MYP Unit Planner
Unit Title
Around the world in 80 days
Teacher(s)
Sonja F. Becknell and Kathryn Redling
Subject/grade level
Level 1
Time frame/duration
3rd Quarter
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?
Why have we chosen this?
What are the big ideas? What do we
want our students to retain for years into
the future?
Community and Service
Let the world influences the way we hear
music
How have the different composers through
time been affected by their communities on
how they compose works of art. How can we
connect musically in other countries?
MYP unit question
How do people connect internationally?
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?
Criteria A - Listening Logs/ Composer Project
Criteria B – Demonstrations of ideal sounds by playing a piece of music in the style of their composer. i.e. Classical Style
Criteria C – Plus Delta of class lessons
Criteria D- Personal and teacher feedback on Project
Which specific MYP objectives will be addressed during this unit?
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become better learners, inquirers and thinkers
build confidence and awareness through musical experiences be thankful for lifelong learning in and enjoyment of the arts
apply skills and techniques to create, perform and/or present art.
review their work.
get to know and be able to reflect on their own technique of the arts
Which MYP assessment criteria will be used? A, B, C, D
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?
 5.06 Show respect while listening to and analyzing music.
 7.01 Devise criteria for evaluating the quality and effectiveness of music performances and competitions and apply criteria in
personal listening and performing.
 7.04 show respect for the musical efforts and opinions of others.
 9.04 Show respect for music from various cultures and historical periods
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to
learning skills?
Collaboration and Reflection
Learning experiences
How will students know what is expected of them?
Will they see examples, rubrics, and templates?
Knowledge of previous listening logs write ups, peer
assessment
How will students acquire the knowledge and
practise the skills required? listening to examples of
music on playlist.com, Pandora.com, npr.com.
Do the students have enough prior knowledge? How
will we know? Yes. Minimal knowledge of composers from
previous teachers and elementary school music classes. Also
knowledge from their method books. Through their reflection
and discussion of music.
th
6 grade- Baroque- 1pg paper
7th grade- Classical- 1pg paper and poster
8th grade- 20th century- 1pg paper and power point
presentation
9th grade- Jazz 1 pg paper and power point presentation
10th grade- SE Asian gamelan- paper and PP
Teaching strategies
How will we use formative assessment to give
students feedback during the unit? Listening logs, peer
assessment and presentations.
What different teaching methodologies will we
employ?
Class Discussions, Peer Evaluations, Brainstorming
How are we differentiating teaching and learning for
all? How have we made provision for those learning in
a language other than their mother tongue? How have
we considered those with special educational needs?
Students will be graded on their active participation and
presentations. Open class discussions and peer
evaluations will help tailor to the individual performer and
be constructive about what they need to improve and how
to do so. Before and after school tutoring is also available.
How will the teacher know that international or
intercultural components of this unit impacted student
learning?
Listening to various musical performances from cultures
around the world at different historical periods.
Resources
What resources are available to us?
Musical excerpts from playlist.com, Pandora.com and npr.com. Peer assessment, library and research websites (i.e. classical
archieves.com)
How will our classroom environment, local environment and/or the community be used to facilitate
students’ experiences during the unit?
Npr.com, playlist and Pandora.com will be available to them to listen to music their own time for additional listening
experiences.
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?