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MYP unit planner

Unit title
Teacher(s) Subject and grade level Time frame and duration

Making Meaning
Mrs. C. Lopes English Sec. IV IB 7 8 Periods

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


Area of interaction focus
Which area of interaction will be our focus? (Community & Service, Health & Social Education, Environments, or Human Ingenuity) 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 How can we best arrive at meaning from reading? ATL How can we derive meaning from a text?

Through annotation, students will develop the skill of close reading, in order to better understand what they read or see. Through engagement and dialogue with fictional texts (all media), students will develop stronger analytical skills.

MYP unit question

How does close reading and annotation help us to grasp the meaning of a fictional text?

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?

Following instruction re. what annotation is, what to look for in terms of the elements of fiction and literary techniques, teacher modelling, handouts and class discussion re. close reading, students will do preliminary and extended annotation on a short story (The Story of an Hour by Kate Chopin), in order to demonstrate their understanding of the process. Assessment with pertinent rubric will be the evaluation of the quality and depth of the annotation according to said rubric. Students will write a short reflection on how their process of annotation allows them to grasp the meaning of any given fictional text, which will also be evaluated through the rubric.

Which specific MYP objectives will be addressed during this unit?

A - Content (receptive and productive) understand the language, content and meaning and significance of unseen written texts. B - Organization organize ideas in a sustained, coherent and logical manner. Employ appropriate critical apparatus. C Use language to describe, explain and express feelings (about a process: Written reflection re. Unit Question).
Which MYP assessment criteria will be used?

Criteria A and B: textual annotation of the short story, The Story of an Hour on the handout of the story itself. Extended annotation in point form, submitted typed as a separate document. Criterion C: Typed reflection on the process of annotation, addressing the Unit Question.

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?

Close reading of the fictional text in question (The Story of an Hour by Kate Chopin): questioning and responding in dialogue with the text. Analysis of the elements of fiction and literary techniques employed by the author. Elements of genre. Extrapolation and understanding of themes, central ideas and meaning from the text (reading between the lines). QEP SELA Cycle 2 Competency 1: Uses language/talk to communicate and to learn QEP SELA Cycle 2 Competency 2: Reads and listens to written, spoken and media texts QEP SELA Cycle 2 Competency 3: Produces texts for personal and social purposes

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

Students will learn how to learn best and derive meaning from a fictional text. They will organize their ideas, communicate them, and demonstrate literacy, reflection and thinking.

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?

Teaching strategies
How 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?

Through the rubric, students will familiarize themselves with the IB MYP Language A criteria. These will be discussed with the students prior to assessments. A handout, entitled Annotating Fictitious Texts will be handed out to students explaining what annotation is and providing a list of what is expected of students as they undertake initial and extended annotation. Instruction, through a media presentation will be given by the teacher, re. what annotation and close reading entail. A video clip will be shown on the SmartBoard of the teacher doing actual annotation. Students prior knowledge of annotation will be examined during a class discussion re. annotation, through pertinent questions posed by the teacher. Their knowledge of annotation will be demonstrated through their level sophistication demonstrated in the final task.

Class discussion. Socratic method. English is all of the students mother tongue. Accommodation will be made, depending on the students IEPs submitted by the Resource Department, if necessary.

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?

The short story, The Story of an Hour by Kate Chopin (print). Two media presentations: Annotation 101; Video clip of teacher annotating. Instructional handout: Annotating Fictitious Texts. Rubric for the assignments. Use of the SmartBoard.

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 reflectboth 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?

Figure 12 MYP unit planner

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