Friendships

Friendships
St Nicholas School - Alphaville María Dafney Moreno Mayurí, Guðrún Ingimundardóttir, Alexandre
Velasquez
IB MYP English Phases 2, 3, 4, 5, 6 (Grade 6)
X
Summary
Friendships
Subject Year Start date Duration

English Grade 6 Week 3, October 16 weeks 40 hours
Key and Related Concepts
Key Concepts
Key
Concepts Definition
Communities are groups that exist in proximity defined by space, time or relationship. Communities include,
for example, groups of people sharing particular characteristics, beliefs or values as well as groups of
Communities interdependent organisms living together in a specific habitat.
Related Concept(s)
Phase 2 - Audience, Conventions, Message
Other Related Concepts
Conventions, message, audience
Inquiry
Conceptual Understanding
Communication depends on audience , and in order to communicate a message clearly conventions may need to be followed.
Global Context
Global Context Explorations to develop
Human nature and human dignity, Identity formation, Status
Identities and
relationships
Identify a specific global context exploration.
This is important because friends are an important part of our identities, especially at this age, and it is important for students to
understand how we shape our identities based on our connections with other people, for example through the way we speak.
St Nicholas School - Alphaville

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Statement of Inquiry
The message we wish to send about identity is shaped by and negotiated through our relationships with family and friends, and
how they receive it as an audience.
Inquiry Questions
Type Inquiry Questions
Factual How do friends and family communicate in daily life?
Factual What is slang?
Conceptual What is friendship? How do we choose our friends?
Conceptual What determines how we speak to our friends vs. how we speak to our family?
Conceptual Why does slang differ from one community to the next?
Debatable What decides how we choose our friends?
Debatable Is the way we speak and communicate influenced by how we want other people to see us?
Debatable Can there be such a thing as universal slang?
Curriculum
Aims
Develop a respect for, and understanding of, diverse linguistic and cultural heritages
Develop the student’s communication skills necessary for further language learning, and for study, work and leisure in a
range of authentic contexts and for a variety of audiences and purposes
Enable the student to develop an appreciation of a variety of literary and non-literary texts and to develop critical and creative
techniques for comprehension and construction of meaning
Enable the student to understand the nature of language and the process of language learning, which comprises the
integration of linguistic, cultural and social components
MYP subject group objective(s)
Phase
A Listening
Emergent level (phase 1 and 2)
i. identify explicit and implicit information (facts, opinions, messages and supporting details)

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ii. analyse conventions
iii. analyse connections
C Speaking
Emergent level (phase 1 and 2)
i.use a wide range of vocabulary
ii.use a wide range of grammatical structures generally accurately
iii.use clear pronunciation and intonation in comprehensible manner
iv.communicate all the required information clearly and effectively
Content (topics, knowledge, skills)
Students will learn about regional slang from the United States, and study the concept of friendship and communication in
different friendships by looking at the communication patterns of friends and family in the book The Bridge to Terabithia.
Skills
• Inference skills
• Creative writing skills
• Creative thinking skills
• Organisational skills
• Collaboration skills
In order to complete the tasks, the students will infer a message from the text, and translate this idea into a podcast by using
creative writing skills as well as organisational skills so that they may organise their thinking in accordance with standard podcast
conventions. They will then collaborate on a podcast, where ideas will be combined in one episode, where structured exchanges
will take place, and ideas organised in a logical manner.
ATL Skills
ATL skills
Communication
- I. Communication skills
Exchanging thoughts, messages and information effectively through interaction
Use a variety of media to communicate with a range of audiences
Reading, writing and using language to gather and communicate information
Read critically and for comprehension
Make inferences and draw conclusions
Social

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- II. Collaboration skills
Working effectively with others
Build consensus
Exercise leadership and take on a variety of roles within groups
Developing IB Learners
IB Learner Profile
Communicators
Open-minded
Reflective
Description
Communicators:
Students will communicate clearly with a sense of audience and purpose, and understand that a message depends on how it is
received by different audiences.
Open minded:
Students will gain an understanding of how different groups communicate differently, and gain an appreciation of slang and
informal language as a means of establishing social cohesion.
Reflective:
Students will reflect on the meaning of friendship, the value of friendship in their own lives, and how friendships are established
and negotiated, both in fictional texts as well as in their own life.
Integration
International Mindedness
Students will consider and research the value and diversity of slang in different groups and its relationship to identity on a global
spectrum.
Academic Integrity
All sources in all research projects will be provided, either with the name of the website or the URL, or the reference document
used. Students will work on activities aimed at teaching paraphrasing and inspiration of texts without quoting them directly.

