MYP-四 UNIT 1

Intro resources

Text tools

Class jobs

Writing Paper

Lesson slides

Reading practice

Text document: 《我们的校园》(click)

We will co-create a text of 60+ characters with images to describe what is true about our campus. It will focus on spaces we use.

For formative:

1. Write pinyin above each character in our text (3 pts).

2. Write English meaning under each sentence (2 pts).

3. Choose two lines to write accurate tone marks on the pinyin (3 pt).

Article document: 《空中菜园》

For formative:

1. Write pinyin above each character in our text (2 pts), with accurate tone marks on one sentence of your choice (3 pts).

2. Write English meaning under each sentence (3 pts).

Text document: 《未来的校园》(page 1 only)

We will co-create a text of 60+ characters with images to describe what could become true about our campus in the future. It will focus on new spaces we could use.

1. Write pinyin above each character in our text (4 pts).

2. Write English meaning under each sentence (3 pts).

3. Choose two lines with 10+ characters to write accurate tone marks on the pinyin (1 pt).

In a poster presentation, using our speech notes format:

☞ Present your campus of the future.

Your presentation should explore the Factual Question plus one Conceptual or Debatable question at the top of this page.

Poster design must include:

• hand-created on poster paper, though print resources can be glued or taped onto poster paper

• horizontal orientation to maximize space on projector or TV screen

• centralized visual design--all visuals and text clearly connect to each other before you present

• your Inquiry questions placed prominently (large font, top or central spaces, linked to related content)

• at least one map, diagram, or numerical table (bar chart, histogram, scatterplot, etc.)

• text from two formative readings, totalling (15+ characters) per presenter, to read aloud for Reading score (see more below)

• two bits of real information from our lesson slides that uses the words or phrases there

• at least one bit of original research

• commentary on language usage in at least formative article or lesson slide

Presentation must include:

• • use of opening, transitions, & closing from speech notes format (linked here)

  • roughly equal speaking from both presenters (if two people are presenting)

  • coherent information directly about the poster content and general unit topics

  • clear understanding of what you presented when answering teacher questions

"Tools and resources" policy for this assignment:

Using translation and AI tools to generate your own sentences should be checked with the teacher for appropriateness prior to inclusion in your presentation. Why?

We are learning how to use words:

• • • • how to say each word, 

      • how to write each word, 

      • what each word means, 

      • in what contexts to use each word. 

With this in mind, you need to demonstrate your learning of these words along with the inquiry concepts of this unit--our campus reimagined. 

Scoring is for: 

• • Speaking: present information and then answer questions about the content and inquiry tied to your poster and presentation (see rubrics below)

  • Reading: read aloud Chinese character sentences (15+ characters) from a text we read in our formative assessments in this unit. The information you read should support the inquiry of your overall presentation. Following your whole presentation, answer questions about the text, including information that you did not directly read aloud in your presentation, but were part of the text we discussed earlier in this unit. In other words, get to know the text we learned in class. Tones will not be emphasized.

• MYP formative rubrics for speaking and reading (linked here)

• MYP summative rubrics for speaking and reading (linked here)

Handwrite an essay in Chinese characters (80+ characters) that includes the following:

• What did you learn about (a) campus designs and (b) communication about campus designs from this unit?

↳Cite sources to explain where you learned these things.

• What work did you do for this unit to improve one ATL skill (above)?

• What useful phrases did you use a lot in this unit?

• What next steps will you follow to research more about the topic in this unit?

Scoring follows:

• MYP formative rubric (linked here) out of 8

  • 4 summative points based on formative read-aloud ( /2) and Q&A ( /2); feedback given

• Remaining MYP summative rubric (linked here) out of 4