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MYP Unit Description

English A Year 5 MYP / Grade 10


Unit title: The Future: Utopia or Dystopia?
Approximate duration: 8 weeks

Area of interaction focus Significant concept MYP Unit Question


Environments
What are the impacts of built Global society will have to How would you portray the
environments on language and determine what role future?
literature? technology will play in future
development.

Unit Content
Critically read and creatively respond to Aldous Huxley’s Brave New World as follows:

Project 1: While reading your assigned book, I expect you to complete a writing-
based response that incorporates the following elements in an organized and high-
quality fashion:

· New vocabulary
· Literary terms—see the PowerPoint on the Summer Reading Project 2010 wiki
page for examples
· Quote analysis
· Possible discussion questions with your own answers
· Reflections and feedback focused at least in part on the unit question

Project 2: Since your first project required you to focus on written communication, I
would like to challenge you now to focus your energy on an oral and visual response to
your book. While I am not requiring you to focus on the more technical aspects of the
book in this response, clear inspiration and connections to the book must be evident in
what you produce for this part of the assessment.

Unit Objectives
• Understand and analyse the language, content, structure, meaning and significance
of both familiar and previously unseen oral, written and visual texts
• Express an informed and independent response to literary and non-literary texts
• Organize ideas and arguments in a sustained, coherent and logical manner
• Use language to narrate, describe, analyse, explain, argue, persuade, inform,
entertain and express feelings
• Use language accurately

Unit Texts or Materials


Brave New World by Aldous Huxley
MYP Unit Description
English A Year 5 MYP / Grade 10

Assessment Criteria
Criterion A: Content (receptive and productive)
Achievement Level descriptor Task-specific clarification
level
0 The student does not reach a You do not reach a standard
standard described by any of the described by any of the
descriptors below. descriptors below.

1-2 The student demonstrates very You show little understanding of


limited understanding of the text Brave New World through your
and topic, and little or no written project, and provide few if
awareness of the author’s choices. any details to develop and
There is little or no detail, support your work.
development or support.

Your creative response shows


In creative work, pieces show very little imagination and creativity;
limited imagination or sensitivity; You do not make clear or
the student rarely employs literary meaningful connections to Brave
features, or employs literary and/or New World in your creative
non-literary features that do not response.
serve the context or intention.

The use of terminology is missing, You do not examine literary terms


inconsistent and/or incorrect. at all in your written project.

3-4 The student demonstrates limited You show basic understanding of


understanding of the text and Brave New World through your
topic, written project, and provide
and sometimes shows an limited details to develop and
awareness of the author’s choices, support your work.
although detail, development
and/or support are insufficient.
Your creative response shows
In creative work, pieces show limited imagination and creativity;
limited imagination or sensitivity; You make few clear or meaningful
the student attempts to employ connections to Brave New World
literary and/or non-literary in your creative response.
features; these sometimes serve
the context and intention.
You examine a few literary terms
The use of terminology is with errors.
sometimes accurate and
appropriate.
MYP Unit Description
English A Year 5 MYP / Grade 10
5-6 The student demonstrates a You show some understanding of
sufficient understanding of the Brave New World through your
text and topic, and an awareness written project, and provide
of the author’s choices, using adequate details to develop and
adequate detail, development and support your work.
support.
Your creative response shows
some imagination and creativity;
In creative work, pieces reflect
You make some clear and
some imagination and sensitivity;
meaningful connections to Brave
the
New World in your creative
student generally employs literary
response.
and/or non-literary features that
serve the context and intention. You examine some literary terms
with some depth and few errors.
Terminology is usually accurate
and appropriate.
7-8 The student demonstrates a good You show good understanding of
understanding of the text, topic Brave New World through your
and the author’s choices, using written project, and provide
substantial detail, development significant details to develop and
and support. support your work.
Your creative response shows
In creative work, pieces reflect
good imagination and creativity;
imagination and sensitivity; the
You make many clear and
student employs literary and/or
meaningful connections to Brave
non-literary features that serve the
New World in your creative
context and intention.
response.
Relevant terminology is used You examine several literary
accurately and appropriately. terms with depth and few errors.

9-10 The student demonstrates a You show exceptional


perceptive understanding of the understanding of Brave New
text, topic and the author’s World through your written
choices, consistently using project, and provide excellent
illustrative detail, details to develop and support
development and support. your work.
Your creative response shows
In creative work, pieces reflect a
excellent imagination and
lot of imagination and sensitivity;
creativity; You effectively make
the student employs literary and/or
several clear and meaningful
non-literary features effectively
connections to Brave New World
that serve the context and
in your creative response.
intention.
You show a mastery of several
The student shows a literary terms through your
sophisticated command of written response.
relevant terminology, and uses it
appropriately.

Criterion B: Organization
Achievement Level descriptor Task-specific clarification
level
MYP Unit Description
English A Year 5 MYP / Grade 10
0 The student does not reach a You do not reach a standard
standard described by any of the described by any of the
descriptors below. descriptors below.
1-2 The student rarely employs You do not organize your written
organizational structures and/or project as directed in the project
language-specific conventions, or description.
uses those that do not serve the
Your written project is
context and intention.
disorganized and unclear overall.
The work is generally Your creative project lacks clarity
disorganized, unclear and/or and organization overall.
incoherent.

