MYP unit planner
Hirschi IB Magnet
IBMYP unit planner
|Unit title |“To Kill a Mockingbird” |
|Teacher(s) |Mrs. Jessica Willden |
|Subject and grade level |English I – Freshmen |
|Time frame and duration |1st 6 weeks/ 6 weeks |
Stage 1: Integrate significant concept, area of interaction and unit question
|Area of interaction focus | |Significant concept(s) |
|Which area of interaction will be our focus? | |What are the big ideas? What do we want our students to |
|Why have we chosen this? | |retain for years into the future? |
|Community and Service – examines racial inequality, social| |All human beings are part of a community and need to |
|injustice, and poverty during the Great Depression. | |understand what it would mean to put themselves into |
| | |someone else’s shoes. |
|MYP unit question |
|What can you do to improve the human experience for yourself and those around|
|you? |
|Assessment |
|What task(s) will allow students the opportunity to respond to the unit question? |
|What will constitute acceptable evidence of understanding? How will students show what they have understood? |
|Prejudice vs. Discrimination discussion will allow students to understand what these two things are and how they have been prevalent in |
|the past and how it is present in today’s world. |
|Scottsboro Boys research and discussion will allow students to understand some of the background of the novel and relate discrimination |
|and prejudice to their own experiences. |
|Quizzes and tests will show reading comprehension, vocabulary retention, and recognition of literary elements. |
|Unit work – chapter notes and question packets – students will use these to reinforce their reading comprehension and allow them to note |
|the main ideas of each chapter. |
|Point-of-view paper – allows students to develop the point-of-view of a different person as they look back on the trial. |
|Which specific MYP objectives will be addressed during this unit? |
|A Content (receptive and productive) |
|At the end of the book, students should be able to: |
|• understand and analyze the language, content, structure, meaning and significance of both familiar |
|and previously unseen oral, written and visual texts |
|• understand and apply language A terminology in context |
|• analyze the effects of the author’s choices on an audience |
|• compose pieces that apply appropriate literary and/or non-literary features to serve the context and |
|intention |
|• compare and contrast works, and connect themes across and within genres |
|• express an informed and independent response to literary and non-literary texts. |
|B Organization |
|At the end of the book, students should be able to: |
|• create work that employs organizational structures and language-specific conventions throughout a |
|variety of text types |
|• organize ideas and arguments in a sustained, coherent and logical manner |
|• employ appropriate critical apparatus. |
|C Style and language mechanics |
|At the end of the book, students should be able to: |
|• use language to narrate, describe, analyze, explain, argue, persuade, inform, entertain and express |
|feelings |
|• use language accurately |
|• use appropriate and varied register, vocabulary and idiom |
|• use correct grammar and syntax |
|• use appropriate and varied sentence structure |
|• use correct spelling (alphabetic languages) or writing (character languages). |
|Which MYP assessment criteria will be used? |
|Criterion A: Content (receptive and productive) |
|Maximum: 10 |
|How well can the student: |
|understand and analyze language, content, structure, meaning and significance • of both familiar and |
|previously unseen oral, written and visual texts? |
|• compare and contrast works, and connect themes across and within genres? |
|• analyze the effects of the author’s choices on an audience? |
|• express an informed and independent response to literary and non-literary texts? |
|• compose pieces that apply appropriate literary and/or non-literary features to serve the context and |
|intention? |
|• apply language A terminology in context? |
|Criterion B: Organization |
|Maximum: 10 |
|How well can the student: |
|create work that employs organizational structures and language-specific conventions • throughout a |
|variety of text types? |
|• organize ideas and arguments in a sustained, coherent and logical manner? |
|• employ appropriate critical apparatus? |
|Criterion C: Style and language mechanics |
|Maximum: 10 |
|How well can the student: |
|use appropriate and varied register, vocabulary and idiom? |
|• use correct grammar and syntax? |
|• use appropriate and varied sentence structure? |
|• use correct spelling/writing? |
|• use language to narrate, describe, analyse, explain, argue, persuade, inform, entertain and express |
|feelings? |
|• use language accurately? |
Stage 2: Backward planning: from the assessment to the learning activities through inquiry
|Content |
|What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question? |
|What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the |
|significant concept(s) for stage 1? |
|Teks: |
|E1.1 Reading/Vocabulary Development. Students understand new |
|vocabulary and use it when reading and writing. Students are |
|expected to: |
| |
|E1.1A Determine the meaning of grade-level technical academic |
|English words in multiple content areas (e.g., science, |
|mathematics, social studies, the arts) derived from Latin, Greek, |
|or other linguistic roots and affixes. |
|E1.1B Analyze textual context (within a sentence and in larger sections |
|of text) to distinguish between denotative and connotative |
|meanings of words. |
|E1.1C Produce analogies that describe a function of an object or its |
|Description |
|E1.1D Describe the origins and meanings of foreign words or phrases |
|used frequently in written English (e.g., caveat emptor, carte |
|blanche, tete a tete, pas de deux, bon appetit, quid pro quo). |
|E1.1E Use a dictionary, a glossary, or a thesaurus (printed or |
|electronic) to determine or confirm the meanings of words and |
|phrases, including their connotation and denotation, and their |
|etymology |
|E1.Fig19 Reading/Comprehension Skills. Students use a flexible range of |
|metacognitive reading skills in both assigned and independent |
|reading to understand an author’s message. Students will |
|continue to apply earlier standards with greater depth and |
|increasingly more complex texts as they become self-directed, |
|critical readers. The student is expected to: |
| |
|E1.Fig19A Reflect on understanding to monitor comprehension (e.g., asking |
|questions, summarizing, and synthesizing, making connections, |
|creating sensory images. |
|E1.Fig19B Make complex inferences about text and use textual evidence to |
|support understanding |
