MYP unit planner

Teacher(s) Subject group and language Language acquisition (Spanish)

Unit title Advertising MYP year Phase 3 Unit duration (hrs) 23

INQUIRY: establishing the purpose of the inquiry

Key concept Related concept(s) Global context

Communication Meaning Personal and cultural expression

Message
Word choice
Purpose

Statement of inquiry

Language and images used in the media have the power to persuade an audience.

Through an inquiry into personal and cultural expression, students will explore the ways in which people express ideas, feelings, culture, beliefs and values through
advertising. Students will understand how language and images used in the media have the power to persuade an audience.

Inquiry questions

Factual: What is advertising? What are the different forms of advertising and their target audiences?
Conceptual: What is the purpose and intention of advertising? What is the importance of combining words and images in advertisements?
Debatable: How does advertising affect individuals´ choices? How important are the words used in an advertisement? How can messages be communicated by the
powerful combinations of words?
Objectives Summative assessment

A: Comprehending spoken and visual text
B: Comprehending written and visual text
Outline of summative assessment task(s) including
assessment criteria:
A: Watch, comprehend and interpret a TV
advertisement (in Spanish). Students will answer
questions about it in writing.
B: Read and comprehend a short article related to a
visual stimulus. Students will answer questions in
writing.
Relationship between summative assessment task(s) and
statement of inquiry:
Through these summative tasks students will explore
the power of words and images used in the media, and
they also will express how diverse audiences perceive
meaning.
For criterion A students will watch a TV commercial in
Spanish, and they will answer questions in writing.
Students will be expected to show their understanding
of the visual stimulus as well as the spoken text.
For criterion B students will read a text and watch a
short commercial about the relationship between
publicity and teenagers. They will answer questions
based on both the written and visual text. Students will
be expected to work with familiar and unfamiliar
language when reading and listening to the texts.

Approaches to learning (ATL)

Communication: Interaction: class discussions, oral presentations, etc.

Use intercultural understanding to interpret communication
Give and receive meaningful feedback
Language: spoken, written and visual texts (videos, commercials, advertisements, posters, etc.)
Read critically and for comprehension
Make inferences and draw conclusions
Use and interpret a range of discipline-specific terms and symbols
Paraphrase accurately and concisely
Thinking:

Critical thinking:
Thinking routines
Considering ideas from multiple perspectives
Developing contrary or opposing arguments and making logical, reasoned judgments and creating arguments to support them

Reflection:
Try new approaches to learning and evaluate their effectiveness
Consider content - What did I learn about today? What don’t I yet understand? What questions do I have now?
ACTION: teaching and learning through inquiry
Content
The students will know:
- What the components of an advertisement are
- Different types of advertisement
- The meaning of manipulation and persuasion
- Basic linguistic features of an advertisement
text
- Advantages and disadvantages of advertising
- Vocabulary related to advertising
- Grammar structures: imperative (affirmative
and negative); use of complemento directo
and complemento indirecto
The students will be able to:
- Analyse advertisement resources
- Communicate ideas, draw and give opinions
and conclusions about different types of
advertisements
- Describe objects: what they are and what they
are used for
- Formulate affirmative and negative statements
- Give recommendations and persuade others
- Analyse and interpret visual elements of an
advertisement
- Analyse and understand spoken, written and
visual advertising texts
Learning process
Learning experiences and teaching strategies
Learning experiences
Vocabulary: crossword puzzle, word search, interactive games
Grammar: exercise sheets, grammar sheets, grammar guidelines sheet
Listening: videos (TV, radio and online commercials)
Reading: Text analysis, answering questions about different texts using simple answers, true or false activities,
filling the blanks
Writing: Write short compositions
Speaking: Oral presentations, interviews, role plays
Visual interpretation: Reacting to various visual stimuli, such as pictures with captions, movies, video clips, picture
+ oral text, etc.
KWL chart
Teaching strategies
1. Inquiry-based learning
2. Comprehension strategies: developing and using comprehension strategies to facilitate the understanding of an
oral, written and visual message
Cognitive: guessing the meaning of an unknown word or expression; using visual clues and associating them with a
message; identifying cognates (e.g. commercial - comercial); activating prior knowledge and experiences;
predicting what information a text may contain; using repetition
Socio-affective: participating willingly in Spanish language learning experiences; taking risks; asking questions in
the first language, to clarify; tolerating ambiguity (it is not necessary to understand every word in order to glean
meaning);collaborating with others to build confidence and exchange information
Content Learning process

