MYP Year 3 (Grade 9) Unit Letter 2nd Semester School Year 2020/2021
Unit 1
Subject : Languange and Literature Teacher : Dzuvia Mughniy Arsaningsih
Global Context
Unit title
Personal and Cultural Expression
Teks Narasi
Unit and time frame
Key Concept
Creativity
Statement of Inquiry Creativity can recognize purpose in various genres to make products. 1 (January-February 2021)
Related Concept Structure
Genres
ATL Skills
Social Skills
-Use social media networks appropriately to build and develop relationships
-Practice empathy, Manage and resolve conflict, and work collaboratively in teams
-Listen actively to other perspectives and ideas
-Exercise leadership and take on a variety of roles within groups
-Give and receive meaningful feedback
Research Skills
-Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of
sources and media (including digital social media and online networks).
-Make informed choices about personal viewing experiences.
-Communicate information and ideas effectively to multiple audiences using a variety of media
and formats.
-Compare, contrast and draw connections among (multi)media resources.
Objectives
Criteria Objective B: Organizing i. employ organizational structures that serve the context and intention ii. organize opinions and ideas in a coherent and logical manner iii. use referencing and formatting tools to create a presentation style suitable to the context and intention. Criteria Objective C: Producing text i. produce texts that demonstrate thought, imagination and sensitivity while exploring and considering new perspectives and ideas arising from personal engagement with the creative process ii. make stylistic choices in terms of linguistic, literary and visual devices iii. select relevant details and examples to develop ideas.
Week 1 Week 2 Week 3 Week 4 Week 5
Week 6
Telling short inspirational stories to students.
Factual— What does it take to make a good narrative essay?
Conceptual— How to apply creativity to writing a narrative essay?
Collect, organize, and analyze inspiring stories from various sources and see the similarities.
Summing up the contents of expressions of sympathy, caring, empathy, or personal feelings in the inspired story text that is read.
Discuss with the study group about the characteristics contained in the inspirational story text.
Present as a group a good and interesting inspirational story text.
Create a fictional inspirational story that contains sympathy and empathy.
Debatable— How can creativity serve the purpose of making narrative essays more interesting?
Resources Books Websites (Videos)
East, Mike. 2014. Language And Literature: A Practical Guide Student Book. Internatonal Baccaaureate Organzation: Wales. Kaiseriman, Zara. 2018. Language And Literature MYP By Concept 3. Hodder Education: London
http://www.ceritainspirasi.net/
MYP Year 3 (Grade 9) Unit Letter 2nd Semester School Year 2020/2021
Unit 1
Subject : Javanese Teacher : Sri Lestari
Global Context Unit title
Identities And Relationship
Nliti Teks Pidato
Unit and time frame
Key Concept
Communication
Statement of Inquiry Mengkomunikasikan isi dari sebuah teks pidato dilihat dari segi sudut pandang masing –
masing dan mengkomunikasikan dengan gaya masing – masing
1 (Januari 2021) Related Concept
Pont of View, Style
ATL Skills Communication
Organization Skill
Objectives
Kriteria C : Producing Text i. produce texts that demonstrate thought, imagination and sensitivity while exploring and considering new perspectives and ideas arising from personal engagement with the creative
process ii. imake stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience iii. select relevant details and examples to develop ideas. Kriteria D : Using Language i. use appropriate and varied vocabulary, sentence structures and forms of expression ii. write and speak in an appropriate register and style iii. use correct grammar, syntax and punctuation
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Disajikan teks Pidhato, deskripsi kegiatan meneliti teks pidhato antara yang membacakan teks pidhato, mengidentifikasi struktur pidato, menemukan isi pokok pidato dan membuat teks serta mempraktekkannya
Teks pidato yang telah di identifikasi
strukturnya dipresentasikan, dilanjutkan
dengan membuat teks pidato dengan
tema yang telah ditentukan dan
dipraktekkan.
