Welcome Nighthawks!
Course Syllabus: Language A-Level 1 (6th Grade)
Instructor: Natosha Brinkley
Email: natosha_brinkley@iss.k12.nc.us
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
Common Core Standards
At the end of the given year, students should be able to:
- use language to narrate, describe, explain, argue, persuade,
L.6.1: Demonstrate command of the conventions of standard English grammar and usage
inform, entertain, express feelings and begin to analyze.
when writing or speaking.
- compose pieces that apply age appropriate literary and/or
R.6.7: Integrate information presented in different media or formats (e.g., visually,
non-literary features to serve the context and intention.
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.
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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
Unit Question
Sig. Concept
Assessment
Global Context
ATL Strategies
Students will
explore what it
means to be
human.
Students will
explore
sharing,
creating equal
opportunities,
and resolution.
Students will
explore how we
express
ourselves and
receive
someone else’s
expression.
Students will
explore human
relationships
and the impact
we have on the
local and global
scale.
Students will
explore their
impact on the
environment
and how they
fit it to their
needs.
Criterion A

Analysing
Criterion B

Organizing
Criterion C

Producing
Language
Criterion D

Using Language
Identities and
Relationships
Self-management
Skills
Title
Africa
Other Side of
Truth by Beverly
Naidoo
Who am I? Who are
we?
China
Chinese
Cinderella by
Adeline Yen Mah
What are my rights?
What are my
responsibilities?
Greece
Odyssey by
Geraldine
McCaughrean
Middle East
One Thousand
and One Arabian
Nights by
Geraldine
McCaughrean
How are we all
connected?
Europe
Canterbury Tales
by Geraldine
McCaughrean
How can I
understand my
environment?
What is being
creative look like?
Criterion A

Analysing
Criterion B

Organizing
Fairness and
Development
Personal and
Cultural
Expression
Social Skills
Thinking Skills
Criterion C

Producing
Language
Criterion D

Using Language
Globalization
and
Sustainability
Communication
Skills
Criterion A,B,C,D

Analyzing

Organizing

Producing
Language

Using Language
Scientific and
Technical
Innovation
Research Skills