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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