Resources Books Websites (Videos)
Widya Adi Basa Jawa 3, Sumarlam, Ersyani SitiSuryani. 2015. PT Tiga Serangkai Pustaka Mandiri Surakarta
https://www.youtube.com/watch?v=9WAsNW_q6mE
MYP Year 3 (Grade 9) Unit Letter 2nd Semester School Year 2020/2021
Unit 2
Subject : Javanese Teacher : Sri Lestari
Global Context
Unit title
Personal and Cultural Expression
Memahami Sandiwara Tradisional Jawa
Unit and time frame
Key Concept
Communication
Statement of Inquiry Mendeskripsikan tokoh, lattar dan alur cerita sandiwara tradisional Jawa secara tertulis
sesuai dengan genre masing – masing sehingga mampu memahami character sesuai
dengan kreatifitas masing - masing
Unit 1 (January 6 – 25 2021) Related Concept Setting, Point of
View
ATL Skills
Sosial Skill : Collaboration Skill
Thinking Skill : Transfer
Objectives
Kriteria A : Analysing i. identify and explain the content, context, language, structure, technique and style of text(s) and the relationships among texts ii. identify and explain the effects of the creator’s choices on an audience iii. justify opinions and ideas, using examples, explanations and terminology iv. interpret similarities and differences in features within and between genres and texts.
Kriteria D : Using Language i. use appropriate and varied vocabulary, sentence structures and forms of expression ii. write and speak in an appropriate register and style iii. use correct grammar, syntax and punctuation iv. spell (alphabetic languages), write (character languages) and pronounce with accuracy
Week 1 Week 2 Week 3 Week 4 Week 5
Week 6
Disajikan teks sandiwara tradisonal (
kethoprak ) kemudian dianalisis
unsur instrinsiknya
Mempresentasikan hasil analisis isi
teks dengan menggunakan bahasa
sendiri . serta menanggapi nilai – nilai
yang dapat diambil dari cerita tersebut
Meeting 4 : Summative Assessment
Resources Books Websites (Videos)
Widya Adi Basa Jawa 3, Sumarlam, Ersyani SitiSuryani. 2015. PT Tiga Serangkai Pustaka Mandiri Surakarta
Purwadarminto. 1939. Bausastra Jawa. Tim Balai Bahasa Yogyakarta Pepak Basa Jawa
https://www.youtube.com/watch?v=nAIOOuLO2OA
MYP Year 3 (Grade 9) Unit Letter 2nd Semester
School Year 2020/2021
Unit 1
Subject : English
Teacher : Danang Catur Satrianto
Global Context Unit title
Personal and Cultural Expression
Reporting live
Unit and time frame
Key Concept
Creativity
Statement of Inquiry
A Report text can form a person's perspective that influences personal and creativity in a certain context.
Unit 1 ( January 27 – February 14, 2021)
Related Concept Form, context and point of
view
ATL Skills
Critical thinking Analysing and identifyng the facts or evidences about succesfull people’s story and take moral values.
Communication Reporting news to audiences
Objectives
Phase 3 Criterion D i, ii, iii
Week 1 Week 2 Week 3 Week 4 Week 5
Week 6
Week 1 : Students learn about
reporting live
FQ : What do you usually do before delivering a story / news?
Week 2 : Students learn about news
and compose and paraphrase a report
text
CQ : How does a reporter prepare her/his performance?
DH : Why does a reporter must do good preparation before delivering news?
Summative assessment
Resources Books Websites (Videos)
Putcha Herbert, etc. 2016. English in Mind Second Edition (specisl edition student’s book 3). Malaysia : Cambridge University Press.
