Teacher(s) Diana Dame, Mattie Pritchett, Portia Shaw, and Mary Schmidt Subject and Grade Level 1 th Grade Ma!net "n!lish Time #rame and Duration $ wee%s&'u!ust 11 th to (ctober 1 th
Stage 1: Integrate signifcant concept, area of interaction and unit question, and ensure it can be assessed Area of Interaction ocus )hich 'o* will be your #ocus+ )hy have you chosen this+ Signifcant Concept!s" )hat are the bi! ideas+ )hat do * want my students to retain #or years into the #uture+ ,uman *n!enuity -ite stron! te.tual evidence to su//ort student o/inions, understandin!, and learnin!0 M#$ Unit %uestion How does the personal perspective, purpose, and intended audience of an author influence voice and style of a finished literary work? Assess&ent )hat tas%(s) will allow students the o//ortunity to res/ond to the unit 1uestion+ )hat will constitute acce/table evidence o# understandin!+ ,ow will students show what they have understood+ Dia!nostic2 Literary terms, e.tended writin!, ML' #ormat, !rammar s%ills 3ormative2 Grammar tests (lan!ua!e and usa!e), (ne4line Literacy Tests (content), -om/rehension 1ui55es, G( com/are6contrast Antigone and Fahrenheit 4510 Summative2 -reate 7our -ivili5ation )hich s/eci#ic M7P objectives will be addressed durin! this unit+ Content Language and Usage Stage ': (ac)*ard planning: fro& t+e assess&ent to t+e learning acti,ities t+roug+ inquir- Content )hat %nowled!e and6or s%ills (#rom my course overview) are !oin! to be used to enable the student to res/ond to the !uidin! 1uestion+ )hat (i# any) state, /rovincial, district, or local standards6s%ills are to be addressed+ "L' 1 8L16)*D'1 9 : "L' 18*; "L' 1)< "L' SL1 "L' L1 Approac+es to .earning ,ow will this unit contribute to the overall develo/ment o# subject4s/eci#ic and !eneral 'tL s%ills+ -ommunication2 Students will e./lore content vocabulary0 *n#ormation Literacy2 Students will identi#y author=s /ur/ose0 .earning E/periences ,ow will students %now what is e./ected o# them+ )ill they see e.am/les, rubrics, tem/lates, etc0+ ,ow will students ac1uire the %nowled!e and /ractise the s%ills re1uired+ ,ow will they /ractise a//lyin! these+ Do the students have enou!h /rior %nowled!e+ Teac+ing Strategies ,ow will we use #ormative assessment to !ive students #eedbac% durin! the unit+ )hat di##erent teachin! methodolo!ies will we em/loy+ ,ow are we di##erentiatin! teachin! and learnin! #or all+ ,ave we considered those learnin! in a lan!ua!e other than their mother ton!ue+ ,ave we considered those with s/ecial educational needs+ Students will %now what is e./ect o# them throu!h clear lesson !oals, --GPS #or each lesson, #ormative assessments that assess learnin!, visual aids, assi!nment rubrics, and multi/le means to remember assi!nments as well as study s%ills0 Students will /artici/ate in !uided and inde/endent /ractice o# s%ills connected to --GPS in each lesson0 Daily /ractice will /re/are students #or summative assessment that are directly connected0 Students also /artici/ate in collaborative learnin!, #le.ible !rou/in!, Socratic seminars, and literature circles0 'll %nowled!e necessary #or com/letin! assessments a//ro/riately will be /rovided #or students0 Teachers will use anchor /a/ers, conce/t /osters, !ra/hic or!ani5ers, !uided 1uestions, clear assessments, sca##olded lessons, and !uided /ractice to ensure students ac1uire %nowled!e0 -o4teachin! models, "S(L methods, /eer teachin!, online !uidance, and Teachin! #or ".cellence strate!ies0 Di##erentiation will occur throu!h the use o# !ra/hic or!ani5ers, student choices, '--"SS scores, ST'8 results, SP"D accommodations, small !rou/ instruction, station teachin!, tactile activities, ji! sawin!, di##erent readin! level te.ts, and usin! a variety o# #ormative assessments based on student /ro#ile0 0esources )hat resources are available to us+ ,ow will our classroom environment, local environment and6or the community be used to #acilitate students= e./eriences durin! the unit+ Antigone Fahrenheit 451 *nternet #or research ML' !uide 1ngoing re2ections and e,aluation In )eeping an ongoing record, consider t+e follo*ing questions3 T+ere are furt+er sti&ulus questions in t+e unit planning section of MYP: from principles into practice3 Students and Teac+ers )hat did we #ind com/ellin!+ )as our disci/linary %nowled!e6s%ills challen!ed in any way+ )hat in1uiries arose durin! the learnin!+ )hat, i# any, e.tension activities arose+ ,ow did we re#lect > both on the unit and on our own learnin!+ )ere there any attributes o# the learner /ro#ile that were encoura!ed throu!h this unit+ )ere there any o//ortunities #or action+ $ossible connections ,ow success#ul was the collaboration with other teachers within my subject !rou/ and #rom other subject !rou/s+ )hat interdisci/linary understandin!s were or could be #or!ed throu!h collaboration with other subjects+ Assess&ent )ere students able to demonstrate their learnin!+ Did the assessment tas%s allow students to demonstrate the learnin! objectives identi#ied #or this unit+ Did * ma%e sure students were invited to achieve at all levels o# the criteria descri/tors+ 're we /re/ared #or the ne.t sta!e+ 4ata collection ,ow did * decide on the data to collect+ )as it use#ul+