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Middle Years Program

Language and Literature--Year 1 (6th Grade)

International Baccalaureate
Course Aims
The aims of the teaching and study of Language and Literature-Year 1 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 non-literary 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

MYP Essentials

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

The objectives of Language and Literature-Year 1 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.

A: Analyzing
This criterion refers to the students ability to demonstrate:
--identify and comment upon significant aspects of text
--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

B: Organizing
This criterion refers to 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:
--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 refers to 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: Building a Writerly Life
--Time Allotment: 40 hours
--Statement of Inquiry: Writers use a variety of techniques to express their
ideas and develop their own style.
--Global Context: Personal and Cultural Expression: The ways in which we
reflect on, extend and enjoy our creativity.
--Key Concept: Students will use techniques to communicate.
--Summative Assessment: Students will choose a writing technique and
apply it in their own writing. They will reflect on the writing technique and
persuade others in their reflection as to why this technique is valuable to
writers and how it helps to develop their style as a writer (rubric follows).
--Assessed Criteria:
Criterion B: Organizing
Criterion C: Producing Text
--Interdisciplinary Connections: Writing is used in all subject areas and
should be developed in many contexts.

Building A Writerly Life Summative Assessment


MYP Year 1
Criterion B: Organizing
Achievement
Level

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

0
The student:
e 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 that may not always be 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
Score

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.
Comments

Criterion C: Producing Text


Achievement
Level

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

0
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
Score

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.
Comments

Unit 2: Book Report


--Time Allotment: 50 hours
--Statement of Inquiry: Creating a novel is not accidental; it requires
forethought, structure, and the intertwining of many literary elements such as
character, setting, theme, tone, and plot along with the examination of
identities and relationships.
--Global context: Identities and Relationship: Students will analyse the text
and express their beliefs and values in their reviews.
--Key Concept: Perspective: Students will analyse books and give their
opinions about them. The process is what they think and their reasoning
used in their thought processes.
--Summative Assessment: Completed book report
--Assessed Criteria:
--Criterion A: Analyzing
--Criterion B: Organizing
--Criterion C: Producing Text
--Criterion D: Using Language
--Interdisciplinary Connections: Students will analyze text in all courses and
must be able to break down written material into understandable and
explainable pieces in order to comprehend what they read.

Book Report Summative Assessment:


Criterion A: Analysing Criterion B: Organizing, Criterion C: Producing Text, Criterion D: Using Language
International Baccalaureate Year 1 (6th Grade)
Criterion A: Analysing Criterion B: Organizing, Criterion C: Producing Text, Criterion D:
Using Language
Achievement
Level

Level Descriptors
The student demonstrates no understanding of assignment objectives:

1-2

3-4

Not able to produce a cover page


Not able to produce a book information page
Not able to state plot points
Not able to analyze characters
Not able to create character picture
Not able to analyze settings
Not able to create setting picture
Not able to explain tone
Not able to evaluate novel and create a book review
Not able to organize information
Not able to produce text using appropriate grammar and usage
The student demonstrates very limited understanding of assignment objectives:
Limited Ability to produce a cover page
Limited Ability to produce a book information page
Limited Ability to state plot points
Limited ability to analyze characters
Limited ability to create character picture
Limited ability to analyze settings
Limited ability to create setting picture
Limited ability to explain tone
Limited ability to evaluate novel and create a book review
Limited ability to organize information
Limited ability to produce text using appropriate grammar and usage
The student demonstrates a somewhat limited understanding of the assignment objectives:

Somewhat limited ability to produce a cover page


Somewhat limited ability to produce a book information page
Somewhat limited ability to state plot points
Somewhat limited ability to analyze characters
Somewhat limited ability to create character picture
Somewhat limited ability to analyze settings
Somewhat limited ability to create setting picture
Somewhat limited ability to explain tone
Somewhat limited ability to evaluate novel and create a book review
Somewhat limited ability to organize information
Somewhat limited ability to produce text using appropriate grammar and usage
The student demonstrates an consistent understanding of the assignment objectives:

Consistent understanding demonstrated to produce a cover page


Consistent understanding demonstrated to produce a book information page
Consistent understanding demonstrated to state plot points