Castro, Ana de. 2016. English Language Acquisition (MYP by concept
4 & 5). UK : Hodder Education
MYP Year 3 (Grade 9) Unit Letter 2nd Semester School Year 2020/2021
Unit 1
Subject : Mathematics Teacher : Ayu Nur Afifah
Global Context
Unit title
Orientation in space and time
Probability
Unit and time frame
Key Concept
Relationship
Statement of Inquiry Pattern in the natural world can be represented as relationships and thus help in making model and predictions
1 (January 2021) Related Concept
Change and Model
ATL Skills
Informations literacy
Process data and report results
Critical thinking Formulate factual, topical, conceptual and debatable question
Objectives
D. Using mathematics in real life context (i, ii, iii, iv)
Week 1 Week 2 Week 3 Week 4 Week 5
Week 6
Know and use words associated with
probability
Construct and use a probability scale
Calculate the probability of independent
and dependent combined events
Calculate probabilities using a sample
space diagram
calculate probabilities using a tree
diagram
calculate and interpret conditional
probabilities
Summative test
Resources Books Websites (Videos)
Couchman, Linda and Evans, Rebecca. 2015. Math Higher. Collins, London
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MYP Year 3 (Grade 9) Unit Letter 2nd Semester School Year 2020/2021
Unit 1
Subject : Arabic Teacher : Rayinda Dwi Prayogi
Global Context Unit title
الطبيعة جمال / Beautiful nature
Unit and time frame
Key Concept
Creativity
Statement of Inquiry The ways of sustainable living purpose need to communicate scientifically with context and meaningful to make audiences of empathy and realize the Natural resources and public goods.
4 weeks (8 hrs) Related Concept
Meaning, purpose, context, and emphaty
ATL Skills
Category Communication skill
Indicator- Give and receive meaningful feedback
Collaboration Skills
Indicator- Working effectively with others.
Objectives
Criteria B: Comprehending written and visual text i. identify basic facts, messages, main ideas and supporting details ii. recognize basic aspects of format and style, and author’s purpose for writing iii. engage with the written and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text. Criterion C: Communicating in response to spoken, written and visual text i. respond appropriately to simple short phrases ii. interact in simple and rehearsed exchanges, using verbal and non-verbal language iii. use basic phrases to communicate ideas, feelings and information on a variety of aspects of everyday topics iv. communicate with a sense of audience.
Week 1 Week 2 Week 3 Week 4 Week 5
Week 6
" عصف ذهني حول " يومياتنا في المدرسة
Brainstorming about " Natural
resources and public goods "
1. students look for common
vocabulary and simple sentences in
sports
نستوعب المخفوظات
(Students are given examples of simple
conversations to explore the
importance of the theme of " Natural
resources and public goods ")
2. students explore deep conversations
more specifically in a particular sport.
التمرين
(Review previous material with exercises)
3. students prepare text materials about
certain sports that they have chosen and
start working on summative assessment
يشاهد الطلاب مقاطع فيديو
(Students perform their work at Big Blue
Batton together)
Summative Assessment
4. Students present their work with
friends.
- -
Resources Books Websites (Videos)
( العالمين مناهج) الاول الدراس الفصل التاسع الصف الطالب كتاب العربية تعلم
XIV الوحدة الرابعة عشرة
https://www.youtube.com/watch?v=joFW8FeZqOA
MYP Year 3 (Grade 9) Unit Letter 2nd Semester School Year 2020/2021
Unit 1
Subject : Science-Physics Teacher : Fatima Istiqomah Djarod
Global Context
Unit title
Personal and Cultural Expression
Application of physic
Unit and time frame
Key Concept
Systems
Statement of Inquiry Technology designers creatively apply energy in order to develop and reinvent devices that biodegradable
1 (January 2021) Related Concept
Energy
Development
ATL Skills
Research skills: media literacy Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media (including digital social media and online networks)
Demonstrate awareness of media interpretations of events and ideas (including digital social media)
Communication skills: communication Share ideas with multiple audiences using a variety of digital environments and media
Objectives
Criterion A. Knowing and Understanding i. describe scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations
iii. analyse information to make scientifically supported judgments.
Criterion D. Reflecting on the impact of science i. describe the ways in which science is applied and used to address a specific problem or issue ii. discuss and analyse the various implications of the use of science and its application in solving a specific problem or issue iii. apply scientific language effectively iv. document the work of others and sources of information used.
