SIHS Candidate School MYP Course Outline
**Disclaimer: this outline is a draft and can possibly be updated throughout the year. You will be notified when this is updated or revised.**
Subject: English
Grade: 10 / Level: 5
Developed by: Jennifer London
Course Description: In Language A, our students will develop and increase their abilities to communicate by speaking, listening,
reading, writing, and viewing. They will practice these skills individually, in small groups, and as a whole class to seek out, gather, and
evaluate information about themselves and the world around them. They will learn several ways to understand and analyze texts
from different cultures, countries, and time periods. Students will increase their ability to communicate effectively with their peers by
participating in Socratic seminar discussions and enhance their ability to listen attentively to others, while comparing, contrasting,
analyzing, and synthesizing ideas in order to respond clearly and persuasively. Through wide and deep reading of literature across
genres, cultures, and centuries, using a variety of texts, students will develop a better understanding about current issues and events
in order to connect the literature to their world. They will be able to reflect upon their own learning processes in order to improve their
knowledge by engaging in purposeful speaking and writing responses as a form of expression. Students will utilize their 21st century skills
to become college and career ready by conveying their thoughts through the use of technology strategically using it during the
reading, writing, and viewing process. In all class activities, they will support one another in being open to new ideas, caring about
each other and our world, and demonstrating integrity when producing work or interacting with one another.
ISP MYP Objectives
1.
use language to narrate, describe, explain, argue, persuade, inform,
entertain, express feelings and begin to analyze in response to
personal, social, cultural, and historical issues, employing appropriate
critical apparatus in pieces that apply age-appropriate literary
and/or non-literary features to serve the students’ contexts and
intentions and express an informed and independent response to
literary and non-literary texts.
2.
appreciate and comment on the language, content, structure, and
meaning of familiar age-appropriate oral, written, and visual texts
3.
analyze the effects of the author’s choices on an audience
4.
understand and apply language A terminology in context
5.
create works that: employ organizational structures and languagespecific conventions throughout a variety of text types; organize
ideas and arguments in a coherent and logical manner; employ
appropriate critical apparatus; compare and contrast ageappropriate texts; and connect themes across and within genres
6.
use language accurately, demonstrating appropriate and varied
register, vocabulary and idiom, correct grammar and syntax,
appropriate and varied sentence structure, and correct spelling
English II Common Core Objectives
1. Use textual evidence to support analyses of literary & informational texts
2. Compare two works which treat the same subject but represent different
artistic media
3. Use strong evidence from informational texts to create unbiased summaries
that emphasize central ideas and support analysis of explicit and implicit meaning
4. Find and analyze related themes and concepts influential US documents
5. Write a variety of argumentative, informative, narrative compositions
6. Improve writing by imploring a variety of strategies, either as an individual or as
a group member, to produce or revise compositions
7. Conduct short or sustained research that utilizes multiple print, non-print, and
digital resources from a variety of fiction and non-fiction sources
8. Set rules for and engage in collaborative academic discussions that integrate
a variety of print and non-print sources, critically evaluate a speaker’s point-ofview, reasoning, use of evidence, and use of rhetorical devices, incorporate
digital media into presentations to improve understanding and increase audience
interest, and adapt language to context or situation
9. Demonstrate command of grammatical conventions
10. Improve vocabulary usage by determining the definitions & pronunciations of
unknown and multiple-meaning words by using context clues, analyzing particles,
and consulting reference sources, interpreting figurative expressions and subtle
differences in word meanings, and independently gathering terms appropriate for
career and college goals
SIHS Candidate School MYP Course Outline
**Disclaimer: this outline is a draft and can possibly be updated throughout the year. You will be notified when this is updated or revised.**
Unit 1: Motivation:
What Makes People Tick?
Key Concept:
Related Concepts:
Connections and
Relationships
Character, Setting,
and Point-of-View
Content
AtL*
Assessment
Julius Caesar
Organization
Group Presentations
Patterns for College
Writing
Self-Management
Act Quizzes
Communication
Memorization Work
Research
Unit Test
Thinking
Criteria
A Analyzing
B Organizing
C Producing Text
Statement of Inquiry: Based on character,
environment, and point-of-view,
individuals make decisions that impact
themselves, their relationships, and
connections with society
Unit 2: The Power of Langaugge: A Look at Argumentation
Key Concept:
Related Concepts:
Logic
Structure and
Purpose
Content
Patterns for College
Writing
Purdue OWL
AtL*
Organization
Self-Management
Communication
Assessment
Argumentative
Research Paper
iMovie Project
Criteria
Statement of Inquiry: People
structure their ideas and arguments
employing logic and other rhetorical
strategies for a variety of purposes.
Research
Thinking
B Organizing
D Language
SIHS Candidate School MYP Course Outline
**Disclaimer: this outline is a draft and can possibly be updated throughout the year. You will be notified when this is updated or revised.**
Unit 3: Social Responsibility: What does it mean and how can we employ it?
Key Concept:
Related Concepts:
Communities
Setting and Point-ofView
Content
Cry, the Beloved
Country
Various informational
texts
AtL*
Organization
Self-Management
Communication
Research
Statement of Inquiry: Social responsibility
involves the willingness of both the
individual and the government to serve the
greater good of the community despite
differences in setting and point-of-view.
Thinking
Assessment
Mock United Nations
Presentations
Book I, II, and III tests
Essay
Criteria
A Analyzing
B Organizing
C Producing Text
Unit 4: Self-Acceptance: The Search for One’s Comfortable Place
Key Concept:
Identity and
perspective
Related Concepts:
Point-of-view,
characterization, and
psychosocial
development
Statement of Inquiry: A person’s
“comfortable place” in society is
shaped largely by one’s sense of
identity and perspective on the world.
Role of the Areas of Interaction:
Content
The Catcher in the Rye
AtL*
Assessment
Organization
Essay
Self-Management
Group Presentations
Communication
Socratic Seminar
Research
Unit Test
Thinking
Criteria
A Analyzing
C Producing Text
D Langauge
SIHS Candidate School MYP Course Outline
**Disclaimer: this outline is a draft and can possibly be updated throughout the year. You will be notified when this is updated or revised.**
Human Ingenuity- Students are provided the opportunity to explore and to appreciate the human capacity to invent, create,
transform and improve the quality of life through literature, speech, and other forms of printed and non-printed texts. Students will
reflect on how language can be used to distort or mislead, how propaganda has a significant impact on social and ethical situations,
and how literature greatly impacts social and cultural understanding.
*Approaches to Learning- Students will work to improve as presenters, writers, effective time managers, organizers, and competent
researchers. Students will also work to improve upon communication and collaboration through a variety of activities. They will learn
by being active learners, being able to interpret varieties of texts, and taking notes.
Health and Social Education – Through a variety of texts, students will investigate a range of social issues and gain perspective on how
man’s actions can impact one’s personal health and the health of all members of society. Students will discuss social and moral
issues, explore ways to improve the communities in which they live, and present their ideas in a variety of ways.
Environments – Students will use language to describe and evaluate the significance of man’s impact on the world around them;
exploring the relationship between human and other species, participating in discussions based on environmental issues, and
research information on humanitarian and environmental issues. Students will recognize the variety of environments in which they live
and should learn to function.
Community and Service – Students will explore concepts of identity and culture through texts and literature. Students will become
responsible and caring individuals that participate in relaying the importance of language and use it as a tool to strengthen their
sense of belonging within a community. They will use language effectively to perform community service.