MHS MYP Unit Planner Guide 2018-19

Unit Title Understanding advanced word processing skills using Microsoft Word 2016

Course/Grade Level 9-12

Teachers Michelle Stevens and Meecha Jackson

Length of Unit (hrs) 24 hours/16 days

Stage 1 Integrate statement of inquiry, global context and inquiry questions

Key Concept Related Concepts

Communication Form, Function

Global Context
Personal and cultural expression

Students will use advanced Microsoft Word techniques and tools to

practice various forms of communication by doing the following:

1. Manage document options and settings (manage/modify

documents and templates, prepare documents for review,
manage document changes)
2. Design advanced documents (perform advanced editing and
formatting and create styles)
3. Create advanced references (create and manage indexes,
Explanation for Global Context
create and manage references, manage forms, fields, mail
merge operations)
4. Create custom word elements (building blocks, macros,
controls, custom style sets, templates, prepare documents for
Internationalization and Accessibility).

Skills attained are transferable across industries and applicable globally.

Statement of Inquiry

A connection exists between forms of communication and intercultural skills demanded in the global marketplace.
OR

Students adapt the form in which information is communicated in order to make it accessible for the audience.

OR

The connection between forms of communication can increase functionality of intercultural skills demanded in
the global marketplace.

OR

Communities can have many different perspectives which influence the way ideas develop, and which also
influence the design of solutions to world problems.

Inquiry Questions

Factual
What is the purpose of PowerPoint?

How can PowerPoint be used to effectively communicate?

Conceptual
How do presentation skills relate to daily life in corporate and academic fields?

Is Microsoft PowerPoint the best presentation software used for global communication?

Debatable

Summative Assessment [What do we expect students to learn?]

What authentic summative assessment task(s) will allow students the opportunity to respond to the
statement of inquiry and inquiry questions?

What will constitute acceptable evidence of understanding? How will students show what they
have understood? [How will we know they are learning?]
(DO NOT FORGET: Once assessment assignment sheets and rubrics have been created,
copy/paste those documents to the bottom of this document.)

Students are required to complete projects for each lesson. In addition, Honors students are required to
complete an honors project that consists of a mail merge document and envelope, newsletter, business
card and logo, and a travel itinerary

Lesson 3.01 PowerPoint Essentials

Tasks:
Lesson 3.02 Presentation Basics
Tasks:
Lesson 3.03 Working with Text
Tasks:
Lesson 3.04 Designing a Presentation
Tasks:
Lesson 3.05 Adding Tables to Slides
Tasks:
Lesson 3.06 Using Charts in a Presentation
Tasks:
Lesson 3.07 Creating SmartArt Graphics
Tasks:
Lesson 3.08 Adding a Graphics to a Presentation
Tasks:

Lesson 3.09 Using Animation and Multimedia

Tasks:
Lesson 3.10 Securing and Sharing a Presentation
Tasks:
Lesson 3.11 Delivering a Presentation

Successful completion of the tasks (projects) with =>70% accuracy based on MYP rubric will determine
mastery of objectives.

Test/Quiz assignments are 50% and Performance assignments are 50% of the quarter grade.

Summative Assessments: Summative assessments are graded on accuracy with a multiple

Tests and Quizzes are administered for each choice format. Grades ≥70% will constitute as acceptable
objective, unit exams and CTE post- evidence of understanding for these assignments.
assessments

Performance Assessment Tasks: Microsoft Word expert projects will be completed by students
● lesson step by steps using GMetrix in the lab setting. These will be graded using the MYP Rubrics.
● lesson projects Grades ≥ 70% will constitute as acceptable evidence of
understanding for these assignments.

What relevant equity goals will this unit address? (Check all that apply.)
❏ Developing Multiple Perspectives
❏ Developing Cultural Consciousness
 ❏ Understanding the Multiple Facets of Identity
❏ Increasing Intercultural Competence
❏ Developing Equity Literacy
❏ Developing Social Action Skills
❏ Other? Please Specify
*See MHS Unit Planner Equity Checklist for equity goal definitions.
*(adapted from Holmes & 2017; Gorski & Swalwell, 2015; Teaching Tolerance, n.d.)
Which specific MYP objectives and their strands will be addressed during this unit?
B I - A design specification that clearly states the success criteria for the design of a solution.
B II - A range of feasible design ideas that can correctly be interpreted by others.
B III - Present the final chosen design and justify its selection.
Which MYP assessment criteria rubric will be used?
Objective B: Developing Ideas Rubric (MYP Design Book)

Approaches to Learning

Category Cluster Skill

● Give and receive meaningful feedback

Communication ● Read critically and for comprehension
Communication ● Use a variety of media to communicate with a range of audiences
Skills ● Write for different purposes

● Develop new skills, techniques and strategies for effective learning

Self-Management Reflective Skills ● Focus on the process of creating by imitating the work of others
● Consider ethical, cultural and environmental implications

Connection
between
Students will prepare written communication in various forms, tailored to the target audience.
Objective
They will reflect on what they have learned in Unit 1, and learn enhanced skills to assist them in
Strands the process of preparing written documents, newsletters and forms.

and

ATL Skills
Stage 2 Backward planning: From the assessment to the learning activities
through inquiry
Content [What do we expect students to learn?]
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to
the statement of inquiry and inquiry questions?

