Teacher(s) Teacher Okello Subject group and Language and Literature

discipline
Unit title What are different parts of speech? MYP year 4 Unit duration (hrs) 20
hrs

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Creativity Structure, purpose Personal and cultural expression
Area of exploration: Creation

Statement of Inquiry

Exploring the relationship between the different parts of speech,the structure of language and their role in creating meaningful and purposeful communication.

Inquiry questions

Factual- What are the fundamental elements of grammar that contribute to effective communication?
Conceptual- How do variations in word order affect the interpretation of sentences?

Debatable- Is prescriptive grammar more important than descriptive grammar in shaping effective communication?

Middle Years Programme Unit 1

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Objectives
Criterion C Speaking
Strand( ii) use wide range of grammatical structures
generally accurately.
iii.use clear pronunciation and intonation in a
comprehensible manner.
Criterion D.Writing
iii.organize information effectively and coherently
in an appropriate format using a wide range of
simple and complex cohesive devices
Assumptive assessment
Outline of assumptive assessment task(s) including Relationship between assumptive assessment task(s)
assessment criteria: and statement of inquiry:
Students will create an interactive activity by
exploring the relationship between the structure of
SOI: Exploring the relationship between the different
language and their role in creating meaningful and
part speech,the structure of language and their role in
purposeful communication
creating meaningful and purposeful communication
G: Demonstrating how language can be used as a
creation tool for expression.
R- You are a language expert.
A- Anyone with an interest in learning how language
is created and used in communication.

S- You are invited to a workshop to train learners who

are interested in learning how language is created
and used as tool for communication and you are
required to show them its dynamic of effectiveness.

P- Create an interactive activity,that uses structure

and purpose to create meaning in communication to
the audience.

S:Criterion C Speaking and D writing.

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 Approaches to learning (ATL)

Communication skills
"In order for the student to use a wide range of grammatical structures, students must use appropriate forms of writing for different purposes and
audiences."

Action: Teaching and learning through inquiry

Content Learning process

Learning experiences and teaching strategies Formative Assessment Differentiation
Introduction to Parts of Students will understand the concepts of parts of Utilize technology for interactive grammar Offer additional resource for struggling
speech speech and provide clear definition and examples exercises and quizzes. students
through lectures and discussions
Students practice and apply parts of speech in
In context Peer evaluation provide opportunities for peer tutoring and
sentence construction exercise
collaborative project.

Tailoring instruction to different learning styles

Students learn how parts of speech are used in (kinesthetic, auditory, visual) |
everyday communication and analyse the written Self -assessment

Middle Years Programme Unit 3

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 and spoken text e.g advertisement,newspaper
articles

Resources

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

Middle Years Programme Unit 4

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 Teacher(s Teacher Okello Subject group and Language and literaure
) discipline
Unit title How can we get connected to other people MYP year 4 Unit duration 8
around us? (hrs) week
s

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Connections Message and Purpose Globalisation and sustainability

Statement of inquiry
Conceptual Understanding: Thanks to the language, we create the necessary connections with each other by conveying messages for different
purposes.

Explorations to develop: Urban planning, Strategy and infrastructure

Statement of inquiry:Thanks to the language, we create the necessary connections with each other by conveying messages for different
purposes such as urban planning of a sustainable community.

.
Inquiry questions

Factual—What is my community like?

Conceptual—What are the advantages and the disadvantages of our community? How can we protect it? What influences our lifestyle
decisions?
Debatable—How can we establish relations with our community? Is there a perfect city?

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Objectives
Criterion C: Speaking
The student:
i. uses a wide range of vocabulary
ii. uses a wide range of grammatical
structures generally accurately
iii. uses clear pronunciation and intonation
which makes the communication easy to
comprehend
iv.during interaction, communicates all or
almost all the required information clearly
and effectively.
Summative assessment
Outline of summative assessment task(s)
including assessment criteria:
Goal: In order for the students to
communicate with a variety of audiences, they
will use a variety of speaking techniques, and
will communicate all or almost all the required
information clearly and effectively by practising
using pace, tone, pronunciation and word
emphasis and other techniques to help them
clearly communicate key information to an
audience.
Role: You are a young citizen living in
an old-fashioned and traditional city.
Audience: The mayor of the city and his/her
counsellors.
Situation: Reshaping the city
Product: Presenting a project for reshaping
the city by using google slides with visuals
Standards: Criterion C: Speaking
Relationship between summative assessment
task(s) and statement of inquiry:
The statement of inquiry is directly related to
what is assessed and it sets the direction for
exploring and conquering a field of knowledge
students will need to respond to the final task.
The key concept, the related concepts, the
conceptual understanding and the global
context are the necessary decor for creating
this authentic summative assessment task.
They are essential because they set the
context with clarity and precision on what
elements the accent will be put on.

