MYP unit planner

Unit title An Unforgettable Friendship

Teacher(s) Margaret
Subject and grade level Language A, 6
th
grade
Time frame and
duratin
!ctber"#ecember $ 6 %ee&s
Stage 1: Integrate signifcant concept, area of
interaction and unit question
Area of interaction focus
'hich area f interactin %ill be ur fcus(
'h) have %e chsen this(
Signifcant concept(s
'hat are the big ideas( 'hat d %e %ant ur
students t retain fr )ears int the future(
*uman +ngenuit) T inspire students t re,ect upn the
friendships in their lives and use ne%
%riting s&ills t share their stries and
e-press their emtins.
!"# unit questions
*% d friends change us( 'hat des it mean t be
a friend( *% d %e tell the str) f ur friendships
in a %a) that is entertaining(
Assess$ent
'hat tas&(s) %ill all% students the pprtunit) t respnd t the unit /uestin(
'hat %ill cnstitute acceptable evidence f understanding( *% %ill students sh% %hat the) have understd(
0r the 'riting Prtin f this 1nit2
Students %ill fll% man) stages f %riting as the) create their persnal narrative essa)
abut an 31nfrgettable 0riendship.4 Pre"'riting e-ercises, as %ell as practice %ith each
part f an essa), %ill be dne during class and %ill earn class%r& grades (*5PS). The
6ugh #raft %ill earn a hme%r& grade.
Students %ill give each ther ral feedbac& n their 6ugh #rafts thrugh %r&shp, and
%ill cmplete a feedbac& sheet that the) %ill give t me at the end f the 'r&shp da) in
class.
Students %ill turn in revised cpies f each f the majr parts f their essa)7the
intrductin, bd) paragraphs, and cnclusin. Teacher %ill give %ritten feedbac& n each
facet f the essa) as sn as it is turned in. This %ill culminate in a cmplete 6evised
#raft, %hich %ill be assessed against the +8 Language A 5riterin 52 St)le and Language
Mechanics 9arrative 6ubric (+8 grade).
0inall), students %ill cmplete a 0inal #raft f the essa) %hich %ill be assessed against an
*5PS rubric fr a test:prject grade. After turning in the assignment, the) %ill %rite a ne
paragraph re,ectin n %hat the) thin& the) did %ell and %hat the) thin& the) can
imprve upn fr ne-t time. This paragraph %ill be sent in an email and %ill be cunted as
a hme%r& grade
Seeing the prgressin f %riting imprvement thrughut the drafts %ill be evidence f
understanding.
0r the 9vel Stud) (0rea& the Might)) Sectin f this 1nit2
Students %ill be given a character develpment graphic rgani;er fr the main characters
(0rea& and Ma-) as %ell as a list f ther characters %h are a<ected b) the friendship
bet%een 0rea& and Ma-, %hich the) %ill cmplete as the) read the b&.
Students %ill anal);e the main characters as %ell as their e<ect n the ther characters in
the str) thrugh creating a sundtrac& fr 0rea& the Might). The) can either %rite sngs,
r list sngs that have alread) been %ritten (including l)rics) and ma&e a case fr %h) the)
chse these sngs.
The students= defence f the sngs the) included in the sundtrac&, as %ell as their
re,ectin n the characters in the graphic rgani;er %ill sh% understanding.
'hich speci>c MYP bjectives %ill be addressed during this unit(
5?@ (use language t narrate, describe, anal);e, e-plain, argue, persuade, infrm, entertain and e-press
feelings)
5?A (spelling)
'hich MYP assessment criteria %ill be used(
5riterin 5
Stage %: &ac'(ard planning: fro$ the assess$ent to the
learning acti)ities through inquir*
+ontent
'hat &n%ledge and:r s&ills (frm the curse vervie%) are ging t be used t enable the student t respnd
t the unit /uestin(
'hat (if an)) state, prvincial, district, r lcal standards:s&ills are t be addressed( *% can the) be unpac&ed
t develp the signi>cant cncept(s) fr stage ?(
,no(ledge-S'ills: ,no(ledge of topic choice, elaboration, tone, )oice,
introductions, conclusions, punctuating dialogue, using a thesaurus to
i$pro)e )ocabular*, si$iles, $etaphors, appropriate titles, self.editing,
organi/ation, gra$$ar, $echanics, and creati)it*0
6.A The student %ill read and demnstrate cmprehensin f a variet) f >ctinal te-ts,
narrative nn>ctin, and petr).
