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UNIT PLANNING IN THE MYP THROUGH INQUIRY
Unit title: What is Right and What is Wrong?
The Impact of an Individual's Culture and Community
Mrs. Carlson-Yellen
Language Arts for Gifted
8th Grade
6 to 7 Weeks
             Area of Interaction Focus:
Community and Service:  Students will participate in discussions and written and oral presentations on the social and moral issue of what is considered right and wrong by a community relating to the involvement of the individual within a community.  
Finding the Big Idea (Significant Concept): From reading different literature and texts, students will understand that a society, or community, has an impact on what an individual believes is right or wrong in accordance to the individual's involvement within the community, both historically and in the modern world.
                    Significant Concept:
Over the years I want my students to retain the concept that a society, or community, has an impact on what an idividual believes is right or wrong, in accordance to the individual's involvement within the commnity, both historically and in the modern world.
Unit Question:
Does right and wrong vary with culture
?
FROM ASSESSMENT TO TEACHING AND LEARNING ACTIVITIES THROUGH INQUIRY
Assessment Reflections:
The exemplars that students will see so that they understand what is required are:
1.  Students will read in class pages R45 - R48 of the
Writing Handbook in McDougal Littell's The Language of Literature
*  to understand that expositiory, or explanatory writing, informs and explains.
*  to be able to write a Compare and Contrast Essay
*  to refer to set up their pattern of organiztion when writing their expository essay

2.  Students will read R54 and R55  in the same textbook
*  to understand how to document their sources for in-text parenthetical documentation and for their Works Cited List.

3.  Students will listen to different paragraphs from students' Compare and Contrast Essays as they are orally presented by their classmates in front of the class to hear what they had to say about what is right and what is wrong from different characters' points of view from
The Light in the Forest, by Conrad Richter, and from their own peraonal research about Human Rights and Al Qaeda in the modern world.

4.  While reading
The Light in the Forest aloud in class, we will discuss how the author compares and contrasts the points of view of what is considered right and wrong by the Lenni Lenape and the white settlers of Pennsylvania and Ohio during the 1860's.

5.  Students will read about the social issue of dowry in Pakistan when we have the portable computer lab and will be given a handout on Dowry in Pakistan.  They will see that there are citizens in Pakistan that feel the custom is wrong and feel that  it leads to bride burning.

6.  By reading, discussing, and comparing and contrasting, using Venn Diagrams,  the main characters in two folk tales --
The Monkey's Paw and The Third Wish --  in their textbook, students will be able to see how morals of a society show what people believe is right and wrong.
Students will have the opportunity to answer the unit question during the unit, using what they have learned, by doing the following:
1.  Write in their journals about;
*  why societies have rules and what it would be like to live in a society without rules
*  how would they feel if they were kidnapped, or switched at birth with another girl like Kimberly Mays was in a Florida hospital in 1978, and lived in a different culture, or with a different family, for a long period of time?
*  how would they feel if they were returned back to their birth parents when they no longer feel close to their real parents or have anything in common with them?
*  the slaughter of the Conestoga Indians by the Paxton Boys
*  to respond to what True Son tells the Colonel/Parson Elder and that the reverend tells True Son that both sides have committed atrocities against one another.

2.  Discuss in class:
*  why Cuyloga, Chief of the Lenni Lenape, and his wife did not feel it was wrong to kidnap True Son.
*  the prejudices held by the Native Americans against the whites and those prejudices held by the white settlers against the Native Americans.  Students will discuss how prejudices in our own world  may cause people to justify what they believe is right or wrong.

3.  Write essays about:
* How do the Core Values of the Miami-Dade County Public School System affect you and prepare you to live in your community?
*  How does what is right and what is wrong vary with culture?  (Guidance given for students to write  an 8 to 12 paragraphs and to use MLA in-text citation.)

4. After reading The Monkey's Paw and The Third Wish, students will answer for hor home learning: how are the lessons learned similar or different for Mr. Peters and Mr.White?
 
Considerations given for the nature of the assessment:
1.  The  student will evaluate how the Core Values of our school community affect them now and later in life. 
Home Learning.

2.  Students will look at the affects of dowry in Pakistan (Pakistan is our country-- every class has a country).  Students will see that the government has passed laws against the practice of dowry, but the tradition in still very much a custom of Pakistan. 
1 Block

3.  Students will read
The Light in the Forest aloud in class so that all students will know what is going on in the story.  5 Weeks

4.  Open- notes pop quizzes and 3 tests, including an end of the novel test, will be given for reading comprehension of
The Light in the Forest.  

