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MYP Unit Planner
|Unit Title | Romeo and Juliet |
|Teacher(s) | Yiu/Robinson |
|Subject and grade level |English Grade 9 |
|Time frame and duration | Feb 3 – April 23 [Tenative – 22 classes] |
Stage 1: Integrate significant concept, area of interaction, unit question
|Area of Interaction focus | |Significant (Life) Concept(s) |
|Which area of interaction will be our focus? | |What are the big ideas? What do we want our students to retain |
|Why have we chosen this? | |for years into the future? |
| Health and Social Education (Healthy/unhealthy relationships) | |How do we form healthy relationships (family, friends, lovers)? |
|[expectations vs. media] | |Our actions create chain reactions. Portrayal of love and romance|
| | |in media and pop fiction compared to reality |
|MYP Unit Question |
| What is Love? |
|Summative Assessment Task What is the task you will give students to show what they have learned by the end of the unit? Be specific and give the same |
|amount of detail you would give a student when you assign the task. |
| In-Class Essay [last day] – Exploring the difference between love as portrayed in fiction and love as portrayed in real life |
|Group Project [Performance/Skit/Justification] - Modernization of key scenes with textual commentary concerning key relationships |
|Responses |
|Which specific MYP objectives will be addressed during this unit? copy and paste these out of your subject guide. Be sure to label the categories they |
|came from (ex: B: Application – demonstrate the appropriate use of several techniques) |
|Content: Understand and begin to analyse the effects of the author’s choices on an audience; express a more informed and independent response to literary |
|and non-literary texts. |
|Organization: Organize ideas and arguments in a sustained, coherent and logical manner; employ appropriate critical apparatus. |
|Style and Language Mechanics: Use language to narrate, describe, explain, argue, persuade, inform, express feelings and begin to analyse; use appropriate |
|and varied register, vocabulary and idiom. |
|Which MYP assessment criteria will be used? (Simply put whichever categories you got your objectives from. Ex: BD) |
| A, B, C |
Stage 2: Backward planning from the assessment to the learning activities through inquiry
|Content (Copy and paste the PLOs from the BC curriculum here. Also, note the link from which you got your PLOs.) |
| Knowledge and Skills: Performance, reading, writing, group discussion, class discussion, illustration, journaling (responses) |
|Provincial PLOs: |
|Oral: |
|A2: Express ideas and information in a variety of situations and forms to explore and respond, narrate and explain [group project] |
|A5: Select and use a range of strategies to prepare oral communications, including – interpreting a task and setting a purpose planning and rehearsing |
|presentation |
|A6: Select and use a range of strategies to express ideas and information in oral communications, including: vocal techniques, style and tone, nonverbal |
|techniques, organizational and memory aids |
|Approaches to learning Copy and paste the objectives you’ve listed above – the ones you copy and pasted from your guide or from the interim |
|objectives chart. Then note the strand and the skills that go into achieving that objective. Here is an example: |
|C: Performance |
|perform movement concepts and sequences of movement in a variety of physical contexts |
|demonstrate movements using the sled (push or pull) and sequences of movement (COMMUNICATION: informing others) |
|Organization: |
|Organizing responses and keeping track of reading assignments and quizzes. [handed in at the end of unit for completion mark] |
|Performance |
|Performing short skits and also the final project of performing a scene that is modernized for Romeo and Juliet |
|Collaboration: |
|Working together during discussion and group work as well as the last project; being able to communicate ideas effectively and manage time as a group to |
|finish their final product. |
|Thinking and Transfer: |
|Taking ideas and scenes from the play and transferring them into modernizations, how do we relate to a play written from such a long time ago and how are |
|the themes still relevant. Transferring these themes into our lives and how we can learn from them |
|Learning experiences |Teaching strategies |
|How will students know what is expected of them? Will they see examples, |How will we use give students feedback during the unit? |
|rubrics, and templates? |What different teaching methodologies will we employ? |
|How will students acquire the knowledge and practise the skills required? |How are we differentiating teaching and learning for all? How have we made |
|How will they practise applying these? |provision for those learning in a language other than their mother tongue? How |
|Do the students have enough prior knowledge? How will we know? |have we considered those with special educational needs? |
|Assignments, rubrics, teacher modelling, connecting personal experience to |Direct instruction |
|text |Class readings with guided interpretation, explanation as necessary |
|Visual interpretation of one moment in the play [create your own comic] |Video and comics to illustrate different ways of interpreting text |
|Rubrics for evaluative assessment to understand expectations |Model a close reading |
|Prior Knowledge: Brainstorming definitions, associations and understanding |Guided group discussion and analysis |
|of love [intro class] |Feedback while circulating |
|Direct instruction and modelling |Current Events that relate to themes being taught |
|Peer evaluations of performances and written work [editing] | |
|Resources What resources are available to us? How will our classroom environment, local environment and/or the community be used to facilitate |
|students’ experiences during the unit? (BE SPECIFIC.) |
|Text, video, No Fear Shakespeare online, No Fear Shakespeare comic, essay rubric, essay template, love scenes from other stories/TV/Movies, news articles |
Ongoing reflections and evaluation
|In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning”|
|section of MYP: From principles into practice. |
|Students and Teachers |
|What did we find compelling? Were our disciplinary knowledge/skills challenged in any way? |
|What inquiries arose during the learning? What, if any, extension activities arose? |
|How did we reflect-both on the unit and on our own learning? |
|Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-intiated action? |
|What information were students able to bring to the classroom themselves? |
|Possible Connections |
|How successful was the collaboration with other teachers within my subject group and from other subject groups? |
|What interdisciplinary understandings were or could be forged through collaboration with other subjects? |
|Assessment |
|Were students able to demonstrate their learning? |
|How did the assessment taks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to |
|achieve at all levels of the criteria descriptors? |
|Are we prepared for the next stage? |
|Data Collection |
|How did we decide on the data to collect? Was it useful? |
|Did the data collected show effective learning from students? |
|Notes: |
|Process Journal, Real life problems, current events |
|Project Based Learning, Portfolio, Letting students justify their own grades |
|Character Meeting [what would you say] |
|Modernized Character, how would they react in our world |
|Writing contests ( write a poem as one of the characters [family, dying guy, etc.] |
|Song writing/analysing a song |
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