Teacher (s) Mr. Ali, Mr. Alex, ,r.

Mr. Ali, Mr. Alex, ,r. Raymound Subject group and discipline English Language and Literature

Unit Title The Power of Words MYP Year Year 3 Unit 6 Weeks
Duration

Key Concepts Related Concept(s) Global Context

Creativity Personal and Cultural

Structure Expressions
Character
Purpose
Theme
Genres

Statement of inquiry

Literary devices are the tools used in the craft of writing. Writers choose certain literary devices to aid them in communicating their messages.

Inquiry questions
Factual

What is identity?
What is a theme?
How do literary devices make up the craft of writing?
Why do writers choose certain literary devices to communicate their messages?
Conceptual
Why do we make connections between texts?
How do people form identities?
How does the context of the writer relate to the context of a short story?
How can language create and shape readers’ imaginations?
Debatable
 Why do writers choose certain literary devices to communicate their messages?
 Is theme the best way to connect short stories?
 Are these short stories a reflection of the identity of the writer?
How can language create and shape readers’ imaginations?

Middle Years Programme Unit planer

Middle Years Programme Unit planer
Objectives Summative assessment
Objective A: Analyzing Outline of summative assessment Relationship between summative
analyze the content, context, language, structure, technique assessment task(s)
task(s) including
and style of text(s) and the relationships among texts
ii. analyze the effects of the creator’s choices on an audience •
iii. justify opinions and ideas, using examples, explanations One response to literature: The
and terminology students will write an analytical
iv. Evaluate similarities and differences by connecting features essay
across and within genres and texts.
-complete a final project which demonstrates an
Objective B: Organizing understanding of short stories and the
i. employ organizational structures that serve the context and associated literary terms
intention
ii. organize opinions and ideas in a sustained, coherent and
logical manner
iii. use referencing and formatting tools to create a
presentation style suitable to the context and intention.

Objective C: Producing text

i. produce texts that demonstrate insight, imagination and

sensitivity while exploring and reflecting critically on new
perspectives and ideas arising from personal engagement with
the creative process

ii. make stylistic choices in terms of linguistic, literary and

visual devices, demonstrating awareness of impact on an
audience

iii. select relevant details and examples to develop ideas.

Objective D: Using language

i. use appropriate and varied vocabulary, sentence structures and forms of
expression
ii. write and speak in a register and style that serve the context and intention
iii. use correct grammar, syntax and punctuation
iv. spell (alphabetic languages), write (character languages) and pronounce
with accuracy
v. use appropriate non-verbal communication techniques.

Middle Years Programme Unit planer

Approaches to learning (ATL)

Thinking : How can students think critically?

VIII. Critical thinking

IX. Creative thinking

X. Transfer

Middle Years Programme Unit planer

 Action: Teaching and learning through inquiry
Content
P. R78 in the Literature book..with the index and
glossary of the book
Aspects covered in the curriculum:
Reading Standards for Literature
RL 8 .1Cite the textual evidence that most strongly
supports an analysis of what the text says explicitly
as well as inferences drawn from the text.
RL 8 .2 Determine a theme or central idea of a text
and analyze its development over the course of the
text, including its relationship to the characters,
setting, and plot; provide an objective summary of
the text.
RL 8 .3 Analyze how particular lines of dialogue or
incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.
RL 8.4 Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze the
impact of specific word choices on meaning and
tone, including analogies or allusions to other texts.
RL 8.10 By the end of the year, read and
comprehend literature, including stories, dramas,
and poems, at the high end of grades 6–8 text
complexity band independently and proficiently.
Speaking & Listening Standards
Learning Process
Learning experiences and teaching strategies
Fast revision for prior knowledge
- Teacher prompting; probing questions
- KWL technique (what they know, what they want to know, what they learned)
- Group discussion about the required prior knowledge
Students know what is expected of them to learn by:
• Supplying the students with rubrics
• Supplying the students with detailed assignment descriptions and learning outcomes
Students acquire knowledge and practice the required skills through:
- Whole class; group; partner discussion
Some of the learning experiences which are gained by the students during this unit:
 Understanding and recognizing own, and characters identities
 Comparing and contrasting alternatives to make a decision.
 Defending choices in a logical manner
Teaching Methods:
- Class Participation
- Group Work
- Group Discussion
- Think, Pair, Share
- Lecture with discussion
- Brainstorming
- Class Discussion
- Audio-visual materials
- Case Studies
- Report-Back Sessions
- Independent research
- Overview
- Inquiry
- Independent Work
- Initiative
- Use of Information
Formative assessments
Formative Assessment:
- Summaries and Reflections
- Visual Representations of Information
- Collaborative Activities
- Criteria and goal setting
- Observations
Differentiation
Differentiated Instruction

SL 8.1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher led) with diverse partners on grade 8
topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
(a) Come to discussions prepared, having read or
researched material under study; explicitly draw
on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas
under discussion.
- Identifying and correcting misconceptions
- One-on-one clarifications
- Offer open-ended activities to enhance creativity
- Offering choice in unit project – students will decide their topic and support for their essay Integrating Technology;
integrating interactive technology
- Collaborative Learning
- Narrowing or broadening the topic
 Students with language difficulties are given the opportunity to discuss the text in small
groups with students of different language levels. They are also directed to express their
understanding in a visual way through stage direction. Exemplars are given for each
stage of the assessment.

SL 8.5 Integrate multimedia and visual displays

into presentations to clarify information,
strengthen claims and evidence, and add interest.

SL 8.6 Adapt speech to a variety of contexts and

tasks, demonstrating command of formal English
when indicated or appropriate.

Language Standards
L 8.2 Demonstrate command of the conventions of
Standard English capitalization, punctuation, and
spelling when writing.

L 8.4 Determine or clarify the meaning of unknown

and multiple
-meaning words or phrases based on grade 8 reading
and content, choosing flexibly from a range of
strategies.
(a) Use context (e.g., the overall meaning of a
sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning
of a word or phrase.

L 8.5 Demonstrate understanding of figurative

language, word relationships,
and nuances in word meanings.
(a) Interpret figures of speech (e.g. verbal
irony, puns) in context.
L 8.6 Acquire and use accurately grade
-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.

Writing Standards

W 8.1
Write arguments to support claims with clear reasons
and relevant
evidence.
(a)Introduce claim(s), acknowledge and distinguish the
claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.

(b)Support claim(s) with logical reasoning and relevant

evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.

(c)Use words, phrases, and clauses to create cohesion

and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.

(d)Establish and maintain a formal style.

(e)Provide a concluding statement or section that

follows from and supports the argument presented.

W 8.4 Produce clear and coherent writing in which the

development, organization, and style are appropriate to
task, purpose, and audience.

W 8.5With some guidance and support from peers and

adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience
have been addressed.

They will be given a range of short stories to read.

(From the interactive reader and writer book).
They will then need to analyze it and then reflect on
how the characters are dealing with the differences in
social class.

Reading Comprehension – Answering questions on the

short stories.
Group work – Sharing ideas on different aspects and
scenarios in the short stories.
Individual reflections on what they have read by means
of an oral presentation
Formulate own opinions.
Story Elements: setting, character, characterization,
plot, conflict, theme, point of view
Vocabulary: context clues, words from independent
reading and class readings
Grammar: subject/verb agreement, parts of speech,
punctuation, capitalization
Writing: Response to Literature, Evaluative Essay and
Character Project
Resources
 Holt McDougal Literature, Grade 8
 Library
 Internet
Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit