MYP Curriculum Map – Østerbro International School – Language B · Taking Action Reflecting Summative Assessment Task(s) (Criteria) UNIT CONTENT Me and People around Me Oral

MYP Curriculum Map – Østerbro International School – Language B

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Danish, MYP Phase 1 and 2 - TERM 1

UNIT TITLE

MYP

OBJECTIVES

ATL SKILLS

CONCEPT

STATEMENT (Statement of

Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S) AOI

Understanding Taking Action

Reflecting

Summative Assessment

Task(s) (Criteria)

UNIT

CONTENT

Me and People around Me

Oral communication Phase 1 A2 communicate information in a limited range of everyday situations A4 use language appropriate to a very limited range of interpersonal and cultural contexts Visual interpretation Phase 1 B1 identify basic messages presented in simple visual texts B5 understand and respond to simple visual texts.

Collaboration Students will understand that language communication builds bridges among people and cultures.

How can I communicate myself to others?

Community and service: Identify the needs of individuals in a Community and how can we try to fulfill these needs.

Criteria A Presentation about himself/herself and his/her family. Criteria B Text analysis on everyday conversations

Demonstrate an understanding of the grammatical structures of Danish used in texts appropriate for this level. Write short texts to express ideas and feelings on personal and familiar topic using a few simple forms. Read and interpret text at a grade-appropriate level, with some visual support, using context and recognition of familiar vocabulary and word families. Review of basic vocabulary.


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Introduction to pronouns numbers. Use the proper grammar structure to make yes/no questions. Understand the difference between specified and unspecified nouns.

Shopping A: Oral communication Phase 1 A2 communicate information in a limited range of everyday situations A4 use language appropriate to a very limited range of interpersonal and cultural contexts A6 use basic vocabulary accurately A7 interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation/

Communication Students will understand that being able to deliver appropriate messages to the audience will strengthen the relationship.

How can I communicate in the local community?

Health and social Education Students will learn to discover the social reality of self, others develop a sense of responsibility for their wellbeing.

Criteria A Role Play Students in pairs will improvise a shopping situation Criteria C Students have to read and understand some basic texts from different shopping situations

Basic everyday language used in buying. Shopping dialogues in from different kinds of shops Adjectives specified and unspecified Words related to shopping Terms related to buying like buying on credits guarantee and so on Introduction to present and past perfect


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correct tone. C: Reading comprehension Phase 1 C2 identify main ideas and supporting details in written texts C4 understand and respond to simple written texts.

Healthy living

C3, C4, D1, D2, D3, D4,D5

Reflection Students will understand that a well-functioning body is able to produce more meaningful messages

What makes us feel good?

Health and Social Education:

Criteria C & D Write a guide of recommendations for a healthy lifestyle

Describe parts of the body and a pain or an injury. Learn about different diseases. Going to the doctor. Making appointments with the doctor. Learn about accidents and how to cope with them. Healthy and unhealthy lifestyle.


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Danish Phase 1 and 2 - TERM 2

UNIT TITLE

MYP

OBJECTIVES

ATL SKILLS

CONCEPT


Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S)


Task(s) (Criteria)

UNIT

CONTENT

Transportation

C: Reading comprehension Phase 1 C2 identify main ideas and supporting details in written texts C4 understand and respond to simple written texts. D: Writing Phase 1 D1 communicate information in a limited range of everyday situations D2 request and provide information in a limited range of everyday situations D3 use language appropriate to a

Reflection Information literacy

Students will understand that communities are characterized by the relationships of its members

How do I find my way?

Community and service: Students should be aware that they live within a community and resources and services offered should be used properly and responsibly.

Criteria C Reading comprehension Criteria D Letter writing Describe your surroundings.

Students will be introduced to the adverbs of direction in Danish. They have to make proper use of them and understand the difference in writing between them. Everyday use expressions on asking someone to find their way in form of dialogues will be given to students. They will engage into group work in order to ask one another questions about a place that they want to go to. Students will also learn to buy


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very limited range of interpersonal and cultural contexts D4 understand and use basic language conventions accurately D5 use some aspects of register in formal and informal written communication

tickets and how to get information about buses, trains and other means of transportation.

Holiday and freetime

B: Visual interpretation Phase 1 B1 identify basic messages presented in simple visual texts B4 recognize basic visual conventions used in texts B5 understand and respond to simple visual texts. D: Writing Phase 1 D1 communicate

Thinking Transfer

Students will understand word choice gives our communication purpose.

What is free time?

Health and Social Education. Students will learn how free time best can be used in order to have a balanced life.

