Lee Middle School IB MYP Unit Planner

Language and Literature

Teacher(s)

Rebecca Guilaume, Esther Peterson, Luisa Pizarro

Subject Group and Discipline

6th Grade Language and Literature

Unit Title

Power of Persuasion

MYP Year

1

Unit Duration (hrs.)

4 weeks

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

Commonality, diversity, and interconnection/ Human impact on the environment

Fairness and Development

Statement of Inquiry

Critical readers explore and respond to informational text to connect to innovative ideas about global sustainability.

Inquiry Questions

Factual – What are countries doing to provide sustainability within our global environment?

Conceptual – How can humans change or produce innovate ideas to enhance sustainability and protect the environment?

Debatable – What ideas are the most effective and reliable to promote global sustainability?

Objectives

Summative Assessment

List 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, 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.

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

GRASPS

 

GOAL

Your task is to analyze and synthesize information about ideas, processes, and efforts being done by countries to promote global sustainability.

ROLE

You will play the role of researcher to analyze and collect information for reliability and rank ideas for sustainable effectiveness at the global level.

AUDIENCE

You will be preparing to write an essay for the DuPont Science Challenge that will be judged by experts in the field of sustainability.

SITUATION

You are in a position to find leading proposals or ideas about sustainability and promoting environmental conservation and share these ideas with others.

PRODUCT, PERFORMANCE, AND PURPOSE

You will have a research journal with various notes and produce personal online database (prior to writing essay).

STANDARDS AND CRITERIA FOR SUCCESS

Students will show competence in research, extracting valid information, and show an understanding of concepts related to the impact countries have on decision-making policies on the environment.

Additional Comments if needed:

Relationship between summative assessment task(s) and statement of inquiry:

Students will collect information related to global sustainability and provide evidence through a research journal and a student-created online bank of research. (teacher assisted)

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. The skills of reading, writing and using language to communicate information.

Social

II. 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.

Consider personal learning strategies-specifically, what factors are important for helping me learn well?

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.

Evaluate evidence and arguments, and consider ideas from multiple perspectives.

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)

RI.1.1-cite textual evidence

RI.1.2-central idea and details

RI.1.3-analyze elaboration of the text

RI.2.4-meaning of technical terms

RI.2.5-analyze overall structure

RI.2.6-author’s point of view

RI.3.7-integrate info from different media formats

RI.3.9-compare and contrast author´s presentation with another

SL.1.3-delineate a speaker’s argument and claim

L.1.2-spelling

W.3.8-gather information

W.2.6-publish and produce writing using technology

Learning experiences and teaching strategies (day to day lesson plan)

Unit II: Quarter II

http://lms6thgradeplanning.weebly.com/lesson-plans.html

Formative Assessment(s)

Pre-test to guide lesson planning

Plickers

Kahoot

Exit slips

In-class progress checks

Differentiation

Provide the modifications and specification given by IEPs and IAPs

Provide review of concepts when necessary

Provide study sessions before or after school

Variety with in lesson planning, individual, pair, and group work

Resources (Print/Digital media, Materials, etc.)

Computers, newsela, brainpop, printed articles, presentations,

Reflection - Consider the planning, process, and impact of the inquiry

Prior to teaching

During teaching

After teaching

We expects students to have difficulties determining what sources are reliable, being that students do not verify Wikipedia’s information and “googling” usually determines priority (the first site that pops up). But we will guide student and give specific tips to find and use reliable sources.

Students might struggle with determining the central idea or claim if speakers or if the text present solid and equivalent number of counterclaims.

We think students will enjoy and be motivated to learn about what countries around the world are doing to promote sustainability for the environment. Also, students are motivated to share their work with others, especially if it is contest.

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.

Select...

Select...

Select...

Select...

Select...

Select...

Select...

Select...

Select...

Select...

Select...

Select...

Select...