MYP 3/4

Course Outline


Travel Writing

Area of Interaction


Guiding Questions

How can I make my travel experiences sound amazing?

Summative Assessment

There will be three summative assessment tasks for this unit: a test, a piece of individual travel writing and a group project. Please see attached document for more information.

Task 1: Test

Task 2: Individual Writing Task

Student Work

I will post the the rest of the assignments that the students wrote for this task as soon as I have their final final copies!! Watch this space!

This is the final booklet that the students put together containing all their work and some photos.

Task 3: Web Page introducing Wroclaw and WIS

Student Work

The class did an absolutely fabulous job on their assignment and produced a well-organised, informative and attractive web page about Wroclaw and WIS. Pleas take a look at their work by clicking on the link below.


Once the unit is over, students need to reflect on their learning, their successes, the challenges they faced, the IB learner profile attributes they demonstrated etc. The document below should be used to guide the reflection writing.

Here are some examples of the students' reflections:

Assembly Presentation

At the Zielinskiego assemly on Wednesday 14th December, the grade 8 and 9 students presented their web page to rest of the school. They talked about the process they went through to create the page, the Areas of Interaction that the project was connected to (Environments & Approaches to Learning) and the IB learner profile attributes that they demonstrated (Communicator, Inquirer, Knowledgeable, Principled, Thinker and Reflective).

They really worked on their presentation skills prior to the assembly which meant that they spoke clearly and that they connected with the audience.



Independant Reading Project

Leading up to Literacy week at the end of January, each student will be expected to read a novel in English independently and create a book project and presentation. For more details, please check out the following document.

Literacy Week is now underway and the projects that the students have been working on are displayed in the Theatre Room at Zielinskiego campus while the book fair is running. The students produced some great work and in case you didn't have chance to come and see them in person, here are some photos!


Unit 2


Area of Interaction

Health & Social Education

Guiding Questions

What is the impact of an individual on the survival or destruction of a group of people or society?

Summative Assessment

Oral interviews (Hot seating) from the perspective of a character in the novel
Book discussion

Before reading the novel Lord of the Flies by William Golding, the class took part in a simulation activity with the grade 5 students. They had to imagine they were stranded on a deserted island with no adult supervision. They had to figure out how they would survive and how they would get rescued. After the simulation, they reflected on the activity. As we read the novel, we will be able to make connections between the behaviour and actions of the characters in the book with the behaviour and actions of the students themselves!

simulation_1.jpg simulation_2.jpg

Summative Task 1

As the students read the novel, they will be responsible for gathering information about one character in the book. They will then take on the persona of their character as they face questions from the rest of the class about what they did on the island, how they behaved, why they made the choices they did etc.

Please see the handout below for more detailed information.

The hot-seating will take place between February7th-15th 2012 and the rubrics are attached below.

Summative Task 2

When we finish reading the novel, the students will take part in a student-led group discussion on some of the main ideas and themes in the novel. They will be given the questions beforehand so that they have time to prepare their ideas and find evidence to support them. They should reflect on the practice discussion that they had after chapter 5 and focus on improving any areas of weakness.
The rubric is the same as the one we used for the chapter 5 discussion.

Formative Assessment 1
Persuasive speech

Following the island simulation activity, the students are now in the process of preparing a speech to convince the grade 5 students to vote for them as leader.
In the speech, they need to include the following:
  • What they think needs to be done on the island to survive and get rescued
  • An explanation of how they will achieve these goals
  • The qualities of a leader that they have
  • Examples to prove that they have these qualities
  • What benefits the tribe would gain if they chose them as leader.

When writing the speech, they need to include some of the persuasive techniques that we analysed and discussed in class such as:

  • Alliteration
  • Facts
  • Opinions
  • Repetition
  • Rhetorical questions
  • Emotive language
  • Power of three.

They will present their speeches to the grade 5 class and the students will vote for the person that they think will be the most effective leader.
They will also be assessed on this task and the rubrics are below.

Formative Assessment 2
Practice discussion on chapter 5

To prepare students for the final group discussion on the novel, students will take part in a similar discussion on chapter 5 of the novel. They will be marked according to the rubric below. The focus of this activity is to encourage sharing opinions and supporting those opinions with evidence from the text, as well as to encourage good listening and speaking skills; turn-taking, involving others, asking for clarification etc.

Formative Assessment 3
Test on chapters 1-6

Students will have a test on the first half of the book to demonstrate their understanding of the text so far and to ensure that any problems are ironed out before the hot-seating assessment task.

Current Unit

Dramatizing History

Area of Interaction

Human Ingenuity

Guiding Questions

In what ways do historical events lend themselves (or not) to dramatization?
How do writers and directors use history to create plays, novels and films that speak to audiences today?
What is the responsibility of the writer/director when creating work about historical events?

Summative Assessments

Persuasive presentation
Comparative Essay

Formative Assessments

Powerpoint presentation
Movie Reflections
Journal Entries
Role plays

Movie reflection sheet

Good night and Good Luck

After watching the movie called 'Goodnight and good Luck, read the following articles and answer the following 3 questions:
1. How accurate was the film according to the reviews?
2. Why might the movie have spoken to audiences when it came out in 2005? (what was going on in American politics?)
3. What techniques did the director use to make the movie compelling?

Independent Study and Book Talk

Over the next month, students will be reading a novel related to the Holocaust. After reading the novel, they will prepare a poster presentation and give a book talk about what they read. Details of the requirements of the project and the rubric can be found below.

The students presented their posters and gave book talks during the week April 11th-14th. Take a look at the posters that they created!




Thirteen Days

After watching the movie called 'thirteen Days', read the following articles and use the information you find there and the information you learned in World Studies to write a reoprt about the accuracy of the fim and how successfully history was dramatized.

Read the report insturctions and Rubric attached. The report should be completed by Friday 25th May.