MYP Course Outline: 7th Grade Language A
Instructor: Christopher A. Garner
Course Description: In seventh-grade English Language Arts, students learn literary analysis and basic literary structure, writing processes and modes, the grammar and conventions of Standard American English, research techniques and strategies, and etymological word analysis. The three fundamental concepts of the MYP are inherent in this curriculum.
- Holistic Learning is accomplished through:
- Linking historical, scientific, and cultural knowledge to the study of texts.
- Exploring the various meanings of “voice” in texts of all kinds.
- Intercultural Awareness through:
- Research into and response to real-world issues and problems of global consequence.
- Consideration of a variety of different approaches to problems and issues.
- Communication through:
- Formal writing in a variety of mode, including research.
- Informal writing (freewriting, essay responses)
- Speaking (formal presentations, speeches, class discussions)
The IB Learner profile: Students will develop their understanding of the IB Learning Profile through their analysis of literary characters as well as participating in introspective writing assignments designed to increase their self-awareness and recognition of their own profile characteristics. Learner profiles are accentuated in each unit as described in the core units.
AIMS: The aims of the seventh-grade Language A are to encourage and enable the student to:
- use the language as a vehicle for thought, creativity, reflection, learning, and self-expression,
- 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 exploring the interdependence of human beings through a variety of work,
- explore 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 contexts,
- respond appropriately to a variety of texts,
- read widely to promote a lifelong interest in language and literature,
- develop a critical and creative approach to studying and analyzing literature,
- develop language skills through interdisciplinary work,
- consider the role of literature both culturally and historically,
- reflect on the learning process in various ways and at various stages,
- empathize with real people and fictional characters as and when appropriate.
OBJECTIVES: Students will be able to:
- Understand and analyze the language, content, structure, and meaning of both familiar and previously unseen oral, written, and visual texts.
- Understand Language A terminology in context
- Recognize an author’s choices within a text
- Compose pieces that apply appropriate literary and non-literary features to serve the intention
- Compare and contrast works within and across genres
- Express an independent response to literary and non-literary texts
- Create work that employs organizational structures and language-specific conventions
- Organize ideas in a sustained and coherent manner
- Employ critical apparatus
10. Use language to narrate, describe, analyze, explain, inform, entertain, and express feelings
11. Apply concepts of accurate language use
12. Use appropriate register, vocabulary, and idiom
13. Apply correct grammar and develop an understanding of syntax
14. Use varied sentence structure
15. Use correct spelling and writing
Role of the areas of interaction in seventh-grade Language A:
Approaches to learning: Students will employ a variety of paradigms for understanding and analyzing texts, with an emphasis on critical thinking and the application of logical argument. Language A provides students with opportunities to become active learners, efficient test takers, effective time managers, excellent organizers, competent researchers, and skillful communicators.
Students will be able to:
- develop good study habits,
- present work neatly and effectively,
- become active listeners,
- be aware of different types of language,
- read and interpret a variety of texts critically,
- take notes in class and from written texts,
- analyze and talk and/or write about texts that have been viewed,
- ask and answer pertinent questions,
- write in a variety of forms,
- improve vocabulary
- conduct simple and advanced research, presenting research findings orally and in writing,
- use a library and information technology effectively,
- reflect critically on their own work and that of their peers,
- set goals and solve problems,
- develop interpersonal skills.
Human Ingenuity: In Unit One, students will examine the genius of the individual author in breaking the boundaries of conventional thinking.
Environment: In Unit Two, students will analyze the interaction of voice and environment.
Health and Social Education: In Unit Three, students will explore the interaction between society and individual growth.
Community and Service: In Unit Four, students will consider the nature of obligation and the demands it places upon us.
Texts and resources: IncludeThe Giver; "Flowers for Algernon;" "The Griffin and the Minor Canon;" "The Lady, or the Tiger?" (film); The Diary of Anne Frank (drama); Diary of a Young Girl; Night; To Kill a Mockingbird, A Christmas Carol; Word Within the Word stem study.
