English Language $Literature- SGO · 2019-07-28 · English Language & Literature MYP YEAR 1 ENGLISH LANGUAGE AND LITERATURE Unit title Key concept Related concept(s ) Global context

English Language $Literature- SGO

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English Language & Literature

MYP YEAR 1 ENGLISH LANGUAGE AND LITERATUREUnit title Key concept Related

concept(s)Globalcontext

Statement ofinquiry

MYP subjectgroupobjective(s)

ATL skills/Learner Profile

Content (topics, knowledge, skills)

Novel- TheSecret WorldOf Polly Flintby HelenCresswell.

80 sessions @40 min.

Communication

Self-expression

Identitiesandrelationship-Exploration-Humanrelationshipsincludingfamily andfriends,communitiesand cultures.

Acrosscultures, allover theworld, theenvironmentin which aperson livesshapeshis/herthoughts andfeelings.

A : AnalysingB: Organizing:C: Producingtext:D: Usinglanguage

Thinking skills-Critical andcreativeSocial skills :CollaborationCommunicationskillsLP- open-

minded

Content – Novel- The Secret World Of Polly Flint byHelen Cresswell.Content-:1. Understanding both explicit and implicit meaning. 2.

Commenting on character and situations3. Understanding the use of language to create thedesired effect. 4. Exploring language and structure.5. Writing to describe, inform, and comment.6. The students practice summarizing and the use ofsupport word lists. 7- Analyzing comparison andcontrast (two different mindsets. Open minded vsConstrained/Narrow mindedness)Structure & Usage: The students will employorganizational structures that serve the context andintention. Parts of speech will be covered.Service As Action- Conservation of rain forests ofAmazon-Assembly PresentationLearning outcome- Work in collaboration, Develop newskills

Short Story -Travel throughtime throughStories'The Wish' byRuskin BondThe UmbrellaMan-RoaldDahlMalgudi Days-Swami by RkNarayan40 sessions @40 min.

Perspective Point of view,theme

Orientationin space andtime.Exploration-Interconnectedness ofindividualsandcivilization

Readersframe theirpoint of viewby exploringthe theme ofinterconnectedness ofindividualsandcivilizationsthroughunderstanding of theevents in thestory.

A- Analysing-B: Organizing:C- Producingtext-D- Usinglanguage-

Communicationskills- Throughinteraction andlanguageSocial Skills-CollaborationskillsLP-Communicator

Short stories- 'The Wish' by Ruskin Bond, TheUmbrella Man-Roald Dahl; Malgudi Days -Swami by RKNarayanContent-1-Explore the background of the writer. 2. Gauge explicitand implicit meaning.Structure & Usage- 1-. Evaluate the use of languageand structure for effect. 2-. Write to evaluate, describe,inform and entertain. 3-. Precise and descriptivelanguage for clarity, richness and/or its effect on thereader (words with multiple meanings) 4-.Words thatimply different shades of meaning, strong nouns andverbs, concrete and sensory details, figurative language– simple metaphors or personification. 5-. Writeversatile stories and letters with plots. Being adaptableto the varying moods of world literature component.Service As Action-Role play - The WishLearning outcome- Discuss, Plan and evaluate ownaction



Drama - AChristmasCarol byCharlesDickens


Communication-

Self-expression

IdentitiesandrelationshipExplorationStudents willexploreidentity;beliefs andvalues;cultures.

Love andfaith binds allrelationship.

A : AnalysingB: OrganizingC: ProducingtextD: Using

language

Thinking skills:Critical andcreative Socialskills-Collaboration:Communicationskills: Throughinteraction andlanguage.LP- Caring

Drama- A Christmas Carol by Charles Dickens.Content-Vocabulary, plot, theme, character analysis; how thewriter transitions from one key idea to the next.Structure and usage-Writing skill (articles, figurativelanguage, informal letter/diary writing)

IDU with music-Christmas carols

Poems-'The Birthday''by ChristinaRossetti.I Cannotremember mymother byRabindranathTagore.Summer Rainby Amy Lowell“In thebazaars ofHyderabad” bySarojini Naidu

30 sessions @40 mi9n.

Communication-

Genres, self-expression,

style.

