Teacher(s) Ola Sedky Subject group and discipline

Unit title 3 MYP year 1 Unit duration

Do you believe in magic? (in 40 min.
instructional
periods)

Inquiry: Establishing the purpose of the unit

Key concept (select 1) Related concept(s) (select 1 - 2) Global context & (exploration)
creativity Setting orientation in space and time
Theme  peoples, boundaries, exchange and
interaction
Genre

Statement of inquiry
Conceptul Understanding (Use key and related concept/s in an active sentence or statement):
Exploring the creativity of people in multiple settings sharpens the exchange of interactions.

Statement of Inquiry (Conceptual Understanding + Global Context exploration):

The creativity of people shines through in the development of the theme, setting, and genre, creating a rich exchange and interaction of ideas/concepts.

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Inquiry questions

Factual line of inquiry:

Factual Question/s:
 What is fantasy?
 How can you identify a fantasy story?
 Hpw is fantasy different from other genres?

Conceptual line of inquiry:

Conceptual Question/s:
 What does fantastic fiction reveal about the human imagination?
 Can we use fantasy to escape?
 How does life in the fantasy world would help us learn about the real world?

Debatable line of inquiry:

Debatable Question/s:
 Why do we create?
 What does fantastic fiction reveal about the human imagination?

Objectives and their strands Summative assessment

(MYP Subject Objectives and their stands) Description of the summative ass. task: Explain how the summative assessment task assesses the
statement of inquiry:
A: Analysing
Students will select two fantasy short stories studied
Comparative Analysis Task
i. identify and comment upon significant during the unit, ensuring that the stories encompass
different subgenres or thematic elements within the
aspects of texts fantasy genre.
In a written analysis, students will compare and

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B: Organizing contrast the chosen short stories, examining
elements such as character development, setting,
ii. organize opinions and ideas in a logical manner plot structure, and thematic content.
Students should highlight the unique qualities of
each story and discuss how they exemplify different
C: Producing text aspects of fantasy as a genre and the thematic
concepts explored in class.
i. produce texts that demonstrate thought and
imagination while exploring new
perspectives and ideas arising from
personal engagement with the creative
process

D: Using language
i. use appropriate and varied vocabulary, sentence
structures and forms of expression

Approaches to learning (ATL)

Thinking process to identify the ATL for the unit:
Example: In order for students to [strand:] ------------------in both oral and written statements students must [skill:]------------- (ATL Category: --------, Skill Cluster: -------------, Skill
insicator: -----------------------------. Learning experience: ---------------------------------------

ATL Identification Skill Category Skill Cluster Skill indicator Learning experience
In order for students to (strand), Communication I. Communication Reading vital parts from the novel
students must….
skills Use appropriate forms of
writing for different
purposes and audiences

In order for students to (strand), Thinking VIII. Critical thinking Practice observing Relating some quotes from the novel to
students must… analysis of the characters and events
skills carefully in order to
recognize problems

Social II. Collaboration skills Practise empathy Relate theme of empathy and

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 generosity to the novel
Focusing on Scrooge’s character
development

Action: Teaching and learning through inquiry

Learning process
Content:
Learning experiences and teaching strategies Formative Assessment Differentiation
Standards, skills,
concepts

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 Resources

IB Learner Profile: reflective – knowledgeable

International Mindedness:

Interdisciplinary links:

Service as Action:

Reflection: Considering the planning, process and impact of the inquiry

These are guiding questions to help teachers reflect.
Prior to teaching the unit During teaching After teaching the unit
What is the thinking that you have to do in order to make How is the unit unfolding? Are there things that you What made your unit successful? How was the learning?
this unit a success? added, things that you deleted, things that you changed?
What were the learning outcomes of this unit?
(Keep track!)
Why do we think that the unit or the selection of topics
How well did the summative assessment task serve to
will be interesting? What difficulties did we encounter while completing the
distinguish levels of achievement? Was the task
unit or the summative assessment task(s)?
What do students already know, and what can they do? sufficiently complex to allow students to reach the highest
What resources are proving useful, and what other levels?
What have students encountered in this discipline before?
resources do we need?
What evidence of learning can we identify? What artefacts
What does my experience tell me about what to expect in
What student inquiries are emerging? of learning should we document?
this unit?
What can we adjust or change? Which teaching strategies were effective? Why?
What attributes of the learning profile does this unit offer
students opportunities to develop? What skills need more practice? What was surprising?
What potential interdisciplinary connections can we What is the level of student engagement? What student-initiated action did we notice?
identify?
How can we scaffold learning for students who need more What will we do differently next time?
What do we know about my students’ preferences and guidance?
How will we build on our experience to plan the next unit?
patterns of interaction?
What is happening in the world right now with which we
How effectively did we differentiate learning in this unit?
Are there any possible opportunities for meaningful could connect teaching and learning in this unit?

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service learning? How well are the learning experiences aligned with the What can students carry forward from this unit to the unit?
unit’s objectives? To the next year/ level of study?
What in the unit might be inspiring for community or
personal projects? What opportunities am I hearing to help students explore Which subject groups could we work with next time?
the interpretative nature of knowledge, including personal
Could we develop authentic opportunities for service What did we learn from standardizing the assessment?
biases that might be retained, revised or rejected? (DP
learning?
Theory of knowledge skills development)
How can we use my students’ multilingualism as a
resource for learning?
How do you plan to introduce the unit?
What provocations will you use?
How will the students become familiar with the key and
related concepts?

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