Criteria B Pictures of different types of activities should be described. Criteria D A postcard to the family from a holiday place

Planning the weekends. Buying tickets to different arrangements. Learning about sports. Entertainment in Denmark Entertainment home Going for a holiday


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information in a limited range of everyday situations D3 use language appropriate to a very limited range of interpersonal and cultural contexts D5 use some aspects of register in formal and informal written communication

Family and housing

A: Oral communication Phase 1 A1, A4,A6, A7

Information literacy Transfer

Students will understand that that conventions form our way of living.

How does people’s life differ across cultures?

Environment:

Criterion A Speaking test: Interview a classmate about his/her family? Criterion D: Short composition

Identify family members, talking about family affairs, events. Identify the rooms of a house. Learning to describe home neighborhood. Name of objects found inside a house. Pronouns and modal verbs will be touched on. Family and home in your own culture or country of origin.


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German MYP Phase 1-2 - TERM 1

UNIT TITLE

MYP

OBJECTIVES

ATL SKILLS

CONCEPT


Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S) AOI


Reflecting


Task(s) (Criteria)

UNIT

CONTENT

Descriptions

A7 D1 D4

Communication

Students will understand that word choice reflects and influences perceptions.

How do I best describe a person?

Health and social: Students will become aware of how descriptions influence perceptions.

Criterion D: Make a descriptive ‘Wanted’ poster; Criterion A: read information aloud

Introduction phrases, adjectives, how to describe yourself and other people

Food A2-3 A5 A6 B3 B5

Collaborative skills

Students will understand that communication has different purposes and forms.

How do I communicate my wishes, likes and dislikes?

Community and service: students will take action to demonstrate different roles and services in the community (e.g. customer, waiter, shop keeper).

Criterion B: Reading a menu Criterion A: ordering food

Names of food and drinks, how to order food, talking to strangers (formal language), numbers, money and prices, polite related phrases, cooking terms, following a recipe, making menus.

Fashion A1 A4

Transfer Communication

Students will understand that the communities to which we belong influence aesthetic forms of expression.

Which communities do I identify with?

Community and Service: students will reflect on how we present ourselves reflects the communities to which we belong.

Criterion A: Funny Fashion Show

Clothes, colours, sizes, introducing perfect tense, talking to an audience.


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German Phase 1-2 - TERM 2

UNIT TITLE

MYP

OBJECTIVES

ATL SKILLS

CONCEPT


Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S)


Task(s) (Criteria)

UNIT

CONTENT

Friends and Interests

D2-5 A7

Reflection Students will understand that our interests and relationships aid our personal development.

What do my friends and interests mean to me?

Health and social: students will reflect on how their interests and relationships influence their identities.

Criterion D: Essay Hobbies, sports and interests, time expressions, making arrangements, giving opinions, write an essay about a special interest.

Popmusik!

C1-2 C4

Transfer Thinking

Students will understand that specific conventions are used for specific audiences.

How do I interpret a song’s meaning?

Human ingenuity: students will become aware of how culture crosses boundaries.

Criterion C: Reading comprehension

German popular music. Studying a variety of popular songs and translating their meaning. Idioms: some aspects of slang/‘street’ expressions.

‘City Walls and Empires’

A6 B1-2 B4 C3-4

Collaborative Skills Reflection

Students will understand that time, place and space influences culture.

What was life like in the DDR?

Environments: students will reflect on what life was like in the DDR.

Criterion B: Power point Presentation Criterion C: comprehension.

Life in the DDR, East German identity, culture and products. Berlin and the Berlin Wall. German Reunification. Watch parts of the film ‘Goodbye Lenin’, Speaking and writing in the past tense, travel phrases.


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French Phases 1-2 Term 1

UNIT TITLE

MYP

OBJECTIVES

ATL SKILLS

CONCEPT


Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S) AOI


Reflecting


Task(s) (Criteria)

UNIT

CONTENT

Entrepreneurship

A3, A4 B3, B5 C2 D3

Research, Thinking, Collaboration, Communication

Students will learn how to convince an audience with a logic approach.

How would I run a successful restaurant business?

Community and Service: Students will understand how business is related with good communication

Criteria A, D: Business plan. Students will present their business plan to potential “investors”

-Field Study about a restaurant -Vocabulary in restaurant’s world -Interview -Developing a budget -Conceptualizing a menu -Décor concept

My Eco-Friendly House

A5, A7 B3, B4 D4

Thinking, Communication

Students will understand how our individual engagement helps for a better environment

How can my creativity save the world?

Human ingenuity: Students will learn how to design and build an eco-home

Criteria A, B, D: Building Plan Proposal Students will design an eco-home and present it.

-Vocabulary in design and construction -video about construction site, materials, -video about natural and renewable energy sources

Trips and Leisure

A6, B3 Communication Students will learn how to communicate in real life situations of a trip.

How language impact each other?

Human ingenuity: Students will do their own guide according to cultural facts.

