinformationonthe IB’sapproach tolanguageandlearning,pleaseseethe guide. Detailedinformation: Studentswill be askedtouse theirpreviousknowledge inthe Priorknowledge activation Scaffoldingfornewlearning Acquisitionof newlearningthroughpractice Proficiencydemonstration. Check the boxes for any explicit TOK connections made during the unit Personal andsharedknowledge Ways of knowing Areasof knowledge Knowledgeframework Detailedinformation: Check the boxes for any explicit CAS connections. If you check any of the boxes, provide a brief note in the “details” section explaining howstudents engaged in CAS for this unit. Creativity Activity Service Detailedinformation: Studentsmake use of creativityandactivitywhenusing
- 23. listeningandwritingactivitiesinordertofacilitate new learningof topicssuchas waysof livinggood.The initial questiontobe discussedwillbe: How dowe become healthyadults? As writers,howdowe knowhowto addressour audience? In the EnglishB syllabus,the texttypesare organizedinto three categories:personal,massmediaandprofessional texts.Itis importanttoknowwhothe audience isin orderto knowthe registerandthenplanthe writing process. the typesinformal letters,emailsandpresentationsto addresscommonproblemsastheywill dowiththe writingtaskat the endof the unit. HOURS WEEK (DATE) RESOURCES HOMEWORK 7 Week5 - 6 : 4th – 13th March ENGLISH B – OxfordIBdiplomaprogramme book Readchaptersof the book “The reader” STAGE PERFORMANCES OF UNDERSTANDING ONGOING ASSESSMENT FORMATIVE SUMMATIVE EXPLORATORY Discriminationand comprehension from listeningcomprehension exercises. SESSION 1 (1 hour) Introduction: Students write the section C title and question. LIFESTYLE How dowe become healthyadults? Thinking routine called “I used to think”: The studentswrite what they know or used to know about lifestyle and heathy habits. Question: How dowe become healthyadults? Development: Students are requested to develop the reading in the page 31 and get ready for the listeningcomprehensionexercisein the page 32. The formative processwill be evidencedwhenthe student: - Uses differentlisteningstrategiestounderstand general anddetailedinformationanddevelopthe proposedexercises. -The listeningcomprehension(page 32) will be graded
- 24. GUIDED Comprehensionofbrainstorming and planning stagesin order to carry out a successful oral presentation SESSION 2 (1 hour) Development: Students are asked how to live a good life? Andthenshouldtalkabout what they know of preparing a good oral presentation The students read page 33 and then write an outline in which they prepare the script of the 4 minutes’ presentation. Outline in page 34 must be usedas a model.Then, the studentsshould talk about what they know of the Internal assessment and read the pages 36-37 to prepare a four-minute presentation in pairs using the brainstormingchartprovidedbeforefor the internal assessment To give students some tips, the following video will be shared: VIDEO: EXELEARNING SESSION 3 (2 hours) Development: Students get organized in pairs and they presentthe oral presentation preparedthe class before. The formative processwill be evidencedwhenthe student: - Plans,draftsandself-assessesanoral presentation asthe one proposedinthe book pages36 and 37 - IB oral Presentationwill be graded SYNTHESIS Comprehensionof writtentasks instructionspaper 1 assessment Comprehensionofthe book plot “The reader Identificationof Prueba saber The formative processwill be evidencedwhenthe student: - Developsthe brainstormingandplanningstages proposedinthe bookbefore writingpaper1 -The writingof page 39 will be gradedbearinginmindthe criteriagiveninthe book. - HOMEWORK NO 2
- 25. structure SESSION 4 (1 hour) AND SESSION 5 (1 hour) Development: Students are asked about the criteria used in the IB to revise their written compositions. The answers are discussed. Then, the teacher explains the assessment criteria for this exam section. The students read the instructions of the paper 1 writing skill in page 39. Then, they start writing their draft to be delivered to the teacher. SESSION 6 (1 hour) Introduction: Studentsare askedto readthe CAS moment and develop the section. Questions: section and unit: What ideas and images do we associate with a healthy lifestyle? How do become healthy and fulfilled adults? What do youknowabout Prueba saber Part 3: Talking and chatting? Development: Then, students go back to the unit and section question and answer it by saying if something changed in their point of view. The students are explained the PRUEBA SABER PART 3: Talking and chatting and then,theymustdevelopanexercise intheir notebooks. RESOURCE: EXELEARNING assignment. - Uses differentreadingstrategiestounderstand general anddetailedinformation of the book “The reader” - IdentifiesPRUEBA SABERpart 3: Talkingand chatting. .
