IB MYP Language A
Level: 1 (6th Grade)
Upper St. Clair School District
Boyce Middle School
International Baccalaureate
Middle Years Program
Mr. Gehrlein
wgehrlein@uscsd.k12.pa.us
2011-2012
Mrs. Spada
dspada@uscsd.k12.pa.us
Mrs. Garvey
sgarvey@uscsd.k12.pa.us
1500 Boyce Road
Pittsburgh, PA 15241
Telephone: (412) 833-1600
I. DESCRIPTION
IB MYP Language A curriculum balances the development of reading, writing, speaking, grammar and
listening. The reading will provide a means for studying the elements of character, plot, conflict, and
overall format along with literary analysis.
Throughout this course students will work toward developing the qualities of the IB Learner Profile
through the course curriculum. IB Learners strive to be: Inquirers, Knowledgeable, Thinkers,
Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, and Reflective.
A strong emphasis will be placed on the MYP fundamental concepts.
o Holistic- Holistic learning connects the class topics and provides a global view of issues. Holistic
learning allows students to become aware that knowledge is an interrelated whole and the relevance
of learning.
o Intercultural- Intercultural awareness focuses on developing students’ skills, knowledge and
skills as they learn about other cultures. Examining multiple perspectives helps to foster respect and
tolerance.
o Communication- Communication supports inquiry and understanding and is fundamental to
student expression and reflection. Language acquisition is emphasized and allows students to
explore many forms of expression.
II. MYP AIMS ADDRESSED BY THIS COURSE
• I can use language as a vehicle for thought, creativity, reflection, learning, self-• expression and social
interaction.
• I can develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a
variety of contexts.
• I can develop critical, creative and personal approaches to studying and analyzing literary and nonliterary works.
• I can engage in literature from a variety of cultures and representing different historical periods.
• I can explore and analyze aspects of personal, host and other cultures through literary and non-literary
works.
• I can engage with information and communication technology in order to explore language.
• I can develop a lifelong interest in reading widely.
• I can apply language A skills and knowledge in a variety of real-life contexts.
PA STATE CONTENT STANDARDS COVERED
PA.1.1.8.A. Learning to Read Independently: Locate
appropriate texts (literature, information, documents) for an
assigned purpose before reading.
PA.1.1.8.B. Learning to Read Independently: Identify and use
common organizational structures and graphic features to
comprehend information.
PA.1.1.8.C. Learning to Read Independently: Use knowledge
of root words as well as context clues and glossaries to
understand specialized vocabulary in the content areas during
reading Use these words accurately in speaking and writing.
PA.1.1.8.E. Learning to Read Independently: Expand a
reading vocabulary by identifying and correctly using idioms
and words with literal and figurative meanings.
PA.1.1.8.F. Learning to Read Independently: Understand the
meaning of and apply key vocabulary across the various
subject areas.
PA.1.1.8.G. Learning to Read Independently: Demonstrate
after reading understanding and interpretation of both fiction
and nonfiction text, including public documents.
1.1.8.G.2. Compare and contrast texts using themes, settings,
characters and ideas.
1.1.8.G.3. Make extensions to related ideas, topics or
information.
PA.1.1.8.H. Learning to Read Independently: Demonstrate
fluency and comprehension in reading.
1.1.8.H.1. Read familiar materials aloud with accuracy.
1.1.8.H.2. Self-correct mistakes.
1.1.8.H.3. Use appropriate rhythm, flow, meter and
pronunciation.
1.1.8.H.4. Read a variety of genres and types of text.
PA.1.2.8.A. Reading Critically in All Content Areas: Read and
understand essential content of informational texts and
documents in all academic areas.
1.2.8.A.1. Differentiate fact from opinion utilizing resources
that go beyond traditional text (e.g., newspapers, magazines
and periodicals) to electronic media.
1.2.8.A.3. Draw inferences based on a variety of information
sources.
1.2.8.A.4. Evaluate text organization and content to determine
the author's purpose and effectiveness according to the
author's theses, accuracy and thoroughness.
PA.1.2.8.C. Reading Critically in All Content Areas: Produce
work in at least one literary genre that follows the conventions
of the genre.
PA.1.3.8.A. Reading, Analyzing and Interpreting Literature:
Read and understand works of literature.
PA.1.3.8.C.1. Sound techniques (e.g., rhyme, rhythm, meter,
alliteration).
1.3.8.C.2. Figurative language (e.g., personification, simile,
metaphor, hyperbole, allusion).
PA.1.3.8.D. Reading, Analyzing and Interpreting Literature:
Identify poetic forms (e.g., ballad, sonnet, couplet).
PA.1.3.8.F. Reading, Analyzing and Interpreting Literature:
Read and respond to nonfiction and fiction including poetry
and drama.
PA.1.4.8.A. Types of Writing: Write short stories, poems and
plays.
1.4.8.A.1. Apply varying organizational methods.
1.4.8.A.2. Use relevant illustrations.
1.4.8.A.3. Utilize dialogue.
1.4.8.A.4. Apply literary conflict.
1.4.8.A.5. Include literary elements (Standard 1.3.8.B.).
1.4.8.A.6. Use literary devices (Standard 1.3.8.C.).
PA.1.4.8.B. Types of Writing: Write multi-paragraph
informational pieces (e.g., letters, descriptions, reports,
instructions, essays, articles, interviews).
1.4.8.B.1. Include cause and effect.
1.4.8.B.2. Develop a problem and solution when appropriate
to the topic.
1.4.8.B.4. Use primary and secondary sources.
PA.1.6.8.C. Speaking and Listening: Speak using skills
appropriate to formal speech situations.
PA.1.4.8.C. Types of Writing: Write persuasive pieces.
1.6.8.C.1. Use complete sentences.