5.  For the essay -- Does what is right and what is wrong vary with culture? --students will be given guidance for comparing and contrasting True Son's concept that killing children is wrong, even during a war party, or battle, with that of Thitpan, Uncle Wilse, and Colonel and Reverend Elder.  In addition, a discussion will be held about Human Rights and Al Qaeda.  Teacher will also give several writing samples of comparing and contrasting character's concepts of right and wrong and MLA in-text citation.  The purpose of this essay is for students to learn that they can write long essays to prepare them to write an
essay  of 500 to 1000 words.
1 Block and 2 weeks (due to calendar school-wide  activities and 8th grade field trips.

6.  STUDENTS WILL BE GIVEN ONE-ON-ONE  GUIDANCE TO IMPROVE THEIR WRITING FOR PROCESS WRITING.
1 Block

6.  Students have been given a grammar workbook to improve their grammar for the Criterion C Assessment, which will not be used for this assignment because students still need more guidance and practice. Most assignments are for
home learning.

7.  Reading short stories:
The Monkey's Paw 1 Block
The Third Wish Home Learning
Summer of the Beautiful White Horse
1 Block

8.  Vocabulary Lessons:  Students will use dictionaries to look up new words an d write the definitions down in their vocabuolary section of their notebooks.  Students will take notes on meanings of words as they read.  Students will add defined new words to their list..
Five .5 hour lessons




The level of Bloom's Taxonomy that the task asks the student to engage: 
1.  Synthesis:  The student will apply learned knowledge to create an original essay
2.  Evaluation:  The student will judge, interpret, compare and contrast, evaluate, and justify his or her own personal answer to the guiding question.
The task for this assessment will allow students to reach the highest descriprtors. Students will create an original essay with no right or wrong answers, but they must justify their own personal interpretations, evaluate the concepts of right and wrong from the literature they have read, and the impact various cultures in different communities may have on an individual's idea of what is right and what is wrong.
What MYP task will be most appropriate and what will it look like?
Students respond to a range of texts, representing a range of contrasting viewpoints on a moral issue and social reality by writing an expository  essay of 500 to 1000 words.  Note:  Students will use MLA in-text citation.
Which MYP objectives will be addressed and which criteria will you assess this task with?
#5  Students will begin to express an informed personal response to literary and non-literary texts and demonstrate the ability to approach age-appropriate works independently.  This task will be assessed with Criteria A and Criteria B.

What state, provencial, district, or local standards/skills are to be addressed in the entire unit, not just the task?
LA.A.2.3.1  THE STUDENT DETERMINES THE MAIN IDEA OR ESSENTIAL MESSAGE IN A TEXT AND IDENTIFIES RELEVANT DETAILS AND FACTS AND PATTERNS OF ORGANIZATION.
LA.A.2.2.7  THE STUDENT RECOGNIZES THE USE OF COMPARISON AND CONTRAST IN A TEXT.
LA.B.2.3.1  THE STUDENT WRITES TEXT, NOTES, OUTLINES, COMMENTS AND OBSERVATIONS THAT DEMONSTRATE COMPREHENSION OF CONTENT AND EXPERIENCES FROM A VARIETY OF MEDIA
LA.C.3.3.1  THE STUDENT UNDERSTANDS HOW VOLUME, STRESS, PACING, AND PRONUNCIATION CAN POSITIVELY OR NEGATIVELY AFFECT AN ORAL PRESENTATION.
LA.C.1.3.`  THE STUDENT LISTENS AND USES INFORMATION GAINED FOR A VARIETY OF PURPOSES, SUCH AS GAINING INFORMATION FROM INTERVIEWS, FOLLOWING DIRECTIONS, AND PURSUING A PERSONAL INTEREST.
LA.E.1.3.1  THE STUDENT IDENTIFIES THE DEFINING CHARACTERISTICS OF CLASSIC LITERATURE, SUCH AS TIMELESSNESS, DEALING WITH UNIVERSAL THEMES, AND EXPERIENCES AND COMMUNICATING ACROSS CULTURES.
LA.E.1.3.5  THE STUDENT IDENTIFIES COMMON THEMES IN LITERATURE.
LA.E.1.3.2  THE STUDENT RECOGNIZES COMPLEX ELEMENTS OF PLOT, INCLUDING SETTIN, CHARACTER DEVELOPMENT, CONFLICTS, AND RESOLUTIONS.
LA..E.2.3.2  THE STUDENT RESPONDS TO A WORK OF LITERATURE BY INTERPRETING SELECTED PHRASES, SENTENCES, OR PASSAGES AND APPLYING THE INFORMATION TO PERSONAL LIFE.
LA.E.2.3.4  THE STUDENT KNOWS WAYS IN WHICH LITERATURE REFLECTS THE DIVERSE VOICES OF PEOPLE FROM VARIOUS BACKGROUNDS.
LA.B.1.3.2  THE STUDENT DRAFTS AND REVISES WRITING THAT IS PURPOSEFUL AND REFLECTS INSIGHT INTO THE WRITING SITUATION. 
Approaches to Learning (Skills):
Every MYP unit will be based on approaches to learning which is an Area of Interaction.  However, the significant concept (listed above) dictates that we use one of the four other Areas of Interaction as the focus of the unit to make learning relevant for the situation. 
(For this unit, it will be Community and Service.)

