Unit Plan12 - e

MYP unit planner
Teacher(s) Subject group and discipline Language and Literature: American Literature
Unit title Declarations MYP year 5 Unit duration (hrs) 7.5-10.5
Inquiry: Establishing the purpose of the unit
Key concept Related concept(s) Global context

Communication Audience imperative Personal and Cultural Expression:
Context  Analysis and arguments
Structures
Statement of inquiry
Arguments rely on similar appeals and rhetorical techniques to communicate ideas, but vary based on audience, speaker, context, and structure.
Inquiry questions
Factual: What is the structure of an argument?
Conceptual: How do we structure an argument in order to communicate our ideas to a particular audience or context?
Debatable: Is it possible to analyse the arguments of the past in order to write an argument in the future?
Objectives Summative assessment
Criterion B: Organizing (i,ii) Outline of summative assessment task(s) including Relationship between summative assessment task(s)
 employ organizational structures that serve assessment criteria: and statement of inquiry:
the context and intention
 organize opinions and ideas in a sustained, Goal: To persuade your audience that it's time to Students will demonstrate their understanding of
coherent, and logical manner declare ourselves independent from something rhetorical structures and techniques by developing
plaguing our society arguments that employ effective structure choices,
Criterion C: Producing Text (ii) language choices, and rhetorical devices (like appeals
 II: make stylistic choices in terms of linguistic, Role: To call your audience to action. to ethos, pathos, and logos)
literary, and visual devices, demonstrating
awareness of impact on an audience Audience: Members of society
Criterion D: Using Language (ii,v) Situation: You have the opportunity to make a call
 write and speak in a register and style that for change in your everyday life.
serve the context and intention
Product, Performance, Purpose: A persuasive
 use appropriate non-verbal communication
essay, calling your reader to action and
techniques
transposed into a public speech.
Standards: Your argument must include effective

rhetorical structures and language
Assessment Criteria:
Criterion B: Organizing (i,ii)
Criterion C: Producing Text (i. ii.)
Criterion D: Using Language (ii,v)
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
 from the Universal Declaration of Human Learning experiences and teaching strategies
Rights
 Letter from Birmingham Jail (pg. 319) Guided and independent analysis work of a variety of arguments
 from Letter to Viseroy, Lord Irwin (pg 351) Critical reading of a text - annotating and reading for writer's techniques and effect
 Gandhi “On Civil Disobedience” Guided and independent response to a variety of arguments
 “The Declaration of Independence” The basics of public speaking (audience awareness, non-verbal cues, applying the structures of written
 “Sinners in the Hands of an Angry God” argument in a verbal context)
Modeling effective and ineffective arguments
 France’s “Declaration of the Rights of Man
Modeling effective and ineffective public speaking
and Citizen” and “Declaration of the Rights of
Student exploration - the three major appeals in speech
Woman and Citizen”
Various current events editorials from NY Times and Formative assessment
other reputable sources
 Short constructed response: Rhetorical Analysis - How does the speaker/author use rhetorical
Focus on defining ethos, pathos, and logos techniques to establish his argument?
 Short constructed response: “On Civil Disobedience” – How does the idea of civil disobedience impact
Focus on defining effective organizational structures our modern world?
(thesis statements, details/analysis, transitions, etc.)  Rhetorical Triangle/Analysis non-formal assessment: students understand the function of the rhetorical
triangle and can use it to visually break apart a writer's choices and message
 Wall Debates: give a statement and students have to dis/agree by standing on one side of the room or
another and justify choice
Differentiation
Modified length of persuasive 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 “The Declaration of Independence” as a break-up letter to help push past the difficult language to the
concept
Resources
Collections Textbook, printed copies of at least one argument to practice annotation/critical reading
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 original and
compelling personal declarations.

Unit Plan12 - e

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Unit Plan12 - e

Uploaded by

MYP unit planner

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Factual: What is the structure of an argument?

Standards: Your argument must include effective

Social skills: Collaboration skills

Action: Teaching and learning through inquiry

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

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