MSP unit planner

Unit title Descriptive writing

Teacher(s) Vijaya Thorat
Subject and grade level English. MSP 1
Time frame and duration (September) working days 18
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?
Human Ingenuity
How individuals develop and change over
time.

Introspection and recall are imperative for
development.


MSP unit question
How can early childhood experiences shape our future?

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- Writing about their memorable childhood experiences.
End of the unit / term assessment.
Formative Assessment
1. Unseen comprehension- students have to extract relevant information from the passage
and respond to the questions which will test understanding.


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

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?


Read autobiographical extracts relating to
Childhood
Sporting experience
Evocative/atmospheric recounting of revisit to childhood village
Writing- i. Describe a personal experience/autobiographical memory
ii. Focusing on vocabulary choices
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
these?
Do the students have enough prior knowledge? How will
we know?
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
educational needs?
Students will be familiar with the relevant
rubrics at each stage, instructions on
assessment tasks and frequent references to
the criteria.

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- Parts of speech- pronouns;
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.
adjectives; conjunctions; interjections.
Punctuations- apostrophes.
Pre activity;
Speaking and listening activity to encourage
students to think about significant moments in
their earlier lives. This can lead into a more
general discussion and sharing of early
memories before the introduction of the first
passage.


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;novel, printout of movie; worksheets.