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Connections
Information Communication Technology
Students will experiment with sound editing software, recording software, as well as online research for their regional slang
research projects.
Service as Action
Discuss, evaluate and plan student-initiated activities:
Students will plan and record a podcast that will involve the whole school.
Work collaboratively with others:
They will need to collaborate on the organisation and design of the podcast, as well as decide on the content and data used.
Assessment
Formative Assessment
Reading comprehension tasks, draft letters, inference tasks based on letters, research tasks to determine audience, slang, and
regional differences.
NOV Bridge to Terabithia Chapters 1-3

23 Formative Quiz Tuesday at 4:15 PM
DEC Bridge to Terabithia - Video Journal

13 Formative 12/14 Students Monday at 1:30 PM
Video Journal: You will create a video journal for the book “A Bridge to Terabithia ̈and in order to record a complete
video journal, I have created a guideline for you to follow.
1. Date (ex: Today is November 24th)
2. Chapters read so far (ex: I have read chapters 1-5)
3. What has happened in the book so far...
a. Any new characters?
b. New situations?
c. How has the story evolved?
4. One interesting thing that has happened is......
a. Was it unexpected?
b. Why did you find it interesting?
5. What I expect will happen
a. Short prediction of the future chapters
6. The part I liked the most was..... Because.... (give two reasons)

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a. Was that part unexpected?
b. Was it predictable?
c. Does it change the course of the story?
7. Choose one sentence, dialogue, or phrase that you really liked, and read it.
Keep in mind: Journals should be between 2- 3 minutes.
DEC Bridge to Terabithia One Pager

15 Formative Wednesday at 5:00 PM
JAN Listening - Friendship

27 Formative Quiz 11/14 Students Thursday at 10:10 AM
• Students will practise and improve their listening comprehension skills.

• Students will show an understanding of authentic texts.
• Students will identify detailed information that is stated in the audios.
Students will listen to different conversations about friendship and answer questions about the information from the
audios (multiple choice and fill in the gap).
NOV Bridge to Terabithia

23 Formative Quiz Tuesday at 4:25 PM
Reading comprehension chapters 1-3.
DEC Bridge to Terabithia - Video Journal

14 Formative 9/13 Students Tuesday at 2:25 PM
Description
Video Journal: You will create a video journal for the book “A Bridge to Terabithia ̈and in order to record a complete
video journal, I have created a guideline for you to follow.
1. Date (ex: Today is November 24th)
2. Chapters read so far (ex: I have read chapters 1-5)
3. What has happened in the book so far...
a. Any new characters?
b. New situations?
c. How has the story evolved?
4. One interesting thing that has happened is......
a. Was it unexpected?
b. Why did you find it interesting?
5. What I expect will happen
a. Short prediction of the future chapters
6. The part I liked the most was..... Because.... (give two reasons)

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a. Was that part unexpected?
b. Was it predictable?
c. Does it change the course of the story?
7. Choose one sentence, dialogue, or phrase that you really liked, and read it.
Keep in mind: Journals should be between 2- 3 minutes.
DEC Bridge to Terabithia One Pager

15 Formative Wednesday at 5:50 PM
JAN Listening - Friendship

26 Formative Quiz 12/13 Students Wednesday at 10:10 AM
• Students will practise and improve their listening comprehension skills.

