Sample DP unit plan 1

Teacher(s) Subject group and course Studies in language and literature, German A:
language and literature
Areas of Intertextuality: connecting texts SL or HL/Year 1 or 2 SL Dates
exploration
Year 1
Unit description and texts DP assessment(s) for unit
[Note * denotes a concept] IA (main focus)
In this unit students will work on making connections between texts by Portfolio (formative)
focusing on fields of inquiry and possible global issues arising from them. It
Paper 1 (secondary focus)
is important for them to realize that there isn’t just one possible global
issue to focus on in a text or work but that different parts of texts can focus
on different issues or even on more than one at the same time. The
perspective* is as important for interpretation as the representation* of the
global issue.
In their portfolio the students keep track of the global issues and the text
excerpts they analysed. They also keep a record of possible extracts they
could choose for their IA.
Texts:
Literary text: Kehlmann, Daniel: Die Vermessung der Welt. Rowohlt: 2005
Non-literary texts: selection of advertisements and articles covering the
different global issues addressed in the novel (see list of resources)
When the novel is compared to the non-literary texts students can focus
on:
i. a field of enquiry, for example.
• Culture, identity and community: colonialism, class (Humboldt
and Gauss), sexuality
• Beliefs, values and education: growing up in different social
environments; educational influences; your belief system
• Politics, power and justice: distribution of resources; human
rights (especially slavery)
 • Science, technology and the natural world: advantages and
disadvantages of technical and scientific innovations.
ii. a Sustainable Development Goal, for example.
• zero hunger
• climate action
• quality education
• decent work and economic growth.
These might be further refined later into global issues.

Inquiry: establishing purpose of the unit

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer”, or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.
Students will be able to:
1. identify perspectives* in a text, build an interpretation of it and establish connections with a global issue on the basis of that perspective.
2. compare texts and engage with their similarities and differences (intertextuality)
3. apply the skills related to the individual oral acquired in this unit to any other two texts they may choose to work on for their individual oral
4. transfer their thinking skills to other texts and therefore be prepared for the IA and for paper 1.
Essential understandings
List here the key content/skills/concepts that students will know/develop by the end of the unit.
Students will know the following content.
• Characteristics of language use in different text types and literary forms (in this case: novels, advertisements and articles)
• Literary devices
• Global issues
• Characteristics of the IA and procedures involved in it (outline, extracts, criteria, and so on)
 • UN’s Sustainable Development Goals
Students will develop the following skills.
• Students will learn how to narrow down the global issue so that it is specific enough for detailed analysis.
• Students will be able to give a coherent, logical IA by relating the global issue to both extracts and texts/works.
• Students will be able to define global issues and be able to explain them with the help of text extracts.
• Students will know how to write a helpful outline in ten bullet points or less.
• Students will interact with each other and the teacher to get and give meaningful feedback.
• Students will be clear, concise and direct in their communication.
• Students will be able to interpret how the structure or style of a text influences meaning.
• Students will be able to define, recognize and interpret literary devices in context.
• Students will be able to structure their IA effectively.
• Students will be able to identify perspectives on a global issue in a text.
Students will grasp the following concepts.
• Literary texts and non-literary texts offer a representation* of reality/global issues
• The identity of the author and the identity of the reader are factors that affect the respective production and reception of a text
• The technical and formal choices of an author shape and help convey a perspective* on an issue.
Missed concepts/misunderstandings
List here any misunderstandings the students may have had during the unit with relation to skills, content and concepts.
Content based
• Author and narrator are one same thing.
• A field of inquiry and a global issue are one same thing.
• A sustainable development goal needs no transformation in order to be considered a global issue.
• Prose fiction, prose non-fiction and the prose in non-literary texts are not different from one another.
Skills based
• Connecting global issues with extracts and with the texts/works they have been taken from presents no great challenge.
• Committing an individual oral to memory is a good strategy to guarantee a satisfactory performance.
 • Identifying figures of speech and describing them is enough to achieve a good mark on criterion B.
• There is only one way to structure the individual oral, and that is by discussing one text at a time.
• Any text can lend itself to the discussion of a given global issue.
• Putting two texts together in terms of a global issue is just a matter of finding a loose connection between them.
• Author perspectives* on a global issue are explicitly stated in a text.
Concept based
• There is no meaning in a text other than the one the author intended for it.
• Features of form, technique or style are usually arbitrary.
• A global issue has to be a constitutive and defining feature of the whole of a text in order for a student to be able to use the text in an individual oral.
Inquiry questions
Rewrite the missed understandings listed above in question form (preferably as ones that inspire students to answer them). Feel free to create additional
questions that help inspire further inquiry in the unit but may not directly connect to an essential understanding listed above.
Content based
• How does language use vary among text types and forms?
• What is the difference between a global issue and a field of inquiry?
• What is the difference between a global issue and a SDG?
• How are literary devices defined and how can I recognize them?
• Which type of outline is the most helpful for an individual oral?
Skills based
• How do I identify the perspective* of an author on a global issue?
• How is meaning about a global issue constructed and shaped?
• How do different text types or literary forms construct meaning differently?
• How is the individual oral best structured?
• What is the most productive way of using the learner portfolio to reflect on global issues?
• How do I successfully address both the extract and the work/text it comes from in my oral?
• What is the best way to prepare for the oral?
Concept based
• How do I differ between the perspective of an author and that of a narrator/character?
• How does identity* and culture* influence the meaning of the text and therefore the interpretation of the global issue? Could the issue of colonialism
(politics, power and justice) be seen differently by different people?
• How does my own identity* influence my understanding of the text?
• How is my perspective* different from that of my peers?

