MILLBROOK HIGH SCHOOL: MIDDLE YEARS PROGRAMME

MYP Language and Literature

A companion manual to support
Principles to Practice and the Subject Guide
Compiled by Jessica Collins, MYP Coordinator at Millbrook High School, Raleigh, North Carolina
2014-2015

This document provides guidance for teaching and learning in the IB Middle Years Programme. The information in the
companion manual is specific to Language and Literature classes. Additional information can be located online at
www.mypatmhs.weebly.com.
 Table of Contents

Conceptual Understanding 2
Key Concepts 2
Related Concepts 4
Global Contexts 5

Teaching and Learning Through Inquiry 8

Statements of Inquiry 8
Inquiry Questions 8
Examples 8

Language and Literature Learning Objectives 11

Objective A: Analysing 12
Objective B: Organizing 13
Objective C: Producing Text 14
Objective D: Using Language 15

Assessment in the MYP 16

Assessment Practices 16
Task Specific Rubrics 17
Achievement Levels and Assigning Grades 18
Measuring Student Growth 18

Approaches to Learning Skills 21

Unit Planner Guide 24

MHS: MYP Language and Literature Subject Guide Companion (August 2014) 1
 Conceptual Understanding

A concept is a “big idea”—a principle or notion that is enduring, the significance of which
goes beyond particular origins, subject matter or a place in time. Concepts represent the
vehicle for students’ inquiry into the issues and ideas of personal, local and global
significance, providing the means by which they can explore the essence of language and
literature.
Concepts have an important place in the structure of knowledge that requires students and
teachers to think with increasing complexity as they organize and relate facts and topics.
Concepts express understanding that students take with them into lifelong adventures of
learning. They help students to develop principles, generalizations and theories. Students use
conceptual understanding as they solve problems, analyse issues and evaluate decisions
that 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 curriculum

KEY CONCEPTS
Key concepts promote interdisciplinary understanding. They represent big ideas that are
both within and across disciplines and subjects.

The MYP has chosen 16 key concepts to be explored across all subjects, but 4 have been
identified as the framework for language and literature. As your focus for the year, these
concepts will inform units of work and help to organize teaching and learning. Unit of study
will focus on one to two key concepts and each concept should be addressed at least
once in the duration of the course.

Aesthetics Change Communication Communities

Connections Creativity Culture Development

Form Global Interactions Identity Logic

Perspective Relationships Systems Time, Place, & Space

Communication
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” (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 bridges
communities across the globe; it is the essence of this discipline.
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Connections
Connections are links, bonds and relationships among people, objects, organisms or ideas.

Linguistic and literary connections exist across time, texts and cultures. This concept is central
to the study of language and literature. Due to the universal nature of language and
literature, connections and transfer exist within and across narratives. This allows for the
exploration of language and relationships between text, creator and audience.

Creativity
Creativity is the process of generating novel ideas and considering existing ideas from new
perspectives. Creativity includes the ability to recognize the value of ideas when developing
innovative 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 a
vehicle for creativity. It is the result of interaction and reflection, whether with the self or the
wider 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 the
final product on the audience.

Perspective
Perspective is 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.

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
develop in students the ability to recognize and respond to over-simplistic and biased
interpretations. Seeking and considering diverse opinions and points of view is an important
part of developing complex and defensible interpretations.

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RELATED CONCEPTS
Related concepts promote deep learning. They are grounded in specific disciplines and are
useful for exploring key concepts in greater detail. Inquiry into related concepts helps
students develop more complex and sophisticated conceptual understanding. Related
concepts may arise from the subject matter of a unit or the craft of a subject—its features
and processes.
An umbrella concept to refer to whomever (the reader, the listener, the
viewer) a text or performance is aimed at, and the characteristics, impact or
Audience
desired responses created. This impact could include humour, sensibility,
imperatives
critical stance, appreciation, empathy, antipathy and sympathy, aesthetics,
mood, atmosphere and gender perspectives.
The representation of persons in narrative and dramatic works. This may
include direct methods like the attribution of qualities in description or
commentary, and indirect (or “dramatic”) methods inviting readers to infer
Character
qualities from characters’ actions, speech or appearance.
When exploring the concept of character, students might explore
transformation, influence, conflict, protagonist, antagonist, persona, foil, stock.
The social, historical, cultural and workplace settings in which a text or work is
produced.
All texts may be understood according to their form, content, purpose and
audience, and through the social, historical, cultural and workplace contexts
that produce and value them. Literary texts are influenced by social context,
Context
cultural heritage and historical change. Students should be encouraged to
consider how texts build upon and transform the inherited literary and cultural
traditions.
Cultural context refers to the way of life, especially the general customs and
beliefs, of a particular group of people at a particular time.

A type or category of literature or film marked by certain shared features or

conventions.
Conventions are the characteristics of a literary genre. These features may, of
course, vary between languages. Each genre has recognizable techniques,
referred to as literary conventions, and writers use these conventions, along
with other literary features, in order to achieve particular artistic ends.
A study of genres includes essential understandings about conventions of
genre: form, style, storyline, characterization, tone, mood, atmosphere,
Genres 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, literary
non-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.

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 The connections between one text and other texts, the ways in which texts are
Inter- interrelated, and the meanings that arise out of their interrelationship.
Textuality An overt reference to another text (as in a direct quote from another text) is
also an example of intertextuality.

The particular perspective brought by a composer, responder or character

within a text to the text or to matters within the text. It also entails the position
Point of
or vantage point from which the events of a story seem to be observed and
View
presented to us. When exploring this concept, students will, for example,
consider positioning, voice and tone.

In literary terms, the creator’s intentions in producing the text. This concept
could also engage students in exploration of meaning, thesis/argument,
Purpose
gender, age, bias, persuasive techniques, function, critical stance, message
and culture.

The expression of one’s feelings, thoughts or ideas, especially in writing, art,

music, dance, design and film.
Self-
This umbrella concept includes an exploration of essential understandings
Expression
about identity, voice (personal), inspiration, imagination, sensitivity, critical
stance and process.

The time and the place in which the action of a book, film, play, and so on
Setting
happens. Setting may also include mood and atmosphere.

The way in which a poem or play or other piece of writing has been put
together, and the relationships of different parts of a text to each other and to
the text as a complex whole. This can include exploring metre pattern, stanza
Structure
arrangement and the way the ideas are developed. Structure requires
essential understandings about plot, narrative, discourse, form, transformation,
thesis/argument, syntax, foreshadowing and flashbacks.

The characteristic way that a writer uses linguistic devices, literary devices and
features for particular purposes and effects; for example, word choice,
Style
sentence structure, figurative devices, repetition, motif, allusion, imagery and
symbolism.

Theme The central idea or ideas the creator explores through a text.

Global Contexts
Global contexts direct learning towards independent and shared inquiry into our common
humanity and shared guardianship of the planet. Using the world as the broadest context for
learning, MYP language and literature can develop meaningful explorations. Many inquiries
into language and literature concepts naturally focus on personal and cultural expression.
However, courses in this subject group should, over time, offer students multiple opportunities
to explore all MYP global contexts in relationship to the aims and objectives of the subject
group.
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 MYP Global Contexts
Possible explorations to develop:
 competition and cooperation; teams,
Students will explore
affiliation and leadership
identity; beliefs and
 identity formation, self-esteem, status,
identities values; personal,
roles and role models
physical, mental, social
and and spiritual health;
 personal efficacy and agency; attitudes,
relationships motivations, independence; happiness
human relationships
and the good life
including families,
Who am I?  physical, psychological and social
friends, communities
Who are we? development, transitions, health and well-
and cultures; what it
being, lifestyle choices
means to be human.
 human nature and human dignity, moral
reasoning and ethical judgment,
consciousness and mind

Students will explore

personal histories;
Possible explorations to develop:
homes and journeys;
orientation  civilizations and social histories, heritage;
turning points in
pilgrimage, migration, displacement and
in time and humankind; discoveries;
exchange
space explorations and
 epochs, eras, turning points and ‘big
migrations of
history’
What is the humankind; the
 scale, duration, frequency and variability
meaning of relationships between,
 peoples, boundaries, exchange and
‘where’ and and the
interaction
‘when’? interconnectedness of,
 natural and human landscapes and
individuals and
resources
civilizations, from
 evolution, constraints and adaptation
personal, local and
global perspectives.

Possible explorations to develop:

personal Students will explore the  artistry, craft, creation, beauty
and cultural ways in which we  products, systems and institutions
expression discover and express  social constructions of reality;
ideas, feelings, nature, philosophies and ways of life; belief
What is the culture, beliefs and systems; ritual and play
nature and values; the ways in  critical literacy, languages and linguistic
purpose of which we reflect on, systems; histories of ideas, fields and
creative extend and enjoy our disciplines; analysis and argument
expression? creativity; our  metacognition and abstract thinking
appreciation of the  entrepreneurship, practice and
aesthetic. competency

