2015-2016 MYP Syllabus
Name of course: EN 15/EN 16 – Language and Literature
MYP Levels 2 and 3
Teacher: Brandon Vigneux
Contact Information: Phone – 480.472.3341 Email – email@example.com
I. Course Description:
This advanced, accelerated course is designed to lead students into an understanding of the major genres of literature from a wide variety of sources which will encourage the development of reading, writing, speaking, and listening skills. Students will apply these skills in order to understand, interpret, explore, and care for the global community. Upon completion of the course, students will emerge with the ability to demonstrate comprehension, communication, and adequate response to text and video while meeting the objectives of Mesa Public Schools, the state of Arizona Department of Education, and the International Baccalaureate Organization.
Key Concepts for this course will include communication, connections, creativity, and perspective. Related Concepts will include literary elements, genre, self-expression, structure, intertextuality, and audience imperatives.
II. IB Aims & Objectives:
aims of the teaching and study of MYP Language A are the encouragement and
enabling of students to:
· Use language as a vehicle for thought, creativity, reflection, learning, self-expression, and social interaction
· Develop the skills involved in listening, speaking, reading, writing, and presenting in a variety of contexts
· Develop critical, creative, and personal approaches to studying and analyzing literary and non-literary works
· Engage in literature from a variety of cultures and representing different historical periods
· Engage and analyze aspects of personal, host, and other cultures through literary and non-literary works
· Engage with information and communication technology in order to explore language
· Develop a lifelong interest in reading and writing
· Apply the skills and knowledge garnered in a variety of real-life contexts
The objectives of MYP Language and Literature Course are for students to practice:
- analyze the content, context, language, structure, technique and style of text(s) and the relationships among texts
- analyze the effects of the creator’s choices on an audience
- justify opinions and ideas, using examples, explanations and terminology
similarities and differences by connecting features across and within
genres and texts
- employ organizational structures that serve the context and intention
- organize opinions and ideas in a sustained, coherent and logical manner
referencing and formatting tools to create a presentation style suitable
to the context and intention
- produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process
stylistic choices in terms of linguistic, literary and visual devices,
demonstrating awareness of impact on an audience
Major topics for this
course include the writing process, elements of literature, all genres of
reading, research, and speaking and listening skills.
· Argument Essays: “So You Think You Can Argue?” (7th/8th)
· Expository Essays: Margaret Knight – Exposing the Talent of a Successful Inventor (7th)
· Expository Essays: Reconstruction (8th)
· Expository Essays: Progressivism (8th)
· Definition Essays (7th)
· NHD Research Projects (8th)
· “Southern Voice” Oral Presentations (7th)
· Reading – Ask Me No Questions by Marina Budhos (7th)
· Reading – The Jungle by Upton Sinclair (8th)
· Reading – Night by Elie Wiesel (8th)
· Reading – Lord of the Flies by William Golding (7th)
· Reading – Animal Farm by George Orwell (8th)
IV. Global Contexts
Global Contexts provide a framework on which to build each unit of study. The six Global Contexts will be integrated within the various units of study to reinforce the connections between language and literature as it relates both to content and universal concepts. The six Global Concepts are Identities and Relationships, Scientific and Technical Innovation, Fairness and Development, Orientation in Space and Time, Globalization and Sustainability, and Personal and Cultural Expression; however, of particular emphasis in this subject content will be elements of literature.
Internationalism for this content will include different points of view through experiences in culturally diverse literature and discussion. Students will develop their awareness and sensitivity to the experiences of others beyond the local or national community.
Students participate in the following activities: reflections, technological presentations, extending writings (including research writing), discussions and debates, collaborative tasks, interpretation of scenes, and journaling.
Students are given an opportunity to demonstrate mastery of knowledge and the Criterion A-B-C-D skills using a variety of assessments such as multi-media presentations, essays, and projects. Performance-based assessments are often evaluated first by the student using assessment criteria outlined in the assessment guide sheet or on a rubric. This way, students are given an opportunity to self-reflect and refine their product prior to teacher evaluation.
Beers, Kylene, Dr. Elements of Literature. 1st Course ed. Austin, TX: Holt, Rinehart and Winston, 2005.
The Great Books Foundation. Junior Great Books. Series 6. Chicago, IL: The Great Books Foundation, 1992.
Kemper, Dave, ed. Write Source. Wilmington, MA: Great Source Education Group, 2005
Across Five Aprils
Lord of the Flies