a) +dentif) the elements f narrative structure, including setting, character,
plt, cn,ict, and theme.
b) Ma&e, cn>rm, and revise predictins.
d) #escribe cause and e<ect relatinships and their impact n plt.
e) 1se prir and bac&grund &n%ledge as cnte-t fr ne% learning.
f) 1se infrmatin in the te-t t dra% cnclusins and ma&e inferences.
g) B-plain h% character and plt develpment are used in a selectin t supprt a
central cn,ict r str) line.
h) +dentif) the main idea.
i) +dentif) and summari;e supprting details.
l) 1se reading strategies t mnitr cmprehensin thrughut the reading
prcess.
6.6 The student %ill %rite narratives, descriptins, and e-planatins.
a) 1se a variet) f planning strategies t generate and rgani;e ideas.
b) Bstablish central idea, rgani;atin, elabratin, and unit).
c) Select vcabular) and infrmatin t enhance the central idea, tne, and vice.
d) B-pand and embed ideas b) using mdi>ers, standard crdinatin, and
subrdinatin in cmplete sentences.
e) 6evise %riting fr clarit).
6.C The student %ill edit %riting fr crrect grammar, capitali;atin, punctuatin,
spelling, and sentence structure.
a) 1se a variet) f graphic rgani;ers, including sentence diagrams, t anal);e
and imprve sentence frmatin and paragraph structure.
b) 1se subject"verb agreement %ith intervening phrases and clauses.
c) 1se prnun"antecedent agreement t include inde>nite prnuns.
d) Maintain cnsistent tense in,ectins acrss paragraphs.
e) 5hse adverbs t describe verbs, adjectives, and ther adverbs.
f) 1se crrect spelling fr fre/uentl) used %rds.
Approaches to learning
*% %ill this unit cntribute t the verall develpment f subject"speci>c and general appraches t learning
s&ills(
Students (ill learn ho( to re1ect on friends in their li)es and brainstor$
the da*s-happenings that are the $ost $e$orable0 Students (ill learn
to ta'e one draft of (riting and i$pro)e it using )arious (riting
techniques including peer editing, teacher feedbac', and self.re1ection0
Students (ill gain an understanding of ho( to e2press the$sel)es
e3ecti)el*0 Students (ill i$pro)e their (riting s'ills and use this ne(
'no(ledge in future (riting pieces0
4earning e2periences
*% %ill students &n% %hat is e-pected f
them( 'ill the) see e-amples, rubrics,
templates(
*% %ill students ac/uire the &n%ledge and
5eaching strategies
*% %ill %e use frmative assessment t give students
feedbac& during the unit(
'hat di<erent teaching methdlgies %ill %e empl)(
practise the s&ills re/uired( *% %ill the) practise
appl)ing these(
# the students have enugh prir &n%ledge(
*% %ill %e &n%(
*% are %e di<erentiating teaching and learning fr all(
*% have %e made prvisin fr thse learning in a
language ther than their mther tngue( *% have %e
cnsidered thse %ith special educatinal needs(
Unit introduction:
Teacher %ill have an pening discussin
n %hat it means t be a friend. After
an idea generatin %r&shp,
Students cmplete the >rst draft f
their >nal essa) fr hme%r&, %hich
%e %ill %r& t edit thrughut the unit.
This >rst draft %ill act as a standard t
see h% %riting has imprved based <
f prgress seen in the >nal draft.
6oad 5rip 7ssa*:
Students %ill plan their %n trip, and
%rite abut the di<erent stps in a
practice essa). Students %ill mar& up
this essa) thrughut the unit as a %a)
t illustrate essa) cnstructin.
Teacher %ill mdel this essa) in class
befrehand, clr"cding the di<erent
aspects f the essa).
7.!ail 4esson:
Students learn h% t cnstruct an e"
mail using prper structure (subject line
D greeting D bd) D clsing D
signature), tne and eti/uette. 0r
hme%r&, students %rite an e"mail t
the teacher describing their favrite
e-tra"curricular activities. Teacher
prvides feedbac& n details used and
%rd chice.
