MYP+Unit+Planner+Page

MYP unit planner
A Rose is a Rose… ||
 * =====Unit title===== || =====Multi Genre Analysis Paper=====
 * Teacher(s) || 7th grade/ level 2 ||
 * Subject and grade level || Language A and Humanities (potentially Art) ||
 * Time frame and duration || 4 Weeks –May-June ||

Stage 1: Integrate significant concept, area of interaction, and unit question
** (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? || Because this unit explores the themes of Self-determination, Renaissance, Enlightenment, Humanism, Interconnectedness ||^  || Who we are is influenced by time, place, and culture but ultimately determined by the choices that we make. ||
 * ===== Area of interaction focus =====
 * Health and Social Education

Authoring of a piece of text that conveys a particular them or message in a chosen media form or genre.
 * ===== MYP unit question ===== ||
 * Is it possible to escape ones destiny? ||
 * =====Assessment===== ||
 * ** Summative Task/ **** Portfolio Evidence: **
 * - ** Students will respond to three historically significant pieces of text ( a poem, an excerpt from a play, and a quote) to find a common theme and use text evidence to support their thesis and interpretation. ||
 * Which specific MYP objectives will be addressed during this unit? ||
 * ** Language A **
 * A. Content and Style and B. Language Mechanics **

Express an informed and independent response to literary texts. Use correct grammar and syntax, appropriate and varied sentence structure and correct spelling or writing. ** 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 C ** ** How well can the student: ** Use appropriate and varied register, vocabulary and idiom? Use correct grammar and syntax? Use appropriate and varied sentence structure? Use correct spelling/writing? Use language to narrate, describe, analyze, explain, argue, persuade, inform, entertain and express feelings? Use language accurately?
 * Humanities ** ||
 * Which MYP assessment criteria will be used? ||
 * **Language A**
 * __Content__**
 * __Style and Language Mechanics__**
 * Humanities ** ||

Stage 2: Backward planning: from the assessment to the learning activities through inquiry
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. || R.L. 3.1-3.6 R.W. 1.1-1.3 W.S. 1.1, 1.2, 1.6, 1.7 W.A. 2.2, 2.5 W.C. 1.1-1.7 L.S. 1.1, 1.2, 1.4-1.7 S.A. 2.2 What 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? ||  ** Reading: ** Read, analyze, clarify, evaluate, critique, and compare works of grade level appropriate literary texts.  ** Writing: ** Communicate ideas effectively in writing that demonstrate complex research processes and organizational strategies and convey the intention and purpose, using standard American English.  ** Listening and Speaking: ** Discuss ideas and perspectives analytically on a variety of topics and in a variety of texts by selecting forms and structures that convey a sense of audience and purpose.  **Technology:** Use technology as a tool for research, learning, and communicating ideas || How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? || ¨ Reflection: Students will write about the various pieces of literature, noting their personal understanding, thinking and revised thinking ¨ Communication: Recursive reading strategies (pre-reading, during reading and post-reading) will be necessary to develop and express thoughtful interpretations. ¨ Transfer: Students will apply their knowledge in both the Language A and Humanities classrooms; also similar inquiry will occur in different contexts (Self-determination, Renaissance, Enlightenment, Humanism, Interconnectedness, Neo-Confusionism, Harlem Renaissance) ¨ Information Literacy: Students will make connections from multiple sources ( literay, non-literary, text and non-text) ¨ 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 theit thesis and interpretation || 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. ||
 * ** State Standards **
 * For complete standards see 7th grade unit three overview or the California State Standards:
 * RC ** : Reading Comprehension **LR**: Literary Response **RW**: Root Word **WS**: Writing Strategies **WC**: Writing Conventions **WA**: Writing Applications **LS**: Listening Strategies **SA**: Speaking Applications ||
 * ====== ** Content ** ======
 * ** Through a balanced literacy approach, students will: **
 * =====Approaches to learning=====
 * Almost all seven aspects of ATL will be practiced in this unit.
 * ====== ** Learning experiences ** ====== || ====== ** Teaching strategies ** ====== ||
 * =====Resources=====
 * =====Resources=====
 * **Resources** (literary and non-literary): ||