1) The document outlines a 6-day unit plan for a 6th grade language and literature class comparing Greco-Roman myths and Marvel's X-Men. 2) Students will explore connections between mythical characters and modern superheroes through a research project comparing the two genres. 3) The summative assessment requires students to create an organized digital presentation comparing protagonists, antagonists, conflicts, and themes found in Greco-Roman myths and X-Men stories.

1. 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….)?

2. 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

3. 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.

4. 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.)

5. 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.

6. 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