2019-2020

Subject: English Language and Literature

Year Level: MYP 1 Linda

Unit title Key concept Related Global context Statement of inquiry MYP subject ATL skills Content (topics, knowledge, skills)
concept(s) group
objective(s)

Altruism in Connections Genre, Structure Identities and A choice of a genre Essay ‘Altruism Thinking: Topics:
Literature relationships. and structure can in Literature”
channel constructive Critical-thinking O. Henry – “The Last Leaf” 2. “The
(Short stories) communication of A – Analyzing skills Gift of the Magi” “After Twenty
human nature. (i,ii,iii) Years”
9. 09. 19- The topics Transfer skills
18.10.19 represented in this B – Organizing Oscar Wilde - “ The Selfish Giant,
unit help students Reflection skills “The Nightingale and The Rose” “ The
(6 weeks) realize the Date:____ Happy Prince” The Devoted Friend”
importance of “The Model Millionaire” “The
moral reasoning Birthday of the Infanta”
and ethical C- producing the
judgment, the true text
aspects of
D – Using Grammar: Active Tenses
happiness and a
Language
reasonable life.

Knowledge:
• Happiness and Students will be able to understand the
the good life theme and idea of the short stories,
define and differ literary devices:
• Lifestyle choices
symbolism, metaphor, personification.
• Human nature Students will talk about Moral and the
and human main message.
dignity

Skills:
 Student will able to analyze and
identify aspects of the short stories.
Organize essay structures in a logical
manner; Create texts, where students
will reveal their own points of views;
Use correct grammar, punctuation and
varied vocabulary.

Parents and Perspective Character, Identities and When identifying A – Analyzing Thinking: Topics:
Children Context, Point of relationships human relationships
view, Purpose, including families, B – Organizing Transfer skills Grace Paley “ Mother”
Self-expression, students will compare C - Producing Critical-thinking D. H. Laurence “ The Rocking -Horse
Structure, Theme Students will different narrative text skills Winner”
think about true styles and deal with
values of life, various perspectives... D – Using Frank O’Connor “ My Oedipus
narrative styles, they will realize Language Complex”
Communication:
omniscient, the importance of Communication James Hurst “ The Scarlet Ibis”
limited family roots. They skills
omniscient and will identify
objective point themselves to
Knowledge:
of views different cultural
communities, Students will be able to compare
exploring their different Narrative styles: omniscient,
statues and roles... limited omniscient and objective point
of views. Students will be able to think
critically discussing different characters
• Identity and providing their symbolic role.
formation, self- Students will learn about diction,
esteem, status, metaphor/ simile as well.
roles and role
models
Skills:
• Human nature
and human Student will able to explain the context,
dignity structure, technique and style of texts;
employ organizational structure;
produce texts that demonstrate
imagination; Use correct grammar,
sentence structure, punctuation. Usage
 of passive voices..

Communicati  Character, Personal and Anne, as a messenger A – Analyzing Thinking: Topics:

on Genres, Purpose, cultural of a brutal historical
History Self-expression, expression truth conveyed a B – Organizing Critical thinking Anne Frank “The Diary of A Young
Through Setting, meaningful idea that skills Girl”
Literature C - Producing
Structure, Style, whatever happens the text
Theme Students will best days are ahead.
explore the life Conceptual and D – Using Communication Grammar: Adjectives and adverbs
while in hiding literary analysis of the Language skills
during the protagonist's mindset
Holocaust, will help students to Knowledge:
realizing cultural deal with their own Social:
inner conflicts and In discussions and written assignments,
values of that
personal struggles. Collaboration students will understand the power of
period . Students
skills non-fiction, memoir, and personal
will understand
observation, and the renewing
that personal
properties of self-expression. Students
strength and a
will understand the importance of
positive mindset
hearing from people who are
of a particular
marginalized in society, and how the
person can
words of those who are weakened by
challenge
prejudice can be a powerful weapon
everything, even
against repeating mistakes of the past.
the terrible
Students will learn about imagery,
regime.
mood and tone of the work.

