MY PATH

Storyline:

Rosa is an 11 year old from California who is about to begin the MYP. As she creates her MYPath Page (a fictitious personal online networking page) Rosa realises that she could ask others about the MYP, and so prepare herself for her start in Middle School. Through a blog Rosa learns about the programme from a teacher and students living all around the world. (These new MYP friends consequently feature in following chapters of MYPinteract and come together for a final challenge concluding the book’s storyline in chapter 7.)

Through this age and interest appropriate storyline students are introduced to the major concepts and terms unique to the MYP.

By the end of this chapter, students will be familiar with:

• The eight subject area
• The Areas of Interaction
• The Learner Profile
• Stand alone and Interdisciplinary units
• Key questions related to the areas of interaction

Preparation:

Rosa utilises her ‘MYPath’ page to interact with others in a responsible manner for the purpose of learning more about the MYP. Considering some irresponsible behaviour associated with current online communication globally, it essential to discuss with students the positive use of social online networking. A discussion on responsible use of blogs and networking websites will help students and parents recognise how students interacting online can be a positive and safe experience. In Rosa’s case, she has become a member of a new community – global MYP students.

Approach:

A guided reading session is the suggested approach for this chapter. If students are seated in groups through the guided reading they will be able to discuss, ask and answer questions, and support each others understanding of the new concepts.
As students follow the blog they will be asked to complete short activities that build upon their new understandings. Although students can independently complete the activities in their own books, working in pairs or small groups will support their understanding and assist completion. As students are required only to complete short writing activities, they may want to brainstorm and organise their answers in draft form before completing the activities in the book.

Activities include identifying communities, goal setting, matching terms to definitions and identifying personal qualities. Concluding the chapter is a fictional story in which the readers need to relate the areas of interaction to significant events within the story.

Suggestions for further learning:

• Building and displaying a glossary of MYP terms
• Using a ‘Wonderings wall” where students place questions that come up during the chapter. As a class the questions can be answered at the end of the chapter or as they are clarified throughout the remaining chapters of the book.
• Creating a hard copy personal version of an online profile page
• Identifying people in the school that the students could ask questions regarding the MYP
• Creating group posters to represent each Area of Interaction, leaving room to build on their understanding as they work through the following chapters
• Searching online for IB schools and marking them on a world or country map
• Brainstorming ways Rosa can prepare herself for Middle School and actions that will assist her in becoming a successful learner