Personaland culturalexpression.ExplorationAppreciationof theaestheticandenjoyment ofthe creativity

Each genrehas

recognizabletechniquesand literary

conventions.

A : AnalysingB: OrganizingC: ProducingtextD: Using

language.

Social Skills-Collabrationskills- .Communicationskills throughInteraction andlanguage.LP-Communicator

Poems-The Birthday' by Christina Rosetti;I CannotRemember My Mother' by Rabindranath tagore; Summerrain by Amy Lowell;In the Bazaars of Hyderabad bySarojini NaiduContent--Students will explore the range of poetry and relate tothis context and produce creative responses. Recitationof poems; poetic devices-usage and effectStructure and usage- Learning tone, imagery, similiesand hyperbole, writing in poetic form, punctuation,transition, synonym and antonym



MYP 2

MYP YEAR 2 LANGUAGE AND LITERATUREUnit title Key concept Related


Statement ofinquiry


ATL skills/LearnerProfile


Unit Title -Faith andFriendshipNovel- 'ThePigheart Boy'by MalorieBlackmann.


Perspective. Point of view,Theme,Character

Personaland CulturalExpressionsExploration-Reflecting onour feelings,nature,culturalbeliefs andvalues.

The author’sobservationson humannature arerevealedthrough thecharacters’beliefs,values,connections,andrelationshipswith oneanother.

A-AnalysingB -

OrganizingC- ProducingtextD- Using

language

Thinking skills:Reseach

skills-informationliteracy skillSocial Skills-Collaboration

Communication skills-ThroughInteraction andlanguage

LP- Thinker

Novel- Pigheart Boy by Malorie BlackmannContent-1- Cite textual evidence to support analysis of explicitand inferred ideas in what is read; 2- Determine how atheme or central idea is conveyed through particulardetails;3- Describe how the plot unfolds in a text, including howcharacters respond orchange moving toward theresolution; 4- Explain how the narrator or point of view ina text is developed; and 5- Analyze the impact of specificword choice on meaning and tone.Structure and Usage-Identify and determine themeaning of prefixes, suffixes, and root words in gradeappropriate vocabulary.Interpret the meanings of figurative language in contentarea reading. Employ context clues and decoding skillsto demonstrate knowledge of vocabulary used in variousthemes and genres. Use synonyms and antonyms toexpress the implied meaning of a new word.Service As Action- Empathy for Animal(Assembly Presentation)/ Anti- Racism Day (Assembly)

Learning outcome- Persevere in Action, collaboration

Shortpoems–Embracinglife lessonsthroughPoetry


Creativity Structure,Style andPurpose

Personaland CulturalExpression:Exploration-Appreciationof theaestheticandenjoyment ofthecreativity.

Poetic versesand rhythmicwriting withimagery evokean empathicresponse fromthe readers.

A-AnalysingB -


language

Thinking SkilsCreative,TransferSocial skills-

collaboration

Communication skills:ThroughInteraction andLanguage

Learner Profile-Communicator

Poems-1-My Teacher Took My Ipod' by Kenn Nesbitt;

2- “O Captain My Captain” by Walt Whitman;3-The Giving Tree' by Shel Siverstein;4- 'Brook' by Alfred Tennyson;'Ode to My Grandpa' byEmily Rachel Ehrle (age 18);5-'Where the Mind is Without Fear' by Tagore,6-Still I Rise' by Maya Angelou;7-'Palanquin Bearers' by Sarojini Naidu;8-'My Grandmother's House' by Kamala Das.Content- 1-Write compositions to describe, explain,and/or convince, providing details and facts that connectto the purpose; (Poems) 2- Write to a specific audienceand purpose; 3- Write focused and detailedcompositions containing some interesting word choices,effectively organized ideas, and developedthoughts.(Poetry Analysis).



Structure and Usage Interpret the meanings offigurative language in content area reading. Employcontext clues and decoding skills to demonstrateknowledge of vocabulary used in various themes andgenres. Use synonyms and antonyms to express theimplied meaning of a new word.Connections- Poetry Recitation (Performing Arts)

Short stories-Telling tales40 sessions @40 mi9n.

Connections Context, Pointof View, Style,Setting

IdentitiesandrelationshipsExploration-Students willexploreidentity;beliefs andvalues;cultures.

