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Hirschi IB Magnet
IBMYP unit planner
Unit title “To Kill a Mockingbird”
Teacher(s) Mrs. Jessica Willden
Subject and grade level English I – Freshmen
Time frame and duration 1st 6 weeks/ 6 weeks
Stage 1: Integrate significant concept, area of interaction and unit
question
Area of interaction focus Significant concept(s)
Which area of interaction will be our focus? What are the big ideas? What do we want our
Why have we chosen this? students to retain for years into the future?
Community and Service – examines racial All human beings are part of a community
inequality, social injustice, and poverty and need to understand what it would
during the Great Depression. mean to put themselves into someone
else’s shoes.
MYP unit question
What can you do to improve the human experience for
yourself and those around you?
Assessment
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they have understood?
Prejudice vs. Discrimination discussion will allow students to understand what these two things are and
how they have been prevalent in the past and how it is present in today’s world.
Scottsboro Boys research and discussion will allow students to understand some of the background of the
novel and relate discrimination and prejudice to their own experiences.
Quizzes and tests will show reading comprehension, vocabulary retention, and recognition of literary
elements.
Unit work – chapter notes and question packets – students will use these to reinforce their reading
comprehension and allow them to note the main ideas of each chapter.
Point-of-view paper – allows students to develop the point-of-view of a different person as they look back
on the trial.
Which specific MYP objectives will be addressed during this unit?
A Content (receptive and productive)
At the end of the book, students should be able to:
• understand and analyze the language, content, structure, meaning and significance of both familiar
and previously unseen oral, written and visual texts
• understand and apply language A terminology in context
• analyze the effects of the author’s choices on an audience
• compose pieces that apply appropriate literary and/or non-literary features to serve the context and
intention
• compare and contrast works, and connect themes across and within genres
• express an informed and independent response to literary and non-literary texts.
B Organization
At the end of the book, students should be able to:
• create work that employs organizational structures and language-specific conventions throughout a
variety of text types
• organize ideas and arguments in a sustained, coherent and logical manner
• employ appropriate critical apparatus.
C Style and language mechanics
At the end of the book, students should be able to:
• use language to narrate, describe, analyze, explain, argue, persuade, inform, entertain and express
feelings
• use language accurately
• use appropriate and varied register, vocabulary and idiom
• use correct grammar and syntax
• use appropriate and varied sentence structure
• use correct spelling (alphabetic languages) or writing (character languages).
Which MYP assessment criteria will be used?
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Content
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit
question?
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the
significant concept(s) for stage 1?
Teks:
E1.1 Reading/Vocabulary Development. Students understand new
vocabulary and use it when reading and writing. Students are
expected to:
E1.1A Determine the meaning of grade-level technical academic
English words in multiple content areas (e.g., science,
mathematics, social studies, the arts) derived from Latin, Greek,
or other linguistic roots and affixes.
E1.1B Analyze textual context (within a sentence and in larger sections
of text) to distinguish between denotative and connotative
meanings of words.
E1.1C Produce analogies that describe a function of an object or its
Description
E1.1D Describe the origins and meanings of foreign words or phrases
used frequently in written English (e.g., caveat emptor, carte
blanche, tete a tete, pas de deux, bon appetit, quid pro quo).
E1.1E Use a dictionary, a glossary, or a thesaurus (printed or
electronic) to determine or confirm the meanings of words and
phrases, including their connotation and denotation, and their
etymology
E1.Fig19 Reading/Comprehension Skills. Students use a flexible range of
metacognitive reading skills in both assigned and independent
reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth and
increasingly more complex texts as they become self-directed,
critical readers. The student is expected to:
E1.Fig19A Reflect on understanding to monitor comprehension (e.g., asking
questions, summarizing, and synthesizing, making connections,
creating sensory images.
E1.Fig19B Make complex inferences about text and use textual evidence to
support understanding
E1.2 Reading/Comprehension of Literary Text/Theme and Genre.
Students analyze, make inferences and draw conclusions about
theme and genre in different cultural, historical, and
contemporary contexts and provide evidence from the text to
support their understanding.
E1.2A Analyze how the genre of texts with similar themes shapes
Meaning
E1.2B Analyze the influence of mythic, classical, and traditional
literature on 20th and 21st century literature
E1.2C Relate the figurative language of a literary work to its historical
and cultural setting.