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 MYP Global Contexts
Students will explore the Possible explorations to develop:
natural world and its laws;  systems, models, methods; products,
scientific and the interaction between processes and solutions
people and the natural  adaptation, ingenuity and progress
technical world; how humans use  opportunity, risk, consequences and
innovation their understanding of responsibility
scientific principles; the  modernization, industrialization and
How do we impact of scientific and engineering
understand technological advances  digital life, virtual environments and
the worlds on communities and the information age
in which we environments; the impact  the biological revolution
live? of environments on human  mathematical puzzles, principles and
activity; how humans discoveries
adapt environments to
their needs.
Students will explore the
interconnectedness of Possible explorations to develop:
human-made systems and  markets, commodities and
globalization communities; the commercialization
and relationship between local  human impact on the environment
sustainability and global processes; how  commonality, diversity and
local experiences mediate interconnection
How is the global; reflect on the  consumption, conservation, natural
everything opportunities and tensions resources and public goods
connected? provided by world-  population and demography
interconnectedness; the  urban planning, strategy and
impact of decision-making infrastructure
on humankind and the
environment.
Possible explorations to develop:
 democracy, politics, government
fairness and Students will explore rights
and civil society
development and responsibilities; the  inequality, difference and inclusion
relationship between
 human capability and development ;
What are communities; sharing finite
social entrepreneurs
the resources with other
 rights, law, civic responsibility and the
consequen- people and with other
public sphere
ces of our living things; access to
 justice, peace and conflict
common equal opportunities;
management
humanity? peace and conflict
 power and privilege
resolution.
 authority , security and freedom
 imagining a hopeful future

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 Teaching and Learning Through Inquiry

Statements of Inquiry
A statement of inquiry sets conceptual understanding in a global context in order to frame
classroom inquiry and direct purposeful learning

Key Related Global Statement

Concept Concept Context of Inquiry

Inquiry Questions
Teachers and students use statements of inquiry to help them identify factual, conceptual
and debatable inquiry questions. Inquiry questions give direction to teaching and learning,
and they help to organize and sequence learning experiences.

Factual Questions: Debateable Questions:

Conceptual Questions:
Remembering facts Evaluating Perspectives and
Analysing Big Ideas
and topics Developing Theories

Possible Project/Study: Literary Interpretations of social conflict: such as the 2nd World War.

RELATED CONCEPTS:
context, point of
view, corroboration, GLOBAL
KEY CONCEPT: CONTEXT:
style
Perspective Orientation in
Time and Space

STATEMENT OF INQUIRY:
Critical readers understand that
historical context and authors'
perspective affect readers'
interpretations of literary tests
and the concept of the truth.

Factual Questions:
What is a personal Conceptual Questions: Debateable
narrative and what Why do we tell stories? Questions:
are the linguistic What can we express Why do we
features of narratives through a story? create?
and stories?

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Possible Project/Study: Feature film or documentary study.

RELATED CONCEPTS:
GLOBAL
Audience, imperatives,
CONTEXT:
KEY CONCEPT: meaning purpose
Personal and
Creativity Cultural
Expression

STATEMENT OF INQUIRY:
Directors create films to
position audiences to respond
in a particular way.

Debateable Questions:
Factual Conceptual Questions:
Questions: Is every decision made
How are people
in creating a film a
How is fantasy influenced by film
concious choice or do
different from codes and
we read too much into
other genres? conventions?
our analysis?

Possible Project/Study: Historical fiction; short story unit, comparative study (for example:
Persepolis to One Hundred Years of Solitude)

RELATED
CONCEPTS:
KEY CONCEPT: GLOBAL CONTEXT:
context, genres Orientation in Time and
Connections Space

STATEMENT OF INQUIRY:
Historical contexts shape
literary genre.

Debateable
Conceptual Questions:
Factual Questions: Questions:
What is truth?
What are the basic How is truth
Where/Why/How do
components of an corroborated?
people search for the
essay? Is the truth out
meaning of truth?
there?

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Possible Project/Study: Advertising Unit

RELATED CONCEPTS:
bias, purpose, audience,
stylistic choices, form, GLOBAL CONTEXT:
KEY CONCEPT:
function Personal and Cultural
Communication Expression

STATEMENT OF INQUIRY:
Persuasive tests, specifically in
marketing and politics, use
language intended to influence
our behavior and decisions.

Factual Questions: Debateable

Conceptual Questions:
What techniques do Questions:
How can we avoid
advertisers employ to When do
being manipulated by
influence our advertisements
what we see, hear, and
behaviour and become
read?
decisions? unethical?

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 Language and Literature Learning Objectives

The objectives of any MYP subject state the specific targets that are set for learning in the
subject. They define what the student will be able to accomplish as a result of studying the
subject.

In order to meet these objectives, teachers will need to concentrate on each of the
macroskills of language: listening, speaking, reading, writing, viewing and presenting. These
language modes are very much interactive and interrelated, though in some instances
teachers 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 of
the learning expectation.

In the MYP, assessment is closely aligned with the written and taught curriculum. Each strand
from MYP language and literature has a corresponding strand in the assessment criteria for
this subject group. The assessment criteria have been provided with the corresponding
objectives.

Subject groups must address all strands of all four objectives at least twice in each
year of the MYP.

In order to keep track of the standards used in each unit and the number of times it has
been used, teachers/PLTs may want to develop a system or check list. Below is an example.