Criteria A, B Students will write a guide on holiday information and activities in a country

-Future plans for holiday -Vocabulary related to activities -Information about sports and activities -Picture description -Dialogue in groups


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French Phases 2 and 3 – Term 1

UNIT TITLE

MYP

OBJECTIVES

ATL SKILLS

CONCEPT


Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S)


Task(s) (Criteria)

UNIT

CONTENT

Cultural Understan-ding

A1, D1, D3

Communication, organization, reflection

Students will understand that to be able to appreciate culture we must understand conventions

How can interaction promote cultural understanding?

Environments: Students will be aware of the environment’s influence on behaviour and cultural understanding.

Criteria A: Oral Presentation on Business Culture Criteria D:Written Speech

Week 1 and 2: Preparing a business dictionary Week 3 and 4: Work on a presentation regarding business culture in countries like China, Brazil, Russia and Ghana Week 5 and 6: Preparing a written speech for the a business meeting. Will work on vocabulary, phrases and sentences.

Heroes B1, D1 Communication, Information Literacy

Students will understand that word choice can improve communication

In what ways can we express ourselves?

Community and Service: Students will reflect on how societies may

Criterion B: Cartoon Interpretation, Criterion D: Comic strip and translation

Week 1 and 2: Historical flashback on heroism. Reading cartoons


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need heroes to change.

and interpreting heroic actions. Week 3 and 4: Making comic strips including French speech bubbles. Week 5 and 6: Translating and presenting each other’s comic strips

French Phases 2 and 3 - TERM 2

UNIT TITLE

MYP

OBJECTIVES

ATL SKILLS

CONCEPT


Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S)


Task(s) (Criteria)

UNIT

CONTENT

Young people Abroad

A1, C3 Collaboration, Reflection

Students will understand that interactions are a defining factor for your identity.

What can I learn from foreign environments?

Environments: Student will understand that staying abroad (in a foreign environment) can enrich one’s identity.

Criterion A: Travel brochure (memories of time abroad) Oral presentation Criterion C: Reading on foreign place

Week 1 and 2: Read about people who has stayed abroad or moved to a foreign environment Week 3 and 4: Creating a travel brochure. Focus on grammar, including vocabulary,


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tenses and short sentences. Week 5 and 6: Oral Presentation of the travel brochure

Tourism and cultural understanding

A3, B3, D3 Communication Transfer Students will understand that new connections nourish new point of views and meanings.

What do I learn through my travels?

Human Ingenuity: Students will understand that travelling connects people and contribute new meanings.

Criterion B: Visual Interpretation Criterion C: Text analysis

Week 1 and 2: Watch videos/documentary and debate. Focus on “future” and “future proche”. Week 3 and 4: Read short texts on travelling and make their own travelling plans in order to connect with people. Week 5 and 6: Preparing for the visual interpretation test by practicing in class. We will prepare collectively and individually by doing individual and collective work.

French around the

B2, C2

Organization, Transfer The students will understand that

How/why is language,

Environments: Students will

Criteria B and C: Understand specific

Week 1 and 2: Listen to French


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world different communities develop their own accents?

including pronunciation and articulation, affected by ethical, linguistic, cultural background?

understand and become aware that the same language has different forms and accents.

information and ideas in visual text. Read and comprehend French from different geographical areas.

from around world, including north and west Africa, Quebec and Asia and do imitations. Find and categorize similarities and differences when it comes to French accent and language. Week 3 and 4: Present or share the differences and similarities in class.¨ Week 5 and 6: Listen and comprehend French with different accents. Preparation for the listening and comprehension test.


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Danish Phases 3-4 TERM 1

UNIT TITLE

MYP

OBJECTIVES

ATL SKILLS

CONCEPT


Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S) AOI


Reflecting


Task(s) (Criteria)

UNIT

CONTENT

Friendship

C2, D2, B2 Information literacy, Thinking,

Student will understand that communication creates empathy in relationships

How do we understand friendship?

Health and social education: The student will have an awareness and understanding that sharing experiences connects people creating good friendships.

B, C, D PP presentation

Week 1-2

C: Novel reading and analysis. Understand main ideas and supporting details, and draw conclusions from written texts. Week3-4 D: Writing Request and provide information in familiar and some unfamiliar situations. Week5-6 B: Visual Interpretations Understand main ideas and Supporting details, and draws conclusions from visual texts presented with spoken text.


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Danish Phase 3-4 TERM 1

UNIT TITLE

MYP

OBJECTIVES

ATL SKILLS

CONCEPT


Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S)


Task(s) (Criteria)

UNIT

CONTENT

Denmark in 1700-1800 (MYP 3-4)

A 3, C 2, D3

Communication, Information Literacy

The student will understand the meaning of Danish community in 1700-1800.

