MYP unit planner

Teacher(s) Subject group and language Language acquisition English

Unit title Personal Narratives MYP Phase 4 Unit duration (hrs) 20

INQUIRY: establishing the purpose of the inquiry

Key concept Related concept(s) Global context

Creativity Identity, Purpose, Message Personal and cultural expression

Statement of inquiry

Storytelling is a universal way of exploring our cultural identity and sharing who we are

Inquiry questions

Factual – How do we create memorable narratives?

- What are the elements of a narrative?
Conceptual – Why do people tell stories?
To what extent does storytelling convey cultural norms?
Debatable – How do our stories impact others? How does learning about the lives of others change our point of view?
Objectives Summative assessment

C Communicating in response to spoken, Outline of summative assessment task(s) including Relationship between summative assessment task(s)
written and visual text assessment criteria: and statement of inquiry:
D Using language in spoken and written form Criteria C & D The students will demonstrate their productive abilities
by creating their own personal narratives and sharing
Students will write a personal narrative of a minimum of
their own stories, This will reflect their cultural and
200-250 words to one of two written and oral prompts.
personal backgrounds.

Approaches to learning (ATL)

Communication
I Communication skills: Reading, writing and using language to gather and communicate information:
-make inferences and draw conclusions
-write for different purposes
Thinking

IX Creativity and innovation: Generating novel ideas and considering new perspectives
-use brainstorming and visual diagrams to generate new ideas and inquiries

-create original works and ideas; use existing works and ideas in new ways
ACTION: teaching and learning through inquiry
Content Learning process

Identifying and using the narrative text type Learning experiences and teaching strategies

• Appropriate tenses •State and post daily learning outcomes

• Chronological organization of events •Model tasks

• Cohesive devices (transitions) •Present rubrics and checklists used for evaluation

• Topic specific and descriptive vocabulary •Introduction

Accessing prior knowledge
Identifying and using the elements of a personal •Five minute quick write:
narrative
o “What did you do over the weekend?” ( last night, sometime in the past)
• first person
o Students write in past tense
• purpose to the narrative
o Share with a partner/whole class
• Sensory descriptions
• emphasize verbal construction
• beginning that engages the reader
Building Background
• middle that includes action or a series of
events • Tell a story to students
o Brainstorm elements of a good narrative
• a meaningful conclusion or ending that
expresses thoughts, feelings and/or attitudes  first person
Identifying and using stylistic components of a  purpose
personal narrative
 sensory descriptions
• Use of appropriate voice, register and tone
 beginning that engages the reader / listener
• Use of literary devices  middle that includes action or a series of events
• Use of correct punctuation and spelling  meaningful conclusion or ending
Reading Comprehension/text interpretation skills •Practice
Content Learning process
• Comprehension strategies such as 2SQ3R Structures
(skimming, scanning, questioning, read, recite, • Past tense: Preterit / Passé composé/ pretérito)
review)
o Introduction and practice using the preterit
• Inferring meaning, feelings and attitudes from
examples of personal narratives  students write verbal constructions after seeing a mini-scene acted out by the teacher

• Draw conclusions from examples of personal  The teacher walked

narratives  The teacher called
• Visualizing  The teacher finished
o Power point presentation on preterit
• Past tense: imperfect (imparfait, imperfecto)
o Introduction and practice using the imperfect
 formation and translation of imperfect tense
o imperfect versus preterit
 Students practise writing sentences using past tense forms.
Reading comprehension
• Students read a range of narratives first as a whole class, guided reading, independent and practice:
o 2SQ3R skills (skimming, scanning, questioning, read, recite, review)
o Inferring meaning, ideas and attitudes
o point of view
 first person
o drawing conclusions
Content Learning process
Writing
• Prewriting
o identify their audience, purpose and form
 using graphic organisers
o choose a topic
 brainstorm
o gather sensory details
 create a list of sensory words in the target language
 categorize according to sense (5 senses chart)
o organize ideas in chronological order
 fill in graphic organizer:
 beginning, events, end
o use time-order words and phrases
 first, next, after that, the following day, last year, finally, once, when I was...
• Drafting
o strong beginning to engage the reader
 describe the situation
o follow events from graphic organizer
o ending that expresses thoughts and feelings
Content Learning process
• Revising with a partner
o voice and tone
o Can you picture what I am describing?
o Is the order clear?
o Do you understand how I felt?
• Editing
o check for spelling, punctuation
o structures
• Publishing
o share with whole class

Formative assessment
English:
Students will read and respond to an excerpt from Becoming Anna: The Autobiography of a Sixteen-Year-Old by
Anna J. Michener.
Spanish:
Students will read and respond to a narrative, La Enemiga by Virgilio Díaz Grullón.
Key elements of a good narrative
• Students list the key elements of a good personal narrative.
Structures
Preterit
• Students write five sentences using the past tense to indicate what they did last night.
Content Learning process
Imperfect
• Students write five sentences using the imperfect to recount when they were young.
Imperfect versus preterit
• Students describe a situation using both past tense forms.
Reading comprehension
• true/false
• multiple choice
• gap filling
• short answer
Writing Process
o Self evaluation
o checklist
o peer revising/editing
o check progress
o Informal observation

Differentiation

• provide links from the student’s experience to key concepts by using definitions, analogies, attributes,
characteristics, morphemes, and first-hand experience depending on the amount of students' prior
knowledge.
• pre-teach vocabulary
• collaborative group work
• provide conceptual frameworks such as graphic organizers and unit overviews
Content Learning process
Modifications

Comprehensible input:

• appropriate speech for language proficiency

• visuals, modeling, scaffolding, gestures and body language

Social interaction:

• think, pair, share

• Modify text according to students' language proficiency.
Resources

French
Passé compose
http://www.laits.utexas.edu/fi/
Spanish
Preterito
http://www.studyspanish.com/lessons/pret1.htm
Imperfecto
http://www.studyspanish.com/lessons/imp1.htm
Preterito vs Imperfecto
http://www.studyspanish.com/lessons/pretimp1.htm
Boyles, P.P.; Met, M; Sayers, R.S. & Wargin, C.E. (2004). Realidades 2. Pearson Prentice Hall

ISBN: 0-13-134092-1 PHSchool.com

Reading comprehension skills

http://www.edhelper.com/language/Spanish_reading_comprehension_skills1.html
Writing
http://www.c3fes.net/docs/tacticas_narrativas.pdf

http://sites.google.com/site/newberrysspanishwebpage/helpful-signal-words
Moore, D.W., Short, D.J, Tatum, A.W et al 2009. Inside: Language, literacy and content Level D: Personal narrative