5-6

Consistent understanding demonstrated to analyze characters


Consistent understanding demonstrated to create character picture
Consistent understanding demonstrated to analyze settings
Consistent understanding demonstrated to create setting picture
Consistent understanding demonstrated to explain tone
Consistent understanding demonstrated to evaluate novel and create a book
review
Consistent understanding demonstrated to organize information
Consistent understanding demonstrated to produce text using appropriate grammar and
usage

The student demonstrates a strong understanding of the assignment objectives:

7-8

Strong understanding demonstrated to produce a cover page


Strong understanding demonstrated to produce a book information page
Strong understanding demonstrated to state plot points
Strong understanding demonstrated to analyze characters
Strong understanding demonstrated to create character picture
Strong understanding demonstrated to analyze settings
Strong understanding demonstrated to create setting picture
Strong understanding demonstrated to explain tone
Strong understanding demonstrated to evaluate novel and create a book review
Strong understanding demonstrated to organize information
Strong understanding demonstrated to produce text using appropriate grammar and
usage

The student demonstrates a very strong understanding of the assignment objectives

9-10

Very strong understanding demonstrated to produce a cover page


Very strong understanding demonstrated to produce a book information page
Very strong understanding demonstrated to state plot points
Very strong understanding demonstrated to analyze characters
Very strong understanding demonstrated to create character picture
Very strong understanding demonstrated to analyze settings
Very strong understanding demonstrated to create setting picture
Very strong understanding demonstrated to explain tone
Very strong understanding demonstrated to evaluate novel and create a book
review
Very strong understanding demonstrated to organize information
Very strong understanding demonstrated to produce text using appropriate
grammar and usage

Unit 3: A Closer Look


--Time Allotment: 40 Hours
--Statement of Inquiry: Readers revise their perspectives of the world as they
interact with text.
--Global Concept: Identities and Relationships: Explore identity; beliefs and
values; personal, physical, mental, social and spiritual health.
--Key Concept: As students read text, they analyze it to develop and revise
their own perspectives.
--Summative Assessment: Students will read an article about the Australian
redback spider that describes the mating habits of the spider. Students will
create a personal advertisement written from the perspective of a female
spider in hopes of finding a mate, using information from the article as a
basis. Finally, they will write a friendly letter as the male to the female
hypothetically answering her personal ad and telling her what he has to offer
as a spider, based on information from the article.
--Criteria Assessed:
--Criterion A: Analyzing
--Criterion C: Producing Text
--Interdisciplinary Connections: Students read and analyze informational text
in all academic classes, as well as in most special courses. The skill of
reading and comprehending non-fiction is an increasingly necessary need in
our technologically-based society as well.

A Closer Look MYP Year 1 Unit Summative Assessment Rubric


Criterion A: Analyzing
Achievement
Level

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

0
The student:

1-2

Provides minimal identification and comment upon significant aspects of


texts.
Provides minimal identification and comment upon the creators choices.
Rarely justifies opinions and ideas with some examples, and thorough
explanations; uses some terminology.
Identifies few similarities and differences in features within and between
texts.
The student:

3-4

Provides adequate identification and comment upon significant aspects of


texts.
Provides adequate identification and comment upon the creators choices.
Justifies opinions and ideas with some examples, and thorough explanations;
uses some terminology.
Identifies some similarities and differences in features within and between
texts.
The student:

5-6

Provides substantial identification and comment upon significant aspects of


texts.
Provides substantial identification and comment upon the creators choices.
Sufficiently justifies opinions and ideas with a range of examples, and
thorough explanations; uses accurate terminology.
Describes some similarities and differences in features within and between
texts.
The student:

7-8

Score

Provides perceptive identification and comment upon significant aspects of


texts.
Provides perceptive identification and comment upon the creators choices.
Gives detailed justification opinions and ideas with a range of examples,
and thorough explanations; uses accurate terminology.
Compares and contrasts features within and between texts.

Comments:

Criterion C: Producing Text

Achievement
Level

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

0
The student:

1-2

Produces texts that demonstrate limited personal engagement with the


creative process; demonstrates limited thought and minimal exploration of
ideas.
Organizes opinions and ideas with a minimal degree of logic.
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.
Organizes opinions and with some degree of logic.
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.
Organizes opinions and ideas in a logical manner with ideas building on each
other.
Selects sufficient relevant details and examples to support ideas.
The student:

7-8

Score

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.
Effectively organizes opinions and ideas in a logical manner with ideas
building on each other in a sophisticated way.
Selects extensive relevant details and examples to support ideas.

