Teacher(s) X Subject English Language Acquisition

Unit title Meet my family Year 5 - MYP 1 PHASE 1 Unit duration 30 hours
(hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Connections- Connections are links, bonds Context - The social, historical, cultural and Identities and relationships - Students will explore their
and relationships among people, objects, workplace settings in which a text or work is identity; beliefs and values; human relationships including
organisms or ideas. produced. families, friends, communities and cultures; what it means to
be human.
Linguistic and literary connections exist
● Relations between family and friends
across time, cultures and across oral, visual Purpose - The purpose for communicating can
● Identity formation, status, roles and role models
and written texts. This concept is central to be, for example, to entertain, to recount, to
● Personal efficacy and agency; attitudes, motivations,
the study of language and allows for the socialize, to inquire, to inform, to persuade, to
independence; happiness and the good life
exploration of language, applying knowledge explain, to instruct. In literary terms, the
of, and about, the language, and relationships creator’s intentions in producing the text. This By choosing above mentioned, we will explore personality
between text, creator and audience. concept could also engage students in characteristics, how we are the same but also different and
exploration of meaning, thesis/argument, what being part of a family (the one they are born in and the
gender, age, bias, persuasive techniques, one they choose) means. Students will clearly see the
function, critical stance, message. structure of family over the time and what role culture
played in its change. They will discover strategies to deal
with toxic relationships, acknowledge the links between
healthy friendships and positive self-esteem and identify the
 effects of social influences on gender roles and equity.

Statement of inquiry

Bonds and relationships among people in families are the purpose of our communications and make sense for relationships and identities

Inquiry questions

Factual: What is a family? What are different purposes for connecting others? What does it mean to be a family?

Conceptual: What connects people? How can we connect with others? What is the purpose of human relations?
How can we determine the purpose of communication?

Debatable: Why do we say that the apple doesn’t fall far from the tree? Are the people in a family the same?What can make different people connect?

Student-generated questions: (will be added during the learning process)

Objectives Summative assessment

Outline of summative assessment task(s) Relationship between summative assessment task(s) and
including assessment criteria: statement of inquiry:

Criterion A: Speaking
At the end of phase 1, students should be Criterion A: Speaking Criterion A: Speaking
able to: Students will watch a video “Orangsutan -In the summative after watching the video students
i. identify basic facts, messages, main language” willbe able to discuss on the topic that not only
ideas and supporting details people have families and dicourse about
After watching the video they will be able to
ii. recognize basic conventions relationships in families.
compare families of people and animals.
iii. engage with the spoken and visual text
by identifying ideas, opinions and
attitudes and by making a personal
response to the text.

Criterion B: Reading
Criterion B: Reading
At the end of phase 1, students should be
‘Inuit families’
able to:
Students will read about Inuits(The people who
i. identify basic facts, messages, main
live in the Arctic regions) and get information Criterion B: Reading
ideas and supporting details
about their appearance and lifestyle. -In the summative reading task, students will find
ii. recognize basic aspects of format and
style, and author’s purpose for connections between the humans. They will improve
writing their ideas and see how relations with other people
iii. engage with the written and visual text can be useful in different contexts. Also they will be
by identifying ideas, opinions and able to see that inspite all people are different, they
attitudes and by making a personal may have the same interests and lifestyle.
response to the text.

Criterion D: Writing
Criterion D: Writing
At the end of phase  1, students should be Describe their family members. In your writing
able to: mention:
 i. write and/or speak using a basic ● describe their appearance - use the Criterion D: Writing
range of vocabulary, grammatical words about describing people’s -To complete the task effectively, students need to
structures and conventions; when appearances analyse the relationship between the family member
speaking, use clear pronunciation ● describe his/her personality - use the and themselves. They need to remember different
and intonation adjectives to describe a character contexts and accordingly describe them.
ii. organize basic information and use ● explain your relationship with this
a range of basic cohesive devices person (what do you think about
iii. use language to suit the context. him/her) -

Approaches to learning (ATL)

