Teacher(s) Teacher Okello Subject group MYP English Language

and discipline

Unit title What is exploring own MYP year Grade 9 Unit 15

identity and character? duration
4
(hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Communication Context an Audience Identities and

relationships

Statement of Inquiry

Identity formation, self-esteem, status, roles and role models

Inquiry questions

Factual- What are the key components and characteristics of individual identity?

Conceptual- How does an understanding of one's own identity help us make sense of the world
around us?

Debatable- Does the exploration of one's own identity raise ethical or moral questions that need to
be addressed, and if so, how should we approach these questions?

Objectives Summative assessment

Objective D: Writing G:GOAL: Identity formation, self- Relationship between

i. use a wide range of
vocabulary
ii. use a wide range of
esteem, status, roles and role models summative assessment
task(s) and statement of
R: Role - Students are a team of writers
inquiry:
who create articles for the magazine

grammatical structures that focus on personal and cultural

generally accurately expression.

iii. organize information A: Audience - Students are people from

effectively and coherently
in an appropriate format
using a wide range of
complex cohesive devices
iv. communicate all the
required information with a
clear sense of audience
and purpose to suit the
context.
different backgrounds and interests who
want to learn more about themselves
and others through stories and
reflections.
S: Situation - Students have been
asked to create a special issue on the
articles that showcases different
aspects of their identity and how they
are influenced by their relationships with
family, friends, communities, and
Identity Formation: The
task requires students to
explore their own cultural
identities and how these
identities are shaped by
language and culture.
They need to
rcommunicate effectively
about these aspects of
their identity.
Self-esteem: Through
 cultures.
P: Product or Performance and Purpose
- Students need to create two articles
for the magazine using different styles
and genres to communicate their
identity and perspective to different
audiences and purposes. One article
should be informative and factual, and
the other should be creative and
expressive. Students need to use
different language features and devices
to enhance their communication and
convey their message and meaning.
S: Standards and Criteria for Success:
WRITING- How well do you use
language in spoken or written form to
communicate your ideas and
information? How well do you use
accurate and varied language that is
appropriate to the context and
intention? How well do you respect
intellectual property rights and
reference all sources accurately?
their writing, students are
encouraged to express
their cultural backgrounds,
which can contribute to a
sense of self-esteem and
pride in their cultural
heritage.
Status: Students can
address the status of their
cultural backgrounds and
reflect on the significance
of their culture in the
context of a global
perspective.
Roles and Role Models:
The task encourages
students to consider their
roles within their cultural
context and how they can
serve as role models for
understanding and
appreciating diversity.

Approaches to learning (ATL)

Objective D: Writing

Strand iii. In order for students to organize information effectively and coherently in an appropriate
format using a wide range of complex cohesive devices, (students must master the skill of
structuring their articles logically, utilizing transitional words and phrases, and employing complex
cohesive devices like conjunctions and pronouns to connect ideas.

To help students master the skill of organizing information effectively and coherently, the following
approaches should be followed:

Modeling: Provide students with well-structured examples of articles or essays. Analyze these
models together to identify how information is organized, including the use of introductory and
concluding paragraphs, topic sentences, and transitional phrases.

Storytelling Techniques: Encourage students to think of their articles as narratives. Discuss how a
good story has a beginning, middle, and end. Teach them to apply this structure to their writing.
Peer Review and Editing: Have students review and edit each other's work. This process helps
them identify areas where organization and coherence can be improved.

Transitional Words and Phrases: Introduce a list of transitional words and phrases that students
can use to connect ideas within their writing. Encourage them to incorporate these into their
articles.

Pr-writing Activities: Before the actual writing, engage in pr-writing activities such as brainstorming
and discussing key points. This can help students clarify their ideas and decide on the most
effective organization.

Action: Teaching and learning through inquiry

Content Learning process

Explore the role Learning experiences and Formative Assessment Differentiation

of social teaching strategies
1. Identity Collage 1. Identity Collage
identity (e.g.,
1. Identity Collage Exploration Exploration
gender,
Exploration
ethnicity, Formative Assessment Differentiation

religion). Objective: To encourage Strategy: Self- Strategy: Multiple

students to explore their Reflection Journals Modalities
Engage in a
personal identity through a
group Provide students with Provide a variety of
creative and visual medium,
discussion self-reflection journals materials for creating
fostering self-awareness.
about social to document their the collage, such as