• Social
Skills:
constructions of
reality Student will be able to analyze the
context, content, organize opinions and
• Belief systems
ideas in a coherent and logical manner;
they will practice new vocabulary. Use
correct grammar, sentence structure and
forms for expression.

The Call of the Connection Character, Fairness and When reading the A – Analyzing Thinking: Topics:
Wild Genres, Point of development novel " The Call Of
view, Self- The Wild" the B – Organizing Critical thinking The Call of the Wild by Jack London
 expression followings should be C - Producing skills Love of Life by Jack London
taken into text
• Rights, law, consideration : Identity
civic formation, self-esteem, D – Using
Naturalism in responsibility and Language Communication Grammar – Conditionals
Literature, the status, roles and role skills
the public sphere models Physical,
literary device
anthropomorphis • Justice, peace psychological and
Knowledge:
m, imagery .. and conflict social development;
Social:
management transitions; health and Students will identify and discuss the
well-being; The rules Collaboration use of symbols in the novel. They will
• Power and of the civilized and skills learn explanation of some idioms.
privilege uncivilized worlds are, Students will Discuss London's use of
of course, extremely anthropomorphism (giving human
• Authority,
different. The novel qualities to animals).  They will discuss
security and
suggests that what is the story's survival theme, particularly
freedom
important in both the meaning of "the law of club and
worlds is to understand fang." They will learn about a new
and abide by the rules Genre, historical fiction, through
that the world has set realistic setting.
up, and it is only when
those rules are broken Students will realize the importance of
that we see true the laws of civilization and of wildness.
savagery and
disrespect for life.
Skills:

Student will able to provide textual

evidence, identify and explain the
context, content and creator’s choices;
organize opinions and ideas in a
coherent and logical manner; Use
correct grammar, sentence structure and
forms for expression.

Realistic Perspective Character, Orientation in Uncertainty about the A – Analyzing Critical thinking Topic:
Fiction Context, Genres, space and time own being may lead skills
Point of view, not to different B – Organizing The Snake-stone
Self-expression, perspectives but Communication
C- producing the skills by Berlie Doherty
Structure • Evolution, confusion, Awareness text
constraints and of personal histories,
realism, adaptation roots is a guarantee of D – Using Collaboration Grammar: Gerund and infinitive
hyperbola.. adaptation and self- Language skills
• Heritage realization. While
making connections Knowledge:
with the protagonist of
Students will learn how particular
the novel students will
characters deal with emotional
learn about unlimited
difficulties, they will trace the
human capabilities and
development of the theme, values and
development that
ideas in the text.
create hopeful future.
Students will analyze the overall
structure of a text to identify how key
ideas are developed, e.g through
organization of the content and use of
language…

Students will experiment with

figurative language in conveying a
sense of character and setting.

Skills:

Student will develop the use of

commentary and description in
narrative, experiment with different
language choices..

The will speak in order to speculate,

evaluate, solve problems and develop
critical thinking about complex ideas
and issues.. they will build up their
grammar..
Year Level: MYP 2

Unit title Key Related Global context Statement of inquiry MYP subject ATL skills Content (topics, knowledge, skills)
concept concept(s) group
objective(s)

Childhood Communic Character Identities and Author’s A – Analyzing Thinking: Topics:

memories ation relationships communication with
Point of view reader (students) is I, ii, iii, iv Creative 1. Short stories
Human nature and structured with the thinking
Context human dignity; B – Organizing skills W. Saroyan, The Oranges; S. Cisneros;
author’s childhood Eleven; Floyd Dell The Blanket; Childhood
Self- moral reasoning memories which I, ii.
and ethical Poems; Ray Bradbury All summer in a day;
expression includes human William Sleator The elevator; Gary Soto
judgment; C – Producing Communicat
nature, ethical Seventh Grade; Shirley Jackson Charles; Isaac
Style consciousness and text ion skills
judgment Asimov The fun they had;
mind.
Genres I, ii, iii

D – Using Collaboratio
Language Grammar: reported speech
n skills
I, ii, iii, iv
Knowledge: Students will be able to
understand given authors’ inner sole calling
about their painful childhood.