Week 1 Week 2 Week 3 Week 4 Week 5
Week 6
Define electromagnetic waves, digital
technology and cellphones
Define between analogue and digital
signals
Define advantages of digital
technology
Summative Test: Student make video precentation about advantages of digital technology
Resources Books Websites (Videos)
Allort, A. and Mindorff, D. 2017. MYP Science : A Concept Based Approach Years 4&5. Oxford University Press, UK. Clark, F. Mindorff, D. Pak, R. and Lelievre, B. 2015. IB Skill Science A Practical Guide Teacher Book. International Baccalaureate Organization, UK Morris, P. and Deo, P. 2016. Science MYP by Concept 1. Hodder Education, London. Prescott, Christoper N. 2014. Perfect Guide to Lower Secondary Science 2nd EditionBook B. Marshall Cavendish Education, Singapore
https://ophysics.com/w6.html
MYP Year 3 (Grade 9) Unit Letter 2nd Semester School Year 2020/2021
Unit 1
Subject : Individual and Societies - Geography Teacher : Shinta Khoiru N
Global Context
Unit title
Fairness and development
Country (Developed and Developing Country)
Unit and time frame
Key Concept
Global interactions
Statement of Inquiry Each country will continue to develop the power to become a developed country that has networks on the global scene by not ignoring fairness for the prosperity of its people.
1 (January 2021) Related Concept
Power, Networks
ATL Skills
Creative thinking: Apply existing knowledge to generate new ideas, products or processes
Affective skills : Managing state of mind
Practise focus and concentration
Practise analyzing and attributing causes for failure
Objectives
Criteria A : Knowing and Understanding i. Use a range of terminology in context Criteria B : Investigating i. Choose a clear and focused research question, explaining its relevance ii. Formulate and follow an action plan to investigate a research question
Criteria D : Critical thinking i. Analyse concepts, issues, models, visual representation and/or theories
Week 1 Week 2 Week 3 Week 4 Week 5
Week 6
Content of learning topics: Developing country
Factual question:
What is developing country?
The students will get to know indicators of developing country
The students will analyze Indonesia as developing country
Content of learning topics: Developed country Factual question:
What is developed country? The students will get to know indicators of developed country
The students will choose one country to analyze why the country become a developed country
Content of learning topics: Indicators of developed and developing country Conceptual question: What makes a country become a developed country? The students will choose 2 countries to analyze and compare the different between 2. The students will observe why the country become developed country than the other one.
Content of learning topics: Indonesia become a developed country Debatable question: Will Indonesia become a developed country? The students will explore all about Indonesia then analyze what can make Indonesia become a developed country.
Summative Assesment: Task 1: Choose 2 country in Asia then analyze what indicators of developing and developed country that the countries have! Task 2 : Analize why Indonesia become a developing country then what you suggest to make Indonesia become a developed country
Resources Books Websites (Videos)
MYP Year 3 (Grade 9) Unit Letter 2nd Semester School Year 2020/2021
Unit 1
Subject : Islamic Studies Teacher : Mishriyah
Global Context
Unit title
Personal and cultural expression
Exploration: Belief systems
Unit and time frame
Key Concept
Systems
Statement of Inquiry A system of belief will be reflected in one's expression in carrying out a symbol that has become
a belief system.
Provisions For Slaughtering Animals Related Concept
Symbolism, Beliefs
ATL Skills
Self Management/ Organization skill
Plan short- and long-term assignments; meet deadlines,Create plans to prepare for summative
assessments (examinations and performances), Keep and use a weekly planner for
assignments,Set goals that are challenging and realistic.
Self Management/ / Affective skill Practice focus and concentration, Practice strategies to develop mental focus, Practice strategies to overcome distractions, Practice being aware of body–mind connections
Objectives
Criterion A: Knowing and understanding
i. use vocabulary in context
ii. demonstrate knowledge and understanding of subject-specific content and concepts, using
descriptions, explanations and examples.
Criterion D: Thinking critically
i. analyse concepts, issues, models, visual representation and/or theories
ii. summarize information to make valid, well-supported arguments
iii. analyse a range of sources/data in terms of origin and purpose, recognizing values and limitations
iv. recognize different perspectives and explain their implications.
Week 1 Week 2 Week 3 Week 4 Week 5
Week 6
Week 1 : Provisions for Aqiqah and
Qurban,
Factual Question (FQ) : What is the
difference between Qurban and
Aqiqah?
- Students seek information from literacy from various sources to find provisions of qurban and aqiqah,
Week 2 : Distribution of Qurban
Meat and Aqiqah
Conceptual Question (CQ): How is the distribution of qurban and aqiqah animals?
