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Middle Years Program

Language and Literature


International Baccalaureate
Course Aims
The aims of the teaching and study of Language and Literature A are to encourage and enable the student to:

use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and social interaction
develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts
develop critical, creative and personal approaches to studying and analyzing literary and nonliterary texts
engage with text from different historical periods and a variety of cultures
explore and analyze aspects of personal, host and other cultures through literary and non-literary texts
explore language through a variety of media and modes
develop a lifelong interest in reading
apply linguistic and literary concepts and skills in a variety of authentic contexts.

Objectives and Assessment


The objectives of Language and Literature A deal with skills, knowledge, understanding and attitudes associated with
both language and literature. In particular, the language skills of speaking, listening, reading, writing and viewing are all
included in the following objectives.

MYP Essentials

(source: IBMYP subject guidebook Language A and Language A teacher support materials and interim objectives)

A: Analyzing
This objective refers to the students ability to demonstrate:

Criterion A
Criterion B
Criterion C
Criterion D

identify and comment upon significant aspects of texts

identify and comment upon the creators choices

justify opinions and ideas, using examples, explanations and terminology

identify similarities and differences in features within and between texts.

Analyzing
Organization
Producing text
Using Language

Max. 8 pts
Max. 8 pts
Max. 8 pts.
Max. 8 pts

B: Organization
This criterion covers the students ability to:

employ organizational structures that serve the context and intention

organize opinions and ideas in a logical manner

use referencing and formatting tools to create a presentation style suitable to the context and intention.

C: Producing Text
This criterion refers to the students ability to use language for a variety of purposes:

produce texts that demonstrate thought and imagination while exploring new perspectives and ideas arising from
personal engagement with the creative process

make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an
audience

select relevant details and examples to support ideas.

D: Using Language
This criterion covers the students ability to:

use appropriate and varied vocabulary, sentence structures and forms of expression

write and speak in an appropriate register and style

use correct grammar, syntax and punctuation

spell (alphabetic languages), write (character languages) and pronounce with accuracy

use appropriate non-verbal communication techniques.

UNITS
Unit 1: Learning How To Learn

Time Allotment: 6 weeks

Statement of Inquiry: We create our identity by expressing our thoughts and ideas through reading
and writing.
Global Context: Identities and Relationships
Key Concept: Communication
Related Concepts: Self Expression
Unit Question: What does an IB learner like and what skills should they strive to achieve?
Summative Assessment: Outline a plan of good study habits and write a letter to self
Criterion & Objectives Assessed in this unit: C. Producing Text: *Producing texts that demonstrates
thought an imagination while exploring new perspectives and ideas arising from personal engagement
with the creative process.

Learning How To Learn


Summative Assessment Rubric
Criterion C: Producing Text
Achievement Level
0

Level Descriptors
The student does not reach a standard described by any of the descriptors below.

1-2

Produces texts that demonstrate limited personal engagement with the writing process;
demonstrates limited thought or imagination when explaining their strategies and goals
and minimal exploration of new ways to be successful.

3-4

Produces texts that demonstrate adequate of personal engagement with the writing
process; demonstrates some of thought or imagination when explaining their strategies
and goals and some exploration of new ways to be successful.

5-6

Produces texts that demonstrate considerable of personal engagement with the writing
process; demonstrates considerable of thought or imagination when explaining their
strategies and goals and substantial exploration of new ways to be successful.

7-8

Produces texts that demonstrate a high degree of personal engagement with the writing
process; demonstrates a high degree of thought or imagination when explaining their
strategies and goals and perceptive exploration of new ways to be successful.

Unit 2: Bold Actions, Facing Challenges

Time Allotment: 5 weeks

Statement of Inquiry: The perspective of authors and their purpose can influence how others react.
Global Context: Globalization and Sustainability
Key Concept: Perspective
Related Concepts: Purpose
Unit Question: How can an authors perspective influence your thinking?
Summative Assessment: Write an argumentative essay that addressed the question, Can parents go
too far in supporting their childrens dreams?
Criterion & Objectives Assessed in this unit: A. Analyzing: *Identify and comment upon significant
aspects of texts *Identify and comment on the creators choices B. Organizing: *Employ
organizational skills that employ context and intention *Organize opinions and ideas in a logical manner
C: Producing Text: *Produce texts that demonstrate thought and imagination while exploring new
perspectives and ideas arising from personal engagement with the creative process *Make stylistic
choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an
audience *Select relevant details and examples to support ideas

Interdisciplinary Connections: Individuals and Society

Bold Actions Facing Challenges Argumentative Essay


Summative Assessment

Criterion B: Organizing

Achievement Level

Level Descriptors

The student does not reach a standard described by any of the descriptors below.
The student:

1-2

Makes minimal use of organizational structures that serve the context and
intention.
Organized opinions and ideas with a minimal degree of logic.
Makes minimal use of referencing and formatting tools to create a presentation
style suitable to the context and intention.
The student:

3-4

Makes adequate use of organizational structures that serve the context and
intention.
Organized opinions and ideas with some degree of logic.
Makes adequate use of referencing and formatting tools to create a presentation
style suitable to the context and intention.
The student:

5-6

Makes competent use of organizational structures that serve the context and
intention.
Organized opinions and ideas in a logical manner with ideas building on each
other.
Makes competent use of referencing and formatting tools to create a presentation
style suitable to the context and intention.
The student:

7-8

Makes sophisticated use of organizational structures that serve the context and
intention effectively.
Effectively organized opinions and ideas in a logical manner with ideas building on
each other in a sophisticated way.
Makes excellent use of referencing and formatting tools to create an effective
presentation style.

