Teacher(s) X Subject English Language Acquisition

Unit title All things big and small Year 5 - MYP 1 PHASE 1 Unit duration 24 hours
(hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Culture  encompasses a range of learned and Context - The social, historical, cultural and Orientation in space and time
shared beliefs, values, interests, attitudes, workplace settings in which a text or work is
products, ways of knowing and patterns of produced. Where we are in place and time: an inquiry into orientation
behaviour created by human communities. in place and time; personal histories; homes and journeys;
the discoveries, explorations and migrations of humankind;
Purpose - The purpose for communicating the relationships between, and the interconnectedness of,
can be, for example, to entertain, to recount, individuals and civilizations, from local and global
to socialize, to inquire, to inform, to persuade, perspectives
to explain, to instruct. In literary terms, the
creator’s intentions in producing the text. This The context is concerned with exploring personal histories;
concept could also engage students in homes and journeys; turning points in humankind;
exploration of meaning, thesis/argument, discoveries; explorations and migrations of human-kind; the
gender, age, bias, persuasive techniques, relationships between, and the interconnectedness of,
function, critical stance, message. individuals and civilizations, from personal, local and global
perspectives..
 Statement of inquiry

Culture,interests,hobbies help people to come together wherever in space and time they are.

Inquiry questions

Factual: What kind of interests do we discuss with our friends? When do we have fun with friends? Can we entertain without our popular gadgets?How?

Conceptual: How can we make spending time together more interesting?Do people from different countries have the same interests ?What kind of hobbies do
we have?Are games and toys only for children?Do adults have any hobbies?

Debatable: Where can we see interesting collection of toys?What do we feel when we share our collection with others?What is the purpose of collecting
something?
Student-generated questions: (will be added during the learning process)

Objectives Summative assessment

Outline of summative assessment task(s) Relationship between summative assessment task(s) and
including assessment criteria: statement of inquiry:
Criterion A: Speaking
At the end of phase 1, students should be
able to:
i. identify basic facts, messages, main
ideas and supporting details
ii. recognize basic conventions
iii. engage with the spoken and visual
text by identifying ideas, opinions
and attitudes and by making a
personal response to the text.
Criterion B: Reading
At the end of phase 1, students should be
able to:
i. identify basic facts, messages, main
ideas and supporting details
ii. recognize basic aspects of format and
style, and author’s purpose for
writing
iii. engage with the written and visual text
by identifying ideas, opinions and
attitudes and by making a personal
response to the text.
Criterion A: Speaking Criterion A: Speaking
Students will discuss their hobbies and Students will explain how their interests and hobbies can
interests help them to make friends wherever they are.
Criterion B: Reading Criterion B: Reading
‘Toys, toys, toys’ -In the summative reading task, students find interesting
facts about collections of toys in different countries.
Students will read a text about the world’s
They will be able to see that whereve they are
biggest collection of soft toys . Children from
interests can connect people.They also will see that
many countries all over the world sent the toys.
not only children, but also adults may have the same
There are collections of toys in toy museums in hobbies.
different countries around the world.There are
also many private collections and not all of
them belong to children. Adutls collect
toys ,too.
 Criterion D: Writing
Criterion D: Writing Describe your favourite object and draw a -To complete the task effectively, students need to
picture. analyse the previous lessons and use the adjectives ,
At the end of phase 1, students should be
countries and nationalities.
able to:  Write your data
I. write and/or speak using a basic range  Name the object
of vocabulary, grammatical  Describe it
structures and conventions; when  Write where it is from
speaking, use clear pronunciation
and intonation
II. organize basic information and use a
range of basic cohesive devices
III. use language to suit the context.

Approaches to learning (ATL)

In order for students to identify explicit and implicit information (facts, opinions, messages and supporting details), students must read critically and for
comprehension (ATL Category: Communication skills, ATL cluster: Communication)
In order for students to identify implicit information, students must organize and depict information logically. (ATL category: ATL category: Communication
skills, ATL cluster: Communication)

In order for students to communicate all the required information with a clear sense of audience and purpose to suit the context, they must make fair and
equitable decisions (ATL category: Social, ATL cluster: Collaboration skills)

In order for students to demonstrate the accurate use of grammatical structures, students must identify the appropriate grammatical structure for the
occasion and apply it to communicate the message effectively. (ATL category: Communication, ATL cluster: Communication)
 In order for students to identify explicit and implicit information, they will need to plan short- and long-term assignments; meet deadlines ( ATL category:
Self-management, ATL cluster: Organization)

