English for the IB MYP 4&5: by Concept UNIT PLANNER

Teacher(s) Subject group and Language acquisition – English

discipline

Unit title 2 Is my identity my brand? MYP year 4 Unit duration (hrs)

Inquiry: Establishing the purpose of the lesson

Key concept Related concepts Global context

Communication Message Scientific and technical innovation

Statement of inquiry
Messages received through social media and social networking facilitate the communication of identity as a brand and not only shape future forms of self-
expression, but also influence technical innovation.

Inquiry questions
Factual – What is a brand? What is identity? What is a logo? What influences the social web?
Conceptual – How is social networking redefining identity? How do we present ourselves to others via social media? How much is too much information on social
media? What are the benefits of being connected to others via social networks? What are the consequences of conducting so many of our social interactions
online?
Debatable – To what extent does social networking connect us or set us further apart? How are online identity actions different from offline actions?

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English for the IB MYP 4&5: by Concept UNIT PLANNER

Objectives Summative assessment

Outline of summative assessment task(s) including Relationship between summative assessment task(s) and
assessment criteria: statement of inquiry:
The video task allows the students to explore the issues related
CRITERION A: Criterion A: Comprehending spoken and visual text
to the dangers and challenges of posting messages and entering
All strands Rethink before you type – TEDxTeen video – Trisha Prabhu information on social media sites.
Students will view and respond to a TED talk advising them on Students listen to and respond to a talk about social media.
raising awareness about social media sites. Students read, view and respond to a selection of materials
about social trends, image, and the impact it has on behaviour.

CRITERION B: Criterion B: Comprehending written and visual text Students utilize what they have learnt about identity and
All strands branding, choices made and challenges faced. They will justify
What to do about selfies? – Students will read and respond to
their choices based on what they have learnt.
a written article about the phenomenon of the selfie.

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English for the IB MYP 4&5: by Concept UNIT PLANNER

Approaches to Learning (ATL)

Communication skills
Exchanging thoughts, messages and information effectively through interaction
Use a variety of speaking techniques to communicate with a variety of audiences
Use a variety of media to communicate with a range of audiences
Participate in, and contribute to, digital social media networks
Share ideas with multiple audiences using a variety of digital environments and media
Self-management
Affective skills: Managing state of mind (while reflecting on the role of internet and social networks)
Mindfulness: Practise strategies to overcome distractions; practise focus and concentration
Emotional management: Practise strategies to overcome impulsiveness and anger; practise strategies to prevent and eliminate bullying and to
reduce anxiety
Research
Information literacy skills: Finding, interpreting and judging and creating information
Use critical literacy skills to analyse and interpret media communications
Media literacy skills: Interacting with media to use and create ideas and information
Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media (including digital social media and
online networks)
Communicate information and ideas effectively to multiple audiences using a variety of media and formats

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English for the IB MYP 4&5: by Concept UNIT PLANNER

Compare, contrast and draw connections among (multi)media resources

Action: Teaching and learning through inquiry

Content Learning process

All students should: Learning experiences and teaching strategies

Express their ideas on the positive and The Learner Profile attribute for the unit is Communicators, and a key ATL focus is media literacy skills.
negative impacts of the social Thus activities as far as possible begin with tasks that help students develop understanding and
media/networks creatively express their ideas through multiple forms, including multimedia.
Identify trends as valuable assets for  Activity: SEE–THINK–WONDER (page 26)
research and learning but which can also In pairs, students brainstorm ideas on identity and branding. The task presents an opportunity to
represent dangers in case of misuse, for focus on language.
example addiction to the internet which
 DYNAMIC LEARNING Activity: Vishing and smishing: The rise of social engineering fraud
can limit social growth or lead to issues of
identity  DYNAMIC LEARNING Activity: ‘Look Up’ by Gary Turk
Having focused on language in the previous activity, this provides an opportunity for students to
Create blogs, podcasts and videos for an
audience use their creativity and language skills.
 Activity: Mobile phones and texting (page 37)
Students can use this task to think about personal experience and compare how they relate to
others; identify patterns of behaviour and generate discussion.
 DYNAMIC LEARNING Activity: Essena O’Neill quits Instagram claiming social media ‘is not real life’
 DYNAMIC LEARNING Interactive activity: Has This Man Unlocked The Secret To Internet
Anonymity?
 DYNAMIC LEARNING Interactive activity: Match the words to their synonyms

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English for the IB MYP 4&5: by Concept UNIT PLANNER

 DYNAMIC LEARNING Approaches: FLIPPED CLASSROOM Activity: The secret world of teens
To be set as homework. Students can write the essay in class. It presents an opportunity for
assessment of criteria C and D.
 FLIPPED CLASSROOM Activity: Present continuous vs Present perfect continuous
 Activity: The New Rude (page 46)
Reading comprehension task that focuses on language and ties in with the previous tasks – looking
at what has become acceptable/unacceptable behaviour. Students work with a newspaper article.
The task provides an opportunity for individual reflection.
 Activity: Read all about it! (page 48)
Continuing to look at media and headlines linked to social media. Students need to find the original
articles online. Exposure to the amount of cover these issues receive – students can extend the task
by writing their own newspaper style article on one of the areas they are most interested in.
 Summative tasks (pages 50–52)
 DYNAMIC LEARNING Answers to summative questions

Formative assessment
Criteria C & D: Demonstrates an understanding of different viewpoints about the nature of branding
and gives their own impressions and points of view.

Criteria A & B: Examines trends, ideas and exposure that have influenced their own behaviour and use
of social media.

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English for the IB MYP 4&5: by Concept UNIT PLANNER

Differentiation
Use of pair work and think–pair–share routine allows students to work with each other and develop
each other's understanding.
Provide links from students’ experience to key concepts by using definitions, analogies, attributes,
characteristics and first-hand experience depending on the amount of students’ prior knowledge.
Flipped classroom allows students to complete, process, take notes and prepare questions at their own
pace.
The summative tasks are levelled, providing access to students of varying language capabilities.
Key/access vocabulary is highlighted for English language learners.

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English for the IB MYP 4&5: by Concept UNIT PLANNER

Resources

PowerPoint presentation: DYNAMIC LEARNING Building blocks for Chapter 2

Online resources:

www.bbc.co.uk/news/business-35201188

www.youtube.com/watch?v=Z3o4lnGFQjY

http://garyturk.com/portfolio-item/lookup/

www.theguardian.com/media/2015/nov/03/instagram-star-essena-oneill-quits-2d-life-to-reveal-true-story-behind-images?CMP=share_btn_tw

www.youngwriters.co.uk/types-acrostic

http://f-st.co/jJ4wUWE

www.youtube.com/watch?v=t-9LtTtkg04

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English for the IB MYP 4&5: by Concept UNIT PLANNER

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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