Backward Mapping the. IB Curriculum

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IB Curriculum IB Curriculum the ^the

Grades 9–12

Language A Language A

enGlish

drAft MAterIALs

these maps were created with funding from the United states department of education in order to increase participation and success in the diploma Programme by strengthening the MYP-diploma Programme articulation in the traditional 9–12 high school model. schools and districts that offer all five years of the MYP are encouraged to

continue the process of mapping skills back to level one of the MYP .

Theresa Biggs

Plano east senior High school, Plano, tX

Guy roberts

Mira Loma High school, sacramento, CA

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tHe IB CUrrICULUM:

Language A (english) 9-12

Co n T e n Ts

Introduction . . . 3

diploma Programme skills Analysis . . . 6

9–12 skills Map . . . .10

MYP Grade Level Maps: Grade 9 . . . .15

Grade 10 . . . .20

MYP Course Outlines / example Unit Planners: Course Outline – Grade 9 . . . .24

example Unit Planner – Grade 9 . . . .27

Course Outline – Grade10 . . . .35

example Unit Planner – Grade 10 . . . .38

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this map outlines how instructors may facilitate students’

development of the skills and attributes necessary to move successfully through both the MYP and dP Language A1 programs. the movement from MYP to dP builds gradu- ally on existing skill sets moving to a sophisticated level of analysis, polished oral and written communication, and a cultural awareness of the world beyond our own borders gained though exposure to world literature.

the Language A1 Guide clearly states that “literature is concerned with our conceptions, interpretations and ex- periences of the world.” With this in mind, an emphasis is placed on encouraging original thought and focusing on the student and the primary text. the focus of this course moves beyond merely understanding and responding to narrative; students are expected and encouraged to understand literature through various prisms leading to a global understanding of various cultures leading to an

“attitude of tolerance, empathy and a genuine respect for perspectives different from their own.”

As outlined in the Language A diploma Guide, the stu- dent successful in Language A1 will demonstrate the fol- lowing:

• independent literary criticism

• precise and coherent oral and written expression

• an ability to understand relationships between texts

• an appreciation of authors structure, technique and style

• an ability to structure a logical, sustained and persua- sive argument

• an understanding and appreciation of other cultures

the following map identifies the skill progression from the MYP to the dP.

Introduction: LANGUAGe A (english)

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9-12 skills Chart

this document is a progressive grade level skills map which organizes the skills necessary for the diploma Pro- gramme assessments by four main categories: Literature and Critical Analysis, reading and Understanding, Writing and Oral Language.

MYP Map (grades 9 and10)

this document takes the skills outlined for grades 9 and 10 in the previous map and places them in the framework of the MYP assessment criteria, providing assessment and scaffolding ideas.

Course outlines and Unit Plans (grades 9 and 10)

this document offers sample course outlines and unit plans for MYP courses in grades 9 and 10. these resources follow the MYP guidelines for unit planning.

We hope that teachers find this map useful for creating, executing and aligning curriculum, regardless of the con- tent of any individual course. It is not intended to be ex- haustive; rather it should provide possible routes to suc- cessful learning. Keeping the fluidity of the IB curriculum in mind, we offer the following notes to consider when working through the Language A1 program.

Time Management, analysis and oral/Written assessments

students must be able to read and respond critically to texts under various time constraints. In order to prepare students for IB assessments, instructors must introduce the concept of time management and organization as it relates to reading and understanding. Instructors of grades 9 and 10 may choose to allow students 45 minutes to an hour in considering text, while instructors at the 11/12

^th

grade level should vary time parameters, keeping in mind that when students prepare for the oral commen- tary, they will only have 20 minutes preparation time. A structured timed approach to preparation and organiza- tion of the response is critical. reponses to text should be both oral and written.

the ability to use oral and written language well is essen-

tial to the success of the IB student. time must be built

into the curriculum to allow oral and written responses to

literature. Instructors of students in grades 9 and 10 may

begin oral responses by allowing the students to present

in pairs or groups. As the student progresses into the 11th

and 12th grade, more individual oral work should be ex-

pected. It is also recommended that students work with

both unprepared text and prepared text. time allowances

should vary with less experienced students presenting in

a shorter period of time than the more experienced stu-

dents, who should progress into a refined and polished 15

minute presentation. special attention should be paid to

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nonverbal, as they may either enhance or seriously dis- tract from the argument of the presentation.

literature and Critical analysis

Instructors can facilitate learning by posting the following questions in the classroom as a continuous focal point:

1) What can literature teach us about human nature?

2) How can we promote international-mindedness through the study of literature?

3) How can we gain appreciation of literature through study of the writer’s craft?

4) How is what we learn applicable in our own lives psy- chologically, socially, and/or philosophically?

exposure to familiar and unfamiliar texts of various genres

and lengths is critical. Nonfiction literature (including

works such as histories, memoirs, letters) and media based

literature (such as advertisements and film) should be con-

sidered in analytical exercises.

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language a objectives: the bold and (italics) denote the differences between hl and (SL)

• An ability to engage in independent literary criti- cism in a (approach works in an independent) manner which reveals a personal response to literature.

• An ability to express ideas with clarity, coherence, con- ciseness, precision and fluency in both written and oral communication.

• A command of the language appropriate for the study of literature and a discriminating appreciation of the need for an effective choice of register and style in both written and oral communication.

• A sound approach to literature through consideration of the works studied

• A thorough knowledge both of the individual works studied and of the relationships between groups of works studied.

• An appreciation of the similarities and differences between literary works from different ages and/or cultures.

• An ability to engage in independent textual com- mentary on (comment on the language, content,

structure, meaning and significance of) both familiar and

unfamiliar pieces of writing.

• a wide-ranging appreciation (an awareness of the ef-

fects) of structure, technique and style as employed by

authors, and of their effects on the reader.

