MYP Language And Literature
MILLBROOK HIGH SCHOOL: MIDDLE YEARS PROGRAMMEMYP Language and LiteratureA companion manual to supportPrinciples to Practice and the Subject GuideCompiled by Jessica Collins, MYP Coordinator at Millbrook High School, Raleigh, North Carolina2014-2015This document provides guidance for teaching and learning in the IB Middle Years Programme. The information in thecompanion manual is specific to Language and Literature classes. Additional information can be located online atwww.mypatmhs.weebly.com.
Table of ContentsConceptual UnderstandingKey ConceptsRelated ConceptsGlobal Contexts2245Teaching and Learning Through InquiryStatements of InquiryInquiry QuestionsExamples8888Language and Literature Learning ObjectivesObjective A: AnalysingObjective B: OrganizingObjective C: Producing TextObjective D: Using Language1112131415Assessment in the MYPAssessment PracticesTask Specific RubricsAchievement Levels and Assigning GradesMeasuring Student Growth1616171818Approaches to Learning Skills21Unit Planner Guide24MHS: MYP Language and Literature Subject Guide Companion (August 2014)1
Conceptual UnderstandingA concept is a “big idea”—a principle or notion that is enduring, the significance of whichgoes beyond particular origins, subject matter or a place in time. Concepts represent thevehicle for students’ inquiry into the issues and ideas of personal, local and globalsignificance, providing the means by which they can explore the essence of language andliterature.Concepts have an important place in the structure of knowledge that requires students andteachers to think with increasing complexity as they organize and relate facts and topics.Concepts express understanding that students take with them into lifelong adventures oflearning. They help students to develop principles, generalizations and theories. Students useconceptual understanding as they solve problems, analyse issues and evaluate decisionsthat can have an impact on themselves, their communities and the wider world.In the MYP, conceptual understanding is framed by prescribed key and related concepts.Teachers must use these concepts to develop the curriculumKEY CONCEPTSKey concepts promote interdisciplinary understanding. They represent big ideas that areboth within and across disciplines and subjects.The MYP has chosen 16 key concepts to be explored across all subjects, but 4 have beenidentified as the framework for language and literature. As your focus for the year, theseconcepts will inform units of work and help to organize teaching and learning. Unit of studywill focus on one to two key concepts and each concept should be addressed at leastonce in the duration of the nectionsCreativityCultureDevelopmentFormGlobal ystemsTime, Place, & SpaceCommunicationCommunication is the exchange or transfer of signals, facts, ideas and symbols. It requires asender, a message and an intended receiver, Communication involves the activity ofconveying information or meaning. Effective Communication requires a common“language” (which may be written spoken or non-verbal).Through exploring tests, we exchange, express, analyse and transform information, facts,meanings and opinions. Communication is the basis of what makes us human and bridgescommunities across the globe; it is the essence of this discipline.MHS: MYP Language and Literature Subject Guide Companion (August 2014)2
ConnectionsConnections are links, bonds and relationships among people, objects, organisms or ideas.Linguistic and literary connections exist across time, texts and cultures. This concept is centralto the study of language and literature. Due to the universal nature of language andliterature, connections and transfer exist within and across narratives. This allows for theexploration of language and relationships between text, creator and audience.CreativityCreativity is the process of generating novel ideas and considering existing ideas from newperspectives. Creativity includes the ability to recognize the value of ideas when developinginnovative responses to problems; it may be evident in process as well as outcomes,products or solutions.In MYP language and literature, it is the process of synthesizing ideas with language that is avehicle for creativity. It is the result of interaction and reflection, whether with the self or thewider community. This process is difficult to define and difficult to evaluate. It rests, however,on an appreciation of the process with which the individual engages, and the impact of thefinal product on the audience.PerspectivePerspective is the position from which we observe situations, objects, facts, ideas andopinions. Perspective may be associated with individuals, groups, cultures or disciplines.Different perspectives often lead to multiple representations and interpretations.Perspective influences text, and text influences perspective. Through students’ languageand literature studies, multiple perspectives and their effects are identified, analysed,deconstructed and reconstructed. An understanding of this concept is essential in order todevelop in students the ability to recognize and respond to over-simplistic and biasedinterpretations. Seeking and considering diverse opinions and points of view is an importantpart of developing complex and defensible interpretations.MHS: MYP Language and Literature Subject Guide Companion (August 2014)3