+ul$inating 7ssa*: An
Unforgettable Friendship:
As described under Assessments,
students %ill %r& thrugh man) draft
stages f their essa), 3An 1nfrgettable
0riendship4
!n the >rst da), students %ill be given
the prmpt, and %rite a >rst
The secnd big chun& f the %riting
prcess invlves them ging thrugh
the di<erent parts f an essa)2
intrductin, bd), and cnclusin, and
ma&ing edits t these facets f the
essa) fr a hme%r& grade.
+n the >nal big chun&, students %ill
have a %r&shp da) in %hich the)
evaluate their peers= %r&. This #raft is
assessed against +8 5riterin 5.
Thrughut the unit teacher %eaves in mini"
lessns n h% t2
'riting2
%rite the intrductin f an essa) using
the 3radmap4cmparisn
de>ne a paragraph and rgani;e
paragraphs in multiple %a)s
(chrnlgical, tpical, etc)
editing sentences thrugh discussin f
fragments and run"n sentences, %ith
an additinal lessn n the fur t)pes f
sentences and end mar&s.
identif) %rds that need t be imprved
and >nd better %rds b) gauging
speci>cit) in descriptive and sensr)
adjectives as %ell as actin verbs
self"editing fr bth cntent and frmat
via 'r&shp
use a 3%riterEs chec&list4 t self"edit
their essa), as mdelled in the %r&shp
9vel2
the respnsibilities f being a friend
additinal discussin f the chapters
de>ning guilt thrugh staging a curt
hearing n Ma-=s dad, Filler Fane
discussing %hat %e ta&e a%a) frm ur
friendships thrugh a jurnal prmpt
abut h% life isn=t fair
Teacher %rites her %n essa) (3M) Trip t
#isne) 'rld4) and shares it %ith students as
an e-ample f prper essa) cnstructin. This
%ill be used thrughut the unit t illustrate
parts f an essa).
0inall), students ta&e peer and teacher
feedbac& plus their %n learning t
%rite their 0inal #rafts f the essa). The
0inal #raft is submitted tgether %ith all
earlier drafts, chec&lists, pre"%riting,
and rubrics.
As a fun activit), students %ill get a
/ui; grade fr a creative publishing.
6e1ection
Students %ill re,ect n their %riting
e-perience in an email t the teacher,
highlighting %hat %r&ed and %hat
the)Ell d di<erentl) ne-t time.
6esources
'hat resurces are available t us(
*% %ill ur classrm envirnment, lcal envirnment and:r the cmmunit) be used t facilitate studentsE
e-periences during the unit(
5eacher (ritten $e$oir e2a$ple to use to $odel
Peer 'r&shp e-ercise in class
#irectins n h% t B"Mail a dcument t the teacher n Schl Space
6ubrics and instructins
Laptps and prjectr
6ed pens fr editing and revising
Student jurnals
8ngoing re1ections and e)aluation
In 'eeping an ongoing record, consider the follo(ing questions0 5here
are further sti$ulus questions at the end of the #lanning for
teaching and learning section of MYP: From principles into
practice0
Students and teachers
'hat did %e >nd cmpelling( 'ere ur disciplinar) &n%ledge:s&ills challenged in an) %a)(
'hat in/uiries arse during the learning( 'hat, if an), e-tensin activities arse(
*% did %e re,ect7bth n the unit and n ur %n learning(
'hich attributes f the learner pr>le %ere encuraged thrugh this unit( 'hat pprtunities %ere there fr
student"initiated actin(
#ossible connections
*% successful %as the cllabratin %ith ther teachers %ithin m) subject grup and frm ther subject
grups(
'hat interdisciplinar) understandings %ere r culd be frged thrugh cllabratin %ith ther subjects(
Assess$ent
'ere students able t demnstrate their learning(
*% did the assessment tas&s all% students t demnstrate the learning bjectives identi>ed fr this unit( *%
did + ma&e sure students %ere invited t achieve at all levels f the criteria descriptrs(
Are %e prepared fr the ne-t stage(
9ata collection
*% did %e decide n the data t cllect( 'as it useful(
!" 67F47+5I8::
?.+ %uld have the students %rite ne f di<erent parts f the essa) at a time, instead
f having them %rite it all at nce.
G.The parents %ill need t read %hat their child has %ritten and give them feedbac&.
H.+ %uld als hld mre peer editing and teacher %riting cnferences, s that the) are
getting advice frm three di<erent peple.
I.The students lved the creative publishing assignment, s + %ill d this again.
Figure 1%
MYP unit planner