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Time Frame/Length (dates + weeks + hours) (MYP and DP)
Unit Title (MYP and DP)Key Concept / Central Concepts (MYP and DP).Related Concepts/Subject-Specific Concepts (MYP and DP)Global Context + Exploration (MYP). Global Issues (DP).Statement of Inquiry (MYP). Essential Understandings (DP).Inquiry Questions (MYP and DP)MYP Objectives/Criteria and Strands / DP Assessment Criteria
DP Assessment Connection (P1, P2, P3, IA)ATL Skills (MYP and DP) / "In order to (insert strand here), students must (ATL strand)." TEKS/Content Objectives
(MYP and DP)		Formative Assessment (MYP and DP)Summative Assessment (MYP and DP)Resources (MYP and DP)TOK Connection (DP), other Interdiscplinary Connection (MYP and DP), and/or Service Learning/ CAS Connection (MYP and DP) Notes
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11th HL DP LANGUAGE AND LITERATURE (MacFarland)
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DP HL Year 1
Unit 1		5 weeksSeven Central & Areas of ExplorationALL 7 INTRODUCED: identity, communication, perspective, transformation, culture, creativity, representationdiscuss text types in connection to central conceptsculture, identity, community & art, creativity, and imaginationBy exploring different conceptual approaches to literature, students can deepen their understanding of various text types. How can literature be viewed through different central concepts?Criterion A: Analyzing, Criterion B: Producing a Text, Criterion C: Oragnization, Criterion D: LanguageCreative Written TaskIn order to engage deliberate THINKING and authentic learning, students will connect texts to conceptual learning and will develop their own line of inquiry. In order to demonstration communication, students will make inferences and draw conclusions verbally and in writing. comprehension skills, response skills, knowledge skills, multiple genres, author's purpose and craft, composition, journals, discussions, group activitiesCreative Choice Board Assignment
11th grade detailed calendar • What kind of knowledge about a text is gained when compared and contrasted with other texts?
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DP HL Year 1
Unit 2		3 weeksMedia Literacyperspective, communicationpurpose, audience, nature of medium, appeals (logos, pathos, ethos), style (organizational strategies, rhetorical tropes), editorial, op-edsbeliefs, values, education & politics, power, and justiceBy analyzing the perspective and rhetorical strategies of authors, students can evaluate how language shapes meaning for a rhetorical effect in editorials. How do authors communicate their opinions considering rhetorical strategies?Criterion A: Analyzing, Criterion B: Evaluating Style, Criterion C: Oragnization, Criterion D: LanguageRhetorical/Textual Analysis (Paper one practice)In order to read critically and for rhetorical effect, students will engage in communicating their ideas verbally and in writing. Students will examine the author's craft and how language contributes to meaning, developing their thinking skills. KNOWLEDGE AND SKILLS: The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products. RESPONSE SKILLS: evaluate use of text structure to achieve the author's purpose;journals, discussions, group activitiesPaper One practice: Textual analysis of an editorial (Summative)

Write paper with 60-70 minutes.		11th grade detailed calendar How much of the knowledge we construct through reading a text is determined by authorial intention, by the reader’s cultural assumptions and by the purpose valued for a text in a community of readers?
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DP HL Year 1
Unit 3		4-5 weeksGreat Gatsbyculture, creativitypoint of view, narrator, symbolism, social commentary, motif, setting, toneculture, identity, communityBy analyzing the culture of 20s and the creativity of the author's style, students evaluate the effectiveness of the style and how style helps shape meaning.To what extent do texts offer insights into another time period? To what extent does an author's style inlfuence the way a reader interprets the work?Criterion A: Analyzing, Criterion B: Evaluating Style, Criterion C: Oragnization, Criterion D: LanguageSocratic seminarIn order to develop communication skills and thinking skills, students will use an intercultural understanding to interpret a literary text and the historical context.RESPONSE SKILLS: discuss and write about the explicit and implicit meanings of text;, COMPREHENSION. SKILLS: synthesize information from a variety of text types to create new understanding; knowledge skills, multiple genres, author's purpose and craft, COMPOSITION: expository writing on rhetoric, inquiry and researchjournals, discussions, group activitiesSocratic seminar11th grade detailed calendar How might the approaches to a given time and place of a creative writer different from a historian?