The student employs critical


apparatus inappropriately or not
at all.
3-4 The student sometimes employs You do not consistently organize
organizational structures and/or your written project as directed in
language-specific conventions that the project description.
serve the context and intention.
Your written project has basic
organization but lacks overall
The work shows the beginnings of
clarity.
organization but lacks coherence.
Your creative project shows
The student employs critical limited clarity and organization
apparatus with limited success. overall.
5-6 The student usually employs You generally organize your
organizational structures and written project as directed in the
language-specific conventions that project description.
serve the context and intention.
Your written project has general
organization and clarity.
The work is generally organized,
clear and coherent. Your creative project shows basic
clarity and organization overall.
The student generally employs
critical apparatus correctly.
7-8 The student consistently employs You consistently organize your
organizational structures and written project as directed in the
language-specific conventions that project description.
serve the context and intention.
Your written project shows a
strong sense of organization and
The work is usually well-
clarity.
organized, clear and coherent and
the ideas being expressed build Your creative project exhibits
on each other. strong clarity and organization
overall.
The student employs critical
apparatus correctly.
MYP Unit Description
English A Year 5 MYP / Grade 10
9-10 The student consistently employs You consistently organize your
sophisticated organizational written project in a sophisticated
structures and language-specific way as directed in the project
conventions that serve the context description.
and intention.
Your written project shows an
excellent sense of organization
The work is consistently well-
and clarity.
organized, clear and coherent and
the ideas being expressed build on Your creative project exhibits
each other in a sophisticated excellent clarity and organization
manner. overall.

The student integrates critical


apparatus correctly and
effectively.

Criterion C: Style and language mechanics


Achievement Level descriptor Task-specific clarification
level
0 The student does not reach a You do not reach a standard
standard described by any of the described by any of the
descriptors below. descriptors
below.
1-2 The student employs a very Your written project shows very
limited range of appropriate limited vocabulary and sentence
vocabulary, idiom and sentence structure. You make several
structure. There are very grammar and language errors
frequent errors in grammar and which limit your ability to convey
syntax, which persistently hinder main ideas.
communication.
The register and style you use in
There is little or no evidence of a your written project do not match
register and style that serve the the project description.
context and intention.
You make very frequent
There are very frequent errors in punctuation, spelling and writing
punctuation and spelling/writing, errors which prevent you from
which persistently hinder writing clearly and presenting
communication. In your creative project effectively.
oral/presentation work there is
little or no competence in oratory
technique.
MYP Unit Description
English A Year 5 MYP / Grade 10
3-4 The student employs a limited Your written project shows limited
range of appropriate vocabulary, vocabulary and sentence
idiom and sentence structure. structure. You make many
There are frequent errors in grammar and language errors
grammar and syntax, which hinder which limit your ability to convey
communication. main ideas.

The register and style you use in


There is some evidence of a your written project matches the
register and style that serve the project description some of the
context and intention. time.

There are frequent errors in You make frequent punctuation,


punctuation and spelling/writing, spelling and writing errors which
which hinder communication. In prevent you from writing clearly
oral/presentation work there is and presenting your creative
some competence in oratory project effectively.
technique.
5-6 The student generally employs a Your written project shows a basic
range of appropriate vocabulary, range of vocabulary and sentence
idiom and sentence structure. structure. You make few
Grammar and syntax are grammar and language errors
generally accurate; occasional which only occasionally limit your
errors sometimes hinder ability to convey main ideas.
communication.
The register and style you use in
The student often uses a register your written project matches the
and style that serve the context project description most of the
and intention. time.

Punctuation and spelling/writing You make few punctuation,


are generally accurate; spelling and writing errors which
occasional errors sometimes only occasionally prevent you
hinder communication. In from writing clearly and
oral/presentation work there is presenting your creative project
adequate competence in oratory effectively.
technique.
7-8 The student employs a range of Your written project shows a good
appropriate vocabulary, idiom range of vocabulary and sentence
and sentence structure. Grammar structure. You make only
and syntax are accurate; occasional grammar and
occasional errors rarely hinder language errors which rarely limit
communication. your ability to convey main ideas.

The student consistently uses a The register and style you use in
register and style that serve the your written project usually
context and intention. matches the project description.

Punctuation and spelling/writing You make very few punctuation,


are accurate; occasional errors spelling and writing errors which
rarely hinder communication. In rarely prevent you from writing
oral/presentation work there is a clearly and presenting your
good level of competence in creative project effectively.
oratory technique.
MYP Unit Description
English A Year 5 MYP / Grade 10
9-10 The student employs a wide and Your written project shows an
effective range of appropriate excellent range of vocabulary and
vocabulary, idiom and sentence sentence structure. You make
structure. Grammar and syntax are very few grammar and language
accurate; very infrequent errors errors which do not limit your
do not hinder communication. ability to convey main ideas.

The student demonstrates The register and style you use in


mastery of a register and style your written project fully matches
that serve the context and the project description.
intention.
You make no punctuation,
Punctuation and spelling/writing spelling and writing errors overall,
are accurate; very infrequent which allows you to write and
errors do not hinder present your projects at a high
communication. In level.
oral/presentation work there is a
high level of competence in
oratory technique.