MYP unit planner
Updated June 2016
Teacher(s) | Henderson, Lesher, and Travis | Subject group and discipline | Language A (10th grade) | ||
Unit title | Oh, the Irony! - Unit 2 | MYP year | 5 | Unit duration (hrs) | 14 hours |
Inquiry: Establishing the purpose of the unit
Key concept | Related concept(s) | Global context | |
Connections | Character Intertextuality Structure | Personal and Cultural Expression Exploration: Critical Literacy | |
Statement of inquiry | |||
Personal and cultural expression allows us to make connections and build empathy. | |||
Inquiry questions | |||
Factual— What elements combine to create irony? Conceptual— How does irony impact the reader? Debatable— Does irony produce a more entertaining story? | |||
Objectives | Summative assessment | ||
Summative Assessments 1 A2: analyze the effects of the creator’s choices on an audience C3: select relevant details and examples to develop ideas. D2: write and speak in a register and style that serve the context and intention D4: Spell, write, and pronounce with accuracy ----------------------------------------------------------------- Summative Assessments 2 A4. evaluate similarities and differences by connecting features across and within genres and texts. B1. employ organizational structures that serve the context and intention C1. 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 | Outline of summative assessment task(s) including assessment criteria: Criterion A, B, C, and D | Relationship between summative assessment task(s) and statement of inquiry: Summative Assessments 1 G-Your goal is to understand that personal and cultural expression is conveyed by the devices the authors choose to use. R- You are a literary critic. A- You want your reader, the general public, to be able to understand the relationships between devices within one short story. S- You are tasked with writing a piece of literary criticism that examines an author’s use of devices within his/ her short story. P- You are to write an explanatory essay that clearly introduces the short story, the devices used, and the effect they produce. ------------------------------------------------------------------- Summative Assessments 2 G- Your goal is to understand that personal and cultural expression is conveyed by the devices the authors choose to use. R- You are a Literature Blogger. A- You are heading a youth outreach program that encourages reluctant student readers to try reading literature so they can understand the beauty of the complexities of the devices S- You want one reluctant reader to view your blog or video blog and be so interested that they read a short story. P- Produce a 3 minute book talk or a 500 word blog in which you catch the viewer’s attention, compare and contrast the plots of two short stories (without giving away the endings), highlight at least three common literary devices and how they are used, and conclude in a meaningful manner. | |
Approaches to learning (ATL) | |||
Thinking- Analyze devices and irony across multiple short stories (Analyse complex concepts and projects into their constituent parts and synthesize them to create new understanding) Social Skills- listen actively to others’ book talks; provide constructive feedback on others’ book talks (Give and receive meaningful feedback)(Listen actively to other perspectives and ideas) Communication skills- write and speak to communicate complex ideas (Organize and depict information logically) (Structure information in summaries, essays and reports) (Use a variety of speaking techniques to communicate with a variety of audiences) Self-Management- set and keep personal deadlines | |||
Action: Teaching and learning through inquiry
Content | Learning process |
L.10.1b-Use various types of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations L.10.2-Demonstrate a command of the conventions of standard English capitalization, punctuation, and spelling when writing RL.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 RL.10.4- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone 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 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). 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
|
Formative assessment
| |
Differentiation
| |
Resources | |
Short Story Google Drive Folder “The Story of an Hour” “The Sniper” “The Bet” “The Lottery” “Lamb to the Slaughter” “A Rose for Emily” “The Scarlet Ibis” Harter, Amy E. “Mining Literature for Deeper Meaning.” Ed.Ted.com. Heath, Andrew. “How to Write a short Story in One Hour: Abbreviated Version.” youTube.com. Warner, Christopher. “In on a Secret? That’s Dramatic Irony.” Ed.Ted.com. --“Situational Irony: The Opposite of What You Think.” Ed.Ted.com Teacher created Short story analysis forms | |
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