Skills:

Student will able to analyzing and categorize

parts (phases) of texts; Produce texts, where
students own ideas, concepts and images are
shown.
Fables Moral Perspectiv Personal and Social relationship A –Analyzing Thinking: Topics:
e cultural expression and reality are
Character viewed from the i, ii, iii, iv Transfer 1.Aesop’s language Fables as a literary genre:
perspective of fable skills La Fontaine, Saba Orbeliani, Kilila and
Structure B -Organizing Damna, Krilov biographies and fables.
Social moral and which is Critical
Context constructions of showed through i, ii, iii. thinking
reality; characters skills
Genres C - Producing text Grammar: syntax(principal/sub clause)
philosophies and
Self- ways of life; belief i, ii, iii
expression systems; ritual and Self-
D – Using Knowledge: Students will be able to
play. management
Theme Language comprehend guess the moral of each fable
: Reflection
i, ii, iii, iv skills which present a typical problem often
resolved by animals which are the main
characters of the fable.

Skills:

Student will able to understand the context,

structure, technique and style of texts; produce
texts that demonstrate imagination;

War and connection character Fairness and Connection between A –Analyzing Thinking: Topics:
freedom development the author and the
Context reader is constructed i, ii, iii, iv Critical 1. Anna Frank-A Diary of Young Girl
Justice, peace and with the described thinking
Genres conflict B -Organizing skills
cruelty of Nazi
Self- management. regime and the price i, ii, iii. Grammar: conditional sentence.
expression of freedom through
C - Producing text Communicat
one character’s diary
Theme ion:
i, ii, iii Knowledge:
Point of view Communicat
D – Using ion skills Students will be able to obtain investigation
Language skills by researching information about Anne
Frank’s thoughts of surviving from the Nazi
i, ii, iii, iv, V. regime.
 Skills:

Student will able to identify and explain

author’s ideas and choices; produce texts
and make stylistic choices in terms of
linguistic and literary devices.

Creativity Character Personal and When literary fiction A – Analyzing Thinking: Topics:
Cultural Expression is used as the source
Movie Point of view of the film, the film i, ii, iii, iv Creative 1.Breakfast at Tiffany’s -Truman Capote
Variations producer(s) interprets thinking
Context B -Organizing skills
Social it in the different
Theme constructions of ways i, ii. Grammar: syntax and punctuation;

Setting reality; C - Producing text

philosophies and Communicat
ways of life; belief i, ii, iii ion: Knowledge:
systems; ritual and Communicat
D – Using Students will realize the similarity and
play. ion skills
Language difference between novel and the movie and
they will guess the interpretation done with
i, ii, iii, iv film producer/maker.
Social:

Collaboratio
n skills Skills:

Student will able to identify and explain the

context and creator’s choices; organize
opinions and ideas in a coherent and logical
manner.

Poetry Creativity Point of view Personal and By using diverse A –Analyzing Thinking: Topics: Poems
cultural expression lexical and poetic
Genres structures poets are i, ii, iii, iv Transfer 1.EmilyDickinson; 2. Angela Readman -
able to express their skills
Theme B -Organizing Grammar: punctuation
Artistry, craft, individual, personal
Settings creation, beauty. understanding of the i, ii, iii. Knowledge:
world Communicat Students will able to get the main stream of
Self- C - Producing text ion: poets ideas and imaginary mind, the structure
expression Communicat of the verse(s) and the stylistic devises.
i, ii, iii
ion skills
D – Using
 Language Skills:

i, ii, iii, iv Student will able to identify and shape

opinions in a comprehensible manner;
produce texts and make stylistic choices in
terms of linguistic and literary devices;