- Students make a mind mapping of
the implementation of qurban and aqiqah individually, discussing in groups the wisdom of qurban and aqiqah
Week 3 : Lessons for the Implementation
of Sacrifice and Aqiqah
Debatable Question (DQ): What is the wisdom of implementing qurban and aqiqah? - Practicing the implementation of
qurban and aqiqah
- - -
Understand the contents of the naqli argument from al-Qura'n and Al Hadith
Resources Books Websites (Videos)
- Abu Muhammad Ibnu Shalih bin Hasbullah, Panduan Praktis Aqiqah, Berdasarkan al Qur’an dan as Sunnah.
- Muhammad Abduh Tuasikal, Fiqih qurban dan aqiqah, Pustaka Muslim
https://www.youtube.com/watch?v=PS7gRGd-osg, Menyayangi Binatang Dalam Syariat Penyembelihan (Ketentuan Aqiqah dan Kurban) SMP KELAS IX https://www.youtube.com/watch?v=p8YEq4nyZQE, Umur Berapakah Kambing yang Sah Untuk Kurban dan Aqiqah?
MYP Year 3 (Grade 9) Unit Letter 2nd Semester School Year 2020/2021
Unit 1
Subject : Design Teacher : Fatima Istiqomah Djarod
Global Context
Unit title
Context : Orientation in space and time
Unit : Processing foodstuffs originating from fisheries
Unit and time frame
Key Concept
Communication
Statement of Inquiry A innovative product can be diffused into a global market through successful and targeted communication
1 (January 2021) Related Concept
Innovation, markets and trends
ATL Skills
Category Research skills (Cluster Information literacy):
Indicator - Access information to be informed and inform others, make connections between various sources of information, present information in a variety of formats and platforms, collect and analyze data to identify solutions and make informed decisions
Category Thinking skills (Cluster Creative thinking): Indicator - Adapting existing knowledge to generate new products
Objectives
Criterion B: Developing ideas I. develop a design specification which outlines the success criteria for the design of a solution based on the data collected ii. present a range of feasible design ideas, which can be correctly interpreted by others iii. present the chosen design and outline the reasons for its selection iv. develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution. Criterion C : Creating the solution I. develop a design specification, which outlines the success criteria for the design of a solution based on the data collected ii. present a range of feasible design ideas, which can be correctly interpreted by others iii. present the chosen design and outline the reasons for its selection iii. develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution
Week 1 Week 2 Week 3 Week 4 Week 5
Week 6
Students see a prescription source
from the Internet. Then discuss with
friends to modify a fisheries -based
recipe so that it can be accepted
globally.
Students prepare the necessary
tools and materials to make
fisheries -based cuisine in the
home
Students are plating the results of
dishes that have been made then
upload video cooking tutorials
Students make reports on the
making of fisheries -based cuisine.
Then make a presentation of results
in PowerPoint and presented to his
friends
Resources Books Websites (Videos)
Allort, A. and Mindorff, D. 2017. MYP Design : A Concept Based Approach Years 4&5. Oxford University Press, UK. Clark, F. Mindorff, D. Pak, R. and Lelievre, B. 2015. IB Skill DesignA Practical Guide Teacher Book. International Baccalaureate Organization, UK Morris, P. and Deo, P. 2016. Design MYP by Concept 1. Hodder Education, London. Prescott, Christoper N. 2014. Perfect Guide to Lower Secondary Design 2nd EditionBook B. Marshall Cavendish Education, Singapore
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MYP Year 3 (Grade 9) Unit Letter 2nd Semester School Year 2020/2021
Unit 1
Subject : ARTS Teacher : Wira Widi Sadewa
Global Context
Unit title
Scientific and Technical Innovation
Unit and time frame
Key Concept
Aesthetic
Statement of Inquiry Creating innovations products by creating aesthetic miniatures of objects, with
unique, interesting, and creative interpretations and styles
4 weeks Related Concept
Interpretation and
Style
ATL Skills
Category Research Skills (Cluster Media literacy)
Indicator- Locate, organize, analyze, evaluate, synthesize and ethically use
information from a variety of sources and media (including digital social media and
online networks) Demonstrate awareness of media interpretations of events and ideas
(including digital social media)
Category Thinking skills (Cluster Transfer)