• An ability to structure ideas and arguments, both orally and in writing, in a logical, sustained and persuasive way, and to support them with precise and relevant examples.

diploma Programme skills Analysis

LANGUAGe A (english)

this document identifies the skills and concepts necessary for success on the final dP assessments.

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external assessment : Timed exams

Paper i:

Commentary (25%) Written commentary based on one of two unseen texts - poetry or another text to which the techniques of literary criticism can be applied.

sL only: guiding questions will be provided as optional prompts for each essay.

2 hours (hl)/

1.5 hours (sl)

skills timed writing Close reading Interpretation

define own focus for analysis of literary text Identify and utilize details to defend ideas Personal response

Analysis of literary features Organization and presentation

Conventions for formal written language

Concepts

Genre theme style structure Language Writing process Literary features

Paper ii: essay (25%) Written essay in response to one of several questions related to Part 3: Group of Works read for the course.

Candidates should refer to at least two works from Part 3

2 hours (hl)/

1.5 hours (sl)

skills timed writing

Respond to specific question Comparative analysis Interpretation of texts

Identify and utilize details to defend ideas Identify and use relevant examples Independent thought

Analysis of literary features Organization and presentation

Conventions for formal written language

Concepts

Genre theme style structure Language Writing process Knowledge of works Context

Literary features Organizational process synthesis

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external assessment: independent Work

World lit assignment 1 (10% HL or 20% sL) A 1000-1500 word comparative essay using at least two of the Part 1 works, prepared independently.

skills

· Comparative analysis

· Independent topic selection

· Personal response

· Critical analysis

· Cultural appreciation

· Organization and presentation

· Conventions for formal written language

· Citing sources

Concepts

synthesis

Literary techniques Knowledge of work Context

World lit assignment 2 (10%HL only)

One 1000-1500 assignment chosen from three options: a comparative study of one world literature work and one Language A1 work, an imaginative or creative assignment using on world literature work or one world literature work and one Language A1 work, or a detailed study of one world literature work.

skills

· Independent topic selection

· Articulation of undertaking

· Personal response

· Knowledge of work

· Context

· Critical analysis

· Organization and presentation

· Conventions for formal written language

· Citing sources

Concepts

Where applicable 2a

synthesis

Literary techniques Knowledge of work Context

2B

Creative writing Literary techniques Knowledge of work 2C

Context

Knowledge of work Genre

theme style structure Language Writing process Literary features

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internal assessment

individual oral Commentary (15%) Commentary on an excerpt, accompanied by guiding questions, selected and prepared by the teacher.

15 minutes

presentation with 20 minutes preparation

skills

· timed preparation

· extemporaneous speaking

· Connections to larger work

· Understanding of context

· Interpretation

· Analysis of literary features

· Use of evidence

· Oral language

· Presentation skills

· Persuasion

· Organization of ideas

· Use of formal language, register, and1style.

Concepts

Genre theme style structure Language

Knowledge of work Literary features Organizational process

individual oral Presentation (15%) Presentation of a topic, selected by the candidate based on Part 4 work(s), which may take a variety of forms including structured discussions, oral expose, or role play.

skills

· Independent preparation

· extemporaneous speaking

· Understanding of Context

· Interpretation

· Analysis of Literary features

· Use of evidence

· Oral language

· Presentation skills

· Persuasion

· Organization of ideas

· Use of appropriate language, register, style

Concepts

Genre theme style structure Language

Knowledge of works Literary features Organizational Process

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dP lanGUaGe a skills

literature and Critical analysis

• Genre and sub-genre

• Literary features and techniques

• Purpose, meaning, and bias

• Using context: period, place, author for literary analysis

• Interpretation

• Close reading

• Comparative analysis

• Responding to unfamiliar text

• Cultural appreciation

reading and Understanding

• Meaning and comprehension

• Vocabulary

• Personal response

• Annotation

Writing

• Conventions of formal written English:

grammar, structure

• Organization and presentation

• Writing process: pre-writing and planning, drafting, revising, editing

• Modes of writing

• Rhetorical devices

• Integrating evidence into writing

• Citing sources (i.e. MLA)

• Timed writing

oral language

• Register and style

• Coherence, precision and clarity

• Organization and structure

• Rhetorical devices and persuasion

• Dialog: monitoring and adjusting to interaction

9–12 skills Map

LANGUAGe A (english)

this document maps the skills and concepts necessary for success in the diploma Programme

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Grade 9 Grade 10 Grade 11–12

literature and Critical analysis

Genre and sub-genre Understand concept of genre; familiar with conventions of and able to identify three basic genres (poetry, drama, prose) and with some common sub-genres (ex:

epic, tragedy, comedy, novel, short story, biography, and essay).

Understand concept of sub-genres and how they function within genres;

familiar with conventions of additional sub-genres (satire, ode, lyric, epic, fable, sonnet, comedy of manners, etc…); Use knowledge of genre to draw conclusions about a text or group of texts.

Use knowledge of genre and sub-genre to form analysis of a text or group of texts.

Integrate analysis of genre with additional textual considerations (literary elements, context, and critical perspectives).

literary elements and techniques Understand the concept of literary elements and techniques. Understand the concepts of and be able to identify plot, character, setting, theme, figurative language, mood, tone, POV, and how they affect the meaning of a text.

Understand additional literary elements;

understand the concept of a variety of literary specific literary techniques related to subject material studied (ex: stream of consciousness, parody, foreshadowing, flashback, etc...) and use to draw conclusions about the text or group of texts.

Use knowledge of literary elements and techniques to form analysis of a text or group of texts. Integrate analysis of literary elements and techniques with additional textual considerations (genre, context, critical perspectives).

Purpose, meaning, and bias Understand and recognize various modes of discourse such as persuasive, argumentative, informative, and narrative.

Understand multiple points of view and

bias in various modes of discourse. evaluate and implement various modes of discourse.

Using context: period, place, and author

for literary analysis Accurately identify details that inform context such as plot, setting, dialogue, culture, time and place.