Criterion C: Producing Text

Achievement
Level

Level Descriptors

The student does not reach a standard described by any of the descriptors below.
The student:

1-2

Produces texts that demonstrate limited personal engagement with the creative
process; demonstrates limited thought and minimal exploration of ideas.
Makes minimal stylistic choices in terms or linguistic, literary and visual devices,
demonstrating limited awareness of impact on an audience.
Selects few relevant details and examples to support ideas.

The student:

3-4

Produces texts that demonstrate adequate personal engagement with the creative
process; demonstrates some thought and some exploration of ideas.
Makes some stylistic choices in terms or linguistic, literary and visual devices,
demonstrating some awareness of impact on an audience.
Selects some relevant details and examples to support ideas.

The student:

5-6

Produces texts that demonstrate considerable personal engagement with the


creative process; demonstrates considerable thought and substantial perceptive
exploration of ideas.
Makes some stylistic choices in terms or linguistic, literary and visual devices,
demonstrating some awareness of impact on an audience.
Selects sufficient relevant details and examples to support ideas.
The student:

7-8

Produces texts that demonstrate a high degree of personal engagement with the
creative process; demonstrates a high degree of thought and perceptive
exploration of ideas.
Makes perceptive stylistic choices in terms or linguistic, literary and visual devices,
demonstrating clear awareness of impact on an audience.
Selects extensive relevant details and examples to support ideas.

Bold Actions Facing Challenges Analyzing Finding Your Everest


Formative Assessment

Criterion A: Analyzing
Achievement
Level

Level Descriptors
The student does not reach a standard described by any of the descriptors below.

The student:
1-2

Provides minimal identification and comment upon character analysis, setting


analysis, tone explanation, evaluation of text, plot points, and theme analysis.
Provides minimal identification and comment upon the creators choices.
The student:

3-4

Provides adequate identification and comment upon character analysis, setting


analysis, tone explanation, evaluation of text, plot points, and theme analysis.
Provides adequate identification and comment upon the creators choices.

The student:
5-6

7-8

Provides substantial identification and comment upon character analysis, setting


analysis, tone explanation, evaluation of text, plot points, and theme analysis.
Provides substantial identification and comment upon the creators choices.
The student:

Provides perceptive identification and comment upon character analysis, setting


analysis, tone explanation, evaluation of text, plot points, and theme analysis.
Provides perceptive identification and comment upon the creators choices.

Unit 3: Becoming a Community of Readers

Time Allotment: 5 weeks

Statement of Inquiry: A readers perspective is influence by the purpose of the writer.


Global Context: Personal and cultural expression
Key Concept: Perspective
Related Concepts: Audience imperatives , Self-expression
Unit Question: In what ways can independent reading be used to emphasize between readers and
text?
Summative Assessment: Analyze novel during independent reading. Critique novel without giving the
ending away the ending. This includes a personal response to the novel with specific examples to
support praise or criticism.
Criterion & Objectives Assessed in this unit: A: Analyzing: *Identify and comment upon significant
aspects of texts * Identify and comment on the creators choices *Justify opinions and ideas, using
examples, explanations and terminology

Creating a Community of Readers


Summative Assessment Rubric
CRITERION A: Analyzing

Achievement
Level
0
1-2

3-4

5-6

7-8

Identify and comment upon significant aspects of texts.


Identify and comment upon the creators choices.
Justify opinions and ideas, using examples, explanations and
terminology.
The student does not read a standard described by any of the descriptors below.
Provides minimal identification and comment upon significant aspects of
texts.
Provides minimal identification and comments upon the writers techniques
to create purpose.
Rarely justifies opinions and ideas with examples and explanations; uses
little or no terminology.
Provides adequate identification and comment upon significant aspects of
texts.
Provides adequate identification and comments upon the writers techniques
to create purpose.
Justifies opinions and ideas with some examples and explanations, though
this may not be consistent; uses some terminology.
Provides substantial identification and comment upon significant aspects of
texts.
Provides substantial identification and comments upon the writers
techniques to create purpose.
Sufficiently justifies opinions and ideas with examples and explanations;
uses adequate terminology.
The student:
Provides perceptive identification and comment upon significant aspects of
texts.
Provides perceptive identification and comments upon the writers
techniques to create purpose.
Give detailed justification of opinions and ideas with a range of examples,
and through explanations; uses accurate terminology.