In order for students to identify explicit and implicit information (facts, opinions, messages and supporting details), students must read critically and for
comprehension (ATL Category: Communication skills, ATL cluster: Communication)
In order for students to identify implicit information, students must organize and depict information logically. (ATL category: ATL category: Communication
skills, ATL cluster: Communication)

In order for students to communicate all the required information with a clear sense of audience and purpose to suit the context, they must make fair and
equitable decisions (ATL category: Social, ATL cluster: Collaboration skills)

In order for students to demonstrate the accurate use of grammatical structures, students must identify the appropriate grammatical structure for the
occasion and apply it to communicate the message effectively. (ATL category: Communication, ATL cluster: Communication)

In order for students to identify explicit and implicit information, they will need to plan short- and long-term assignments; meet deadlines ( ATL category:
Self-management, ATL cluster: Organization)
 In order for students to effectively complete the assignment tasks, they will need to ATL skill development and personal learning strategies ( ATL
category: Self-management, ATL cluster: Reflection)
Action: Teaching and learning through inquiry

Content
Learning process
Learning Experiences and Teaching Formative Assessment Differentiation
Strategies

Week 1: What makes a family? 1- Introduction to a new unit Differentiated by content

Questions to consider: What is family? What connects humans?
Match vocabulary words to definitions
What makes a family? Who is your In groups, students try to brainstorm and
(pre-teach VOC.)
family?Are all the families the same? discuss the concept using the concentric
Do animals also have families? Are circle strategy.
they similar or different from ours? At the end of phase 1, students should be
able to: i. identify basic facts, messages,
ATL Skills: Communication skills, Social main ideas and supporting details ii.
skills recognize basic conventions iii. engage
with the spoken and visual text by
Criterion A: Speaking Teacher asks the students to look at the identifying ideas, opinions and attitudes
photo and say what they can see. Teachet and by making a personal response to the
asks: What animals can you see? How many text.
are there? Are they dangerous? Are they like
pets? Elicit that they are lions and ask the
pupils to tell you anything they know about
them. Teacher asks: Where are they from?
What is their food? and so on. Teacher asks:
Is the father lion the same as the mother
lion?Teacher uses gestures to help the pupils
understand your questions. If necessary, let
 the pupils use L1. Then ask: Is there a zoo in Formative listening skills:
your city? You could write the word zoo on Criterion A: Listening to
the board, which should help the pupils i. Identifying explicit and implicit
understand the question. Ask: Are there lions information (general comprehension)
in the zoo? Are lions your favourite animals? ii. Analysing connections
Are you scared of lions? Why? What is your
favourite animal? What is your favourite
wild animal? When the pupils answer your
questions in L1, try to translate or
paraphrase their answers and repeat them in
simple English. Read out the caption beneath
the photo and ask the pupils to speculate
where the father might be. Ask: Is the father
lion with his children? Is he looking for
food? Is he asleep? Where is he? Use
gestures and your acting skills to help get the
meaning across to the pupils. Again, let them
use L1, if necessary, when answering your
questions
Ask the pupils to read the caption to
Criterion C:Listening –A Lion
themselves and explain they will read as they
family
listen to the CD. Play the CD. Optionally,
What does it mean to be human?
before asking the pupils to work in pairs, you
Process
could play the recording again and ask the
pupils to repeat the sentences chorally. Then Scaffolding strategies are provided
ask the pupils to work in pairs to say the to help students address the
sentences to each other. Monitor to listen for listening comprehension text such as
any pronunciation problems and deal with skimming and scanning, main idea
these as a class at the end. Focus on the long visual organizers.
/iː/ in these, which is often shortened. You
could even contrast these /iː/ and this /ɪ/.
Invite one or two pupils to read the caption
 to the class
Activity 3 Explain to the pupils they are
going to hear four statements and they have
to say whether they are true or false. Play
the CD and pause after each

