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MSP unit planner

Unit title Non fiction

Teacher(s) Vijaya Thorat

Subject and grade level English . MSP 1

Time frame and duration 15 periods (October and November

Stage 1: Integrate significant concept, area of interaction and unitquestion

Area of interaction focusWhich area of interaction will be our focus?

Why have we chosen this?

Significant concept(s)What are the big ideas? What do we want our

students to retain for years into the future?

MSP unit question

How can we write to inform or persuade?

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?

Creative writing- Write your own short story based on the points given.

End of the unit / term assessment.

Formative Assessment

.

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formative - research on endangered species;

formal letter summative -formal letter

analysis of a newspaper article.

Which specific MSP objectives will be addressed during this unit?

Compare texts to show similarities

Use language to narrate, describe, analyse ,and entertain.

Demonstrate a critical awareness of a range of written texts.

Understand and comment on the language, content, structure and meaning of familiar and unfamiliarpieces of writing.

Express ideas with clarity and coherence in both oral and written communication.

Understand the various components of story writing.

Create and write short stories.

Which MSP assessment criteria will be used?

Criterion A: Reading

This criterion refers to your ability to demonstrate: an awareness of the implicit and explicit meaning, the

writers choices and the use of language. This also refers to your ability to analyze and synthesize, comprehendand comment on a text.

Criterion B: Usage

This criterion refers to your ability to: use spellings and punctuation; and appropriate register (vocabulary,

Grammar, sentence construction).

Criterion C: Writing

This criterion refers your ability to use language for a variety of purposes; using appropriate style and structure

with a sense of audience.

Stage 2: Backward planning: from the assessment to the learningactivities through inquiry

Content

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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?

Introduction to genre

Extracts

Save the orang-utan

School where pupils monkey around

My view

Two poems

Or will the dreamer wake?

A whale song

A modern ballad

Writing- i. Writing to explore, imagine and entertain

ii. Writing own short story.

iii. Writing own folk tale.

Approaches to learning

How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

Develop good study habits

Present work neatly and effectively

Become active listeners

Be aware of different types of language

Read and interpret a variety of texts critically

Write in a variety of forms

Improve vocabulary

Reflect critically on their own work and that of their peers

Learning experiences

How will students know what is expected of them? Will

they see examples, rubrics, templates?

How will students acquire the knowledge and practise

the skills required? How will they practise applying

Teaching strategies

How will we use formative assessment to give students feedbackduring the unit?

What different teaching methodologies will we employ?

How are we differentiating teaching and learning for all? How havewe made provision for those learning in a language other than theirmother tongue? How have we considered those with special

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these?

Do the students have enough prior knowledge? How will

we know?

educational needs?

Students will be familiar with the relevant

rubrics at each stage, instructions onassessment tasks and frequent references tothe criteria.

The students will engage in the followinglearning activities :-

Reading- loud (expressively),silent

Responses to the different passages inthe Checkpoint Book 1

Unseen comprehension

Key skills-.

Punctuations- Direct speech punctuations,commas.

Pre activity;

The study of short story could develop withreference to other class literature sessions; forexample, by discussing how short stories differfrom full length novels, such as the need toestablish situation and character very quickly.

Peer assessment for oral and group activities

Regular feedback by facilitator for oral and written work

Self assessment of specific written work

Whiteboard and pen;

group activities (Group discussion; debate);

verbal and non verbal techniques;

dictionary and thesaurus;

Research.

Children with special educational needs will be givenspecial attention during the small group instructionperiods.

Resources

What resources are available to us?

How will our classroom environment, local environment and/or the community be used to facilitate students experiences duringthe unit?

Internet; Checkpoint book 1; worksheets.,empowering English