MYP-四 UNIT 4
为灾难做好准备
wèi zāinàn zuòhǎo zhǔnbèi
Preparing for Weather
为灾难做好准备
wèi zāinàn zuòhǎo zhǔnbèi
Preparing for Weather
Inquiry questions:
Factual: What supplies are important during weather disasters?
事实题: 在天气灾害当中,需要哪些物资?
Conceptual: How can we notify people during a weather disaster?
概念题: 在天气灾害当中,我如何通知人?
Debatable: What kinds of weather disasters might threaten where I live?
辩论性题: 什么样的天气灾害可能会威胁我住的地方?
文本 wénběn "text":《更极端》
For the assigned section/s in the 文本, write all:
pinyin for every character and number (3 pts)
tone marks on all pinyin you wrote (2 pts)
an English will-use statement (3 pts) about how you plan to use the information from this text for your upcoming poster presentation and reflection essay. Show your understanding of the actual words and sentences assigned text in this 文本.
文本 wénběn "text":《关于夏威夷山火》
For the assigned section/s in the 文本, write all:
pinyin for every character and number (3 pts)
tone marks on all pinyin you wrote (2 pts)
an English will-use statement (3 pts) about how you plan to use the information from this text for your upcoming poster presentation and reflection essay. Show your understanding of the actual words and sentences assigned text in this 文本.
文本 wénběn "text":《暴雨》
For the assigned section/s in the 文本, write all:
pinyin for every character and number (3 pts)
tone marks on all pinyin you wrote (2 pts)
an English will-use statement (3 pts) about how you plan to use the information from this text for your upcoming poster presentation and reflection essay. Show your understanding of the actual words and sentences assigned text in this 文本.
In a poster presentation, using our speech notes format:
☞ Explain your emergency weather plan, including:
routes to safe places
notifications with helpful questions and answers
in what languages
items in emergency bags
clothing, supplies, food
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, 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--preparing for weather.
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 (30+ 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 (120+ characters) that includes the following:
What did you learn about weather emergency preparation from this unit?
What skills did you learn how to do in this unit?
Cite materials we learned from to explain where you learned these things.
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. The assigned character count (above) is required for any score above 1 to be given. You are allowed to bring a "cheat sheet" on the formative version that contains only direct quotes and the citation title from your readings, in characters and pinyin. No characters or pinyin from outside the relevant readings can be on your cheat sheet.
4 summative points based on formative read-aloud ( /2) and Q&A ( /2); feedback given
Remaining MYP summative rubric (linked here) out of 4. The assigned character count (above) is required for any score above 1 to be given.
Speaking (/8): Present to the class and teacher about your plan for your written final project essay.
See Writing requirements below
Use conventional opening, transitions, and closing following our normal speech notes format
Your presentation should explain all items on the checklist for the final project Writing (see below)
Your slides should be mainly pictures
You can use a card with individual words in Chinese characters but do not read from sentences or phrases
Listening (/8): Following your speaking presentation, answer more questions about the texts you presented on.
Reading (/8): "choose-number-sketch". Select two underlined phrases from each formative text from Units 3 and 4 (total twelve phrases to draw). English labels are allowed.
Writing (/8): Handwrite an essay in Chinese characters (120+ characters) that showcases you learned of the information we explored in Units 3 and 4. Include:
What information (not just language) did you learn from Units 3 and 4? Include:
all but one of the formative articles in Units 3 and 4 (you choose) (four articles total)
two bits of information from slides from each of the units
all information should be real, so don't use fictional stories or pictures we created
What language skills did you learn how to do in Units 3 and 4? For example, reading, listening, speaking, writing, quoting, introductions, public speaking, etc.
What ATL skill/s did you improve upon this semester?
Cite the formative texts where you learned these things.
What next steps will you follow to research more about the topics in these units?
Use essay conventions from our wall poster in class.
The formative readings from Units 3 and 4 will be provided in one stapled packet while you write.