Teacher(s) Nour Lulu Subject group and discipline English – Language Acquisition

Unit title Hidden Truths 2024-2025 MYP year 1 Unit duration (hrs) 32

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Culture Message, Structure, Word choice Fairness and development

Statement of inquiry
Conceptual Understanding
 Learners will be able to understand the importance of word choice to convey message that are culturaly suitable.
 Learners will be able to understand the importance of structure to convey message that are culturaly suitable.
 Learners will be able to establish connections between word choice, structure and message in different cultural texts.
 Learners will be able to evaluate author's word choice, structure and message based on cultural understanding.
 Learners will be able to facilitate their understanding of structure and word choice to strengthen their messages and cultural understanding.

Statement of Inquiry
“Individuals use a wide variety of word choice and complex structures to convey culturally sensitive messages.”

Inquiry questions

Factual—
 What specific word choices and structures did the author of "Thank You, Ma'am" use to convey the main message of the story?
 What examples from the text illustrate the concept of fairness in the story "Thank You, Ma'am"?
 How did the actions of Amina in "The Gift of Respect" reflect the values of fairness and respect?
Conceptual—
 How do the various word choices and structures in texts influence the portrayal of cultural sensitivity?

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 In what ways do the stories provided reflect different interpretations of fairness and development?
 What role does the global context of 'Fairness and Development' play in understanding the characters' actions in the stories?
Debatable—
 Should respect be given freely to everyone, or should it be earned through actions and behavior? Use examples from the stories to support your
argument.
 Is it more important for development projects to focus on immediate benefits or long-term sustainability? How can fairness be maintained in both
approaches?
 Can a single act of kindness or fairness, as illustrated in "The Gift of Respect," have a lasting impact on a community or society? Discuss with
references to the story and real-life examples.

Objectives Summative assessment

B Reading Outline of summative assessment task(s) including Relationship between summative assessment task(s)
assessment criteria: and statement of inquiry:
Capable level (phase 3 and 4)
i. identify explicit and implicit information (facts
and/or opinions, messages and supporting details)
Task 1 - Criterion B The summative assessment tasks are intricately
ii. analyse conventions
linked to the statement of inquiry by exploring how
iii. analyse connections Reading Comprehension: analyze author's word
language shapes meaning and how personal
choice, message, and structure.
D Writing experiences can be effectively communicated. Task
1 (Criterion B) involves analyzing the author’s word
Capable level (phase 3 and 4)
choice, message, and structure in a text, thereby
i. use a wide range of vocabulary Task 2 – Criterion D directly aligning with the inquiry focus on how authors
ii. use a wide range of grammatical structures
Write a dairy entry to someone who helped you in use language to convey meaning and influence the
generally accurately
your life. reader's understanding. Task 2 (Criterion D) requires
iii. organize information effectively and coherently in students to write a diary entry from a character's
an appropriate format using a wide range of simple perspective, using first-person narration to reflect on
and complex cohesive devices Reading Summative Assessment: Unseen personal experiences. This task emphasizes the use
Comprehension of vocabulary and grammatical structures to convey
iv. communicate all or almost all the required coherent and meaningful personal reflections,
information with a clear sense of audience and Instructions for Students: showcasing how individuals use writing to articulate
purpose to suit the context their understanding of the world. Together, these
1. Read the Passage Carefully: You will be
given a short, unseen text to read. Take your tasks ensure students engage with the core concept
time to understand the content, paying of how language and personal perspective interact to
attention to the details, main ideas, and any create and communicate meaning.

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 underlying messages.
2. Answer the Questions: After reading the
passage, answer the following questions to
demonstrate your understanding. Make sure
to use complete sentences and provide
evidence from the text to support your
answers.
3. Provide Detailed Responses: Your answers
should be detailed and show a clear
understanding of the text. Refer back to the
passage if needed.

Writing Summative Assessment

Objective: To evaluate your ability to define key
concepts, use vocabulary and grammatical structures
effectively, and organize information coherently.
Directions:
1. Diary Entry:
o Write a diary entry (150-200 words)
from the perspective of a character in
one of the stories we read. Use a
chronological order, first-person
narration, and include detailed
descriptions and personal reflections.

Approaches to learning (ATL)

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 Communication
- I. Communication skills
Reading, writing and using language to gather and communicate information
Write for different purposes
Use a variety of organizers for academic writing tasks

