Teacher(s)

Jason Beasley

Subject group and discipline

English Acquisition

Unit title

Images of War & Peace

MYP year

Phases 3-4

Unit duration (hrs)

Inquiry: Establishing the purpose of the unit

Key concept

Related concept(s)

Global context

Creativity

Conventions, Message

Personal & Cultural Expression

Conventions are the visual language artists and

visual/spoken texts use to express messages
- from Managebac

How Koreans express views/emotions

surrounding the Korean War
Exploration: Social constructions of reality;
philosophies and ways of life; belief systems; ritual and
play

Statement of inquiry

Students will understand that symbols of war and peace creatively express historical experiences and cultural messages that can
unite/divide people in profound ways.

Inquiry questions

FactualWhat is a peace or war symbol? What are visual conventions? What are some common conventions used in
videos to convey messages? What roles do symbols and monuments play in different cultures?
Conceptual(The Why and How -- Open ended questions which unpack a concept or relationships between concepts.) How do
visual conventions convey an intended message? How significant are symbols for a culture/society?

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DebatableDo peace or war monuments actually have the power to promote peace? Is creative expression as important
for a society as maths, languages, or science? Will there ever be peace on earth?

Objectives

Summative assessment

A. Comprehending Spoken and Visual Text

Outline of summative assessment task(s) including

assessment criteria:

At the end of phase 4, students should be able to:

i. construct meaning and draw conclusions from
information, main ideas and supporting details
ii. interpret conventions
iii. engage with the spoken and visual text by
identifying ideas, opinions and attitudes and by
making a response to the text based on personal
experiences and opinions.
C: Communicating in response to spoken, written
and visual text
At the end of phase 4, students should be able to:
i. respond in detail to spoken, written and visual
text
ii. engage in rehearsed and unrehearsed
exchanges to share ideas on topics of personal
and global significance
iii. express ideas, feelings, and information
iv. communicate with a sense of audience and

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Relationship between summative assessment task(s)

and statement of inquiry:

Assessment Task 1:

Written Test Performance responding

to a visual and spoken text.
Assessment type(s): MYP Criterion A: Comprehending

spoken and visual text

Written Test Performance responding to a visual and
spoken text.
View/listen to documentary clip about specific
monument

Assessment Task 1: The students will demonstrate

their receptive abilities by viewing and responding to
a level appropriate visual and spoken text and
answer questions acroding to Bloom Taxonomy
criterion strands.

Assessment Task 2: C/ii

Students will demonstrate productive abilities by
engaging in rehearsed and unrehearsed exchanges
to share ideas on topics of personal and global
significance through their monument designs.

Students construct meaning & draw conclusions

about the monument. (strand i)
Students identify main ideas, supporting details,
conventions, opinions, attitudes and; besides
constructing meaning and drawing
conclusions, students connect with the visual
and spoken text personally.

Students will take what they have investigated in

visual conventions of monuments and symbols
around the world including Korean War
monuments to synthesize and create their own

purpose.
D: Using language in spoken and written form
At the end of phase 4, students should be able to:
i. write and speak using a range of grammatical
structures and conventions; when speaking,
use clear pronunciation
ii. organize information and ideas into a structured
text; use a wide range of cohesive devices
iii. use language to suit the context.

Assessment Task 2: Respond as a

reflection/journal entry about a real or imagined
experience while encountering a monument.
(Objective C & D)

Submission Project: Songdo

Monument
Assessment type(s): MYP Criteria C: Communicating

in response to spoken and/or written and/or visual

text, D: Using language in spoken and/or written
form

monument of either war or peace. The written

test performance evidences how deeply they
have investigated and can translate conventions
into meaning. The written reflection summative
evidences the connection students made from
cultural symbols and their own creativity and
emotions that they tried to express in their
monument design.
- From ManageBac

See website: http://songdo.weebly.com/

ALL FINAL DESIGNS must include the
following:
--- A narrative of your design (Written in class)
--- Your digital designs (at least 1 page)
--- Written reflection about your whole project
process (Written in class)
Please deposit in PDF format on ManageBac

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Approaches to learning (ATL)

ii. understand conventions
iii. express ideas and feelings, and communicate information in familiar and some unfamiliar situations
ii. organize information and ideas and use a range of basic cohesive devices
Self-management

III. Organization skills

How can students demonstrate organization skills?
Managing time and tasks effectively
Plan short- and long-term assignments; meet deadlines

V. Reflection skills
How can students be reflective?
(Re-)considering the process of learning; choosing and using ATL skills
Consider content
What did I learn about today?
What dont I yet understand?
What questions do I have now?