- 26. Closing: To close the unit thinking routine (Now I think) students answer the last question: Now, the students write what they think about lifestyle and heathy habits The students must develop at home HOMEWORK NO 2 PERFORMANCES OF DIFFERENTIATION 1.To Affirmidentity:developingself-esteem Understandthe learningpreferencesandinterestsofstudents: Studentsuse theirpreferencesandinterestswhenchoosingthe writingtask,theyprefertowrite forthe IB assessment. 2.To value previousknowledge Identifypreviousknowledge and activate prior learning,includingwhat has beenlearnedin otherlanguages: Studentsuse theirpreviousknowledgeaboutthe bookreadinorderto succeedinthe readingactivitiesproposed.Also,theyusedtheirlikesanddislikestowrite the writtentasktheyprefer. 3.To promote scaffoldedlearning Support new learningthrough the use of graphic organizers(such as writing frames,or mindmaps), which are visual ways to stimulate,organize and buildknowledge;visual aids, theater,demonstrations,etc: Studentsmake use of graphicorganizerstoextractand classifyinformationfromareadingactivity. 4. To expandlearning: Combininghighexpectationswith opportunitiesforpractice and experiential learningcenteredonthe student,using materials,experiencesandenvironmentsofcognitive productivity:Studentssetexpectationstoobtaingoodscoresinthe readingcheckactivitiesandtohave a betterversionforthe proposedwrittentask. ADJUSTEMENTS Any. REFLECTION (At the end of the term Considering the planning, process and impact of the inquiry) What went well: List the partsof theunit (content,evaluation,planning) that wentwell.. What didn’t go well: List the partsof theunit (content,evaluation,planning) thatdidn’tgo aswell asexpected.) Comments,changesand suggestions: Write yourcomments,suggestionsorconsiderationstothe furthertuitionof this unit. TEACHING DIDACTIC UNIT DIPLOMA PROGRAM 2019 Subject:Language acquisition Course:Language B Level:High Teachers: Lady Cuervo/CarolinaGarcía Grades:10 ABC Term: I Year: I
- 27. OVERARCHING UNDERSTANDING GOALS (THROUGHLINES): 1. Communicate clearly and effectively in a range of contexts and for a variety of purposes 2. Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences 3. Understand and use language to express and respond to a range of ideas with fluency and accuracy 4. Identify, organise and present ideas on a range of topics 5. Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. UNDERSTANDING GOALS: (In terms of method, purpose, content communication): 1.Demonstrate anunderstandingof avarietyof highlevel writtenandoral texts.(METHOD,COMMUNICATION) 2.Orallyreact to differentstimulus,respondingtoquestionsandengagingingeneral conversations.(METHOD,COMMUNICATION) 3.Produce oral or writtenresponsesthatdemonstrateanunderstandingof written,visual,andaudiotexts. (METHOD,PURPOSE, COMMUNICATION) 4.Interactwiththe teacherand partnersusinga range of language structuresandregistersappropriate tothe contextandaudience(METHOD,COMMUNICATION,PURPOSE) 5.Respondtowrittentasksusingappropriate language,registerandformat.(METHOD, COMMUNICATION) CONCEPTUAL UNDERSTANDINGS: THEME: EXPERIENCES CONTENT: Migration ABILITIES: Speaking, reading, writingandlistening CONCEPTS: Audience: Language should be appropriate for the person(s) whom one is communicating Context: Language should be appropriate to the situation which one is communicating Purpose: Language should be appropriate to achieve a desired intention, goal or result when communicating Meaning: Language is used in a range of ways to communicate a message Variation: Differencesexistwithinagivenlanguage,andthatspeakersof agivenlanguage are generallyabletounderstandeachother APROACHES TO TEACHING APROACHES TO LEARNING IB ATTRIBUTES Based on inquiry Focusedon conceptual understanding Developedinlocal and global contexts Focusedon effective teamworkand collaboration Differentiatedtomeetthe needsofall learners THINKING SKILLS: Critical thinkingskills:Analyses and evaluatesissuesand ideas. -Drawsreasonable conclusionsandgeneralizations. Creative thinkingskills:Generatesnovel ideasand consideringnewperspectives. -Appliesexistingknowledge togenerate newideas, productsor processes. Transfer skills:Usesskillsand knowledge inmultiple contexts. - Makesconnectionsbetweensubjectgroupsand disciplines. COMMUNICATIONSKILLS: Caring Balanced OpenMinded Inquirers Knowledgeable Thinkers Reflective Principled Risk-takers Communicators
