MYP unit planner .edu



MYP unit plannerUnit titleWhere you from?Teacher(s)Andrade, Mojica, Ting, Pe?aSubject and grade levelGeography/HumanitiesTime frame and duration4 weeks (90 minute classes, A/B Schedule)Stage 1: Integrate significant concept, area of interaction and unit questionArea of interaction focusWhich area of interaction will be our focus?Why have we chosen this?Significant concept(s)What are the big ideas? What do we want our students to retain for years into the future?Human IngenuityWe will investigate, understand, and reflect on the reasons as to why people move as well as the impact and significance of those decisionsStudents will understand the cause and effects of migration and the impact of those eventMYP unit questionHow did I get here?AssessmentWhat 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?Students will create narratives (first or third person) about immigration experiences from a family member (ideally). These narratives will be enlightening and provide personal and poignant insight into individual immigrant stories. They will then reflect on their own personal/family history through the unit question.Which specific MYP objectives will be addressed during this unit?Concepts: Time- Establish personal sense of identity in context of time and place. Place & Space- Recognize & explain similarities and differences between places.Which MYP assessment criteria will be used?Criterion B and CStage 2: Backward planning: from the assessment to the learning activities through inquiryContentWhat 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?Vocabulary: push factor, pull factor, migrate, emigrate, persecution, refugee, American DreamCreating QuestionsInterviewing Skills Taking notesSynthesizing InformationTransforming an interview into a narrativeApproaches to learningHow will this unit contribute to the overall development of subject-specific and general approaches to learning skills?OrganizationFlow Maps/Timeline for student projectCollaborationPeer revisionThink-Pair-ShareWalk and TalkCommunicationInterviewing Skills, Active listening skillsEffective typing skills & verbal communicationDrafting & note takingPresenting ideas clearly & coherently in their oral historyInformation LiteracyLocating appropriate information from internetUse of school computersProblem Solving and Thinking SkillsDraw conclusions from information and dataUse of high level questionsProject based learningModelingReflectionReflect on the success of methods, procedures, and techniquesConsider personal performance, areas of strength and improvementLearning experiencesHow will students know what is expected of them? Will they see examples, rubrics, templates?How will students acquire the knowledge and practise the skills required? How will they practise applying these?Do the students have enough prior knowledge? How will we know?Teaching strategiesHow will we use formative assessment to give students feedback during the unit?What different teaching methodologies will we employ?How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs?Students will be given a rubric outlining criteria. There will also be a direct instruction lesson where students will not only be guided via modeling, but they will be shown samples of oral histories at different level of proficiencyThroughout the unit, teacher will explicitly plan lessons that embed strategies to help students learn and build on skills that they will need in order to conduct and create an oral historyStudents will have various opportunities where they will work will work their peers and independently applying these skillsStudents will have some prior knowledge as to the causes and effects of migration because many students either have a family member who has migrated or have been exposed to the discussion around this political issueAVID and SDAIE Strategies: Cornell Notes, Summarizing, Paraphrasing, Venn Diagram, Quickwrites, modeling, guided reading, guided notes, role playResourcesWhat 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?Geography Alive, Computer Lab (Seymour Zone, Library), PBS website, Films/Documentaries, projector, colleagues, and IB humanities plannerThe classroom environment will be one which will promote student engagement and participation. They will be sitting in pairs and small groups. Discussion questions and guidelines will encourage students to share their ideas and knowledge.Their community is one which has many migrants, and by having them apply what they are learning may also have them reflect on the experiences of their neighbors, and perhaps their families. The intent is to have them appreciate the sacrifices and struggles people go through and make around the world and in their own community to have a better life. Ongoing reflections and evaluationIn 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 teachersWhat 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?AssessmentWere 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?Figure 12MYP unit planner ................
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