How can my learning help my community?

Community and service: Students will be aware of their own strengths and limitations

A, C, D Project

Week 1-2

C: Novel reading and analysis

Understand main ideas and supporting details, and draw conclusions from written texts. Week3-4 D: Writing Keeps a journal. 200-250 words Week5-6 Oral presentation


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Danish Phase 3-4 TERM 2

UNIT TITLE

MYP

OBJECTIVES

ATL SKILLS

CONCEPT


Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S)


Task(s) (Criteria)

UNIT

CONTENT

Travel Around The

world

A 2,B 2, C2, D2

Culture, Global interactions,

Students will understand that all cultures have and differences in their communities

And what can we do to help the development of the world?

Health and Social Education: Students will understand that we need to know each other better and focus more on the common areas to ensure a healthy development for all.

A, B, D Design vacation plans presentation and write a reflective essay related to the unit question, Visual Interpretation

Week 1-3 A/B: Oral presentation about relics around the world and their historical and cultural significance. Week 4-6 C: Based on reading comparisons of the different cultural relics and travel plans. D: Write an essay giving a personal opinion.


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Danish Phase 4-5-6 TERM 1

UNIT TITLE

MYP

OBJECTIVES Reflection,

Transfer

ATL SKILLS

CONCEPT


Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S)


Task(s) (Criteria)

UNIT

CONTENT

Judicial system

B3, A2

Reflection, transfer Student will understand how systems function in the community they live in.

How are we influenced by systems?

Community and service: The students will be aware of different systems, in different communities

B, A, visual interpretation, Oral

Week 1-2 group work B: Visual Interpretation Understand specific information, ideas, opinions and attitudes presented in visual text with spoken and written text. Week3-4 A: Oral presentation

Descriptions

A2, B1, C2, D 2

Identity,

Student will understand that we are sending message in what we wear and how we speak. It reflects our identity and the image we have of ourselves and the message we send out.

How do I express myself to others who I’ am?

Health and Social Education: Students will understand that awareness and understanding, reflection and making choices gives meaning in expressing identity

A, B, C,D

Week 1-2 A: Oral Speaking for different purposes. Planned speaking activities, such as pair work dialogues. Individual speaking activities, such as monologues. Spontaneous speaking activities, such as unscripted dialogues Week 3-4 B: Understand information presented visual interpretation Week 5-6 C: Reading for specific and general meanings in texts containing both written


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familiar and unfamiliar language. Predicting the meaning of written texts. Week 7-8 D: Writing for different purposes. specifically informal letter writing and dialogues.


UNIT TITLE

MYP

OBJECTIVES

ATL SKILLS

CONCEPT


Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S)


Task(s) (Criteria)

UNIT

CONTENT

Relationships A2, B2, C3, D3

Information Literacy , communication

Students will understand that connections between people leads to positive relationships

How do I maintain healthy relationships?

Health and Social Education: Students will understand that relationships require understanding, trust and forgiveness,

C, D Answering questions, write a summary of the book

Week 1-2 C: Novel reading and analysis. Understand main ideas and supporting details, and draw conclusions from written texts. Week3-4 D: Writing Request and provide information in familiar and some unfamiliar situations. Week5-6


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A/B: Visual Interpretations Understand main ideas and Supporting details, and draws conclusions from visual texts presented with spoken and written text.


UNIT TITLE

MYP

OBJECTIVES

ATL SKILLS

CONCEPT


Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S)


Task(s) (Criteria)

UNIT

CONTENT

I am ….Tal King tú Leñar MYP

A 2, B3, D3

Comunicación, Global Interacción

Suden Willy understand that meaningful dialogue builds both understanding and community.

How can talk help créate a more peaceful wold?

Community and service: This unit student will understand topics of international significance and build international mindedness in order to foster the skills and attitudes necessary

A, B, D Written and visual texts

Week 1-2 A: Oral: Students will demonstrate the ability to use talk strategies to engage in meaningful dialogue. Week 3-4 B: Visual interpretation Understand and analyze, content structure, meaning and significance of both familiar and previously unseen oral, written and visual texts. Week5-6 B: Writing


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Time & Activity

A2, C2, D3

Communication, Time and place.

Students will understand that ……how to create a schedule.

How can I scheldule my free time activities?

Human Ingenuty: Students will understand how to create a schedule of free time activities.

D Writing, Create a schedule within the time limit set in class

Week 1-2 A: Speaking and Listening- message and interaction Week3-4 C: Writing- message and organization. Week 5-6 D: Writing language

Documents

MYP Curriculum Map – Østerbro International School – Language B · Taking Action Reflecting Summative Assessment Task(s) (Criteria) UNIT CONTENT Me and People around Me Oral