Teacher(s) Ola Sedky Subject group and discipline English Language and Literature

Unit title Inspired by Nature MYP year 2 Unit duration 6 Weeks

(in 40 min.
instructional
periods)

Inquiry: Establishing the purpose of the unit

Key concept (select 1) Related concept(s) (select 1 - 2) Global context & (exploration)
Creativity Context - Globalization and Sustainability
Human impact on the environment
Purpose

Statement of inquiry
Conceptul Understanding (Use key and related concept/s in an active sentence or statement):
Understanding the context of a text is based on the purpose revealed by the author to be explored by the creativity of the reader.
Statement of Inquiry (Conceptual Understanding + Global Context exploration):
Creativity of humans in understanding the context leads to the growth of a sustainable environment.

Inquiry questions

Factual line of inquiry:

Factual Question/s:

What is nature?
What does it mean to be in harmony with nature?
define context in literature.

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 Define purpose.
What is purpose in literature.

Conceptual line of inquiry:

Conceptual Question/s:

What affects the nature?

How to have a sustainable environment?
What are some examples from the texts you’ve read that show how people experience being in harmony with nature?

Debatable line of inquiry:

Debatable Question/s:
Is a sustainable environment essential for humans?
Can a purpose of a literary text convey any messages?

Objectives and their strands Summative assessment

(MYP Subject Objectives and their stands) Description of the summative ass. task: Explain how the summative assessment task assesses the
statement of inquiry:
Criterion A: Analysing: Paper 1: analytical essay
ii. identify and comment upon the creator’s choices.
Paper 2: personal narrative
iii. choices justify opinions and ideas, using examples,
explanations and terminology.

Criterion B: Organizing:
i. employ organizational structures that serve the
context and intention.
Criterion C: Producing text:

i. produce texts that demonstrate thought and imagination while

exploring new perspectives and ideas arising from personal
engagement with the creative process

Criterion D: Using language:

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i. use appropriate and varied vocabulary, sentence structures
and forms of expression ii. write and speak in an appropriate
register and style

Approaches to learning (ATL)

Thinking process to identify the ATL for the unit:
Example: In order for students to [strand:] ------------------in both oral and written statements students must [skill:]------------- (ATL Category: --------, Skill Cluster: -------------, Skill
insicator: -----------------------------. Learning experience: ---------------------------------------

ATL Identification Skill Category Skill Cluster Skill indicator Learning experience
In order for students to Research VI. Information literacy skills Collect and analyse data to use technology systems
demonstrate information literacy identify solutions and
- Finding, interpreting, judging make informed decisions.
and creating information

Students demonstrate media Research VII. Media literacy skills Compare, contrast and reports
literacy draw connections among
(multi)media resources
- Interacting with media to
use and create ideas and
information
students think critically Thinking VIII. Critical thinking skills Test generalizations and
conclusions
Write essays – compare and contrast
Analysing and evaluating issues
Narrative
and ideas

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Action: Teaching and learning through inquiry

Learning process
Content:
Learning experiences and teaching strategies Formative Assessment Differentiation
Standards, skills,
concepts

Literature: extracts
from “Into
literature”
- ANALYZE
PERSUASIVE
MEDIA

Writing:
- compare and
contrast
- collaborate &
Compare
- literary
analysis
Figures of speech:
figurative language

Complex
Sentences

Resources

Novel book

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 Into literature
Online resources

IB Learner Profile:
Caring - Reflective

International Mindedness:

Interdisciplinary links:

Service as Action:
get involved in ocean clean-up projects at government agencies and marine conservation groups.
Reflection: Considering the planning, process and impact of the inquiry
These are guiding questions to help teachers reflect.
Prior to teaching the unit During teaching After teaching the unit
What is the thinking that you have to do in order to make How is the unit unfolding? Are there things that you What made your unit successful? How was the learning?
this unit a success? added, things that you deleted, things that you changed?
What were the learning outcomes of this unit?
(Keep track!)
Why do we think that the unit or the selection of topics
How well did the summative assessment task serve to
will be interesting? What difficulties did we encounter while completing the
distinguish levels of achievement? Was the task
unit or the summative assessment task(s)?
What do students already know, and what can they do? sufficiently complex to allow students to reach the highest
What resources are proving useful, and what other levels?
What have students encountered in this discipline before?
resources do we need?
What evidence of learning can we identify? What artefacts
What does my experience tell me about what to expect in
What student inquiries are emerging? of learning should we document?
this unit?
What can we adjust or change? Which teaching strategies were effective? Why?
What attributes of the learning profile does this unit offer
students opportunities to develop? What skills need more practice? What was surprising?
What potential interdisciplinary connections can we What is the level of student engagement? What student-initiated action did we notice?
identify?
How can we scaffold learning for students who need more What will we do differently next time?
What do we know about my students’ preferences and guidance?
How will we build on our experience to plan the next unit?
patterns of interaction?
What is happening in the world right now with which we

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Are there any possible opportunities for meaningful could connect teaching and learning in this unit? How effectively did we differentiate learning in this unit?
service learning?
How well are the learning experiences aligned with the What can students carry forward from this unit to the unit?
What in the unit might be inspiring for community or unit’s objectives? To the next year/ level of study?
personal projects?
What opportunities am I hearing to help students explore Which subject groups could we work with next time?
Could we develop authentic opportunities for service the interpretative nature of knowledge, including personal
What did we learn from standardizing the assessment?
learning? biases that might be retained, revised or rejected? (DP
Theory of knowledge skills development)
How can we use my students’ multilingualism as a
resource for learning?
How do you plan to introduce the unit?
What provocations will you use?
How will the students become familiar with the key and
related concepts?

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