Teacher(s) Ms.

Yara Mawlawi Subject group and Language and Literature (LG Acquisition)
discipline
Unit title Global Citizenship MYP year 4 Unit duration 14 hrs
(hrs) 20 periods

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Culture Audience Imperatives Globalization and Sustainability
Communication

Statement of Inquiry

Languages and cultures play an important role in promoting global citizenship and are key to participation in an interconnected world.

Inquiry questions
Factual: What is global citizenship? Can teenagers change the world? How can people make a difference?
Conceptual: Which characteristics do global citizens have? How does the understanding of the audience and culture affect how we communicate?
Debatable: How does taking part in MUN help us understand the concept of "global" citizenship?

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Objectives
Objective A- Analysing: Reading
and Listening
ii. analyze the effects of the creator's
choices on an audience.
iii: justify opinions and ideas using
examples, explanations, and
terminology.
Objective B- Organizing: Writing /
Negotiations
i. employ organizational structures that
serve the context and 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:
Writing / Negotiations
i. produce texts that demonstrate
insight, imagination, and sensitivity
while exploring and reflecting
critically on new perspectives and
ideas arising from personal
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Summative assessment
Outline of summative assessment task(s), including Relationship between summative assessment
assessment criteria: task(s) and statement of inquiry:
Statement of inquiry:
Summative assessment task 1- Communication -oral Languages and cultures play an important
negotiation and Listening role in promoting global citizenship and is the
key to participation in an interconnected
a. Read a text entitled "Maplewood Middle School
world.
Students Attend MUN Conference" (Text G): Using
info and examples from the text, negotiate the
following statement: Taking part in Model United
The communication and reading & production
Nations activities benefit BAT School and its MYP
assessments revolve around The United Nations
students" Model UN Programme. This program aims to
build and maintain strong links between the UN
and Model UN participants across the globe. It
b. Listen to "How to Change the World Kid
does that through guides and workshops, which
President" and answer related questions
teach students how to make their simulations
https://www.youtube.com/watch?
more accurate; by visiting Model UN
v=4z7gDsSKUmU&t=1s
conferences and sharing first-hand knowledge of
what the actual UN is like; and through
Summative assessment task 2- Reading and Production encouraging Model UN clubs to take real action
to support UN values and the  Sustainable
Reading comprehension: A text entitled "Model United Development Goals.
Nations http://www.unausa.org/global-classrooms-model-un
Production: Watch a video entitled Learning through The
Model United Nations https://youtu.be/aqx-C8tmeYw and
answer the following debatable question: How can the Model
United Nations help us understand the concept of global
citizenship?
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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:
Speaking, Listening, Reading, and
Writing
i. use appropriate and varied
vocabulary, sentence structures, and
forms of expression
ii. speak in a register and style that
serve the context and intention.
iii. use correct grammar, syntax, and
punctuation
iv. pronounce with accuracy.
v. use appropriate non-verbal
communication techniques.

Approaches to learning (ATL)

Self-management skills: The students will learn how to plan a negotiation essay through a defined strategy before writing. They will also manage their

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time effectively while researching or developing arguments. The students will also learn how to manage their posture and presentation techniques before
they animate the graduation party game.
Research and thinking skills:
In this section, students will look up for the meaning of several words on p. 233,234 and challenging words of texts A, B, C. Plus, the students will use
their research skills to look up fun facts about France, the Philippines, Kuwait, Iraq, and Tunisia to animate graduation party game entitled " Who is
BAT's most  Global Citizen Parent? ". The students will also use their research skills to enrich their negotiation essay, "Learning another language leads
to better understanding of other cultures. ". The students will use their thinking skills to give feedback about Matt Hershberger's article and brainstorm
more important characteristics of a global citizen.

Communication skills: Grade 9 students will design a poster (in STEAM sessions) and a large international passport (art sessions) to promote graduation
party game entitled "Who is BAT's most  Global Citizen Parent? ". The students will learn different verbal and non-verbal techniques to communicate
with a large audience (on the graduation party ) and negotiate two various topics ( MUN and Learning a new Language ). The ninth graders will also learn
how connections and relationships can go beyond personal and cultural boundaries through learning new languages. Throughout reading several texts ,
the students will read for specific info, make inferences and draw conclusions, give constructive feedback, paraphrase accurately and concisely, and take
notes.

Action: Teaching and learning through inquiry

Content Learning process

Session 1 (Mond, April 3rd, 2023): Discuss
the poster on p. 231 + Read and explain text
A + Finish the table of evidence on page
231
Assignment 1: page 233 – Text Handling 1 +
Learning experiences and teaching strategies
Active learning: Students will have a full voice in class discussions about global citizenship,
negotiation essay writing, and explaining how participating in MUN can enhance global
citizenship.
Inquiry-based learning: students will inquire about how participating in Model United Nations