• Students will show an understanding of authentic texts.
• Students will identify detailed information that is stated in the audios.
Students will listen to different conversations about friendship and answer questions about the information from the
audios (multiple choice and fill in the gap).
Summative Assessment
Letter writing task, where students write a letter from one character in the book to another.
Students will compose short audio segments featuring interviews and stories about friendship.
FEB Podcast
17 Summative 6/14 Students Thursday at 2:25 PM
FEB Podcast
17 Summative 6/13 Students Thursday at 2:25 PM
MYP Assessment Criteria
Description
Peer and Self-assessment
Analysis of sample pieces of writing to compare to the task criteria, peer checking of each other's letters through the use of
checklists, group assessment of the class podcast contributions to evaluate clarity and suitability for audience.
Standardization and Moderation
All summative tasks will be moderated prior to issuing through peer evaluation across the languages taught at the school.
Standardisation of marking will be achieved through blind co-marking, and remarking if necessary.

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Learning Experiences
Prior Learning Experiences
Students will be familiar with some writing conventions, and may have some appreciation of slang and informal language in
various situations.
Learning Experiences and Teaching Strategies

Learning experiences:
The students will engage in research projects about regional slang, as well as explore the meaning of friendship through the
novel Bridge to Terabithia and how friendships are formed, maintained and negotiated through communication. They will work
on assessing conventional letter-writing structures as well as experiment with their own, and engage in an activity where rubrics
will be designed for a successful podcast based on models such as The Moth.
Communities:
Students will explore regional and cultural slang and how it creates or is informed by communities and context. Students will
explore the community aspect of slang creation and usage by creating a "Slangctionary" for their school, which will be based on
cultural references specific only to the school community that they are in.
Collaboration skills:
As part of their podcast development, students will be expected to work in groups where they agree on different roles within
their production team, and reach consensus as to how work is most evenly distributed. They will draft an action plan, and weigh
the importance and load of each task, and plan to ensure that each student in the group gets to lead an area of work.
Identities and relationships:
Students will explore the different facets of their identity and how they express it in different ways when talking to different
communities. This involves communicating the same message to the different communities they belong to, but also considering
what communities they belong to, and what language is used to bring everyone in the community together (Fortnite groups,
Discord, friends from different schools or regions, family etc.)
Student Expectations
Students will look at sample submissions and rate them against the success criteria and subject-specific criteria, as well as rate
their success based on peer and self assessment combined with feedback from teacher on draft submissions prior to the final
submission.
Feedback
Students will be encouraged to develop independent means of evaluating their work, although key points will be established
throughout the writing and speaking process at which students must submit work for feedback, and success criteria will be
developed together with the class based on models they will listen to (ie. podcasts), as well as letters they have read, so that
students will both be able to give each other feedback as well as evaluate their own work. This will be done in collaboration with
the teacher, who will continue to give written feedback on submitted work in addition to developing independent thinking.
Differentiation
While students should all be able to access the key concept of friendship, some aspects of informal language and slang will be
adjusted to allow students to develop an idea of it that varies in levels of complexity. Similarly, students will be able to develop

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different podcasts depending on their strengths and abilities, so not everyone will have to carry out interviews, and others
can develop their own idea. Lastly, students will be able to access the literary text through different means, be it through an
audiobook, the written text, or the film.
Stream & Resources
Resources
Guðrún Ingimundardóttir
Posted 1 file on Sep 29, 2019 at 3:33 PM
23.09.19._Podcast_recording_and_editing.pdf
200 KB PDF Document
writing-an-informal-letter-grammar-guides_13760.doc
300 KB Word Document
Posted website on Sep 3, 2019 at 4:38 PM
TAG Feedback guide
https://pbs.twimg.com/media/CyoZuDhUcAAzshn.jpg
03.09.18_-_Final_project.pdf
300 KB PDF Document
checklist_about_friendship.pdf
2 MB PDF Document

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02.09.19._Chapter_6_and_recap.pdf
100 KB PDF Document
30.08.19_-_Slang_evaluation.pdf
600 KB PDF Document
English__Self-reflection.pdf
100 KB PDF Document
Posted 1 file on Aug 28, 2019 at 3:20 PM
29.09.18._Slang_project.pdf
300 KB PDF Document
26.08.19_Chapter_5_and_final_project.pdf
600 KB PDF Document
26.08.19._Bridge_to_Terabithia_slang_exercise.pdf
1 MB PDF Document
This is the worksheet that goes with Chapter 4 Part I
20.08.19_reading_comprehension.docx