RELATED CONCEPTSRelated concepts promote deep learning. They are grounded in specific disciplines and areuseful for exploring key concepts in greater detail. Inquiry into related concepts helpsstudents develop more complex and sophisticated conceptual understanding. Relatedconcepts may arise from the subject matter of a unit or the craft of a subject—its featuresand processes.An umbrella concept to refer to whomever (the reader, the listener, theviewer) a text or performance is aimed at, and the characteristics, impact orAudiencedesired responses created. This impact could include humour, sensibility,imperativescritical stance, appreciation, empathy, antipathy and sympathy, aesthetics,mood, atmosphere and gender perspectives.CharacterThe representation of persons in narrative and dramatic works. This mayinclude direct methods like the attribution of qualities in description orcommentary, and indirect (or “dramatic”) methods inviting readers to inferqualities from characters’ actions, speech or appearance.When exploring the concept of character, students might exploretransformation, influence, conflict, protagonist, antagonist, persona, foil, stock.ContextThe social, historical, cultural and workplace settings in which a text or work isproduced.All texts may be understood according to their form, content, purpose andaudience, and through the social, historical, cultural and workplace contextsthat produce and value them. Literary texts are influenced by social context,cultural heritage and historical change. Students should be encouraged toconsider how texts build upon and transform the inherited literary and culturaltraditions.Cultural context refers to the way of life, especially the general customs andbeliefs, of a particular group of people at a particular time.GenresA type or category of literature or film marked by certain shared features orconventions.Conventions are the characteristics of a literary genre. These features may, ofcourse, vary between languages. Each genre has recognizable techniques,referred to as literary conventions, and writers use these conventions, alongwith other literary features, in order to achieve particular artistic ends.A study of genres includes essential understandings about conventions ofgenre: form, style, storyline, characterization, tone, mood, atmosphere,register, visual images and layout, narrative/storytelling, prose (foreshadowing,flashbacks, stream of consciousness in novels and short stories), poetry (metre,rhyme), drama, mythology and other fiction (for example, graphic novels,satires, oral traditions, screenplays, film and episodic television) and non-fiction(for example, autobiography, biography, travelogues, essays, letters, literarynon-fiction, speeches).Examples of conventions in drama may include dialogues, speeches,monologues, soliloquies, asides, stage directions, voice, movement, gesture,use of space, costume, props, lighting, set and sound.MHS: MYP Language and Literature Subject Guide Companion (August 2014)4
InterTextualityThe connections between one text and other texts, the ways in which texts areinterrelated, and the meanings that arise out of their interrelationship.An overt reference to another text (as in a direct quote from another text) isalso an example of intertextuality.Point ofViewThe particular perspective brought by a composer, responder or characterwithin a text to the text or to matters within the text. It also entails the positionor vantage point from which the events of a story seem to be observed andpresented to us. When exploring this concept, students will, for example,consider positioning, voice and tone.PurposeIn literary terms, the creator’s intentions in producing the text. This conceptcould also engage students in exploration of meaning, thesis/argument,gender, age, bias, persuasive techniques, function, critical stance, messageand culture.SelfExpressionThe expression of one’s feelings, thoughts or ideas, especially in writing, art,music, dance, design and film.This umbrella concept includes an exploration of essential understandingsabout identity, voice (personal), inspiration, imagination, sensitivity, criticalstance and process.SettingThe time and the place in which the action of a book, film, play, and so onhappens. Setting may also include mood and atmosphere.StructureThe way in which a poem or play or other piece of writing has been puttogether, and the relationships of different parts of a text to each other and tothe text as a complex whole. This can include exploring metre pattern, stanzaarrangement and the way the ideas are developed. Structure requiresessential understandings about plot, narrative, discourse, form, transformation,thesis/argument, syntax, foreshadowing and flashbacks.StyleThe characteristic way that a writer uses linguistic