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Teacher(s) Melissa Noriega

Subject group and discipline Language and literature: Language and literature

Unit title

MYP Year

Unit 4: The Power of Culture and Religion

Year 4

Unit duration 4 weeks (17 hours)

Inquiry: Establishing the purpose of the unit


Key concept

Related concept(s)
Language and literature
Context

Global context
Structure

Connections

Globalization and sustainability

Exploration to Develop: Commonality, diversity and


interconnection

Statement of inquiry
Context and perspective may affect the structure of truth within and across boundaries.
Inquiry questions
What are the types and structures of
mythologies?
Types and structures
Factual What are the similarities and differences
of mythologies throughout time and space?
similarities and differences

How can belief structures bond people


together or tear them apart depending on the
context and perspective?
conflict and commonality

Objectives

Summative assessment

A: Analysing
evaluate similarities and differences by
connecting features across and within genres and
texts.
B: Organizing
organize opinions and ideas in a sustained,
coherent and logical manner
C: Producing text
select relevant details and examples to develop
ideas.
D: Using language

Outline of summative assessment task(s) including assessment


criteria:

Factual

Middle Years Programme Unit planner

Conceptual

To what extent are our beliefs


influenced by belief systems of the past?
Influence
Debatable

Relationship between summative assessment task(s) and


statement of inquiry:

In order to explain how context and perspective may


affect the structure of truth within and across
boundaries, student will need to research belief systems
and present their commonalities and differences.

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use appropriate and varied vocabulary, sentence


structures and forms of expression

Research
report
January

28
Wednesday

9:00 PM

Middle Years Programme Unit planner

World Religion Wiki (A, B, C, D)


Goal: To create a Wiki page of a
culture and its
mythology/belief system which
explains commonalities
and conflicts with other belief
systems
Role: Historian
Audience: Young adults around the
world
Situation: To clarify our
commonalities and conflicts and
create a plan for how we can better
understand each other
Product: A Wiki page
Standards:A.iv. evaluate similarities
and differences by
connecting features across and
within genres and
texts; B.ii. organize opinions and
ideas in a sustained,
coherent and logical manner; C. iii.
select relevant details and
examples to develop ideas; D.iii.
use appropriate and
varied vocabulary, sentence
structures and forms of
expression

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Research
report
January

28
Wednesday

9:00 PM

Middle Years Programme Unit planner

World Religion Wiki (A, B, C, D)


Goal: To create a Wiki page of a
culture and its
mythology/belief system which
explains commonalities
and conflicts with other belief
systems
Role: Historian
Audience: Young adults around the
world
Situation: To clarify our
commonalities and conflicts and
create a plan for how we can better
understand each other
Product: A Wiki page
Standards:A.iv. evaluate similarities
and differences by
connecting features across and
within genres and
texts; B.ii. organize opinions and
ideas in a sustained,
coherent and logical manner; C. iii.
select relevant details and
examples to develop ideas; D.iii.
use appropriate and
varied vocabulary, sentence
structures and forms of
expression

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Research
report
January

28
Wednesday

9:00 PM

Middle Years Programme Unit planner

World Religion Wiki (A, B, C, D)


Goal: To create a Wiki page of a
culture and its
mythology/belief system which
explains commonalities
and conflicts with other belief
systems
Role: Historian
Audience: Young adults around the
world
Situation: To clarify our
commonalities and conflicts and
create a plan for how we can better
understand each other
Product: A Wiki page
Standards:A.iv. evaluate similarities
and differences by
connecting features across and
within genres and
texts; B.ii. organize opinions and
ideas in a sustained,
coherent and logical manner; C. iii.
select relevant details and
examples to develop ideas; D.iii.
use appropriate and
varied vocabulary, sentence
structures and forms of
expression

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Research
report
January

28
Wednesday

9:00 PM

World Religion Wiki (A, B, C, D)


Goal: To create a Wiki page of a
culture and its
mythology/belief system which
explains commonalities
and conflicts with other belief
systems
Role: Historian
Audience: Young adults around the
world
Situation: To clarify our
commonalities and conflicts and
create a plan for how we can better
understand each other
Product: A Wiki page
Standards:A.iv. evaluate similarities
and differences by
connecting features across and
within genres and
texts; B.ii. organize opinions and
ideas in a sustained,
coherent and logical manner; C. iii.
select relevant details and
examples to develop ideas; D.iii.
use appropriate and
varied vocabulary, sentence
structures and forms of
expression

Approaches to learning (ATL)


Language and literature
A: Analysing
evaluate similarities and differences by connecting features across and within genres and texts.