Action: Teaching and learning through inquiry

Content Learning process

Content (topics, knowledge, skills) Learning experiences and teaching strategies
• Identify the author’s message.
• Analyze the author’s message.
• Evaluate the author’s message.
• Identify the author’s word choice. 1. Interactive Read-Aloud and Discussion (Done)
• Analyze the author’s word choice.
• Evaluate the author’s word choice. Objective: Develop reading comprehension and critical thinking skills.
• Demonstrate understanding of explicit and implicit Materials:
written information in multimodal texts.
• Demonstrate understanding of relationships  A selected passage from the Unit 1 booklet
between the various components of the multimodal  Whiteboard or chart paper
texts. • Use written language to communicate with
others.  Markers
• Organize information in writing.
Procedure:
• Communicate information with a sense of
audience and purpose. 1. Read-Aloud: Select a passage from the Unit 1 booklet and read it aloud to the class. Emphasize
• Identify explicit and implicit information tone, expression, and key details.
2. Guided Discussion: After reading, lead a discussion on the passage. Ask students questions that
prompt them to analyze the text, such as:
o What is the main idea of this passage?
o How does the author convey their message?
o What emotions or reactions does the passage evoke?
3. Group Activity: Divide students into small groups and have them identify key themes or elements in

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 the passage. Each group presents their findings to the class.
4. Reflection: Have students write a brief reflection on how the discussion changed or deepened their
understanding of the text.
Assessment:
 Participation in discussion
 Accuracy and depth of group presentations
 Reflection responses

2. Vocabulary Building through Context (I DID THIS AND STOPPED HERE)

Objective: Enhance vocabulary and understanding of word usage.
Materials:
 Vocabulary list from the Unit 1 booklet
 Sentence strips with context sentences
 Vocabulary journals or notebooks
Procedure:
1. Introduce Vocabulary: Present a list of key vocabulary words from the Unit 1 booklet.
2. Context Sentences: Provide students with sentence strips where the vocabulary words are used in
context. Have students work in pairs to match the vocabulary words to their sentences.
3. Contextual Learning: Discuss how the context helps determine the meaning of each word. Ask
students to use the words in their own sentences, demonstrating their understanding.
4. Journal Activity: Students write a short paragraph using at least three of the vocabulary words from
the list.
Assessment:
 Accuracy in matching vocabulary words to context
 Creativity and correctness in sentence creation
 Clarity and proper usage in journal paragraphs

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 3. Story Mapping and Analysis (week 3) done
Objective: Analyze story structure and understand plot development.
Materials:
 A short story or excerpt from the Unit 1 booklet
 Story map templates
 Colored pencils or markers
Procedure:
1. Read and Identify: Read a story or excerpt from the Unit 1 booklet as a class. Identify and discuss
key story elements such as setting, characters, conflict, climax, and resolution.
2. Story Mapping: Provide students with story map templates that include sections for each of these
elements. Have students fill in the map based on the story they read.
3. Pair Work: Students work in pairs to compare their story maps and discuss any differences in their
interpretations.
4. Class Discussion: Reconvene as a class to discuss the story maps and clarify any
misunderstandings or varied interpretations.
Assessment:
 Completeness and accuracy of story maps
 Participation in pair discussions
 Contribution to class discussion

4. Peer Review and Editing (week 4) done

Objective: Improve writing through peer feedback and editing.
Materials:
 Writing prompts from the Unit 1 booklet
 Peer review checklists
 Editing markers or pens
Procedure:

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 1. Writing Task: Have students complete a writing prompt from the Unit 1 booklet.
2. Peer Review: Organize a peer review session where students exchange their writing with a
classmate. Provide a checklist of criteria for students to use when reviewing their peer's work.
3. Feedback: Students provide constructive feedback based on the checklist and suggest revisions.
4. Revisions: Allow time for students to revise their work based on the feedback received.
Assessment:
 Quality and constructiveness of peer feedback
 Improvements made in revisions
 Adherence to peer review checklist

5. Creative Writing with Prompts

Objective: Foster creativity and enhance writing skills through prompts.
Materials:
 A set of creative writing prompts from the Unit 1 booklet
 Writing paper or digital writing tools
 Optional: Writing prompts display
Procedure:
1. Introduce Prompts: Present a selection of creative writing prompts from the Unit 1 booklet.
2. Choose and Write: Have students choose a prompt and write a short story or essay in response.
3. Share and Discuss: Students share their writings with a partner or small group. Discuss the different
approaches to the prompts and provide positive feedback.
4. Reflection: Have students reflect on their writing process and the choices they made in their writing.
Assessment:
 Creativity and originality in writing
 Engagement in peer sharing
 Reflective insights on writing choices

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 Formative assessment
Reading Formative Assessment: Unseen Comprehension
Instructions for Students:
4. Read the Passage Carefully: You will be given a short, unseen text to read. Take your time to
understand the content, paying attention to the details, main ideas, and any underlying messages.
5. Answer the Questions: After reading the passage, answer the following questions to demonstrate
your understanding. Make sure to use complete sentences and provide evidence from the text to
support your answers.
6. Provide Detailed Responses: Your answers should be detailed and show a clear understanding of
the text. Refer back to the passage if needed.

