IB MYP Generic Syllabus--High School



Course Title: English 10Teachers: Mrs. Neagle and Ms. BrownPhone: 410-266-5240 Ext:253E-mail: aneagle@ and lrbrown1@Room: 227Help Day: Tuesdays and Wednesdays 2:05-3:00 p.m.Planning periods: A Day: 3ATime: 10:35-12:30 B Day: 1BTime: 7:17-8:55The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better more peaceful world through intercultural understanding and respect.Welcome to the IB Middle Years Programme (MYP)! This exciting program provides a framework of academic challenge that is based on MYP’s three fundamental concepts of holistic learning, communication, and intercultural awareness. Throughout your academic career, you will develop the traits of the IB learner profile: inquirer, knowledgeable, thinker, communicator, principled, open-minded, caring, risk-taker, balanced, and reflective. Course OverviewAims: The aims of the teaching and study of MYP English 10 are to encourage and enable students to: Use language as a vehicle for thought, creativity, reflection, learning, self-expression and social interaction.Develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts.Develop critical, creative and personal approaches to studying and analyzing literary and non-literary texts.Engage?with text?from different historical periods and a variety of cultures.Explore and analyze aspects of personal, host and other cultures through literary and non-literary works.Explore language through a variety of media and modes.Develop a lifelong interest in reading.Apply linguistic and literary concepts and skills in a variety of authentic contexts.AACPS Unit TitleMYP Unit TitleUnit QuestionGlobal ContextDefining CharacterThe Everyday HeroWhat does personality responsibility look like and what traits should it include?Identities and RelationshipsRights and ResponsibilitesIn the Midst of ChaosWhat happens without personal responsibility?Fairness and DevelopmentInspiring ChangeThe Individual v. The MassesHow do we pursue personal freedom while maintaining personal responsibility?Personal and Cultural ExpressionShaping SelfShape Shifter: How Changing Priorities Change Our OutlookHow does taking personal responsibility shape me?Personal and Cultural ExpressionInformed ChoicesInterneral Tug-of-WarTo whom and what are we responsible? How do we managae conflicting responsibilities?Identities and RelationshipsStrong DecisionsRhetorical ManipulationHow can language be manipulated to influence the decisions of others?Dimensions in Time and SpaceExerting PowerSpeak ReponsiblyHow can we craft language for good and bad?Fairness and DevelopmentTechnology and ChangeWarning: Download May Cause DamageHow can technology influence the individual and society as a whole?Scientific and Technical InnovationElements of StrengthKnow Your RoleWhat happens to inner strength in a dystopian environment?Globilization and SustainabilityTaking InitiativeBe Brave, Be Bold, Be YouHow does one’s courage play a role in taking inititative?Personal and Cultural ExpressionIn the MYP, conceptual understanding is framed by prescribed key and related concepts. The MYP key concepts are: aesthetics, change, communication, communities, connections, creativity, culture, development, form, global interactions, identity, logic, perspective, relationships, systems, and time, place and space. Related concepts promote deep learning. In MYP language and literature, the related concepts are: audience imperatives, character, context, genres, intertextuality, point of view, purpose, self-expression, setting, structure, style, and theme.The core texts to be studied this year are:Animal FarmLord of the FliesI Know Why the Caged Bird SingsFarenheit 451The Hunger GamesIntercultural UnderstandingThe texts we have chosen to read and explore this year address many different backgrounds and cultures, resulting in a diverse and rich study of the core of all human life. We encourage our students to be inquirers and critical thinkers as they read, questioning how and why racial, cultural, and gender differences are exposed and treated through these texts. Required materials Students are expected to bring the following materials to every class every day: English folder or notebook (kept in class)2. Pencil and/or Pen 3. Current text of study (if taken home to read)4. Course work and/or homework for the day’s lesson5. Extra paper to use for written assignments AssessmentsStudents will be informally assessed throughout each unit, and formally assessed at the end of each unit. We will utlize subject specific criterion rubrics when assessing. These rubrics will be shared with all students in advance of assessments. In MYP English 10, students are assessed using the following criteria: Objective A:? Analyzing Analyze the content, context language structure, technique and style of text(s) and the relationships among texts.Analyze the effects of the creator’s choices on an audience.Justify opinions and ideas, using examples, explanations and terminology.Evaluate similarities and differences by connecting features across and within genres and texts.Objective B:? OrganizingEmploy organizational structures that serve the context and anize opinions and ideas in a sustained, coherent and logical manner.Use referencing and formatting tools to create a presentation style suitable to the context and intention.Objective C:? Producing TextProduce 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.Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience.Select relevant details and examples to develop ideas.Objective D:? Using LanguageUse appropriate and varied vocabulary, sentence structures and forms or expression.Write and speak in a register and style that serve the context and intention.Use correct grammar, syntax and punctuation.Spell (alphabetic languages), write (character languages) and pronounce with accuracy.Use appropriate non-verbal communication techniques.Textbooks and ResourcesThe following texts will be provided: Pearson Common Core Literature, Pearson Close Reader, Animal Farm, Lord of the Flies, I Know Why the Caged Bird Sings, Farenheit 451, and student-selected literature circle novel. Students are encouraged to purchase their own copies of the novels so they may annotate to aid in their understanding of literature. All texts provided by Annapolis High School will be returned at the close of the school year. Failure to return all texts will result in a school obligation. Grading/Assessment: A (89.5-100%) - Outstanding level of achievement B (80-89%) - High level of achievement C (70-79%) - Satisfactory level of achievement D (60-69%) - Low level of achievement E (59% -50)- Failure 0 – If student does not attempt the work Grades will be assessed in the following weighted categories: Grades will be assessed in the following weighted categories:40% Mastery writing40% Tests and quizzes10% Classwork10% HomeworkA minimum grade of 50% will be given for all assignments or assessments for which the student made a good faith effort, as determined by the teacher. If a student does no work on an assignment or assessment, the teacher shall assign a grade of zero. Approximate expectations for assignments and assessments: Homework – reading homework almost daily; other homework assigned as neededFormative Assessments (classwork) – everyday Summative Assessements – 1-2 times per unitParent Notification: Parents will be notified at least three weeks prior to the end of a marking period if a student is currently earning a failing grade. At any time, parents may check parentconnect. to see their student’s grade. Please contact the guidance office if you do not already have a login. Late Work/Redo’s: Late Work: Please endeavor to turn all work in when due. If you have a reason that the work must be late please meet with your teacher. It is the expectation that all assignments will be turned in on their designated due date. If an assignment is handed in late, an assignment may be given half credit. After two weeks from the original due date, the assignment will no longer be accepted.Redo’s: Students shall have ONE additional chance to improve their score on a summative assessment (as designated by the teacher). In order for this to happen the student MUST have submitted the original assignment ON TIME and set up a time with the teacher for remediation within 5 days of getting the graded assignment back. After the remediation, the student will have 10 days to resubmit the assignment. The higher grade will be the grade of record. Attendance/Tardiness: IF YOU ARE ABSENT, please contact Mrs. Neagle at aneagle@ or Ms. Brown at lrbrown1@ to receive your make up work. All effort will be made to facilitate students when absent. Please make prior arrangements, if possible, to collect work from the instructor for days that are to be missed. It is the Annapolis High School expectation that all students will be on time. The policies for the tardy table will be followed. Academic Integrity: In order to promote the pursuit of academic excellence and learning, Anne Arundel County Public Schools expects its students to conform to specific standards of academic integrity. Academic integrity is an integral part of promoting self-respect, trust, student achievement, and positive relationships among all stakeholders in our school community. Academic integrity means exhibiting honesty in all academic exercises and assignments. Academic dishonesty refers to any form of misconduct that occurs in relation to all formal academic exercises. Cell Phone Expectations: 1. The teacher will announce at the beginning of class that all electronics should be off and away, signaling a red sign.2. If electronic devices are allowed to be out for educational purposes, the teacher will announce and turn the electronic device sign to green. Smart devices then may be used for the stated objectives.3. When smart devices are to be put away, the electronic device sign will be turned to red and the teacher will make an announcement. Behavioral Expectations: Annapolis High School students, staff, and visitors will make a pledge and commitment to their school and its mission. In doing so, students show respect for themselves, learning, others, and property.Self Be prepared Use appropriate school language Have respect for yourself Try your best! Have a “Can Do” Attitude! Others Listen when others are talking Participate in class activities Use language appropriate for school Avoid conflict in class Offer and accept constructive criticism Learning Come to class daily and on time Bring all required materials Participate in class Study for tests and quizzes by doing practice problems Ask for help when needed Follow instructions and stay on taskProperty Keep an organized notebook complete with quality notes Keep your space clean Stay in your seat and keep the desk cleanWe have read the course syllabus for English 10 and understand the expectations and policies.Student Name (Print):__________________________________Date:______________Student Signature:_______________________________Parent/Guardian Name (Print):___________________________________Date:_____________Parent/Guardian Signature:________________________________Phone number: ___________________________Email: ___________________________________If applicable, please include a second parent/guardian’s contact information:Name:__________________________________Phone number: ___________________________Email: ___________________________________Is there any particular information that would be helpful for me to know as we begin the year to support your student’s success this semester?Do you have any questions or comments? ................
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