Task: The mayor of your city launches a

campaign to encourage young people to make
a project on reshaping the city in terms of a
community of great solidarity,
environment-friendly, renewable and

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 sustainable sources of energy. Create a ppt
presentation/google slides to present your
project. Use Canva to create a poster for your
project. Provide pictures and bullet points that
will remind you what to talk about. Explain in
detail (but don't write it in the presentation) all
the necessary changes you will make and
justify the reasons why these changes are in
your agenda. For example: New methods of
transportation (underground), energy-efficient
buildings, shelters for vulnerable categories,
greenery, devices against pollution, etc.) Think
of a timeframe of your project, a budget,
people's profiles that can help building the new
city/ reshaping the old one. Be prepared to
receive two questions from the audience
(students/mayor's counsellors) and one
question from your teacher (the mayor).

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 Approaches to learning (ATL)
In order for the students to communicate with a variety of audiences, they will use a variety of speaking techniques, and will communicate all or
almost all the required information clearly and effectively by practising using pace, tone, pronunciation and word emphasis and other
techniques to help them clearly communicate key information to an audience.
In order to write for different purposes, students will use a wide range of grammatical structures generally accurately and will learn about
different grammatical structures, including different sentence types.
In order for the students to work effectively with others they will practise empathy and will listen to other perspectives and ideas and will
encourage others to contribute.

Action: Teaching and learning through inquiry

Content Learning process

Learning experiences and teaching Formative Assessment Differentiation
Students will describe strategies
their community and
1. Record an audio of their 1. Additional support will be provided
their neighborhood
1. Students will record an audio of the neighbourhood to master the audacity tool to record
and will talk about its
sounds of their neigbourhood and will add a the audio.
advantages and 2. Identify explicit and implicit
description of their community by using
disadvantages. They information (facts and/or opinions,
nouns and adjectives to talk about buildings,
will explore different and supporting details) in a wide
shops, streets, and people’s activities 2. Students who need support to
aspects to protect variety of simple authentic oral texts
around them. understand the videos will receive a
their community, and

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they will look at ways
how their lifestyle
decisions are
influenced. They will
also talk about their
perfect city where
they would like to
live.
They will use
vocabulary about
towns and
grammatical
structures for
describing: il y a, il n’y
a pas, present tense,
past tenses, future
tense, and
comparison of
adjectives, nouns and
adverbs.
They will also use
linking words for their
oral presentations
and their formal
letter.
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2. Students will watch videos about
different methods of transport in town and
will make comparisons about their cost,
eco-friendliness, and nuts and bolts by
suggesting the most effective one for
different itineraries and justifying their
reason of choice.
3. Students will read texts about the pros
and cons about living in the city and in the
countryside. Then they will brainstorm to
recognize and identify all the influences on
the decisions we make concerning our
lifestyle and will explore the quality of life in
different cities in Europe and the world. In
the end they will offer solutions for
improving the quality of life in their city.
4. Students will describe pictures in order to
recognize sustainable development and will
identify the aims. They will then think of
ways to face energy-deficiency challenges,
homelessness, reintegrating marginalised
categories of people in the community, and
will write a letter to the mayor of the city to
suggest possible solutions for an ideal
town.
5.Students will create a ppt to present a
project to reshape their city. They will use
Canva to create a poster for their project.
They will provide pictures and bullet points
about towns and methods of mediation of their peers in terms of
transport. simplified summary of the videos.
3. Identify explicit and implicit
information (facts and/or opinions,
3. Students will work in pairs and will
and supporting details) in a wide
interview themselves in order to
variety of simple authentic written
make sure that they understood all
texts about towns and villages and
ideas mentioned in the texts.
will critically think to distinguish
advantages and disadvantages.
4. Students will work in small groups
of three and will divide their roles
4. Write a letter to the mayor to
according to their preferences and
suggest possible solutions for
capacity in order to write the letter
reshaping their city in a sustainable
together.
community
5. Students will work in small groups
5. Present a project about reshaping
of three and will keep their roles
the city with a poster and a
according to their preferences and
powerpoint presentation
capacity in order to present the
project together.
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 that will remind them what to talk about.
They will explain in detail all the necessary
changes they will make and justify the
reasons why these changes are in their
agenda . They will think of a timeframe of
their project, a budget, people's profiles that
can help building the new city/ reshaping
the old one. They will also receive questions
from the other students and from the
teacher for clarification of certain points.
They will practise using pace, tone,
pronunciation and word emphasis and
other techniques to help them clearly
communicate key information to an
audience

Resources

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

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