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MY1 Unit 1 - Growing Up and Conquering Our Fears
MY1 Unit 1 - Growing Up and Conquering Our Fears
Unit title
MYP Year
Related concept(s)
Connections
Global context
Point of view
Statement of inquiry
Individuals and their identities are influenced and shaped by their interaction with others, how people "see" them and their perception of themselves.
Inquiry questions
Factual
Debatable
Conceptual
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Learning process
Learning Experiences
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Students will be expected to self assess throughout the course of the unit, using the Language A Criteria and
through understanding of the task specific clarifications;
Students will be required to demonstrate understanding of Glossary Terms through the practice and use of
these within other contexts;
Students will be involved in research skills sessions throughout the unit;
Prior knowledge will be assessed through the introduction to the unit;
A brief questionairre and research activity will further assess prior knowledge;
Teaching strategies
Discussion/brainstorming to assess prior knowledge of the concept of identity and student knowledge/
understanding of the setting;
Examination of the concepts of fiction/non fiction and other types of documents that may/may not reflect
"truth;"
Research into racism in the USA world [Library visits];
Regular scene summaries/synopsis/extension of scenes to gauge student understanding of the text;
in class group interpretive performance of scenes or parts of the play;
Thematic connections and transferring those in the play to 21st century examples of the same themes and
issues - especially those that question concepts of identity;
Writing additional scenes/extensions of chapters;
Focus on how differing literary and linguistic devices manipulate the themes;
Brainstorming and gathering data on student prior knowledge/interest;
Research methodology and information skills [including need for Bibliographic recording and
acknowledgement];
Group work;
Performance;
Vocabulary development;
Formal instruction on writing structure - PEE;
Reading practice - esp in front of an audience;
Creating a class glossary/vocabulary lists of "new" words as we progress through the book;
Presenting assessments in varied forms - either oral/visual/multimedia or written form;
Choice of activities from which students can select
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Describe how you will differentiate teaching & learning for this unit?
1. Same readiness level in case of group activity for the first unit
2. Reprint of book in larger font size with blank pages inserted between two printed ones
3. Vocab list of forthcoming chapters given in advance
4. Chapter summary map - Who, What, When and Where, Why
5. Poster to show the main fears pictorially with a brief write-up instead of PEE
6. 4 chapter-based questions instead of 1 text-based PEE
7. 25% extra time [80 min summative- 20 min extra; 90 min summative- 25 min extra (rounded from 22.5)]
Learner Profile
Inquirers: Students will be required to reflect on their own fears and imaginations;
Knowledgeable: Students will demonstrate prior knowledge as well as developing their own knowledge of both "truth" and connect this with the past as well as relating this
to their lives as contemporary teenagers;
Thinkers: Students will reflect on their perceptions of "truth," and investigate their own experience of discovering "truths" within their lives.
Communicators: Students will present oral book reviews on sections of the book "The Liberation of Gabriel King."
Open minded: Students will demonstrate open-mindedness in considering experiences that may not be part of their own experiences.
Risk takers: Students may not always be confident in public reading or performance, but will develop these skills;
Reflective: Students will reflect on their perceptions of truth and relate these within the context of a variety of readings;
International Mindedness
Students will read and consider a number of texts, including "The Liberation of Gabriel King", relating similarities and differences between their own context and that of the
readings.
Resources
File: M1_Unit_1_LiberationofGabrielKingChapterQuestions.docx
File: M1Unit1GabrielKingChapter1and2.docx
File: M1LiberationofGabrielKingQuestionsChapters6-12.docx
File: M1_Liberation_of_Gabriel_King_Homework_Chapters_3-5_Due_Aug_30.odt
File: M1LiberationSummativeAssessment2.docx
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File: M1_Unit_1_LiberationofGabrielKingChapterQuestions.docx
File: Itwaslongago-firstweekactivity-M1__1_.docx
Journal:
Others to be attached;
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
Read the text
Identified global context, key concept and related
concept
formulated a statement of inquiry and relevant
questions
identified resources/references
fixed the unit dates and assessment dates
During teaching
Students are becoming aware of issues of racism
and bullying
giving vocab lists in advance helps
students enjoy reading aloud
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