Unit 2 only the strong survive grade 6 language b

MYP unit planner Unit titleOnly the Strong SurviveTeacher(s)RCR/MPHSubject and grade levelYear 6 Language A and BTime frame and duration8 weeks, 4 lessons each week Stage 1: Integrate significant concept, area of interaction and unit question Area of interaction focusWhich area of interaction will be our focus?Why have we chosen this?Significant concept(s)What are the big ideas? What do we want our students to retain for years into the future?Environments – students can identify and demonstrate a basic understanding of the roles our environments play in the lives and well-being of humankind.Changes in our environment may affect the individual, but not our basic needs. MYP unit questionHow are basic needs related to our environment? AssessmentWhat 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?FORMATIVE: Responses to literature – journal writing; letter writing; reading comprehension; vocabulary exercisesSUMMATIVE: 1) Students will create a survival guide based on different environments. Students will have the option to create a presentation that they will use to showcase their understanding; 2) Students work in pairs to develop a Venn Diagram to show similarities and differences between their environments; 3) Students work in groups of 4 to show similarities and differences between all 4 environments; 4) Write an interview with Michael or Kensuke after the rescue team arrives and perform in pairs for the classWhich specific MYP objectives will be addressed during this unit?A 1, 2, 3, 4, 6B 7, 8C 10, 11, 12, 13, 14, 15Which MYP assessment criteria will be used?Language A - A, B and C; Language B – A, B, C, D, E Stage 2: Backward planning: from the assessment to the learning activities through inquiry ,[object Object],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 teachersWhat 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 action?Possible connections 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?AssessmentWere 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?Data collection How did we decide on the data to collect? Was it useful?This is a unit that was and could have been way more successful. The students were very excited about the idea of examining different environments. Unfortunately exams made it very difficult to complete many of the ideas that we had and wanted to do. Also we did not get to read as much of the novel as I would have liked. I think this unit would be better in a time when there is no exam. Perhaps this time would have been better for a unit on short stories or poetry. This way you would not have the pressure of trying to complete a novel study which is quite time intensive. This was another unit where our field trip did not come to fruition. I am of the firm belief that learning outside of the classroom is integral and it is not something that has happened yet.The greatest thing about this unit was the cross curricular connections that we were able to make. Math and Physical Education connections were made and they were authentic. The beauty of this was that all the teachers were able to communicate clearly what our goals were and what we wanted the students to achieve. This was one of the first times that I was able to connect three subjects and I believe it was extremely successful. If only I could do this with every unit!!Students demonstrated their learning by creating survival guides. I think that more time on this would have been beneficial- again exams were a real problem. As well, there is very little computer time available to the students. This make doing research very difficult. I do not really know how to solve this problem but it definitely something I want to look at for the next unit!This is a terrific novel for year 6. Language B ha had some difficulty with the language but it was definitely a novel that they could handle. I would repeat this unit but at a different time.

Unit 2 only the strong survive grade 6 language b

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (16)

Similar to Unit 2 only the strong survive grade 6 language b

Similar to Unit 2 only the strong survive grade 6 language b (20)

More from aissaigon

More from aissaigon (20)

Unit 2 only the strong survive grade 6 language b