Myp unit planner



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MYP unit planner

Unit title
Detectives

Teacher(s)

Marie-France Bastien

Subject and grade level

English B, phase 6

Time frame and duration

7 periods of 75 minutes

Stage 1: Integrate significant concept, area of interaction and unit question




Area of interaction focus

Which 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 Ingenuity

Awareness and understanding of the processes involved in creation, development and change; the individual desire to create.

Reflection on how subjects have ways of thinking.

Taking action to create solutions and think creatively.



Paying attention to details is important.




MYP unit question

What makes a detective story so interesting?



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?



Text interpretation task - criterion C (summative)

Writing descriptions of places, people and food – criterion D (formative)

Written task: a summary of a mystery story - Criterion D (summative)





Phase 6 objectives for reading comprehension and writing

Which MYP assessment criteria will be used?

Criterion C – to evaluate text interpretation

Criterion D – to evaluate synopsis and descriptions


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?



How to write a good description; how to write a synopsis.

Use of adjectives to describe characters and setting.

Competencies:

C1: Interacts orally in English

C2: Reinvests comprehension of texts

C3: Produces texts
Approaches to learning

How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

 Manage time allocated for the assessment task (organization)

 Work on clarity and coherence of the message (organization)

 Use writing strategies to communicate clear and effective ideas (communication)

 Plan a text: Make an outline or use a graphic organizer to arrange ideas in the correct order and place information where needed

 Write a draft copy: Support ideas with facts, examples and arguments

 Revise text: Read text and make sure that message is clear

 Organize text

 Make sure text achieves intended purpose

 Rewrite text: Add, substitute, remove and rearrange ideas and words

 Edit text: Focus on reformulation of the text

 Use resources: Use dictionaries (English, French-English, thesaurus)

 Create final copy: Correct errors and write final copy.


Learning experiences

How 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?


Prior to the summative assessment written task (writing a synopsis) the students had reviewed how to write a good description. They had written three short descriptions (50 words – favorite food; 75 words – mother; 100 words – favorite place) (formative assessment)

Compare and contrast the short story A Study in Scarlet to the series A Study in Pink

They had also reviewed how to write a good synopsis (A Study in Pink synopsis) and compared it to the episode of Sherlock watched.

Students listen to descriptions of famous detective story characters. (WAW 2 Listening)

Read about Sherlock Holmes, one of the greatest detectives in history. (WAW 2 Reading)


  • Answer comprehension questions (sometimes alone, sometimes in teams)

  • Check understanding of criterion C

  • Check understanding of literary terms

Review the characteristics of a good description

Review the characteristics of a good synopsis

In teams of 4, create an outline of a mystery story answering all W Questions.


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?



What a World Reading 2: Amazing Stories from Around the Globe

What a World Listening 2: Amazing Stories from Around the Globe

Sherlock – BBC Series

For the team work, students may use the following:

English dictionaries

French – English dictionaries

Thesaurus


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?



Can be used in phase 5 without the comparison/contrast of short story and series.

Different versions of Sherlock Holmes may also be used with this unit.




Figure 12

MYP unit planner

SÉBIQ Unit planner committee 2012 - 2013

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