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2 deepen students' knowledge about global citizenship. They will also inquire about five countries'
Sessions 2 and 3 (Tues, April 4th): Discuss
The characteristics of a global citizen on p.
234 + Watch a video entitled "What is
MUN?" and answer questions prepared by
the teacher.
Sessions 4 and 5 (Wed, April 5 ): Read and
th
discuss a text entitled "Seven Signs you are a
Global Citizen" on p.237+ Oral and
interactive skills negotiation on pages 239
and 240. ( this will be done on Tuesday
instead of Wed)
Assignment 2: page 237 (Match headings )
facts to animate the 2023 graduation party.
Technology Enhanced Active learning: students will use technology to research for facts, info,
negotiation expressions, quotes, and more to write their negotiation essay (mentioned above)
collectively
Students will also watch two videos on Youtube to discuss MUN and its impact on global
citizenship.
Effective Class discussions: read a text entitled "Global Citizenship" on p. 232 and discuss the
text's details and information.
Read, understand, and discuss "Seven Signs you are a global Citizen" p.237.
Discuss "How Can We Define a Global Citizen?" p.239.
Team-based learning: interactive activity – presentation on pages 136-137 (pair /group work)
Start and complete writing a negotiation essay about "Learning another language leads to better
understanding of other cultures. "(Collaborative writing)

Session 6 (Thurs, April 6th): Discuss the first

7 minutes of the MUN Explained video and
answer related questions.
Assignment 3: Review MUN Worksheet 1 Formative assessment
Session 7: (Mon, April 10 : Discuss the
th)

second part (7 minutes) of the MUN

Explained video and answer related
questions.
Assignment 4: Review MUN Worksheet 2
 The students will be asked oral questions related to MUN key terms.
 Using different languages to promote global citizenship will be achieved by organizing a
game entitled Who is BAT's most Global Citizen Parent? The ninth graders will organize
this game in 3 different languages ( Arabic, French, and English )
 Write a formal negotiation essay about "Learning another language leads to a better

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Sessions 8 and 9 (Tues, April 11th): Culture
and Audience / Prepare fun facts in groups
about Kuwait, the Philippines, France, Iraq,
and Tunisia using Kahoot App. ( this will
take to April 12th )
Assignment 5: Thinking about culture,
language, and audience on p.244.( has
changed and the H.W was about searching
for facts )
Session 10: (Wed, April 12th): Introduce the
negotiation/Argumentative Writing Strategy
+ introduce the topic that will be negotiated
about "Learning about the world leads to
being a global citizen. "
Session 11 (Thur, April 13th): Collective
writing – part 1 (Write the introduction)
Sessions 12 (Mon, April 17th): Collective
writing – part 1 (Write supporting point 1 )
Assignment 6: Write supporting point 2
Sessions 13 and 14: (Tues, April 18th):
Correct supporting point 2 (homework ), and
write supporting point 3.
Session 15 (Wed, April 19th): Write a
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understanding of other cultures. ".
 Assignments 1 to 7: All assignments will be followed up, monitored, and graded.
 Research in class about how languages improve cultural understanding.
 Oral and interactive skills negotiation on pages 239 and 240./ The table on page 240 will
be out of 10 pts. ( Explanation of "Global Citizen 1 pt. / Four characteristics of a global
citizen (4 pts. ) / two examples ( 2 pts. ) / two non-examples of a global citizen ( 2pts. )
Differentiation through considering multiple-intelligences
Linguistic intelligence: Strong linguistically intelligent students gain knowledge through
language. These students can demonstrate their skills through negotiations and idea generation
(researching, reading texts about global citizenship, and the interconnectedness between
language and culture). Linguistic learners value communicating and expressing themselves
because they enjoy language, reading, and sharing viewpoints (anecdotes about personal
experiences, anecdotes / future experiences like graduation party).
Visual-auditive learners will gain knowledge by watching several videos and discussing Global
Citizenship Poster.
Differentiation by task: The three students in grade 9 will not be assigned the same tasks in
class. The teacher will consider the level of the three students and their learning styles to help
them achieve better and gain more self-confidence by raising their chances of answering
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conclusion correctly.

From April 24th th to April 27th (5 sessions),
all grammar.
The included lessons are:
Differentiation through group work: This will be applied mainly in collaborative writing
tasks. Each student will be assigned to write about /research a specific idea or info related to the
three main parts of the negotiation essay.

Phrasal Verbs pages 306, 307, 308, 309 Targeted teaching: In term 3, I will target my teaching towards customized assignments and

Prepositions Combinations p. 321-322-323- help/ assistance in class.

324
Some practices on the mentioned pages
will be assigned ( Assignment 7 )

Resources

MYP Phase 4 Oxford

Yotube Videos (links are mentioned on the pages above)
English Grammar-Workbook (Third Edition)
What is Model United Nations? https://www.youtube.com/watch?v=EX07EmIxnns

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Model United Nations Explained https://www.youtube.com/watch?v=uSIldjAswXk.
Reflection: Considering the planning, process, and the impact of the inquiry
Prior to teaching the unit
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During teaching After teaching the unit
Assignment 5 was changed to the following :
Prepare 5 questions with their options under the
chosen categories discussed in class . Write the
questions and the options on the word
document to be discussed in class.
Wassim and Dorra’s presence has slowed
down the rhythm a bit as it was necessary to
put them on track .
The writing topic changed from “ Learning
another language leads to a better
understanding of other cultures to “ Learning
about the world leads to being a global citizen.
"
In the midterm 3 , I changed the following
question in the production from Production:
Watch a video entitled Learning through The
Model United Nations https://youtu.be/aqx-
C8tmeYw and answer the following debatable
question: How can the Model United Nations
help us understand the concept of global
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 citizenship?
To Explain to young students using your
persuasion techniques how Model United
Nations help them understand the concept of
global citizenship.

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