MYP unit planner

Unit title: Unit
/ I aM… Talking to Learn
Teacher(s) / 6-7-8
Subject and grade level / Language A
Time frame and duration / 4 Weeks, September 2011
Stage 1: Integrate significant concept, area of interaction, and unit question
Area of interaction focus
(Environments, Community & Service, Health & Social Education, Human Ingenuity)
Which area of interaction will be our focus?
Why have we chosen this? / /
Significant concept(s)
What are the big ideas? What do we want our students to retain for years into the future?
Community and Service
This unit will address topics of international significance and/or build international mindedness in order to foster the skills and attitudes necessary to be a global citizen. Students will develop a Community and Service Plan for themselves for the year. / Meaningful dialogue builds both understanding and community.
Having a solid plan enables one to accomplish great goals.
MYP unit question
How can talk help create a more peaceful world?
Assessment
Summative Task/ Portfolio Evidence:
Part 1 (weeks 1-2):
Questions and Responses
Part 2: (weeks 3-4):
Community and Service Plan
Which specific MYP objectives will be addressed during this unit?
Language A
Content
Express informed and independent responses.
Organization
create work that employs organizational structures and language-specific conventions throughout a variety of text types.
organize ideas and arguments in a coherent and logical manner.
Which MYP assessment criteria will be used?
Criterion A
How well can a student:
Understand and analyze language, content, structure, meaning and significance of both familiar and previously unseen oral, written and visual texts?
Compare and contrast works, and connect themes across and within genres?
Analyze the effects of the author’s choices on an audience?
Compose pieces that apply appropriate literary and/or non-literary features to serve the context and intention?
Criterion B
How well can the student:
Employ organizational structures and language specific conventions that serve the context and intention?
Work is well-organized, clear and coherent and the ideas being expressed build on each other.
Stage 2: Backward planning: from the assessment to the learning activities through inquiry
State Standards
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1? Record the number, title, and details of each standard.
LR: Literary Response LS: Listening Strategies SA: Speaking Applications
ContentWhat knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question?
What enduring understandings do we want students to internalize?
What key concepts, ideas, knowledge, and skills are to be learned and applied in the learning activities?
Students will demonstrate the ability to use talk strategies to engage in meaningful dialogue that builds both understanding and community. Students will explore International Mindedness and what it means to be in an IB school within and Global Community.
Successful classroom talk is dialogic are predicated on five criteria (from Making the Most of Talk):
Collective, Reciprocal, Supportive, Cumulative, Purposeful
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
Almost all seven aspects of ATL will be practiced in this unit.
¨  Reflection: Students will explore who they are and what their priorities and values are so that they can be contributing members of the global community.
¨  Communication: Students will read, discuss, and write about International Mindedness.
¨  Transfer: Students will use the thinking maps, discussions, readings to respond to the 11 Perspective words and to develop their own Community and Service plan.
¨  Collaboration: Students will need to respect others points of view, respect cultural differences and analyze other’s ideas
¨  Thinking: Students will consider a problem from multiple perspectives and develop questions
Teaching strategies / Learning experiences
See attached lesson series / See text attachment-
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit?
How will people, places, audio-visual materials, literature, books, music, art, computer software, lab materials, art supplies support student learning and understanding.
Resources (literary and non-literary):
Texts, films, videos, discussions
For details see attached for texts, Wikispace, and plan in Teaching Strategies above
Rubric