MYP unit planner

Teacher(s) Ms. Fatima Iftikhar Subject group and discipline Language and Literature
Unit title Directed Writing MYP year (s) 1, 2. 3 Unit duration (hrs.) 4 Weeks

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Communication Audience imperative Personal and Cultural Expression:
Context  Analysis and declarations
Structures  Declamations

Statement of inquiry
Declarations rely on similar appeals and rhetorical techniques to communicate ideas, but vary based on audience, speaker, context, and structure.

Inquiry questions

Factual:
1. What is Directed Writing?
2. How do you define a report?
3. What is account writing?

Conceptual:
1) How do we structure an argument in order to communicate our ideas to a particular audience or context?
2) What is the purpose of writing a letter?
3) When do we write a report?
Debatable:
1. Is it possible to analyze the declarations of the past in order to write an argument in the future?
2. What is the difference between debate and declamation?
3. What is the difference between review writing and narrative writing?
4. How do you differentiate between note-taking and note-making?
 Objectives Summative assessment
Criterion B: Organizing Outline of summative assessment task(s) Relationship between summative assessment task(s)
 employ organizational structures that serve including assessment criteria: and statement of inquiry:
the context and intention
 organize opinions and ideas in a sustained, Goal: Declarations rely on similar appeals and Students will demonstrate their understanding of
coherent, and logical manner rhetorical techniques to communicate ideas, but rhetorical structures and techniques by developing
vary based on audience, speaker, context, and arguments that employ effective structure choices,
Criterion C: Producing Text structure. language choices, and rhetorical devices (like appeals
to ethos, pathos, and logos)
Criterion D: using language Role: Marketers

Using Language write and speak in a register and Situation:

style that serve the context and intention
Product/Purpose:
Students will demonstrate their understanding of
rhetorical structures and techniques by
developing arguments that employ effective
structure choices, language choices, and
rhetorical devices (like appeals to ethos, pathos,
and logos)

Standards:
 Approaches to learning (ATL)

Thinking Skills:
gather and organize relevant information to formulate argument
recognize unstated assumptions and bias
evaluate evidence and arguments based on the three major appeals in speech
Communication skills:
use a variety of speaking techniques to communicate with a variety of audiences
use appropriate forms of writing for different purposes and audiences
Social skills: Collaboration skills
listen actively to other perspectives and ideas
advocate for one's own rights and needs

Action: Teaching and learning through inquiry

Content Learning process
Learning experiences and teaching strategies
Various current events editorials from NY Times
and other reputable source Guided and independent analysis work of a variety of speeches
https://www.nytimes.com/2020/09/03/learning/our- Critical reading of a text - annotating and reading for writer's techniques and effect
2020-21-writing-curriculum-for-middle-and-high- Guided and independent response to a variety of arguments
school.html The basics of public speaking (audience awareness, non-verbal cues, applying the structures of written
argument in a verbal context)
Focus on defining ethos, pathos, and logos Compare and contrast essays
Student exploration - the three major appeals in speech (what makes the speech effective or ineffective?)
Focus on defining effective organizational structures
Formative assessment
1. Formal and Informal Letters
2. Application Writing  Short constructed response: Rhetorical Analysis - How does the speaker/author use rhetorical
3. Newspaper and magazine articles techniques to establish the argument?
4. Report Writing  Writing on various prompts.
(Thesis statements, details/analysis, transitions,  Writing applications
etc.)
 Report Writing
 Ethos, pathos, logos
 Formal Letter Writing
 Differentiation

Modified length of essay assignment to meet the needs of those who need it. Open-
ended assignment for self-differentiation.
Conferencing with students on writing and thinking—scaffolding for different levels to push students whatever their
level
Framing “World’s 100 Greatest Speeches” as a break-up letter to help push past the difficult language to the
concept.
Using sensory-details for reports.
Practicing informal letter writing.
Resources

Collections Textbook, printed copies of at least one argument to practice annotation/critical reading
Declamations and Speeches – World’s 100 Greatest Speeches
Eye-witness Reports, letters and applications
Various current events editorials from NY Times and other reputable source
https://www.nytimes.com/2020/09/03/learning/our-2020-21-writing-curriculum-for-middle-and-high-school.html
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit
 How do we expand our focus, through new  Difficult to keep within time constraints—so  Despite the abrupt nature of the unit (being so
text, to a larger world view than just “Founding many texts to choose from short), students gain a solid understanding of
Fathers”? Incorporate other country’s  Kids can grasp this unit—they like it and argument
documents on human rights. understand appeals  The open-ended nature of the summative
assessment allowed for more compelling
and creative advertisements.