|E1.2 Reading/Comprehension of Literary Text/Theme and Genre. |
|Students analyze, make inferences and draw conclusions about |
|theme and genre in different cultural, historical, and |
|contemporary contexts and provide evidence from the text to |
|support their understanding. |
| |
|E1.2A Analyze how the genre of texts with similar themes shapes |
|Meaning |
|E1.2B Analyze the influence of mythic, classical, and traditional |
|literature on 20th and 21st century literature |
|E1.2C Relate the figurative language of a literary work to its historical |
|and cultural setting. |
|E1.5 Reading/Comprehension of Literary Text/Fiction. Students |
|understand, make inferences and draw conclusions about the |
|structure and elements of fiction and provide evidence from text |
|to support their understanding. Students are expected to: |
| |
|E1.5A Analyze non-linear plot development (e.g., flashbacks, |
|foreshadowing, sub-plots, parallel plot structures) and compare |
|it to linear plot development |
|E1.5B Analyze how authors develop complex yet believable characters |
|in works of fiction through a range of literary devices, including |
|character foils |
|E1.5C Analyze the way in which a work of fiction is shaped by the |
|narrator’s point of view. |
|E1.5D Demonstrate familiarity with works by authors from non-Englishspeaking |
|literary traditions with emphasis on classical literature. |
|E1.7 Reading/Comprehension of Literary Text/Sensory Language. |
|Students understand, make inferences and draw conclusions |
|about how an author’s sensory language creates imagery in |
|literary text and provide evidence from text to support their |
|understanding. Students are expected to: |
| |
|E1.7A Explain the role of irony, sarcasm, and paradox in literary works |
|E1.13 Writing/Writing Process. Students use elements of the writing |
|process (planning, drafting, revising, editing, and publishing) to |
|compose text. Students are expected to: |
| |
|E1.13A Plan a first draft by selecting the correct genre for conveying the |
|intended meaning to multiple audiences, determining appropriate |
|topics through a range of strategies (e.g., discussion, |
|background reading, personal interests, interviews), and |
|developing a thesis or controlling idea. |
|E1.13B Structure ideas in a sustained and persuasive way (e.g., using |
|outlines, note taking, graphic organizers, lists) and develop |
|drafts in timed and open-ended situations that include |
|transitions and the rhetorical devices used to convey meaning. |
|E1.13C Revise drafts to improve style, word choice, figurative language, |
|sentence variety, and subtlety of meaning after rethinking how |
|well questions of purpose, audience, and genre have been |
|addressed. |
|E1.13D Edit drafts for grammar, mechanics, and spelling. |
|E1.13E |
|Revise final draft in response to feedback from peers and |
|teacher and publish written work for appropriate audiences. |
|E1.14 Writing/Literary Texts. Students write literary texts to express |
|their ideas and feelings about real or imagined people, events, |
|and ideas. Students are responsible for at least two forms of literary writing. Students are expected to: |
|E1.14A Write an engaging story with a well-developed conflict and |
|resolution, interesting and believable characters, and a range of |
|literary strategies (e.g., dialogue, suspense) and devices to |
|enhance the plot. |
|E1.15 Writing/Expository and Procedural Texts. Students write |
|expository and procedural or work related texts to communicate |
|ideas and information to specific audiences for specific |
|purposes. Students are expected to: |
| |
|E1.15C Write an interpretative response to an expository or a literary text |
|(e.g., essay or review) that: |
|E1.15Ci extends beyond a summary and literal analysis; |
| |
|E1.17 Oral and Written Conventions/Conventions. Students understand |
|the function of and use the conventions of academic language |
|when speaking and writing. Students will continue to apply |
|earlier standards with greater complexity. Students are expected |
|E1.17A Use and understand the function of the following parts of speech |
|in the context of reading, writing, and speaking: |
|E1.17Ai more complex active and passive tense and verbals (gerunds, |
|infinitives, participles); |
|E1.17Aii restrictive and nonrestrictive relative clauses; |
|E1.17Aiii reciprocal pronouns (e.g., each other, one another); |
|E1.17B Identify and use the subjunctive mood to express doubts, |
| |
|wishes, and possibilities. |
|E1.17C Use a variety of correctly structured sentences (e.g., compound, |
|complex, compound-complex). |
|E1.19A Spell correctly, including using various resources to determine |
|and check correct spellings. |
|E1.26 Listening and Speaking/Teamwork. Students work productively |
|with others in teams. Students continue to apply earlier standard |
|with greater complexity. Students are expected to: |
| |
|E1.26A Participate productively in teams, building on the ideas of others, |
|contributing relevant information, developing a plan for |
|consensus-building, and setting ground rules for decision making |
|Approaches to learning |
|How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? |
|Organization, Study Practices & Attitudes towards work |
|Collaboration |
|Communication skills |
|Learning experiences |Teaching strategies |
|How will students know what is expected of them? Will they see |How will we use formative assessment to give students feedback during the|
|examples, rubrics, templates? |unit? |
|How will students acquire the knowledge and practise the skills|What different teaching methodologies will we employ? |
|required? How will they practise applying these? |How are we differentiating teaching and learning for all? How have we |
|Do the students have enough prior knowledge? How will we know? |made provision for those learning in a language other than their mother |
| |tongue? How have we considered those with special educational needs? |
|Modelling, Examples, and Rubrics |Formative assessment: journals, spot-check on note packet and questions, |
| |quizzes. |
| |Special education students are accommodated per their IEP’s. |
| |Different learning styles are accommodated within their assignments. |
| |Collaborative learning is used. |
|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? |
|Computers are used in the lab for research and for composing papers. |
|Students have access to personal copies of the novels and an audio version of the novel. |
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-initiated action? |
|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 tasks 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? |
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Figure 12
MYP unit planner
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