Teacher (s) Mr. Ali, Mr. Alberto, Mr..

i, Mr. Alberto, Mr.. Raymound Subject group and discipline English Language and Literature

Unit Title Understanding Poetry MYP Year Year 3 Unit

Duration

Key Concepts Related Concept(s) Global Context

Communication Context, Genre, Purpose, Theme, Setting, Style Personal and cultural
expression

Statement of inquiry

Poetry, like any type or genre of writing, uses several techniques that both readers and writers need to be aware of.

Inquiry questions
Conceptual Debatable
Factual

What are the forms of poetry? Why do we create poetry?
How does the form of a poem affect its
content?
How does the use of literary convections
affect poetry?

Middle Years Programme Unit planer

 Objectives Summative assessment
Outline of summative assessment task(s) Relationship between
summative assessment task(s)
Students will analyze and evaluate the creativity of others and
apply techniques learned to creating their own poems.

1. Recognize and comment on the language, content,

structure and meaning of familiar age- appropriate oral,
written and visual texts.

2. Understand some of the effects of the author’s choices on

an audience.

3. Compose pieces that apply age

-appropriate literary and/or non
-literary features to serve the context and intention

Objective A: Analyzing

In order to reach the aims of studying language and literature,

students should be able to:
i. analyze the content, context, language, structure, technique
and style of text(s) and the
relationships among texts
ii. analyse the effects of the creator’s choices on an audience
iii. justify opinions and ideas, using examples, explanations and
terminology
iv. evaluate similarities and differences by connecting features
across and within genres and texts.
Objective B: Organizing
In order to reach the aims of studying language and literature,
students should be able to:
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
Middle Years Programme Unit planer
 style suitable to the context and
intention.
Objective C: Producing text
i. produce texts that demonstrate insight, imagination and
sensitivity while exploring and
reflecting critically on new perspectives and ideas arising from
personal 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
i. use appropriate and varied vocabulary, sentence structures and
forms of expression
ii. write and speak in a register and style that serve the context
and intention
iii. use correct grammar, syntax and punctuation
iv. spell (alphabetic languages), write (character languages) and
pronounce with accuracy
v. use appropriate non-verbal communication techniques.

Approaches to Learning (ATL)

Reflection -Students are encouraged to reflect on their feelings to write poetry.

Communication-Students are encouraged to use their creativity to write their own poems and they will use their book to present their poetry to
the class.

Content Learning Process

Main content addressed: Learning experiences and teaching strategies
Fast revision for prior knowledge
•Students will read a variety of poems and identify - Teacher prompting; probing questions
- KWL technique (what they know, what they want to know, what they
poetic techniques and structures.
learned)
Middle Years Programme Unit planer
 •Students will research the context of the poems and - Group discussion about the required prior knowledge
make connections to its content.
Students know what is expected of them to learn by:
•Students will identify how literary devices create • Supplying the students with rubrics
• Supplying the students with detailed assignment descriptions and learning
meaning in text
outcomes
•Students will use analytical writing skills. Aspects
Students acquire knowledge and practice the required skills through:
covered in the curriculum:
- Whole class; group; partner discussion

Some of the learning experiences which are gained by the students during this unit:
Grammar:
 Understanding and recognizing own, and characters identities
 Adjectives describing appearance
 Comparing and contrasting alternatives to make a decision.
 SV agreement  Defending choices in a logical manner
 is/are + adj Teaching Methods:
 has/have + noun/adj noun - Class Participation
 order of modifiers - Group Work
 vocabulary development: good/bad adjectives - Group Discussion
 forming verb/ adverb/adjective/ noun from common - Think, Pair, Share
stem - Lecture with discussion
- Brainstorming
Grammar: - Class Discussion
 Conjunctions - Audio-visual materials
 Ways to start sentences - Case Studies
 Dependent clauses in first position - Report-Back Sessions
 Punctuation conventions - Independent research
Developing vocabulary - Overview
- Inquiry
Understand and comment on the language, content, - Independent Work
structure, meaning and significance of familiar pieces of - Initiative
writing. - Use of Information
Use language to narrate, describe, analyse, explain, argue,
persuade, inform, entertain and express feelings. Students will use rubric to evaluate their progress with the project and be
Express an informed personal response to literary texts and encouraged to improve their work.
demonstrates the ability to approach works Students with reading difficulties or who have a low competence level in English
will have poems read to them orally and copies of directions to write specific types
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independently. of poems and figurative language/sound effect vocabulary definitions.
Teacher will see students’ progress throughout the unit with careful monitoring of
Express ideas with clarity and coherence in both oral and all steps students must complete to complete the unit successfully. Feedback will be
written communication. provided on written tasks by teacher and/or peers.
Structure ideas, arguments both orally and in writing in a
sustained and logical way, and support them with relevant
examples.
Formative assessments
Distinguish main ideas in a text from the secondary ideas. Formative Assessment:
- Summaries and Reflections
Use and understand an appropriate and varied range of - Visual Representations of Information
vocabulary and idiom - Collaborative Activities
Use correct grammar with appropriate and varied sentence - Criteria and goal setting
structure - Observations
Show awareness of
Be able to learn how to analyze a text into its main literary
elements Differentiation
Differentiated Instruction
Be able to use, understand and apply new vocabulary related - Identifying and correcting misconceptions
to the story
- One-on-one clarifications
• Be able to understand character development - Offer open-ended activities to enhance creativity
- Offering choice in unit project – students will decide their topic and support for
• Be able to understand and use the literary elements of their essay Integrating Technology; integrating interactive technology
cause & effect - Collaborative Learning
- Narrowing or broadening the topic
• Be able to understand the desert biome, its topography,
animal and plant life
 Students with language difficulties are given the opportunity to discuss the text
Skills: in small groups with students of different language levels. They are also
 Skimming and scanning directed to express their understanding in a visual way through stage direction.
 Inference Exemplars are given for each stage of the assessment.
 Discussion
 Referencing
 Elaborating

Resources
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 Action: Teaching and learning through inquiry

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

Prior to teaching the unit During teaching After teaching the unit

Middle Years Programme Unit planer