MYP Unit Planner

Unit title

Nature vs. Nurture

Teacher(s)

Jaimi Litus & Andrew Brickman

Subject and grade level

10th Grade English

Time frame and duration

Quarter 1

Stage 1: Integrate significant concept,

area of interaction and unit question
Area of interaction focus

Significant concept(s)

Which areas of interaction will be our focus?

Why have we chosen this?

What are the big ideas? What do we want our

students to retain for years into the future?

Environments: What effects do our

environments have on our behaviours &
ourselves? (What are our environments?)

Our personalities and behaviour are a product

of our environment.
The argument over the relative importance of
nature vs. nurture in developing our true selves.

MYP Unit Question

To what extent is who we are determined by our environments?

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?

1.
2.
3.
4.

Character Analysis Essay/Reflection

Essay on symbolism, allegory, themes.
Discussions, journal entries, group work
Nature vs. nurture debate

What specific MYP objectives will be addressed during this unit?

MYP: Language A (For use from Sept. 2009/Jan. 2010), MYP Year 5, A Content
At the end of the course, students should be able to:

understand and analyse the language, content, structure, meaning and significance of
both familiar and previously unseen oral, written and visual texts
understand and apply language A terminology in context
analyse the effects of the authors choices on an audience
express an informed and independent response to literary and non-literary texts.

MYP: Language A (For use from Sept. 2009/Jan. 2010), MYP Year 5, B Organization
At the end of the course, students should be able to:

create work that employs organizational structures and language-specific conventions

throughout a variety of text types
organize ideas and arguments in a sustained, coherent and logical manner
employ appropriate critical apparatus.

MYP: Language A (For use from Sept. 2009/Jan. 2010), MYP Year 5, C Style & language
mechanics
At the end of the course, students should be able to:

use language to narrate, describe, analyse, explain, argue, persuade, inform, entertain
and express feelings
use language accurately
use appropriate and varied register, vocabulary and idiom
use correct grammar and syntax
use appropriate and varied sentence structure
use correct spelling (alphabetic languages) or writing (character languages).

Which MYP assessment criteria will be used?

A: Content
B: Organization
C: Style & Mechanics

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 textual analysis
How theme develops diction
Use of symbolism
Characters as archetypes
Connections between literary fiction and the history of ideas
Character development
Literary devices: imagery, personification, atmosphere, diction, symbols

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

Literacy-including reading strategies, using and interpreting a range of content-specific

terminology
Informing others-including presentation skills using a variety of media
Improvement of formal writing & close reading strategies

Information literacy

Selecting and organizing information-including identifying points of view, bias and weaknesses,
using primary and secondary sources, making connections between a variety of resources
Referencing-including the use of citing, footnotes and referencing of sources, respecting the
concept of intellectual property rights

Thinking

Inquiring-including questioning and challenging information and arguments, developing guiding

questions, using the inquiry cycle

Applying knowledge and concepts-including logical progression of arguments

Learning experiences

Teaching strategies

How will students know what is expected of them?

Will they see examples, rubrics, templates?

How will we use formative assessments to give

students feedback during the unit?

How will students acquire the knowledge and

practice the skills required? How will they practice
applying these?

What different teaching methodologies will we

employ?

Do the students have enough prior knowledge?

How will we know?

Students will be given and overview of the unit

and task specific rubrics for assessment
Knowledge acquisition & skills practice through:
Students will read the novel individually
Chapter specific activities will be provided (see
OneNote)
Survival Game

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?
Give students feedback on journal entries,
character analysis activities, class & group
activities as well
Methodologies: think, pair, share; group
work, individual writing assignments;
reading quizzes, discussions, answering
chapter questions, assignments on literary
devices and close reading
Choice for essay assignment, option to
work with others for some assignments,
group work

Journal writing
Passage analysis
Mapping of characters and settings
Receive assignments with rubrics
Receive teacher given feedback
Students prior knowledge:
through group discussions periodically students
prior knowledge and learning to date will be
assessed

Resources

Visual representations of characters and

associated symbols prior to preparation of
presentation on symbols/characterization
In class writing activity prior to summative
assessment essay task

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?
Lord of the Flies text
Edmodo
Articles from the Web
Movie
LOTF Game

On-going reflections and evaluation

In keeping an on-going 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 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?