Language and literature

Point of view Theme

Character Setting
Factual People deal with adversity in different ways. How do people deal with adversity?
Factual The choices people make shape and defne
their character.
How do the choices people make shape and defne their character?
Conceptual The search for personal identity involves
dealing with adversity and making choices.
How do people defne themselves?
Conceptual Adversity in literature refects real life. How does adversity in literature refect real life?
Debatable Adversity is inevitable. How do we defne adversity and can it be avoided?
Debatable People's recognition of adversity is
governed by personal perception.
How is people's recognition of adversity governed by personal perception?
Debatable When does adversity become tragedy? What is the difference between adversity and tragedy?
Teacher(s| Julie Clarke, David Marrinson Subject group and d|sc|p||ne Language A: English
Un|t t|t|e The Search for ldentity - Sherman Alexie Author Study MYP Year Grade 9 Un|t durat|on 1 Week
Inqu|ry: Estab||sh|ng the purpose of the un|t
Key concept Re|ated concept(s| G|oba| context
Culture ldentity Perspective
Relationships
Ident|t|es and
re|at|onsh|ps
The search for personal identity
necessitates dealing with
adversity and making choices.
Statement of |nqu|ry
ln the search for personal identity, adversity is inevitable. The choices people make in dealing with confict shapes and defnes character.
Inqu|ry quest|ons
Middle Years Programme Unit planner Page 1 of 5
Object|ves Summat|ve assessment
C: Produc|ng text
produce texts that demonstrate insight,
imagination and sensitivity while exploring and
refecting critically on new perspectives and ideas
arising from personal engagement with the creative
process
select relevant details and examples to develop
ideas.
D: Us|ng |anguage
use appropriate and varied vocabulary, sentence
structures and forms of expression
write and speak in a register and style that serve
the context and intention
use correct grammar, syntax and punctuation
spell (alphabetic languagesj, write (character
languagesj and pronounce with accuracy
use appropriate non-verbal communication
techniques.
Students are required to create a poem or song lyrics
which show an understanding of the search for identity
of a charcter from one of the studied texts ( a novel, a
flmj. The task description requires students to include
references to theme or motif (all major themes and the
fre motif are connected to adversity and confictj and to
adopt the voice of a character or the author.
Approaches to |earn|ng (ATL|
IB ATL CATEGORY MYP ATL CLUSTER SPECIFIC ATL SKILL LEARNING EXPERIENCES
Commun|cat|on
I. Commun|cat|on sk|||s
Read|ng, wr|t|ng and us|ng |anguage to
gather and commun|cate |nformat|on
Read critically and for comprehension
Read a variety of sources for information and
for pleasure
Make inferences and draw conclusions
Write for different purposes
Paraphrase accurately and concisely
Take effective notes in class
Use a variety of organizers for academic
writing tasks
Exchang|ng thoughts, messages and
|nformat|on effect|ve|y through |nteract|on
Give and receive meaningful feedback
Use intercultural understanding to interpret
communication
1. Analyzing Walt Whitman's poem extract A
G|gant|c Bea0ty of a Sta|||on.
2. Analyzing Sherman Alexie's poem
Defend|ng Wa|t W||tman.
3. Researching biographies of Alexie and
Whitman and discussing how persoanl
experience impacte dtheir writing.
4. Reading the novel 7|e Aoso|0te|y 7|0e D|a|y
of a Pa|t-7|me /nd|an.
5. Oral performance standard readings from
the novel.
6. Oral commentary - individual and group
about themes, motif, character
7. Creating a symbol which identifes a theme,
aspect of charcter or other signifcant element
of the novel.
Middle Years Programme Unit planner Page 2 of 5
Use a variety of speaking techniques to
communicate with a variety of audiences
Use appropriate forms of writing for different
purposes and audiences
lnterpret and use effectively modes of non-
verbal communication
Negotiate ideas and knowledge with peers
and teachers
8. viewing the text Smo|e S|gna|s.
9. Making connections between the novel and
the flm about themes (Poverty, Alcoholism,
Racism, Tragedyj.
Analytical response - various topics relating to
the texts.
Soc|a|
II. Co||aborat|on sk|||s
Work|ng effect|ve|y w|th others
Practise empathy
Help others to succeed
Listen actively to other perspectives and
ideas
Encourage others to contribute
Exercise leadership and take on a variety of
roles within groups
Give and receive meaningful feedback
1. lndependent writing tasks
2. lndividual oral commentary
3. Group oral commentary
4. Discussion
5. Performance reading
Th|nk|ng
IX. Creat|ve th|nk|ng sk|||s
Generat|ng nove| |deas and cons|der|ng
new perspect|ves
Use brainstorming and visual diagrams to
generate new ideas and inquiries
Consider multiple alternatives, including
those that might be unlikely or impossible
Create novel solutions to authentic problems
Make unexpected or unusual connections
between objects and/or ideas
Make guesses, ask what if" questions and
generate testable hypotheses
Apply existing knowledge to generate new
ideas, products or processes
Create original works and ideas; use existing
works in new ways.
Practise fexible thinking - develop multiple
opposing, contradictory and complementary
arguments.
Practise visible thinking strategies and
techniques.
Generate metaphoes and analogies.
Middle Years Programme Unit planner Page 3 of 5

Act|on: Teach|ng and |earn|ng through |nqu|ry

Content Learn|ng process
Know|edge & Sk|||s:
Describe how you will differentiate teaching & learning for this unit?
Learner Pro|e
Th|nkers:
Commun|cators:
Open m|nded:
Reect|ve:
Middle Years Programme Unit planner Page 4 of 5
Reect|on: Cons|der|ng the p|ann|ng, process and |mpact of the |nqu|ry
Pr|or to teach|ng the un|t Dur|ng teach|ng After teach|ng the un|t
Selection of appropriate formative tasks. All 3 texts were very compelling and students could
relate to characters, despite coming form different
cultural backgrounds themselves.
Regular collaboration was successful in planning
appropriate tasks.
Pop quizzes provided excellent data on student
knowledge of the texts.
Middle Years Programme Unit planner Page 5 of 5