Comments

Unit 4: Novel Study

--Time Allotment: 50 hours


--Statement of Inquiry: Relationships evolve over time due to life
experiences.
--Global Context: Fairness and Development: rights and responsibilities;
access to equal opportunities; conflict resolution.
--Key Concept: Change
--Summative Assessment: Students will write a test about the novel, focusing
especially on the theme of change, while integrating the study of literary
elements and techniques learned through the novel study.
--Assessed Criteria:
--Criterion A: Analyzing
Interdisciplinary Connections: Students will read and analyze text in all
courses and must be able to comprehend what they read.

Crash Summative Assessment:

Developing and Writing Comprehension Questions

Criterion A: Analyzing
International Baccalaureate Year 1 (6th Grade)
CRITERION A: Analyzing
Achievement
Level

Level Descriptors
The student demonstrates no understanding of assignment objectives:

First word of question is not capitalized


Not able to create logical and understandable questions based on novel
Not able to demonstrate novel comprehension in question and answer content
The student demonstrates very limited understanding of assignment objectives:

1-2

First word of question of usually not capitalized


Very limited creation of logical and understandable questions based on novel
Very limited demonstration of novel comprehension in question and answer
content

The student demonstrates a somewhat limited understanding of the assignment objectives:

3-4

First word of question is sometimes capitalized


Somewhat limited creation of logical and understandable questions based on
novel
Somewhat limited demonstration of novel comprehension in question and answer
content

The student demonstrates an consistent understanding of the assignment objectives:

First word of question is consistently capitalized


Consistent creation of logical and understandable questions based on novel
Consistent demonstration of novel comprehension in question and answer content

5-6
The student demonstrates a strong understanding of the assignment objectives:

First word of question is almost always capitalized


Strong creation of logical and understandable questions based on novel
Strong demonstration of novel comprehension in question and answer content

7-8
The student demonstrates a very strong understanding of the assignment objectives:

9-10

First word of the question is always capitalized


Very strong creation of logical and understandable questions based on novel
Very strong demonstration of novel comprehension in question and answer content

Unit 5: Research Paper

--Time Allotment: 50 Hours


--Statement of Inquiry: Systems allow us to organize information to in order
to express intertextual ideas in a structured way.
--Global Context: Personal and Cultural Expression: The ways in which we
discover and express ideas, feelings, nature, culture, beliefs and values.
--Key Concept: Research is all about the system of organizing material in
order to report information.
--Summative Assessment: Students will write a research report about topics
of their choice. They will include reference source pages and will cite
sources.
--Assessed Criteria:
--Criterion B: Organizing
--Criterion C: Producing Text
--Criterion D: Using Language
--Interdisciplinary Connections: Students must be able to find information in
many courses and are expected to write about their findings.

Research Paper Summative Assessment

Criterion B: Organizing
Achievement
Level

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

0
The student:
e 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 that may not always be 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
Score

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.
Comments

Criterion C: Producing Text

Achievement
Level

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

0
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
Score

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.
Comments

Criterion D: Using Language


Achievement
Level

Level Descriptors
The student does not reach a standard described by any of the descriptors below.
0
The student:

1-2

Uses a limited range of appropriate vocabulary, sentence structures and forms of


expression.
Writes and speaks in an inappropriate register and style that serve that do not
serve the context and intention.
Uses grammar, syntax and punctuation with limited accuracy, errors often hinder
effective communication.
Spell/writes and pronounces with limited accuracy, errors often hinder effective
communication.
The student:

3-4

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 of accuracy, errors
hinder communication.
Spell/writes and pronounces with some degree of accuracy, errors sometimes
hinder communication.
The student:

5-6

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 considerable degree of accuracy,
errors do not hinder effective communication.
Spell/writes and pronounces with a considerable degree of accuracy, errors do not
hinder effective communication.
The student:

7-8

Score

Effectively uses a range of appropriate vocabulary, sentence structures and forms


of expression.
Writes and speaks in a 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.
Spell/writes and pronounces with a high degree of accuracy, errors are minor and
communication is effective.
Comments

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.