Writing Formative Assessment

Objective: To evaluate your ability to define key concepts, use vocabulary and grammatical structures
effectively, and organize information coherently.
Directions:
2. Definition of Fairness:
o Write a response (150-200 words) to the question “What is fairness?”. List or write in complete
sentences the first five to seven ideas that come to mind when you think about this question.
Use your own thoughts and the stories discussed in class.
3. Development Example:
o Describe or draw an example of development in your community or a place you know about
that has made life better for people. Write a brief explanation (100-150 words) of how this
development has positively impacted people’s lives.

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 4. Comparison of Sentence Types:
o Write three sentences for each of the following types: simple, compound, and complex. Ensure
that your sentences demonstrate a range of vocabulary and grammatical structures.
5. Diary Entry:
o Write a diary entry (150-200 words) from the perspective of a character in one of the stories
we read. Use a chronological order, first-person narration, and include detailed descriptions
and personal reflections.

Differentiation
Differentiated Instruction Strategies for Reading
1. Tiered Reading Assignments
Objective: Address varying reading levels and comprehension abilities.
Materials:
 Three levels of texts (easy, intermediate, advanced) related to Unit 1 content
 Reading guides or graphic organizers
Strategy:
1. Group Students: Assess students' reading levels and group them accordingly.
2. Assign Texts: Provide each group with a text that matches their reading level. The texts should cover
the same key concepts but vary in complexity.
3. Guided Reading: Offer differentiated support during reading, such as guided questions for lower
levels and higher-order questions for advanced levels.
4. Discussion: After reading, have mixed-level groups discuss the texts to explore different perspectives
and insights.
Assessment:
 Comprehension of text
 Participation in discussions
 Ability to connect text to key concepts

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 2. Flexible Grouping for Comprehension Activities
Objective: Customize activities to students' needs and strengths.
Materials:
 Various comprehension activities (e.g., summarizing, questioning, inferring)
 Sticky notes, graphic organizers, or digital tools
Strategy:
1. Assess Needs: Identify specific areas where students need support (e.g., summarization,
inferencing).
2. Group by Need: Form flexible groups based on these needs, creating activities tailored to each
group's focus.
3. Rotate Groups: Regularly rotate groups so students can work on different skills and with different
peers.
4. Share Findings: Have groups share their work with the class, allowing students to learn from different
approaches.
Assessment:
 Skill development in targeted areas
 Engagement in group activities
 Effectiveness of shared findings
3. Choice Boards for Reading Response
Objective: Allow students to choose how they demonstrate understanding.
Materials:
 Choice boards with various response options (e.g., create a comic strip, write a letter to a character,
develop a mind map)
Strategy:
1. Create Choice Boards: Develop a choice board with different response options related to Unit 1
reading materials.
2. Review Options: Explain the choices to students and discuss the purpose of each option.
3. Select and Create: Allow students to choose an option that best suits their interests and learning

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 style.
4. Present Work: Have students present their responses to the class or in small groups.
Assessment:
 Creativity and depth of response
 Understanding of key concepts
 Ability to articulate ideas during presentation
Differentiated Instruction Strategies for Writing
1. Scaffolded Writing Prompts
Objective: Support varying levels of writing skill and confidence.
Materials:
 Scaffolded writing prompts (e.g., fill-in-the-blank, sentence starters, open-ended prompts)
Strategy:
1. Identify Needs: Assess students' writing skills and needs.
2. Provide Prompts: Offer different levels of writing prompts based on skill levels—simple prompts for
beginners, more complex prompts for advanced writers.
3. Support: Provide additional scaffolding, such as writing frames or graphic organizers, for students
who need it.
4. Share and Reflect: Have students share their writings and reflect on the process.
Assessment:
 Improvement in writing skills
 Use of scaffolding tools
 Ability to express ideas clearly
2. Mini-Lessons and Writing Workshops
Objective: Target specific writing skills and provide individualized support.
Materials:
 Writing mini-lessons (e.g., thesis statements, paragraph structure)

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  Writing workshop materials (e.g., draft paper, peer review checklists)
Strategy:
1. Conduct Mini-Lessons: Offer brief, focused lessons on specific writing skills.
2. Writing Time: Allocate time for students to apply the skills during writing workshops.
3. Peer Feedback: Organize peer review sessions where students give and receive feedback based on
the mini-lesson.
4. Conferences: Hold individual or small-group conferences to provide targeted support.
Assessment:
 Application of writing skills
 Quality of peer feedback
 Progress noted during conferences
3. Differentiated Writing Goals
Objective: Set personalized writing goals based on individual student needs.
Materials:
 Individual writing goal sheets
 Examples of various writing levels
Strategy:
1. Set Goals: Work with students to set personalized writing goals, considering their current skills and
areas for improvement.
2. Support: Provide resources and guidance tailored to each student’s goals (e.g., grammar guides,
stylistic tips).
3. Monitor Progress: Regularly review students’ progress towards their goals and adjust support as
needed.
4. Reflect and Revise: Have students reflect on their progress and revise their goals as necessary.
Assessment:
 Achievement of writing goals
 Quality of progress reflections

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  Improvement in writing skills

Resources

Unit 1 Formative Booklet

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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