Begin to understand the connections between contextual details and the meaning of the text.

Understand and respond to the connections between context and meaning.

interpretation/Personal response reflect and discuss personal response to the text such as dialectical journaling, Socratic seminars, quick-writes, teacher and student led discussion.

refine initial personal response into a coherent and relevant argument (i.e. thesis statement and outline).

Independently develop and articulate an informed, relevant personal response.

Close reading focus on reading brief excerpts. students will be led through exercises showing how language leads to meaning (mood, character, tone, etc.).

Begin to work independently, within timed constraints, to identify meaning and the language used to develop meaning (mood, character, tone, etc.).

Independently work with brief excerpts, in both timed and untimed settings, identify meaning and the language used to develop meaning (mood, character, tone, etc.).

Comparative analysis Begin to identify similarities and

differences between texts (such as genre, theme, character, setting, etc.) by using organization tools (graphic organizers, venn diagram, character mapping, etc.).

Begin to synthesize similarities and differences in texts and develop and organized argument (thesis statement and outline).

recognize and articulate the

connectedness between texts and provide an informed personal response.

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Grade 9 Grade 10 Grade 11–12

responding to unfamiliar text engage with and informally respond to short (of no more than 30 lines), previously unseen texts (such as an excerpt, passage, or poem). responses may include dialectical journaling, Socratic seminars, quick-writes, teacher and student led discussion.

develop and organize response to previously unseen text of up to approximately 40 lines (i.e. thesis statement and outline).

engage and formally respond to a

previously unseen excerpt, passage, or text of up to approximately 40 lines.

Cultural appreciation deconstruct personal and national identity to develop an awareness and appreciation of student’s personal culture and identify culture in text.

employ critical awareness to similarities and differences between student’s culture and the culture in the text.

Appreciate the effect of cultural setting in text on the reader that is relevant to the assignment.

reading and Understanding

Meaning and comprehension develop an understanding of main

argument, topic or theme of text. develop an understanding of the main argument, topic or theme. Identify subtleties of the text.

Understand main argument, topic or theme as well as the subtleties of the text.

Vocabulary encounter and use a wide variety of

vocabulary through various writing styles and genres.

Continued exposure to and use of more complex vocabulary through various writing styles and genres.

Ability to comprehend a wide of variety of vocabulary, idiom, style, and register.

Personal response exposure to and personal engagement with various writing styles and genres in order to create a relationship between the student and the text.

Continued exposure to increasingly complex writing styles and genres.

Move towards a more relevant and valid relationship with the text.

Personally engage with and develop a relevant and valid relationship with the text.

annotation develop an understanding of how

annotation leads to meaning through guided practice.

Begin to move toward independent

annotation of key passages. Independently annotate text to facilitate understanding.

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Grade 9 Grade 10 Grade 11–12

Writing

Conventions of formal written english:

grammar, structure Begin to use a wide variety of vocabulary, idiom, style, and register through various writing styles. Assignments may include dialectical journaling, quick-writes, creative writing, editorials, etc.

Begin to use a wide variety of vocabulary, idiom, style, and register with an understanding of intention and audience.

Ability to use a wide of variety vocabulary, idiom, style, and register with an

understanding of intention and audience.

organization and presentation Apply organizational tools to facilitate writing (such as webbing, etc.). Begin to use and understand transitions between and within a paragraph.

Produce well-organized, clear, and coherent writing. Present and substantiate arguments using paragraphs and

transitions.

Produce independent, logically organized writing with intent in its presentation.

Writing process: pre-writing and

planning, drafting, revising, editing Understand and continue to implement (with guidance) the stages of the writing process and learn various strategies to create a piece of writing.

Independently develop writing through the stages of the writing process and learn various strategies to create a piece of writing.

Navigate the writing process

independently resulting in a completed piece of writing.

Modes of Writing Identify the purpose, the context, and relevance of the four main modes of discourse in various texts: expository, descriptive, Narrative, Persuasive.

determine, with assistance, which mode of discourse suits a specific purpose and context. respond with a relevant piece of writing.

respond independently to context and purpose in a relevant piece of writing, showing knowledge of the four modes of discourse.

integrating evidence and citing sources

(i.e. Mla, etc). Identify and use supporting evidence. Identify and use supporting evidence and

begin to integrate into writing. Integrate and document supporting references into writing.

rhetorical devices Identify rhetorical devices and their effect

on meaning in existing text. Identify and use rhetorical devices and understand their effect on meaning in existing text; begin to implement these devices into their own prose.

Use rhetorical devices to further meaning and build argument in prose.

Timed writing respond to text in essay form in an extended time period (i.e.: an hour or more).

Begin to work at responding to more complex text in a shorter time period (i.e.:

less than an hour).

respond to text under various time constraints (i.e.: from 15 minutes to an hour or more).

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Grade 9 Grade 10 Grade 11–12

oral language

register and style Begin to understand the purpose of register and style and its relationship to audience.

Use register and style appropriate to

intention and audience. discern the register and style appropriate to intention and audience.

Coherence, precision and clarity With guidance, use clear language appropriate to the occasion and begin to understand concise language.

Use clear and concise language

appropriate to the occasion. Use clear, varied, precise, and concise speech appropriate to the occasion.

organization and structure recognize the difference between relevant and irrelevant materials; organize with guidance.

Use tools to organize relevant materials to

create a developed presentation. deliver focused, coherent, and organized presentations.

rhetorical devices, persuasion Identify and use rhetorical devices to understand their effect on meaning in oral text (i.e.: speeches).

Identify and use rhetorical devices and their effect on meaning in oral text;

begin to implement these devices in oral presentations.

Use rhetorical devices to further meaning and build argument in oral presentations.

dialog Begin to understand and identify the skills

necessary to begin and maintain effective dialog (i.e.: listening, reflecting, crafting a response).