- 28. Exchanges thoughts,messagesand information effectivelythroughinteraction. -Usesintercultural understandingtointerpret communication. Reads, writesand uses language to gather and communicate information. -Writesfordifferentpurposes SOCIAL SKILLS: Works effectivelywithothers. -Negotiateseffectively. SELF-MANAGEMENTSKILLS: Organization skills:Managestime and tasks effectively. -Createsplanstoprepare summative assessments (examinationsandperformances) Affective skills: Managesstate of mind. - Practicesstrategiestoovercome distractions Reflectionskills:Reconsidersthe processof learning choosingand usingATL skills. -Demonstratesflexibilityinthe selectionanduse of learningstrategies. RESEARCH SKILLS: Informationliteracy skills: Finds,interprets,judgesand creates information. - Collects,recordsandverifiesdata Medialiteracy skills:Interacts with mediato use and create ideasand information. -Makesinformedchoices aboutpersonal viewing experience . LANGUAGE AND LEARNING LANGUAGE B AND TOK LANGUAGE B AND CAS Checkthe boxesforany explicit languageandlearning connectionsmadeduringtheunit.For moreinformationonthe IB’sapproach tolanguageandlearning,pleaseseethe guide. Check the boxes for any explicit TOK connections made during the unit Personal andsharedknowledge Ways of knowing Areasof knowledge Check the boxes for any explicit CAS connections. If you check any of the boxes, provide a brief note in the “details” section explaining howstudents engaged in CAS for this unit. Creativity Activity
- 29. Detailed informatio n: Studentswill be askedtouse theirpreviousknowledge inthe writingandreadingactivitiesinordertofacilitate newlearning of topicssuchas migrationandrural-urbanmigration.The initial questiontobe discussedwill be: How wouldtravellingtoorlivinginanotherculture affectmy worldview? Priorknowledge activation Scaffoldingfornewlearning Acquisitionof newlearningthroughpractice Proficiencydemonstration. Knowledgeframework Detailedinformation: Studentswill discussaboutmigrationsandlanguage contact, howlanguage changesandwhichwaysof knowingdotheyuse to deal withmigration, communicationandlanguage variations. Service Detailedinformation: Studentsmake use of creativityandactivitywhenusing blogentriestoaddresscommonproblemsastheywill do withthe writingtaskat the endof the unit. HOURS WEEK (DATE) RESOURCES HOMEWORK 7 Week7- 8: 16th – 25th March ENGLISH B – OxfordIBdiplomaprogramme book Readchaptersof the book“The reader” STAGE PERFORMANCES OF UNDERSTANDING ONGOING ASSESSMENT FORMATIVE SUMMATIVE EXPLORATORY Production oforal and written responsesbasedon given questions. SESSION 1 (1 hour) Introduction: Students write the unit, section A title and question: EXPERIENCES: MIGRATION. How wouldtravellingto or living in another culture affect my worldview? Thinkingroutine:Whatmakesyou say that? The teacher requests students to take a look at the images in page 42 and brainstorm their ideas about migration processes around the world. What’s going on migration processes around the world? The formative processwill be evidencedwhen the student: - Thinksandthenwriteshis/heropinionabout migratoryprocesses. - Writesshorttextsmakinguse of vocabularyand structuresthat are appropriate andexpectedfor the level. - Participatesactivelyinclassandgiveshis/her opinionbasedonpreviousknowledgeabout migratoryprocessesaroundthe world. -The writingproduction(page 42-43) will be graded
- 30. Questions: How ismigrationdifferentfrom immigration?Andwhatisthe difference betweenmigration,immigration,and asylumseeking? Development: Students watch the following video: VIDEO: EXELEARNING and share their point of view. Then, they are requested to read and respond the questions proposed in pages 42 y 43 in a piece of paper in 2 paragraphs (120 words). GUIDED Identification of general and specific information in reading exercises. Adoption of written types of texts as a personal blog entry. SESSION 2 (2 hours) Development: The teacherasks aboutwhat the advantagesanddisadvantagesof rural- urban migrationare?Studentsshouldtalk aboutwhat theyknowof urbanization processes.Advantagesanddisadvantages. Now, the students read pages 43 – 45 and develop exercises on pages 46-47. The exchange booksandanswerswill be shared and checked. SESSION 3 (1 hour) Development: Students are asked to talk about internal assessment extracts to prepare oral presentations. Teacher reads page 49 and develops a PLEA The formative processwill be evidencedwhenthe student: - Uses differentreadingstrategiestounderstand general anddetailedinformation,anddevelop the proposedexercises - Understandsthe importance of outlinesbefore writinganytext. - Followsinstructionstowrite ablogentrybearing inmindthe suggestionsdeliveredinthe book -The writingproposedinpage 53 blogentrywill be graded.