The Language A curriculum methodology is designed to develop essential literacy skills—reading carefully, thinking critically, listening intently, and speaking and writing persuasively, Reading/Literature, Listening/Speaking, Writing, and Research/Critical Thinking areas of study are integrated, applied, and supported by the South Carolina ELA Standards.
Methodology is as follows:
Students will be exposed to a variety of teaching methods in the class:
- formal lecture with note-taking
- Socratic discussion, both formal through Socratic Seminars and discussion groups, and informal through class discussion and questioning
- in-class exercises and activities, both guided and independent
- modeling and protocols.
- Use pre-reading strategies,
- Generate questions about the story,
- Make generalizations and draw conclusions,
- Answer questions about the story’s meaning,
- Summarize stories and passages,
- Discuss interpretations of the story,
- Cite passages to support questions and ideas,
- Gain exposure to a wide range of words,
- Use context to figure out word meaning,
- Read with a purpose and take notes to monitor comprehension,
- Ask interpretive questions,
- Generate ideas with a clear focus in response to questions,
- Support ideas with relevant evidence,
- Respond to other students’ ideas, questions, and arguments,
- Modify an argument to incorporate other students’ ideas,
- Question other students’ perspectives,
- Compare and weigh evidence,
- Evaluate ideas for sense and evidence,
- Present ideas logically and persuasively,
Listening and Speaking
- Comprehend as stories are read aloud,
- Listen actively and carefully to others; listen for differing ideas,
- Ask for clarification,
- Respond to other students’ questions,
- Participate in discussion,
- State ideas clearly,
- Agree and disagree constructively,
- Explain and defend arguments.
- Take notes about a story,
- Record personal responses before and after discussion,
- Use discussion to generate and develop ideas,
- Use graphic organizers to plan writing,
- Write a first draft, Write descriptions, narratives, expository essays, and persuasive essays,
- Practice creative writing,
- Revise writing in response to feedback.
Students are assessed using both formative and summative assessments divided into three categories. Tests will count 35%, papers and projects will count 40%, and homework and daily grades will count 25%. Essays and projects will be assessed using the IB assessment criteria of Content Mastery, Organization, and Style and Language, adapted specifically into rubrics for each assignment.
Core Course units for Grade Seven Language A
The Scientia of Science Fiction (How do authors bring new and creative solutions to problems?)
Area of Interaction: Human Ingenuity
Learner profiles emphasized: inquirers, thinkers, open-minded
“Flowers for Algernon”
“The Griffin and the Minor Canon”
"The Lady, or the Tiger?" (film)
Parts of speech; three-part key; vertical analysis
Word Within the Word lists 11-13
Writing and Research
Snail Mail Relay letter
"Extrapolation and the Cutting Edge" research paper
The Voice in the Community (How does an individual voice reflect and influence a community?)
Area of Interaction: Environments
Learner Profiles emphasized: communicators, reflective
Diary of a Young Girl
The Diary of Anne Frank (drama)
Excerpt from "The Interesting Narrative of the Life of Olaudah Equiano"
Phrases and clauses; clause identification
Word Within the Word lists 14-16
Writing and Research
Five-part essay form
Thesis and argument construction
Voices in the Holocaust literary writing
Voices in the Community interview and presentation project
To Kill a Mockingbird and the Individual in Society (How does the individual grow and mature in society?)
Area of Interaction: Health and Social Education
Learner profiles emphasized: principled, caring, risk-takers
To Kill a Mockingbird
The Panic is On (film)
Elements of fiction
Phrase and clause punctuation
Word Within the Word lists 17-18
Writing and research
Rhetorical Question speech
"Tom Robinson Blues"
A Christmas Carol and the World of Obligation (What is the nature of obligation?)
Area of Interaction: Community and Service
Learner profiles emphasized: knowledgeable, balanced, caring, thinkers
A Christmas Carol
“Gift of the Magi”
Selected hint fiction
Symbolism and figurative language
Complex and compound sentence constructions
Word Within the Word lists 19-20
Writing and Research
Historical context essay