E1.5 Reading/Comprehension of Literary Text/Fiction. Students
understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from text
to support their understanding. Students are expected to:
E1.5A Analyze non-linear plot development (e.g., flashbacks,
foreshadowing, sub-plots, parallel plot structures) and compare
it to linear plot development
E1.5B Analyze how authors develop complex yet believable characters
in works of fiction through a range of literary devices, including
character foils
E1.5C Analyze the way in which a work of fiction is shaped by the
narrator’s point of view.
E1.5D Demonstrate familiarity with works by authors from non-Englishspeaking
literary traditions with emphasis on classical literature.
E1.7 Reading/Comprehension of Literary Text/Sensory Language.
Students understand, make inferences and draw conclusions
about how an author’s sensory language creates imagery in
literary text and provide evidence from text to support their
understanding. Students are expected to:
E1.7A Explain the role of irony, sarcasm, and paradox in literary works
E1.13 Writing/Writing Process. Students use elements of the writing
process (planning, drafting, revising, editing, and publishing) to
compose text. Students are expected to:
E1.13A Plan a first draft by selecting the correct genre for conveying the
intended meaning to multiple audiences, determining appropriate
topics through a range of strategies (e.g., discussion,
background reading, personal interests, interviews), and
developing a thesis or controlling idea.
E1.13B Structure ideas in a sustained and persuasive way (e.g., using
outlines, note taking, graphic organizers, lists) and develop
drafts in timed and open-ended situations that include
transitions and the rhetorical devices used to convey meaning.
E1.13C Revise drafts to improve style, word choice, figurative language,
sentence variety, and subtlety of meaning after rethinking how
well questions of purpose, audience, and genre have been
addressed.
E1.13D Edit drafts for grammar, mechanics, and spelling.
E1.13E
Revise final draft in response to feedback from peers and
teacher and publish written work for appropriate audiences.
E1.14 Writing/Literary Texts. Students write literary texts to express
their ideas and feelings about real or imagined people, events,
and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:
E1.14A Write an engaging story with a well-developed conflict and
resolution, interesting and believable characters, and a range of
literary strategies (e.g., dialogue, suspense) and devices to
enhance the plot.
E1.15 Writing/Expository and Procedural Texts. Students write
expository and procedural or work related texts to communicate
ideas and information to specific audiences for specific
purposes. Students are expected to:
E1.15C Write an interpretative response to an expository or a literary text
(e.g., essay or review) that:
E1.15Ci extends beyond a summary and literal analysis;
E1.17 Oral and Written Conventions/Conventions. Students understand
the function of and use the conventions of academic language
when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected
E1.17A Use and understand the function of the following parts of speech
in the context of reading, writing, and speaking:
E1.17Ai more complex active and passive tense and verbals (gerunds,
infinitives, participles);
E1.17Aii restrictive and nonrestrictive relative clauses;
E1.17Aiii reciprocal pronouns (e.g., each other, one another);
E1.17B Identify and use the subjunctive mood to express doubts,
wishes, and possibilities.
E1.17C Use a variety of correctly structured sentences (e.g., compound,
complex, compound-complex).
E1.19A Spell correctly, including using various resources to determine
and check correct spellings.
E1.26 Listening and Speaking/Teamwork. Students work productively
with others in teams. Students continue to apply earlier standard
with greater complexity. Students are expected to:
E1.26A Participate productively in teams, building on the ideas of others,
contributing relevant information, developing a plan for
consensus-building, and setting ground rules for decision making
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
Organization, Study Practices & Attitudes towards work
Collaboration
Communication skills
Learning experiences Teaching strategies
How will we use formative assessment to give students feedback
How will students know what is expected of them? Will during the unit?
they see examples, rubrics, templates?
What different teaching methodologies will we employ?
How will students acquire the knowledge and practise
the skills required? How will they practise applying How are we differentiating teaching and learning for all? How have
these? we made provision for those learning in a language other than their
mother tongue? How have we considered those with special
Do the students have enough prior knowledge? How will educational needs?
we know?
Modelling, Examples, and Rubrics Formative assessment: journals, spot-check on note
packet and questions, quizzes.
Special education students are accommodated per their
IEP’s.
Different learning styles are accommodated within their
assignments.
Collaborative learning is used.
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during
the unit?
Computers are used in the lab for research and for composing papers.
Students have access to personal copies of the novels and an audio version of the novel.
Ongoing reflections and evaluation
In keeping an ongoing record, consider the following questions. There are further
stimulus questions at the end of the “Planning for teaching and learning” section of
MYP: From principles into practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated
action?
Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make
sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?
Data collection
How did we decide on the data to collect? Was it useful?
Figure 12
MYP unit planner