OBJECTIVE STRAND UNIT WHERE IT IS ASSESSED

1
Analysing

2
3
4

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Objective A: Analysing
Through the study of language and literature students are enabled to deconstruct texts in
order to identify their essential elements and their meaning. Analysing involves
demonstrating an understanding of the creator’s choices, the relationships between the
various components of a text and between texts, and making inferences about how an
audience responds to a text, as well as the creator’s purpose for producing text. Students
should be able to use the text to support their personal responses and ideas. Literacy and
critical literacy are essential lifelong skills; engaging with texts requires students to think
critically and show awareness of, and an ability to reflect on, different perspectives through
their interpretations of the text.

In order to reach the aims of studying language and literature, students should be able to:
i. analyse the content, context, language, structure, technique and style of text(s) and the
relationships among texts
ii. analyse the effects of the creator’s choices on an audience
iii. justify opinions and ideas, using examples, explanations and terminology
iv. evaluate similarities and differences by connecting features across and within genres and
texts

Achvmnt Level Descriptor

Level
0 The student does not reach a standard described by any of the descriptors below.
The student:
i. provides limited analysis of the content, context, language, structure, technique and style of
text(s) and the relationship among texts
1-2 ii. provides limited analysis of the effects of the creator’s choices on an audience
iii. rarely justifies opinions and ideas with examples or explanations; uses little or no terminology
iv. evaluates few similarities and differences by making minimal connections in features across and
within genres and texts
The student:
i. provides adequate analysis of the content, context, language, structure, technique and style of
text(s) and the relationship among texts
ii. provides adequate analysis of the effects of the creator’s choices on an audience
3-4
iii. justifies opinions and ideas with some examples and explanations, though this may not be
consistent; uses some terminology
iv. evaluates some similarities and differences by making adequate connections in features across
and within genres and texts.
The student:
i. competently analyses the content, context, language, structure, technique, style of text(s) and
the relationship among texts
ii. competently analyses the effects of the creator’s choices on an audience
5-6
iii. sufficiently justifies opinions and ideas with examples and explanations; uses accurate
terminology
iv. evaluates similarities and differences by making substantial connections in features across and
within genres and texts.
The student:
i. provides perceptive analysis of the content, context, language, structure, technique, style of
text(s) and the relationship among texts
ii. perceptively analyses the effects of the creator’s choices on an audience
7-8
iii. gives detailed justification of opinions and ideas with a range of examples, and thorough
explanations; uses accurate terminology
iv. perceptively compares and contrasts by making extensive connections in features across and
within genres and texts.
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Objective B: Organizing
Students should understand and be able to organize their ideas and opinions using a range
of appropriate conventions for different forms and purposes of communication. Students
should also recognize the importance of maintaining academic honesty by respecting
intellectual property rights and referencing all sources accurately.

In order to reach the aims of studying language and literature, students should be able to:
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

Achvmnt Level Descriptor

Level
0 The student does not reach a standard described by any of the descriptors below.
The student:
i. makes minimal use of organizational structures though these may not always serve the context
and intention
1-2
ii. organizes opinions and ideas with a minimal degree of coherence and logic
iii. makes minimal use of referencing and formatting tools to create a presentation style that may
not always be suitable to the context and intention.
The student:
i. makes adequate use of organizational structures that serve the context and intention
3-4 ii. organizes opinions and ideas with some degree of coherence and logic
iii. makes adequate use of referencing and formatting tools to create a presentation style suitable
to the context and intention.
The student:
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
5-6
other
iii. makes competent use of referencing and formatting tools to create a presentation style suitable
to the context and intention.
The student:
i. makes sophisticated use of organizational structures that serve the context and intention
effectively
7-8 ii. effectively organizes opinions and ideas in a sustained, coherent and logical manner with ideas
building on each other in a sophisticated way
iii. makes excellent use of referencing and formatting tools to create an effective presentation
style.

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Objective C: Producing text
Students will produce written and spoken text, focusing on the creative process itself and on
the understanding of the connection between the creator and his or her audience. In
exploring and appreciating new and changing perspectives and ideas, students will
develop the ability to make choices aimed at producing texts that affect both the creator
and the audience.

In order to reach the aims of studying language and literature, students should be able to:
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, literary and visual devices, demonstrating
awareness of impact on an audience
iii. select relevant details and examples to develop ideas