Begin to implement dialog skills into effectively (i.e.: graded discussions, socratic seminars)

Independently structure and work within dialog parameters to build and present their own position, as well as listen and understand the positions of others.

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In order to make connections between the demands of the dP Language A course and Language A instruction in the MYP, the following documents organize the skills identified in the previous table around the MYP Language A assessment criteria. these tables provide suggestions for assessment and scaffolding for these specific skills.

separate maps are offered for grades nine and ten. the documents do not provide an exhaustive list of the skills to be developed in an MYP language A course; details of the content and concepts as well as additional skills can be found in the MYP Language A Subject Guide

MYP Grade Level Maps

LANGUAGe A (english) 9 & 10

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Criterion a: Content: student’s ability to demonstrate: an awareness of the function of language a through critical and creative writing; an understanding of the works studies; an effective response to literature.

Concepts skills

Genre and sub-genre: use sophisticated

knowledge of a variety of genres and sub-genres. Understand concept of genre; familiar with conventions of and able to identify 3 basic genres (Poetry, drama, Prose) and with some common sub-genres (epic, tragedy, comedy, novel, short story, biography, essay).

literary elements and techniques: sophisticated understanding of a wide range of literary elements and techniques.

Understand the concept of literary elements and techniques. Understand the concepts of and be able to identify plot, character, setting, theme, figurative language, mood, tone, POV, and how they affect the meaning of a text.

Purpose, meaning, and bias: evaluate and

implement various modes of discourse. Understand and recognize various modes of discourse such as persuasive, argumentative, informative, and narrative.

Using context: period, place, author for literary analysis: understand and respond to the connections between context and meaning.

Accurately identify details that inform context such as plot, setting, dialogue, culture, time and place.

interpretation/Personal response:

independently develop and articulate an informed, relevant personal response.

Reflect and discuss personal response to the text such as dialectical journaling, Socratic seminars, quick-writes, teacher and student led discussion.

Close reading: independently identify various effects of literary features and structural techniques in the text and upon the reader.

focus on reading brief excerpts. students will be led through exercises showing how language leads to meaning (mood, character, tone, etc.)

Comparative analysis: recognize and articulate the connectedness between texts and provide an informed personal response.

Begin to identify similarities and differences between texts (such as genre, theme, character, setting, etc.) by using organization tools (graphic organizers, venn diagram, character mapping, etc.).

responding to unfamiliar text: engage and formally respond to a previously unseen excerpt, passage, or text of up to approximately 30 lines.

engage with and informally respond to short (of no more than 30 lines), previously unseen texts (such as an excerpt, passage, or poem). responses may include dialectical journaling, Socratic seminars, quick-writes, teacher and student led discussion.

Cultural appreciation: appreciate the effect of cultural setting in text on the reader that is relevant to the assignment.

deconstruct personal and national identify to develop an awareness and appreciation of student’s personal culture and identify culture in text.

Meaning and comprehension: understand main argument, topic or theme as well as the subtleties of the text.

develop an understanding of main argument, topic or theme of text.

Genre and sub-genre: sophisticated knowledge of variety of genres and sub-genres. Understand concept of genre; familiar with conventions of and able to identify 3 basic genres (Poetry, drama, Prose) and with some common sub-genres (epic, tragedy, comedy, novel, short story, biography, essay).

Creative writing using conventions of genre/sub- genre

Comparative essays

Literary analysis presentations

rewrite texts using different genres (ex: romeo and Juliet as a comedy, etc...)

style imitation

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Criterion a : Concepts and skills (continued from previous page)

Vocabulary: comprehend a wide variety of

vocabulary, idiom, style, and register. encounter and use a wide variety of vocabulary through various writing styles and genres.

Personal response: personally engage with and develop a relevant and valid relationship with the text.

exposure to and personal engagement with various writing styles and genres in order to create a relationship between the student and the text.

annotation: mark text to note important information, connections, personal insight and ideas.

develop an understanding of how annotation leads to meaning through guided practice.

assessment Tasks (formative and summative)

Creative writing using conventions of genre/sub-genre Comparative essays

rewrite texts using different genres (ex: romeo and Juliet as a comedy, etc...) style imitation

Creative writing Literary analysis essays

student-lead classroom discussion Comparative essays

additional support/scaffolding

teachers can use media based texts (film, print ads, etc…) to help students develop critical analysis skills unlimited by independent reading level.

Use a wide variety of texts at, above, and below students’ independent reading levels.

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Criterion B: organization: student’s ability to: express ideas with clarity and coherence; structure arguments in a sustained and logical fashion and support these arguments with relevant evidence.

organization and presentation: writing is independent, logically organized, and has intent in its presentation.

Apply organizational tools to facilitate writing (such as webbing, etc.). Begin to use and understand transitions between and within a paragraph.

Writing process: pre-writing and planning, drafting, revising, editing: ability to navigate the writing process independently resulting in a completed piece of writing.

Understand and begin to implement (with guidance) the stages of the writing process and learn various strategies to create a piece of writing.

integrating evidence and citing sources (i.e.

Mla, etc): supporting references are integrated into response and are documented.

Identify supporting evidence.

organization and structure: focused, coherent,

and organized presentation. recognize the difference between relevant and irrelevant materials. Organize with guidance.

Timed writing respond to text in essay form in an extended time period (i.e. and hour or more).

Build an essay project. Work from idea to thesis, to outline, to paragraph, to transitions, to revision and edit culminating in a

“publishable” product. students may build the first essay as a class, group or pair, modeling and sharing with one another the process and end result.

Give students a narrative that is out of order; ask them to put the story in the proper sequence. This may be done with original work as well by asking other students to determine correct narrative sequence of another student’s work. Have both parties provide justification for the decision.

additional support/scaffolding Allow students to plan for independent timed writing activities in pairs or groups.

explicit teaching of planning tools for writing, like graphic organizers, diagramming, revision, concept maps, etc.

