Kathryn K Brown, 1

6th

Grade Language & Literature, 2/7/2016

Middle Years Programme Unit planner 1

Teacher(s) Brown, KK Subject group and

discipline

Language & Literature

Unit title GrecoRoman Myths and Marvel/ D.C. X-Men MYP year 1 MYP (6th

grade)

Unit duration

(hrs)

6

days

Key concept Related concept(s) Global context

Connections

Genre

Orientation in Space & Time

Statement of inquiry

Students explore connections between mythical characters and today’s X-Men sci-fi/fantasy or the relationship and interconnecetedness of these

characters and our connections to them today.

Factual—Can you name a mythical figure? Name a few reasons why people create fantasty stories?

Conceptual—Is there a connection between mythical storeis and X-Men sci-fi fantasy? How and why do people write, read or draw? What is it

about fantasy stories that appeal to all ages? How do artists and writers speak to so many different audiences? What is the purpose our class for

studying myths and Marvel’s X-Men? How is writing enhanced by videos? How are videos enhanced by writings and drawings?

Debatable—Is there a need for fantasy today? Does society still consider GrecoRoman myths today? How does society use Greco/Roman myths

in todays millennial? How do Marvel’s X-men support values of today’s society? What if there were no myths, X-Men or Super Heroes—would

we miss them? Is there something else in our society that could replace myths, X-Men or Super Heroes? How do you think so many children

begin to believe, “I am the Greatest! I can…(fly, jump, reach, hit the ball out of the ballpark, throw the longest, etc….)?

Kathryn K Brown, 2

6th

Grade Language & Literature, 2/7/2016

Middle Years Programme Unit planner 2

Objectives Summative assessment

Criterion A: Analyzing

ii. identify and comment upon the cretor’s

choices

Outline of summative assessment task(s)

including assessment criteria:

Does student input fall within the fantasy genre?

Does student employ a tools or tables to organize

data?

Does student use technology to present findings

by which to compare GrecoRoman myth heroes

and Marvel’s X-Men?

Does student characterize protagonists and

antagonists?

Does student identify conflict?

Does student identify propelling actions, words

and decisions?

Does student determine theme from story?

Does text follow punctuation, organization, and

spelling rules taught?

Does presentation depict a Venn-Diagram of

GrecoRoman myths and Marvel’s X-Men?

Relationship between summative assessment

task(s) and statement of inquiry:

Summative assessment provides evidence of

learned objectives, such as theme, characters,

setting, plot, different points of view. Students’

original text follows punctuation, organization

and spelling rules taught. Student original text

also communicates for a purpose to share

findings.

Approaches to learning (ATL)

Research and communication skills.

Action: Teaching and learning through inquiry

Content Learning process

Kathryn K Brown, 3

6th

Grade Language & Literature, 2/7/2016

Middle Years Programme Unit planner 3

Organization skills and producing text, so that

student:

1. Plan short-term assignment and meet

deadlines,

2. Uses graphic organizers to collect data

for project GrecoRoman myths and

Marvel’s X-Men,

3. Uses Venn-Diagram for comparing and

contrasting GrecoRoman myths and

Marvel’s X-Men,

4. Employs a software to share findings,

examples include: Prezi, PowerPoint,

Libre Office Empress, eMaze, etc.

5. Create a plan to prepare for summative

assessment;

6. Keep and use a daily planner for

assignment,

7. Create a draft of a presentation,

8. Invite peer editing of presentaiton,

9. Provide final copy of presentation in

digital format and

10. Publish to web following procedures

and/or

11. Share presentation.

Vocabulary.

Graphic organizer

Outline

Draft

Learning experiences and teaching strategies

Day 1. Establish a method and reason for research.

Essential Question: How do people research?

Engage: Name 10 reasons why people research.

Explain: Writing process—

1. Brainstorm idea

2. Outline research questions

3. Create graphic organizer for fact-finding mission.

4. Venn-Diagram

5. Draft

6. Peer-edit

7. Final

8. Publish/Present

Explore:

Day 2. Begin process of research using graphic organizers for planning and notes of citation.