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DP HL Year 1
Unit 4		4-5 weeksPLA Literary Circlesidentity, communication, perspective, transformation, culture, creativity, representationpoint of view, narrator, symbolism, motif, setting, toneculture, identity, community & art, creativity, and imaginationBy understanding how readers, writers, and texts connect to interpret texts as well as the importance of time and space, students will make inferences on the role of context in analysis of a text. How does literature explore issues related to family, class, race, gender, and ethnicity?Criterion A: Analyzing, Criteroin B: Evaluating Style, Criterion C: Oragnization, Criterion D: LanguageResponse journals, Socratic seminars, creative written taskIn order to effectively work and collaborate with others, students will engage in Socratic seminars, encouraging others to participate.Students will manage their time to meet short term and long term deadlines. RESPONSE SKILLS: use text evidence and original commentary to support an evaluative response; COMPREHENSION SKILLS: make inferences and use evidence to support understanding;journals, discussions, group activitiesResponse journals, Socratic seminars, creative written task11th grade detailed calendar What do we learn about through the study of a literary text? How is this different from what we learn
through the study of a non-literary text?
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DP HL Year 1
Unit 5		4 weeksShort stories of Chimamanda Ngozi Adichiecommunication, culture, perspective, transformationcharacterization, theme, conflict, symbolspolitics, power, justiceBy analyzing conflicts in literature and current events connected to politics, power, and justice, students will explore issues by comparing and contrasting two stories. How do texts explore issues with identity and justice? What power struggles are seen between different groups?Criterion A: Analyzing, Criteroin B: Evaluating Style, Criterion C: Oragnization, Criterion D: Languagecompare and contrast, paper 2 practiceIn order to work on creative thinking skills, students will use brainstorming and mind mapping to generate new ideas and inquiries, comparing and contrasting two works.COMPOSITION SKILLS: revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;journals, discussions, group activitieschoce board, compare and contrast two stories11th grade detailed calendar What kind of knowledge about a text is gained when compared and contrasted with other texts?
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DP HL Year 1
Unit 6		6 weeksOutlierscommunication, culture, perspectivepurpose, appeals, types of evidence, organizational patterns, author's style, claim, argumentation, defend, challenge, qualifybeliefs, values, and education. By examining the perspective and culture of a text, students will make inferences and develop a critical reponse to one of the areas of explorations: readers, writers, textsHow do texts explore the beliefs and values in a particular society and the ways they shape individuals and communities, specifically in relation to the notion of success?Criterion A: Analyzing, Criterion B: Evaluating Style, Criterion C: Oragnization, Criterion D: Languageargumentative essayStudents will defend, challenge, or qualify one of Malcolm Gladwell's claims in the Outliers and write an argumentative essay with research. COMPOSITION SKILLS: compose literary analysis using genre characteristics and craft; journals, discussions, group activitiesargumentative essay11th grade detailed calendar Is not sharing a world view with an author an obstacle to understand their text? What are challenges when texts are translated from one language to another?
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DP HL Year 1
Unit 7		4 weeks Pygmalionculture, identity, representationcharacterization, theme, conflictpolitcs, power, justiceBy examining literature in time and space and gender roles, students will analyze and explore the struggles of a character's identity within a patriarchal society. How do texts challenge or reinforce cultural norms of gender of a time period?Criterion A: Analyzing, Criterion B: Evaluating Style, Criterion C: Oragnization, Criterion D: Languagepaper two practiceIn order to develop communication skills and thinking skills, students will use an intercultural understanding to interpret a literary text.comprehension skills, response skills, knowledge skills, multiple genres, author's purpose and craft, composition, inquiry and research as well as will gather and organize relevant information to formulate an argumentjournals, discussions, group activitiesreader response journals, Socratic seminars, paper 2 practice11th grade detailed calendar How far can a reader understand a text that was written in a context different from their own and
which may have addressed a different audience?
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DP HL Year 1
Unit 8		5 weeks HL Essay: Develop a line of inquiry (IB External Assessment)Varies depending on the line of inquiryVaries depending on the line of inquiryVaries depending on the line of inquiryBy developing a line of inquiry, students will explore a central concept in an analysis of a text type of their choosing. How do I develop a line of inquiry within an area of exploration to develop insight into a conceptual understanding with a specific text type?Criterion A: Analyzing, Criterion B: Evaluating Style, Criterion C: Oragnization, Criterion D: LanguageHL essay,IB external assessmentIn order to develop critical thinking skills, students will use brainstorming and mind mapping to generate new ideas and inquiries as well as gather and organize relevant information to formulate an argument and will research to explore their inquiry with primary and secondary sources. comprehension skills, response skills, knowledge skills, multiple genres, author's purpose and craft, composition, inquiry and researchjournals, discussions, group activitiesHL essay11th grade detailed calendar Does knowledge of conventions of form, text type and of literary and rhetorical techniques allow for a
better and deeper understanding of a text?
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