Short storieshelp us toexplore thehumanrelationships,differentmoods andthe rolespeople play indifferentenvironment.

A-AnalysingB -

OrganizingC-ProducingtextD- Using

language

Communication skillsSocial skills-LP-

Reflective

Stories : “A Model Millionnairre by Oscar Wilde ; 'Idgah'by Munshi Premchand (translated by Kushwant Singh);'All Summer in a Day' by Ray Bradbury ;'Amigo brothers 'by Piri Thomas"

Students will focus on how the elements of literaturecome together in the short story format by analyzing thestories they read. Students will also examine the waysauthors use language to suit their own purposes. Theywill consider the differences between what we can readfrom images and words, and they will write an originalshort story.Structure and Usage:Words that imply different shades of meaning, strongnouns and verbs, concrete and sensory details,figurative language – simple metaphors orpersonification.Write versatile stories and letters with plots. Beingadaptable to the varying moods of world literaturecomponent.Service as Action- Short Story writingLearning outcome- Become more aware of their ownstrengths and areas of growth

Unit Title -Love andMagic-Drama- "AMidsummerNight'sDream'byWilliamShakespeare50 sessions @40 mi9n.

Communication Genre,context,character

Personaland Culturalexpressions.Exploration-

The ways inwhich weexpressfeelings,nature,culture; theways inwhich weextendand enjoyour creativity

Use ofeffective,purposefulcommunication in varyinggenres,encourageshumankind tosuccessfullydetermine theinterconnectedness ofcivilizationsand cultures.

A- AnalysingB -


language.

LP -Communicator

Thinking Skil -Creative andTransfer-Social skills-Collaboration,

Communication skillsthroughinteraction andlanguage.

Drama-' A Midsummer Night's Dream -ShakespeareContent-'Students will look at the issues raised in the play andcompare them to modern issues (discrimination, the roleof women in society, marriage, friendship, etc.) (Debate/Poster Making)Structure and UsageStudents will focus on the components of academicessay writing.IDU with Drama -Presenting an Extract /Scene of thePlay while relating it to the today's world.



MYP 3


concept(s)Global context Statement of

inquiryMYP subjectgroupobjective(s)

ATL skills/LearnerProfile


Love andSufferingDrama- TheTwelfth Night(Shakespeare)80 sessions

@ 40 min.

Perspective Style,Genre, Inter-textuality

Orientation inspace and timeExploration-Students willexplore turningpoints in therelationshipsbetweenindividualsfrom personal,local and globalperspectives.

Individualconnections,relationships,and choices(asdemonstratedthrough a play)have far-reachingimpacts andinfluence uponothers.

A- AnalysingB-Organizing-C- ProducingtextD- Usinglanguage

Thinking skills:Creative andTransfer,Reseach skills,Social Skills:collaboration,Communication skills:(Interactionand language)LP-Communicator

Drama-Twelfth Night or What you will by ShakespeareContent-

Students will look at the issues raised in the play andcompare them to modern issues (discrimination, the roleof women in society, marriage, friendship, etc.)Students will focus on the components of academicessay writing.Structure and Usage:Know: communication, genre, relationships• Understand: analysis, genre structure, higher levelvocabulary• Do: analysis, provide evidence to support opinions,creatively express understanding of textConnections: Shakespearean Newspaper-Visual Arts

PoetryInspires andEnriches30 sessions @40 min.

Creativity AudienceImperativesPurpose

Personal andculturalexpressionsExploration-Ways inwhich weexpressideas, beliefsand values; theways in whichwe reflect oncreativity.

Poetic versesand rhythmicwriting evokean empathicresponse fromthe readers.


Thinking skills:Creative,TransferSocial skills-CollaborativeCommunication- (InteractionandLanguage).LP-Communicator

Poetry-1-'Do not go gentle into that good nigh't by Dylan

Thomas;'Chimney2-Sweeper' by Walt Whitman;'3-ADog has died' by Pablo Neruda4-'Lord Ullin's Daughter' by Thomas campbell.

