• IB MYP Language A                            

    Level: 0 (5th Grade)

     

     

     

    Upper St. Clair School District

     

     

     

     

    2016-2017

     

     

    Boyce Middle School

     

     

    International Baccalaureate

     

     

    Middle Years Program

     

     

    Ms. Cilli               

     

     

    kcilli@uscsd.k12.pa.us

     

     

    Mrs. Mauder

     

     

    jmauder@uscsd.k12.pa.us

     

     


     

     


     

     

     

     

    1500 Boyce Road

     

     

    Pittsburgh, PA 15241

     

     

    Telephone:  (412) 833-1600

     

     

     

    I.  DESCRIPTION

     

     

    IB MYP Language A curriculum balances the development of reading, writing, speaking, grammar and listening.  The reading will provide a means for studying the elements of character, plot, conflict, and overall format along with literary analysis.

     

    Throughout this course students will work toward developing the qualities of the IB Learner Profile through the course curriculum. IB Learners strive to be:  Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, and Reflective.

     

     

     

    A strong emphasis will be placed on the MYP fundamental concepts.

     

     

    o   Holistic- Holistic learning connects the class topics and provides a global view of issues.  Holistic learning allows students to become aware that knowledge is an interrelated whole and the relevance of learning.

     

     

    Intercultural- Intercultural awareness focuses on developing students’ skills, knowledge and skills as they learn about other cultures.  Examining multiple perspectives helps to foster respect and tolerance.

     

     

    o Communication- Communication supports inquiry and understanding and is fundamental to student expression and reflection.  Language acquisition is emphasized and allows students to explore many forms of expression.

     

     

     

    11.  MYP AIMS ADDRESSED BY THIS COURSE

     

     

    • I can use language as a vehicle for thought, creativity, reflection, learning, self-• expression and social interaction.

     

     

    • I can develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts.

     

     

    • I can develop critical, creative and personal approaches to studying and analyzing literary and non-literary works.

     

     

    • I can engage in literature from a variety of cultures and representing different historical periods.

     

     

    • I can explore and analyze aspects of personal, host and other cultures through literary and non-literary works.

     

     

    • I can engage with information and communication technology in order to explore language.

     

     

    • I can develop a lifelong interest in reading widely.

     

     

    • I can apply language A skills and knowledge in a variety of real-life contexts.

     

     

     

          PA STATE CONTENT STANDARDS COVERED

     

     

    Reading Skills:

                  Apply Knowledge of literal, inferential and thinking questions.

      Identify story elements-setting, characters, rising action, climax, falling action, solutions.

     Determine the main idea of a story.

    Summarize reading selections

      Make predictions to infer what different genres will be about.

     Sequence main events of a variety of stories.

    Identify character traits of characters across a variety of genres.

    Determine cause and effect relationships.

      Recognize vocabulary in context.

      Identify author’s point of view in a variety of genres. 

     Compare and contrast relationships of characters and events. 

                Recognize multiple meanings of words. 

                Use root/base words and affixes to determine word meanings. 

                Distinguish between fact and opinion. 

                Identify author’s purpose: to persuade, entertain, inform, or narrate. 

                Identify and define examples of figurative language. 

                Make generalizations based on facts in a story.

                 Identify types of conflicts in reading selections.

                 Paraphrase an unstated main idea. 

    Writing Skills: 

                Demonstrate proficiency in using the process writing approach

                Write in a variety of genres 

                Write in a variety of purposes:  informative, persuasive, narrative 

                Write a paragraph that includes a clearly stated main idea 

                Write paragraphs that:  sequence events, compare/contrast, show cause/effect, use facts 

                   To support an opinion, give directions to explain a task 

                Paraphrase a passage 

                Write a summary of a passage

    Grammar, Usage, and Mechanics: 

                Identify sentence fragments and complete sentences 

                Identify simple and complete subjects and predicates 

                Define, identify, and classify nouns, verbs, adjectives, adverbs, pronouns, prepositions, and conjunctions 

                Usage of capitalization, end punctuation, commas, and quotations  

     

     111.  COURSE UNITS/ROLE OF AREAS OF INTERACTION

     

     

    Instructional Units

     

     

    Unit

     

     

    Global Contexts

     

     

    Assessment Criteria

     

     

    Read Me

     

     

    How can books change me?

     

     

    Identities and Relationships

     

     

     

    Criterion A:  Content

     

     

     

    Sharing My Views

     

     

    What do my creations tell others?

     

     

    Personal and Cultural Expression

     

     

     

    Criterion C:  Style and Language Usage

     

     

     

    Words Fill My World

     

     

    How can words express our thoughts?

     

     

    Identities and Relationships 

     

    Criterion B:  Organization

     

     

     

     

    IV.  MAJOR INSTRUCTIONAL MATERIALS/RESOURCES

                 The primary sources of materials used will be fiction and non fiction novels and short stories, narrative, persuasive, informative writing prompts, and curriculum based grammar materials.

    V.  KEY INSTRUCTIONAL STRATEGIES/APPROACHES TO LEARNING/TYPE

     

     

    The methodology used in the class includes: reading discussion groups, novel activities based on skills, centers, interactive technology, vocabulary building, individual reflections on concepts learned, homework assignments, connecting concepts to everyday life, writing process, practice in integrated grammar activities 

    VI.  FORMATIVE AND SUMMATIVE ASSESSMENTS USED, INCLUDING MYP ASSESSMENT

     

    Students will complete a variety of formative assessments including quizzes, tests, projects, homework, daily work, presentations and work characteristics (behavior, respect, cooperation, following directions, participation, and the ability to work independently). Students will be provided rubrics that were modified from the IB MYP assessment criteria. There will be a final exam after each nine weeks.

      

    The overall evaluation will be given by comparing the achievement to the ability level.  The evaluation will be O (outstanding), G (good), S (satisfactory), and N (needs improvement).