MYP unit planner
Unit title Different Perspectives
Teacher(s) Lachlan Pye
Subject and grade level Year 9 Language B
Time frame and duration 7 weeks * 5 classes per week
Stage 1: Integrate significant concept, area of interaction and
Area of interaction focus Significant concept(s)
Which area of interaction will be our focus? What are the big ideas? What do we want our
Why have we chosen this? students to retain for years into the future?
Health and Social Education People’s perspectives differ.
MYP unit question
How do people’s perspectives differ?
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they have understood?
Which specific MYP objectives will be addressed during this unit?
• communicate information, ideas and opinions
• demonstrate comprehension of specific factual information and attitudes, expressed in spoken and
• identify main ideas and supporting details and draw conclusions from spoken and written texts
• understand and appropriately use structures and vocabulary
Which MYP assessment criteria will be used?
Stage 2: Backward planning: from the assessment to the
learning activities through inquiry
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the
significant concept(s) for stage 1?
A variety of structures for language functions commonly used in essays
Verb tenses used for generalisations
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
COLLABORATION – Students will work in groups to create a short film
COMMUNICATION – The unit will assist the students to communicate in English
INFORMATION LITERACY- Students will be asked to make connections between a variety of resources.
Learning experiences Teaching strategies
How will we use formative assessment to give students feedback
How will students know what is expected of them? Will during the unit?
they see examples, rubrics, templates?
What different teaching methodologies will we employ?
How will students acquire the knowledge and practise
the skills required? How will they practise applying How are we differentiating teaching and learning for all? How have
these? we made provision for those learning in a language other than their
mother tongue? How have we considered those with special
Do the students have enough prior knowledge? How will educational needs?
Formative assessments will be provided rubrics. As well
anecdotal comments will be written on student work.
Introduce the concept of things looking different
from different perspectives. If it is an oral assignment written comment s will be
handed back to the student.
Rewrite an extract from term 1 assessment
from a different characters perspective. Many different teaching methodologies will be
employed: lecture, class discussion, pair and share,
group work, partner work, teacher conferences…
Viewing of Rainman
Assignments are broad enough that each student can
Discussion about what is unusual about the perform at their own level
perspective of Raymond
Paragraphing the differences in Raymond’s
perspective, with supporting evidence from the
Essay structure exercises
Guided reading of Curious Incident of the dog in
Exam – Essay and Reding Comprehension
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during
The Curious Incident of the Dog in the Nighttime
Ongoing reflections and evaluation
In keeping an ongoing record, consider the following questions. There are
further stimulus questions at the end of the “Planning for teaching and learning”
section of MYP: From principles into practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated
How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make
sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?
How did we decide on the data to collect? Was it useful?
This was a good unit, although I attempted to put too much material into the unit. Considering, the language
levels of the students, I was overly ambitious in trying to include a close study of a film and a close study of
a text into one term that also contained an exam block. Nonetheless the texts chosen were excellent and
enabled the students to develop a greater understanding of different perspectives. They also contained a
great deal of opportunities for the core Language B job of teaching language acquisition.