MYP unit planner



Hirschi High School

IBMYP unit planner

|Unit title |Short Stories |

|Teacher(s) |Mrs. Jessica Willden |

|Subject and grade level |English I (Freshmen) |

|Time frame and duration |4th 6 weeks/ 3 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? |

|Heath and Social | |Elements of the Short Story |

|MYP unit question |

|Why do we act the way we do? |

|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? |

|Pre-writing- The students, before each short story, will be given a question that will place them in a similar situation to the main |

|character’s, and the student will have to tell what they would do or how they feel. |

|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. |

|Project- the student will create a visual representation of one of the short stories that we read. |

|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? |

|(1)  Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: |

|(A)  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; |

|(B)  analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative |

|meanings of words; |

|(C)  produce analogies that describe a function of an object or its description; |

|(D)  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); and |

|(E)  use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, |

|including their connotations and denotations, and their etymology. |

|(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. Students |

|are expected to: |

|(A)  analyze how the genre of texts with similar themes shapes meaning; |

|(B)  analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature; and |

|(C)  relate the figurative language of a literary work to its historical and cultural setting. |

|(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: |

|(A)  analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear |

|plot development; |

|(B)  analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including |

|character foils; |

|(C)  analyze the way in which a work of fiction is shaped by the narrator's point of view; and |

|(D)  demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on classical literature. |

|(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 explain the role of irony, sarcasm, and paradox in literary works. |

|(8)  Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the |

|author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. |

|Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from |

|the less important details that support the author's purpose. |

|(9)  Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository|

|text and provide evidence from text to support their understanding. Students are expected to: |

|(A)  summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a |

|position and expresses an opinion; |

|(B)  differentiate between opinions that are substantiated and unsubstantiated in the text; |

|(C)  make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns; and |

|(D)  synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the |

|same topic and support those findings with textual evidence. |

|(24)  Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal |

|settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: |

|(A)  listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical |

|reflection and by asking questions related to the content for clarification and elaboration; |

|(B)  follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and |

|(C)  evaluate the effectiveness of a speaker's main and supporting ideas. |

|(25)  Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue|

|to apply earlier standards with greater complexity. Students are expected to give presentations using informal, formal, and technical |

|language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for |

|effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively. |

|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 and projects. |

|Students have Interactive Readers which contain the stories and some of the assignments. They also have access to this on the internet. |

|Student will also have access to text books which have the stories in them. |

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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