- 31. workshop with it. SESSION 4 (1 hour) AND 5 (1 hour). Development: Then teacher reads and explains the structure of a personal blog (pages 51-53) and studentsregisterthisinformationinthe notebook. RESOURCE: EXELEARNING Then, the students might work on the writing activity in pages 53 and 54. SYNTHESIS Discrimination from listening comprehension exercises. Comprehension of the book plot “The reader” Identificationof Prueba saber structure SESSION 6 (1 hour) Development: Students are asked to take out their notebooks to develop the listening comprehension in page 55 (Write the questions if there is time). Books will be picked up. SESSION 7 (1 hour) Introduction: Students are asked to read the TOK moment and develop the section. Question: How ismigrationdifferentfrom immigration?Andwhatisthe difference betweenmigration,immigration, and asylumseeking? What do youknowabout Prueba saber Part The formative processwill be evidencedwhenthe student: - Developssuccessfullythe listeningexercise assigned(paper2) Bookpage 55 - Uses differentreadingstrategiestounderstand general anddetailedinformation of the book “The reader” - IdentifiesPRUEBA SABERpart 4: Use of English. -The listeningcomprehension(page 55) will be graded - HOMEWORK 3
- 32. 4: Use of English? Development: Then, students go back to the section question and answer it by saying if something changed in their point of view. Students are explained the PRUEBA SABER PART 4: Use of English and then, they must develop an exercise in their notebooks. RESOURCE: EXELEARNING Closing: To close the unit thinking routine What makes you say that? the students answer the last question: Go back to the thinking routine initial answer, read it and then answer: What do you see, hear or read that makes you say that about migration processes around the world? HOMEWORK 3 PERFORMANCES OF DIFFERENTIATION 1.To Affirmidentity:developingself-esteem Understand the learning preferences and interests of students: Students use their preferences and interests when writing their blog entry 2.To value previousknowledge Identifypreviousknowledge and activate prior learning,includingwhat has beenlearnedin otherlanguages: Studentsuse theirpreviousknowledgeaboutthe bookreadinorderto succeedinthe readingactivitiesproposed.Also,theyusedtheirlikesanddislikestowrite ablogentry. 3.To promote scaffoldedlearning Encourage collaborative learning and peer support Students work on groups and negotiate to propose a reading check activity. 4. To expandlearning: Combininghighexpectationswith opportunitiesforpractice and experiential learningcenteredonthe student,using materials,experiencesandenvironmentsofcognitive productivity: Studentssetexpectationstoobtaingoodscoresinthe readingcheckactivitiesandtohave a good versionforthe proposedwrittentask. ADJUSTEMENTS Any. REFLECTION (At the end of the term Considering the planning, process and impact of the inquiry)
- 33. What went well: List the partsof theunit (content,evaluation,planning) that wentwell.. What didn’t go well: List the partsof theunit (content,evaluation,planning) thatdidn’tgo aswell asexpected.) Comments,changesand suggestions: Write yourcomments,suggestionsorconsiderationstothe furthertuitionof this unit. TEACHING DIDACTIC UNIT DIPLOMA PROGRAM 2019 Subject:Language acquisition Course:Language B Level:High Teachers: Lady Cuervo/CarolinaGarcía Grades:10 ABC Term: II Year: I OVERARCHING UNDERSTANDING GOALS (THROUGHLINES): 1. Communicate clearly and effectively in a range of contexts and for a variety of purposes 2. Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences 3. Understand and use language to express and respond to a range of ideas with fluency and accuracy 4. Identify, organise and present ideas on a range of topics 5. Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. UNDERSTANDING GOALS: (In terms of method, purpose, content communication): 1.Demonstrate anunderstandingof avarietyof highlevel writtenandoral texts.(METHOD,COMMUNICATION) 2.Orallyreact to differentstimulus,respondingtoquestionsandengagingingeneral conversations.(METHOD,COMMUNICATION) 3.Produce oral or writtenresponsesthatdemonstrateanunderstandingof written,visual,andaudiotexts. (METHOD,PURPOSE,COMMUNICATION) 4.Interactwiththe teacherand partnersusinga range of language structuresandregistersappropriate tothe contextandaudience(METHOD,COMMUNICATION,PURPOSE) 5.Respondtowrittentasksusingappropriate language,registerandformat.(METHOD, COMMUNICATION) CONCEPTUAL UNDERSTANDINGS: THEME: EXPERIENCES CONTENT: Holidays and travel ABILITIES: Speaking, reading, writingandlistening CONCEPTS: Audience: Language should be appropriate for the person(s) whom one is communicating Context: Language should be appropriate to the situation which one is communicating Purpose: Language should be appropriate to achieve a desired intention, goal or result when communicating Meaning: Language is used in a range of ways to communicate a message Variation: Differencesexistwithinagivenlanguage,andthatspeakersof agivenlanguage are generallyabletounderstandeachother APROACHES TO TEACHING APROACHES TO LEARNING IB ATTRIBUTES Based on inquiry THINKING SKILLS:
- 34. Focusedon conceptual understanding Developedinlocal and global contexts Focusedon effective teamworkand collaboration Differentiatedtomeetthe needsofall learners Critical thinkingskills:Analyses and evaluatesissuesand ideas. -Drawsreasonable conclusionsandgeneralizations. Creative thinkingskills:Generatesnovel ideasand consideringnewperspectives. -Usesbrainstormingandvisual diagramstogenerate new ideasandinquiries. Transfer skills:Usesskillsand knowledge inmultiple contexts. - Useseffective learningstrategiesinsubjectgroupsand disciplines. COMMUNICATIONSKILLS: Exchanges thoughts,messagesand information effectivelythroughinteraction. -Negotiatesideasandknowledgewith peersandteachers Reads, writesand uses language to gather and communicate information. -Organizesanddepictsinformationlogically. SOCIAL SKILLS: Works effectivelywithothers. -Listensactivelytootherperspectivesandideas. SELF-MANAGEMENTSKILLS: Organization skills:Managestime and tasks effectively. -Usesappropriate strategiesfororganizingcomplex information Affective skills: Managesstate of mind. - Practicesstrategiestoreduce stressandanxiety Reflectionskills:Reconsidersthe processof learning choosingand usingATL skills. -Demonstratesflexibilityinthe selectionanduse of learningstrategies. RESEARCH SKILLS: Informationliteracy skills: Finds,interprets,judgesand creates information. - Collectsandanalysesdatatoidentifysolutionsand Caring Balanced OpenMinded Inquirers Knowledgeable Thinkers Reflective Principled Risk-takers Communicators
- 35. make informeddecisions Medialiteracy skills:Interacts with mediato use and create ideasand information. -Makesinformedchoicesaboutpersonal viewing experience . LANGUAGE AND LEARNING LANGUAGE B AND TOK LANGUAGE B AND CAS Checkthe boxesforany explicit languageandlearning connectionsmadeduringtheunit.For moreinformationonthe IB’sapproach tolanguageandlearning,pleaseseethe guide. Detailedinformation: Studentswill be askedtouse theirpreviousknowledge inthe reading,listeningandspeakingactivitiesinordertofacilitate newlearningof topicssuchas holidaysandtravelling.The initial questiontobe discussedwill be: To what extentdoestravellingimproveourcultural tolerance? Priorknowledge activation Scaffoldingfornewlearning Acquisitionof newlearningthroughpractice Proficiencydemonstration. Check the boxes for any explicit TOK connections made during the unit Personal andsharedknowledge Ways of knowing Areasof knowledge Knowledgeframework Detailedinformation: Studentsread“Lost andgainedintranslation”and discussif misunderstandingsintranslationshave been part of theirliveswhentraveling?Howdowe knowhow to deal withlanguage misunderstandings?Whichof the 8 waysof knowledgedoyouuse inthose experiences? Check the boxes for any explicit CAS connections. If you check any of the boxes, provide a brief note in the “details” section explaining howstudents engaged in CAS for this unit. Creativity Activity Service Detailedinformation: Studentsmake use of creativitytogive cluesandmimic whenplayingguessescardsandactivitywhentheythink of the actionstheywoulddowhen dealingwithlanguage misunderstandings. HOURS WEEK (DATE) RESOURCES HOMEWORK 7 Week8 - 9 - 3: March 27th – April 13th ENGLISH B – OxfordIBdiplomaprogramme book Graphic organizer: Readchaptersof the book“The reader”. . STAGE PERFORMANCES OF UNDERSTANDING ONGOING ASSESSMENT FORMATIVE SUMMATIVE EXPLORATORY Correspondence between fluency and accuracy in English language when giving his/her points of view and explaining concepts. Identification of general and specific information in reading exercises. SESSION 1 (1 hour) AND 2 (1 hour) Introduction: The formative processwill be evidencedwhenthe student: - Uses differentwaystodefine andmake concepts understandable. - Speaksfluentlyandaccuratelytoexpress meaning. - Uses differentreadingstrategiestounderstand general anddetailedinformation,anddevelop the proposedexercises -The readingactivitywill be graded.
