Welcome Nighthawks!

Course Syllabus: Language A-Level 1 (6th Grade)

Instructor: Natosha Brinkley

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I. Language A in the Middle Years Program (MYP)

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 Common Core Standards; (R) Reading, (W) Writing, (S) Speaking

MYP Objectives
At the end of the given year, students should be able to: / Common Core 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. / L.6.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
R.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
-appreciate and comment on the language, content, structure, meaning and significance of both familiar and previously unseen age-appropriate oral, written and visual texts. / RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
-organize ideas and arguments in a sustained, coherent and logical manner.
-use language accurately. / SL.6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
L.6.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- employ appropriate critical apparatus.
- begin to express an informed and independent response to literary and non-literary texts. / RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- 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. / W.6.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
S.6.2: Interpret information presented in diverse formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
-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. / R.6.6: Explain how an author develops the point of view of the narrator in a text.
R.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

III. We will explore all units through Global Contexts.

·  Identities and Relationships-Students explore identity, beliefs, and human relationships

·  Orientation in space and time- Students explore personal histories, local and global perspectives

·  Personal and cultural expression –Students will explore the ways in which we discover and express ideas

·  Globalization and sustainability- Students will explore the interconnectedness of human-made systems and communities

·  Fairness and development-Students will explore rights and responsibilities

·  Scientific and Technical Innovation- Students will explore the natural world and its laws

IV. Primary texts and resources, Text Book, Workbook-Prentice Hall-Literature, Word Within a Word, Daily Oral Language-6th grade/7th grade

V. Methodology

Students will utilize reading, writing, speaking, viewing, and listening activities through research, graphic organizers, journals, grammar exercises, conversations, projects, literature circles, and other high-yield instructional strategies.

VI. Assessment

In Language & Literature, the teacher will assess student work using one or more of the four types of criteria; Analysing, Organizing, Producing Language, and Using Language. Each criterion will be assessed at a minimum of twice a year. A rubric and assessment description will be provided to the student with each assessment. Assessments will be stored in the student folder after reviewed with the student. Assessments are available to parents/guardians during the Student Led Conference or at request of individual school site conference. Assessments’ scoring is 1-8 with descriptors.

Horizontal/Vertical Year Plan

Topic /

Title

/ Unit Question / Sig. Concept / Assessment / Global Context / ATL Strategies
Africa / Other Side of Truth by Beverly Naidoo / Who am I? Who are we? / Students will explore what it means to be human. / Criterion A
·  Analysing
Criterion B
·  Organizing / Identities and Relationships / Self-management Skills
China / Chinese Cinderella by Adeline Yen Mah / What are my rights? What are my responsibilities? / Students will explore sharing, creating equal opportunities, and resolution. / Criterion C
·  Producing Language
Criterion D
·  Using Language / Fairness and Development / Social Skills
Greece /

Odyssey by Geraldine McCaughrean

/ What is being creative look like? / Students will explore how we express ourselves and receive someone else’s expression. / Criterion A
·  Analysing
Criterion B
·  Organizing / Personal and Cultural Expression / Thinking Skills
Middle East / One Thousand and One Arabian Nights by Geraldine McCaughrean / How are we all connected? / Students will explore human relationships and the impact we have on the local and global scale. / Criterion C
·  Producing Language
Criterion D
·  Using Language / Globalization and Sustainability / Communication Skills
Europe / Canterbury Tales by Geraldine McCaughrean / How can I understand my environment? / Students will explore their impact on the environment and how they fit it to their needs. / Criterion A,B,C,D
·  Analyzing
·  Organizing
·  Producing Language
·  Using Language / Scientific and Technical Innovation / Research Skills