Achvmnt Level Descriptor

Level
0 The student does not reach a standard described by any of the descriptors below.
The student:
i. produces texts that demonstrate limited personal engagement with the creative process;
demonstrates a limited degree of insight, imagination or sensitivity and minimal exploration of
1-2 and critical reflection on new perspectives and ideas
ii. makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating
limited awareness of impact on an audience
iii. selects few relevant details and examples to develop ideas.
The student:
i. produces texts that demonstrate adequate personal engagement with the creative process;
demonstrates some insight, imagination or sensitivity and some exploration of and critical
3-4 reflection on new perspectives and ideas
ii. makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating
adequate awareness of impact on an audience
iii. selects some relevant details and examples to develop ideas.
The student:
i. produces texts that demonstrate considerable personal engagement with the creative process;
demonstrates considerable insight, imagination or sensitivity and substantial exploration of and
5-6 critical reflection on 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
iii. selects sufficient relevant details and examples to develop ideas.
The student:
i. produces texts that demonstrate a high degree of personal engagement with the creative
process; demonstrates a high degree of insight, imagination or sensitivity and perceptive
7-8 exploration of and critical reflection on new perspectives and ideas
ii. makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating
good awareness of impact on an audience
iii. selects extensive relevant details and examples to develop ideas with precision

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Objective D: Using language
Students have opportunities to develop, organize and express themselves and
communicate thoughts, ideas and information. They are required to use accurate and
varied language that is appropriate to the context and intention. This objective applies to,
and must include, written, oral and visual text, as appropriate.

In order to reach the aims of studying language and literature, students should be able to:
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 and intention
iii. use correct grammar, syntax and punctuation
iv. spell (alphabetic languages), write (character languages) and pronounce with accuracy
v. use appropriate non-verbal communication techniques.

Achvmnt Level Descriptor

Level
0 The student does not reach a standard described by any of the descriptors below.
The student:
i. uses a limited range of appropriate vocabulary and forms of expression
ii. writes and speaks in an inappropriate register and style that do not serve the context and
intention
1-2
iii. uses grammar, syntax and punctuation with limited accuracy; errors often hinder
communication
iv. spells/writes and pronounces with limited accuracy; errors often hinder communication
v. makes limited and/or inappropriate use of non-verbal communication techniques.
The student:
i. uses an adequate range of appropriate vocabulary, sentence structures and forms of expression
ii. sometimes writes and speaks in a register and style that serve the context and intention
iii. uses grammar, syntax and punctuation with some degree of accuracy; errors sometimes hinder
3-4
communication
iv. spells/writes and pronounces with some degree of accuracy; errors sometimes hinder
communication
v. v. makes some use of appropriate non-verbal communication techniques
The student:
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
5-6 iii. uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not
hinder effective communication
iv. spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder
effective communication
v. v. makes sufficient use of appropriate non-verbal communication techniques
The student:
i. effectively uses a range of appropriate vocabulary, sentence structures and forms of expression
ii. writes and speaks in a consistently appropriate register and style that serve the context and
intention
7-8 iii. uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and
communication is effective
iv. spells/writes and pronounces with a high degree of accuracy; errors are minor and
communication is effective
v. v. makes effective use of appropriate non-verbal communication techniques.

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 Assessment in the MYP

Assessment practices in the MYP aim to

- support student learning by providing consistent feedback on the learning process

- provide opportunities for students to demonstrate transfer of skills across disciplines
- develop critical and creative thinking skills
- assign the most accurate achievement level for student performance, rather than
averaging achievement levels over a given period of time
- assess student understanding at the end of a course

Choosing from a range of assessment strategies, teachers can devise assessment tasks that
give students opportunities to show clearly what they can achieve in relation to the
Statement of Inquiry, the MYP objectives, and state standards of the unit. Teachers will
ensure that they document and record student performance using various assessment tools.

ASSESSMENT STRATEGIES ASSESSMENT TASKS ASSESSMENT TOOLS

Observation Composition Anecdotal Records
Whole class or individual; as a Musical, physical, or artistic Brief written notes regarding
non-participant or while whole class or individual
engaged Creations of Solutions performance
Selected Response In response to given Continuums
Asking specific or general problems Visual representation of
questions to elicit responses students development that
from students Essays helps identify next stages of
Open Ended Tasks learning
Provide students with a Examinations Rubrics
stimulus and ask students to Measure students’
provide an original response Questionnaires performance at a variety of
– presentations, diagrams levels
Performance Investigations Examples
Allow students to show that Using student work as
they can do something with Research concrete examples of
the knowledge that they performance at various
have gained Presentations achievement levels
Process Journals Verbal (oral or written) or Checklists
Encourages reflection and graphic; uses various media Check off when students
metacognition in students; demonstrate a particular
allows for communication response to a task
between student and
teacher
Portfolio Assessment
Collection of work that shows
student mastery of content

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Developing Task Specific Rubrics
WHY?
1. Brings transparency to the assessment process for students, teachers, parents
2. Provides clear measurable evidence of learning
3. Can be used year after year
4. Can be modified as the units are revised
5. Contribute to the teacher reflections of units
HOW?
1. Study the assessment criteria; these are very vague and generalized
2. Study your assessment task
3. Redraft the level descriptors to match your specific assessment task for the unit
THINGS TO CONSIDER
1. When sharing the rubrics with students, make sure they are written in student-friendly
language. Rubrics must be written so that students understand them.
2. Students should be able to accomplish the highest level of achievement. Be careful
not to design assessment tasks that are impossible for students.
3. The rubrics should be standardized across the course. Teachers and students should
see consistency across every section of the course.

