Teacher(s) James LeBreton Subject group and discipline Langage and Literature

Unit title Solving Mysteries MYP year Year 3 (Grade 8) Unit duration (hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Personal and Cultural Expression:
Connections Structure & Genre
Exploratoin: Metacognition and abstract thinking

Statement of inquiry

Conceptual Understanding: The structure of the genre helps make connections.

SOI: The structure of genre may demonstrate how individuals make connections in abstract thinking to reach conclusions.

Inquiry questions

Lines of Inquiry:
 Students will explore the conventions of the mystery genre.
 Students will examine connections to the different types of genre.
 Students will explore how time periods can influence writing style.

Factual—
What are the conventions of the mystery genre?

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What is genre?
Conceptual—
How can someone build understanding through abstract thinking?
How does genre impact a text?
How does structure impact a text?

Debatable—
Are connections necessary for abstract thinking?

Objectives Summative assessment

Outline of summative assessment task(s) including Relationship between summative assessment task(s)
assessment criteria: and statement of inquiry:

Goal- The structure of genre may demonstrate

how individuals make connections in abstract
thinking to reach conclusions.

Role- You are a detective looking into a

murder mystery.

Audience- Your audience is the family of the

victim and your boss, the chief of police.

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 Situation- The context you find yourself in is a
crime scene in which a murder took place. This
first responders have noted a few key features
of the crime scene, but need your expertise to
solve the mystery.

Product- As the lead detective you must

compose a report outlining and concluding the
happenings of the mystery. The report must be
supported by the evidence discovered at the
crime scene.

Standards for Success- Your work will be

judged by Criterion A, B, C, and D.

Aiii. justify opinions and ideas, using examples,

explanations and terminology


Bii. organize opinions and ideas in a logical
manner 


Ci. produce texts that demonstrate thought

and imagination while exploring new
perspectives and ideas arising from personal
engagement with the creative process 

Ciii. select relevant details and examples to
support ideas.



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 Di. use appropriate and varied vocabulary,
sentence structures and forms of expression



Approaches to learning (ATL)

Critical Thinking- Draw reasonable conclusions and generalizations
In order for students to justify opinions and ideas they must use their critical thinking skills to reach conclusions and generalization.
ATL Category: Thinking, ATL Cluster: Critical thinking
Aiii. justify opinions and ideas, using examples, explanations and terminology

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Action: Teaching and learning through inquiry

Content Learning process

1. Engagement Activity: Escape Room Learning experiences and teaching strategies
ATL Category: Thinking, ATL Cluster: Critical thinking
Escape Room to teach critical thinking skills of drawing reasonable conclusions and generalizations.
1) Provide a situation that promotes the use of critical thinking skills (not explicitly stated).
2) Allow the students to engage in the activity of “escape room”.
Sherlock Holmes short stories as a piece of 3) Reflect afterwards on the skills used for the successful escape (critical thinking, collaboration,
literature. organization, etc.)
4) Explictedly review critical thinking skill of involved with drawing reasonable conclusions and
generalizations.
5)

Formative assessment

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 Differentiation

Resources

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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