MYP Language A
Level 3- 8th Grade
I. Students in MYP Language A will develop an appreciation of language and literature through an academically rigorous program that equips students with linguistic, analytical and communicative skills that can also be used in an interdisciplinary manner across all other subject groups. There are six skill areas: listening, speaking, reading, writing, viewing and presenting. The choice of texts also provides opportunities for and influences students in further developing the attributes of the IB learner profile such as inquiring about literature, being open-minded when analyzing historical and cultural impacts on literature, taking risks when practicing and developing effective written and oral communication, being principled in assignments and assessments and reflecting on the work completed. Three fundamental concepts embody MYP and will be used in Language A instruction are: Holistic learning- emphasizes the link between Language Arts and other disciplines to help students become more aware of the relevance of their learning and see how knowledge relates to the whole; Intercultural Awareness- encourages students to consider multiple perspectives as they learn about their own and others’ social and national cultures through print and non-print sources. And; Communication- allows student reflection and expression and encourages students to explore multiple forms of expression.
II. MYP Objectives and NC State Standards
MYP ObjectivesAt the end of the given year, students should be able to: / NC State Standards
- use language to narrate, describe, explain, argue, persuade, inform, entertain, express feelings and begin to analyze.
- compose pieces that apply age appropriate literary and/or non-literary features to serve the context and intention. / 1- The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
-appreciate and comment on the language, content, structure, meaning and significance of both familiar and previously unseen age-appropriate oral, written and visual texts. / 2- The learner will use and evaluate information from a variety or resources.
-organize ideas and arguments in a sustained, coherent and logical manner.
-use language accurately. / 3- The learner will continue to refine the understanding and use of argument.
- employ appropriate critical apparatus.
- begin to express an informed and independent response to literary and non-literary texts. / 4- The learner will continue to refine critical thinking skills and create criteria to evaluate print and non-print materials.
- compare and contrast age-appropriate texts, and connect themes across and within genres.
-understand and apply language A terminology in context.
-understand many of the effects of the author’s choices on an audience. / 5- The learner will respond to various literary genres using interpretive and evaluative processes.
-create work that employs organizational structures and language-specific conventions throughout a variety of text types.
-use appropriate and varied register, vocabulary and idiom.
-use correct grammar and syntax.
-use appropriate and varied sentence structure.
-use appropriate and varied sentence structure. / 6- The learner will apply conventions of grammar and language usage.
III. We will explore all units through five Areas of Interaction.
· Approaches to Learning- Students have ownership in their learning and explore how they best acquire new information. Examples include, but not limited to: graphic organizers, note-taking and research strategies, study guides, reading strategies, organizational skills etc.
· Community and Service- Integrating this area of interaction into the learning of Language A enables students to go beyond the purely academic study of the language, and use it as a tool to strengthen their sense of belonging to their immediate community and to the wider world.
· Human Ingenuity –Students will develop the appreciation of the human capacity to invent, create, transform and improve the quality of life. We will examine the ideas of authors through the study of their works, develop creative writing skills, examine the systems of values as themes in works of literature, and examine the social and cultural impact of specific literary works.
· Environment- Language Arts stresses the interdependence between the learner and his surroundings. Students have an opportunity to research and write about a wide range of topics including the environment, endangered species and global warming. Showcase portfolios in the classroom help students take pride in the school learning environment. Students explore other cultures through their readings and by participating in integrated unit activities, literature circles, and assignments.
· Health and Social Education- Students become aware of social issues and explore cultural differences through grade level integrated units, and independent and classroom reading and research and discussion.
