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.