- 36. Students write the section B title and question: HOLIDAYS AND TRAVEL To what extentdoestravellingimproveour cultural tolerance? Thinking routine: Claim, support and question. The teacher requests students to: Make a CLAIM(explanation) about holidays and travel Identify SUPPORT (what you see, feel or know about holidays and travel Question: To what extentdoestravellingimproveour cultural tolerance? Development: The teacher and students read pages 58 – 61. Then the students bearing in mind the reading will be organized in groups of four and given a set of card with the terminologyusedinthe book.Each student will take turns to pick up a card and will have to provide examples or explain the concept. The student who guesses the word or term will receive the card. At the end the student who has more card is the winner. Then, the students must develop the reading comprehension activity in pages 61 and 62. Students are suggested to review some vocabulary related to travel and holidays: RESOURCE: EXELEARNING
- 37. GUIDED Discriminationand comprehension from listeningcomprehension exercises. SESSION 3 (2 hours) Development: Students should talk about the impact of tourism. Now, students develop the listening activity in page 63. To practice listening skills the students are suggested to develop the pre, while and post listening activities proposed in the virtual course. RESOURCE: EXELEARNING Then, the teacher explains a travel blog structure (pages 67-68) and students register this information in the notebook. RESOURCE: EXELEARNING structure and activity about personal letters. Then with the page 69 writing process, the students choose one of the countries they have travelled, search for information and start writing their travel blog (page 70) and finish it the next lesson. The formative processwill be evidencedwhenthe student: - Uses differentlisteningstrategiestounderstand general anddetailedinformationanddevelopthe proposedexercises. Readingonpages58 – 61 will be graded. SYNTHESIS Completionof a writtentask followingtravel blog protocol, stepsand instructionsprovided Balance between fluency and accuracy in English language through speaking tasks when giving his/her point of view Comprehension of the book plot The formative processwill be evidencedwhenthe student: - Identifiesthe structure-partsof atravel blog presentedinthe bookandthe teacher’sPPP. - Developsthe brainstormingandplanningstages proposedinthe bookbefore writingthe blog entryinpage 69 - Travel blogpresentationwill be graded - HOMEWORK 4
- 38. “The reader” Identificationof Prueba saber structure SESSION 4 (1 hour) Development: Students finish the travel blog including images in a poster that accompanies the blog. SESSION 5 (1 hour) Development: Students present their poster to the class. SESSION 6 (1 hour) Introduction: Students are asked to read the TOK moment and develop the section. Question: To what extentdoestravellingimproveour cultural tolerance? What do youknowabout Prueba saber Part 5: Extensive reading? Development: Then,studentsgo back to the unit question and answer it by saying if something changed in their point of view. The students are explained the PRUEBA SABER PART 5: Extensive reading and then, they must develop an exercise in their notebooks. RESOURCE: EXELEARNING Closing: - Writesa travel blogincorporatingthe stages before mentionedandthe suggestionsprovided by the teacherinthe PPP - Showsunderstandingof the internal assessment outline basedonthe booksamplestocarry out oral presentations. - Uses differentreadingstrategiestounderstand general anddetailedinformationof the book “The reader” IdentifiesPRUEBA SABERpart 5: Extensive reading
- 39. To close the unitthinkingroutine, “Thinking routine: Claim, support and question”, the students answer the last question: Raise a QUESTION relatedto your claim and holidays and travel HOMEWORK: 4 PERFORMANCES OF DIFFERENTIATION 1.To Affirmidentity:developingself-esteem Understandthe learningpreferencesandinterestsofstudents: Value and make use of diversityincultural perspectiveswhentalkingaboutholidays,travellingandlanguage variations 2.To value previousknowledge Identifypreviousknowledge andactivate prior learning,includingwhat has beenlearnedinother languages: Studentsuse theirpreviousknowledge aboutthe time machineto succeedinthe readingactivityproposed.Also,theyusedtheirbackgroundtodiscussaboutholidays,travel andlanguage variations. 3.To promote scaffoldedlearning Support new learning through the use of graphic organizers (such as writing frames, or mind maps), which are visual ways to stimulate, organize and build knowledge; visual aids, theater, demonstrations, etc: Students make use of graphic organizers to extract and classify information from a reading activity. 4. To expandlearning: Combininghighexpectationswith opportunitiesforpractice and experiential learningcenteredonthe student,using materials,experiencesandenvironmentsofcognitive productivity: Studentssetexpectations toobtaingoodscoresinthe readingcheckactivitiesandlisteningoneswhichare consideredthe toughestforthem. ADJUSTEMENTS Any. REFLECTION (At the end of the term Considering the planning, process and impact of the inquiry) What went well: List the partsof theunit (content,evaluation,planning) that wentwell.. What didn’t go well: List the partsof theunit (content,evaluation,planning) thatdidn’tgo aswell asexpected.) Comments,changesand suggestions: Write yourcomments,suggestionsorconsiderationstothe furthertuitionof this unit. TEACHING DIDACTIC UNIT DIPLOMA PROGRAM 2019 Subject:Language acquisition Course:Language B Level:High Teachers: Lady Cuervo/CarolinaGarcía Grades:10 ABC Term: I Year: I OVERARCHING UNDERSTANDING GOALS (THROUGHLINES):