Year Level: MYP 3

Unit title Key concept Related Global Statement of MYP subject ATL skills Content (topics, knowledge,
concept(s) context inquiry group objective(s) skills)
Visions and Communicatio Self- Identities & Figurative language A – Analyzing Critical thinking skills Topics:
Dreams in n Expression relationships helps us to express
the theme in poetry. i, ii, iii, iv 1.The Tiger;
Poetry Theme
B – Organizing Creative thinking 2.
skills
The Lamb;
Rhyming
i, ii. 3.The Chimney; Sweeper By William Blake;

C - Producing text Communication skills

4.My Heart Leaps Up By William
Wordsworth; Ode to a Nightingale
i, ii, iii By John Keats.
D – Using Language
Collaboration skills
i, ii, iii, iv Grammar: Adjectives (Gradable,
non-gradable)

Knowledge:

Students will learn how to use

figurative language and how is poetry
used to get your message through.
 Skills:

Student will able to analyzing the

poems, identifying the register, tone
and mood, the point of view, stylistic
devices, the contexts and the themes.

The Roaring Perspective Theme Identities Great literature A – Analyzing Media Literacy skills Topics:
20s
context And reflect the ethos i, ii, iii, iv 1.The Great Gatsby By Scott
relationship Fitzgerald;
Setting of a time, yet B – Organizing Thinking
2. The Sun Also Rises By Ernest
remains timeless. i, ii. Creative thinking skills Hemingway
C - Producing text

i, ii, iii Transfer skills Grammar: Comparing-contrasting

D – Using Language modifying comparatives

i, ii, iii, iv Communication skills

Knowledge:

Use language as a vehicle for thought

and analysis according to story
element chart . The students learn to
focus on moral development of the
character, what was in each story the
climax and how the writer resolved
the problem.

Skills:

The student learns debate skills and

elements of ethos, pathos and logos
in order to make the speech effective.
The students also learn creative
writing-story writing skills and
practice in story writing.
Justice and Communicatio Style Orientation in Readers A – Analyzing Thinking: Creative Topics:
Injustice n space and time understand that thinking skills
Purpose the genre chosen, i, ii, iii, iv 1.Jerome David Salinger, The
the setting and the Catcher in the Rye;
B – Organizing
work’s orientation Self-management:2.The Book Thief  by Markus Zusak
Genre/ Setting in space and time, i, ii.
communicate a Organization
C - Producing text
critical foundation
Grammar: Conditionals Zero and One
to understanding i, ii, iii
the text. Communication:
D – Using Language
Communication skills Knowledge:
i, ii, iii, iv
Explore and analyse aspects of
personal cultures through literary
texts.

Skills:

Apply linguistic and literary concepts

and skills in a variety of authentic
contexts.

Short stories: Connections Character Identities and Author and A – Analyzing Thinking: Topics:
from fantasy relationships readers are
to Point of view connected to each i, ii, iii, iv Creative thinking 1. The Oval Portrait, Edgar Allan
other by means of skills. Poe;
realism Context
short stories; 2. Introduction to Frankenstein,
Self- These narratives B – Organizing
expression focus on human Communication skills Mary Wollstonecraft Shelley;
i, ii.
nature and moral
Genres 3. Shooting an Elephant, George
problems through
Orwell.
characters and Collaboration skills
context that C - Producing text
represent a
i, ii, iii Grammar: Contionals 2
cute problems,
which were and
still are actual in D – Using Language Knowledge:
 the world i, ii, iii, iv Students will analyze what was the
reason for the cruelty in the stories
and will apply this skill in real-life
situations.

Skills:

Organize essay structures in a logical

manner; Create texts, where students
will reveal their own vision;Use
correct grammar, punctuation and
varied vocabulary.

Obstacles and Creativity Context Fairness and Culture defines a A – Analyzing Communication skills Topics:
Opportunities Development portion of our
identity and iii, iv 1. The Life of Pi, a novel written by
affects the Yann Martel
Self B – Organizing Critical Thinking
expression obstacles and 3. The Old Man and the Sea, Ernest
opportunities we i, ii. Hemingway
may face.
C - Producing text
However, as
humans we all i, iii Grammar: Conditionals 3
have similar
desires and hope D – Using Language
for a better future.
i, ii, iii, iv Knowledge:
Historical fiction
captures and
Students will discuss the problems
preserves the
and conflicts in the literary work,
experiences of
apply the existing knowledge to
individuals for us
generate their ideas and relate the
to learn from.
problems to new life situations and
offer their solutions.

