Teacher(s) Sarah Beck Martin Subject group and Language Acquisition/ELA

discipline
Unit title Who am I? MYP year/phase 1 Unit duration (hrs) 6

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Empathy Theme Identities and Relationships

Statement of inquiry

Identity is an important part of a person’s self and how they view the world.

Inquiry questions

Factual— What are the definitions of identity and expression?

Conceptual— What are some ways people express themselves?
Debatable— Is identity something that can change?

Objectives Summative assessment

B: Reading
Strand: demonstrate understanding of relationships
between the various components of the multimodal
text
i. identify explicit and implicit information (facts
and/or opinions, supporting details) in a wide variety
of simple authentic texts.
iii. analyse connections in a wide variety of simple
authentic texts.
Outline of summative assessment task(s) including
assessment criteria:
G: Your goal is to demonstrate how identity is an
important part of yourself and how you view the world.
R: You are creating a presentation that shows who
you are.
A: Your audience is made up of students who are in
your class.
S: This challenge involves researching new English
words, finding images that describe your hobbies, and
Relationship between summative assessment task(s)
and statement of inquiry:
The relationship between the summative assessment
task and the SOI is that you will be thinking about what
your identity means to you? How you express your
identity tells people a lot about you, and you want them
to correctly understand who you are.
The final product in the task, creating a
poster/presentation, lets students demonstrate how they

Middle Years Programme Unit planner 1

 C. Speaking P:You will create a poster that shows visual
representations of your identity as well as a short express themselves and why they choose to express
Strand: use spoken language to communicate and
verbal presentation explaining your identity. themselves that way.
interact with others.
S: Your presentation and poster must meet the
i. use a wide range of vocabulary
following standard:
iv. communicate all or almost all the required
1. Use the expressions “I express my identity by…”;
information clearly and effectively
“I am interested in___, because…”
.
2. Use at least 3 or 4 images to express yourself.
3. Give explanations as to why these things
express your identity.
Your spoken and written performance will be judged
using criterion C (Speaking)

Approaches to learning (ATL)

In order for students to demonstrate understanding of relationships between the various components of the multimodal text; they must learn to identify explicit
and implicit information (facts and/or opinions, supporting details) and analyse connections in a wide variety of simple authentic texts. (ATL Thinking Skills,
Cluster: creative thinking).
In order for students to use spoken language to communicate and interact with others; they must use a wide range of vocabulary and communicate all or almost all
the required information clearly and effectively. (ATL Communication, Cluster: communication).

Action: Teaching and learning through inquiry

Content Learning process

Week 1:
Class introduction.
Glossary introduction.
Students read the 1st
book (out of 3).
Introduction to key
expressions.
Learning experiences and teaching strategies
1.Glossaries- Building vocabulary in the L2
using a glossary in L1 and L2 gives students a
way to be able to refer to new terms in a given
context. Students are able to add to the
glossaries as they encounter new words.
(Guided personal dictionaries).
Formative Assessment
1. Formative assessment: KWL:
Students fill out a KWL ( I know, I want
to know, I learned) sheet detailing what
they already knew about a topic
beforehand (e.g. vocabulary), what they
want to learn (new words, story), and
Differentiation
1. Differentiation-
Based on the students reading
comprehension skills, some students
may be given adapted or annotated
articles to help them focus on the
content. For students with accelerated

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Students read Be a
Friend by Selina Yoon.
Start personal glossary.
Read the book and
answer CCQs.
Listen and draw.
Week 2:
Students begin their 2nd
book.
Students read Anton
Can Do Magic
Introduce the idea of
“identity”- what makes
you unique or special.
Introduce final
assessment plan.
(create rubric and
differentiation)
Review of the words:
express, ordinary,
extra~,
Student glossary: new
words and culture
terms.
Students read alone, or
in pairs.
Students answer CCQs.
What is part of Anton’s
identity? (magic).
Connect to self- What is
something that is part of
Middle Years Programme Unit planner
2. Students are asked the question: how do you
express yourself? The teacher explicitly teaches
the concept of “self expression” and “identity” in
the L2.
The students will brainstorm, use examples
from the books, and use new vocabulary from
their glossaries to begin talking about the way
they express themselves. If not, how could they
express themselves.
2. Discussion- What is identity? The teacher
uses themselves as an example to talk about
what their identity is. How does the teacher
express that identity?
Small groups- brainstorm and think about how
you express yourself (phone cases,
conversations, what you watch/read)
3. Develop a presentation using the expressions
you have learned,and connect them to the
themes of the books- identity. Students will
develop a short presentation for the summative
assessment, decide how they will write their
presentation and what kind language they will
use. Students are encouraged to focus on why
they express themselves a certain way (is it a
positive type of self-expression?)
what they learned (content, new
words).The teacher uses to this to gauge
how well the students paid attention,
what needs to be readdressed (simple
words), and what the students are ready
to learn next.
2. Formative assessment:
Listen and draw- vocabulary and
language comprehension. Students
listen to part of the story (1-3 sentences)
and draw what they hear. This is to see
how well students are comprehending
new and old vocabulary and how they
are interpreting the language.
3. Formative assessment:
CCQs- using content and
comprehension questions to gauge what
vocabulary and content students
understood in the stories and how they
relate it to themselves.
reading comprehension skills, they may
be given the original texts.
2. Differentiation-
3. Differentiation-
Students can have a choice in how they
present their written support (poster),
whether with a diagram, or drawn or
pictorial examples. For the oral
discussion, students who are less
inclined to public speaking can work with
smaller groups to discuss their ideas,
and are not yet required to speak to a
larger group, or present to the teachers
before or after class.
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your identity? (have
students recall Be a
Friend- Dennis’ was
miming.)

Week 3:
Review vocabulary from
Anton Can Do Magic.
Nearpod- multiple
choice questions about
book and check
-On your own:
brainstorm how you
express your identity.

Week 4:
Students read Daisy’s
Big Dig
-Introduce new
vocabulary and
glossary
-Read in pairs (low and
mid level), alone (high
level).
Connections to ‘identity
and expression’

Week 5:
Review Big Dig and
begin the summative

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 assessment project
(rubric, model example)

Week 6:
Summative
Assessment:
Students present a
poster that describes
their identity.
Students use new
words from the Unit
Glossary to describe
themselves (i.e. I
express myself by…)

Resources

Books:
Be a Friend by Selina Yoon; Anton Can Do Magic by Ole Konnecke; Daisy’s Big Dig by Angie Morgan. 3 Vocabulary PPTs (created by Sarah Martin; L1 translation by
Gyeong-ok Yoo). Glossary worksheets

Wright, W. E. (2015). Foundations for teaching English language learners: research, theory, policy, and practice (2nd ed.) Philadelphia,
PA: Carlson Publishing

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

Prior to teaching the unit During teaching After teaching the unit
Prior to teaching this unit, we had to determine In the first week, I saw that there are differing levels
what theme needed to be taught. of reading understanding with my students. Some

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We also need to determine students’ reading
levels, language abilities, and what differentiation
is needed.
Students may have a disparity of language levels
(high level readers/speakers and low-level
readers/speakers in the same class. We should
plan ahead, differentiate the objectives for
students (same content, but differentiate focus for
comprehension, phonetic fluency, or vocabulary
building).
Middle Years Programme Unit planner
students had a high comprehension level of English
in text and were able to answer HOT (higher order
thinking) questions about the text. Other students
were able to answer simple content comprehension
questions (who is the book about?) while others
needed explicit scaffolding and assistance to make
sense of the new vocabulary and some simple
vocabulary.
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