Include all outlines, drafts, revision, and peer review in final grade for writing and oral presentations.

Writing workshops

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Criterion C: style and language: students ability to; use language for a variety of purposes, including description, analysis, persuasion; appropriate register and language should be chosen, according to intention and audience.

Conventions of formal written english, grammar, and structure: use a wide of variety of vocabulary, idiom, style, and register with an understanding of intention and audience.

Begin to use a wide variety of vocabulary, idiom, style, and register through various writing styles. Assignments may include dialectical journaling, quick- writes, creative writing, editorials, etc.

Modes of Writing: accurately determine the purpose and audience for writing and effectively use the appropriate mode of discourse.

Identify the purpose, the context, and relevance of the four main modes of discourse in various texts: expository, descriptive, Narrative, Persuasive.

register and style: discern the register and

style appropriate to intention and audience. Begin to understand the purpose of register and style and its relationship to audience.

Coherence, precision and clarity: use clear, varied, precise, and concise speech appropriate to the occasion.

With guidance, use clear language appropriate to the occasion and begin to understand concise language.

rhetorical devices: implement rhetorical

devices with an understanding of purpose. Identify and use rhetorical devices and understand their effect on meaning in oral text (i.e.: speeches).

dialog Begin to understand and identify the skills necessary to begin and maintain effective dialog (i.e. listening, reflecting, crafting a response).

assessment Tasks (formative and summative) Require students to write in a variety of modes and for a wide variety of audiences.

formal presentations and informal discussions debates

role plays Poetry

Creative Writing editorials

Classroom Bill of rights and/or Constitution

Ask students to write the same content for different audiences (ex: description of their school for parents and for middle school students).

Using the internet or library, choose a headline and examine how coverage changes around the state/country/world. determine which media provides the most effective coverage and discuss why this is so.

Find a speech that was delivered and was ineffective. Rewrite the speech to make it effective. Provide justification for the changes.

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Criterion a: Content: student’s ability to demonstrate: an awareness of the function of language a through critical and creative writing; an understanding of the works studies; an effective response to literature.

Genre and sub-genre: sophisticated knowledge

of variety of genres and sub-genres. Understand concept of sub-genres (epic, tragedy, comedy, novel, short story, biography, essay) and how they function within genres (poetry, drama, prose);

familiar with conventions of additional sub-genres (satire, ode, lyric, epic, fable, sonnet, comedy of manners, etc…); use knowledge of genre to draw conclusions about a text or group of texts.

literary elements and techniques: sophisticated understanding of wide range of literary elements and techniques.

Understand additional literary elements; understand the concept of a variety of literary techniques related to subject material studied (ex: stream of consciousness, parody, foreshadowing, flashback, etc...) and use to draw conclusions about the text or group of texts.

Purpose, meaning, and bias: evaluate and

implement various modes of discourse. Understand multiple points of view and bias in various modes of discourse.

Using context: period, place, author for literary analysis: understand and respond to the connections between context and meaning.

Begin to understand the connections between contextual details and the meaning of the text.

interpretation/Personal response:

independently develop and articulate an informed, relevant personal response.

refine initial personal response into a coherent and relevant argument (i.e.

thesis statement and outline).

Close reading: independently identify various effects of literary features and structural techniques in the text and upon the reader.

Begin to work independently, within timed constraints, to identify meaning and the language used to develop meaning (mood, character, tone, etc.)

Comparative analysis: recognize and articulate the connectedness between texts and provide an informed personal response.

Begin to synthesize similarities and differences in texts and develop an organized argument (thesis statement and outline).

responding to unfamiliar text: engage and formally respond to a previously unseen excerpt, passage, or text of up to approximately 30 lines.

develop and organize response to previously unseen text of up to approximately 40 lines (i.e. thesis statement and outline).

Cultural appreciation: appreciate the effect of cultural setting in text on the reader that is relevant to the assignment.

employ critical awareness to similarities and differences between student’s culture and the culture in the text.

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Criterion a: Content (continued from previous page)

Meaning and comprehension: understand main argument, topic or theme as well as the subtleties of the text.

develop an understanding of the main argument, topic or theme. Identify subtleties of the text.

Vocabulary: comprehend a wide variety of

vocabulary, idiom, style, and register. Continued exposure to and use of more complex vocabulary through various writing styles and genres.

Personal response: personally engage with and develop a relevant and valid relationship with the text.

Continued exposure to increasingly complex writing styles and genres. Move towards a more relevant and valid relationship with the text.

annotation: mark text to note important information, connections, personal insight and ideas.

Begin to move toward independent annotation of key passages.

Creative writing using conventions of genre/sub-genre Comparative essays

rewrite texts using different genres (ex: romeo and Juliet as a comedy, etc.) style imitation

Literary analysis essays Leading classroom discussion reader response Journals

examine film versions of literary text and analyze the way literary features (purpose, theme, motifs, etc) are and are not conveyed.

Ask pairs of students to read a teacher selected passage from a familiar work. each pair should identify two interesting literary elements from a provided list and lead a discussion on the passage and the whole text.

Ask students to review and compare various literary works and compile a book of literary criticism authored by the students.

Celebrate works from various cultures by having a read-around in a “creative environment” such as an in-class coffee house. Have students create or bring to class objects (or food) that represent a scene from a work that is meaningful to them.

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Criterion B: organization: student’s ability to: express ideas with clarity and coherence; structure arguments in a sustained and logical fashion and support these arguments with relevant evidence.

organization and presentation: writing oral presentations are independent, logically organized, and has intent in its presentation.

develop well organized, clear, and coherent writing. Present and substantiate arguments using paragraphs and transitions.

Writing process: pre-writing and planning, drafting, revising, editing: ability to navigate the writing process independently resulting in a completed piece of writing.

Independently develop writing through the stages of the writing process and learn various strategies to create a piece of writing.

integrating evidence and citing sources (i.e.

