Unit Updated June 2016
Teacher(s) | Henderson and Travis | Subject group and discipline | Language A (10 grade) | ||
Unit title | I need a hero! | MYP year | 5 | Unit duration (hrs) | October |
Key concept | Related concept(s) | Global context | |
Creativity | Genre Self-expression Structure Style | Orientation in space and time Exploration: Evolution | |
Statement of inquiry | |||
How do creative aspects of the hero’s journey cross barriers of space and time? | |||
Inquiry questions | |||
Factual— What are the common elements of the hero’s journey? Conceptual— Are all heroes the same? Debatable—Are heroes important? | |||
Objectives | Summative assessment | ||
A3: justify opinions and ideas using examples, explanations, and terminology A4: evaluate similarities and differences by connecting features across and within genres C3- select relevant details and examples to develop ideas D1: use appropriate and varied vocabulary, sentence structures, and forms of expressions. ------------------------------------------------------------------------ C2; make stylistic choices in terms of literary, linguistic, and visual devices, demonstrating an awareness of impact on the audience D5:use appropriate non-verbal communication techniques | Outline of summative assessment task(s) including assessment criteria: Criterion A, C, and D Criterion C and D | Relationship between summative assessment task(s) and statement of inquiry: G- Your goal is to understand that creative aspects of the hero’s journey cross barriers of space and time. R- You are a presenter at Spa-Con. A- Your audience is comic enthusiasts. S- You find yourself wanting to clearly convey the similarities between your favorite heroes. P- You are to produce a visual aid with annotations ----------------------------------------------------------------- G-Your goal is to understand that creative aspects of the hero’s journey cross barriers of space and time. R- You are a budding playwright. A- You hope to lure the Broadway crowd to your off-Broadway production S- You find yourself wanting to capture the hero’s tale using not only dialogue but also through stage directions. P- Produce a two-page script complete with stage directions that help your actors convey appropriate non-verbal communication techniques. | |
Approaches to learning (ATL) | |||
Thinking- Use a variety of techniques to communicate with a variety of audiences; use a variety of media to communicate with a range of audiences; interpret and use effectively modes of non-verbal communication; share ideas with multiple audiences using a variety of digital environments and media Communication- make inferences and draw conclusions; use a variety of graphic organizers for academic writing tasks; organize and depict information logically | |||
Content | Learning process |
RL. 10.3- analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme RL.10.7- Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musee des Beaux Arts" and Breughel's Landscape with the Fall of Icarus) RL.10.9- analyze how an author draws on and transforms source material in a specific work (Jungian archetypes and Campbell’s hero’s journey) W.10.2- Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Use precise language and domain-specific vocabulary to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W.10.3- write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequencing. 3a. Engage and orient the reader by establishing a context and introducing characters; organize an event sequence that unfolds logically/ naturally. 3b. Use dialogue, pacing, and description to develop experiences, events, and/or characters. 3c. Use a variety of transitions 3d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. 3e. Provide a conclusion that follows from the narrated experiences. W.10.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.10.9- Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.10.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. SL.10.1a Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. SL.10.4- Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. | Learning experiences and teaching strategies
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Formative assessment | |
Differentiation
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