In order for students to demonstrate organizion skills and reflection skills, students must use appropriate strategies and processes
to establish positive routines such as the IB design cycle. In this unit we will work with a design teacher to help students
communicate their own emotions about war and peace in the world including Korea.
In order for students to develop accuracy when speaking and writing in the target language, students must consider content, What
dont I yet understand about the topic; and take advantage of Teacher, Peer and viewing self also in audio and video feeback
through Quicktime. (Reflection Skills)
Though not specified predominantly from the chosen Criteria strands, a great proportion of time will also be spent on nurturing the
ATL skills of Affective Skills and considering personal learning strategies (Reflection Skills).

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Action: Teaching and learning through inquiry

Content
Topical Vocabulary: history, design/art
conventions, symbolism & metaphors,
cultural, narrator, sound, camera angles,
(close up, medium, long shot)

Learning process
Learning experiences and teaching strategies
The IB Design Cycle

Descriptive Vocabulary: comparative, sensory

and emotional, adjectives and phrases

Discuss and analyze monument examples

Structure: transitional words & phrases, facts &

conclusions, making inferences, Sentence
starters using Praise/Question/Suggestion
format for discussions

Implement IB Design process to creating personal war or peace monument (Plan, Investigate, Create,
etc.)

Define vocabulary related to design conventions.

Oral communication skills in presentations before class and Quicktime/iMovie

Make personal connections between ideas

from unit to personal experiences,
interdisciplinary areas, and the world.

Collaboration skills in making notes (shared Google Docs)

Step Up to Writing (Cornell Notes, IVF Topic

Sentences, Summaries)

Peer edits/evaluations

Socratic Seminars; debate

Grammar: subject/verb agreement,

capitalization, simple past/present/future,
articles a/an/the revision
The writing process: Mindmap, investigate,
make notes, rough draft, revise, edit,
proofread (with CUPS), final draft

Formative assessment
Criterion A strand i. formative assessment at end of week one
Criterion A strand ii. at end of week two
Criterion A strand iii. at end of week three
In pairs, students plan, design, and create personal war or peace monument. (ATL ii.Collaboration skills:
Delegate and share responsibility for decision-making; iii. Organizational skills: Plan short- and longterm assignments; meet deadlines)
Individually, write a rationale explaining the choices in their monument design and how these choices

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communicate their intended message of war or peace.

Language quizzes (subject/verb agreement, grammar tenses, capitalization)
Interactive oral debate about various open-ended topics related to monuments
Compare and contrast various types of monuments within one culture and between multiple cultures
Cornell Notes used for reading strategies, identifying key words, phrases and organizing ideas
Adapted Cornell Notes tused o plan and organize a 2 presentations 1. Convention terminology 2.
Presentation for proposal of war or peace monument created in pairs with rationale.
Visual texts (filling in applcations) from information texts from imagined scenarios (lifted from past
IGCSE Exams).

Differentiation
two different Summative Assessments made according to phase 3 or 4
Visuals & Graphic organizers
Modeling
Collaborative Groupwork
Use of outlines and organizational tools
Multiple individual writing conferences expecially in answering the Big Five Questions every student
should be able to answer

Resources

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Oxford English Books 1 and 2 An International Approach; Step Up to Writing

www.noredink.com and www.brainpop.com
Support the Monuments Men! https://www.youtube.com/watch?v=NIbyQQ9uCm0
Into the Wild- My favorite part- Slab City.avi https://www.youtube.com/watch?v=g4bW2YKNQkY
(High Quality) Famous "Daisy" Attack Ad from 1964 Presidential Election https://www.youtube.com/watch?v=dDTBnsqxZ3k
Siek - Tibetan Monks "Mandala" Sand Painting (Daily News Package) https://www.youtube.com/watch?v=E0giEwsma9w
Origami: Crane [tutorial] easy simple step by step https://www.youtube.com/watch?v=2kcn7iF4aqU
Almanac: Vietnam Veterans Memorial https://www.youtube.com/watch?v=Cp9FUw7LiTU

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit

During teaching
Design/art/visual conventions

Visual text examples with discussion questions:

1) What is this?
2) Describe what you see.
3) What do you think is happening? How do you
know?

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Students love technology and show greater interest

in and focus in multi-media visuals than books or
writing. Easier to motiveate sustained class learning
for greater periods.

After teaching the unit

It was slow going at times and felt like students
struggled halfway through the writing process.
However, it lays the foundation for writing the
remainder of the year. Students wbetter comprehend
what they see, that images in modern advertising
have symbolic messages, and that writing is more a
process and craft that anyone may access if they
have the patience and care.

4) What visual conventions (design elements) are

used?
5) What are the literal and symbolic meanings?
6) What is the mood, emotional quality or attitude?
7) What does it remind of in your life?

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