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Language A
Course Description
Langston Middle School
Oberlin, Ohio
MYP Language A
Year 2
l. Course Outline
I. Description of Course
The Language A program refers to English, which is considered our language of instruction. Language A
includes speaking, listening, reading, writing, and viewing. In their study of Language A, students make
thematic connections between literary themes and concepts seen in other subject areas. As a result,
students see learning as holistic; true understanding happens when we see how things are interrelated.
Through our studies of a variety of texts, we explore diverse perspectives and experiences, aiming to
increase students’ intercultural awareness. The third constant for the Language A student is an emphasis on
communication: what are the traits of effective communicators, both in writing and in speech?
In Year 2 of Language A students continue to pursue development of reading, writing, speaking, listening
and study skills previously introduced. Particular emphasis is placed upon reading skills, vocabulary
development, figurative language, focus and judgment. Students read a variety of fiction and nonfiction
material and build confidence in speaking and listening skills through performance, oral presentations, and
discussion-based activities. The stages of the writing process will be used to further develop student
proficiency in communication introducing a variety of writing forms to include: narrative, description,
poetry, letters, journals and reports, and an emphasis will be placed upon students taking responsibility for
their own learning.
II Aims and Objectives of IB MYP Language A Year Two
Language A explores some of the following understandings: Why do people read? How do
effective readers sound when they read? How does reading help people? What makes writing worth
reading? What skills do we need to develop as a reader? What is the power of words? How do people
communicate their understandings? What facilitates/enhances/interferes with communication?
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understand and comment on a range of texts.
use language to narrate, describe, analyze, explain, argue, persuade, inform,
entertain and express feelings.
compare texts and connect themes.
express an informed personal response to a range of texts and approach works
independently.
understand connotations within English in order to understand an author’s message.
express ideas with clarity and coherence.
structure ideas in a sustained and logical way, and use examples for support.
distinguish the main ideas in a text.
use and understand an appropriate and varied range of vocabulary and idiom.
use correct grammar with appropriate and varied sentence structure.
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Show awareness of the need to adjust tone to suit the audience and task.
From this framework and the direction provided by Ohio State Standards, IB subject guide requirements
and precedents and expectations of this school district, Language A explores six major topics:
1. Literature (short stories, novels, poetry, biographies, journalism and nonfiction)
2. Writing (informal, formal, and technology related)
3. Research (source evaluation, corroboration and refutation, MLA documentation, and technology
applications)
4. Grammar, Usage and Mechanics (capitalization, punctuation, parts of speech)
5. Acquisition of Vocabulary and Spelling (etymology, affixes and roots, literature-related word lists) and
6. Oral, Listening and Visual Communication (oral presentations, impromptu oral responses, small-group
discussions)
lll. Reas Of Interaction:
Topics of Study
Narrative Writing:
What is your story?
Expository:
How does what you do affect others?
Persuasion:
How do we prevent ourselves from falling prey to
advertisers?
Research:
Do we really know all we need to know? How can
research give us a global understanding?
Literary Focus Interpreting a Literary Work:
Do we really understand the nature of our
interpretations? Is it necessary for us to interpret
literary works?
Analyzing Unsupported Inferences and
Fallacious Reasoning:
Do they really mean what they say?
Literary Focus Analyzing Setting and Its
Influence on Mood and Tone:
Can setting have an impact on us as individuals?
Areas of Interaction
Human Ingenuity- Students recognize the impact of
their creations through narrative writing. How does
the story affect the reader?
Community and Service-Students examine how
psa’s influence the community, prompting positive
action.
Human Ingenuity-Students use propaganda
techniques to understand the impact of propaganda.
Environments-Students study different
environments to find solutions to common issues.
Environments-Students consider a wide range of
literary works to determine impact on that particular
environment.
Human Ingenuity- During this unit, students explore
the necessity for analysis of works prone to
fallacious reasoning.
Health and Social Education-Students look at ways
in which mood and tone reflect the author’s
purpose.
lV. Resources:
TEXTBOOKS:
Write Source, Houghton Mifflin Company, 2005
Literature, Course 2, Glencoe
Additional resources include, but are not limited to, the following novels:
Novels:
The Outsiders, S.E. Hinton
Farewell To Manzanar, Jeanne Wakatsuki Houston and James D. Houston
Robert Louis Stevenson
Don’t You Dare Read This Mrs. Dunphrey, Margaret Peterson Haddix
Where The Red Fern Grows, Wilson Rawls
The Watsons Go To Birmingham,Christopher Paul Curtis
The True Confessions Of Charlotte Doyle
V. Methodology
What defines learning and serves as indicators of growth in understanding of the dynamics of literacy
acquisition and learning situate the teaching methods and assessments for Language A. Differentiated
instruction is an invaluable tool designed to address the needs of the whole child. Lesson planning employs
the concepts of global understanding.:
 All cultures read.
 Reading is a lifelong skill.
 Reading has multiple purposes and forms that change from one culture to another.
 Not everything people read appears the same.
 Writing stabilizes and preserves ideas.
 Writing processes thoughts and feelings.
 Grammar and mechanics standardize and provide cultures with uniform communicative structures.
 Research provides a methodical process and format for gathering, evaluating and sharing
information.
Communication encompasses multiple modes that process and transmit ideas and feelings through sensory
elements.
VI. Methods of Assessment
Students’ understanding of content and mastery of skills is measured in a variety of ways, including essays,
responses to literature, creative writing, performance, self-reflection journals, group discussions, projects
that appeal to multiple intelligences, Socratic seminars, research projects, oral presentations, poetry, tests,
quizzes, skits, critiques, and debates.
VII. Grading Policy
Currently, students receive traditional scores (A-F in correspondence to the 100 point scale) for end of unit
assessments, quizzes, homework, and organization and participation. At the culmination of each IB unit,
students complete an assessment that is scored using the IB rubric; the score for the final assessment is
correlated to the 100 point scale. For these IB assessments, students are scored on Content, Organization,
and Style and Language Mechanics.