Mla, etc): supporting references are integrated into response and are documented.

Identification and use of supporting evidence and begin to integrate into writing.

essays and presentations evaluated on evidence of the writing process, including outlines, drafts and revision, peer responses.

students organize a trial and serve as “lawyers” for their argument, calling witnesses and exhibits from the text to testify to the class.

Build students’ skill in working under time constraints: provide students a full class period to plan for writing, decreasing planning time over the course of the year.

Explicit teaching of strategies for quick planning of an essay in timed conditions.

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Criterion C: style and language: students ability to; use language for a variety of purposes, including description, analysis, persuasion; appropriate register and language should be chosen, according to intention and audience.

Conventions of formal written english, grammar, and structure: use a wide of variety of vocabulary, idiom, style, and register with an understanding of intention and audience.

Begin to use a wide variety of vocabulary, idiom, style, and register with an understanding of intention and audience.

Modes of Writing: accurately determine the purpose and audience for writing and effectively use the appropriate mode of discourse (expository, descriptive, Narrative, Persuasive).

determine, with assistance, which mode of discourse suits a specific purpose and context. respond with a relevant piece of writing.

register and style: discern the register and

style appropriate to intention and audience. Use register and style appropriate to intention and audience.

Coherence, precision and clarity: use of clear, varied, precise, and concise speech appropriate to the occasion.

Use clear and concise language appropriate to the occasion.

rhetorical devices: implement rhetorical

devices with an understanding of purpose. Use tools to organize relevant materials to create a developed presentation.

assessment Tasks (formative and summative) Require students to write in a variety of modes and for a wide variety of audiences.

formal presentations and informal discussions debates

role plays Poetry

Creative Writing

Compare and contrast register, style, and structure in a variety of newspapers and news-broadcasts targeting different audiences.

read and listen to a variety of famous speeches and discuss purpose and audience based on register and style.

Ask students to write three letters explaining a car accident. One to their parents, one to the insurance company and one to their best friend. discuss the power of appropriate register.

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CoUrse oUTline – saMPle For Year 4

This set of sample units is for Year 4 and designed so that the unit questions progress and connect, creating a vision for an entire school year.

At the end of the courses (Levels 4 and 5) students should be able to:

• Understand and comment on the language, content, structure, meaning and significance of writings

• Narrate, describe, analyze, explain, argue, persuade, inform, entertain and express feelings about writings

• Demonstrate a critical awareness of a range of written and visual texts

• Demonstrate the ability to approach works independently

• Express ideas with clarity and coherence and structure ideas and arguments in a sustained and logical way, and support them with relevant examples

• Use correct grammar with appropriate and varied sentence structure showing awareness of the need for an effective choice of register suited to the audience

Note: These objectives are modified (combined and made more concise) from the Language A Guide

Course Outlines

example MYP Unit Planner

LANGUAGe A: (english) Grade 9

this sample course outline, along with the unit plan, connects the analysis of skills with classroom practice in the MYP.

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Unit 1: heroes

areas of interaction significant Concept(s) Health and social

education students gain an

understanding of how their actions impact themselves— they learn

how to make personal, positive change.

Unit Questions

What does it take to be a hero?

Content skills assessment instructional strategies

Understanding of Joseph Campbell’s Quest of the Hero

Note taking essay organization

reflective essay on how each

student is a hero direct Instruction Group work

interdisciplinary Connections History

Art

Materials/resources Hero with a Thousand Faces by Joseph Campbell

Unit 2: e ThiCs

education students identify personal beliefs and learn how to

shape their own ideas.

Unit Questions How far would you go to

defend a belief?

ethical behavior Oral storytelling Things Fall Apart

Venn Diagrams Speech techniques

speech defending a belief direct Instruction scaffolding Paired work

Materials/resources Things Fall Apart by Chinua Achebe Various speeches—

Kennedy, King Jr., Mandela

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Unit 3: ChanGinG The World

areas of interaction significant Concept(s)

Community students learn about

their obligations to their neighborhood and

communities.

Unit Questions How do you make the world

a better place?

societal obligation The House on Mango St.

Group work roles PowerPoint t-chart notes

PowerPoint explaining how they would implement an improvement to the school

Group work direct Instruction Learning Lab

Materials/resources The House on Mango St.

by sandra Cisneros excerpts from Walden

Unit 4: danGer – danGer!

Human Ingenuity students gain an

understanding of how even good intentions can

“go awry” if not acted upon.

Unit Questions What are the consequences

of “improvement”?

Government and policy

Brave New World

“Harrison Bergeron”

textual analysis essay organization and writing

essay comparing the novel or story

to contemporary society direct Instruction Paired work

science

Materials/resources Brave New World by Aldous Huxley, “Harrison Bergeron”, various genetics articles

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aft M a terials aft M a terials stage 1: integrate significant concept, area of interaction and unit question, and ensure it can

be assessed

Health and social education This AoI helps students understand what it

means to be principled and fosters social development

An understanding of the meaning and value of honesty and integrity

MYP UniT QUesTion

What does a person of integrity look like?

siGniFiCanT ConCePT(s)

What are the big ideas? What do I want my students to retain for years into the future?

area oF inTeraCTion FoCUs

Which AoI will be your focus?

Why have you chosen this?

the MYP Unit Planner is a resource for teachers planning MYP instruction. the following MYP unit of work for grade 9 was developed to reflect the skills and concepts outlined previously in this document. Along with the preceding course outline, this unit of work provides an example of the kind of instruction that can prepare students for success in the diploma Programme

Unit Title A Person of Worth

Subject and Grade Level Language A Grade 9

Time frame and Duration 3 weeks (traditional schedule: five periods of 47 minutes each)

MYP Grade Level Maps

LANGUAGe A (english) Grade 9

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Unit Planner Prompt Teacher Response

What task(s) will allow students the opportunity to respond to the unit question?