In order for students to effectively complete the assignment tasks, they will need to ATL skill development and personal learning strategies ( ATL
category: Self-management, ATL cluster: Reflection)
Action: Teaching and learning through inquiry

Content
Learning process
Learning Experiences and Teaching Formative Assessment Differentiation
Strategies

Week 1: All things big and small 1- Introduction to a new unit

Questions to consider: Do you collect
anything?What is your hobby? What
kind of interests do we discuss with
our friends? When do we have fun
with friends? Can we entertain
without our popular gadgets?How?
Speaking
Before the lesson the teacher asks the
For the students who have problems to
students if they collect anything ,and if
start discussion teacher writes some
so ,she asks them to bring two or three
useful words on the white board to help
itemswith them to this lesson to talk about
them to express their thoughts.
and for everyone to see. If the teacher
collects anything, she or he brings one or
two items, as well, to encourage the students
to talk about their personal treasures.The
teacher starts using a simple language to
talk about her/his own collection,e.g I collect
mascs. I’ve got 18 now, but my favourite is
from Italy. It is a woman’s head with a hat. It
is pink.What about your collection?The
teacher invites the students to talk about
their collections the same way.
When they have finished ,the teacher asks
 them look at the picture in the pupil’s book Differentiated by content
and discuss what kind of collections they can
Vocabulary quiz: to write definitions of Match vocabulary words to definitions
see.
the given words (pre-teach VOC.)

Listening – All things big and small ATL Skills: Communication skills, Social
skills

Formative listening skills: Process

Before listening to the track the teacher asks Criterion A: Listening to Scaffolding strategies are provided
the students to look at the photo again and i. identify basic facts, messages, to help students address the
raise their hands to tell the class the colours main ideas and supporting listening comprehension text such as
they can see.The teacher writes the colours details skimming and scanning, main idea
on the board as the students spell the words ii. recognize basic conventions visual organizers.
to the teacher so they don’t keep repeating th iii. engage with the spoken and
same one. visual text by identifying
ideas, opinions and attitudes
The teacher asks the students to count the
and by making a personal
marbles they can see in the photo then the
response to the text.
teacher writes the numbers on the board if
there are differences in guesses.
After discussing the picture students listen to
the track and check the guesses.Then the
teacher asks the students to come to the
board and write the names of the other items
in the photo s the teacher spells the words for
them.

Reading
The amazing journey: The teacher asks the students to look at the If there are the students with difficulties
You’re explorers now!
Questions to consider:
What are the names of the children in
the story?What is the uncle’s name?
What is the story?What happened?
cartoon story. Then he/she asks them : What to understand the story the teacher reads
are the names of the children in the story? the story again as a model and ask the
What is the uncle’s name?What is the story? students to work in pairs on the TRUE
What happened? FALSE activity
Then the teacher tells the students they are
going to read the next part of the story while
they listen to it as well.When they have
finished listening the teacher asks:What
happens next?The teacher encourages the
students to guess what might happento the
children in the next partof the story.The
teacher helps with vocabulary.
After reading and listening to the story
students complete TRUE FALSE activities.

Grammar: Apostrophe s
Possessive adjectives
(singular and plural)
Grammar
The teacher invites a students to read out the
example sentencesin the grammar box.She/he
walks around the classroom and picks up an
item from the desk of different students and
makes sentences:
The students who have difficulties with
Vocabulary: the new grammar material are asked to
Possessive adjectives and practise the sentences again.
WORD BANK p.b