Metacognitive: focusing attention on the activity to be carried out; activating prediction skills based on previous
knowledge and experience; verifying predictions; focusing attention on the required information
3. Production strategies: developing and using production strategies to produce oral or written messages
Metacognitive: reading instructions thoroughly before beginning a task; asking for clarification of a task before
beginning; developing a plan to complete a class project; using checklists to verify work
4. Memory strategies: developing and using memory strategies to learn, retain or recall
Vocabulary or grammatical structures: combining new learning of vocabulary with previously learned vocabulary;
practising and repeating a word, an expression or a grammatical pattern, silently or aloud, and with an image;
using physical actions in conjunction with new vocabulary creating a rhyme or a song to help remember
vocabulary, expressions or grammatical rules
5Immediate feedback to be given from the teacher and the students for all activities
Content Learning process

Formative assessment
- Holding question and answer sessions at the beginning of each class, reviewing homework and
assignments, individually and in groups, which will help to review the previous day's class work and check
at the same time student's understanding of the topic
- Following up very carefully and detailed for each student’s progress after each formative assessment
- Encouraging students to realize and reflect on the language mistakes they are making
- Giving students instant and constant support by correcting their use of grammar structures and vocabulary
- Using rubrics and task specific clarifications for the different assessments and reviewing them with
students before and during the development of the task, especially the higher levels of achievement to
encourage them to accomplish those
- Writing comments on the pieces of work about what students need to improve and allowing them to
reflect on and correct their tasks by themselves, or in pairs
Formative assessments:
- Blog entries
- Short readings
- Visual interpretation tasks (spoken and written)
- Grammar structures and vocabulary test

Differentiation
- Differentiating by using a wide variety of resources: books, magazines, web pages, multimedia, etc.
- Creating and using activities that suit different learning styles
- Differentiating vocabulary, grammar, listening, speaking, reading and writing activities: simpler or more
difficult vocabulary, questions, concepts, grammar structures, etc. according to the students’ abilities
- Allowing students to work on their own best pace without compromising the class and at the same time
motivating them to achieve their goals.
- Short and quick activities, in addition to longer ones more elaborated to those who go faster
- Challenging and having higher expectations for students in higher phases / those with more advanced
language capabilities
Resources

The following will be given to the students and posted on the classroom:
- Unit title, key concept, statement of inquiry, inquiry questions & assessment criteria
- Wall of words: key vocabulary, verbs & sentences

Resources:
- Publications: Textbook, for example, Gente Joven 2 -student book and workbook; Cuaderno de gramática, Gramática básica del estudiante de español
- SCHOLASTIC Spanish magazines: QUE TAL, AHORA, EL SOL, VAMOS, MUCHACHOS, CHICOS
- Visual texts and texts with descriptions
- Worksheets, pictures, magazines, dictionaries
- Internet, videos and DVDs. Educational and others
- Web pages:
Class blog
https://sites.google.com/site/pausaparalapubli/home
http://juandca.blogspot.com
http://recursos.cnice.mec.es/media/publicidad/extras/enlacespublicidad.html
http://www.espanol-extra.co.uk
http:// http://www.linguascope.com
- Other students in Spanish classes (higher phases or native speakers), in LIS community or from the outside community
- On the board games, and cultural trivia, interactive games
- OCC Spanish B Teachers’ support material / teachers’ resources