Language and literature

Point of view Theme

Character Context
Setting
Factual What is racism? What aspects of racism do we see in this novel?
Factual What is the setting of 'To Kill a Mockingbird'?
Conceptual How does context affect a story? How do the time and place of a story affect how the plot develops?
Conceptual What is the effect of poverty on character
development and plot?
How does poverty infuence this novel?
Debatable Who represents innocence in thsi story? Which characters are innocent in this story?
Teacher(s| David Marrinson, Julie Clarke Subject group and d|sc|p||ne Language A: English
Un|t t|t|e Novel Study - Loss of lnnocence 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 Relationships
Ident|t|es and
re|at|onsh|ps
Statement of |nqu|ry
Losing our innocence is an inevitable part of understanding that people do not always act with integrity.
Inqu|ry quest|ons
Object|ves Summat|ve assessment
A: Ana|ys|ng
analyse the content, context, language,
structure, technique and style of text(sj and the
relationships among texts
analyse the effects of the creator's choices on
an audience
C: Produc|ng text
produce texts that demonstrate insight,
imagination and sensitivity while exploring and
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refecting critically on new perspectives and ideas
arising from personal engagement with the creative
process
make stylistic choices in terms of linguistic,
literary and visual devices, demonstrating
awareness of impact on an audience
Approaches to |earn|ng (ATL|
IB ATL CATEGORY MYP ATL CLUSTER SPECIFIC ATL SKILL LEARNING EXPERIENCES
Th|nk|ng
Act|on: Teach|ng and |earn|ng through |nqu|ry
Content Learn|ng process
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Describe how you will differentiate teaching & learning for this unit?
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
Selecting formative tasks to build skills in writing and
understand the text was ongoingduring the planning
period.
We found that the text was not accessible to many
students becaus eof the diffculty of tne reading level
and the challenge of understanding the context and
regional dialogue.
To address this we recommend:
1. The frst 3 chapters be read aloud, deconstructed
and discussed in class.
2. The movie version be viewed.
3. A contrasting textwith themes and characters that
align, be offered to students who are struggling to
read the novel.
Collaboration was ongoing and essential.
An interdisciplinary link can be made with Humanities,
looking at the time period.
Teachers met and recommend that a Iormative
task be included where analysis oI an element oI
the text is included. The structure oI the task, be it
oral or written should Iollow the organization oI a
literary essay. This is not to say that students
should create and read or write an essay, rather,
they should generate points pertinent to the task
which Iollow the structure /Iramework. The
purpose oI this task is to reinIorce the structure oI
analysis and develop conIidence so it becomes
second nature.
Exemplars Ior all perIormance tasks are essential
Ior students in order to provide a model and to
demonstrate an expectation oI Ior a level oI
sophistication.
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Students could demonstrate understanding of literary
elements in various levels of sophistication.
Emulating the author's style was both challenging
and enjoyable and extended students' skills.
Analysis of assessemnt task (emulationj was telling.
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