Skills:

They learn how to organize the

thoughts, ideas in written or oral way
in different formats: argumentative
 essay, writing letters, diaries, news
article, stories. etc.

Year Level: MYP 4

Unit title Key concept Related Global context Statement of inquiry MYP subject ATL skills Content (topics, knowledge, skills)
concept(s) group objective(s)
Relationship Connections Character, Identities and Not every human being A – Analyzing Communication Topic:
between and Point of view, relationships is the same and follows iii, iv Critical thinking 1. Veronica Roth “Divergent”
individual and Theme, the same life path, B – Organizing 2. Richard Bach’s fable “Jonathan
society Genres, some people, who are i, ii. Livingston the Seagull”.
Purpose different and C - Producing text
distinguished from the i, iii Grammar: Tense revision
others, experience
difficulties in daily life Knowledge:
and society refuses to Students will find out about the
accept them as they individuals who are not accepted in
are. different societies and learn about
 stereotypes and how the society judges
people because of difference.

Skills:
Students will be able to understand and
analyze the texts; organize essays in
logical manner; express their idea on the
topic; use proper vocabulary and
language register.
The purpose of Creativity Setting, Personal and Creativity is unlimited A – Analyzing Communication Topic:
Art Character, Cultural and composing it i, ii, iii, iv Self-management Oscar Wilde’s story “The Picture of
Purpose, Expression requires multiple skills B – Organizing Critical thinking Dorian Gray”
Self-expression, and well-developed i, ii, iii. skills Literary devices: Symbolism, simile.
Theme organizational skills.
By using creative C - Producing text i Grammar: Modal verbs
thinking and creating a D – Using
piece of art they will Language Knowledge:
understand the purpose i, ii, iii, iv, v Students will analyze the text and
of art. discuss the importance of art and deeper
ways of self-expression. Make
inferences.

Skills:
Students will be able to develop
academic writing skills via
understanding and analyzing the texts;
express their attitude about the story; use
proper vocabulary and language register.
American Communication Purpose, Personal and Persuasive texts differ A – Analyzing Communication Topics:
dream Context, Cultural in use of language to i, ii, iii Self-management 1. Graduation Dreams, article by Carey
Structure, Expression influence our point of B – Organizing skills Mulligan
Style view according to i, ii. Research 2. Essay – The Real Me by Rebecca
context and intentions. C - Producing text Critical thinking Huss-Ashmore
i, ii, iii. skills 3. Poems by Robert Frost
D – Using 4. The Great Gatsby by F. Scott
Language Fitzgerald
i, ii, iii, iv, v
Grammar: Past modal verbs

Knowledge:
The students will study editorials and
formal essays with some detailed
 analysis into the different text
components to clarify the difference
between them. The topic explores the
concept of context in literature by
studying the United States at the
beginning of the 20th century.