Action: teaching and learning through inquiry

Essential understanding goals Assessment of essential Learning process
understanding goals
Copy and paste the essential understanding Check the boxes for any pedagogical approaches used during the
goals from above “Inquiry” section. Write a 1:1 matching assessment unit. Aim for a variety of approaches to help facilitate learning.
for all goals. Assessments should
be labelled formative (F) or
summative (S).
Students will know the following content Content based Lecture (mainly for explaining the aspects of the IA)
• Characteristics of language use in • Paper 1 text analysis (F Socratic seminar
different text types and literary forms (in and S) in written or oral Small group/pair work: different groups focus on defining different
this case: novels, advertisements and form global issues
articles)
• IA (F, S): practice focus on PowerPoint lecture/notes
• Literary devices the content that is relevant
to deal with the chosen Individual presentations: examples of IAs
• Global issues global issue Group presentations: present examples of the different global
• Characteristics of the IA and procedures • Quizzes about features of issues
involved in it (outline, extracts, criteria, literary forms and non-
and so on) Student lecture/leading
literary text types (F, S)
Interdisciplinary learning
• UN’s Sustainable Development Goals • Quizzes: create a global
issue out of these fields of Details
Students will develop the following skills
inquiry or SDGs (F, S) Other/s:
Skills based
 • Students will learn how to narrow down • Paper 1 text analysis (F): Literary Alphabet for creative approach to the content of a text (see
the global issue so that it is specific practice how to identify attached material)
enough for detailed analysis. key stylistic features and Role biography (see attached material)
structure a focused
• Students will be able to give a coherent, analysis based on them Stex method (Stamm- und Expertengruppen-Methode)
logical IA by relating the global issue to
both extracts and texts/works. • IA (F and S): Practice Visual thinking routines to help understand the global issues.
structuring IAs and
• Students will be able to define global outlines, and how to
issues and be able to explain them with connect global issues,
the help of text extracts. extracts and texts/works
• Students will know how to write a helpful • Learner portfolio entries:
outline in ten bullet points or less. Venn diagrams, reading
• Students will interact with each other and log tracker, reading log
the teacher to get and give meaningful entries, transformation
feedback. exercises (for example, if
this extract from a novel
• Students will be clear, concise and direct were a newspaper article,
in their communication. what would it look like?
What would it say about
• Students will be able to interpret how the this global issue and how
structure or style of a text influences would it say it?) (F)
meaning.
Concept based
• Students will be able to define, recognize
and interpret literary devices in context. • Paper 1 text analysis (F):
connecting form and
• Students will be able to structure their IA meaning
effectively.
• IA (F and S): Students will
• Students will be able to identify show that they understood
perspectives on a global issue in a text. the chosen global issue
Students will grasp the following concepts and that they can show
how the text explains it.
• Literary texts and non-literary texts offer a
representation* of reality/global issues
• The identity of the author and the identity
of the reader* are factors that affect the
respective production and reception of a
text
 • The technical and formal choices of an
author shape and help convey a
perspective* on an issue.
Resources

Kehlmann, Daniel: Die Vermessung der Welt. Rowohlt (2005)

• Global issues addressed in the novel:
o Culture, identity and community: Humboldt and Gauss come from different classes and therefore have different identities; Humboldt also
struggles with his sexuality and both have difficult family structures
o Beliefs, values and education: different believes are valued in the different societies the protagonists grow up in. When they meet there are
tensions between them.
o Politics, power and justice: the reader is witness to the distribution of power in South America; especially to the violation of human rights by
slavery and to the consequences of colonialism
o Art, creativity and the imagination: beauty of the nature described in Humboldt’s letters
o Science, technology and the natural world: Humboldt and Gauss both made scientific discoveries that were important for humanity. They
collected data from their environment.
Possible texts to find connections with global issues (different text types are used, like cartoons, articles or speeches):
• Science, technology and the natural world: How can scientific discoveries be an advantage or a disadvantage for humanity?: Wiedenroth, Götz:
Gentechnik.
• Politics, Power and justice: What are the consequences of colonialism?: Reinhard, Wolfgang: Kein Platz an der Sonne. Zeit online: 18.3.2016
• Politics, power and justice: Aspects of slavery: Zinkanth, Kathrin: Unbekanntes Tagebuch Humboldts schildert Gräuel der Sklaverei. Sz online.
26.9.2016.
• Art, creativity and the imagination: Beauty of the nature: Weitsch, Friedrich Georg: Alexander von Humboldt and Aimé Bonpland at the foot of the
Chimborazo Volcano. 1810.
• Beliefs, values and education: Steinmeier, Frank-Walter: Empfang für Stipendiaten der Alexander von Humboldt-Stiftung. 29.06.2017.
Approaches to learning (ATL) Metacognition Differentiation:
Check the boxes for any explicit approaches to Check the boxes for any metacognitive For more information on the IB’s approach to
learning connections made during the unit. For approaches used that ask students to reflect on differentiation, please see the IB publication
more information on ATL, please see the IB unit content, their own skills, or unit concepts. Approaches to teaching and learning.
publication Approaches to teaching and learning. For more information on the IB’s approach to
metacognition, please see the IB publication
Approaches to teaching and learning.
Thinking Reflection on content Affirm identity—build self-esteem
• Connecting texts and global issues Reflection on skills Value prior knowledge