Peter’s pen.and encourages the students to

, say His pen.after usig all possessive
WORD SKILLS: bag, ball, bike, adjectives from the grammar box, the teacher
board game, book, camera, CD player, elicits the opposite of what she/he has just
computer, globe, ice skates, mobile practised(Teacher says Her pen,students-
phone, photo album, roller skates,
scooter, skateboard, watch
Week 2: Exciting things
Questions to consider:Can we have
fun with friends if we don’t use our
gadgets?What is your favourite
gadget?Do you think you can make a
friend of interest?
Reading - Exciting things
Monica’s pen.) Grammar quiz – Possessive adjective and
apostrophe s
The students practise new grammar with new
vocabulary.And complete listening and fill in
the gaps activities.
Students practise more exercises. The teacher
plays the role of instructor and explains when
students need more help.
Differentiated by content
The teacher shows the title of the text to the Formative reading skills:
Match vocabulary words to definitions
students and asks for brainstorming. (3-5 Criterion B:
(pre-teach VOC.)
mins)
i. identify basic facts, messages, main
Before reading and listening to the text
ideas and supporting details
teacher discusses some questions with
ii. recognize basic aspects of format
students:Can we have fun with friends if we
and style, and author’s purpose
don’t use our gadgets?What is your favourite
for writing
gadget?Do you think you can make a friend
iii. engage with the written and visual Learning environment
of interest?
text by identifying ideas, opinions
and attitudes and by making a Students who have more trouble
The discussion addressing the SOI will personal response to the text. managing time to complete the tasks are
drive the unit exploration, and students
given extra time and the opportunity to
start exploring SOI read in isolation where there are no
distractions.
Then the teacher asks the students to look at
the pictures and guess what they can see.
Then the teacher explains the students that
they are going to read and listen to the text
about three different items.Teacher plays the
CD and asks the class their opinions about
the three items and asks which one they like
 the best. The teacher encourages all the
class to give their opinion.

Formative writing skills

Grammar: Be plural+ countries and
nationalities
Teacher writes on the board the word Using Be (plural)
Poland and explains that this is the name of - i. Using possessive adjectives
a country. Then writes next to it Polish, and - i. Using apostrophe s
explains it is the nationality of the people Vocabulary quiz: to write definitions of
who come from Poland.Then the teacher the given words
says the countries and nationalities and asks
the studentsto repeat after her/him both
individually and chorally. Then the teacher
plays the CD and has the students repeat the
sentences. Teacher plays the CD second time
and has the students match countries and
nationalities listed.
Teacher lets the students play a game . One
student should name a country, the next
student names a nationality of this country
and so on.

Formative writing skills

Then the teacher asks students as
independent work to write description of
their country previously giving guiding
questions:
What country are you from?What nationality
Writing – informativ writing
are you?Is your country big or small?What
countries are next to your country?What
hobbies do people in your country have?
Using verb to be ,countries , nationalities
i. write and/or speak using a Differentiated by content
basic range of vocabulary,
grammatical structures and Match vocabulary words to definitions
conventions; when speaking, (pre-teach VOC.)
use clear pronunciation and

WORD SKILLS: countries and
nationalities
Week 3:Let’s play together !
Questions to consider: How can we
make spending time together more
interesting?Do people from different
countries have the same interests ?
What kind of hobbies do we have?Are
games and toys only for children?Do
adults have any hobbies?
Reading – Let’s play together!
ATL: Communication skills: Negotiate ideas
and knowledge with peers and teachers
Thinking skills: Use brainstorming and mind
mapping to generate new ideas and inquiries
Teacher focuses the students’ attentions on
the photos and asks questions:Are the
children friends?Are they family?How old
are they?
The teacher explains the students that they
are going to listen and read the dialogues
and match the dialogues to the correct
photos.
After reading and listening to the dialogues
the teacher asks questions: Whose is the
schooter?Whose is the bike?This way the
teacher makes the students use possessive ‘s
when answering.
intonation
ii. organize basic information
and use a range of basic
cohesive devices
iii. use language to suit the context.
Formative reading skills: The student who have troubles with
Criterion B: reading are asked to practise again
i. identify basic facts, messages, main
ideas and supporting details
ii. recognize basic aspects of format
and style, and author’s purpose
for writing
iii. engage with the written and visual
text by identifying ideas, opinions
and attitudes and by making a
personal response to the text.