statement for the pupils to answer. Play the

CD again for them to check their answers.
Ask random pupils to present their answers
to the class.
Criterion B: Reading
Amazing journey: Nice to meet you! Warm-up With their books closed, invite a
pupil to come to the front of the class. Stand
opposite them and say Hello. Wait until they
respond with the same word and follow with,
I’m (name). Wait for their response and end
with Nice to meet you, and shake hands. Ask
the whole class to stand up. Each pupil
should introduce themselves to three
different pupils and then sit down. The last
two pupils standing do their introduction for
the class. Then, ask the pupils to open their
books and look at the title of the lesson. Ask
if anyone can re-phrase The Amazing
Journey, e.g. an interesting / exciting /
unusual journey / trip, and so on. Allow the
pupils to use L1, if necessary. Point out Nice
to meet you in the rest of the title and explain
it is important when we meet someone for the
 first time that we greet them this way. Shake
hands with different pupils at random and
repeat the phrase to emphasise when it is
used

Grammar
The teacher starts the lesson by checking Vocabulary quiz: to write definitions of
Grammar students’ background knowledge on the the given words
● Present Simple To Be grammar topic.
- Am/is/are with personal
pronouns According to students’ knowledge, the
- To be with singular and teacher explains to be by giving example
plurals sentences according to the tradition/ culture
- Affirmatives and egatives with theme.
to be Activity :Teacher tells the students that they
- Questions with tobe will listen and label the pictures with words
- Short answers from the Word Bank in Activity 4. Play the
CD and ask the pupils to write their answers.
If necessary, play the CD again. Ask the
Activity: Integration to Art classes - pupils to compare their answers with a Criterion B
painting family tree partner and then raise their hand to say the
, Activity :listenng and matching
answer.
WORD SKILLS: family words

Students practise more exercises. The teacher

plays the role of instructor and explains when
students need more help.
Week 2: A tall and beautiful Strategy: Think–Puzzle–Explore Differentiated by content
penguin The teacher shows the title of the text to the
Questions to consider:How important students and asks for brainstorming. (3-5 Critarion A:
Match vocabulary words to definitions
is family ? Describe a typical family . mins) At the end of phase 1, students should be
(pre-teach VOC.)
Are the family relationships among able to: i. identify basic facts, messages,
animals different? The discussion addressing the SOI will main ideas and supporting details ii.
What do you know about animals’ drive the unit exploration, and students recognize basic conventions iii. engage
families? start exploring the concepts in the with the spoken and visual text by
What do you know about penguins? SOIconnections, context, purpose and identifying ideas, opinions and attitudes Learning environment
After reading: communication of ideas, beliefs and and by making a personal response to the
Where is an emperor penguin’s values. text. Students who have more trouble
home? managing time to complete the tasks are
What are responsibilities of parents in given extra time and the opportunity to
a pinguin family?What are our read in isolation where there are no
responsibilities in families? distractions.

Vocabulary quiz: to write definitions of

the given words Formative reading skills:

Criterion B:
Students read the text At the end of phase 1, students should be
Teacher asks the pupils to read through the able to: i. identify basic facts, messages,
five statements and answer if they are true or main ideas and supporting details ii.
false. When they have finished, have them recognize basic aspects of format and
compare their answers with a partner. Elicit style, and author’s purpose for writing iii.
answers by asking pupils to raise their hand engage with the written and visual text by
and then tell the class their answer. Ask for identifying ideas, opinions and attitudes
class agreement before confirming or and by making a personal response to the
text.
 rejecting an answer

● Grammar - Present Simple To Be Grammar quiz - Present forms of

- Am/is/are with personal Grammar - The teacher revises the TO BE
pronouns previously learnt grammar topics and draws a
- To be with singular and table on the whiteboard, asks students in Formative writing skills
plurals order - i. Using present forms of to be
- Affirmatives and egatives with accurately
to be -when to use am/is /are
- Questions with tobe After she finishes the revision, she continues
- Short answers explaining deeper - i. identifying explicit and implicit
information.
-ii. Analysing conventions

WORD SKILLS: appearance words

tall short slim fat young old clever Vocabulary quiz: to write definitions of
funny beautiful curly straight wavy ATL: Communication skills: Negotiate ideas the given words
long short fair dark grey red glasses and knowledge with peers and teachers
beard moustache Thinking skills: Use brainstorming and mind
mapping to generate new ideas and inquiries

Week 3: Making friends To what extent could our identity and Formative task 1 criterion B - multiple
relations impact the future of society? choice, gap filling and answering
comprehension question - activities
Questions to consider:
Do you have friends?
Where can we make friends?
Why is it important for everyone to
have a friend?
What help people to make
friends?

