MYP English Language and Literature Overview.xlsx

	A	B	C	D	E	F	G	H	I	J	K
1		Key concept	Related concepts	Global context	Statement of inquiry	MYP objectives	Approaches to learning	Factual questions	Conceptual questions	Debatable questions	Learner profile attributes

2	English
3	1. The Girl of Ink & Stars	Key Concepts • Communication	Related Concepts • Character • Point of view	Global Contexts • Fairness and development	The construction of character and point of view often communicates complex ideas about fairness and the development of human potential	Objectives • Year 1 Objectives • Objective A: Analysing • i. identify and comment upon significant aspects of texts • ii. identify and comment upon the creator’s choices • iii. justify opinions and ideas, using examples, explanations and terminology • Objective D: Using language • i. use appropriate and varied vocabulary, sentence structures and forms of expression • ii. write and speak in an appropriate register and style • v. use appropriate non-verbal communication techniques.	Approaches to learning • Communication skills • Negotiate ideas and knowledge with peers and teachers • Read critically and for comprehension • Make inferences and draw conclusions • Critical-thinking skills • Consider ideas from multiple perspectives	1. What are the different forms of communication? 2. How do authors construct character and point of view in a narrative? 3. What does human potential mean?	1. How can point of view shape the way ideas about fairness and human potential are communicated through character? 2. How do we determine what is fair?	1. Is there always a right way or a wrong way to do things? 2. To what extent does the point of view of a story determine how we understand fairness and human capability?	Learner Profile • Open-minded • Principled
4	2. A Monster Calls	Key Concepts • Connections	Related Concepts • Character • Point of view	Global Contexts • Identities and relationships	How characters connect with others can be affected by health and well-being, shaping their relationships	Objectives • Year 1 Objectives • Objective A: Analysing • iii. justify opinions and ideas, using examples, explanations and terminology • iv. identify similarities and differences in features within and between texts.	Approaches to learning • Communication skills • Negotiate ideas and knowledge with peers and teachers • Read critically and for comprehension • Read a variety of sources for information and for pleasure • Make inferences and draw conclusions • Critical-thinking skills • Gather and organize relevant information to formulate an argument • Draw reasonable conclusions and generalizations	1. How does Conor's relationship with his grandmother change across the story? 2. How do Conor's peers and teachers treat him differently as the story progresses? 3. What is happening to Conor's mother?	1. How does a Conor's mums health affect the way others connect with her? 2. In what ways can point of view affect how a relationship is understood by two different characters? 3. How does an author use character relationships to explore themes of grief and well-being?	1. Should adults protect children from difficult truths, or does this damage relationships in the long run? 2. To what extent is it healthier to express difficult emotions than to hide them from loved ones?	Learner Profile • Caring • Thinkers
5	3. A Midsummer Night's Dream	Key Concepts • Connections	Related Concepts • Character • Context • Theme	Global Contexts • Fairness and development	Connections between character, content and theme can reveal how power and privilege often shape fairness and opportunity.	Objectives • Year 1 Objectives • Objective A: Analysing • i. identify and comment upon significant aspects of texts • ii. identify and comment upon the creator’s choices • iii. justify opinions and ideas, using examples, explanations and terminology • Objective B: Organizing • ii. organize opinions and ideas in a logical manner • Objective C: Producing text • iii. select relevant details and examples to support ideas. • Objective D: Using language • i. use appropriate and varied vocabulary, sentence structures and forms of expression • ii. write and speak in an appropriate register and style • 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.	Approaches to learning • Communication skills • Use a variety of speaking techniques to communicate with a variety of audiences • Use appropriate forms of writing for different purposes and audiences • Interpret and use effectively modes of non-verbal communication • Negotiate ideas and knowledge with peers and teachers • Read critically and for comprehension • Make inferences and draw conclusions • Write for different purposes • Paraphrase accurately and concisely • Preview and skim texts to build understanding • Take effective notes in class • Make effective summary notes for studying • Structure information in summaries, essays and reports • Collaboration skills • Practise empathy • Delegate and share responsibility for decision-making • Help others to succeed • Take responsibility for one’s own actions • Manage and resolve conflict and work collaboratively in teams • 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 • Organization skills • Plan short- and long-term assignments; meet deadlines • Create plans to prepare for summative assessments (examinations and performances) • Keep and use a weekly planner for assignments • Bring necessary equipment and supplies to class • Keep an organized and logical system of information files/notebooks • Use appropriate strategies for organizing complex information • Affective skills • Practise focus and concentration • Reflection skills • Develop new skills, techniques and strategies for effective learning • Demonstrate flexibility in the selection and use of learning strategies • Information literacy skills • Use critical-literacy skills to analyse and interpret media communications • Make connections between various sources of information • Present information in a variety of formats and platforms • Critical-thinking skills • Practise observing carefully in order to recognize problems • Evaluate evidence and arguments • Draw reasonable conclusions and generalizations • Consider ideas from multiple perspectives • Creative-thinking skills • Make unexpected or unusual connections between objects and/or ideas • Apply existing knowledge to generate new ideas, products or processes • Create original works and ideas; use existing works and ideas in new ways • Transfer skills • Inquire in different contexts to gain a different perspective	1. Who are the main characters and what are their relationships?	1. How does fairness (or lack of it) affect relationships and personal development?	1. Is love fair in A Midsummer Night’s Dream? 2. Should authority figures decide what is fair for others?	Learner Profile • Principled