identity. Introduce the concept of a thoughts and feelings markers, colored

collage as a collection of
Discuss the
images and words that
value of diverse
represent various aspects of
identities in a
a person's identity.
community.
Providemagazines, art
supplies, and poster boards
for students.
Instruct students to create a
personal identity collage by
cutting out images and
words that resonate with
different parts of their
identity.
Encourage students to
reflect on why they chose
specific elements for their
collage.
After completing their
throughout the pencils, and digital
process of creating tools for students who
their identity collages. may have different
preferences or
Encourage students to
abilities.
write about why they
chose specific images, Allow students the
words, and how these option to write a short
represent different narrative or poem
aspects of their instead of or in
identity. addition to the visual
collage, catering to
Review and provide
those who may
written feedback on
express themselves
the self-reflection
better through words.
journals, focusing on
the depth of self-
awareness and the
2. Personal Identity
connections students
Interviews
are making.
Differentiation
collages, have students
present their work to the
class, explaining the choices
they made.
2. Personal Identity
Interviews
Objective: To promote self-
awareness through inquiry
and interviews, allowing
students to learn about
themselves and their peers.
Pair students up and assign
them to interview each
other.
Provide a list of questions
related to personal identity
(e.g., cultural background,
hobbies, values, role
models).
Instruct students to ask
these questions and actively
listen to their partner's
responses.
After the interviews, have
each student introduce their
partner to the class, sharing
what they learned about
their peer's identity.
3. Exploring Cultural Identity
Through Food
Objective: To help students
connect with their cultural
identity and understand the
role of culture in shaping
one's identity.
Ask students to research
and find a traditional dish or
Strategy: Peer Support
2. Personal Identity Pair students
Interviews strategically,
considering various
Formative Assessment
strengths and abilities.
Strategy: Interview
Pairing a more
Reflection and Peer
outgoing student with
Feedback
a quieter one can
After the interview provide mutual support
pairs have shared and ensure that both
what they learned students have the
about their partners, opportunity to
ask students to reflect participate actively.
in writing on what
Allow for flexible
surprised them or what
interview formats.
they found most
Some students may be
interesting during the
more comfortable
interviews.
conducting written
Peer Feedback: Have interviews rather than
each student provide verbal ones.
feedback to their
partner on their
interviewing skills, 3. Exploring Cultural
encouraging Identity Through Food
constructive feedback
Differentiation
on listening and
Strategy: Cultural
questioning
Research Choices
techniques.
Let students choose
Review the written
whether they want to
reflections and peer
explore their own
feedback, and provide
cultural background or
guidance on improving
a culture they find
interview skills and the
intriguing. This choice
depth of insights
can accommodate
gained.
those with diverse
cultural experiences or
a lack of personal
3. Exploring Cultural
cultural connection.
Identity Through Food
For students with
Formative Assessment
dietary restrictions or
Strategy: Cultural Dish
food allergies, provide
Presentations and
options for alternative
 recipe from their family's
cultural background.
Instruct students to prepare
the dish at home or with the
help of a family member.
Have students bring the
prepared dish to school to
share with their classmates.
Encourage students to
explain the cultural
significance of the dish and
how it relates to their own
cultural identity.
Discuss the experience as a
class, highlighting the
diversity of cultural identities
within the group.
Group Discussion ways to explore
cultural identity, such
During the cultural
as researching and
dish presentations,
presenting on
assess how well
traditional clothing or
students explain the
music.
cultural significance of
the dish and how it
relates to their own
identity.
Engage in a group
discussion after each
presentation, where
students can ask
questions and provide
feedback on each
other's presentations.
Provide verbal
feedback during the
group discussion,
highlighting strong
points and suggesting
areas for improvement
in presenting the
connection between
cultural identity and
the dish.

Resources

• Books, academic journals, and articles

on personal identity
• Websites and online databases .

• Museums and cultural institutions

offering exhibits on exploring identity.

• Library resources, including books,

audio recordings, and academic
materials.
• Experts and guest speakers, from local
community.
 • Online lessons analysis tools and
educational software.
• Interactive media and apps
• Primary sources like historical
documents and narratives.
• Multimedia presentations visually
representing personal influence.
• Local music communities, clubs, and
events for live performances.
• Documentary films focusing on
personal identity impact worldwide.
• Texts on cultural anthropology that
explore identity role in societies.