Vocabulary quiz: to write definitions of

Ask the pupils to look at the photos and to
Listening - Making friends the given words
speculate about the people in the photos.
Ask: How old they are? Are they friends or
family? Ask the pupils to read the dialogues
and then match them with a photo. Play the
CD for the pupils to check their guesses. Ask
them to compare their choices with a
partner. Ask the pupils to raise their hand
and tell the class their answer.
Students watch videos about different types
of parenting styles across the world. They
discuss the word choice used in the video and
their audience, and discuss the author’s main
purpose in this video,

Ask the pupils to read through and answer

the questions using the information in the
dialogues. Ask them to compare their
answers with a partner. Choose a pupil at
random to supply the answer

Focus the pupils’ attention on the Phrase

Avtivity: Book box. Ask them to work in pairs and
Communication write in the missing questions. Encourage
them to look at the dialogues at the top of the
page for help. Then play the CD for the
 pupils to check their answers. Play the CD
again and ask the pupils to repeat the mini-
dialogues both chorally and individually.
Then invite the pupils to work with a partner
to ask and answer the questions. Invite all
the pairs to act out their dialogues for the
class
ATL: Communication skills: preview and
skim texts to build understanding

Ask the pupils to look at the dialogue. Model

Grammar – Present form of to be in how to complete the dialogue with a pupil.
Wh-questions Ask them to complete their own part of the
Whi is... dialogue and then work in pairs to ask and
What is... answer the questions. Monitor for correct
Where is... pronunciation. Invite some of the pairs to act
How is.... out their dialogue for the class
Why is...
Explain to the pupils that they are going to
write an email like the one they have just
read. Ask the pupils to answer the questions
Criterion D: in Activity 8 about themselves. Tell them to
Writing - descriptive writing use their answers to write their email. They
An email can make up an email address if they don’t Criterion D:
have one. Monitor and help if necessary. Ask
the pupils to swap their emails with a
partner and read each other’s word to check At the end of phase 1, students should be
for any spelling mistakes. When they have able to: i. write and/or speak using a
finished, ask them to write the email out basic range of vocabulary, grammatical
neatly on a piece of paper, incorporating any structures and conventions; when
changes they have made. They should then speaking, use clear pronunciation and
 swap their email with a partner for their intonation ii. organize basic information
partner to reply to them.. and use a range of basic cohesive devices
iii. use language to suit the context.
Week 4: How can I connect with What are the different purposes of Vocabulary quiz: to write definitions of Learning environment
others? - Inuit families connecting others? the given words
Questions to consider: What is Students who have more trouble
Draw the pupils’ attention to the photo and
appearance? How can we differ managing time to complete the tasks are
ask: Who are the Inuit people? Where are
people? Can countries where we live given extra time and the opportunity to
they from? Are they very tall? What colour is
and our lifestyle effect how we look? Grammar quiz on present forms of read in isolation where there are no
their hair? Ask the pupils to tell you anything
Reading - Inuit families distractions.
they know about them. Allow the use of L1. To Be
Ask the pupils to look at the text and explain
Integration Geography
that they are going to learn more about the
Inuit people. Write the question on the
board: Which Inuit people go fishing? Ask
the pupils to read the text to answer this Formative reading skills:
question. Invite the pupils to raise their hand Criterion B:
when they know the answer (young Inuit identify basic facts, messages, main ideas
people and their fathers). Ask: What else do and supporting details ii. recognize basic
the Inuit people do? (Go kayaking, hunting, aspects of format and style, and author’s
play and learn with their friends, watch TV purpose for writing iii. engage with the
and videos.) written and visual text by identifying
ideas, opinions and attitudes and by
making a personal response to the text.

