MSP unit planner

Unit title
Teacher(s) Subject and grade level Time frame and duration

Non fiction
Vijaya Thorat English . MSP 1

15 periods (October and November

Stage 1: Integrate significant concept, area of interaction and unit question

Area of interaction focus

Which 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 .

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 unfamiliar pieces 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, comprehend and 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 learning activities through inquiry
Content

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 Writingi. 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 feedback during the unit? What different teaching methodologies will we employ? How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special

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 on assessment tasks and frequent references to the criteria.

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.

The students will engage in the following learning activities : Reading- loud (expressively),silent Responses to the different passages in the Checkpoint Book 1 Unseen comprehension Key skills-. Punctuations- Direct speech punctuations, commas. Pre activity; The study of short story could develop with reference to other class literature sessions; for example, by discussing how short stories differ from full length novels, such as the need to establish situation and character very quickly.

Children with special educational needs will be given special attention during the small group instruction periods.

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?

Internet; Checkpoint book 1; worksheets.,empowering English