MYP Unit Planner s7

MYP unit planner

Unit Title UNDERSTANDING LIFE IN MEDIEVAL EUROPE

Teacher(s) MS. Evelyn Horne

Subject and Grade Level Global I&II

Time frame and Duration Three weeks

Stage 1: Integrate significant concept, area of interaction and unit question, and ensure it can be assessed

Area of Interaction Focus Significant Concept(s) Which ATL will be your focus? Why have you What are the big ideas? What do I want my chosen this? students to retain for years into the future?

Human Ingenuity I can communicate my understanding and interpretation of historical events I can understand and explain examples of Medieval culture and history I can separate the history from the mythology of this period

MYP Unit Question

Why do humans romanticize violence and prejudice?

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?

Develop plot outlines for stories and movies Write manuscript letters, as the monks did Create foldout castles and manors detailing life during this period Collaborative ensemble will create mini newspapers for the period Projects Skit writing and presenting Which specific MYP objectives will be addressed during this unit?

Develop an awareness of time and place and its connection to the continuum of history itself Develop an understanding of the complex nature of a given culture Differentiating between real and mythical characters of this period

Which MYP assessment criteria will be used?

Criterions A and D

Stage 2: Backward planning: from the assessment to the learning activities through inquiry

Content

What knowledge and/or skills (from my course overview) are going to be used to enable the student to respond to the guiding question? What (if any) state, provincial, district, or local standards/skills are to be addressed?

Reading and interpreting primary source documents Reading comprehension of content area and secondary source materials Unit review and test preparation Note taking (double journal entry) State Standards  Standard 2 Investigate the various components of culture and civilizations including social customs, norms, value and traditions, political systems, economic systems, religions, socialization and educational practices  Understand the broad patterns, relationships and interaction of cultures and civilizations during particular eras  Analyze evidence critically and demonstrate an understanding of how circumstances of the time and place influence perspective  Explain the importance of analyzing narratives drawn from different times and places to understand historical events

Approaches to Learning How will this unit contribute to the overall development of subject-specific and general AtL skills?

 Cooperative Learning  Note taking system  Discussion Format  Vocabulary development

Learning Experience How will students know what is expected of Teaching Strategies them? Will they see examples, rubrics, templates How will we use formative assessment to give students feedback etc.? How will students acquire the knowledge and during the unit? practise the skills required? How will they practise What different teaching methodologies will we employ? the skills required? How will they practise applying these? How are we differentiating teaching and learning for all? Have we Do the students have enough prior knowledge? considered those learning in a language other than their mother tongue? Have we considered those with special educational needs?

They will be given rubrics and templates Group work Students will create a personal coat of Oral testing arms Skits based on content They will write and perform skits from this period Using double entry writing journal Create personalized chess games Individual conferencing Designed or copy the early monks Collaborative ensembles alphabet Written examinations

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?

Text- World History: Patterns of Interaction The Middle Ages-Rebecca Stark, New Jersey Education Impressions 1995 Sample of a ballad (Grout, Donald Jay, A History of Western Music Example of True-Love Knot. (Gravett, Christopher, Knights) The Mid-Wife’s Apprentice-by Karen Cushman

Ongoing reflections and evaluation

In keeping an ongoing record, consider the following questions. There are further stimulus questions in the unit planning section of MYP: from principles into practice.

Students and Teachers What did we find compelling? Was 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? Were there any attributes of the learner profile that were encouraged through this unit? Were there any opportunities for 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? Did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? 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 I decide on the data to collect? Was it useful?