lesson plan myp english year 2023overview.pdf

lesson plan

1. Example 1: Language and literature overview
MYP year 1
Unit title Key concept Related
concept(s)
Global context Statement of
inquiry
Objectives ATL skills Content
Whose View? Perspective Audience
imperatives
Purpose
Style
Point of view
Personal and
cultural expression:
Students will
explore the ways in
which we express
ideas, beliefs and
values.
Effective
communication can lead to a change in perspective.
A) i, ii, iii, iv
B) i, ii, iii
C) i, ii, iii
D) i, ii, iii, iv, v
Communication:
Communication skills
Self-management:
Organization skills
Students will explore a range
of non- fiction texts, such as
newspaper articles, feature articles and letters to the editor, in order to examine
how writers communicate
their ideas. There will be a
focus on comprehension
skills, sentence structure and
paragraphing. Students will
focus on how to effectively
communicate their ideas to an
identified audience and
purpose.
Migration Connections Genres
Context
Intertextuality
Structure
Orientation in space
and time:
Students will explore migrations of humankind; the relationships between individuals
and civilizations.
Groups and
communities may
migrate in response
to changes in
environments. A) i, ii, iii, iv
B) i, ii, iii
C) i, ii, iii
D) i, ii, iii, iv
Communication:
Communication skills
Thinking: Critical thinking skills
Students will explore the
impact that migration has on communities through a variety of viewing texts. They will study a selection of picture books by Shaun Tan,
including The Arrival , and be
introduced to visual language.
They will write and illustrate a
narrative in the form of a
picture book.

2. Unit title Key concept Related
concept(s)
Global context Statement of
inquiry
Objectives ATL skills Content
Courageous
Characters
Creativity Character
Theme
Setting
Style
Self-expression
Personal and
cultural expression:
Students will
explore the ways in
which we express
feelings, nature,
culture; the ways in
which we extend
and enjoy our
creativity.
Writers can create
characters through their stylistic choices in order to develop a particular
theme.
A) i, ii, iii, iv
B) i, ii
C) i, ii, iii
D) i, ii, iii, iv
Social:
Collaboration s kills
Thinking: Transfer
skills
Students will engage in a
novel study of the text The
Tale of Despereaux. They will
focus on the key narrative
features such as structure,
character and theme. They
will also analyse a range of
poetic forms such as ballad,
limerick and free verse that
explore the concept of
courage, with a focus on
sounds and imagery.
Environmental
Change
Communication Context
Purpose
Style
Point of view
Fairness and
development:
Students will explore rights and responsibilities; sharing finite resources.
Humans can
respond in a range
of ways to geological and
atmospheric
change.
A) i, ii, iii, iv
B) i, ii, iii
C) i, ii, iii
D) i, ii, iii, iv, v
Self-management:
Reflection skills
Research: Information literacy
skills
Students will explore the
impact that natural disasters have on individuals and
communities through reading,
viewing and analysing a range
of texts. They will
demonstrate their research
skills by investigating a
natural disaster, taking notes
and preparing an oral report
describing aid organizations
that have been established to
respond to the needs of
communities affected by
natural disasters.

3. MYP year 2
Unit title Key concept Related
concept(s)
Global context Statement of
inquiry
Objectives ATL skills Content
Engaging With
Our
Environment
Communication Character
Point of view
Setting
Structure
Theme
Globalization and
sustainability:
Students will
explore the impact
of decision- making
on humankind and
the environment.
Writers manipulate
language and make
stylistic choices in
order to convey
meaning to the
reader.
A) i, ii, iii, iv
B) i, ii
C) i, ii, iii
D) i, ii, iii, iv
Communication:
Communication skills
Thinking: Critical thinking skills
Through a novel study of
Blueback by Tim Winton,
picture books, Window by
Jeannie Baker, The Giving
Tree by Shel Silverstein and viewing a range of media, the
students will gain an
understanding of the issues
facing the planet Earth, the
need for sustainable living
and ways in which they can
make a difference. Students
will examine short stories and
poetry including “The Shell”,
“Bird in a Classroom”, and
“The Angry Sea” , as well as
extracts from John
Steinbeck’s Cannery Row, in
order to use poetic and
descriptive techniques in their
own environmental poetry.