Unit 4: Becoming a Community of Writers

Time Allotment: 6 weeks

Statement of Inquiry: Writers express their ideas, beliefs and lessons learned to teach others about
peoples identity as a human and the relationships they have.
Global Context: Identify and Relationships
Key Concept: Communication
Related Concepts: Self-expression, Genres , Styles
Unit Question: How do inventions become building blocks for future innovations?
Summative Assessment: Research an invention that had significant impact on the world
Criterion & Objectives Assessed in this unit: C. Producing Text: *Produce texts that demonstrate
thought and imagination while exploring new perspectives and ideas arising from personal engagement
with the creative process *Make stylistic choices in terms of linguistic, literary and visual devices,
demonstrating awareness of impact on an audience *Select relevant details and examples to support
ideas

Building A Community of Writers: Memoir Unit


Summative Assessment
Criterion C: Producing Text

Achievement
Level

Level Descriptors

The student does not reach a standard described by any of the descriptors below.
The student:

1-2

Produces texts that demonstrate limited personal engagement with the creative
process; demonstrates limited thought and minimal exploration of ideas.
Makes minimal stylistic choices in terms or linguistic, literary and visual devices,
demonstrating limited awareness of impact on an audience.
Selects few relevant details and examples to support ideas.

The student:

3-4

Produces texts that demonstrate adequate personal engagement with the creative
process; demonstrates some thought and some exploration of ideas.
Makes some stylistic choices in terms or linguistic, literary and visual devices,
demonstrating some awareness of impact on an audience.
Selects some relevant details and examples to support ideas.

The student:

5-6

Produces texts that demonstrate considerable personal engagement with the


creative process; demonstrates considerable thought and substantial perceptive
exploration of ideas.
Makes some stylistic choices in terms or linguistic, literary and visual devices,
demonstrating some awareness of impact on an audience.
Selects sufficient relevant details and examples to support ideas.
The student:

Produces texts that demonstrate a high degree of personal engagement with the

7-8

creative process; demonstrates a high degree of thought and perceptive


exploration of ideas.
Makes perceptive stylistic choices in terms or linguistic, literary and visual devices,
demonstrating clear awareness of impact on an audience.
Selects extensive relevant details and examples to support ideas.

Unit 5: Community of Poets


Time Allotment: 3 weeks
Statement of Inquiry Poetry can help us understand and feel the relationships in history.

Global Context: Orientation in Space and Time


Key Concept: Perspective
Related Concepts: Intertexuality, Style
Unit Question: How do writers use poetry to express themselves and make connections to readers and
the world around them?
Summative Assessment: Analyze two poems for the theme, writers techniques, imagery, symbolism
and metaphors
Criterion & Objectives Assessed in this unit: A: Analyzing: *identify and comment upon significant
aspects of texts *Identify and comment upon the creators choices *Justify opinions and ideas, using
examples, explanations and terminology *Identify similarities and differences in features within and
between texts.
D. Using Language: *Use appropriate and varied vocabulary, sentence structures and forms of
expression *Write and speak in an appropriate register and style
* Use correct grammar, syntax and punctuation *Spell, write, and pronounce with accuracy
*Use appropriate non-verbal communication techniques

Community of Poet Poetry Analysis


Summative Assessment
Criterion D: Using Language
Achievement Level
0

1-2

3-4

5-6

Level Descriptors

The student does not reach a standard described by any of the descriptors below.
The student:
uses a limited range of appropriate vocabulary and forms of expression

writes and speaks in an inappropriate register and style that do not serve the
context and intention

uses grammar, syntax and punctuation with limited accuracy; errors often hinder
communication

spells/writes and pronounces with limited accuracy; errors often hinder


communication

makes limited and/or in appropriate use of non-verbal communication


techniques.
The student:
uses an adequate range of appropriate vocabulary, sentence structures and forms
of expression

sometimes writes and speaks in a register and style that serve the context and
intention

uses grammar, syntax and punctuation with some degree accuracy; errors
sometimes hinder communication

spells/writes and pronounces with limited accuracy; errors often hinder


communication

makes some use of appropriate non-verbal communication techniques.


The student:
uses a varied range of appropriate vocabulary, sentence structures and forms of
expression competently
writes and speaks competently in a register and style that serve the context and
intention

uses grammar, syntax and punctuation with a considerable degree of accuracy;


errors do not hinder effective communication

spells/writes and pronounces with considerable degree of accuracy, errors do


not hinder effective communication

7-8

makes sufficient use of appropriate non-verbal communication techniques.

The student:
effectively uses a varied range of appropriate vocabulary, sentence structures and
forms of expression
writes and speaks consistently appropriate register and style that serve the
context and intention

uses grammar, syntax and punctuation with a high degree of accuracy; errors are
minor and communication is effective

spells/writes and pronounces with high degree of accuracy, errors are minor and
communication is effective

makes effective use of appropriate non-verbal communication techniques.

Final Grading Level Descriptors:


Students summative and formative assessments throughout the year will help to determine each students
ability based on the level descriptors below.