5-'The Road Not Taken' by Robert Frost.6- The Frog and the Nightingale' by Vikram Seth;'7-Annabel Lee' by Edgar AllenPoe8-'Caged Birds' by Maya AngelouContent-Write compositions to describe, explain, and/orconvince, providing details and facts that connect to thepurpose;Structure and Usage:Identification of poetic devices and the effect they createon the understanding of the poem on the reader.Rhyme/rhythmConnections: Recitation (PA)



Short Stories-Good thingscome in smallpackages40 sessions @40 in.

Perspective Context,Point ofView, Setting

Identities andrelationshipsExploration-Students willexplore identity;beliefs andvalues;humanrelationships

Experiences oflife, mood andatmosphere,influence ourperception


Social skills-CollaborativeCommunication- (InteractionandLanguage).LP-Communicator

Short Stories-

1-Embracing Heritage from across the world2-The Indigo Terror' by Satyajit Ray3-The Ultimate Safari' by Nadine Gordimer4-Rikki Tikki Tavi- by Rudyard Kipling;'5-There will come soft rains by Ray Bradbury6-Kabuliwala by Rabindranath Tagore7-The Hounds of Fate by Saki, 8-Room no. 342 byAgatha Christi.Content-What affect does conflict have on the plot of a literarytext? How does understanding an author’s craft,including tone, flashback, and foreshadowing, help meinterpret the meaning of a narrative text? Analyze anauthor’s development of characters, setting, and conflictin a given literary text. 6-1.5 Interpret the effect of anauthor’s craft (including tone and the use of flashbackand foreshadowing) on the meaning of literary texts.6-1.6 Compare/contrast main ideas within and acrossliterary textsStructure and Usage- Transformation and synthesis ofsentences ;Directed writing skillsConnections: Sciences-Survival Skills

FriendshipTranscendsPrejudicesProse- 'TheCay' byTheodoreTaylor50 sessions @40 min.

Communication

Context,genre, inter-textuality,Contextpoint of view,style.

Fairness anddevelopment-Exploration-Students willexplore accessto equalopportunities

Conflictpromotesgrowth andchange.


Social skills-CollaborativeCommunication- (InteractionandLanguage)Thinking skills:Creative,TransferResearch skillLP- Inquirer,communicator

Novel -The Cay by Theodore TaylorContent-1-How to discuss a novel and its theme using the novel– ‘The Cay’2- Demonstration of personal interpretation of thethemes and messages of 'The Cay' by completingwriting exercises and class discussions.3- Investigation into different types of societies, culturesand systems of economics and government, developopinions on ‘what makes a society perfect?’4-Structure of exposition and exploration of complexconcepts using in-class debatesStructure and Usage - - 2-Comprehension, vocabulary,spelling, grammar and punctuation activities.Directed Writing Skills – For e.g.- Writing an expositoryessay, presenting an opinion on the question ‘whatmakes a society perfect?’



MYP 4



Statement ofinquiry




Novel- AnitaDesai's, ' InCustody'

Literature-70 sessions @40 min

Language(Structure andUsage) - 160sessions @ 40min.(the readingwriting andcommunicationskill would bereinforced inall the units ofliteraturethroughlanguage)

Connections Audienceimperatives,Character,Context

Personal andCulturalExpression.

Exploration-Ideas,feelings,nature,beliefs andvalues; ouranalysis andappreciationof aesthetics

Emotionalconstraintshave theirimpacts onindividualsand societies.

A- AnalyzingB-Organizing-C- ProducingtextD- Usinglanguage

Thinking skillsandCommunicationskills

LP- Thinker,Communicator

“In Custody by Anita Desai" (novel)CONTENT-1. Explore and appraise writer’s choices for creating effect.2. Understand the importance of using audienceappropriate tone and register3. Write to inform, evaluate, narrate, argue, persuade, andpresent their perspective. 4. The enhancement of inter-cultural tolerance, gain an insight into the socio- culturalcontext of the Post-Colonial age, a literary appreciation ofthe text.Structure and Usage:

The students will be taught to appreciate the effect writer'screate through their choices of language and the use ofgenre- specific conventions.; additional scaffolding vialanguage usage and appraisal exercises.Reading Skills: 1- demonstrate a precise understanding ofextended texts. 2- Synthesize, develop, analyse andevaluate facts, ideas and opinions. 3- Effectivelysummarise, paraphrase and re-express. 4-demonstrateunderstanding of how writers achieve their effects. 5-recognise and respond to sophisticated. 6-linguisticdevices. 7- Extract appropriate information for specificpurposes.Writing Skills: 1- express effectively what is thought, feltand imagined. 2- Order and convey facts, ideas andopinions effectively. 3- Demonstrate a sophisticated use ofimaginative and varied vocabulary. 4- Demonstrate a clearsense of audience and context. 5- Demonstrate accuracy inspelling, punctuation and grammar. 6- Use effectively avariety of sentence structures.Communicating Skills: 1- describe and reflect onexperience, and express effectively what is thought, felt andimagined. 2- Understand and convey complex informationin a sophisticated way. 3- Order and present facts, ideasand opinions effectively. 4- Discuss statements of opinionand attitude, discerning underlying assumptions and pointsof view. 5- Communicate with clarity, focus and purpose. 6-communicate appropriately depending on the audience andcontext7- Evaluate and reflect on what is heard.



Play -'Macbeth' byWilliamShakespeare.70 sessions @40 min.

Connections Audienceimperatives,Setting,Character,Context.

Identities andrelationships

Exploration-socio-cultural andsocio-psychologicalimplications.

Emotionsaffectjudgment andcreate bias.


Thinking andResearch skills

LP- Thinker,Communicator,Reflective

"Macbeth by Shakespeare"CONTENT-Macbeth – Act and scene wise detailed studyExplicit• Understanding of text in the dramatist’s chosen context• Topic tracking-tracing the development of theme, plot,characterInferential• A critical appreciation of dramatic conventions utilized andthe effect the playwright creates.• Draw inferences, recognize implications and makedeductions to evaluate the play• Analyze content against the context chosen.• Appraise plot development, the ascending action towardsthe climax and the denouementEvaluatory• Exposition the relative significance of the use of dramaticconventions to its larger cultural, contextual and literarypurpose.Service As Action- Inter house activity- Enactment of theexchange of dialogues between Macbeth and LadyMacbeth

Short poems-60 sessions @40 min.

Perspectives Genres, self-expression,style,structure

Personal andculturalexpressionExploration-Ideas,feelings,nature,beliefs andvalues; ouranalysis andappreciationof aesthetics

Criticalreadersunderstandthat contextand authors’perspectivesaffect readers’interpretationsof literarytexts.


Thinking skills,Research andCommunicationskills

LP- Reflective,Open- minded,Inquirer

Poems- From Songs of Ourselves:: Vol 2 Part21.Kofi Awoonor:’The Sea Eats the Land at Home’2.Robert Bridges: ‘London Snow’3.Billy Collins: ’Afternoon With Irish Cows’4.David Constantine: ‘Watching for Dolphins’5.William Cowper:’ The Poplar-Field’6.Allen Curnow: ‘‘You Will Know When You Get There’7.Gerald Manley Hopkins:’ The Caged Skylark’8.Elizabeth Jennings: ’In Praise of Creation’9.John Keats :’Ode on Melancholy’10.Philip Larkin: ‘Coming’11.Ruth Pitter:’Stormcock in Elder’12:’Peter Reading: ’Cetacean’13: Edna St. Vincent Millay: ‘The Buck in the Snow’14.Charlotte Smith:’ Written Near a Port on a Dark Evening’15. Alfred, Lord Tennyson: ‘The Kraken’



MYP 5



Statement ofinquiry




Novel-Mansfield Parkby JaneAusten

70 sessions @40 min

Language(Structure andUsage) - 160sessions @ 40min.(the readingwriting andcommunicationskills would bereinforced inall the units ofliteraturethroughlanguage)

Connections-across time,texts andculture.Explorationof languageandrelationshipbetween text,creator andaudience.