- 40. 1. Communicate clearly and effectively in a range of contexts and for a variety of purposes 2. Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences 3. Understand and use language to express and respond to a range of ideas with fluency and accuracy 4. Identify, organise and present ideas on a range of topics 5. Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. UNDERSTANDING GOALS: (In terms of method, purpose, content communication): 1.Demonstrate anunderstandingof avarietyof highlevel writtenandoral texts.(METHOD,COMMUNICATION) 2.Orallyreact to differentstimulus,respondingtoquestionsandengagingin generalconversations.(METHOD,COMMUNICATION) 3.Produce oral or writtenresponsesthatdemonstrateanunderstandingof written,visual,andaudiotexts. (METHOD,PURPOSE, COMMUNICATION) 4.Interactwiththe teacherand partnersusinga range of language structuresandregistersappropriate tothe contextandaudience(METHOD,COMMUNICATION,PURPOSE) 5.Respondtowrittentasksusingappropriate language,registerandformat.(METHOD, COMMUNICATION) CONCEPTUAL UNDERSTANDINGS: THEME: EXPERIENCES CONTENT: Leisure activities ABILITIES: Speaking, reading, writingandlistening CONCEPTS: Audience: Language should be appropriate for the person(s) whom one is communicating Context: Language should be appropriate to the situation which one is communicating Purpose: Language should be appropriate to achieve a desired intention, goal or result when communicating Meaning: Language is used in a range of ways to communicate a message Variation: Differencesexistwithinagivenlanguage,andthatspeakersof agivenlanguage are generallyabletounderstandeachother APROACHES TO TEACHING APROACHES TO LEARNING IB ATTRIBUTES Based on inquiry Focusedon conceptual understanding Developedinlocal and global contexts Focusedon effective teamworkand collaboration Differentiatedtomeetthe needsofall learners THINKING SKILLS: Critical thinkingskills:Analyses and evaluatesissuesand ideas. -Considersideasfrommultiple perspectives Creative thinkingskills:Generatesnovel ideasand consideringnewperspectives. -Createsoriginal worksandideas;use existingworksand ideasinnewways. Transfer skills:Usesskillsand knowledge inmultiple contexts. - Useseffective learningstrategiesinsubjectgroupsand disciplines. COMMUNICATIONSKILLS: Exchanges thoughts,messagesand information effectivelythroughinteraction. Caring Balanced OpenMinded Inquirers Knowledgeable Thinkers Reflective Principled Risk-takers Communicators
- 41. -Negotiatesideasandknowledgewithpeersandteachers Reads, writesand uses language to gather and communicate information. -Readsa varietyof sourcesforinformationandpleasure. SOCIAL SKILLS: Works effectivelywithothers. -Listensactivelytootherperspectivesandideas. SELF-MANAGEMENTSKILLS: Organization skills:Managestime and tasks effectively. -Usesappropriate strategiesfororganizingcomplex information Affective skills: Managesstate of mind. - Practicesfocusand concentration Reflectionskills:Reconsidersthe processof learning choosingand usingATL skills. -Developsnewskills,techniquesandstrategiesfor effectivelearning. RESEARCH SKILLS: Informationliteracy skills: Finds,interprets,judgesand creates information. - Presentsinformationinavarietyof formatsand platforms. Medialiteracy skills:Interacts with mediato use and create ideasand information. -Makesinformedchoicesaboutpersonal viewing experience . LANGUAGE AND LEARNING LANGUAGE B AND TOK LANGUAGE B AND CAS Checkthe boxesforany explicit languageandlearning connectionsmadeduringtheunit.For moreinformationonthe IB’sapproach tolanguageandlearning,pleaseseethe guide. Check the boxes for any explicit TOK connections made during the unit Personal andsharedknowledge Ways of knowing Areasof knowledge Knowledgeframework Check the boxes for any explicit CAS connections. If you check any of the boxes, provide a brief note in the “details” section explaining howstudents engaged in CAS for this unit. Creativity Activity Service