• Forming a hypothesis Reflection on concepts Scaffold learning

• Using visible thinking routines Details: Extend learning

Students will reflect on how content can be
• Reflection in the learner portfolio
connected to global issues. They will reflect on the
Details:

Social different issues. There is a strong element of choice in this unit to

accommodate different interests—choice of global
• Actively listen to others Did I understand the global issue correctly? issue, choice of texts, choice of extracts.
• Give and receive meaningful feedback What can I improve for my IA? A diagnostic tool will be used to identify areas of
Did I understand the text correctly? interest and previous knowledge in order to
Communication determine the most appropriate choice of global
Did I make valid connections between the global
▪ Communicate own ideas issue and the texts?
issue.
▪ Carry out presentations Extension of learning will occur when students
▪ Listen to perspectives of others identify global issues in other texts studied in the
course in their preparation for the individual oral.
Self-management

▪ Explore own interests in relation to

global issues and texts/works
▪ Self-assess progress towards set
objectives and set new objectives
▪ Identify strengths and weaknesses
Research
Language and learning TOK connections CAS connections
Check the boxes for any explicit language and Check the boxes for any explicit TOK Check the boxes for any explicit CAS
learning connections made during the unit. For connections made during the unit. connections. If you check any of the boxes,
more information on the IB’s approach to provide a brief note in the “Details” section
language and learning, please see the IB explaining how students engaged in CAS for this
publication Approaches to teaching and learning. unit.
Activating background knowledge Personal and shared knowledge Creativity
Scaffolding for new learning Ways of knowing Activity
Acquisition of new learning through practice Areas of knowledge Service
Demonstrating proficiency The knowledge framework Details
Details Details Students will get involved with represented global
issues and inform others. Students will explore how
Students coming from the MYP programme will Question of knowledge to be addressed: “What are
the global issue of their choice and their study of it
make connections between SDGs and the fields of the boundaries between a literary text and a non-
can lead to a CAS experience or project involving
inquiry and the global contexts of the MYP. literary text, and how are these boundaries
the creative use of the material studied.
Connections will be made explicit and the language determined?”. Analysis and discussion of what
learned to describe global contexts will be applied to makes a non-literary text different from a prose non- Examples
the preparation of the individual oral. This language fiction text and a prose fiction text. How does each
will be expanded by means of the study of SDGs one of them approach knowledge and • Education, class: help teaching refugee
and fields of inquiry. understanding of a global issue? children on the basis of a heightened
understanding of their plight.
Similarly, students will have acquired some of the
vocabulary needed to carry out the kind of • Science: plan and organize an
metalinguistic analysis of texts required by the informative event about the responsibility
individual oral and paper 1. This vocabulary will be of science together with the science
expanded through the study of specific language to department
identify, define and describe the resources available
• Justice, politics: research current forms of
to writers.
colonialism and slavery; inform others;
Proficiency in the use of this new vocabulary, both plan an event and support organizations.
the vocabulary related to global issues and to formal
and stylistic devices will be demonstrated through
the various stages of practising for the individual oral
and paper 1.
REFLECTION: Considering the planning, process and impact of the inquiry

What worked well What did not work well Notes/changes/suggestions

• Structuring of the IA • Cartoons as an alternative to an article or • Practice more visual interpretation
speech for choice of the non-literary text
• Creating an outline because there is not as much written text • Find more non-literary texts that address
to analyse more than one global issue
• Narrowing down the global issues
• Understanding the context and content of
the texts
Transfer goals
List the transfer goals from the beginning of this unit planner.
1. Students will be able to identify perspectives* in a text, build an interpretation of it and establish connections with a global issue on the basis of that
perspective.
2. Students will be able to compare texts and engage with their similarities and differences (intertextuality)
3. Students will be able to transfer their thinking skills to other texts and therefore be prepared for the IA and for paper 1.
Transfer reflection
How successful were the students in achieving the transfer goals by the end of the unit?
1. The goal was successful because the students communicated with each other, and through feedback they helped each other to understand different
perspectives
2. If the group of text types is too large for the unit, students struggle with remembering the key stylistic devices. Students found it easier to compare texts
when focusing on the global issues
3. Students will be able to use the model IA to practice and prepare for their own.