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

Prior to teaching the unit During teaching
• earning Objectives:
Clarify the specific
learning objectives and
outcomes for the unit,
ensuring they align with
the curriculum and
students' needs.
• Relevance: Reflect on
the relevance of the
topic to students' lives
and interests,
considering how it
connects with their
cultural backgrounds
and emotional
experiences.
• Differentiation: Plan for
differentiation
strategies to
accommodate diverse
learning styles,
After teaching the unit
• Student Engagement: • Student Achievement:
Continuously assess Reflect on the extent to
and reflect on the level which students have
of student engagement achieved the learning
and interest in the objectives and whether
topic. Adjust teaching they have gained a
strategies and activities deeper understanding
to maintain high levels of the impact of songs
of participation. on culture, identity, and
• Differentiation: Observe emotions.
how well differentiation • Assessment Results:
strategies are working Analyze the results of
to address the diverse formative and
needs and preferences summative
of students. Make assessments to
adjustments as evaluate how well
necessary to ensure all students have met the
students are learning intended outcomes.
effectively. • Differentiation Success:
• Assessment Data: Assess the success of
Regularly review differentiation
 abilities, and interests
within the classroom.
• Resources: Assess the
availability and
suitability of resources,
both physical and
digital, for teaching and
learning about music's • Teaching Strategies:
impact.
• Cultural Sensitivity:
Consider the cultural
sensitivities related to
the music and ensure
that the materials and
activities are respectful
and inclusive. • Cultural Sensitivity:
• Assessment Methods:
Reflect on appropriate
formative and
summative assessment
methods that will
effectively evaluate
students'
understanding and
growth. • Classroom Climate:
• Teaching Strategies:
Plan and evaluate
various teaching
strategies, such as
hands-on experiences,
multimedia
presentations, or guest
speakers, to engage • Ethical Considerations:
students effectively.
• Multidisciplinary
Connections: Explore
potential connections
with other subjects,
such as history, social
studies, and language
formative assessment strategies in
data to gauge student addressing the diverse
understanding and needs of students,
identify areas where identifying areas where
additional support or improvements can be
enrichment may be made.
needed. • Engagement Levels:
Consider the level of
Reflect on the student engagement
effectiveness of throughout the unit and
teaching strategies and whether the activities
materials. Adapt and materials were
approaches based on effective in maintaining
student responses and interest.
feedback. • Cultural Sensitivity:
Reflect on whether the
Ensure that unit fostered cultural
discussions and sensitivity and an
activities are culturally inclusive classroom
sensitive and inclusive. environment,
Address any issues addressing any cultural
that may arise related awareness issues that
to cultural awareness may have arisen.
and respect. • Ethical Understanding:
Evaluate students'
Assess the classroom understanding of
climate and ensure it ethical considerations
remains inclusive, related to music and
respectful, and open for cultural sensitivity.
diverse perspectives • Interdisciplinary
and emotional Connections: Consider
responses to music. the effectiveness of
interdisciplinary
Continuously reflect on connections and
ethical considerations collaborations,
related to the study of assessing how they
music and make sure enriched students'
students are aware of understanding of the
and understand these topic.
issues. • Real-World Application:
 arts, to provide a • Student Progress: Reflect on how well
holistic understanding Monitor the progress of students understood
of the topic. individual students and the real-world
• Real-World Application: provide additional applications of the
Consider how the support or enrichment knowledge gained and
knowledge gained in as needed to help them whether they can relate
the unit can be applied achieve the learning the topic to global
in real-world contexts objectives. issues and cultural
and how it relates to • Real-World Application: awareness.
global issues and Continuously • Teaching Strategies:
cultural awareness. emphasise the real- Evaluate the
• Emotional Support: world application of the effectiveness of
Prepare to provide knowledge gained in teaching strategies and
emotional support and the unit, making materials, making note
guidance for students connections to global of what worked well
who may have strong issues and cultural and what might need
emotional responses to awareness. adjustment in future
the music or • Interdisciplinary units.
discussions. Connections: Explore • Inclusive Classroom:
• Ethical Considerations: opportunities for Reflect on whether the
Reflect on the ethical interdisciplinary classroom remained
considerations related connections and inclusive, respectful,
to the study of music, collaborations to and open to diverse
including issues of enhance the students' perspectives and
cultural appropriation understanding of the emotional responses to
and respecting topic. music throughout the
intellectual property. • Feedback unit.
• Assessment Alignment: Incorporation: Actively • Feedback Utilization:
Ensure that the incorporate student Consider how well
assessment methods feedback and student feedback was
align with the unit's suggestions to make utilized during the
objectives and the skills necessary adjustments teaching process and
and knowledge and improvements in whether it contributed
students are expected the teaching process. to improvements in
to acquire. • Emotional Support: Be instruction.
• Self-Reflection: Engage prepared to offer • Personal Growth:
in self-reflection to emotional support and Reflect on your own
continuously adapt and guidance for students growth as an educator
improve teaching who may have strong during the unit,
methods and strategies emotional reactions to including any changes
based on student music or discussions.
feedback and progress. • Assessment Alignment:
Ensure that the
assessments continue
to align with the unit's • Emotional Support:
objectives and
accurately measure
student growth and
understanding.
• Self-Reflection: Engage
in ongoing self-
reflection to enhance
your teaching methods
and strategies based • Self-Reflection:
on observations and
experiences in the
classroom.
in teaching methods or
strategies based on
student feedback and
progress.
Assess the
effectiveness of
emotional support
provided to students
who may have
experienced strong
emotional reactions to
music or discussions.
Continue to engage in
self-reflection to refine
your teaching practices
and approaches based
on insights gained from
teaching the unit.