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 Awarenessencourages 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
At the end of the given year, students should be able to:
- use language to narrate, describe, explain, argue,
persuade, inform, entertain, express feelings and begin
to analyze.
- compose pieces that apply age appropriate literary
and/or non-literary features to serve the context and
intention.
-appreciate and comment on the language, content,
structure, meaning and significance of both familiar and
previously unseen age-appropriate oral, written and visual
texts.
Common Core Standards
L.6.1: Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
R.6.7: Integrate information presented in different media or formats
(e.g., visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.
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 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, Workbook-Prentice Hall-Literature, Word Within a Word, Daily Oral Language-6th grade/7th grade,
Novels and Non-Fiction:
1.
2.
3.
4.
5.
Other side of truth by Beverley Naidoo (Fiction, Africa)
Chinese Cinderella by Adeline Yen Mah (Non-Fiction, Asia: China)
Walkabout by James Vance Marshall (Fiction, Australia)
The Cay by Theodore Taylor (Fiction, South America)
Clay Marble by Mingfong Ho (Fiction, Asia: Cambodia)
6.
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.
Unit Planner for 2010-2011
Topic
Reflections on
childhood—from
literature to
poetry to student
experiences
Title
I Won’t Grow
Up!
Unit Question
(Core Curriculum+
IB Question)
Sig. Concept
How can we learn
from characters and
the authors who
wrote about them?
How do we
embrace our
differences and
similarities?
Folklore (myths,
legends, and tall
and Pourquoi
tales) reveal
about world
cultures—
including our own
Read stories and
informational
text and discuss
what they each
Folklore: A Blast
from the Past
Embracing
Heritage
How is folklore
simultaneously
revealing and
limiting?
How do we change
our
future
using
stories from our
past?
How can we learn to
appreciate our
similarities and
differences through
Assessment
AOI
ATL Strategies
We are all
unique and
grow by
sharing our
strengths
and
weaknesses
with one
another!
Criterion A, B, C:
Content,
Organization,
Style and Usage
Community and
Service
Organizational
skills and
attitudes towards
work
Civilizations
leave their
mark in
history by the
stories they
tell.
Criterion A, B, C:
Content,
Organization,
Style and Usage
Human
Ingenuity
Our “world”
extends
beyond our
classroom; we
Criterion A, B, C:
Content,
Organization,
Style and Usage
Environment
Collaborative
skills
Communication
reveal about our
own country: the
United States
of America.
literature?
Fictional story
with a courageous
character and
pair it with
related
informational
text from the
same historical
time period
Courageous
Characters
Read classic and
contemporary
mysteries, make
sense of nonsense
poems, and solve
riddles and
math problems
Figure it Out
Biographies of
aviators, and read
about the science
and history
of flight.
What effect do I
have on the world
around me?
How are acts of
courage revealed in
literature and
informational text?
make up the
change we
wish to see!
By the actions
I take in my
community, I
am a hero.
Criterion A, B, C:
Content,
Organization,
Style and Usage
Community &
Service
Information
literacy
Problem
Solving skills
can be applied
across the
disciplines.
Criterion A, B, C:
Content,
Organization,
Style and Usage
Health and Social
Education
Subject specific
and interdisciplinary
conceptual
understanding
I believe in
me!
Criterion A, B, C:
Content,
Organization,
Style and Usage
Human Ingenuity
Problem-solving
and thinking skills
Am I a “hero”?
Winging It
How are strategies
for solving math
problems similar to
and different from
strategies for solving
mysteries?
How can I use my
problem solving skills
in everything I do?
How do literature
and informational
text reveal why
people dream of
flying?
What are my hopes
for my own future?
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
Assessment Criteria
Pts
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.
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, and will have opportunity to conference
with teachers at that time.