Listening – Hobbies and countries
Grammar – revision
To be, possessive adjectives,
apostrophe s
Writing - descriptive paragraph
writing
Students practise the dialogues in pairs.
Then the students complete the phrase book.
Students listen to the track and number the
objects in the order they hear them. Then the
teacher plays the track again and write the
names of the countries next to the correct
picture.
Then students discuss which country each
object is from and they discuss the SOI that
Culture,interests,hobbies help people to
come together wherever in space and time
they are.
ATL: Communication skills: preview and
skim texts to build understanding
The teacher draws students’ attention to the
Formative listening skills:
Criterion A: Listening to
i. identify basic facts, messages,
main ideas and supporting
details
ii. recognize basic conventions
iii. engage with the spoken and
visual text by identifying
ideas, opinions and attitudes
and by making a personal
response to the text.
Formative writing skills:
Criterion D
picture and asks them to read the text.Asks
them to circle the correct words nd write in
the information below(name, age etc.)
Students are asked to compare their answers
with a partner.The students are nominated to
answer the questions:What is the boy’s
name? What is Panos’s favourite? And so on
Then the teacher explains that students are
going to write a short text about themselves
like the one they have just read.
i. write and/or speak using a
basic range of vocabulary,
grammatical structures and
conventions; when speaking,
use clear pronunciation and
intonation
ii. organize basic information
and use a range of basic
cohesive devices
iii. use language to suit the context.
Week 4 Explorers’ club
Toys, toys, toys!
Questions to consider: Are games and
toys only for children?Do adults have
any hobbies?Where can we see
interesting collection of toys?What do
we feel when we share our collection
with others?What is the purpose of
collecting something?
Reading – Toys, toys, toys!
Project.Make a sock puppet.
Vocabulary quiz: to write definitions of The students who have troubles with
the given words reading are given a chance to read the
What is the purpose of collecting something?
text again in isolation.
After warming up discussion the teacher asks
the students to look at the textand explains
that they are going to learn abot collections
of toys.The teacher asks the students: What
is puppet?Do you know The Muppet show?
Kermit, ms Piggy?(they are puppets)the Formative reading skills:
teacher can demonstrate the pictures of Criterion B:
puppets from the internet. i. identify basic facts, messages, main
Then the teacher asks the students Who has a ideas and supporting details
collection? What do you collect?How ii. recognize basic aspects of format
many... do you have in your collection? and style, and author’s purpose
for writing
Then the teacher asks the students to look at
iii. engage with the written and visual
the glossary , gives the explanation of the
text by identifying ideas, opinions
new words.
and attitudes and by making a
After reading the text students complete personal response to the text.
True/False activity.
The teacher distributes the students the staff
that cab be used to make a sock puppet. After
the puppet is ready, the students practise
conversations in pairs using the puppet.
İntegration subject: Art
Service as action: Student visit The
Students complete tasks on grammar and
Museum of Puppets and see the
vocabulary in the activity book
collection of puppets
Formative assessment
Writing
Possessive adjectives
Grammar: (revision) Apostrophe s
Possessive adjectives The verb To Be
Apostrophe s
The verb To Be

Before watching the video the teacher asks

the students to read the title and look at the
photo.The teacher elicites from the
studentswhat they can see in the photo:What
animals are there in the photo?What colour
DVD Club are they?Are they small?Are they Strong?
Animal tracker Where are they?What are the green things
aroud?(trees, bushes, grass, plants) Then the
teacher focuses their attention on the
glossary.
Before watching the teacher asks the
students to read the questions so that they
know what information to look and listen for
while they watch.
When it has finished the teacher has the
students compare their answers with a
partner and to justify any answers they have
that are different
Formative listening skills:
Criterion A:
i. identify basic facts, messages,
main ideas and supporting
details
ii. recognize basic conventions
iii. engage with the spoken and
visual text by identifying
ideas, opinions and attitudes
and by making a personal
response to the text.
While preparing the content of the unit, MYP by concept 1 is used as the main resource.
1. Hopscotch 4 pupil’s book by Jennifer Heath & Michele Crawford
2. Hopscotch 4 activity book by Jennifer Heath & Michele Crawford
3. http://romyp.weebly.com/uploads/8/9/0/1/89012760/myp_language_acquisition_rubrics.pdf
4. https://dcps.duvalschools.org/Page/14120
5. https://www.wcpss.net/Page/20036
6. https://jdosher.weebly.com/uploads/3/7/3/8/37387871/atl_skills2.pdf
7. https://www.wcpss.net/Page/15023
8.
Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit
 .
I truly believe that the unit and our selection of the
topic will be interesting for our students because they
are at the age when one should learn how to
communicate with others, build their personal
identity.

Relations will play an important role for them in their

lives. Therefore, to shape their identities through
communication and passing messages should be an
essential goal for them.
Since students are new to MYP, I believe that more
time is required for them to acquire the structure of
the tasks, especially true/false justification exercises,
head-matching, and reference questions, so I will rely
on both collaborative and independent work.
Considering they are the highest phase group, I
assume that they can express their opinions freely.