WEEKLY PLAN 2022

WEEK: 4th April TEACHER: Daniela Indarte GROUP: Year 6

UNIT OF INQUIRY: complete with the information of the unit of inquiry planned together English-Spanish.

TRANSDISCIPLINARY THEME: CENTRAL IDEA:

Who we are The development of the human being is influenced by
biological, social and cultural aspects.

LINES OF INQUIRY: KEY CONCEPTS:

*Nature vs Nurture Connection, function, perspective.

ATTRIBUTES: SUMMATIVE ASSESSMENT:

Open-minded
“Choice board” inglés – español.
WEEKLY PLAN: during the week, at least three skills and one attribute will be developed.
Communicators
 Short story twins separated at birth
Reflective  Questionnaire/ interview
COMMUNICATION SKILLS: (listening, speaking, reading, writing, presenting to an audience)
KLW chart
 Presentation nature / nurture
RESEARCH SKILLS: (formulating questions, observing, gathering and interpreting data)
Autorretrato / fotomontaje con rostros de la
familia.
THINKING SKILLS: (understanding, analysing, evaluating, metacognitive skills)
 Línea del tiempo con fotos de su vida.
SOCIAL SKILLS/ATTITUDES: (collaboration, decision-making, adopting a role in a team)
Entrevista a familiar.
 Rap sobre su vida
SELF-MANAGEMENT SKILLS: (organisation, time management, respecting behaviour codes)
Video presentación que incluya expectativas a futuro.
IB ATTRIBUTES: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, reflective

OBJECTIVES
What do we want our
students to know, understand
and be able to do?
MONDAY Finish and correct previous
week activities.
To promote oral discussion
about how much nature
influences us, to lead into the
importance of Nurture.
Communication skills:
Speaking and writing
IB attribute: Reflective
CONTENT AREAS
DIFFERENTATION/ADAPTATIONS
ACTIVITIES TO DEVELOP
What content from
How do I make sure that ALL my
the different areas What activities/sequence of activities do you
learners can access the task?
of knowledge are propose to develop the knowledge, skills,
addressed? attributes and concepts to achieve your
objectives?
Teacher will dedicate the first part of the First, nominate those students
class to finishing and correcting some who rarely participate in class to
activities from the previous week, which will give them a better chance to say
Nature vs Nurture work also as revision. Students are separated something.
into groups and asked to choose 3 ways to
To reflect on represent their understanding of the topic. Guide students through
student´s work,
Their ideas will be uploaded to a padlet wall questions, provide some
behaviour and set
and explained to the rest of the class. situations to analyse.
goals.
1- Lead in – Elicit from students what makes
us who we are. Recall what we have been
working with regarding physical traits people
inherit.
2- Lead students into the importance of the
environment to make us who we are, too.
Create a KWL chart: students are encouraged
to discuss and take some notes on how much
nature influences them.
 To analyse a text on Nature
and Nurture and compare
what it says with the
discussion we had on
Monday.
To show students a video
with a specific situation and
lead them to explain what
nurture means.
Communication skills:
TUESDAY
Reading, listening
Thinking skills:
Understanding, analysing,
evaluating
WEDNESDAY To talk about themselves,
their pets and their interests.
To review present simple
structures.
Communication skills:
Nature vs Nurture 1- 20 minutes whole class: Individually, Whole class reading and analysis.
students start investigating on what nature
To reflect on and nurture refers to. Then, students will be Send the video beforehand so
student´s work, allocated into two rows facing each other for that students can pause it and
behaviour and set discussion, after answering the question they watch it with subtitles.
goals. will move one space to the right in order to Encourage students to think
talk to a different partner. about what nurture is.
2- Read the text called Nature vs. Nurture
and compare it with the notes we took from
yesterday’s discussion.
3-Keep a record of their ideas and the ones
taken from the text, as well as questions that
may come up during the discussion for future
reference and research.
4- Watch the first 45 seconds of the video
https://www.youtube.com/watch?
v=k50yMwEOWGU&t=92s
and lead them to explain what nurture
means, as a way of checking what we
discussed on Tuesday.
Adjectives NOW YOU pages 10, 11, 12 Fast finishers: Write a paragraph
Present Simple 1 – Present the unit by asking students about about your pet.
(affirmative and their pets. Then watch the video and discuss
negative, questions) the questions in exercise 1.1
2- Ask students to predict which is the
To reflect on correct answer to ex 1. Then listen and
 Speaking, listening
RESEARCH SKILLS:
formulating questions
THURSDAY To practise asking questions.
Communication skills:
Speaking, reading
RESEARCH SKILLS:
formulating questions
student´s work, check.
behaviour and set 3- In order to learn the new vocabulary
goals. (adjectives) students will work with
antonyms and synonyms (ex2)
4- Review present simple to talk about habits
and routines. Do exercises 3 and 4 to check
Give lower-level students a
their understanding.
bubble with the missing words so
5 – Focus on the conversation on page 12,
they are better able to complete
students predict the missing info. Then listen the task.
and check.
6- Use the questions on ex 2 and 3 to
interview a partner.
PE
7- After the break we will be having Teacher-
Student Conferences as a way of reflecting
about the school year so far and planning
and setting goals for the rest of the year.
Personality traits NOW YOU pages 12, 14, 15 Task 3 – Give lower-level
Formulating 1 – Review how to ask questions by using the students for each question the
questions grammar reference on page 107. paragraph in which they will find
2 – Exercise 4, page 13 – complete the the answer.
To reflect on questions in the quiz and interview your
student´s work, partners using the chart from ex6.
behaviour and set 3- Reading – Before reading the text “What
goals. makes you who you are” on pages 14,15 –
discuss personality traits and how it affects
people.
4- After the break we will be having Teacher-
 Student Conferences as a way of reflecting
about the school year so far and planning
and setting goals for the rest of the year.

To present their
understanding on the topic.
Communication skills:
Speaking
Social skills/Attitudes:
Collaboration, decision-
making and adopting a role in
a team
FRIDAY Self-management skills:
organization, time-
management, respecting
behaviour codes
Nature vs Nurture 1- Lead in – Recall what we have been Provide students with different
working for the past few days. role cards so that students can
To reflect on focus on one task each during
student´s work, 2- In groups, students discuss Lucky Lyle and the research.
behaviour and set Troubled Tim`s lives. They have to imagine
goals. how their lives were and how nurture had
influenced the adults that they’ve become.
Encourage them to prepare their work to
present to the class on Thursday (power
point presentation, video, word file, oral
presentation, etc).
3- After the break we will be having Teacher-
Student Conferences as a way of reflecting
about the school year so far and planning
and setting goals for the rest of the year.

Students are asked to create three common or predictable misconceptions about the topic we have been working with. The
WEEKLY FORMATIVE misconception check can also be presented in the form of a multiple-choice or true-false quiz. Next week the teacher will create a Kahoot
ASSESSMENT with their statements to play in class as a revision exercise.
What evidence can you
gather about the
knowledge, conceptual
understanding and skills
your students developed
during the week?