Planner Descriptive Writing

8/12/2019 Planner Descriptive Writing

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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 unitquestion

Area of interaction focusWhich 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 overtime.

Introspection and recall are imperative fordevelopment.

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 passageand respond to the questions which will test understanding.


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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 unfamiliarpieces 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 learningactivities 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?


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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 practisethe 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 feedbackduring the unit?

What different teaching methodologies will we employ?

How are we differentiating teaching and learning for all? How havewe made provision for those learning in a language other than theirmother tongue? How have we considered those with specialeducational needs?

Students will be familiar with the relevantrubrics at each stage, instructions onassessment tasks and frequent references tothe criteria.

The students will engage in the followinglearning activities :-

Reading- loud (expressively),silent

Responses to the different passages inthe 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.


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adjectives; conjunctions; interjections.

Punctuations- apostrophes.

Pre activity;

Speaking and listening activity to encouragestudents to think about significant moments in

their earlier lives. This can lead into a moregeneral discussion and sharing of earlymemories before the introduction of the firstpassage.

Children with special educational needs will be givenspecial attention during the small group instructionperiods.

Resources

What resources are available to us?

How will our classroom environment, local environment and/or the community be used to facilitate students experiences duringthe unit?

Internet;novel, printout of movie; worksheets.

Documents

Planner Descriptive Writing