Indicator- Combine knowledge, understanding and skills to create products or
solutions
Objectives
Criterion A: Knowing and understanding
I. demonstrate knowledge of the art form studied, including concepts, processes, and the use of appropriate language
II. demonstrate knowledge of the role of the art form in original or displaced contexts
III. use acquired knowledge to inform their artwork.
Criterion C: Thinking Creatively
I. outline a clear and feasible artistic intention
II. outline alternatives, perspectives, and imaginative solutions
III. demonstrate the exploration of ideas through the developmental process to a point of realization.
Week 1 Week 2 Week 3 Week 4 Week 5
Week 6
Students look for references on the
internet regarding miniatures, and
each of them is required to share
references with classmates in order
to generate as many references as
possible.
Students discuss with classmates to
determine their respective ideas in
making miniatures
Students bring tools and materials to
make miniatures at school
Students make reports on making
miniatures. Then they share on social
media about their work in order to add
references to the general public
Resources Books Websites (Videos)
Allort, A. and Mindorff, D. 2017. MYP ARTS : A Concept Based Approach
Years 4&5. Oxford University Press, UK.
Clark, F. Mindorff, D. Pak, R. and Lelievre, B. 2015. IB Skill ARTS A
Practical Guide Teacher Book. International Baccalaureate Organization,
UK
Morris, P. and Deo, P. 2016. ARTS MYP by Concept 1. Hodder
Education, London.
Prescott, Christoper N. 2014. Perfect Guide to Lower Secondary Design
2nd EditionBook B. Marshall Cavendish Education, Singapore
https://www.youtube.com/watch?v=DllDKK-768A (How to make miniature)
https://www.youtube.com/watch?v=tjKDpQMSQsM (How to make miniature)
https://www.youtube.com/watch?v=DLKSVdAZDZU (How to make miniature)
MYP Year 3 (Grade 9) Unit Letter 2nd Semester School Year 2020/2021
Unit 1
Subject : PHE Teacher : Saryana
Global Context
Unit title
2. Team Sport/ Vollyball
Unit and time frame
Key Concept
Communication
Statement of Inquiry movement and space during game For playing vollyball effectively, a team member needs
creativity in constructing play.
1 (January) Related Concept
System Interaction
ATL Skills Communication Skills : Use a variety of media to communicate with a range of audiences
II. Collaboration Skills : Listen actively to other perspectives and ideas
Objectives
Criterion C: Applying and Performing
I. develop a design specification which outlines the success criteria for the design of a solution based on the data collected
ii. present a range of feasible design ideas, which can be correctly interpreted by others
iii. present the chosen design and outline the reasons for its selection
iv. develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution.
Criterion D : Reflecting and improving performance
I.develop a design specification, which outlines
the success criteria for the design of a solution based on the data collected
ii. present a range of feasible design ideas, which can be correctly interpreted by others
iii. present the chosen design and outline the reasons for its selection
iv. develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution
Week 1 Week 2 Week 3 Week 4 Week 5
Week 6
Siswa belajar tentang dasar-dasar bermain volly ball dengan melihat tampilkan video
Siswa mempraktekan dasar-dasar bola
volly( pasing bawah,pasing atas,servis)
Siswa belajar bermain bola volly setelah menguasai teknik dasar bermain
Siswa belajar dengan strategi dan taktik
bermain bola volly
Siswa membuat product video
tentang bermain bola volly
Resources Books Websites (Videos)
Allort, A. and Mindorff, D. 2017. MYP Physical and Health Education: A
Concept Based Approach Years 4&5. Oxford University Press, UK.
