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Rubric For Your IB MYP Unit Planner: For All Next Chapter Units

This document provides a rubric for teachers to plan their MYP unit planners. It outlines key elements that should be included in a unit plan such as identifying an inquiry question, key concepts, related concepts and global contexts. It also addresses what should be included in stages of the unit such as formative and summative assessments, approaches to learning, content and learning processes. Teachers receive a yes/no rating in different categories to ensure their unit plan incorporates all necessary components specified in the rubric.

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Alaa Dine Skouri
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160 views4 pages

Rubric For Your IB MYP Unit Planner: For All Next Chapter Units

This document provides a rubric for teachers to plan their MYP unit planners. It outlines key elements that should be included in a unit plan such as identifying an inquiry question, key concepts, related concepts and global contexts. It also addresses what should be included in stages of the unit such as formative and summative assessments, approaches to learning, content and learning processes. Teachers receive a yes/no rating in different categories to ensure their unit plan incorporates all necessary components specified in the rubric.

Uploaded by

Alaa Dine Skouri
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Rubric for your IB MYP Unit Planner

For all Next Chapter Units

MYP Unit Planner Overview

Unit Title

Teacher Name(s)

MYP Subject and


Year/Grade Level

Time
Frame/Duration/Hours

Rubric Completed by:

Date Rubric Completed:

INQUIRY: Stage 1
Key Concept Yes No NOTES

One key concept is identified that can


be transferred across subject areas
(not skill based)

Related Concepts Yes No NOTES

1-2 related concepts related to Key


Concept

Global Context Yes No NOTES

Uses one of the six

Naturally connects with your KEY and


RELATED concepts (gives context for
the unit)

1
Statement of Inquiry Yes No NOTES

Integrates key and related


concepts, as well as global context
(not necessarily explicitly stated)

In the form of a statement (not a


question)

Is challenging and provocative

In student friendly-language

Is posted in the classroom during


the duration of the unit

Inquiry Questions Yes No NOTES

Factual – May start with WHAT


and can be looked up and
answered (Can you Google it?)

Conceptual – May start with


HOW/WHY and should not lead to
a specific answer

Debatable – questions are


provocative where further
investigation is encouraged;
should be open enough to be
debated

Objectives Yes No NOTES

Includes MYP objectives and specific


strands (from subject guide)

Summative Assessment Task Yes No NOTES

Assessment task allows students to


demonstrate understanding of
2
statement of inquiry and demonstrate
subject-specific knowledge

Is aligned to MYP subject-specific


assessment criteria

Student Task Page is present

If yes, student task page is clear and


uses GRASPS or similar level of
specificity

Rubrics are task-specific and reflect


accurate criterion and strands.

Learner Profile Yes No NOTES

Identifies 2-4 learner profile


attributes of which lessons and unit
will support development

Approaches to Learning Yes No NOTES

Appropriate ATL skills are identified


and explained

ACTION: Stage 2
Content Yes No NOTES

CCSS (or relevant standards) are


utilized and are appropriate

Learning Processes Yes No NOTES

Daily plan for unit is mapped out

Formative/Informal assessment
are outlined in unit

Plans for differentiated instruction


are included

Resources Yes No NOTES

Classroom-based resources
(including technology and media)
3
are included

Other Comments:

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