Teacher(s) Raymond Te Amo Subject group and discipline Grade 7 English

Unit title UNIT FOUR: Short Stories: Fiction MYP year 3 Unit duration (hrs) 4
WEEKS

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Creativity Purpose and Structure Orientation in Time and Space

Statement of inquiry
The students will also have to complete the writing of a short story of their own adhering to the writing process and their own creative voice.

Inquiry questions

Factual: What goes into creating a great story?

Conceptual: How does character development improve the details of storytelling?
Debatable: What is the best way to create suspense in a story?

Objectives: Students will... Summative assessment

Analyze Fiction and Non-fiction Texts.
Identify stages of plot and its development 28-33
RL1, RL3
How does setting shape the plot? 47 RL3
Identify conflict, flashback, and foreshadowing 77,
80 RL3
Analyze the structure of a short story including
chronological order 47,50 RL1
Outline of summative assessment task(s) Relationship between summative assessment
including assessment criteria: task(s) and statement of inquiry:
Task 1: Write Your Own Narrative (432-440, R36): Students will understand what makes a great story.
Students will write a narrative of their own creation. Develop their own personal narratives in developing
They can choose 1 of 3 ways to write it. characters for the reader.
1. Chronological Order. Develop their ability to use suspense in their writing
whilst ‘hooking’ the reader into the center of the
2. Focus on Conflict.
action.
3. Flashback.
Criteria:

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Read a Variety of Texts A successful narrative should...
Use reading strategies, including connecting and Develop a standard plot line, with a beginning, conflict,
predicting35, 38, 77, 78 RI5 rising action, climax, and denouement.
Write a Narrative Include complex major and minor characters and a
definite setting.
Write a Narrative R36
Maintain a consistent point of view.
Capture reader attention with dialogue and suspense.
Include descriptions of movement, gestures, and
expressions.
Have a logical organization and clear transitions.

Approaches to learning (ATL) Communication Skills

i. Communication Skills:
Exchanging thoughts, messages and information effectively through interaction
 Give and receive meaningful feedback
 Use intercultural understanding to interpret communication
 Use a variety of speaking techniques to communicate with a variety of audiences
 Use appropriate forms of writing for different purposes and audiences
 Use a variety of media to communicate with a range of audiences
 Interpret and use effectively modes of non-verbal communication
 Negotiate ideas and knowledge with peers and teachers
 Participate in, and contribute to, digital social media networks
 Collaborate with peers and experts using a variety of digital environments and media
Reading, writing and using language to gather and communicate information
• Read critically and for comprehension
• Read a variety of sources for information and for pleasure
• Make inferences and draw conclusions
• Use and interpret a range of discipline-specific terms and symbols
• Write for different purposes
• Understand and use mathematical notation
• Paraphrase accurately and concisely
• Preview and skim texts to build understanding

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 • Take effective notes in class
• Make effective summary notes for studying
• Use a variety of organizers for academic writing tasks
• Find information for disciplinary and interdisciplinary inquiries, using a variety of media
• Organize and depict information logically
• Structure information in summaries, essays and reports

Action: Teaching and learning through inquiry

Content Learning process

Week 1 The Dinner Party Literature: Teacher’s Edition, Grade 7
The Dinner Party 32 The Dinner Party 32
Casey at the Bat 132 Seventh Grade 34
Reading Informational Texts: Spot Goes High- The Last Dog 46
Tech 65
Thank You M’am 66
Use Complete Sentences 45
Casey at the Bat 132
Use Correct Punctuation 64
If I Can Stop One Heart From Breaking 72
Week 2 Seventh Grade
Rikki-tikki-tavi 76
Seventh Grade 34
Adventure Novel: Holes excerpt 96
If I Can Stop One Heart From Breaking 72
Literature: Teacher’s Edition, Grade 7 Reading
Reading Informational Texts: Exploring the
Reading Informational Texts: Spot Goes High-Tech 65
Titanic 102
Reading Informational Texts: Exploring the Titanic 102
Write Your Own Short Story 432-440, R36
Reading Informational Texts: An American Childhood 122
Spell Possessives Correctly 75
Reading Informational Texts: The Unnatural Course of Time 158 (Back to the Future 154)
Identify Antecedents and Maintain Agreement 95
Literature: Teacher’s Edition, Grade 7 Writing
Week 3 The Last Dog / Thank You M’am
Write Your Own Short Story 432-440, R36
The Last Dog 46
Literature: Teacher’s Edition, Grade 7 Grammar
Thank You M’am 66
Use Complete Sentences 45
Reading Informational Texts: An American

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Childhood 122 Use Correct Punctuation 64
Use Transitions for Coherence 121 Spell Possessives Correctly 75
Misplaced and Dangling Modifiers 169 Identify Antecedents and Maintain Agreement 95
Week 4 Rikki-tikki-tavi Use Transitions for Coherence 121
Rikki-tikki-tavi 76 Misplaced and Dangling Modifiers 169
Reading Informational Texts: The Unnatural Literature: Teacher’s Edition, Grade 7 Vocabulary and Spelling
Course of Time 158 (Back to the Future 154)
Prefixes That Mean “not” 74
Prefixes That Mean “not” 74
Antonyms as Context Clues 63
Antonyms as Context Clues 63
Analogies 120
Analogies 120
Latin Roots: uni 44
EXTRA
Latin Roots: viv and vit 94
Latin Roots: uni 44
Suffixes That Form Adjectives 131
Latin Roots: viv and vit 94
Suffixes That Form Adjectives 131
N.B. Common Core Focus
Formative assessment
RL 1 Cite specific pieces of textual evidence to
support analysis of what the text says explicitly as Your Turn: Increase your understanding of “Seventh Grade.” 45
well as inferences drawn from the text. Your Turn: Science Connection. Read Spot Goes High Tech. 62
RL 3 Analyze how particular elements of a story Your Turn: Explore ideas presented in “The Last Dog.” 64
interact.
Your Turn: Show your understanding of “Thank You, M’am.” 75
RI 5 Analyze the structure an author uses to
organize a text, including how the major sections Your Turn: Social Studies Connection Find out about colonial India for Rikki-tikki-tavi 93
contribute to the whole and to the development of
ideas.
Differentiation Please see Teacher’s Edition for these notes
L 1 Demonstrate command of the conventions of
Standard English Grammar and usage when writing Note taking 30
or speaking. Identify plot stages 32
L2 Demonstrate command of the conventions of Develop fluency using punctuation 38
standard English capitalization, punctuation, and

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spelling when writing. Use Read aloud / Think aloud to clarify sequence 51
L3 Use knowledge of language and its conventions Discuss Tone and Predict outcomes 54
when writing.
Reading dialogue and prose 56
L4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases, choosing
flexibly from a range of strategies.

Resources

McDougal Holt, Literature: Teacher’s Edition, Grade 7 Houghton Mifflin Harcourt. Florida: USA. 2012

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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