6	4. Media Literacy	Key Concepts • Systems • Perspective • Global interactions	Related Concepts • Audience imperatives • Point of view	Global Contexts • Orientation in space and time	Media messages are shaped by perspective and purpose, influencing how audiences ideas connect with one another.	Objectives • Year 1 Objectives • Objective A: Analysing • i. identify and comment upon significant aspects of texts • iii. justify opinions and ideas, using examples, explanations and terminology • Objective B: Organizing • i. employ organizational structures that serve the context and intention • ii. organize opinions and ideas in a logical manner • iii. use referencing and formatting tools to create a presentation style suitable to the context and intention. • Objective C: Producing text • i. produce texts that demonstrate thought and imagination while exploring 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 support ideas. • Objective D: Using language • i. use appropriate and varied vocabulary, sentence structures and forms of expression • ii. write and speak in an appropriate register and style • 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.	Approaches to learning • Communication skills • Make inferences and draw conclusions • Find information for disciplinary and interdisciplinary inquiries, using a variety of media • Collaboration skills • Listen actively to other perspectives and ideas • Negotiate effectively • Advocate for one’s own rights and needs • Media literacy skills • Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media (including digital social 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 • Critical-thinking skills • Gather and organize relevant information to formulate an argument • Recognize unstated assumptions and bias • Evaluate evidence and arguments • Draw reasonable conclusions and generalizations • Test generalizations and conclusions • Revise understanding based on new information and evidence • Evaluate and manage risk • Consider ideas from multiple perspectives • Develop contrary or opposing arguments • Identify obstacles and challenges • Identify trends and forecast possibilities • Creative-thinking skills • Use brainstorming and visual diagrams to generate new ideas and inquiries • Consider multiple alternatives, including those that might be unlikely or impossible	1. What is bias? 2. What is the difference between fact, opinion, and perspective? 3. How do media creators show point of view? 4. What techniques do media texts use to influence audiences?	1. How does perspective shape the way events are represented? 2. In what ways do audiences interpret the same message differently?	1. Should media aim to be completely objective? 2. Does media shape our beliefs more than our personal experiences do? 3. Are audiences responsible for questioning media messages?	Learner Profile • Thinkers • Reflective
7	5. Writers Choices	Key Concepts • Creativity	Related Concepts • Audience imperatives • Purpose • Style	Global Contexts • Personal and cultural expression	Creative choices are often shaped by expectations of audience and purpose, allowing style to become a tool for personal and cultural expression.	Objectives • Year 1 Objectives • Objective A: Analysing • i. identify and comment upon significant aspects of texts • ii. identify and comment upon the creator’s choices • iii. justify opinions and ideas, using examples, explanations and terminology • iv. identify similarities and differences in features within and between texts. • Objective B: Organizing • ii. organize opinions and ideas in a logical manner • Objective C: Producing text • 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 support ideas. • Objective D: Using language • i. use appropriate and varied vocabulary, sentence structures and forms of expression	Approaches to learning • Communication skills • Use appropriate forms of writing for different purposes and audiences • Negotiate ideas and knowledge with peers and teachers • 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 • Preview and skim texts to build understanding • Structure information in summaries, essays and reports	1. What choices can a writer make about language, structure, and form? 2. Who is the intended audience for a text, and how do we know? 3. What is the purpose of a text (to entertain, persuade, inform, reflect)?	1. How does audience influence the choices a writer makes? 2. How can creative choices reveal something about identity or culture?	1. Should a writer's main responsibility be to please their audience, or to express themselves authentically? 2. Does writing for a specific purpose limit or enhance creativity?	Learner Profile • Inquirers • Thinkers
8	6. From Page to Stage	Key Concepts • Communication	Related Concepts • Audience imperatives • Self-expression • Style	Global Contexts • Personal and cultural expression	The way poets express themselves through style shapes how an audience understands and experiences poetry in performance.	Objectives • Year 1 Objectives • Objective A: Analysing • ii. identify and comment upon the creator’s choices • iii. justify opinions and ideas, using examples, explanations and terminology • Objective B: Organizing • ii. organize opinions and ideas in a logical manner • Objective D: Using language • i. use appropriate and varied vocabulary, sentence structures and forms of expression • ii. write and speak in an appropriate register and style • iv. spell (alphabetic languages), write (character languages) and pronounce with accuracy • v. use appropriate non-verbal communication techniques.	Approaches to learning • Communication skills • Use a variety of speaking techniques to communicate with a variety of audiences • Interpret and use effectively modes of non-verbal communication • Reflection skills • Identify strengths and weaknesses of personal learning strategies (self-assessment)	1. What techniques does Michael Rosen use in his poetry performances?	1. How does a poet’s style influence the audience’s understanding and enjoyment of a poem?	1. Is poetry more powerful when read silently on the page, or when performed aloud?	Learner Profile • Risk-takers
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100