Day 3. Complete graphic organizers and one paragraph-discussing theme.

Kathryn K Brown, 4

6th

Grade Language & Literature, 2/7/2016

Middle Years Programme Unit planner 4

Peer-edit

Final composition

Submit digital composition

Publish

Present

Citations

Cite the source

MLA format

Bibliography/Reference Table

Day 4. Begin draft (paper or digital).

Day 5. Transfer work to digital format—PowerPoint, Libra Office Impress, Prezi, Emaze, etc.

Day 5. Continue draft and begin peer-editing.

Day 6. Continue peer-editing and begin final draft.

Day 7. Share or present to class.

Formative assessment for grading writing process.

1. Student completes a graphic organizer to organize data.

2. Student uses Venn Diagram to refine new knowledge.

3. Student composes information into a digital format for sharing.

4. Student considers peer-edits and acts upon corrections.

5. Student completes final composition.

6. Student shares presentation on web.

Differentiation

of an assignment, etc.)

etc.)

-on-

one conferencing, collaborative team teaching, peer-tutoring, etc.)

h the

work (allow the use of a calculator, simplify content, decrease task directions, etc.)

t: Adapt the way instruction delivered (visual aids, media presentations, demonstrations,

flexible grouping, etc.)

Kathryn K Brown, 5

6th

Grade Language & Literature, 2/7/2016

Middle Years Programme Unit planner 5

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

Prior to teaching the unit During teaching After teaching the unit

Review writing procedures:

What in the unit might be inspiring for

community or personal projects?

Planning with graphic organizers, draft,

peer editing, produce final and publish final

draft to web (KidBlog).

What difficulties did we encounter completing the

unit or the summative assessment task?

Review process during class.

Scaffold writing experience in class.

Access to web tools, such as: Spell Check, graphic

organizers, KidBlog, PowerPoint, Libre Office

Impress, Emaze, Prezi.

Citation of resources—min. 3 online and min. 3 in

What was surprising?

Publish to KidBlog;

Share with adult audience at bookstore.

Review engagement, quality of work and level

of enthusiasm.

spond to instruction

goals

Student creates a global connection within text.

Resources

Graphic organizer for collecting and organizing data

Graphic organizer depicting organized.

Presentation: big paper, Emaze, Prezi, digital.

Presentation: adible, on-task, on-time, creative, pleasing to the eye, makes use of technology, covers the topic, holds to time limit.

Kathryn K Brown, 6

6th

Grade Language & Literature, 2/7/2016

Middle Years Programme Unit planner 6

book—using MLA format.

MYP

Rubric

0 1-2 3-4 5-6 7-8

Criteria A:

Organizing

Data

The student

does not

reach a

standard

described

by any of

the

descriptors.

i) Organizes opinions and

ideas with a minimal degree

of logic.

ii) Makes minimal use of

referencing and formatting

tools to create a presentation

style that may not always be

suitable to the context and

i) Organizes opinions

and ideas with some

degree of logic.

ii) Makes adequate use

of referencing and

formatting tools to

create a presentation

style suitable to the

context and intention.

i) Organizes opinons and

ideas in a logical

manner, with ideas

building on each other

ii) Makes competent use

of referencing and

formatting tools to

create a presentation

style suitable to the

context and intention.

i) Effectively organizes

opinions and ideas in a

logical manner with ideas

building on each othr in a

sophisticated way

ii) Makes excellent use of

referencing and formatting

tools to create an effective

Student

Language

No work

provided

Uses graphic organizer—

Venn Diagram, tables,

outline for project; uses three

references

Provides some

information in Venn

Diagram, tables,

outline for project and

some bibliography

Provides 3 bullets of

information for each part

of the Venn Diagram.

Presents opinions and ideas

in logical manner.

Provides four sources for

bibliography, i.e. 3 books

and 3 online sources and 1

video.

Provides 3 bullets of information

for each part of the Venn

Diagram.

Presents opinions and ideas in

logical manner.

Provides four sources for

bibliography in MLA format, i.e.

3 books and 3 online sources

and 1 video.

Criteria C: NA