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Language and Literature

Level 1

Unit Length (weeks)
Unit title	4: Imagined Worlds	2: Natural Allies	3: Living with Technology	5: Extraordinary People	1: Growing up
Key Concept	Creativity	Perspective	Communication	Perspectives	Connections
Related Concept(s)	Character Point of View Theme Setting	Context Purpose Structure	Purpose Audience imperatives Structure	Theme Intertextuality	Self Expression Purpose
Global Context + Global Context Exploration	Personal and Cultural Expression • Ritual and Play • Creation • Social Constructs of Reality	Fairness and Development • commonalities, differences, and inclusion • Power and privilege	Scientific and Technical Innovation • Consequences and responsibility • Digital Life	Identities and Relationships • Role and Role Models • Attitudes/ Motivations • Human Nature and Human Dignity	Orientation in Space and Time • Heritage • Turning Points • Frequency and Variability
Statement of Inquiry	How does imagination enrich our lives?	How do people and animals interact?	Is technology helpful or harmful to society?	What makes people extraordinary?	What are some of the challenges and triumphs of growing up?
MYP Subject-group objective(s)	Criterion A: Analyzing Criterion D: Using Language	Criterion A: Analyzing Criterion D: Using Language	Criterion A: Analyzing Criterion B: Organizing	Criterion C: Producing Text Criterion B: Organizing	Criterion A: Analyzing Criterion C: Producing Text
ATL Skills + ATL Skill Indicators	• Communication-Communication Skills • Self Management - Organization • Thinking - Creative Thinking	• Research-Information Literacy • Research - Media Literacy • Thinking - Critical Thinking	• Communication-Communication Skills • Research - Information Literacy • Research - Media Literacy	• Social - Collaboration • Research - Media Literacy • Self Management - Organization	• Self Management - Reflection • Self Management - Affective • Thinking - Critical Thinking
Content (Topics, Knowledge, Skills)	Narrative	Informational	Argumentative	Research	Personal Narrative