What will constitute acceptable evidence of understanding?

How will students show what they have understood?

essay that examines a personal definition of integrity using specific examples of themselves and someone they admire.

Which specific MYP objec- tives will be addressed during this unit?

• communicate information, ideas, and opinions.

• express an informed personal response to literary and non-literary texts and demonstrate the ability to approach works independently.

• structure ideas and arguments, both orally and in writing, in a sustained and logical way, and support them with relevant examples.

Which MYP assessment criteria will be used?

• IB Assessment Criteria A

the students will give a developed personal definition of integrity and detailed examples for each principle listed.

• IB Assessment Criteria B

the students will organize ideas and express them with clarity and coherence.

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ConTenT

What knowledge and/or skills (from my course overview) are going to be used to enable the student to respond to the unit question?

What (if any) state, provincial, district, or local standards/skills are to be addressed?

Personal history and ethical events, able to draw on own experiences.

essay writing process.

Knowledge of learner profile, principled, how to present a seminar (how to present personal opinion in fishbowl style), passage marking, use of graphics with purposeful examples.

APProAcHeS To LeArninG How will this unit contribute to the overall development of subject-specific and general AtL skills?

• Use of activities that require different intelligences (kinesthetic, verbal, visual, interpersonal).

• Research skills.

• Reading and note taking skills.

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Unit Planner Prompt Unit Planner Prompt

Learning experiences

How will students know what is expected of them?

Will they see examples, rubrics, templates, etc.?

How will students acquire the knowledge and practise the skills required? How will they practise applying these?

Do the students have enough prior knowledge?

Teaching Strategies

How will we use formative assessment to give students feedback during the unit?

What different teaching methodologies will we employ?

How are we differentiating teaching and learning for all? Have we considered those learning in a language other than their mother tongue? Have we considered those with special educational needs?

Teacher Response Teacher Response

activity 1: iB learner Profile.

Review of the IB Learner Profile: Principled

In an activity, have students personalize the definition for Principled. Have them come up with personal examples and examples from the real world — celebrities, athletes, etc.

• Listen to BBC speech: “News and Current Affairs — the Yardstick for Integrity.”

• Fishbowl activity on connecting the BBC speech to the students’ responses about the IB Learner Profile term.

Homework:

• Find a news article or TV news report that has an example of principled behavior.

• Personally respond how this behavior connects to the IB Learner Profile.

(continued on next page)

• Diagnostic tools will be informal assessment during classroom discussions and teacher interview to determine understanding of information in stories and research.

• Oral or written question and response on written texts, classroom discussions, internet research.

• Teacher monitoring of group discussions: review of reading questions and applying concepts of integrity on real people from research and characters from books/stories.

• Teacher facilitated one on one interview with

students based on internet research.

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Learning experiences

(continued from previous page)

activity 2: how to Behave and Why

• Review and have discussions on homework – first in small groups (3-4) and then as a class.

• Teacher and class read aloud of How to Behave and

Why.

• In small groups (3-4) students come up with mock scenarios that illustrate How to Behave and Why

• Have student groups present their ideas for their scenarios. these do not have to be presented, as this is NOt the summative assessment.

Homework:

see if students can find their own or someone else’s scenario in a news article, TV show, or even a news segment.

activity 3: “integrity” by adrienne rich

& movie clip from spiderman 2

• Read poem as a class and have the students mark words/phrases that remind them of what it means to be principled.

• Show two clips from Spiderman 2 (such as the subway scene with doctor Octopus or the speech about responsibility).

• Students will watch the scene and make a list of examples that illustrate what it means to be principled.

activity 4: My Principles Poster Task

• Students will create a personal definition of what it means to have integrity and be principled.

• Students will create a list and t-chart with themselves on the left and the person they admire on the right.

• Students will illustrate 5 detailed examples of what it means to be principled on the poster paper for themselves and the person chosen.

• Each example will have an explanation of why that example means to be principled.

• Students will come up with a title for the poster

• Students will develop a statement that connects themselves to the person chosen.

activity : My Principles essay

• The essay will be between 750-1000 words.

• Students will use their poster as a rough draft to create an outline for the essay.

• Students will use their personal definition of what it means to have integrity and be principled.

• Students will use their thesis from the poster and develop and outline for the essay based on the examples from the poster.

• Each example will have an explanation of why that example means to be principled.

• Criteria A and Criteria B will be used to assess the essay.

Time: 3 class periods of 45 minutes each.

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stage 2: Backward planning: from the assessment to the learning activities through inquiry

reSoUrceS

What resources are available to us?

How will our classroom environment, local environment and/or the

community be used to facilitate students’

experiences during the unit?

• Poem “Integrity” from Adrienne Rich

• “News and Current Affairs — The Yardstick for Integrity”

• IB Learner Profile

• “Guiding Students from Cheating and Plagiarism to Honesty and Integrity”

• Humanityquest.com— Teacher resource

• How to Behave and Why

• Clip from Spiderman 2

• Resources such as construction paper, crayons, markers, etc. for poster

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In keeping an ongoing record, consider the following questions. There are further stimulus questions in the unit planning section

of MYP: from principles into practice.

sTUdenTs and TeaChers

What did we find compelling? Was our disciplinary knowledge/

skills challenged in any way?

What inquiries arose during the learning? What, if any, extension activities arose?

How did we reflect—both on the unit and on our own learning?

Were there any attributes of the learner profile that were encouraged through this unit? Were there any opportunities for action?

PossiBle ConneCTions

How successful was the collaboration with other teachers within my subject group and from other subject groups?

What interdisciplinary understandings were or could be forged through collaboration with other subjects?

ASSeSSMenT

Were students able to demonstrate their learning?

Did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? Did i make sure students were invited to achieve at all levels of the criteria descriptors?

Are we prepared for the next stage?

DATA coLLecTion

How did i decide on the data to collect? Was it useful?