RUBRIC EXAMPLES

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Achievement Levels and Assigning Grades
Each criterion is divided into various achievement levels. The level descriptors for each band
describe a range of student performance in the various strands of each objective. At the
lowest levels, student achievement in each of the strands will be minimal. As the numerical
levels increase, the level descriptors describe greater achievement levels in each of the
strands.

When applying the assessment criteria to student performance, the teacher should
determine whether the first descriptor describes the performance. If the student work
exceeds the expectations of the first descriptor, the teacher should determine whether it is
described by the second descriptor. This should continue until the teacher arrives at a
descriptor that does not describe the student work; the work will then be described by the
previous descriptor. In certain cases, it may appear that the student has not fulfilled all
of the descriptors in a lower band but has fulfilled some in a higher band. In those cases,
teachers must use their professional judgment in determining the descriptor that best fits the
student’s performance.

Measuring Student Growth throughout the Course

MYP assessment focuses on student understanding at the end of the course but also requires
teachers to determine the most accurate demonstration of student understanding. This
means recording and tracking student performance on each criterion as it is assessed for the
duration of the course. Remember, subject areas must address all strands of all four
assessment criteria at least twice each year. This allows students and teachers to measure
growth over time.

An example of one monitoring system is shown below. In this model, teachers can include
students in the process by asking them to maintain the record of achievement and allow
time for reflection on performance.

Criterion Unit Task Grade

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 Approaches to Learning Skills

Through approaches to learning (ATL) in IB programmes, students develop skills that have
relevance across the curriculum that help them “learn how to learn”. ATL skills can be
learned and taught, improved with practice and developed incrementally. They provide a
solid foundation for learning independently and with others. ATL skills help students prepare
for, and demonstrate learning through, meaningful assessment. They provide a common
language that students and teachers can use to reflect on, and articulate on, the
process of learning. All MYP teachers are responsible for integrating and explicitly teaching
ATL skills.

Well-designed learning engagements and assessments provide rich opportunities for

students to practise and demonstrate ATL skills. Each MYP unit explicitly identifies ATL skills
around which teaching and learning can focus, and through which students can
authentically demonstrate what they are able to do. Formative assessments provide
important feedback for developing discrete skills, and many ATL skills support students as
they demonstrate their achievements in summative assessments of subject group objectives.

ATL Skills Important to Language and Literature

Category Skill indicator

Thinking skills Evaluate evidence and arguments.

Social skills Listen actively to other perspectives and ideas.

Use a variety of media to communicate with a range of
Communication skills
audiences.
Keep an organized and logical system of information files and
Self-management skills
notes.
Research skills Seek a range of perspectives from multiple and varied sources.

ATL Skills Demonstrated in Language and Literature

Approaches to learning

Communication (communication): read critically and for comprehension.

Thinking (creative thinking): create original works and ideas.

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Category Cluster Skills

Finding, interpreting, judging and creating information

• Collect, record and verify data
• Access information to be informed and inform others
• Make connections between various sources of information
Information Literacy Skills

• Understand the benefits and limitations of personal sensory learning

preferences when accessing, processing and recalling information
• Use memory techniques to develop long-term memory
• Present information in a variety of formats and platforms
• Collect and analyse data to identify solutions and make informed decisions
• Process data and report results
• Evaluate and select information sources and digital tools based on their
appropriateness to specific tasks
• Understand and use technology systems
• Use critical-literacy skills to analyse and interpret media communications
• Understand and implement intellectual property rights
• Create references and citations, use footnotes/endnotes and construct a
Research

bibliography according to recognized conventions

• Identify primary and secondary sources

Interacting with media to use and create ideas and information

• Locate, organize, analyse, evaluate, synthesize and ethically use
information from a variety of sources and media (including digital social
Media Literacy Skills

media and online networks)

• Demonstrate awareness of media interpretations of events and ideas
(including digital social media)
• Make informed choices about personal viewing experiences
• Understand the impact of media representations and modes of
presentation
• Seek a range of perspectives from multiple and varied sources
• Communicate information and ideas effectively to multiple audiences
using a variety of media and formats
• Compare, contrast and draw connections among (multi)media resources

