Language and literature

Theme Self-expression
Context Setting
Factual How long has poetry been around? What evidence do we have that people have been creating poetry for centuries?
Conceptual How does poetry refect the mood of
society?
What does poetry tell us about how people feel?
Conceptual What is poetry? Who creates poetry?
Debatable Do other text types ever masquerade as
poetry?
What types of writing can be considered as poetry?
Debatable What is social protest? Why do people protest?
Teacher(s| Julie Clarke, David Marrinson Subject group and d|sc|p||ne Language A: English
Un|t t|t|e Poetry is a Form of Protest MYP Year Grade 9 Un|t durat|on 6 Weeks
Inqu|ry: Estab||sh|ng the purpose of the un|t
Key concept Re|ated concept(s| G|oba| context
Culture Perspective
Persona| and cu|tura|
express|on
Statement of |nqu|ry
Poetry is a refection of society and through the creative process often takes the form of protest.
Inqu|ry quest|ons
Object|ves Summat|ve assessment
A: Ana|ys|ng
analyse the effects of the creator's choices on
an audience
evaluate similarities and differences by
connecting features across and within genres and
texts.
B: Organ|z|ng
Middle Years Programme Unit planner Page 1 of 3
use referencing and formatting tools to create a
presentation style suitable to the context and
intention.
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
D: Us|ng |anguage
write and speak in a register and style that serve
the context and intention
Approaches to |earn|ng (ATL|
IB ATL CATEGORY MYP ATL CLUSTER SPECIFIC ATL SKILL LEARNING EXPERIENCES
Commun|cat|on
1.Analyze poetry
2. Research social/historical context of texts
3. Create own texts (poems and refectionsj
4.Present/perform rexts
Research
Act|on: Teach|ng and |earn|ng through |nqu|ry
Content Learn|ng process
Middle Years Programme Unit planner Page 2 of 3
Describe how you will differentiate teaching & learning for this unit?
Learner Pro|e
Th|nkers:
Commun|cators:
Reect|ve:
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
Middle Years Programme Unit planner Page 3 of 3