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leVel 5 CoUrse oUTline

Course description:

This set of sample units is for Year 5 and designed so that the unit questions progress and connect, creating a vision for an entire school year.

at the end of the courses (levels 4 and 5) students should be able to:

• Understand and comment on the language, content, structure, meaning and significance of writings

• Narrate, describe, analyze, explain, argue, persuade, inform, entertain and express feelings about writings

• Demonstrate a critical awareness of a range of written and visual texts

• Demonstrate the ability to approach works independently

• Express ideas with clarity and coherence and structure ideas and arguments in a sustained and logical way, and sup- port them with relevant examples

• Use correct grammar with appropriate and varied sentence structure showing awareness of the need for an effective choice of register suited to the audience

Note: these objectives are modified (combined and made more concise) from the language A guide

CourseOutlines

example MYP Unit Planner

LANGUAGe A: (english) Grade 10

this sample course outline, along with the unit plan, connects the analysis of skills with classroom

practice in the MYP.

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UniT 1: BeCoMinG Me

education students learn to plan

and create a future for themselves.

Unit Questions What kind of person do I want

to become?

Understanding yourself AI by spielberg

and the story of

“Pinocchio”

Current articles and inspirational stories

Note taking on a film essay/letter organization

formal letter to

yourself in the future direct Instruction Group work

interdisciplinary Connections Physical education

Materials/resources AI by spielberg and the story of

“Pinocchio”

Current news articles and inspirational stories

UniT 2: ChanGinG MY neiGhBorhood

Community students gain an

understanding of their interdependency with

their community.

Unit Questions What responsibilities do I have for my fellow local community?

ethical behavior responsibility

Library and internet research skills Note taking technology skills

PowerPoint that advocates for a local community change

direct Instruction scaffolding Paired work

interdisciplinary Connections History

Materials/resources Current local events

Samurai’s Garden

Backward Mapping the. IB Curriculum

IB Curriculum IB Curriculum the the

Grades 9–12

Language A Language A

enGlish

drAft MAterIALs

continue the process of mapping skills back to level one of the MYP .

Theresa Biggs

Plano east senior High school, Plano, tX

Guy roberts

Mira Loma High school, sacramento, CA

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tHe IB CUrrICULUM:

Language A (english) 9-12

Co n T e n Ts

Introduction . . . 3

diploma Programme skills Analysis . . . 6

9–12 skills Map . . . .10

MYP Grade Level Maps: Grade 9 . . . .15

Grade 10 . . . .20

MYP Course Outlines / example Unit Planners: Course Outline – Grade 9 . . . .24

example Unit Planner – Grade 9 . . . .27

Course Outline – Grade10 . . . .35

example Unit Planner – Grade 10 . . . .38

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this map outlines how instructors may facilitate students’

“attitude of tolerance, empathy and a genuine respect for perspectives different from their own.”

As outlined in the Language A diploma Guide, the stu- dent successful in Language A1 will demonstrate the fol- lowing:

• independent literary criticism

• precise and coherent oral and written expression

• an ability to understand relationships between texts

• an appreciation of authors structure, technique and style

• an ability to structure a logical, sustained and persua- sive argument

• an understanding and appreciation of other cultures

the following map identifies the skill progression from the MYP to the dP.

Introduction: LANGUAGe A (english)

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9-12 skills Chart

this document is a progressive grade level skills map which organizes the skills necessary for the diploma Pro- gramme assessments by four main categories: Literature and Critical Analysis, reading and Understanding, Writing and Oral Language.

MYP Map (grades 9 and10)

this document takes the skills outlined for grades 9 and 10 in the previous map and places them in the framework of the MYP assessment criteria, providing assessment and scaffolding ideas.

Course outlines and Unit Plans (grades 9 and 10)

this document offers sample course outlines and unit plans for MYP courses in grades 9 and 10. these resources follow the MYP guidelines for unit planning.

Time Management, analysis and oral/Written assessments

the ability to use oral and written language well is essen-

tial to the success of the IB student. time must be built

into the curriculum to allow oral and written responses to

literature. Instructors of students in grades 9 and 10 may

begin oral responses by allowing the students to present

in pairs or groups. As the student progresses into the 11th

and 12th grade, more individual oral work should be ex-

pected. It is also recommended that students work with

both unprepared text and prepared text. time allowances

should vary with less experienced students presenting in

a shorter period of time than the more experienced stu-

dents, who should progress into a refined and polished 15

minute presentation. special attention should be paid to

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nonverbal, as they may either enhance or seriously dis- tract from the argument of the presentation.

literature and Critical analysis

Instructors can facilitate learning by posting the following questions in the classroom as a continuous focal point:

1) What can literature teach us about human nature?

2) How can we promote international-mindedness through the study of literature?

3) How can we gain appreciation of literature through study of the writer’s craft?

4) How is what we learn applicable in our own lives psy- chologically, socially, and/or philosophically?

exposure to familiar and unfamiliar texts of various genres

and lengths is critical. Nonfiction literature (including

works such as histories, memoirs, letters) and media based

literature (such as advertisements and film) should be con-

sidered in analytical exercises.

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language a objectives: the bold and (italics) denote the differences between hl and (SL)

• An ability to engage in independent literary criti- cism in a (approach works in an independent) manner which reveals a personal response to literature.

• An ability to express ideas with clarity, coherence, con- ciseness, precision and fluency in both written and oral communication.

• A command of the language appropriate for the study of literature and a discriminating appreciation of the need for an effective choice of register and style in both written and oral communication.

• A sound approach to literature through consideration of the works studied

• A thorough knowledge both of the individual works studied and of the relationships between groups of works studied.

• An appreciation of the similarities and differences between literary works from different ages and/or cultures.

• An ability to engage in independent textual com- mentary on (comment on the language, content,

unfamiliar pieces of writing.

IB Curriculum IB Curriculum the ^the