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Category Cluster Skills

Exchanging thoughts, messages and information effectively through interaction

• Give and receive meaningful feedback
• Use intercultural understanding to interpret communication
• Use a variety of speaking techniques to communicate with a variety of
audiences
• Use appropriate forms of writing for different purposes and audiences
• Use a variety of media to communicate with a range of audiences
• Interpret and use effectively modes of non-verbal communication
• Negotiate ideas and knowledge with peers and teachers
• Participate in, and contribute to, digital social media networks
• Collaborate with peers and experts using a variety of digital environments
Communication Skills

and media
Communication

• Share ideas with multiple audiences using a variety of digital environments

and media

Reading, writing and using language to gather and communicate information

• Read critically and for comprehension
• Read a variety of sources for information and for pleasure
• Make inferences and draw conclusions
• Use and interpret a range of discipline-specific terms and symbols
• Write for different purposes
• Understand and use mathematical notation
• Paraphrase accurately and concisely
• Preview and skim texts to build understanding
• Take effective notes in class
• Make effective summary notes for studying
• Use a variety of organizers for academic writing tasks
• Find information for disciplinary and interdisciplinary inquiries, using a variety
of media
• Organize and depict information logically
• Structure information in summaries, essays and reports

Working effectively with others

• Use social media networks appropriately to build and develop relationships
• Practise empathy
• Delegate and share responsibility for decision-making
Collaboration Skills

• Help others to succeed

• Take responsibility for one’s own actions
• Manage and resolve conflict, and work collaboratively in teams
Social

• Build consensus
• Make fair and equitable decisions
• Listen actively to other perspectives and ideas
• Negotiate effectively
• Encourage others to contribute
• Exercise leadership and take on a variety of roles within groups
• Give and receive meaningful feedback
• Advocate for one’s own rights and needs

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Category Cluster Skills

Managing time and tasks effectively

• Plan short- and long-term assignments; meet deadlines
Organization Skills • Create plans to prepare for summative assessments (examinations
and performances)
• Keep and use a weekly planner for assignments
• Set goals that are challenging and realistic
• Plan strategies and take action to achieve personal and academic goals
• Bring necessary equipment and supplies to class
• Keep an organized and logical system of information files/notebooks
• Use appropriate strategies for organizing complex information
• Understand and use sensory learning preferences (learning styles)
• Select and use technology effectively and productively

Managing state of mind

• Mindfulness
– Practise focus and concentration
– Practise strategies to develop mental focus
– Practise strategies to overcome distractions
• Perseverance
– Demonstrate persistence and perseverance
Self –Management

– Practise delaying gratification

Affective Skills

• Emotional management
– Practise strategies to overcome impulsiveness and anger
– Practise strategies to prevent and eliminate bullying
– Practise strategies to reduce stress and anxiety
• Self-motivation
– Practise analysing and attributing causes for failure
– Practise managing self-talk
– Practise positive thinking
• Resilience
– Practise “bouncing back” after adversity, mistakes and failures
– Practise dealing with disappointment and unmet expectations
– Practise dealing with change
(Re)considering the process of learning; choosing and using ATL skills
• Develop new skills, techniques and strategies for effective learning
• Identify strengths and weaknesses of personal learning strategies
• Demonstrate flexibility in the selection and use of learning strategies
• Consider content (What did I learn about today? What don’t I yet
Reflection Skills

understand? What questions do I have now?)

• Consider ATL skills development (What can I already do? How can I share
my skills to help peers who need more practice? What will I work on next?)
• Consider personal learning strategies (What can I do to become a more
efficient and effective learner? How can I become more flexible in my
choice of learning strategies? What factors are important for helping me
learn well?)
• Focus on the process of creating by imitating the work of others
• Consider ethical, cultural and environmental implications
• Keep a journal to record reflections

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Category Cluster Skills
Analysing and evaluating issues and ideas
• Practise observing carefully in order to recognize problems
• Gather and organize relevant information to formulate an argument
• Recognize unstated assumptions and bias
• Interpret data
• Evaluate evidence and arguments
• Recognize and evaluate propositions
Critical Thinking Skills

• Draw reasonable conclusions and generalizations

• Test generalizations and conclusions
• Revise understanding based on new information and evidence
• Evaluate and manage risk
• Formulate factual, topical, conceptual and debatable questions
• Consider ideas from multiple perspectives
• Develop contrary or opposing arguments
• Analyse complex concepts and projects into their constituent parts
and synthesize them to create new understanding
• Propose and evaluate a variety of solutions
• Identify obstacles and challenges
• Use models and simulations to explore complex systems and issues
• Identify trends and forecast possibilities
• Troubleshoot systems and applications

Generating novel ideas and considering new perspectives

• Use brainstorming and visual diagrams to generate new ideas and inquiries
Thinking

• Consider multiple alternatives, including those that might be unlikely or

Creative Thinking Skills

impossible
• Create novel solutions to authentic problems
• Make unexpected or unusual connections between objects and/or ideas
• Design improvements to existing machines, media and technologies
• Design new machines, media and technologies
• Make guesses, ask “what if” questions and generate testable hypotheses
• Apply existing knowledge to generate new ideas, products or processes
• Create original works and ideas; use existing works and ideas in new ways
• Practise flexible thinking—develop multiple opposing, contradictory and
complementary arguments
• Practise visible thinking strategies and techniques
• Generate metaphors and analogies