Skills:
Analyze the effects of the creator’s
choices on an audience. Evaluate
similarities and differences by
connecting features across and within
genres and texts. Students will make
stylistic choices in terms of linguistic,
literary and visual devices,
demonstrating awareness of impact on an
audience.
Living or Perspective Structure Personal and Living and surviving in A – Analyzing Critical thinking Topics:
surviving Intertextuality Cultural some cases is the same. i, ii, iii, iv Collaboration 1. Ernest Hemmingway, Camping out
Character expression People often spend B – Organizing Communication 2. Jack London White Fang
Point of view their lives just to stay ii 3. Katherine Mansfield, Miss Brill
alive. The meaning of C - Producing text
life differs. i, ii, iii. Grammar: Mixed conditionals
D – Using
Language Knowledge:
i, ii, iii, iv, v The students will learn what humans
need to live and how important self-
esteem is. The students read stories about
living creatures, which try to adjust life
and ideas about moral upbringing and
standards and how to apply them in their
real-life situations.
Skills:
The students will learn how to draw
conclusions and generalizations, analyse
the stories according to story element
chart.
Poetry and Communication Connection Personal and The poetry expresses A – Analyzing Critical thinking Topics:
Novel common Character Cultural impact, emotions and i, ii, iii, iv Reflection 1. William Shakespeare, Sonnets – 66,
ideas and Style expression experiences in a B – Organizing Collaboration 102
different shorter, laconic way, ii 2. Jane Austen, Pride and Prejudice
genres but the poets pay a lot C - Producing text
 of attention on content i, ii, iii. Grammar: Passives
as well as rhythmic D – Using
patter, rhyming Language Knowledge:
scheme, words with i, ii, iii, iv, v The students will learn how the writers
connotation, tone and use different genres in conveying their
mood. ideas. The students will learn how the
poets try to express the ideas and what
techniques they use, i.e. different
rhythmic pattern, rhyming scheme,
diction, tone, mood, words with
connotation and stylistic devices.

Skills:
Student will able to analyzing the
poems, identifying the register, tone and
mood, the point of view, stylistic
devices, the contexts and the themes.

Year Level: MYP 5

Unit title Key concept Related Global Statement of inquiry MYP ATL skills Content (topics, knowledge, skills)
concept(s) context subject
group
objective(s)
Different Communicat point of view/ Personal and The poetry expresses A– Thinking: Topics:
genres in ion genre/ purpose/ Cultural impact, emotions and Analyzing Creative 1.Lanston Hugh “Dreams”
Literature- structure/ Expression experiences in a i, ii, iii, iv thinking 2.“Harlem”
Poetry content/ setting/ Artistry, shorter, laconic way, B– skills 3.Robert Frost “Fire and Ice”
theme/ craft, but the poets pay a lot Organizing 4.Owen: Anthem for Doomed Soldiers”
Rhythmic creation, of attention on a i, ii. Communicat 5.“Dulce et Decorum Est”
patter/Rhyming beauty. content as well as D – Using ion skills 6.Jessie Pope ”Who’s for the Game”
scheme/ rhythmic scheme, Language Collaboration skills 7. Emily Dickenson ‘Hope’
words with i, ii, iii, iv 8. Free verse
connotation, tone and
mood. Poets use Grammar: Past ability – possibility
different forms and
 key features to Knowledge:
communicate with the The students will learn how the writers use
audience. different genres in conveying their ideas. The
students will learn how the poets try to express
the ideas and what techniques they use, i.e.
different rhythmic pattern, rhyming scheme,
diction, tone, mood, words with connotation and
stylistic devices.

Skills:
Student will able to analyzing the poems,
identifying the register, tone and mood, the point
of view, stylistic devices, the contexts and the
themes.
Personal Creativity Character/genre/ Identities Human dignity, moral A– Thinking Topics:
Identity and point of view/ and reasoning, role of Analyzing Creative 1.O Henry :After Twenty Years” 2.“Retrieved
Ethics self-expression/ Relationship ethics and judgment i, ii, iii, iv thinking Reformation”
structure/ Human which can sometimes B– skills 3.Oscar Wilde “Model Millionaire”
theme/content/ nature and come in conflict. Organizing Transfer 4.Ernest Hemingway “A Day’s Wait”
intertextuality/ human Story elements and i, ii. skills 5.Voltaire “Candide”
purpose/ setting/ dignity; creation of a story C- Communicat 6. Liam O’Flaherty ‘The Sniper’
moral according to the story Producing ion 7. Neil Gaiman ‘Click clack the rattle bag’
reasoning writing tips. text Communicat 8. Shirley Jackson ‘The Lottery’
and ethical i, ii, iii ion skills ‘The possibility of Evil’
judgment; D – Using
consciousnes Language Grammar: Present perfect
s and mind/ i, ii, iii, iv
Knowledge:
The students will learn what human nature is and
how important self-esteem is. What makes a
person’s identity. The students get information
about philosophers and scientists’ approaches and
ideas about moral upbringing and standards and
how to apply them in their real life situations.

