MYP-五 UNIT 3

Intro resources

Text tools

Class jobs

Writing Paper

Lesson slides

Reading practice

Formative phrases

文本 wénběn "text"：《冲浪文化周》

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"：《小贩中心》 

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"：《千家万户》

We will present near-perfect reenactments of this 45 second news clip, including the news anchors' emotions and visual displays. You should choose partners and start watching the video and reading the script as soon as possible.

You can choose to submit a video recording to show in class, but the criteria in the Scoring Rubric will be observed more strictly than if performing live in class, since you have more chances when recording to imitate more exactly.

A clean character version of the script will be provided while you present--with no pinyin or English.

Scoring Rubric:

A. Prosody (3 pts). The speaker's intonation, rhythm, stress, pauses, and speed are similar to the original video. Speed can slow down a little without reducing points.

B. Script match (3 pts). The words each presenter says match the words said in the video, according to the script.

C. Movement (1 pt). The speakers' hands, shoulders, head, face, and other relevant parts of the body move as the video presenters do.

D. Materials (1 pt). Visual materials resemble the likeness and timing of what appears in the video. These might include clothing, props, pictures, and set designs.

In a poster presentation, using our speech notes format:

☞ Explain how our participation as a visitor can positively contribute to the place we visit. Consider the Inquiry Statement at the top of this page.

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 formative or summative texts, totalling (40+ characters) per presenter, to read aloud for Reading score (see more below)

• at least one bit of original research

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

• optional: real information from our lesson slides that uses the words or phrases there

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--holiday travel plans. 

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 (40+ 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 (155+ characters) that includes the following:

• What did you learn about impactful travel 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

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.