IB MYP LANGUAGE A YEAR 5 / ENGLISH

10
TEACHERS: Ms. Andrea Ku! and Mrs. He"an
#ESCRIPTI$N $% C$URSE
Language is fundamental to thinking, learning, and communicating in all cultures. The
skilled use of language is associated with many opportunities in life, including further
education, work, and social interaction. As students come to understand and use
language more fully, they are able to enjoy the benefts and pleasures of language in
all its forms, from reading and writing to literature, theatre, public speaking, flm, and
other media. They also come to understand language as a human system of communication dynamic and
evolving, but also systematic and governed by rules.
INSTRUCTI$NAL MATERIALS / RES$URCES
tudents must bring paper and pen to class.
!seful study tools" highlighters and post#it#notes of various si$es and colours
tudents will need a separate journal to be used for reader response.
%e will be providing students with a variety of te&t and online resources throughout the year.
Assessen" Cr&"er&a
In order to measure a students progress and achievement three criteria have been established.
These criteria correspond to the objectives.
A: Content B: Organization C: Style and Language
'(r) Ha*&"s and A+ade&+ C(ndu+"
A work habit mark of ' (good), (satisfactory), or * (needs improvement) given on the report card.
'(r) Ha*&"s Cr&"er&a
Attendance and +unctuality ,n#task during class activities
Academic -ntegrity .ontribution and participation, in class and
online,
to the positive learning environment
/omework .ompletion cholarly attitude toward studies
+reparedness for class Assignments completed on time in good copy
format
A""endan+e: Attendance and punctuality are mandatory.
A""endan+e and Ass&,nen"s: +lease refer to page 01 of the student agenda.
A+ade&+ M&s+(ndu+": All work submitted by a student must be original work. +lease refer to page 02 of
the student agenda.
Un&" In-u&r. /ues"&(ns (may be subject to change)
Whats your story?
What is it like to walk in someone elses shoes?
What do I have to say?
ow is language organic?
ow do !eo!le use disguise?
ow does where we come "rom sha!e our choices?
-f you have any 3uestions, please contact me via e-mail: lhetman4sd25.bc.ca
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+lease refer to the class website for important messages regarding major assignments.
6aily homework will generally be discussed and posted in class where students should
copy it into their agendas on a daily basis.
6aily practice should include 17 minutes of novel, graphic novel or biography reading.
#ote: $his course outline is subject to change.
MYP LANGUAGE A
The 8nglish Language Arts curriculum provides students with opportunities to e&perience the power of
language by dealing with a range of te&ts and with the full range of conte&ts and purposes associated
with the use of language. The development of literacy is a key focus of this curriculum. The rapid
e&pansion in the use of technology and media has e&panded the concept of what it is to be literate.
Literacy today involves being able to understand and process oral, written, electronic, and multi#media
forms of communication.
The aims of the teaching and study of 9:+ Language A (8nglish) are to encourage and enable the
student to"
use the language as a vehicle for thought, creativity, re;ection, learning and self#e&pression
use language as a tool for personal growth, social interaction and for developing relationships
within the international community
comprehend more clearly aspects of their own culture and those of other cultures by e&ploring the
interdependence of human beings through a variety of works
e&plore the many facets of the language through the use of media and information technology
develop the skills involved in speaking, listening, reading, writing and viewing in a variety of
conte&ts
respond appropriately to a variety of te&ts
read widely to promote a lifelong interest in language and literature
develop a critical and creative approach to studying and analy$ing literature
develop language skills through interdisciplinary work
consider the role of literature both culturally and historically re;ect on the learning process in
various ways and at various stages
empathi$e with real people and fctional characters as and when appropriate.
%UN#EMENTAL IB C$NCEPTS
This course addresses the fundamental -< concepts in the following ways.
International %indedness: %e will be reading from authors and conte&ts around the world and
considering diverse opinions and ways of being.
Intercultural Awareness: -n all of our readings, viewings and discussions we aim to consider alternative
perspectives and build understanding of our own cultures and those of others.
&ommunication: %e work to articulate ourselves through writing, reading, and oral language.
olistic 'earning: -n all te&ts we consider issues dealing with emotional and social wellness.
METH$#$L$GY and ASSESSMENT
This course will incorporate multiple ways of learning including discussion, lecture, project#based work,
cooperative learning, re;ection, group in3uiry and individual in3uiry. Throughout the year, students will
complete a variety of assessments, including at least one essay, one response to literature, and one
piece of creative writing in addition to other assignments. +lease go to the school website to view the
criteria which will be used to assess students= achievement in this course.
The assessment process reveals what a student understands, knows and can do. The evaluation process
indicates the 3uality of performance based on learner outcomes (curriculum). Assessment and
evaluation provide ongoing feedback to teachers, students and parents in order to enhance student
learning. Assessment and evaluation are employed when teachers gather information (diagnostic),
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monitor student progress ("ormative), and evaluate achievement of learning outcomes for the purpose
of report card marks (summative).
Assessment in the 9:+ aims to"
support and encourage student learning by providing feedback on the learning process
promote positive student attitudes towards learning
promote a deep understanding of subject content by supporting students in their in3uiries set in
real world conte&ts using the areas of interaction
promote the development of higher#order cognitive skills by providing rigorous fnal objectives
that value these skills
re;ect the international#mindedness of the programme by allowing for assessments to be set in
a variety of cultural and linguistic conte&ts
support the holistic nature of the programme by including in its model principles that take
account of the development of the whole student.
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