Distribute the sheets of card and ask the

pupils to cut large rectangles out of the
Writing:Poject sheets. Each pupil should need about ten
Activity Family album rectangles each. Monitor to see they are
Formative writing skills:
cutting the rectangles all the same size.
Integration Art Criterion D- write and/or speak using a
Demonstrate to the pupils how to stick the
 pieces of card together with sticky tape so basic range of vocabulary, grammatical
that they form a concertina. Go round and structures and conventions; when
help as they do this. Then ask the pupils to speaking, use clear pronunciation and
stick a piece of coloured paper on the front intonation ii. organize basic information
and back covers of their concertinaed album. and use a range of basic cohesive devices
Make sure they are in the centre of the back iii. use language to suit the context.
and front. Ask the pupils to stick photos, or
drawings, of their family members on one
side of each piece of card. If necessary, help
them to use the glue so that they do not use
too much and stick their pieces of card
together. Finally, ask the pupils to write
about their family members, one per piece of
notebook paper, and stick their description
to the other side of the card from the picture
of them that they have already glued on. On
the front of their album they should write
Family album and their name. When they
have finished, have the pupils move around
the classroom and look and talk to each
other about their album and their family
members. Ask some of the pupils to tell the
whole class about their family

Week 5: DVD CLUB Formative task 1 criterion B TEXT 2- Learning environment

video Ask the pupils to read the title and look at multiple choice, gap filling and answering
Orangutan language comprehension question - activities Students who have more trouble
the photo. Explain to the pupils that they are managing time to complete the tasks are
Questions to consider : Where are now going to see a DVD about orangutans. given extra time and the opportunity to
orangutans from? What colour are Ask the pupils to work in pairs to answer the Vocabulary quiz: to write definitions of read in isolation where there are no
they? Are they big or small? How big questions together. Then, as a class, use the the given words distractions.
are they?What is their food? Can we questions to have a discussion about
meet an orangutan in our forests? Are orangutans and what they know about them.
orangutans similar to people? Ask some questions to encourage the pupils
to speak: Where are orangutans from? What
colour are they? Are they big or small? How
big are they? Encourage them to show you
with their hands. What’s their food? Allow
the use of L1, if necessary. You can
paraphrase some answers and translate them
into simple English

ATL Skills: Self-Management Skills - time

management

ATL Skills: Social skills - collaboration

ATL Skills: Communication skills –

Listening speaking.

ATL: Communication skills: Negotiate ideas

and knowledge with peers and teachers

Formative task criterion D write and/or

Action : Visiting the Zoo and taking speak using a basic range of vocabulary,
notes about animals and their families. Students visit the Zoo with a techer and take
notes in their notebooks after watching the grammatical structures and conventions;
animals and their families. when speaking, use clear pronunciation Differentiated by content
and intonation ii. organize basic
 information and use a range of basic Match vocabulary words to definitions
cohesive devices iii. use language to suit
the context.

Revision Revision
Reavision

Resources

While preparing the content of the unit, MYP by concept 1 is used as the main resource.
1. Hopscotch 4 pupil’s book by Jennifer Heath & Michele Crawford
2. Hopscotch 4 activity book by Jennifer Heath & Michele Crawford
3. http://romyp.weebly.com/uploads/8/9/0/1/89012760/myp_language_acquisition_rubrics.pdf
4. https://dcps.duvalschools.org/Page/14120
5. https://www.wcpss.net/Page/20036
6. https://jdosher.weebly.com/uploads/3/7/3/8/37387871/atl_skills2.pdf
7. https://www.wcpss.net/Page/15023

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit
I truly believe that the unit and our selection of the
topic will be interesting for our students because they
are at the age when one should learn how to
communicate with others, build their personal
identity.

Relations will play an important role for them in their

lives. Therefore, to shape their identities through
communication and passing messages should be an
essential goal for them.
Since students are new to MYP, I believe that more
time is required for them to acquire the structure of
the tasks, especially true/false justification exercises,
head-matching, and reference questions, so I will rely
on both collaborative and independent work.
Considering they are the highest phase group, I
assume that they can express their opinions freely.