1. COMPASS POINTS Example:

   NORTH - What is considered engaging stimulus for the Orals?

   WEST - I worry about the concept comparison for Crit A and B Strand iii.

   
   

2. COMMENT on someone else´s COMPASS POINTS- whether you agree or provide answers or suggestions if you have them

• develop a respect for, and understanding of, diverse linguistic and cultural heritages

• develop the student’s communication skills necessary for further language learning, and for study, work and leisure in a range of authentic contexts and for a variety of audiences and purposes

• enable the student to develop multiliteracy skills through the use of a range of learning tools, such as multimedia, in the various modes of communication

• enable the student to develop an appreciation of a variety of literary and non-literary texts and to develop critical and creative techniques for comprehension and construction of meaning

• enable the student to recognize and use language as a vehicle of thought, reflection, self-expression and learning in other subjects, and as a tool for enhancing literacy

• enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural and social components

• offer insight into the cultural characteristics of the communities where the language is spoken

• encourage an awareness and understanding of the perspectives of people from their own and other cultures, leading to involvement and action in their own and other communities

• foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.

1. A format for horizontal and vertical planning.

   Teacher Support Material from p.4

2. Language Acquisition 

   REQUIREMENTS! - MYP GUIDE p.19

3. Interdisciplinary units. MYP guide p.17

Performance Assessment: GRASPS 

When constructing performance assessment tasks, it helps to use the acronym 

GRASPS: 

G Real-world Goal 

R Real-world Role 

A Real-world Audience 

S Real-world Situation 

P Real-world Products or Performances 

S Standards / criteria / strands

GOAL Provide a statement of the task. Establish the goal, problem, challenge, or obstacle in the task. 

ROLE Define the role of the students in the task. State the job of the students for the task. 

AUDIENCE Identify the target audience within the context of the scenario. Example audiences might include a client or committee. 

SITUATION Set the context of the scenario. Explain the situation. 

PRODUCT Clarify what the students will create and why they will create it. 
STANDARDS and CRITERIA [INDICATORS] (ACTFL, CEFR, AERO)

Provide students with a clear picture of success. Identify specific standards for success. Issue rubrics to the students or develop them with the students.

Language Acquisition: Performance Activity

Assessment type(s): MYP Criteria A: Comprehending spoken and visual text, D: Using language in spoken and/or written form

G:Your goal is to explain how culture creates meanings and forms opportunities for communication through social constructions of reality.

R: You are a sociology professor at Harvard University.

A: Your audience is a group of anthropologists from throughout the world attending an annual conference on human culture.

S; The situation you find yourself in is that you and your colleagues at Harvard have just discovered a new Spanish-speaking village in the furthest reaches of the Columbian mountains.

P: You will create a 2-3 minute oral presentation and present a written copy of your script. You will first introduce yourself and your University credentials in Spanish and then present a few members from this newly discovered village by demonstrating formal and informal greetings in Spanish to the audience of anthropologists. The audience is also eager to hear about anything you might have seen or heard once you reached their village, especially regarding their culture.

S: Your work will be judged by how well you use language in spoken and written form.

Constructing a Performance Task Scenario Using GRASPS 

Consider the following set of stem statements as you construct a scenario for a performance task. Refer to the tables above to help you brainstorm possible scenarios. Note: These are idea starters. Resist the urge to fill in all the blanks! 

Goal: 

Your task is  Successful teams communicate effectively and have systems to support adaptation and decision making, under constraints.

Your goal is to _____________________________________________

The problem or challenge is  __________________________________________

The obstacle to overcome is  __________________________________________  

Role: 

You are  _____________________________________________ 

You have been asked to  _____________________________________________

Your job is _____________________________________________

Audience: 

Your clients are  _____________________________________________

The target audience is  _____________________________________________

You need to convince  _____________________________________________

Situation: 

The context you find yourself in is  _______________________________________

The challenge involves dealing with  ______________________________________

Product, Performance, and Purpose: 

You will create a _______________________________________ in order to___________________________________________

You need to develop ____________________________________so that

Standards and Criteria for Success: 

Your performance needs to _____________________________________________

Your work will be judged by _____________________________________________

Your product must meet the following standard (quality) ______________________

A successful result will _____________________________________________

Ref. P a g e | 1 Adapted From Wiggins, Grant and Jay McTighe. Understanding by Design Professional Development Workbook. Alexandria, VA: Association for Supervision and Curriculum Development. 2004. March 2011

What is the content?

What details in the written language relate to the big ideas and explicit features of the multimodal text? (message: literal/explicit, implicit)

What is the communicative purpose of the text? Who is the intended audience?

What does the text mean?

How is the meaning communicated?

What perspectives and attitudes are evoked? (context, how)