IV. Texts and Resources
Textbook- Prentice Hall Literature (selected short stories and poems)
Novels: The Hound of the Baskervilles by Doyle, Anthem by Ayn Rand, The Man Who was Poe by Avi, Across Five Aprils by Hunt, To Kill a Mockingbird by Lee, Nothing But the Truth by Avi , Dragonwings by Yep
Newsweek, New York Times, and other periodicals;Word Within a Word by Thompson; McDougal-Little Language Network
V. Methodology VI. Methods of assessment
Topic / Title / Unit Question / Sig. Concept / Assessment / AOI / StrategiesGenre: Autobiography and Memoir
(Nov-Dec) / Expressing Individual Perspectives through the genres of Autobiography and Memoir / What truths will I learn in my nonfiction world? / It is very important to express my perspective appropriately. / Memoir, (Criteria A Content) Creative Writing, reflections, pre/post assessments, response to literature, end of novel project, and bio-cube / Health and Social / -Read To Kill a Mockingbird
-Letter to Harper Lee
-Oral contributions
-Plan, revise, redraft
-choice of project (graded with rubric)
-research Great Depression and Civil Rights (racial prejudice, poverty)
-compare/contrast now and then
-story mapping
Historical Fiction, Allegory, Fable, Propaganda
(Jan-Feb) / From Fiction to Non-fiction: The Role of Carefully Designed Truths / People in history have used words not only to teach, but also to persuade, can I? / Words can entertain, teach, persuade and make us think. / Pre/post group activities,
Novel assessment at conclusion of unit
Compare/ Contrast Across Five Aprils and the Civil War Response to Literature
(Criterion C, Style and Language Usage)
End of novel project
Presentation of project / Human Ingenuity / -Read and analyze Across Five Aprils and historical references
-An Ep of War, National Public Radio, My own true Name and Words to sit in, EOG test prep from literature textbook
-Oral presentations
-non-fiction comparison study
- Propaganda visual analysis
-Civil War research/presentations from groups
-Propaganda in war
Elements of short story
(Oct-Nov) / Story Forms from Edgar A Poe and Around the World / What do stories from around the world have in common? / All short stories from around the world have the same main elements in common. / Creative short story representative of cultural background
(Criterion A, Content)
Creative Writing / Environments / - Selections from textbook
-Read The Man who was Poe, selected Poe stories and poems
-Response to literature writings
-short story to drama re-enactments
-project choice at the conclusion of the unit
-presentation of project
-read fiction article and informational article on Poe
-Reader’s Theater
Elements of Poetry
(Apr-May) / Poetry: Sideshow or Main Act? / Twitter, blogs, and Facebook, is there still a place for poetry? / Poetry is a remarkable and meaningful form of expression / Poetry Portfolio
(Criterion B, Organization)
Response to literature and Creative writing / Human Ingenuity / -Read and orally express various forms of poetry from across cultures
-Poetry response and analysis
-Poetry Sculpture
Non-fiction- Fiction, Expository and Persuasive writing
(Sept-Oct) / Traveling in Worlds Real and Imaginary / In my travels, can I learn about the past, catch a glimpse of the future and cry real tears for a character? / Non-fiction and fiction will teach me what I do not know and allow me to connect to what I already know. / Pre/Post group activities, critical thinking activities, project choice, 1 novel assessment, 1 writing activity( response to literature Criterion C, Style and Language usage) / Health and Social / -Read 2 works of Sir A.C. Doyle, Differentiated Project choices with oral presentations, Critical thinking with Red Herrings and Stories with Holes, Socio-grams, story maps, character analysis, flow chart and editorial writing, Non-fiction articles and readings
Interaction with peers through activities and seminars which allow individual and group expression
(summer-early Sept) / The Blueprint of Music / What is your Anthem? / I will relate the IB Learner Profile to the school community by using the novella Anthem, and then collaborating with chorus to create Northview’s school song. / Relate the main character’s theme to their own theme, create dust cover for novella, create shackles in a group setting, and finally after collaboration create the school song / Health and Social / -Read Anthem during the summer
-daily assessments through oral and written responses to teacher directed questions
-inquiring and reflecting after class discussions
-respond to other school songs and group discussions of how it represents the school
-create school song and give to chorus to put to music
Author’s Purpose / Censorship / What happens if I am not allowed to express myself? / Individual expression is the basis for a enlightened society. / Author’s Purpose Comparative Analysis Project
Response to Literature
(Criterion C, Style and Language Usage) / Community and Service / -Read and analyze F. 451
-Self-Expression community service project
- Select relevant current events and organize information for presentation.
VII. VII. Grading Policy
In Language A, teachers will assess student work using one or more of the three types of criteria; Content, Organization, and Style & language Usage at least twice a year. The descriptors will be adapted according to the grade level. At least twice yearly parents will have student progress communicated through an MYP process in the form of the rubric adapted for each grade level, and will have opportunity to conference with teachers at that time.
Assessment Criteria / Max / DescriptorA / Content / 10 / Critical understanding of texts, concepts and issues shown through detailed, sustained written and oral responses.
B / Organization / 10 / Ability to express ideas clearly and coherently, structure arguments logically and support them with relevant examples.
C / Style & Language Use / 10 / Ability to use an appropriate and varied vocabulary, correct spelling, punctuation and syntax, a suitable register.