What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be
unpacked to develop the significant concept(s) for stage 1?
Objective 3.01 PowerPoint Essentials
Objective 3.02 Presentation Basics
Objective 3.03 Working with Text
Objective 3.04 Designing a Presentation
Objective 3.05 Adding Tables to Slides
Objective 3.06 Using Charts in a Presentation
Objective 3.07 Creating SmartArt Graphics
Objective 3.08 Adding a Graphics to a Presentation
Objective 3.09 Using Animation and Multimedia
Objective 3.10 Securing and Sharing a Presentation
Objective 3.11 Delivering a Presentation

All standards are unpacked; lesson and project instructions contained in MOAC Word guide as well as GMetrix
training system.

Learning process
[How will we know students are learning?]

Learning experiences and Formative Assessment Differentiation [A 4.01 & 4.06]

teaching strategies

Instruction will be delivered and
analyzed through the use of the
following:
● Microsoft Official Academic
Course(MOAC) that includes
lessons and projects
● GMetrix simulation software
● Canvas LMS
● Certification
Formative assessment will take place Depending on the specific
using the following: students that we have each year,
● Bell work these are the types of strategies
● Exit tickets we use:
● quizzes ● Teacher one-on-one support
● P2P support
● projects
● Parents/Guardians support
● GMetrix simulations ● Modify assignments (simplify
● Observations instructions, include pictures)
● Provide advanced students
more challenging projects
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to
facilitate students’ experiences during the unit?
How will the school librarian, classroom teacher, literacy coach, or other school staff collaborate
to develop and implement the learning activities?
● Microsoft Office 2016 Curriculum offers the foundational material and content for learning
● Administration (observation feedback) provides Teachers with constructive ways and best practices in terms of
learning and delivery of content
● CDC offers students self-discovery relative to careers that may use the skills learned in Word
● PLT provides support to teachers relative to content, instructional best practices, remediation, assessment
● Schoolnet provides the assessment data needed to reflect on mastery of objectives
● PowerSchool Data provides grade information for each individual student, and aggregate data that can be
extracted for analysis to ascertain mastery of objectives by class, and to determine necessity of reteaching.

Learner Profile Traits Encouraged Explanation of Inclusion

To be able to confidently and creatively express ideas in a variety of ways,

which promotes confidence, independence, and respect.

To be able to communicate in a global environment.

Communication

Opportunities for Volunteerism and Community Service

None
Ongoing reflections and evaluation
[How will we respond when students don’t learn?]
In keeping an ongoing record, consider the following questions.

Students and teachers

What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?

Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?

Assessment
Were students able to demonstrate their learning?
• How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How
did I make sure students were invited to achieve at all levels of the criteria descriptors?
• Are we prepared for the next stage?

Data collection
• How did we decide on the data to collect? Was it useful?
• How will we respond when student don’t learn?
• How do we respond if they already know the information/content?

This is an ongoing reflection, as the unit is still in progress. Projection date of unit completion is
May 10 , 2019. This reflection covers lessons 3.01 PowerPoint Essentials, 3.02 Presentation Basics,
and 3.03 Working with Text only.
Prior to teaching the unit During teaching After teaching the unit
At the beginning to the unit a assigned a Our teaching practice changed Knowing that we need to change
“About Me” PowerPoint pre-assessment. three important ways: the pacing of lessons, we will
Pre-assessment is a way for us to gather research and reflect on best
evidence of students' readiness, interests, ● Interactions with students in practices that will allow us to
or learning profiles before beginning a the the classroom changed from maximize students learning time.
unit and then using that evidence to plan ‘what’ questions to ‘why or
instruction that will meet learners' needs. how’ questions; we encouraged ● It it clear, PLAY 60 group project
more interactions between scheduled for unit 2, will be
students moved to unit 4.

● Changed assessments from Some strategies to maximize

traditional unit test to quizzes
with fewer questions, resulting
in higher test scores.
● The strategy of blending online
learning with school-based
instruction, Gmetrix SMS, and
online assessment tools like
Canvas, Schoolnet, Quia,and
Quizlet accommodated students’
diverse learning styles.
student learning time and minimize
downtime.
● Better Planning and Preparation.
● Buffer the Distractions.
● Ensure Quick Transitions.
● Give Clear and Concise Directions.
● Have a Backup Plan.