Using skills and knowledge in multiple contexts

• Use effective learning strategies in subject groups and disciplines
• Apply skills and knowledge in unfamiliar situations
Transfer Skills

• Inquire in different contexts to gain a different perspective

• Compare conceptual understanding across multiple subject groups
and disciplines
• Make connections between subject groups and disciplines
• Combine knowledge, understanding and skills to create products or
solutions
• Transfer current knowledge to learning of new technologies
• Change the context of an inquiry to gain different perspectives

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MHS MYP Unit Planner Guide 2014-15

Unit Title
Course/Grade Level
Teachers
Length of Unit

Stage 1 Integrate statement of inquiry, global context and inquiry questions

Key Concept Related Concepts

Choose 1 (maybe 2) from the list Choose 2 (maybe 3) from the list.
provided.

Global Context Choose 1 from the list provided.

Include any bullet points from the list that students

Explanation for Global Context will explore in this unit.

Statement of Inquiry

A clear concise statement that includes the Key Concept and the Related Concept with
regards to the Global Context.

Inquiry Questions

Develop a question that rooted in the content, and is at the recall/remember

Factual
level. Expect students to demonstrate understanding.

Develop a question that requires students to analyze the new knowledge in

Conceptual the context of the course.

Develop a question that requires students to apply the new knowledge in a

Debatable way that reaches beyond your course and connects the concept to other
disciplines. This question should connect to your Statement of Inquiry.

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 Assessment
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they
have understood?

Each unit must include one summative assessment that will be graded on the
IB subject specific criterion rubrics that are located in your subject guide.

If you are assigning a multiple choice test, it does not meet the assessment
requirement unless it is graded with the IB rubrics.

If you assign multiple summative assessments, only include the assessment

evaluated with the IB rubrics on the unit planner.

Briefly describe the assessment in this box.

Which specific MYP objectives will be addressed during this unit?

Copy and paste the MYP objectives from your subject guide.
Specific objectives should be chosen from the criterion. List the specific bullet points
from those criterions that the unit will address. The bullets can come from multiple criterions.
Avoid saying “Criterion A” or “Investigate” because you may not be teaching every
strand of that objective.

Which MYP assessment criteria will be used?

Identify the specific criterion rubric that will be used. This should be the Criterion that has the
most bullet points listed above. Here you can say “Criterion A” or “Investigate”.

Stage 2 Backward planning: From the assessment to the learning activities

through inquiry
Content
What knowledge and/or skills (from the course overview) are going to be used to enable the
student to respond to the unit question?

What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they
be unpacked to develop the significant concept(s) for stage 1?

You can list NCSCOS or Common Core Standards.

These can be copied and pasted.

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 Learning experiences Teaching strategies
How will students know what is expected of them? How will we use formative assessment to give
Will they see examples, rubrics, templates? students feedback during the unit?

How will students acquire the knowledge and What different teaching methodologies will
practise the skills required? How will they practise we employ?
applying these? How are we differentiating teaching and
learning for all? How have we made provision
Do the students have enough prior knowledge?
for those learning in a language other than
How will we know?
their mother tongue? How have we
considered those with special educational
needs?

Big Ideas to cover in these boxes:

Differentiation strategies, literacy instruction, 21st century skill integration, technology integration.

Just answer the questions above. Just answer the questions above.

Approaches to Learning
Category Cluster Skill
Identify the category, cluster and the specific skills you will teach. Can be bulleted list.

These can be copied and pasted from the handout.

Explanation of Instruction Explain exactly how you will teach the skills you identified.

Learner Profile Traits Encouraged Explanation of Inclusion

Choose from the list. Explain how this will be a part of the instruction.

Opportunities for Volunteerism and Community Service

Consider service opportunities, locally or globally, that connect with this topic. Could this unit
develop into a service project for your students? How?

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 Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to
facilitate students’ experiences during the unit?

Be very specific when listing materials.

Imagine someone from another country reading your unit planner,
how would they identify the resources that you have listed?

Include titles of books, textbooks, videos, etc.

Ongoing reflections and evaluation

In keeping an ongoing record, consider the following questions.

Students and teachers

What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?

Possible connections
How successful was the collaboration with other teachers within my subject group and from other
subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other
subjects?

Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for
this unit? How did I make sure students were invited to achieve at all levels of the criteria
descriptors?
Are we prepared for the next stage?

Data collection
How did we decide on the data to collect? Was it useful?

Include things to consider before the unit is taught.

What questions will students ask? What materials will I need? How can I incorporate other
disciplines?

Include Post-teaching reflections. What went well? What can be improved?

As you reflect and revise unit planner, keep copies of the old unit planners as a way to
measure growth and change.

IDEA-- Type each reflection in different color each year.

Then the file would only be saved once, but the reflections would be easy to identify each year..

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MHS: MYP Language and Literature Subject Guide Companion (August 2014) 28