Lee Middle School IB MYP Unit PlannerLanguage and Literature

Teacher(s) Ms. Guillaume, Mrs. Daniels, Mrs. Pizarro Subject Group and Discipline

Unit Title Stories of Change

MYP Year 1 Unit Duration (hrs.) 22days

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 Development

Statement of InquiryCritical readers respond to literature by expressing personal perspectives based on experiences and interpretations to write coherently for different purposes and audiences.

Inquiry QuestionsFactual – What is the theme(s) in the text?

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Critical literacy, languages and linguistic systems

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Conceptual – How can we avoid being manipulated by what we read? *How can talking and working with others help one analyze a novel?

Debatable – Why respond to literature? *How do internal and external forces help people grow?

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,

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

GOAL

Your task is to: Write and record reviews for specific texts for NPR and nytimes.com

ROLE

You have been asked to: Give your perspective about specific texts with guided questions

AUDIENCE

The target audience is: 6th grade curriculum developers and teachers across the nation

SITUATION

The context you find yourself in is: You have an opinion about what goes in the language and literature 6th grade curriculum nationwide and what is taught in the class

PRODUCT, PERFORMANCE, AND PURPOSE

You will create an online review for NPR and nytimes.com in order to urge curriculum developers to reflect on current practices in 6curriculum

STANDARDS AND CRITERIA FOR SUCCESS

Justify opinions and ideas, using examples, explanations and terminology;

Your task is

You have been asked to

The target audience is

The context you find yourself in is

You need to develop ...so that ...

Your product must meet the follow ing standard

literary and visual devices, demonstrating awareness of impact on an audience

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.

organize opinions and ideas in a sustained, coherent and logical manner; write and speak in a register and style that serve the context and intention

Additional Comments if needed:

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.

SocialII. Collaboration - The skills of working cooperatively with others.

Self-management

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

IV. Affective - The skills of managing state of mind

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

Use appropriate forms of w riting for different purposes and audiences.

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Take responsibility for all outcomes of goal directed action.

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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)LAFS.6.RL.1.1LAFS.6.RL.1.3LAFS.6.W.1.2LAFS.6.W.2.6*LAFS.6.W.3.9LAFS.6.L.1.1LAFS.6.L.1.2 LAFS.6.L.2.3LAFS.6.L.3.6

LAFS.6.RL.1.2LAFS.6.RL.2.4LAFS.6.RL.2.5LAFS.6.W.2.4LAFS.6.W.2.5

Learning experiences and teaching strategies (day to day lesson plan):Days 1-4: Objective: Introduce CHAMPS for specific activities, AVID, Cornell Notes, Journal, Bell work,

Homework, WICOR; Objective: use the code of discipline to identify aspects of the learner profile that

support aspects of the school’s and IB’s program mission – entry journal work, work in pairs, exit journal

work; Objective: introduce classroom rules and expectations, and get to know students briefly

Day 5: Objective: assignment with the standards and assessment based on

for chapters 1-2; Create a timeline with sequencing of events

Day 6-10: Cover chapters 3-10 of Walk Two Moons

Comprehension, and writing conventions: Objective: Begin Pen Pals with students in your third

Period; Objective: Students will be introduced to the sixth grade webpage and students will start their

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Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

Recognize unstated assumptions and values.

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LAFS.6.SL.1.2LAFS.6.L.3.4LAFS.6.L.3.5

LAFS.6.RL.2.6LAFS.6.RL.3.7LAFS.6.RL.3.9LAFS.6.RI.1.1LAFS.6.RI.1.2LAFS.6.RI.1.3LAFS.6.RI.2.4LAFS.6.RI.2.5LAFS.6.RI.2.6

portfolio

webpages

Day 11-14: Cover chapters 11-15 of Walk Two Moons comprehension, and writing conventions; Objective: Students will visit the Media Center varying days during

the week

Day 15-19: Cover chapters 16-25 of Walk Two Moons comprehension, and writing conventions; Objective: Students will upload activities to their online portfolio

Day 20-22: Cover chapters 26-27 of Walk Two Moons comprehension, and writing conventions; Objective: Review activity for common assessment; Objective:

Perform common assessment on Wednesday 23rd

Formative Assessment(s)

On a daily basis, student will write an exit slip or learning journal entry with quick questions to assess student learning.Reading comprehension and vocabulary checks throughout the week.Quick thumb or 1-2-3 self-monitor checks

DifferentiationAudio version of the readings, small group instruction when appropriate, whole class review of topic when appropriate,Read aloud, peer tutor or pair work,

Resources (Print/Digital media, Materials, etc.)Request computer lab or computer carts for the following dates: Sept. 2nd, Sept. 11th, Sept. 18th

Reflection - Consider the planning, process, and impact of the inquiryPrior to teaching During teaching After teachingStudent will have rigorous activities that relate to

their summer reading book. We think students will be engaged by creating their own webpage to publish their work during their 6th grade. We think the students will be excited to have pen pals to discuss topics from their language and literature class. The activities should be pertinent to students, since the final activity is their opinion about the 6th grade curriculum and the appropriateness/relatability to their lives.

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.