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IB Unit - English 7 - Narrative v2

This unit plan focuses on using personal narratives to explore challenges and perspectives. Students will analyze characters and points of view in stories to understand how one's perspective during challenges can lead to fair or unfair outcomes. Students will write their own personal narrative using narrative techniques studied. Formative assessments include text-dependent questions, writing assignments, and projects. Students will develop collaborative and communication skills through creating tools for class discussions and debates.

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Viji Thor
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428 views3 pages

IB Unit - English 7 - Narrative v2

This unit plan focuses on using personal narratives to explore challenges and perspectives. Students will analyze characters and points of view in stories to understand how one's perspective during challenges can lead to fair or unfair outcomes. Students will write their own personal narrative using narrative techniques studied. Formative assessments include text-dependent questions, writing assignments, and projects. Students will develop collaborative and communication skills through creating tools for class discussions and debates.

Uploaded by

Viji Thor
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Teacher(s)

Murphy / Whitmarsh / Byrd

Subject
discipline

Unit title

Exploring Challenges Through Personal Narrative

MYP year

group

and

7th Grade English


2

Unit duration (hrs)

30+

Inquiry: Establishing the purpose of the unit


Key concept

Related concept(s)

Global context

Perspective

Character, Point of View

Fairness & Development

Statement of inquiry

One's perspective and character during challenges often determine fair or unfair outcomes.
Inquiry questions

Factual Questions:
Use level 1 text dependent questions for each story in unit.
What techniques do the authors use to develop characterization?
How are the stories organized?
Identify examples of dialogue; words that establish setting; transition words.
Who are the narrators in each story and how do you know?
Conceptual Questions:
How does one's character affect one's response to conflict?
How does one's perspective of conflict influence the outcome?

Debatable Questions:
Can personal survival trump that of friends and family or vice versa?
Are first person narrators credible?

Middle Years Programme Unit planner

Objectives

Summative assessment

Analyzing, C. Producing
Text

Outline of summative assessment task(s) including


assessment criteria:

Relationship between summative assessment task(s)


and statement of inquiry:

Students will write a personal narrative


using narrative techniques (dialogue,
pacing, description)
Attach scoring rubric.

Approaches to learning (ATL)

1. Creative Skills: How can students be creative?


Students will create sentence frame tool for debates/class discussions (i.e. response wheel, color-coded cards, posters)
2. Communication Skills: How can students demonstrate communication through interaction?
Students will use sentence frames from their structure language response product (i.e. response wheel, color-coded cards, posters) during small
group and whole class debates and discussions.
3. Collaborative Skills: How can students collaborate?
Create and Use posters for group norms, delegating task for group work. Students will meet and establish guidelines for behavior during
presentations and debates.

Middle Years Programme Unit planner

Action: Teaching and learning through inquiry


Content

Learning process

CCCS RL 7.1, 7.2, 7.3, 7.6; W 7.1, 7.2,


7.3, 7.4, 7.5, 7.9; SL 7.1; L 7.1, 7.2, 7.6

Learning experiences and teaching strategies

Readers' Theatre, "Say-Mean-Matter", Plot diagrams, thinking maps, character


skeletons, dialogue exercises, figurative language, conventions of a business letter,
shared inquiry, small and large group discussion, writing strong leads, literature circles
Formative assessment
Common core text-dependent questions, smaller writing assignments, quick writes, journal, mini-projects,
academic vocabulary activities, annotation, use of cognitive signals, shared inquiry
Differentiation
Chunking, jigsaw, flexible deadlines, flexible grouping, small and large group discussion, varied product

Resources

"Three Skeleton Key", "Amigo Brothers", excerpt from "An American Childhood". news story on Jose Salvador Alvarenga
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit

Middle Years Programme Unit planner

During teaching

After teaching the unit

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