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MYP Unit Planner: Stage 1: Integrate Significant Concept, Area of Interaction and Unit Question

This unit plan focuses on voice production and articulation for Theatre I students over 2 weeks. The area of interaction is community and service, with the significant concept being the importance of taking care of one's voice and how it is used. The unit question is "How do we make ourselves heard?". Students will be assessed on proper breathing techniques, articulation exercises, a poem recitation incorporating breathing and articulation, a vocal exercise addressing a community concern, and reflective journaling. The unit will develop communication, reflection, and literacy skills through note-taking, activities, and applying lessons to exercises. Resources will include the classroom, stage, school library, and online news. Formative assessment and differentiation strategies will be used to support

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182 views4 pages

MYP Unit Planner: Stage 1: Integrate Significant Concept, Area of Interaction and Unit Question

This unit plan focuses on voice production and articulation for Theatre I students over 2 weeks. The area of interaction is community and service, with the significant concept being the importance of taking care of one's voice and how it is used. The unit question is "How do we make ourselves heard?". Students will be assessed on proper breathing techniques, articulation exercises, a poem recitation incorporating breathing and articulation, a vocal exercise addressing a community concern, and reflective journaling. The unit will develop communication, reflection, and literacy skills through note-taking, activities, and applying lessons to exercises. Resources will include the classroom, stage, school library, and online news. Formative assessment and differentiation strategies will be used to support

Uploaded by

christinahylton
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MYP unit planner

Unit title Voice Production and Articulations

Teacher(s) Stephanie Brownie

Subject and grade level Theatre I

Time frame and duration 2nd 6-Weeks/ Part 2 (2 Weeks)

Stage 1: Integrate significant concept, area of interaction and unit question

Area of interaction focus Significant concept(s)


Which area of interaction will be our focus? What are the big ideas? What do we want our
Why have we chosen this? students to retain for years into the future?

Community and Service Taking care of your voice is important as is


how you use it

MYP unit question

How do we make ourselves heard?

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?

A: Proper breathing strategies (from the diaphragm)/The formation of the different sounds in the mouth.
(“T” “TH” “G” “K” ect.) Lazy speech/Texas speech
B: Instruct students to form a circle. Hands on the diaphragm. As a group say, “oooooooooohhhhhhh,”
“Aaaaaaauuuuu’” and “Eeeeeeeeeeee” Remind them to use their whole mouth. Repeat more rapidly.
BB: Notes on Voice and Articulation
C: Jack and Jill Poem. Have students recite the poem in one slow breath. They must maintain a volume
and rate appropriate to the poem and articulate each word carefully.
D: Perform a Vocal Exercise (must be a concern with our community)
E: Journal

Which specific MYP objectives will be addressed during this unit?

Which MYP assessment criteria will be used?

A: CRITERION D
B: CRITERION D
BB: CRITERION D/A
C: CRITERION D/B
D: CRITERION B
E: CRITERION C

Stage 2: Backward planning: from the assessment to the learning activities


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?

Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

Communication, Reflection, Informal Literacy

Learning experiences Teaching strategies


How will we use formative assessment to give students feedback
How will students know what is expected of them? Will during the unit?
they see examples, rubrics, templates?
What different teaching methodologies will we employ?
How will students acquire the knowledge and practise
the skills required? How will they practise applying How are we differentiating teaching and learning for all? How have
these? we made provision for those learning in a language other than their
mother tongue? How have we considered those with special
Do the students have enough prior knowledge? How will educational needs?
we know?

They will know the end product from the Continuing discussion after each activity
beginning. I will also perform for them
as an example. KWL chart

They will acquire the knowledge that they Choice of reading material. Special needs students
need by taking notes, participating in will be given examples of things they can read
activities, and applying what they have from. They do not need to find something new.
learned in Vocal Exercise
 There is no prior knowledge needed

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?

We will use our room, the stage in our room, and the school library, local newspapers, on-line news

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 could 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?
Figure 12
MYP unit planner

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