MYP Year 5
John Murray
Room 403
[email protected]
(808) 261-0707 x2150
Language & literature
Amanda Di Bella
Room 403
[email protected]
(808) 261-0707 x2323
Language is fundamental to learning, thinking and communicating; therefore it permeates the whole
curriculum. Students need to develop an appreciation of the nature of language and literature, of the many
influences on language and literature, and of its power and beauty. They will be encouraged to recognize that
proficiency in language is a powerful tool for communication in all societies. Furthermore, language and
literature incorporates creative processes and encourages the development of imagination and creativity
through self-expression. To that end, students will analyze novels, plays, and poetry.
2014 – 2015 Scope and Sequence: August-December
All Unit Dates are projected and may be subject to change.
You will be sent a January-May Scope and Sequence in January.
Unit 1: Eye of the Tiger
August-September
Key concept: Perspective
Related concepts: Structure (narrative, plot)
Global context: Personal and cultural expression (expression of beliefs)
● Statement of inquiry: A shift in narrative voice can change the reader's perspective about the
beliefs expressed or inferred in the plot of a text.
Inquiry questions:
Factual: What are the major beliefs that govern Hinduism, Christianity, and Islam?
Conceptual: How do we choose what to believe?
Debatable: Is there a hidden savage in all of us?
Content
● Literature: Life of Pi by Yann Martel
● Know: frame story technique, point of view
● Understand: different perspectives often lead to multiple representations and interpretations
● Do: gather information on a topic, examine varied perspectives and draw conclusions, write a
detailed script, conduct oral presentation
Summative Assessment Task
● Life of Pi presentation (Crit. A, C, D)
Unit 2: Ring of Fire
September-October
Key concept: Communication
Related concept: Theme
Global context: Orientation in space and time
Statement of inquiry: The choices an artist makes to help the reader connect with the context of a story
influence the way themes can be interpreted.
Inquiry questions:
Factual: What is a fireman’s main purpose and how did it come to be this way?
Conceptual: Is writing an essential form of communication?
Debatable: Do you think the pervasiveness of television and social media is replacing real life
relationships in our present society?
Content
● Literature: Fahrenheit 451 by Ray Bradbury
● Know: thematic analysis, setting, context
● Understand: plot, symbolism, allusion, imagery
● Do: five-paragraph essay structure including citations
Summative Assessment Task
● Thematic Essay (Crit. A, B)
Unit 3: (You Are My) Treasure
October-December
Key concept: Connections
Related concepts(s): Intertextuality
Global context: Identities and Relationships
Statement of inquiry: Critical readers recognize and interpret the interrelationship of texts across time, texts,
and cultures.
Inquiry questions:
Factual: Why did Santiago decide to become a shepherd?
Conceptual: What happens to us once we fulfill our life’s dream?
Debatable: Does everyone have one Personal Legend they are destined to fulfill?
Content
● Literature: The Alchemist by Paulo Coelho and a biography of student’s choice
● Know: setting, context, basis of alchemy
● Understand: author’s choices and effects of those choices
● Do: gather information on a topic, five-paragraph essay structure including citations, write detailed
outline, conduct creative oral presentation
Summative Assessment Task(s)
● Effects of Authorial Choices Essay (Crit. A, B, D)
● Biography Project (Crit. C, D)
Unit 4: “10,000 Hours”
January - February
Key concept: Creativity
Related concepts: Self-expression, Genre
Global context: Personal and cultural expression (self-expression through poetry)
Statement of inquiry: Poets create poems to position audiences to respond in a particular way.
Inquiry questions:
Factual: What are the characteristics of a ballad?
Conceptual: Can we train our “emotional intelligence”?
Debatable: Does reciting and listening to poetry make us more humane?
Content
● Know: types of poems, types of figurative language
● Understand: how context, figurative language, and word relationships shape meaning and
tone
● Do: read closely to determine what the text says explicitly and to make logical inferences
from it
Summative Assessment Task
● Poetry Out Loud (Crit. A, C, D) Memorize and recite a poem:
Unit 5: “Everybody Wants to Rule the World”
February - March
Key concept: Connections
Related concepts: Context, Structure
Global context: Orientation in space and time (civilizations and social histories, heritage; pilgrimage,
migration, displacement and exchange).
Statement of inquiry: Historical contexts shape literary genre.
Inquiry questions:
Factual: When was Macbeth first performed?
Conceptual: How are audiences influenced by film codes and conventions?
Debatable: Is every decision made in creating a film a conscious choice, or do we read too
much into our analysis?
Content
● Know: Conventions of Elizabethan theater, language of film, history of Macbeth
● Understand: Shakespearean tragedy, play and film comparison
● Do: write an organized essay, analyze a film, conduct a presentation
Summative Assessment Tasks
● Macbeth Thematic Essay (Crit. A, D)
● Creating and Presenting Macbeth (Crit. B, C)
Unit 6: “Superstition”
April-May
Key concept: Perspective
Related concepts: Audience imperatives, purpose
Global context: Fairness and development (social conflict)
Statement of inquiry: Critical readers understand that historical context and authors’ perspectives
affect readers’ interpretations of literary texts and of the concept of truth.
Inquiry questions:
Factual: What is McCarthyism?
Conceptual: What is truth? Where/Why/How do people search for the meaning of truth?
Debatable: How is truth corroborated? Is the truth out there?
Content
● Know: historical context of Salem witch trials, McCarthyism
● Understand: author perspectives, plot, characterization, allegory, audience impact
● Do: create and implement dramatic performance
Summative Assessment Tasks
● Read, direct and perform a section of The Crucible. (Crit. A, B, C, & D)
Each person from the group produces a different text type relating to either their scene,
or the theme of power and relationships.
Language & literature Grading Criteria
A. Analyzing
B. Organizing
C. Producing Text
D. Using Language
Achievement
Levels
0-8
0-8
0-8
0-8
Please refer to the MYP Parent Assessment Handbook for more information on MYP grading.
You are also welcome to contact me, Vicki McNeill (HS Principal), Damian Rentoule (MS Principal),
or Diane Smith (MYP Coordinator) with any questions about the MYP grading philosophy and practices.
Office hours in room 403:
Students are encouraged to schedule appointments and use study hall or lunch recess to receive extra
learning support. In addition, after school meetings can be arranged dependent upon scheduled faculty
meetings.