Clark, F. Mindorff, D. Pak, R. and Lelievre, B. 2015. IB Skill Physical and
Health Education A Practical Guide Teacher Book. International Baccalaureate
Organization, UK
Morris, P. and Deo, P. 2016. Physical and Health Education MYP by Concept
1. Hodder Education, London.
Prescott, Christoper N. 2014. Perfect Guide to Lower Secondary Physical and Health Education 2nd EditionBook B. Marshall Cavendish Education, Singapore
MYP Year 3 (Grade 9) Unit Letter 2nd Semester School Year 2020/2021
Unit 1
Subject : PPKn Teacher : Alkaf Asari
Global Context: :
Unit title :
Orientasi dalam ruang dan waktu
Bela Negara dalam Konteks Negara Kesatua
Republik Indonesia
Unit and time frame
Key Concept :
Perubahan
Statement of Inquiry Perubahan sosial adalah titik balik dalam sejarah manusia, ketika kondisi menyebabkan orang bangkit dan mencari perubahan mendasar dalam masyarakat
3 / 24 Related Concept Causality,
Cultur and Conflik
ATL Skills
Organisasi, Berfikir Kritis dan Media Literasi
Objectives
Tujuan:
Investigasi Perubahan Sosial
A2 → Menunjukkan pemahaman Anda tentang penyebabnya Perubahan Sosial
B → Investigasi proses Perubahan sosial dengan tepat keterampilan penelitian.
C → Mengkomunikasikan ide-ide dengan jelas dengan benar format surat kabar, dengan daftar pustaka yang tepat.
D1 → Berpikir kritis tentang kondisi itu menyebabkan manusia ingin melakukan perubahan sosial..
Week 1 Week 2 Week 3 Week 4 Week 5
Week 6
Makna Bela Negara Ancaman, Tantangan,
Hambatan, dan Gangguan
terhadap NKRI
Semangat dan Komitmen
Persatun dan Kesatuan
Nasional dalam Mengisi dan
Mempertahankan NKRI
Materi Persiapan USBN dari buku detik-detik.
Latihan Soal-soal USBN dari buku detik-detik.
Latihan Soal-soal USBN dari buku detik-detik
Resources Books Websites (Videos)
Buku Paket Belajar Memahami PPKn untuk kelas IX SMP dan MTS, Penerbit PT Tiga Serangkai Buku Detik-detik USBN PPKn Kelas 9
Sumber yang tersedia di perpustakaan sekolah
MYP Year 3 (Grade 9) Unit Letter 2nd Semester School Year 2020/2021
Unit 2
Subject : Civil Education Teacher : Alkaf Asari
Global Context: :
Unit title :
Orientasi dalam ruang dan waktu
Bela Negara dalam Konteks Negara Kesatua Republik Indonesia
Unit and time frame
Key Concept :
Perubahan
Statement of Inquiry Perubahan sosial adalah titik balik dalam sejarah manusia, ketika kondisi menyebabkan orang bangkit dan mencari perubahan mendasar dalam masyarakat
3 / 24 Related Concept
Causality, Cultur and Conflik
ATL Skills
Organisasi, Berfikir Kritis dan Media Literasi
Objectives
Tujuan:
Investigasi Perubahan Sosial
A2 → Menunjukkan pemahaman Anda tentang penyebabnya Perubahan Sosial
B → Investigasi proses Perubahan sosial dengan tepat keterampilan penelitian.
C → Mengkomunikasikan ide-ide dengan jelas dengan benar format surat kabar, dengan daftar pustaka yang tepat.
D1 → Berpikir kritis tentang kondisi itu menyebabkan manusia ingin melakukan perubahan sosial..
Week 1 Week 2 Week 3 Week 4 Week 5
Week 6
Makna Bela Negara Ancaman, Tantangan, Hambatan, dan
Gangguan terhadap NKRI
Semangat dan Komitmen Persatun dan
Kesatuan Nasional dalam Mengisi dan
Mempertahankan NKRI
Materi Persiapan USBN dari buku detik-detik.
Latihan Soal-soal USBN dari buku detik-detik.
Latihan Soal-soal USBN dari buku detik-detik
Resources Books Websites (Videos)
Buku Paket Belajar Memahami PPKn untuk kelas IX SMP dan MTS, Penerbit PT Tiga Serangkai Buku Detik-detik USBN PPKn Kelas 9
Sumber yang tersedia di perpustakaan sekolah
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