Thinking

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VIII. Critical thinking skills


Analysing and evaluating issues and ideas
Draw reasonable conclusions and generalizations
IX. Creative thinking skills

Learning Experiences
In order to create a wiki about belief systems,
students will need to develop inquiry questions
(making thinking visible), identify connections, and

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Generating novel ideas and considering new


perspectives
Create original works and ideas; use existing works
and ideas in new ways
Practise visible thinking strategies and techniques

draw reasonable generalizations and conclusions


about those connections.

Action: Teaching and learning through inquiry


Content

Learning process

Knowledge & Skills:


Knowledge & Skills TBD
Standards:

Reading: Literature
Key Ideas and Details
1. Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn
from the text.
Craft and Structure
6. Analyze a particular point of view or
cultural experience reflected in a work of
literature from outside the United States,
drawing on a wide reading of world literature.
Reading: Informational Text
Key Ideas and Details
1. Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn
from the text.
Integration of Knowledge and Ideas
7. Analyze various accounts of a subject
told in different mediums (e.g., a persons life
story in both print and multimedia),
determining which details are emphasized in
each account.
Writing
Text types and Purposes

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Describe how you will differentiate teaching & learning for this unit?
Size: Adapt the number of items that the learner is expected to learn/complete
(reduce the length of an assignment, etc.)
Time: Increase the amount of time the learner has to complete a task (provide students with extra time, etc.)

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2. Write informative/explanatory texts to


examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective selection,
organization, and analysis of content.
a. Introduce a topic; organize complex
ideas, concepts, and information to make
important connections and distinctions;
include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic with well-chosen,
relevant, and sufficient facts, extended
definitions, concrete details, quotations, or
other information and examples appropriate
to the audiences knowledge of the topic.
c. Use appropriate and varied transitions
to link the major sections of the text, create
cohesion, and clarify the relationships among
complex ideas and concepts.
f. Provide a concluding statement or
section that follows from and supports the
information or explanation presented (e.g.,
articulating implications or the significance of
the topic).
Research to Build and Present Knowledge
8. Gather relevant information from
multiple authoritative print and digital
sources, using advanced searches effectively;
assess the usefulness of each source in
answering the research question; integrate
information into the text selectively to
maintain the flow of ideas, avoiding
plagiarism and following a standard format for
citation.
Speaking & Listening
Comprehension and Collaboration
2. Integrate multiple sources of information
presented in diverse media or formats (e.g.,
visually, quantitatively, orally) evaluating the
credibility and accuracy of each source.

Middle Years Programme Unit planner

Level of Support: Increase the amount of personal assistance to an individual learner (one-on-one
conferencing, collaborative team teaching, peer-tutoring, etc.)
Difficulty: Adapt the skill level, problem type, or rules on how the learner may approach the work (allow the
use of a calculator, simplify content, decrease task directions, etc.)
Input: Adapt the way instruction is delivered (visual aids, media presentations, demonstrations, flexible
grouping, etc.)
Output: Adapt how the student can respond to instruction
Participation: Adapt the extent to which a learner is actively involved in the task
Alternate Goals: Adapt the goals or outcome expectations while using the same materials
Substitute Curriculum: Provide different instruction and materials to meet a learners individual goals

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Presentation of Knowledge and Ideas


5. Make strategic use of digital media
(e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to
enhance understanding of findings,
reasoning, and evidence and to add interest.
Language
Conventions of Standard English
2. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling when
writing.

Learner Profile
Knowledgeable: In order to draw connections among belief systems, students will need to be knowledgeable of belief systems around the world and throughout time.
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit

During teaching

After teaching the unit

What potential interdisciplinary connections can we


identify?
Students could draw upon knowledge and skills
gained in World Studies about global belief systems.

Middle Years Programme Unit planner

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