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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