- 42. Detailed informatio n: Studentswill be askedtouse theirpreviousknowledge inthe readingandlisteningactivitiesinordertofacilitate new learningof topicssuchas waysof leisure activities.The initial questiontobe discussedwillbe: Are leisure activitiessimilaracrossAnglophonecultures? Priorknowledge activation Scaffoldingfornewlearning Acquisitionof newlearningthroughpractice Proficiencydemonstration. Detailedinformation: The terminology TOK proposed in page 87 will be explained to students in order to make connections between the use of language and TOK. Detailedinformation: Studentsmake use of creativitywhendoingthe infographicrepresentationandactivitywhenwatching and developingthe listeningcomprehensionactivities proposed. HOURS WEEK (DATE) RESOURCES HOMEWORK 7 Week10-11: April 14th – 21st ENGLISH B – OxfordIBdiplomaprogramme book No homework STAGE PERFORMANCES OF UNDERSTANDING ONGOING ASSESSMENT FORMATIVE SUMMATIVE EXPLORATORY Recognition of cultural similarities and differences regarding leisure activities. Identification of general and specific information in reading exercises. SESSION 1 (2 hours) Introduction: Students write the section C title and question: LEISURE ACTIVITIES Are leisure activitiessimilaracross Anglophone cultures? Thinkingroutines:“CSI”inwhichtheymight find a: COLOR: that represents leisure SYMBOL: that represents leisure Question: The formative processwill be evidencedwhenthe student: - Uses differentreadingstrategiestounderstand general anddetailedinformationanddevelops the proposedexercises - Uses the time properlyto read,re-readand developthe comprehensionactivitiesassigned. Time managementisanimportantskill tobe trainedsince theyare goingto be exposedto take international examinationswhichare very rigidwithtimestodeveloptasks. - . -The readingcomprehensionactivitywill be graded
- 43. Are leisure activitiessimilaracross Anglophone cultures? Development: Studentswill watchavideoto have a better idea of what a leisure activity is: VIDEO: EXELEARNING PLEA workshop will be developed with the reading of pages 73 – 77. GUIDED Correspondence between fluency and accuracy in English language when giving his/her points of view and explaining concepts. SESSION 2 (1 hour) AND 3 (1 hour) Development: Studentsare asked for the criteria and time to prepare the oral presentation of the internal assessment. Then, in pair the students prepare the oral presentation assigned in pages 78, 79 and 80. SESSION 4 (1 hour) Development: The teacherasks studentsif they know how to write a diary entry. She explains a diary entry (pages 81 - 84) and studentsregisterthisinformationinthe notebook. RESOURCE: EXELEARNING The formative processwill be evidencedwhenthe student: - Plans,draftsandpeer-assessesanoral presentation asthe one proposedinthe book pages81 to 84 - Showsunderstandingof the internal assessment outline basedonthe booksample andexercise proposedinpages85 - Identifiesthe structure-partsof ablogentry presentedinthe bookanda PPP. -The speakingpresentationwillbe graded. SYNTHESIS Discriminationand comprehension from listeningcomprehension exercises. Identificationof Prueba saber The formative processwill be evidencedwhenthe student: Listeningactivitywill be graded. Downloadthe worksheetandplayvideointhe following link
- 44. structure SESSION 5 (2 hours) Introduction: Students are asked for leisure activities as parkour. Then, students listen and watch a videoabout parkour, which makes part of a leisure activity.Then, develop the listening activities. Question: Are leisure activitiessimilaracross Anglophone cultures? What do youknowabout Prueba saber Part 6: Strategic reading? Development: Studentsare askedto readthe TOK and CAS moment and develop the section. Then, the students go back to the unit question and answer it by saying if something changed in their point of view. The students are explained the PRUEBA SABER PART 6: Strategic reading and then, they must develop an exercise in their notebooks. RESOURCE: EXELEARNING Closing: Thinkingroutines:“CSI”inwhichtheymight find a: IMAGE: that represents leisure - Uses differentlisteningstrategiestounderstand general anddetailedinformationanddevelopthe proposedexercises. - Identifies PRUEBA SABERpart 6: Strategic reading. PERFORMANCES OF DIFFERENTIATION 1.To Affirmidentity:developingself-esteem Value and make use of diversity in cultural perspectives: Student will compare leisure activities across cultures. 2.To value previousknowledge
- 45. Identifypreviousknowledge andactivate prior learning,includingwhat has beenlearnedinother languages: Identifypreviousknowledge andactivate priorlearning,includingwhat has beenlearnedinotherlanguages 3.To promote scaffoldedlearning Support new learning through the use of graphic organizers (such as writing frames, or mind maps), which are visual ways to stimulate, organize and build knowledge; visual aids, theater, demonstrations, etc: Students make use of an infographic representation to summarize the last chapters of the book. 4. To expandlearning: Combininghighexpectationswith opportunitiesforpractice and experiential learningcenteredonthe student,using materials,experiencesandenvironmentsofcognitive productivity: Studentssetexpectationstoobtaingoodscoresinthe readingcheckactivitiesandtohave a bettercomprehensionof the listeningtaskstheydevelop. ADJUSTEMENTS Any. REFLECTION (At the end of the term Considering the planning, process and impact of the inquiry) What went well: List the partsof theunit (content,evaluation,planning) that wentwell.. What didn’t go well: List the partsof theunit (content,evaluation,planning) thatdidn’tgo aswell asexpected.) Comments,changesand suggestions: Write yourcomments,suggestionsorconsiderationstothe furthertuitionof this unit.