4. Unit title Key concept Related
concept(s)
Global context Statement of
inquiry
Objectives ATL skills Content
Storytelling Creativity Structure
Character
Setting
Genres
Personal and
cultural expression:
Students will
explore the ways in
which we express
ideas, beliefs and
values; the ways in
which we extend
and enjoy our
creativity.
Narratives are
created using conventions that work together to encourage a reader
to respond in
certain ways.
A) i, ii, iii, iv
B) i, ii, iii
C) i, ii, iii
D) i, ii, iii, iv, v
Communication:
Communication skills
Social: Collaboration skills

The students will explore the
art of storytelling: why people tell stories, how they communicate them, and the
effect they can have on
audiences. Students will
analyse a range of texts and
genres including: short
stories, picture books, graphic
novels, comic books and
cartoons, visual images and
extracts from feature films.
They will focus on the
narrative and generic
conventions of each text.
Girls, Girls,
Girls
Perspective Context
Character
Theme
Gender
Culture
Fairness and
development:
Students will
explore access to
equal opportunities.
Gender roles are
often stereotyped and reinforced through cultural texts.
A) i, ii, iii, iv
B) i, ii, iii
C) i, ii, iii
D) i, ii, iii, iv
Self-management:
Reflection skills
Thinking: Critical thinking skills
Through the study of a range
of texts, the students will consider the influence of cultural practices of societies with specific reference to females. Texts will include: My
Name Is Parvana by Deborah
Ellis, analysis of marketing
strategies reinforcing/breaking
gender stereotypes, exploring
some of the new advances of
the suffragettes and viewing
the documentaries Search for
the Afghan Girl and My Big
Fat Gypsy Wedding.

5. Unit title Key concept Related
concept(s)
Global context Statement of
inquiry
Objectives ATL skills Content
From Gods to
Superheroes
Connections Structure
Character
Setting
Genres
Intertextuality
Identities and
relationships:
Students will
explore identity;
beliefs and values;
cultures.
Narratives are
created using
conventions that
work together to
encourage readers
to respond in
certain ways.
A) i, ii, iii, iv
B) i, ii, iii
C) i, ii, iii
D) i, ii, iii, iv, v
Communication:
Communication skills
Thinking: Creative
thinking skills
The students will look at real-
life heroes and the heroic qualities that transferred into storytelling as a result of the contributions of these
individuals to their
communities. They will
explore a range of myths and
legends from the past and
short stories and comics from
the present to identify how
heroes influence our lives
today. Texts will include:
Greek and Roman myths,
“Team Hoyt” and Maus, a
range of modern comic books
and a selection of excerpts
from superhero movies.

6. MYP year 3
Unit title Key concept Related
concept(s)
Global context Statement of
inquiry
Objectives ATL skills Content
Exploring
Context:
Tomorrow,
When the War
Began
Perspective Context
Character
Setting
Theme
Intertextuality
Structure
Point of view
Orientation in space
and time:
Students will explore turning points in humankind; the
relationships
between individuals
and civilizations
from personal, local
and global
perspectives.
Both context and
narrative conventions can shape the reader’s interpretation of a text.
A) i, ii, iii, iv
B) i, ii
C) i, ii, iii
D) i, ii, iii, iv, v
Communication:
Communication skills
Thinking: Transfer
skills
Through the analysis of the
novel Tomorrow, When the War Began, students will explore the concept of context and how their own personal context influences their
interpretation of the text. The
themes and issues in the text
will be investigated and
revealed through narrative
elements.
Power and
Conflict
Communication Genres
Style
Setting
Context
Theme
Character
Personal and
cultural expression:
Students will explore the ways in
which we express ideas, beliefs and values; the ways in
which we reflect on
creativity.
Conventions shape
the nature of
communication in
different genres.
A) i, ii, iii, iv
B) i, ii, iii
C) i, ii, iii
D) i, ii, iii, iv, v
Communication:
Communication
skills
Self-management:
Organization skills
Through an analysis of
Shakespearean society and
the play Macbeth, students
will explore the historical and
social context of
Shakespeare’s works, the
genre of tragedy and the
concepts of power and
conflict. The students will also
develop their understanding of
literary devices through a
study of various poetic forms
and techniques.