PA.1.4.8.D. Types of Writing: Maintain a written record of
activities, course work, experience, honors and interests.
PA.1.5.8.A. Quality of Writing: Write with a sharp, distinct
focus.
1.6.8.C.2. Pronounce words correctly.
1.6.8.C.3. Adjust volume to purpose and audience.
1.6.8.C.4. Adjust pace to convey meaning.
1.5.8.A.1. Identify topic, task and audience.
1.5.8.A.2. Establish a single point of view.
1.6.8.C.5. Add stress (emphasis) and inflection to enhance
meaning.
PA.1.5.8.B. Quality of Writing: Write using well-developed
content appropriate for the topic.
PA.1.6.8.D. Speaking and Listening: Contribute to
discussions.
1.5.8.B.3. Write paragraphs that have details and information
specific to the topic and relevant to the focus.
1.6.8.F.3. Create a multimedia (e.g., film, music, computergraphic) presentation for display or transmission.
PA.1.5.8.C. Quality of Writing: Write with controlled and/or
subtle organization.
PA.1.7.8.A. Characteristics and Functions of the English
Language: Describe the origins and meanings of common,
learned and foreign words used frequently in English language
(e.g., carte blanche, faux pas).
1.5.8.C.1. Sustain a logical order within sentences and
between paragraphs using meaningful transitions.
1.5.8.C.2. Establish topic and purpose in the introduction.
1.5.8.C.3. Reiterate the topic and purpose in the conclusion.
PA.1.5.8.D. Quality of Writing: Write with an understanding
of the stylistic aspects of composition.
PA.1.5.8.E. Quality of Writing: Revise writing after rethinking
logic of organization and rechecking central idea, content,
paragraph development, level of detail, style, tone and word
choice.
PA.1.7.8.B. Characteristics and Functions of the English
Language: Analyze the role and place of standard American
English in speech, writing and literature.
PA.1.8.8.B. Research: Locate information using appropriate
sources and strategies.
1.8.8.B.3. Select essential sources (e.g., dictionaries,
encyclopedias, other reference materials, interviews,
observations, computer databases).
1.8.8.B.4. Use tables of contents, indices, key words, crossreferences and appendices.
PA.1.5.8.F. Quality of Writing: Edit writing using the
conventions of language.
1.8.8.B.5. Use traditional and electronic search tools.
1.5.8.F.4. Use nouns, pronouns, verbs, adjectives, adverbs,
conjunctions, prepositions and interjections properly.
PA.1.8.8.C. Research: Organize, summarize and present the
main ideas from research.
1.5.8.F.5. Use complete sentences (simple, compound,
complex, declarative, interrogative, exclamatory and
imperative).
1.8.8.C.1. Identify the steps necessary to carry out a research
project.
PA.1.5.8.G. Quality of Writing: Present and/or defend written
work for publication when appropriate.
PA.1.6.8.A. Speaking and Listening: Listen to others.
PA.1.6.8.B. Speaking and Listening: Listen to selections of
literature (fiction and/or nonfiction).
III. COURSE UNITS/ROLE OF AREAS OF INTERACTION
Instructional Units
“Bridge Building”
Maniac Magee , Bridge to
Terabithia, and/or The
Watsons go to
Birmhaming novel unit
Problem Solving without
Math (For the Most
Part)
The Cay and Island of the
Blue Dolphins novel unit
What do we control?
The Devil’s Arithmetic
and Tuck Everlasting
novel units
Setting…A Forgotten
Character in the Story
My Side of the Mountain
and Incident at Hawk’s
Hill novel units
Tool Box
Parts of Speech and
Sentence Structure
Poetry is Everywhere!
Unit
AOI focus
Assessment Criteria
In what ways can I
become a “bridge
builder”?
Community and
Service
Criterion A: Content
How can having
limited resources
enhance creativity?
Human Ingenuity
Criterion A: Content
Should information be
kept from others?
Or
How can I help others?
Health and Social
Education
Criterion B: Organization
How do my
surroundings shape
me?
Community and
Service
Environments
Criterion A: Content
What are the necessary
elements I need to
communicate with
others?
Human Ingenuity
Criterion B: Organization
Criterion C: Style and Language
Mechanics
How can I express
thoughts and feelings?
Human Ingenuity
Criterion C: Style and Language
Mechanics
Poetry
IV. MAJOR INSTRUCTIONAL MATERIALS/RESOURCES
For Reading, the following novels will be used for instruction. The Cay, Tuck Everlasting, Island of the
Blue Dolphins, Maniac Magee, Bridge to Terabithia, The Lightening Thief, The B.F.G., My Side of the
Mountain and Incident at Hawk’s Hill. For the instruction of writing, the students will use Language Arts:
MacMillan/McGraw Hill Edition, Spelling Connections, Grammar and Punctuation: Grade 6, and Word Roots
by Cherie Blanchard.
V. KEY INSTRUCTIONAL STRATEGIES/APPROACHES TO LEARNING/TYPE
The methodology used in the class includes: reading discussion groups, novel activities based on skills,
centers, interactive technology, vocabulary building, individual reflections on concepts learned,
homework assignments, connecting concepts to everyday life, writing process, practice in integrated
grammar activities.
VI. FORMATIVE AND SUMMATIVE ASSESSMENTS USED, INCLUDING MYP ASSESSMENT
Students will complete a variety of formative assessments including quizzes, tests, projects, homework,
daily work, presentations and work characteristics (behavior, respect, cooperation, following directions,
participation, and the ability to work independently). Students will be provided rubrics that are modified
from the IB MYP assessment criteria. There will be a final exam after each nine weeks.
The overall evaluation will be given by comparing the achievement to the ability level. The evaluation
will be O (outstanding), G (good), S (satisfactory), and N (needs improvement).