Audienceimperatives,Setting,Character,Context

Identities andrelationships

Exploration-socio-cultural andsocio-psychologicalimplications



Thinking skills-Creative andTransferResearch skillSocial SkillsCommunicationSkills

Mansfield Park by Jane Austen" (novel)CONTENT-1. Explore usage by way of various genres of writing2. Understand the importance of using audienceappropriate tone and register3. Write to inform, evaluate, narrate, argue, persuade,and present their perspective.4. The enhancement of inter-cultural tolerance, gain aninsight into the socio- cultural context of the Regencyperiod, a literacy appreciation of the text.Structure and Usage:

The students will be taught to appreciate the effectwriter's create through their choices of language and theuse of genre- specific conventions.; additional scaffoldingvia language usage and appraisal exercises.Reading Skills: 1- demonstrate a precise understandingof extended texts. 2- Synthesize, develop, analyse andevaluate facts, ideas and opinions. 3- Effectivelysummarise, paraphrase and re-express. 4-demonstrateunderstanding of how writers achieve their effects. 5-recognise and respond to sophisticated. 6-linguisticdevices. 7- Extract appropriate information for specificpurposes.Writing Skills: 1- express effectively what is thought, feltand imagined. 2- Order and convey facts, ideas andopinions effectively. 3- Demonstrate a sophisticated useof imaginative and varied vocabulary. 4- Demonstrate aclear sense of audience and context. 5- Demonstrateaccuracy in spelling, punctuation and grammar. 6- Useeffectively a variety of sentence structures.Communicating Skills: 1- describe and reflect onexperience, and express effectively what is thought, feltand imagined. 2- Understand and convey complexinformation in a sophisticated way. 3- Order and presentfacts, ideas and opinions effectively. 4- Discussstatements of opinion and attitude, discerning underlyingassumptions and points of view. 5- Communicate withclarity, focus and purpose. 6- communicate appropriatelydepending on the audience and context. 7- Evaluate andreflect on what is heard.



Play -'Macbeth' byWilliamShakespeare.

70 sessions @40 min

Connections-across time,texts andcultureExploration oflanguage andrelationshipbetween text,creator andaudience.

Audienceimperatives,Setting,Character,Context

Identities andrelationshipsExploration-socio-cultural andsocio-psychologicalimplications



Thinking andResearchskills- MediaLiteracy

"Macbeth by Shakespeare"

CONTENT-Macbeth – Act and scene wise detailed studyExplicit• Understanding of text in the dramatist’s chosen context• Topic tracking-tracing the development of theme, plot,characterInferential• A critical appreciation of dramatic conventions utilizedand the effect the playwright creates.• Draw inferences, recognize implications and makedeductions to evaluate the play• Analyze content against the context chosen.• Appraise plot development, the ascending actiontowards the climax and the denouementEvaluatory• Exposition the relative significance of the use ofdramatic conventions to its larger cultural, contextual andliterary purpose.

Short Poems


Perspectives-to develop theability torecognize andrespond toover simplisticand biasedinterpretations

Genres, self-expression,style,structure

Personal andculturalexpressionsExploration-Ideas,feelings,nature,beliefs andvalues; ouranalysis andappreciationof aesthetics

Criticalreadersunderstandthat contextand authors’perspectivesaffect readers’interpretationsof literarytexts.


Thinking skills-Creative andTransferResearch skillSocial Skills

Short poems-1.'Fleur Adcock, 'For Heidi with blue hair'2. James K Baxter, 'Elegy for my father's father.3.Elizabeth Bishop, 'One Art'4. Boey Kim Cheng, 'Reservist'5.Emily Bronte, 'Cold in the earth'6.Robert Browning, 'Meeting at ight'

.7. Emily Dickinson, 'Because I could not stop for death’8. Philip Larkin, 'The Trees'.9. Charlotte Mew, 'The trees are down'10.Grace Nichols, ‘Praise song for my mother'.11. Wilfred Owen, ‘Anthem for doomed youth'12. Siegfried Sassoon,' Attack'13. Stephen Spender,' My parents'.14. Alfred, Lord Tennyson,' Song: Tears,Idle Tears.15. Hone Tuwhare,' Friend'.CONTENT:1. Appreciation of literary devices. 2. Exploration of the

central idea and thematic concerns 3.Write to inform,evaluate, narrate, argue, persuade, and present theirperspective by drawing inferences. 4. Evaluation,Analysis and Synthesis of ideas. 5. Develop sensitivity toissues and appreciate the nuances of poetry.

Documents

English Language $Literature- SGO · 2019-07-28 · English Language & Literature MYP YEAR 1 ENGLISH LANGUAGE AND LITERATURE Unit title Key concept Related concept(s ) Global context