Lee Middle School IB MYP Unit PlannerLanguage and Literature

Teacher(s) Rebecca Guillaume, Esther Daniels, Luisa Pizarro Subject Group and Discipline

Unit Title Freedom is… MYP Year 1 Unit Duration (hrs.) 9 days

Key Concept (Choose 1) Related Concept(s) (Choose 2-3) Global Context (Choose 1 GC and 1 Exploration)

Communication

Connections

Creativity

Perspective

Audience Imperatives

Character

Context

Genres

Intertextuality

Point Of View

Purpose

Self -Expression

Setting

Structure

Style

Theme

Identities and Relationships

Orientation in Space and Time

Personal and Cultural Expression

Scientific and Technical Innovation

Globalization and Sustainability

Fairness and DevelopmentDemocracy, justice, peace, power, privilege, imagining a hopeful future

Statement of InquiryCritical readers explore literature related to freedom to respond by writing coherently about perspectives, experiences, and turning points in humankind. Inquiry QuestionsFactual – What are some turning points in time related to freedom?

Conceptual – What is freedom?

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Debatable – Freedom is… and freedom is not…

Objectives Summative AssessmentList the objectives and strands you will be teaching and assessing from the Language and Literature assessment criteria: Each strand should be taught a minimum of two times per year.

OBJECTIVE A: ANALYSING

i. Analyse the content, context, language, structure, technique and style of text(s) and the relationships among texts

ii. Analyse the effects of the creator’s choices on an audience

iii. Justify opinions and ideas, using examples, explanations and terminology

iv. Evaluate similarities and differences by connecting features across and within genres and texts

OBJECTIVE B: ORGANIZING

i. employ organizational structures that serve the context and intention

ii. organize opinions and ideas in a sustained, coherent and logical manner

iii. use referencing and formatting tools to create a presentation style suitable to the context and intention

OBJECTIVE C: PRODUCING TEXT

i. produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process

ii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience

Outline of summative assessment task(s) including assessment criteria:GRASPS

GOAL Your task is to write about freedom.

ROLEYou role is to write as a participant for a writing contest.

AUDIENCE You are writing for your peers and for a panel of judges.

SITUATIONYou will enter a writing contest that relates to the topic about freedom referring to the 800th anniversary of the Magna Carta and the 25anniversary of Mandela’s release.

PRODUCT, PERFORMANCE, AND PURPOSEYou will write an essay about the topic freedom referencing various texts and sources of media in order to fulfill the requirements for the contest.

STANDARDS AND CRITERIA FOR SUCCESSYour paper must meet the following the standards: Use appropriate and varied vocabulary, sentence structure and forms of expression; write in a style the serves this context; use correct grammar, punctuation, spelling.

Additional Comments if needed:If time permits, students will present orally to peers.

iii. select relevant details and examples to develop ideas

OBJECTIVE D: USING LANGUAGE

i. use appropriate and varied vocabulary, sentence structures and forms of expression

ii. write and speak in a register and style that serve the context and intention

iii. use correct grammar, syntax and punctuation

iv. spell (alphabetic languages), write (character languages) and pronounce with accuracy

v. use appropriate non-verbal communication techniques.

Approaches to Learning (ATL) (Choose 2 for each assessed Objective) ATL Skill Categories

MYP ATL Skill Clusters

Communication

I. Communication - The skills of effectively exchanging thoughts, messages and information through interaction.communicate information. Read critically and for comprehension

*all the text related to freedom

Social

II. Collaboration - The skills of working cooperatively with others.Encourage other to contribute :

*Specific group tasks

Self-management

III. Organization - The skills of effectively managing time and tasks

IV. Affective - The skills of managing state of mind

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V. Reflection - The metacognitive skills of re-considering what has been taught and learned by reflection on content, ATL skills and learning strategy use.

Research

VI. Information Literacy - The skills of finding, interpreting, judging and creating information.

VII. Media Literacy - The skills of interacting with different media to compare and contrast different representations of information.

Thinking

VIII. Critical Thinking - The skills of critique of text, media, ideas and issues.

IX. Creative Thinking - The skills of invention—developing things and ideas that never existed before

X. Transfer - Utilizing skills and knowledge in multiple contexts.

Content (MTP - LAFS) Learning Process (Day to Day Lesson Plan, Formative Assessments, WICOR Indicators)RI.1.1 Cite textual informationRI.1.2 Determine central idea/detailsRI.2.4 Determine meaning of wordsRI.2.5 Analyze parts to fit overall

RI.3.7 Integrate info from different mediaRI.3.9 compare authors’ perspectives

W.1.1 gives clear reasons to support ideasW.1.2 writes explanatory writingW.3.8 gathers information

SL.1.2 interprets information from various formats

L.3.4 chooses strategy to clarify meaning

Learning experiences and teaching strategies (day to day lesson plan)

http://lms6thgradeplanning.weebly.com/lesson-plans1.html(Week 9 in progress)

Formative Assessment(s)

Students will be taking notes based on the texts and prompts. Notes will be used to assess students’ under-standing of the topic. Likewise, quick monitoring using thumbs up or down and exit slips.

DifferentiationStudents will have the opportunity to work in small groups, peer review their work, and have small group discussions. Lesson will be guided, yet students have the opportunity to work individually as well. Resources include videos, read aloud portions and extra time if necessary during the lesson to clarify any info.

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Resources (Print/Digital media, Materials, etc.)Copies Mandela, Computers week 9, Reflection - Consider the planning, process, and impact of the inquiryPrior to teaching During teaching After teachingWe think the students will be motivated to enter the contest because they will have a purpose for writing. We think students will make connections that will make them even more interested about history and current events. We think the lessons will keep the students engaged, even though it is a lot information, we have chunked it to make manageable.

Bibliography:"Frame GRASPS Tasks." LOFT. Web. 30 June 2015. Guyevskey, Victoria. "Middle Years Programme Interactive Unit Planner." King George Secondary School. Web. 30 June 2015. "MYP: From Principles to Practice." IBO. Web. 3 Aug. 2015.