7. Unit title Key concept Related
concept(s)
Global context Statement of
inquiry
Objectives ATL skills Content
Adversity Connections Point of view
Character
Style
Theme
Identity
Identities and
relationships:
Students will
explore identity;
beliefs and values;
human
relationships.
The relationships
between characters in a novel can determine the reader’s
interpretation of the theme.
A) i, ii, iii, iv
B) i, ii
C) i, ii, iii
D) i, ii, iii, iv, v
Communication:
Communication skills
Research:
Information literacy
skills
Through an analysis of the
novel Whisper , students will
gain an understanding of narrative elements such as plot, characterization, themes
and setting, and they will
explore the impact that the relationships between the characters have on the development of identity.
Fantasy Film Creativity Genres
Audience imperatives
Purpose
Theme
Character
Setting
Narrative
Personal and
cultural expression:
Students will
explore the ways in
which we discover
and express ideas,
culture, beliefs and
values; the ways
we reflect on,
extend and enjoy
our creativity.
Filmmakers use
conventions to communicate a narrative and
position an
audience.
A) i, ii, iii, iv
B) i, ii
C) i, ii, iii
D) i, ii, iii, iv
Social:
Collaboration skills
Research: Media literacy skills
Through an analysis of
fantasy films, as well as an in-
depth analysis of fantasy conventions, students will
gain an understanding of film construction and techniques and how meaning is conveyed through film conventions, in particular the SWAT (symbolic, written, audio, technical) c odes.

8. MYP year 4
Unit title Key concept Related
concept(s)
Global context Statement of
inquiry
Objectives ATL skills Content
Exploring
Dystopia
Communication Context
Character
Genres
Point of view
Structure
Theme
Personal and
cultural expression:
Students will
explore the ways in
which we discover
and express ideas,
culture, beliefs and
values.
Authors use the
narrative conventions of the dystopian genre to communicate relevant themes
and possibilities in
the future.
A) i, ii, iii, iv
B) i, ii
C) i, ii, iii
D) i, ii, iii, iv, v
Communication:
Communication skills
Self-management:
Organization skills
Self-management:
Reflection skills
Students will read the novel
The Hunger Games, which
challenges readers to examine a dystopian society. They will be encouraged to consider the consequences of
an individual’s choice within a
society. Students will explore
the notion of dystopian
societies from both creative
and analytical perspectives
and explore significant issues
that are controversial in 21st
century Western society.
Love and Hate Communication Genres
Character
Context
Structure
Style
Theme
Identities and
relationships:
Students will
explore identity;
beliefs and values;
human
relationships.
Playwrights can
communicate ideas
about themes and
characters through
the use of dramatic
conventions and
stylistic choices.
A) i, ii, iii, iv
B) i, ii, iii
C) i, ii, iii
D) i, ii, iii, iv, v
Communication:
Communication skills
Thinking: Critical
thinking skills
Students will read the play
Romeo and Juliet and explore
the emotions of love and hate as well as the conventions of a Shakespearean play. Students will explore issues of family loyalty, love and the
right to pursue a love interest
based on one’s own free will.
Students will discuss in detail
the literary devices and
dramatic conventions used by
Shakespeare.