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Chapter 4 pt I
20.08.19_Chapter_4_part_1.pptx
200 KB PowerPoint Presentation
Posted 1 file on Aug 16, 2019 at 10:14 AM
Research project into the context of Bridge to Terabithia
16.08.19_-_Historical_context__1_.pptx
3 MB PowerPoint Presentation
Note-taking worksheet
15.08.19._Why_do_people_use_slang.docx
Revision on note-taking
15.08.19._Note-taking_and_slang.pptx
More work on slang
13.08.19._Slang_continued.pptx
Bridge to Terabithia - Chapter 3 - Slang worksheet

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12.08.19.pdf
100 KB PDF Document
Bridge to Terabithia - Chapter 3 - Slang
12.08.19._Chapter_3_Slang.pptx
Bridge to Terabithia - Character inference worksheet
09.08.19._Character_descriptions_-_Inference.docx
Bridge to Terabithia - Character inference
09.08.19._Inference_characters_-_Jess_and_Leslie.pptx
Bridge to Terabithia - Language in Chapter 2
08.08.19..pptx
Bridge to Terabithia - Chapter 1
06.08.19_-_BtT_Chapter_1.pptx

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Introduction to Bridge to Terabithia
05.08.19_-_Bridge_to_Terabithia_introduction.pptx
What is friendship?
02.08.19._Friendship.pptx
First lesson - Essential Agreements
01.08.19._starter_and_essential_agreements.pptx

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Friendships

Subject Year Start date Duration

Key and Related Concepts

Phase 2 - Audience, Conventions, Message

Other Related Concepts

Conventions, message, audience

Global Context Explorations to develop

Human nature and human dignity, Identity formation, Status

Identify a specific global context exploration.

St Nicholas School - Alphaville

Type Inquiry Questions

Factual How do friends and family communicate in daily life?

Factual What is slang?

Conceptual What is friendship? How do we choose our friends?

Debatable What decides how we choose our friends?

Debatable Can there be such a thing as universal slang?

MYP subject group objective(s)

Emergent level (phase 1 and 2)

St Nicholas School - Alphaville

ii. analyse conventions

iii. analyse connections

Emergent level (phase 1 and 2)

i.use a wide range of vocabulary

ii.use a wide range of grammatical structures generally accurately

iii.use clear pronunciation and intonation in comprehensible manner

iv.communicate all the required information clearly and effectively

Content (topics, knowledge, skills)

Exchanging thoughts, messages and information effectively through interaction

Use a variety of media to communicate with a range of audiences

Reading, writing and using language to gather and communicate information

Read critically and for comprehension

Make inferences and draw conclusions

St Nicholas School - Alphaville

- II. Collaboration skills

Working effectively with others

Exercise leadership and take on a variety of roles within groups

St Nicholas School - Alphaville

Information Communication Technology

Work collaboratively with others:

NOV Bridge to Terabithia Chapters 1-3

DEC Bridge to Terabithia - Video Journal

1. Date (ex: Today is November 24th)

2. Chapters read so far (ex: I have read chapters 1-5)

3. What has happened in the book so far...

a. Any new characters?

c. How has the story evolved?

4. One interesting thing that has happened is......

b. Why did you find it interesting?

5. What I expect will happen

a. Short prediction of the future chapters

St Nicholas School - Alphaville

a. Was that part unexpected?

c. Does it change the course of the story?

Keep in mind: Journals should be between 2- 3 minutes.

DEC Bridge to Terabithia One Pager

JAN Listening - Friendship

• Students will practise and improve their listening comprehension skills.

NOV Bridge to Terabithia

Reading comprehension chapters 1-3.

DEC Bridge to Terabithia - Video Journal

1. Date (ex: Today is November 24th)

2. Chapters read so far (ex: I have read chapters 1-5)

3. What has happened in the book so far...