MYP unit planner
Updated June 2016
Teacher(s) | K. Henderson, A. Lesher, and P. Travis | Subject group and discipline | Language A Year 5 (English 10) | ||
Unit title | How Do I Know What I Know? | MYP year | 5 | Unit duration (hrs) | 20 August-Mid-September |
Inquiry: Establishing the purpose of the unit
Key Concept | Related Concept(s) | Global Context | |
Perspective | Purpose | Fairness and Development Exploration: Analysis and Argument | |
Statement of Inquiry | |||
Clearly communicating purpose and perspective and appropriately referencing others’ words and ideas promotes fairness and development of an argument. | |||
Inquiry Questions | |||
Factual— What techniques do writers use to justify their positions? Conceptual— What do we do when we disagree? Debatable—At what point is an opinion wrong? | |||
Objectives | Summative assessment | ||
A1: analyse the content, context, language, structure, technique and style of text(s) and the relationships among texts A3: justify opinions and ideas, using examples, explanations and terminology B2: organize opinions and ideas in a sustained, coherent and logical manner D2: write and speak in a register and style that serve the context and intention | Outline of summative assessment task(s) including assessment criteria: A, B, and D | Relationship between summative assessment task(s) and statement of inquiry: G- Your goal is to clearly communicate purpose and perspective and appropriately reference others’ words and ideas to  promote fairness and development of an argument. R-You are an editor of a school newspaper during an election year. A- Your audience are the students and faculty of your school. S- You find yourself trying to clearly explain your purpose and perspective on an important issue clearly and fairly being sure to cite sources appropriately. P- You are to produce a 500-750 word column that will appear as an editorial in your school’s newspaper. G- Your goal is to clearly communicate purpose and perspective and appropriately reference others’ words and ideas to  promote fairness and development of an argument. R- You are journalist for a national magazine publication. A- Your writing enters the homes of the demographic of your magazine. S- You find yourself trying to prove yourself to an editor after misquoting a source who sued your publisher. P- To keep your job, you must produce a Works Cited page for the referenced articles in this edition. (class unit) | |
Approaches to learning (ATL) | |||
Thinking Skills: evaluate evidence and arguments Communication Skills: use a variety of media to communicate with a range of audiences/ Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions Self-Management Skills: Plan short and long term assignments; meet deadlines Research Skills: Evaluate and select information sources and digital tools based on their appropriateness to specific tasks. | |||
Action: Teaching and learning through inquiry
Content | Learning process |
Parts of speech- s, v, do, io, prep, op, aa, adj, adv, lv, pa, pn, pro L.10.1a- Use Pronoun Case Subject-verb agreement complex/ compound sentences Verbals and verbal phrases and clauses L.10.2a- Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. L.10.2b- Use a colon to introduce a list or quotation. L.10.2c- Spell correctly. L.10.3a- Write and edit work so that it conforms to the guidelines in a style manual (e.g.,MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type. L.10.4a- Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. L.10.4b- Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). L.10.4c- Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. L.10.4d- Verify the preliminary determination of the meaning of a word or phrase. RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.10.2- Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI.10.3- Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI.10.4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI.10.5- Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (similar to RI.102&3) RI.10.6- Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI.10.7- Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. RI.10.9-Analyze seminal US documents of historical and literary significance including how they address related themes and concepts W.10.1a- Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. W.10.1b- Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. W.10.1c- Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. W.10.1d- Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W.10.1e- Provide a concluding statement or section that follows from and supports the argument presented. SL.101b- Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. SL.10.1c- Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. SL.10.1d- Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. | Learning experiences and teaching strategies
|
Formative assessment- may be assessed in a variety of methods including but not limited to quizzes (planned or pop), exit slips, teacher observation of student work, etc.
| |
Differentiation
| |
Resources | |
Articles of the week link Teacher-created grammar resources including but not limited to do nows, slides presentations, guided practice, independent practice, formative and summative assessments | |
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit | During teaching | After teaching the unit |
To be more closely aligned with ACT Aspire |
Middle Years Programme Unit planner                                                                                       Â