Language and literature

Point of view Genres

Structure
Factual Who has a story to tell? What different kinds of stories are there?
Factual What defnes biography? What are the features of biography?
Factual What defnes autobiography? What are the features of autobiography?
Conceptual How does context shape a personal story? How are peopel affected by the infuence of time and place ?
Debatable Why should stories of people be shared? ls it important to share stories?
Debatable What can be learned from personal storie
stold in Biography and Autobiography?
Which stories should we read?
Teacher(s| Julie Clarke, David Marrinson Subject group and d|sc|p||ne Language A: English
Un|t t|t|e We All Have Stories to Tell (Biographyj MYP Year Grade 8 Un|t durat|on 4 Weeks
Inqu|ry: Estab||sh|ng the purpose of the un|t
Key concept Re|ated concept(s| G|oba| context
Communication ldentity Perspective
Or|entat|on |n space and
t|me
Everyone has a story to tell.
Statement of |nqu|ry
Everyone has a story to tell and a point of view, shaped by experience. There are connections to be made, perspectives to be shared and elements to bind humankind,
regardless of age, geographical location, religion or ethnicity.
Inqu|ry quest|ons
Object|ves Summat|ve assessment
The summative task is in 3 parts. Part one allows
students to demonstrate their understanding of Roald
Dahl's autobiographical text !"#$% '"(" in a creative
response.
Part 2
Middle Years Programme Unit planner Page 1 of 3
Part 3
Approaches to |earn|ng (ATL|
IB ATL CATEGORY MYP ATL CLUSTER SPECIFIC ATL SKILL LEARNING EXPERIENCES
Commun|cat|on
Research
Act|on: Teach|ng and |earn|ng through |nqu|ry
Content Learn|ng process
Middle Years Programme Unit planner Page 2 of 3
Describe how you will differentiate teaching & learning for this unit?
Resources
Journa|:
!"#$% '"(" Autobiography by Roald Dahl
various biographies and autobiographies in the Library.
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
Coordinating with the librarian to gather a variety of
biographies and autobiographies that would appeal
to a wide variety of tastes was crucial.
Students were encouraged to be risk takers in
experimenting with reading a different genre and in
practising variouis ways to create a character
timeline.
Experimenting with questions for the 'press gallery' as
a way of presenting information was a challenge for
many.
Refecting on the most successful questions in terms
of how well they imparted information about
characters was revealing.
lnterdisciplinary connections with Humanities about
famous people who could be teh biography subjects
could be forged.
Students demonstrated their learning through crafting
of questions which showcased their knowledge.
Pop quiz on the class autobiography "Going Solo'
revealed student knowledge of the text.
Middle Years Programme Unit planner Page 3 of 3