devices, literary devices andfeatures for particular purposes and effects; for example, word choice,sentence structure, figurative devices, repetition, motif, allusion, imagery andsymbolism.ThemeThe central idea or ideas the creator explores through a text.Global ContextsGlobal contexts direct learning towards independent and shared inquiry into our commonhumanity and shared guardianship of the planet. Using the world as the broadest context forlearning, MYP language and literature can develop meaningful explorations. Many inquiriesinto language and literature concepts naturally focus on personal and cultural expression.However, courses in this subject group should, over time, offer students multiple opportunitiesto explore all MYP global contexts in relationship to the aims and objectives of the subjectgroup.MHS: MYP Language and Literature Subject Guide Companion (August 2014)5
MYP Global ContextsidentitiesandrelationshipsWho am I?Who are we?orientationin time andspaceWhat is themeaning of‘where’ and‘when’?personaland culturalexpressionWhat is thenature andpurpose ofcreativeexpression?Students will exploreidentity; beliefs andvalues; personal,physical, mental, socialand spiritual health;human relationshipsincluding families,friends, communitiesand cultures; what itmeans to be human.Students will explorepersonal histories;homes and journeys;turning points inhumankind; discoveries;explorations andmigrations ofhumankind; therelationships between,and theinterconnectedness of,individuals andcivilizations, frompersonal, local andglobal perspectives.Students will explore theways in which wediscover and expressideas, feelings, nature,culture, beliefs andvalues; the ways inwhich we reflect on,extend and enjoy ourcreativity; ourappreciation of theaesthetic.Possible explorations to develop: competition and cooperation; teams,affiliation and leadership identity formation, self-esteem, status,roles and role models personal efficacy and agency; attitudes,motivations, independence; happinessand the good life physical, psychological and socialdevelopment, transitions, health and wellbeing, lifestyle choices human nature and human dignity, moralreasoning and ethical judgment,consciousness and mindPossible explorations to develop: civilizations and social histories, heritage;pilgrimage, migration, displacement andexchange epochs, eras, turning points and ‘bighistory’ scale, duration, frequency and variability peoples, boundaries, exchange andinteraction natural and human landscapes andresources evolution, constraints and adaptationPossible explorations to develop: artistry, craft, creation, beauty products, systems and institutions social constructions of reality;philosophies and ways of life; beliefsystems; ritual and play critical literacy, languages and linguisticsystems; histories of ideas, fields anddisciplines; analysis and argument metacognition and abstract thinking entrepreneurship, practice andcompetencyMHS: MYP Language and Literature Subject Guide Companion (August 2014)6
MYP Global Contextsscientific andtechnicalinnovationHow do weunderstandthe worldsin which welive?globalizationandsustainabilityHow iseverythingconnected?Students will explore thenatural world and its laws;the interaction betweenpeople and the naturalworld; how humans usetheir understanding ofscientific principles; theimpact of scientific andtechnological advanceson communities andenvironments; the impactof environments on humanactivity; how humansadapt environments totheir needs.Students will explore theinterconnectedness ofhuman-made systems andcommunities; therelationship between localand global processes; howlocal experiences mediatethe global; reflect on theopportunities and tensionsprovided by worldinterconnectedness; theimpact of decision-makingon humankind and theenvironment.fairness and Students will explore rightsdevelopment and responsibilities; theWhat aretheconsequences of ourcommonhumanity?relationship betweencommunities; sharing finiteresources with otherpeople and with otherliving things; access toequal opportunities;peace and conflictresolution.Possible explorations to develop: systems, models, methods; products,processes and solutions adaptation, ingenuity and progress opportunity, risk, consequences andresponsibility modernization, industrialization andengineering digital life, virtual environments andthe information age the biological revolution mathematical puzzles, principles anddiscoveriesPossible explorations to develop: markets, commodities andcommercialization human impact on the environment commonality, diversity andinterconnection consumption, conservation, naturalresources and public goods population and demography urban planning, strategy andinfrastructurePossible explorations to develop: democracy, politics, governmentand civil society inequality, difference and inclusion human capability and development ;social entrepreneurs rights, law, civic responsibility and thepublic sphere justice, peace and conflictmanagement power and privilege authority , security and freedom imagining a hopeful futureMHS: MYP Language and Literature Subject Guide Companion (August 2014)7
