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Middle Years Programme Unit planner 1

Teacher(s) Personal Narrative Mentors (House/Self/Buddy teams) Subject group and discipline Language A
Unit title Personal Narrative MYP year Year 4 Unit duration (hrs) 10.5hrs
Inquiry: Establishing the purpose of the unit
Key concept: Perspective Related concept(s): Relationships, change,
expression
Global context: indentities and relationships
Perspective is the position from which we observe
situations, objects, facts, ideas and opinions.
Perspective may be associated with individuals,
groups, cultures or disciplines. Different perspectives
often lead to multiple representations and
interpretations.
Relationships are the connections and associations
between properties, objects, people and ideas
including the human communitys connection with the
world in which we live. Any change in relationships
bring consequences some of which may occur on a
small scale, while others may be far reaching,
affecting large networks and systems like human
societies and the planetary ecosystem.
Students will explore identity; beliefs and values;
personal, physical, mental, social and spiritual health;
human relationshpis including families, friends,
communities and cultures; what it means to be
human.
Statement of inquiry: Construct a statement of inquiry for a unit by combing a key concept/s, one or more related concepts and a global context into a meaningful
statement that students can understand.
Being able to understand and express who I am helps me build a stronger sense of identity and better relationships with others and the natural and man-
made world.
Inquiry questions: Inquiry questions are drawn from and inspired by the statement of inquiry.
FactualRemembering Facts and Topics
What happened? What did I do, feel, think, say, hear, see, taste, touch, smell and learn? Who, what, where, when, how and why?
So what? Who was affected and how?
Now what? What do I think I should do know? How do I feel about this idea?
ConceptualAnalyzing big ideas
Who am I?
How well can I know myself and others?
What is the purpose of reflecting?
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Does the way I reflect change the way I grow or act?
How many perspectives of an event are there? Which is right?
DebatableEvaluating perspectives and developing theories.
Is Socrates right? Is the unexamined life not worth living?
Can I know myself and not be able to express what I think or feel?
How does being able to understand my own and other peoples perspectives make life better?
Objectives: Refer to your subject guide Summative assessment
LANGUAGE A:
a. Analysing not covered (unless this task is
presented in relation to another text)

b. Organising
i. Employ organisational structures
that serve the context and intention
ii. Organize opinions and ideas in a
sustained, coherent and logical
manner
iii. Use referencing and formatting tools
to create a presentation style
suitable to the context and
intention
c. Producing text
i. Produce texts that demonstrate
insight, imagination and sensitivity
while exploring and reflecting
critically on new perspectives and
ideas arising from personal
engagement with the creative
process
ii. Make stylistic choices in terms of
linguistic, literary and visual
devices, demonstrating awareness
of impact on an audience
iii. Select relevant details and
Create a text which tells the story of your time at
Clunes.
This text can be:
a written text, including prose, poetry, a script
for a play or film;
artistic: a graphic novel or series of artworks;
a film;
a photographic series: a series of images
accompanied by considerable explanation,
either presented digitally with voice over or
as written text accompanying printed images
(i.e. a PhotoStory is not sufficient)
a combination of the above.

The text must display considerable commitment, over
time, to the act of creating a text which documents the
full depth of your Clunes experience. It will record and
examine a number of different events that were
significant to you and use a variety of tools for thinking
which will be presented to you over your time at
Clunes.
Relationship between summative assessment task(s)
and statement of inquiry:

Students engage in a sustained process of
attempting to understand and express themselves
and their relationships to their past, present and their
future ambitions, to others and to the natural and
man-made worlds.
They create a text and examine how the process of
creating the text has helped them identify and
articulate who they are, and whether or not this was a
beneficial and/or enjoyable process.
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examples to develop ideas
d. Using language
i. Use appropriate and varied
vocabulary, sentence structrues
and forms of expression,
ii. Write and speak in a register and
style that serve the context and
intention
iii. Use correct grammar, syntax and
punctuation (?)
iv. Spell, write and pronounce with
accuracy (?)
v. Use appropriate non-verbal
communication techniques (?)
Approaches to learning (ATL) Read the Approaches to Learning section of your Handout pp 90 - 97
a. Communication skills - communication
b. -
c. Self-management skills organisation, affective, reflection
d. -
e. Thinking skills critical thinking, creativity and transfer
Action: Teaching and learning through inquiry
Content Learning process

Read the Subject Guide related to this are
Refer to the Australian Curriculum online
What content is prescribed in the Australian
Curriculum that is currently covered in this unit of
work?
Familiarise yourself with the Australian Curriculum.
Learning experiences and teaching strategies



Formative assessment



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Differentiation



Resources




Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit














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