List the Approaches to Learning;

You will find these skills in the MYP Criteria for which you are using to assess your MYP task.  These Criteria will match up with the MYP objectiveslisted above.  Only list those skills that you are focusing on in the mYP task.


1.  Reviewing new vocabulary using a dictionary
2.  Discussing different approaches
     *  how to write a thesis statement
     *  how to write a good paragraph
     *  how to write an 8 page essay
     *  how to write a compare and contrast essay
     *  the etiquette required for an oral presentation
3.  Expressing thoughts, feelings and opinions in writing
4.  Using electronic sources to locate information with the portable lab
5.  Using graphic organizers
     *  Venn Diagram for compare and contrast
     *  two-column notes for
In-text and Explanation (figurative language)
6.  Summarizing passages for comprehension
7.  Identifying key issues
8.  Fluency of ideas and elaboration for support
9.  Utilizing organizational skills

     
Learning Experiences and Teaching Strategies:
(These are common agreements that all teachers teaching this unit will agree to.  Other strategies may be used individually by teachers in their own classrooms.)
     
     How will you incorporate international mindedness throughout the unit?
     * 
By encouraging students to consider multiple perspectives through discussion and reading of fiction and non-fiction-texts
     *  Reflect on the landmark event of having the first Afican American President-elect/President in relation to the changing racial perceptions of our national and worldwide community.    


     How will the students learn the knowledge and practice the skills required? 
     *
Understanding of a personal definition of right and wrong
     *  Awareness of how a culture and laws of a community affect an individual's concept of right and wrong

     *
Students should have a thorough knowledge of the text and will receive diagnostice reading quizzes and tests to measure that knowledge. 
     *  Students should have an understanding of the general format of an essay.  They will acquire this by teacher model-guidance, writing several essays, peer-grading and editing of essays, and rewriting essays for Fummative Assessment.


     How will we use formative assessment to give students feedback during the unit?  What are they?
    
*  Diagnostic reading quizzes will enabel the teacher to tailor understanding of the text.
     *  There will be teacher/student interviews and conversations about the different parts of the writing process to gage understanding and development.

     What different teaching methodologies will we employ?  How are we differentiating teaching and learning for all?
   
*  Use of activities that require different intelligences (verbal, visual, interpersonal, and kinesthetic)
     *  Pair share
     *  Use of diagrams and visuals to help in deve4loping an essay
     *  Use of shared inquiry


Resources
The Light in the Forest, by Conrad Richter
The Monkey's Paw, by wW. W. Jacobs
The Third Wish, by Joan Aiken
Summer of the Beautiful White Horse, by William Saroyan
McDougal & Littell's The Language of Literature (8th Grade Edition)
Portable Lab to research Bride Burning and Dowry in Pakistan
Ongoing Reflections and Evaluation
Students and teachers:
     *  What did we find compelling?
     *  What learner-initiated inquiries arose during the learning?
     *  From the evidence, what new student understandings may have been constructed?
     *  How did we deepen our understanding of the focus AoI?
     *  What opportunhities exist for reflection - both within the unit and on our own learning?
     *  What, if any, extension activities arose?

Collaboration: 
(N/A)

Assessment:
     *  What do I need to adjust in the assessment task to allow more student success?
     *  What interdisciplinary, if any, understandings were forged with other units based on the significant concept?

Data Collection:
     *  What data am I collecting and how will it be used?
          Grading student essays to see how well they respond to fictional and non-fictional texts