Level 2

Unit Length (weeks)
Unit title	1: Crossing Generations	5: Facing Adversity	3: Transformation	2: Living Among the Stars	4:Learning from Nature
Key Concept	Communication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common “language	Identity: facing adversity is a common challenge in life that requires resilience, strength, and the ability to adapt. Key concepts around identity with a focus on facing adversity often revolve around mental and emotional strategies, growth, and learning.	Change: the ways in which texts can change readers' understanding of themselves and the world, and the power of language to inspire change	Perspective the position from which we observe situations, objects, facts, ideas and opinions. Perspective may be associated with individuals, groups, cultures or disciplines. Different perspectives often lead to multiple representations and interpretations.
Related Concept(s)	• Character: The representation of persons in narrative and dramatic works. • Theme: The central idea or ideas the creator explores through a text. • Self-expression: The expression of one’s feelings, thoughts or ideas, especially in writing, art, music, dance, design and film.	Factual—Each of us is able to overcome life’s challenges Conceptual— Are each of us making an impact in the world today? How can one person change the world? *Debatable— How can one person change the world?	• Point of View: the perspective that the narrator holds in relation to the events of the story. The three primary points of view • Purpose: the author’s intent for writing. • Generes: the classification of a literary work by its form, content, and style into categories such as poetry, drama, fiction, and non-fiction.	Intertextuality • Building Connections Across Texts • Recognizing Shared and Contrasting Perspectives • Deepening Interpretation
Global Context + Global Context Exploration	Personal and cultural expression What is the nature and purpose of creative expression? Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.	Identities and Relationships Who am I? Who are we? How it relates to overcoming challenges: Life's challenges often impact our identities and relationships. In facing adversity, individuals may undergo personal transformation, learn to adapt their identity, or draw strength from their relationships with others. Students may explore concepts such as resilience, empathy, and how communities support individuals during difficult times.	Identities and relationships Who am I? Who are we? Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.	Orientation in Space in Time This unit explores how perception shapes our understanding of truth and reality and considers how time and place influence what we perceive and believe.
Statement of Inquiry	Communication is used to develop character, theme, and self-expression by exploring creativity involved with writing.	How do we overcome life’s challenges?	Identities can be transformed when people and characters hit a turning point in their lives.	Our perceptions shape our reality and influence our understanding of truth.
MYP Subject-group objective(s)	Criterion B: Organizing i. makes competent use of organizational structures that serve the context and intention ii. organizes opinions and ideas in a coherent and logical manner with ideas building on each other iii. makes competent use of referencing and formatting tools to create a presentation style suitable to the context and intention. Criterion C: Producing Text i. produces texts that demonstrate considerable personal engagement with the creative process; demonstrates considerable thought, imagination and sensitivity and substantial exploration and consideration of new perspectives and ideas ii. makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience Criterion D: Using Language i. uses a varied range of appropriate vocabulary, sentence structures and forms of expression competently ii. writes and speaks competently in a register and style that serve the context and intention iii. uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication	Criterion A: Analyzing i. provides substantial identification and explanation of the content, context, language, structure, technique and style, and explains the relationships among texts ii. provides substantial identification and explanation of the effects of the creator’s choices on an audience Objective B: Organizing i. Employ organizational structures that serve the context and intention ii. Organize opinions and ideas in a sustained, coherent, and logical manner iii. Use referencing and formatting tools to create a presentation style suitable to the context and intention Criterion C: Producing text i. Produce texts that demonstrate thought and imagination while exploring new perspectives and ideas arising from personal engagement with the creative process ii. Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience iii. Select relevant details and examples to support ideas.	Criterion B: Organizing i. makes competent use of organizational structures that serve the context and intention ii. organizes opinions and ideas in a coherent and logical manner with ideas building on each other iii. makes competent use of referencing and formatting tools to create a presentation style suitable to the context and intention. Criterion C: Producing Text ii. makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience iii. selects sufficient relevant details and examples to develop ideas. Criterion D: Using Language ii. writes and speaks competently in a register and style that serve the context and intention iii. uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication iv. spells/writes and pronounced with a considerable degree of accuracy; errors do not hinder effective communication	Objective A (Analyzing): Analyze how authors explore the theme of perception versus reality. Objective B (Organizing): Organize ideas about perception in a clear, logical manner through various formats. Objective C (Producing Text): Create texts that explore the interplay of perception and reality. Objective D (Using Language): Use descriptive language to effectively convey perceptions and their impact on reality.
ATL Skills + ATL Skill Indicators	Social: Collaboration skills • Listen actively to other perspectives and ideas • Take responsibility for one’s own actions Thinking: Creative Thinking • Use brainstorming and visual diagrams to generate new ideas and inquiries	Research Skills • Research skills involve gathering, analyzing, and presenting information from a variety of sources to answer questions or solve problems. Information Literacy: • Locate relevant information from multiple sources. • Evaluate the reliability and validity of sources. • Synthesize information from different texts and sources.	Communication skills • Read critically and for comprehension • Read a variety of sources for information and for pleasure Self Management: Organizational skills • Plan short- and long-term assignments; meet deadlines • Create plans to prepare for summative assessments (examinations and performances)	Thinking Skills: Critical Thinking: Evaluate how different perspectives reveal varied interpretations of truth. Creative Thinking: Generate ideas on how perception can alter reality. Communication Skills: Interpreting: Engage in discussions about differing perspectives on what is “real.” Self-Expression: Articulate one’s own perspective clearly in both oral and written formats. Research Skills: Information Literacy: Identify credible sources when exploring real-world perceptions and biases.
Content (Topics, Knowledge, Skills)	Topics: Elements of narrative (figurative language, sensory details, dialogue) Knowledge: How to structure a personal narrative- what’s included, developing style, formatting Analyzing narratives for theme Skills: Students will work in teams to create a panel discussion about what new knowledge or skills can you learn from someone of a different generation. Listen Actively • Go over nonverbal cues of listening • Explain restating what others say to show you listened to what they said • Practice asking specific questions based on the stories other group members share. Take Responsibility • At the end of class have students reflect on behaviors at the end of class. If students did not meet expectations, teach them how to apologize to the group properly and have them come up with how to improve for tomorrow. • Have students fill out reflection form for their participation in the group at the end There will be a lot of different opportunities for writing this unit. We will go over the different types of graphic organizers and brainstorming activities to learn about different options. Examples we will be using: Plot Diagram Bubble Maps Venn Diagram Storyboards	Content (Topics, Knowledge, Skills) Topic: Analyzing how characters face and respond to adversity in literature. Knowledge: How to structure an informational essay comparing and contrasting how different authors present adversity and resilience in their stories. Skills: • Literary analysis: Identifying themes of adversity, resilience, and personal growth in texts. For example, how does the protagonist in The Circuit navigate the challenges of poverty and being a migrant farmer? Research and Information Gathering • Skill: Conducting research • Skill: Evaluating sources Critical Thinking and Analytical Skills • Skill: Comparing and contrasting • Skill: Evaluating challenges and solutions Structuring and Organizing Ideas • Skill: Essay structure and organization (CERER) • Skill: Creating clear topic sentences • Skill: Using evidence effectively Writing Clarity and Precision • Skill: Clarity in writing • Skill: Developing precise language • Skill: Revising and editing • Skill: Formal writing style • Skill: Citation and referencing • Skill: Self-reflection	Skills: Read critically and for comprehension • Teach first read strategies from the textbook. Go over how to fill out the chart. • Comprehension questions and summary writing at the end of each reading to see what the student retained. • Go over annotation styles following the close read method in the book. Model them for the class, then have them try in groups, and finally on their own. Read a variety of sources for information and pleasure • Book groups to allow choice and for students to read more for pleasure • Selections from the textbook are used for information. They are guides for the essay and to collect data. Plan short- and long-term assignments; meet deadlines • Create action plans based on templates in the textbook to make sure the group is meeting deadlines. • Teach kids how to put deadlines in Google Calendar • Go over how to make a schedule and stick to it Create plans to prepare for summative assessments (examinations and performances) • Go over the evidence collection log at the beginning of the unit to help them gather evidence. • Encourage students to pull out and use evidence lo plan for essay • Go over different brainstorm graphics to help students pick what is best for them.	Content (Topics, Knowledge, Skills) Topics: Differentiating between perception and reality in literature and informational texts. Analyzing bias and perspective in media and everyday situations. Developing a personal understanding of how perspective influences one's view of truth. Knowledge: Recognizing the influence of perspective and bias in literature, news, and personal interactions. Understanding how authors use literary elements (e.g., point of view, symbolism) to shape perception. Skills: Close reading to identify bias, perspective, and viewpoint. Writing analytical essays on perception and reality. Engaging in reflective journaling and group discussions. Creating multimedia presentations that explore real-world examples of perception versus reality.

