Welcome Nighthawks!

Course Syllabus: Language A-Level 1(6th Grade)

Instructor: Natosha Brinkley

Email:

I. Language A in the Middle Years Program (MYP)

Students in MYP Language A will develop an appreciation of language and literature through an academically rigorous program that equips students with linguistic, analytical and communicative skills that can also be used in an interdisciplinary manner across all other subject groups. There are six skill areas: listening, speaking, reading, writing, viewing and presenting. The choice of texts also provides opportunities for and influences students in further developing the attributes of the IB learner profile such as inquiring about literature, being open-minded when analyzing historical and cultural impacts on literature, taking risks when practicing and developing effective written and oral communication, being principled in assignments and assessments and reflecting on the work completed. Three fundamental concepts embody MYP and will be used in Language A instruction are: Holistic learning- emphasizes the link between Language Arts and other disciplines to help students become more aware of the relevance of their learning and see how knowledge relates to the whole; Intercultural Awareness- encourages students to consider multiple perspectives as they learn about their own and others’ social and national cultures through print and non-print sources. And; Communication- allows student reflection and expression and encourages students to explore multiple forms of expression.

IIMYP Objectives and Common Core Standards; (R) Reading, (W) Writing, (S) Speaking

MYP Objectives
At the end of the given year, students should be able to: / Common Core Standards
- use language to narrate, describe, explain, argue, persuade, inform, entertain, express feelings and begin to analyze.
- compose pieces that apply age appropriate literary and/or non-literary features to serve the context and intention. / L.6.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
R.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
-appreciate and comment on the language, content, structure, meaning and significance of both familiar and previously unseen age-appropriate oral, written and visual texts. / RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
-organize ideas and arguments in a sustained, coherent and logical manner.
-use language accurately. / SL.6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
L.6.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- employ appropriate critical apparatus.
- begin to express an informed and independent response to literary and non-literary texts. / RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- compare and contrast age-appropriate texts, and connect themes across and within genres.
-understand and apply language A terminology in context.
-understand many of the effects of the author’s choices on an audience. / W.6.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
S.6.2: Interpret information presented in diverse formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
-create work that employs organizational structures and language-specific conventions throughout a variety of text types.
-use appropriate and varied register, vocabulary and idiom.
-use correct grammar and syntax.
-use appropriate and varied sentence structure.
-use appropriate and varied sentence structure. / R.6.6: Explain how an author develops the point of view of the narrator in a text.
R.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

III. We will explore all units through five Areas of Interaction.

Approaches to Learning- Students have ownership of their learning and explore how they best acquire skills and knowledge as well as the attitudes that support this learning.. Examples include, but are not limited to: graphic organizers, note-taking and research strategies, study guides, reading strategies, organizational skills etc.

Community and Service- helps students sharpen their understanding of the world around them. Integrating this area of interaction into the learning of Language A enables students to go beyond the purely academic study of the language, and use it as a tool to strengthen their sense of belonging and their role in their immediate community and the wider world.

Human Ingenuity –Students will develop the appreciation of the human capacity to invent, create, transform and improve the quality of life. We will examine the ideas of authors through the study of their works, develop creative writing skills, examine the systems of values as themes in works of literature, and examine the social and cultural impact of specific literary works.

Environment- Language Arts stresses the interdependence between the learner and his surroundings. Students have an opportunity to research and write about a wide range of topics including the environment, endangered species and global warming. Showcase portfolios in the classroom help students take pride in the school learning environment. Students explore other cultures through their readings and by participating in integrated unit activities, literature circles, and assignments.

Health and Social Education- Students become aware of personal and social issues and explore cultural differences through grade level integrated units, and independent and classroom reading and research and discussion.

IV. Texts and Resources,Text Book, Workbook-Prentice Hall-Literature.

Novels and Non-Fiction:

  1. The Odyssey by Homer, translated by Geraldine McCaughrean
  2. Fighting Invisible Tigers by Earl Hipp
  3. The Watsons Go to Birmingham by Christopher Paul Curtis
  4. Boy in Striped Pajamas by John Boyne
  5. Peter and the Starcatchers by Dave Barry & Ridley Pearson

V. Methodology

Students will utilize reading, writing, speaking, viewing, and listening activities through research, graphic organizers, journals, grammar exercises, conversations, projects, literature circles, and other High Yield Instructional Strategies.

Unit Planner for 2010-2011

Topic /

Title

/ Unit Question
(Core Curriculum+ IB Question) / Sig. Concept / Assessment / AOI / ATL Strategies
Reflections on childhood—from literature to poetry to student
experiences / I Won’t Grow Up! / How can we learn from characters and the authors who wrote about them?
How do we embrace our differences and similarities? / We are all unique and grow by sharing our strengths and weaknesses with one another! / Criterion A, B, C: Content, Organization, Style and Usage / Community and Service / Organizational skills and attitudes towards work
Folklore (myths, legends, and tall and Pourquoi tales) reveal about world cultures—including ourown / Folklore: A Blast from the Past /
How is folklore simultaneously revealing and limiting?
How do we change our future using stories from our past? / Civilizations leave their mark in history by the stories they tell. / Criterion A, B, C: Content, Organization, Style and Usage / Human Ingenuity / Collaborative skills
Read stories and informational text and discuss what they each reveal about our own country: the United States ofAmerica. /

Embracing Heritage

/ How can we learn to appreciate our similarities and differences through literature?
What effect do I have on the world around me? / Our “world” extends beyond our classroom; we make up the change we wish to see! / Criterion A, B, C: Content, Organization, Style and Usage / Environment / Communication
Fictional story with a courageous character and pair it with related informational text from the same historical timeperiod / Courageous Characters / How are acts of courage revealed in literature and informational text?
Am I a “hero”? / By the actions I take in my community, I am a hero. / Criterion A, B, C: Content, Organization, Style and Usage / Community & Service / Information literacy
Read classic and contemporary mysteries, make sense of nonsense poems, and solve riddles and mathproblems / Figure it Out / How are strategies for solving math problems similar to and different from strategies for solving mysteries?
How can I use my problem solving skills in everything I do? / Problem Solving skills can be applied across the disciplines. / Criterion A, B, C: Content, Organization, Style and Usage / Health and Social Education / Subject specific and inter-disciplinary conceptual understanding
Biographies of aviators, and read about the science and history offlight. /

WingingIt

/ How do literature and informational text reveal why people dream of flying?
What are my hopes for my own future? / I believe in me! / Criterion A, B, C: Content, Organization, Style and Usage / Human Ingenuity / Problem-solving and thinking skills

VII. Grading Policy

In Language A, teachers will assess student work using one or more of the three types of criteria; Content, Organization, and Style & language Usage at least twice a year. The descriptors will be adapted according to the grade level. At least twice yearly parents will have student progress communicated through an MYP process in the form of the rubric adapted for each grade level, and will have opportunity to conference with teachers at that time.

Assessment Criteria / Pts / Descriptor
A / Content / 10 / Critical understanding of texts, concepts and issues shown through detailed, sustained written and oral responses.
B / Organization / 10 / Ability to express ideas clearly and coherently, structure arguments logically and support them with relevant examples.
C / Style & Language Use / 10 / Ability to use an appropriate and varied vocabulary, correct spelling, punctuation and syntax, a suitable register.