Teaching and Learning Through InquiryStatements of InquiryA statement of inquiry sets conceptual understanding in a global context in order to frameclassroom inquiry and direct purposeful mentof InquiryInquiry QuestionsTeachers and students use statements of inquiry to help them identify factual, conceptualand debatable inquiry questions. Inquiry questions give direction to teaching and learning,and they help to organize and sequence learning experiences.Factual Questions:Remembering factsand topicsConceptual Questions:Analysing Big IdeasDebateable Questions:Evaluating Perspectives andDeveloping TheoriesPossible Project/Study: Literary Interpretations of social conflict: such as the 2nd World War.RELATED CONCEPTS:KEY CONCEPT:context, point ofview, ation inTime and SpaceSTATEMENT OF INQUIRY:Critical readers understand thathistorical context and authors'perspective affect readers'interpretations of literary testsand the concept of the truth.Factual Questions:What is a personalnarrative and whatare the linguisticfeatures of narrativesand stories?Conceptual Questions:Why do we tell stories?What can we expressthrough a story?MHS: MYP Language and Literature Subject Guide Companion (August 2014)DebateableQuestions:Why do wecreate?8
Possible Project/Study: Feature film or documentary study.RELATED CONCEPTS:KEY CONCEPT:Audience, imperatives,meaning purposeCreativityGLOBALCONTEXT:Personal andCulturalExpressionSTATEMENT OF INQUIRY:Directors create films toposition audiences to respondin a particular way.FactualQuestions:How is fantasydifferent fromother genres?Conceptual Questions:How are peopleinfluenced by filmcodes andconventions?Debateable Questions:Is every decision madein creating a film aconcious choice or dowe read too much intoour analysis?Possible Project/Study: Historical fiction; short story unit, comparative study (for example:Persepolis to One Hundred Years of Solitude)KEY CONCEPT:ConnectionsRELATEDCONCEPTS:context, genresGLOBAL CONTEXT:Orientation in Time andSpaceSTATEMENT OF INQUIRY:Historical contexts shapeliterary genre.Factual Questions:What are the basiccomponents of anessay?Conceptual Questions:What is truth?Where/Why/How dopeople search for themeaning of truth?MHS: MYP Language and Literature Subject Guide Companion (August 2014)DebateableQuestions:How is truthcorroborated?Is the truth outthere?9
Possible Project/Study: Advertising UnitRELATED CONCEPTS:KEY CONCEPT:Communicationbias, purpose, audience,stylistic choices, form,functionGLOBAL CONTEXT:Personal and CulturalExpressionSTATEMENT OF INQUIRY:Persuasive tests, specifically inmarketing and politics, uselanguage intended to influenceour behavior and decisions.Factual Questions:What techniques doadvertisers employ toinfluence ourbehaviour anddecisions?Conceptual Questions:How can we avoidbeing manipulated bywhat we see, hear, andread?MHS: MYP Language and Literature Subject Guide Companion (August 2014)DebateableQuestions:When doadvertisementsbecomeunethical?10
Language and Literature Learning ObjectivesThe objectives of any MYP subject state the specific targets that are set for learning in thesubject. They define what the student will be able to accomplish as a result of studying thesubject.In order to meet these objectives, teachers will need to concentrate on each of themacroskills of language: listening, speaking, reading, writing, viewing and presenting. Theselanguage modes are very much interactive and interrelated, though in some instancesteachers may wish to deal with them in discrete learning experiences and separate texts.Each objective is elaborated by a number of strands; a strand is an aspect or indicator ofthe learning expectation.In the MYP, assessment is closely aligned with the written and taught curriculum. Each strandfrom MYP language and literature has a corresponding strand in the assessment criteria forthis subject group. The assessment criteria have been provided with the correspondingobjectives.Subject groups must address all strands of all four objectives at least twice in eachyear of the MYP.In order to keep track of the standards used in each unit and the number of times it hasbeen used, teachers/PLTs may want to develop a system or check list. Below is an example.AnalysingOBJECTIVE STRAND1UNIT WHERE IT IS ASSESSED234MHS: MYP Language and Literature Subject Guide Companion (August 20
Perspective influences text, and text influences perspective. Through students’ language and literature studies, multiple perspectives and their effects are identified, analysed, deconstructed and reconstructed. An understanding of this concept is essential in order to
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By registering for IB MYP you agree stay in IB MYP for one semester and to abide by: DMHS IB MYP Academic Honesty Policy DMHS IB MYP Inclusion Policy DMHS IB MYP Language Policy IB MYP Assessment Policy Students who exit the program mid-year will be placed in non-honors courses. Non-SUSD courses must be approved by your counselor.
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