Skills:
The students will learn how to analyze the stories
according to story element chart . The students
learn to focus on moral development of the
 character, identify the climax in each story and
discuss how the writer resolves the problem and
how it differs or coincides with the solution the
students propose.
Civil Rights Perspective Character/genre/ Fairness and Democracy and A– Thinking: Topics:
and point of view/ Development democratic Analyzing Transfer 1.Edward E. Hale The Man Without a Country”
Responsibili self-expression/ Democracy, institutions and how i, ii, iii, iv skills 2.Ayn Rand “Anthem”
ties structure/ politics, they enforce the law. B– Self- 3.Ray Bradbury “Fahrenheit 451
theme/context/ government, The meaning of being Organizing management:
intertextuality / and civil a citizen and their i, ii. Organization Grammar: Past Perfect
purpose/ setting/ society/Right responsibilities C-
style/ s law, civic toward the country. Producing Knowledge:
Audience responsibilit text The students learn what are civil rights , duties
imperative/ y and the i, ii, iii and responsibilities and how are they enforced;
public D – Using learn dystopia genre and the writer’s purpose.
sphere/autho Language
rity, security i, ii, iii, iv Skills:
and freedom. Student will be able to discuss different conflict
situation according to the story and propose their
own solvency through debates. They learn how to
write an argumentative essay with approppriate
justification and examples.
War and Perspective Character/genre/ Globalizatio The Great War was A– Media Topics:
Peace- point of view/ n and the first man-made Analyzing Literacy 1.Muriel Spark “The First Year of my Life”
Interdiscipli self-expression/ sustainability catastrophe of the i, ii, iii, iv skills: 2.Ilse Aichinger “ The Opened Order”
nary with structure/ Commonalit 20th century. B– Communicat 3.Ernest Hemingway “The Old Man at the
History theme/context/ y, diversity -Understanding Organizing ion: Bridge”
intertextuality/ and political and i, ii. Communicat
purpose/ setting/ interconnecti economic rivalries, C- ion skills: Grammar: Present perfect continuous
style/ on. ethnic and ideological Producing
Audience conflicts, militarism, text Social: Knowledge:
imperative imperial-ism, and i, ii, iii Collaboratio The students will learn how to use the resources
national-ism. The D – Using n skills and investigate the issue from internet materials
human desperation Language and other media sources, how to read
was clearly and i, ii, iii, iv documentary materials and identify facts and bias
emotionally expressed opinions. The students will learn how to use the
in literature. skills acquired in History in language
development and vice versa.
 Skills:
The students practice in pairs or groups analyzing
the historical events from documentary
perspective and their own point of view. They
compare the events, people’s ideas, fictional
character’s views and make their own judgments
and conclusions.
Gender Connection Character/genre/ Personal and Personal life depend A– Thinking: Topics:
equality point of view/ Cultural on strong families. Analyzing Transfer 1.William Shakespeare “Romeo and Juliet”
and the self-expression/ Expression American history:. i, ii, iii, iv skills 2.Shakespeare Sonnet 116/130
concept of structure Social How women's rights B– Communicat 3.Nikki Giovanni “Love Is”
love Construction to vote was ignored in Organizing ion skills
s of reality; American i, ii. Knowledge:
philosophers Constitution. C- Students will be able to understand that relations
and ways of Historical account of Producing are difficult and the main thing is love among
life; belief women's fight for text people. The students also learn how unequal the
system; their rights. i, ii, iii relationship between the genders were and how it
ritual and Suffragette women D – Using has changed throughout the history.
play. and Feminist's ideas. Language
i, ii, iii, iv Grammar: Past perfect continuous

Skills:
Students will discuss the problems and conflicts
in the literary work, apply the existing knowledge
to generate their ideas, relate the problems to new
life situations and offer their solutions. They
learn how to organize the thoughts, ideas in
written or oral way in different formats:
argumentative essay, writing letters, diaries, news
article, stories, poems, etc.