MYP Language A-Level 2-7th Grade
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 NC State Standards
MYP Objectives
NC State Standards
At the end of the given year, students should be able to:
- use language to narrate, describe, explain, argue, persuade, inform, entertain,
1- The learner will use language to express individual
express feelings and begin to analyze.
perspectives through analysis of personal, social,
- compose pieces that apply age appropriate literary and/or non-literary features cultural, and historical issues.
to serve the context and intention.
-appreciate and comment on the language, content, structure, meaning and
2- The learner will use and evaluate information from a
significance of both familiar and previously unseen age-appropriate oral,
variety or resources.
written and visual texts.
-organize ideas and arguments in a sustained, coherent and logical manner.
3- The learner will continue to refine the understanding
-use language accurately.
and use of argument.
- employ appropriate critical apparatus.
4- The learner will continue to refine critical thinking
- begin to express an informed and independent response to literary and nonskills and create criteria to evaluate print and non-print
literary texts.
materials.
- compare and contrast age-appropriate texts, and connect themes across and
5- The learner will respond to various literary genres
within genres.
using interpretive and evaluative processes.
-understand and apply language A terminology in context.
-understand many of the effects of the author’s choices on an audience.
-create work that employs organizational structures and language-specific
6- The learner will apply conventions of grammar and
conventions throughout a variety of text types.
language usage.
-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.
III. We will explore all units through five Areas of Interaction.
Approaches to Learning- Students have ownership of their learning and explore how they best acquire skills and knowledge as well
as the attitudes that support this learning.. Examples include, but are not limited to: graphic organizers, note-taking and research
strategies, study guides, reading strategies, organizational skills etc.
Community and Service- helps students sharpen their understanding of the world around them. 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 and their role in their immediate community and 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 personal and social issues and explore cultural differences through grade
level integrated units, and independent and classroom reading and research and discussion.
IV. Texts and Resources, Text Book-Prentice Hall-Literature. Novels and Non-Fiction:
Three Cups of Tea, Greg Mortenson ,The Young Reader’s Edition, The 6 Most Important Decisions You'll Ever Make, Sean Covey
Tuck Everlasting, Natalie Babbitt, Anthem, Ayn Rand, Call of the Wild, Jack London, A Midsummer Night's Dream, ShakespeareOriginal side by side with modern version, Dicey's Song, Cynthia Voight, Fever, Laurie Halse Anderson, Lyddie, Katherine Patterson,
Bud, Not Buddy, Christopher Curtis, Esperanza Rising, Pam Munoz Ryan, Early Sunday Morning: The Pearl Harbor Diary of Amber
Billows
AOI
Unit Topic
Unit Title
Unit Question
Sig. Concepts
Community
and Service
People in other
places do not enjoy
certain advantages
that we take for
granted.
Utopia Societies
are difficult to
achieve and require
much sacrifice.
Building a
School
How much of a
difference can I
make in my
community and in
the world?
Is a Utopian
Society a realistic
idea?
Nature can be
harsh and
dangerous yet
humans can adapt
to survive in some
of the harshest
conditions
imaginable.
Fantasy can seem
real and reality can
be fantastic
Man vs.
Nature
How can humans
live in a way that
will not impact
the planet and the
other species that
live on it
negatively?
Humans are
responsible to
others and for the
quality of the lives
of others
It is difficult for
humans to thrive in
Utopian societies
because of our
independent
individual nature.
Human beings
have a
responsibility to be
the caretakers of
the Earth.
Why Me?
Can I live
forever?
Human
Ingenuity
Connecting History
with Fiction
Compare and
Contrast
Disagree
ments
among
friends.
Environments
Growing up
requires acceptance
of new
responsibility with
new freedom
Community
and Service
Health and
Social
Education
Human
Ingenuity
Environments
Health and
Social
Education
Utopia!
ATL and
Strategies
Communicate
Collaborate
Connect Ideas
Think
Inquire
Work in
Groups
Assessment
Criterion A Content
Student's Projects
Tic Tac toe Project
Criteria C
Format of Letter
Criterion B Organization
Following planning
documents to write an essay
Criterion A Content
Design a Utopian Society
Work Well
Organize
Materials
Manage Time
Manage
Assignments
Egage
Criterion A-Content
Write a five paragraph essay
discussing man vs. nature in
The Call of the Wild
Criterion C
Style and Language
Mechanics
Time is relative
Reflect
Be Self Aware
Improve Ideas
and work
Why is it
important to
remember and
understand
history?
Those who forget
history are doomed
to repeat it.
Take Care
of Me!!
How can I take
care of others?
We can overcome
obstacles to
become stronger.
Collaborate
Help others
Face
Challenges
Work in
Groups
Use
Information
Select and
Organize
Information
Learning about the
World Around Us
I’d rather
take care
of myself
To what extent
Am I responsible
for my behavior?
I am a part of
society and my
behavior impacts
others.
Think
Use
Information
I can better
understand the
choices I make and
the things I do by
analyzing the lives
of others.
What’s
Happening?
Who am I?
I can learn and
understand myself
better by learning
about the lives of
others.
Communicate
Collaborate
Use Media
Be Informed
Criterion B
Organization
Criterion C
Style and language
mechanics’
Follow a pattern to write
poetry choose correct parts
of speech-use metaphor
simile etc.
Criterion A-Content
Essay-Compare and
Contrast the North and
South during the time of the
Civil War
Criterion B Organization
Criterion B Organization
Project Design a poster to
show our responsibilities as
we become adults.
Criterion A Content of
Poster
Criterion A-Content
Criterion C-Style and
Language Mechanics
Students will create a
presentation using
presentation software, to
persuade.
Criterion-B
Organization
Criterion-C
Style and Language
Mechanics
Students will write a
memoir of an event that has
shaped who they are today.
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 at a student lead conference, and will have opportunity to
set up an additional conference.
Assessment Criteria
A
Content
10
B
Organization
10
C
Style & Language Use
10
Descriptor
Critical understanding of texts, concepts and issues shown through
detailed, sustained written and oral responses.
Ability to express ideas clearly and coherently, structure arguments
logically and support them with relevant examples.
Ability to use an appropriate and varied vocabulary, correct spelling,
punctuation and syntax, a suitable register.