MYP unit planner



MYP unit plannerUnit titlePoetryTeacher(s)Tami DavisSubject and grade level10th grade Language A TAKSTime frame and duration5 weeksStage 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 IngenuityCreativity must be cultivated; it does not just spew forth automatically.MYP unit questionTo what extent is creativity a learned process versus an innate ability?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?Formative: Completion of several reading and writing poetry activitiesSummative: Students will write an original poem of their own.Which specific MYP objectives will be addressed during this unit?? understand and analyze the language, content, structure, meaning and significance of familiar 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 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? create work that employs organizational structures and language-specific conventions ? organize ideas and arguments in a sustained, coherent and logical manner? employ appropriate critical apparatus.? use language to analyze and describe? 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, B and CStage 2: Backward planning: from the assessment to the learning activities through inquiryContentWhat knowledge/skills (from course overview) are going to be used to enable the student to respond to the unit question?What TEKS are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1?- Read poetry with comprehension and analysis.- Know and utilize some key poetry devices.- Produce answers to prepared questions from selected poems.- Produce an original poem.TEKS: 3; 4, 5a,b,c; 13a,b,c,d,e; 14b; 26Approaches to learningHow will this unit contribute to the overall development of subject-specific and general approaches to learning skills?How do I communicate?How do I reflect?How do I think?What tools can help me think in different ways?Learning 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?Prior knowledge will be accessed (and informally assessed) during discussions at the beginning of this unit and will be revaluated both during and at the end of the unit.Rubrics will be given for the written work and projects.Practice will be provided through various activities throughout the unit.Precise learning activities are as follows:Introduce poetry via Brainpop Video. Students will be introduced to vocabulary as well as the creative process.1st Assignment: Poetry Terms Review: Students will complete activities to reinforce the concepts of metaphor, simile, personification, alliteration, assonance, consonance, onomatopoeia, & imagery. Metaphor and simile will be introduced via Brainpop.?2nd?Assignment: Poetry AnalysisStudents will analyze the following?poems:? “Oranges”?by Gary Soto,?“To An Athlete Dying Young”?by A. E. Houseman, “Life Doesn’t Frighten Me” by Maya Angelou, Two poems by Gwendolyn Brooks, “Neutral Tones” by Thomas Hardy, “Nothing Gold Can Stay” by Robert Frost paired with “Stay Gold” by Stevie Wonder.3rd?Assignment: Writing Poetry Warm-upYou will warm-up for your final writing assignment by practicing with some very structured and formulaic type of poetry: Cinquain, Diamante, Haiku, Limerick??4th?Assignment: Writing a Poem:Write an original poem. The poem should create an experience for the reader by provoking feelings and thoughts. The language and sound devices (refer to poetry terms)?should complement and contribute to the meaning. Use at least three poetry devices and write at least 8 lines The reading comprehension and literary analysis questions associated with the play will both provide timely assessment of the students' grasp of literary technique prior to the summative assessment.Student choice will be utilised with final project for the unit.IEPs will be followed and appropriate accommodations made for both students with special needs and ELLs.Teaching methodologies used will be direct instruction, lecture, discussion, group practice, etc.The “teacher as consultant” role will be employed so that assistance is available to all students according to need.ResourcesWhat 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?Various PoemsComputersInternetOngoing 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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