9. Unit title Key concept Related
concept(s)
Global context Statement of
inquiry
Objectives ATL skills Content
Chinese
Perspectives
Perspective Audience
imperatives
Context
Point of view
Structure
Self-
expression
Style
Orientation in space
and time:
Students will
explore personal
histories; homes
and journeys; the
relationships
between individuals
and civilizations
from personal, local
and global
perspectives.
Individuals make
choices based on their cultural beliefs,
values and perspectives.
A) i, ii, iii, iv
B) i, ii
C) i, ii, iii
D) i, ii, iii, iv
Research:
Information literacy
skills
Thinking: Transfer
skills
Students will read the
autobiography Mao’s Last
Dancer and view the
documentary The Tank Man. The students will examine the
conventions of each genre
and analyse how the beliefs
and values of an individual
may be affected by the
society he or she lives within.
The Mechanics of Merchandising
Perspective Audience imperatives
Context
Purpose
Genres
Intertextuality
Scientific and technical
innovation:
Students will
explore the impact
of technological
advances on
communities.
Film-related
marketing can
position an
audience to make
specific consumer
choices.
A) i, ii, iii, iv
B) i, ii, iii
C) i, ii, iii
D) i, ii, iii, iv, v
Social:
Collaboration skills
Research: Media
literacy skills
Students will learn how
literature and film can become
commercial vehicles, using
Star Wars as a model. The
students will examine how a
film can be marketed and
merchandised based on its
narrative elements. Using this
knowledge the students will
choose a film to analyse and
explain how this film has been
marketed and merchandised.

10. MYP year 5
Unit title Key concept Related
concept(s)
Global context Statement of
inquiry
Objectives ATL skills Content
Telling Stories Connections Character
Context
Point of view
Purpose
Style
Setting
Theme
Orientation in space
and time:
Students will
explore turning
points in
humankind; the
relationships
between individuals
and civilizations
from personal, local
and global
perspectives.
Giving a voice to
marginalized stories can lead to society continuously changing its beliefs and values.
A) i, ii, iii, iv
B) i, ii, iii
C) i, ii, iii
D) i, ii, iii, iv, v
Communication:
Communication skills
Thinking: Transfer
skills
Students will read the novels
The Help and Listening to Country and explore the
notion of why we tell stories and reflect on how the telling of stories can initiate change.
Through the novels, students
will compare issues of racism
and discrimination across
different cultures (America
and Australia) and different
contexts. Students will focus
on an analysis of the contexts,
themes, issues, settings,
characters and construction of
the novels.
Works in
Translation
Connections Character
Context
Intertextuality
Point of view
Structure
Style
Theme
Gender
Personal and
cultural expression:
Students will
explore the ways in
which we discover
and express ideas,
culture, beliefs and
values.
Representations of
gender can reflect
the context of the
text and playwright
and be challenged
over time by
different audiences.
A) i, ii, iii, iv
B) i, ii, iii
C) i, ii, iii
D) i, ii, iii, iv, v
Research:
Information literacy
skills
Thinking: Critical thinking skills
Students will explore and
discuss concepts of cultural and literary tradition in response to literary texts drawn from different historical,
social and cultural contexts,
with a focus on the play The
School for Wives by Moliere.
They will develop an
understanding of dramatic
conventions and also engage
in a comparative analysis of
gender representations
through analysis of Ibsen’s A
Doll’s House.

11. Unit title Key concept Related
concept(s)
Global context Statement of
inquiry
Objectives ATL skills Content
The Art of
Persuasion
Perspective Audience
imperatives
Context
Point of view
Purpose
Structure
Style
Theme
Personal and
cultural expression:
Students will
explore the ways in
which we discover
and express ideas,
culture, beliefs and
values.
Visual texts can be
constructed to position audiences to accept a particular idea,
belief or value.
A) i, ii, iii, iv
B) i, ii, iii
C) i, ii, iii
D) i, ii, iii, iv, v
Communication:
Communication
skills
Research: Media literacy skills
Students will engage with a
range of feature articles, propaganda posters, news and current affairs programmes in this unit.
Through these texts, students
will explore the conventions of each genre, as well as identify the persuasive techniques used and the impact they have on the viewer. Students will understand that these texts are a construction, and as such only present a
version of reality.