Level 3

Unit Length (weeks)
Unit title	5: Pushing Boundaries	2: Resilience	4: Human Intelligence	3: Taking a Stand	1: Rites of Passage
Key Concept	Creativity	Perspective	Communication	Connections	Perspective
Related Concept(s)	Self-expression and Structure	Context and Purpose	Audience imperatives	Genre and Theme	Intertextuality and Style
Global Context + Global Context Exploration	Scientific and Technical Innovation • Processes and solutions • Ingenuity and progress	Fairness and Development • Power and privilege • Security and freedom • Inequality	Identities and Relationships • Psychological and social development • Human nature and human dignity • Consciousness and mind	Orientation in Space and Time • Boundaries • Exchange and interaction • Constraints and adaptation	Personal and Cultural Expression • Social constructions of reality • Critical literacy • Systems and institutions
Statement of Inquiry
MYP Subject-group objective(s)	B. Organizing i. employ organizational structures that serve the context and intention ii. organize opinions and ideas in a sustained, coherent and logical manner iii. use referencing and formatting tools to create a presentation style suitable to the context and intention.	A. Analyzing i. analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts ii. analyse the effects of the creator’s choices on an audience iv. evaluate similarities and differences by connecting features across and within genres and texts	D. Using Language i. use appropriate and varied vocabulary, sentence structures and forms of expression ii. write and speak in a register and style that serve the context intention iii. use correct grammar, syntax and punctuation iv. spell (alphabetic languages), write (character language) and pronounce with accuracy v. use appropriate non-verbal communication techniques	C. Producing Text i. 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 ii. make stylistic choices in terms of linguistic, literacy and visual devices, demonstrating awareness of impact on an audience iii. select relevant details and examples to development ideas	B. Organizing i. employ organizational structures that serve the context and intention ii. organize opinions and ideas in a sustained, coherent and logical manner iii. use referencing and formatting tools to create a presentation style suitable to the context and intention.
ATL Skills + ATL Skill Indicators	IX. Creative-thinking skills How can students be creative? Generate novel ideas and considering new perspectives • use brainstorming and visual diagrams to generate new ideas and inquiries • make unexpected or unusual connections between objects and/or ideas • create original works and ideas; use existing works and ideas in new ways	IV. Affective Skills How can students manage their own state of mind? Managing state of mind • Emotional Management: Practise strategies to overcome impulsiveness and anger & practise strategies to reduce stress and anxiety • Resilience: Practise “bouncing back” after adversity, mistakes and failures & practise dealing with change	II. Collaboration Skills How can students collaborate? Working effectively with others: • Delegate and share responsibility for decision- making • Exercise leadership and take on a variety of roles within groups	VII. Media literacy skills How can students demonstrate media literacy? Interacting with media to use and create ideas and information • Make informed choices about personal viewing experiences • Understand the impact of media representations and modes of presentation	V. Reflection Skills How can students be reflective? (Re)considering the process of learning; choosing and using ATL skills • Identify strengths and weaknesses of personal learning strategies (self-assessment) • Demonstrate flexibility in the selection and use learning strategies
Content (Topics, Knowledge, Skills)	Through exploring the innovative process and creative force it takes to invent, students read and write various genres of text to better understand their own creative process.	Students learn emotional growth through analysing difficult historical contexts which teach about inequality and resilience.	Students will explore the psychological development of human intelligence by creating collaborative lessons to teach the rest of their peers.	Through exploring various genres and themes of texts centered on taking a stand, students will gain a better understanding of informed decision making and argue their position(s).	Students self-reflect on their role in the world by critically thinking about social constructs, and the systems and institutions that impact them and others.