Precise learning activities are as follows: Student choice will be utlizied with final project for the unit. 1. Research Assignment-Intro to alchemical/hermetic philosophies IEPs will be followed and appropriate 2. Picture Poems (prereading or early reading activity) accommodations made for both students with 3. Literary Analysis Questions special needs and ELLs. 4. Reading Prospero character line Teaching methodologies used will be , direct 5. Reading in class/class discussion instruction, lecture, discussion, group 6. Test on selected quotes (Acts I-V)/Essay question practice, etc. concerning main characters: How each one is held captive socially and emotionally and how they each liberate themselves The as consultant” role will be “teacher (350-500 words) employed so that assistance is available to all 7. Message in a Bottle character activity (750-1000 words) students according to need. 8. Written 1000-1500 word commentary over selected passage (or 750-1000 if timed). 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? The play The Tempest Computers Internet DVD of the movie version of the novel Ongoing reflections and evaluation In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the for teaching and learning” section of “Planning MYP: From principles into practice. Students and teachers What did we find compelling? Were our disciplinary knowledge/skills challenged in any way? What inquiries arose during the learning? What, if any, extension activities arose? How did we reflect—both on the unit and on our own learning? Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action? Possible connections How successful was the collaboration with other teachers within my subject group and from other subject groups? What interdisciplinary understandings were or be forged through collaboration with other subjects? Assessment Were students able to demonstrate their learning? How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors? Are we prepared for the next stage? Data collection How did we decide on the data to collect? Was it useful?
Precise learning activities are as follows: 1. Research Assignment-Intro to alchemical/hermetic philosophies 2. Picture Poems (prereading or early reading activity) 3. Literary Analysis Questions 4. Reading Prospero character line 5. Reading in class/class discussion 6. Test on selected quotes (Acts I-V)/Essay question concerning main characters: How each one is held captive socially and emotionally and how they each liberate themselves (350-500 words) 7. Message in a Bottle character activity (750-1000 words) 8. Written 1000-1500 word commentary over selected passage (or 750-1000 if timed). Student choice will be utlizied with final project for the unit. IEPs will be followed and appropriate accommodations made for both students with special needs and ELLs. Teaching methodologies used will be , direct instruction, lecture, discussion, group practice, etc. The “teacher as consultant” role will be employed so that assistance is available to all students according to need. 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? The play The Tempest Computers Internet DVD of the movie version of the novel Ongoing reflections and evaluation In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of MYP: From principles into practice. Students and teachers What did we find compelling? Were our disciplinary knowledge/skills challenged in any way? What inquiries arose during the learning? What, if any, extension activities arose? How did we reflect—both on the unit and on our own learning? Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action? Possible connections How successful was the collaboration with other teachers within my subject group and from other subject groups? What interdisciplinary understandings were or be forged through collaboration with other subjects? Assessment Were students able to demonstrate their learning? How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors? Are we prepared for the next stage? Data collection How did we decide on the data to collect? Was it useful?
The%20Tempest%20Unit%20Plan2010.docx