MYP 1 Language A English - os-mgubec.hr A.pdf · 3 Unit 3: Autism After reading a ... at the same time these topics are being taught in history class. • Reading and analyzing the

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Matija Gubec International School Zagreb

MYP 1 Language A

English

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MYP1: ENGLISH

Unit 1: Autobiographies

Through various creative writing activities and after reading extracts, biographies and diaries the students will learn different techniques of writing. They will learn how to make their writing more creative, interesting and ‘’vivid’’ using techniques such as ‘’exploding the moment’’ and ‘’painting a picture with words’’.

Unit Question: How can a reader become immersed in a piece of writing?

Area of Interaction: AtL, HI

Main Content Addressed:

• Reading and analyzing the following works of writing

o W. Churchill – My Early Childhood

o R. Dahl – Boy

o S. Townsend - Adrian Mole

• Narrative and other perfect tenses

• Using the acquired knowledge in different writing (diary entries, poems, creative essays)

Unit 2: Racism and tolerance

After reading various short stories, famous speeches and a book the students will learn the importance of tolerance. They will explore the topic of racial segregation in the past but see that unfortunately it is still present today. Through various activities (creative writing, presentations…) they will try to inspire their peers to be more tolerant and act positively in making the world a better place.

Unit Question: How can we make the world a more tolerant place?

Area of Interaction: AtL, C&S


• Reading and analyzing the following

o Martin Luther King Jr. – ‘’I have a dream’’

o M. D. Taylor – The Gold Cadillac

o Sh. Flake – The Skin I’m in

• using the acquired knowledge in different writing (poems, creative essays, speeches)

• creating a brochure and presenting the diversity and rich cultural heritage of our planet

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Unit 3: Autism

After reading a book, watching a movie and doing various research work the students will learn about autism and what life is like for people who have autism but also for the people around them. They will present what they have learned to lower grades.

Unit Question: What is life like for people with autism?

Area of Interaction: ATL, C&S


• Learning about autism in general and about different kinds of autism. The students will have some prior knowledge as last year’s myp1 students presented the topic to them.


o M. Haddon – The Curious Incident of the Dog in the Night-Time

• Watching and analyzing the following movies

o Rain Man

Unit 4: The detective genre

As a follow up to M. Haddon’s ‘’The Curious Incident of the Dog in the Night-Time’’ the students will be introduced to the detective genre in literature. They will present a favourite detective of theirs and try to write a short detective story. They will learn the importance of atmosphere and creating suspense in this kind of writing.

Unit Question: How do I create suspense in writing?

Area of Interaction: ATL, HI


• After reading some short detective stories the students will learn the role of suspense in this kind of writing.

• Reading and analyzing the following works of writing:

o G. Greene – The Case for the Defence

o A detective book of choice

• Oral (PowerPoint) presentation of their favourite detective

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MYP 2 Language A

English

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MYP 2: ENGLISH

Unit 1: Incredible Journeys

The students will use language to narrate, describe, explain and express feelings. They will follow the content and style of the authors to produce a piece of written work on the topic of “One of a kind journey I will never forget” using all the narrative tenses.

Unit Question: Why is it important to go places?

Area of Interaction: AtL, C&S

Main content addressed:

Elizabeth Ernest: Hope Leaves Jamaica

Zlata Filipovic: Zlata’s Diary

Jules Verne: Journey Around the World in Eighty Days

Narrative Tenses

Unit 2: Risky Business

The students will read two different dangerous exploration/adventure accounts and a humorous story of two people working together with the emphasis on different figures of speech. These figures of speech used in writing to convey meaning or heighten the effect often by comparing or identifying one thing with another, that has a meaning or connotation familiar to the reader.

Unit Question: What is driving people to explore the unknown or go on risky adventures?

Area of Interaction: Atl, Environments


Earnest Shackelton: South

Christina Dodwell: An African Adventure

Robin Klein: The Two Chefs

Figures of Speech: Metaphor, Simile, Personification, Hyperbole

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Unit 3: Turning Point

The students will be introduced to the different poetic techniques through a poem whose main character is at his life crossroads. They will write an account of an event that has in a way marked their life for the better of worse, incorporating conditional sentences in the appropriate situation.

Unit Question: How do certain past events change the course of our lives?

Area of Interaction: AtL, H&SE


Walter de la Mare: The Listeners (poem)

Repetitions in poetry: Alliteration, Assonance, Sibilance and Onomatopoeia

Conditional Sentences: First, Second, Third and Mixed Type

Frances Hodgson Burnett: The Secret Garden

Unit 4: It takes all sorts (to make a world)

The students will come up with as many personality adjectives as possible having certain letters in the words given. The two pieces of literature will lead into a discussion on what people are like and what drives them to behave that way. The students will write a story having the sub-stories from A Pack of Lies as a model

Unit Question: How do we perceive ourselves and other people?

Area of Interaction: AtL, H&SE


Personality adjectives

Present and Past Regrets (I wish/If only)

Saki: The Open Window (short story)

Robert Swindells: In the Nick of Time

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Unit 5: Wit and Wisdom

The students will make their list of famous quotes and explain their choices. They will write a story having the sub-stories from A Pack of Lies as a model.

Unit Question: What and how do wise people teach us about life?

Area of Interaction: AtL, Environments


Famous quotes on different topics

Proverbs in English and their Croatian equivalents

Reported Speech: Reported Commands, Statements and Questions

Geraldine McCaughrean: A Pack of Lies

Unit 6: Myths and Legends

Unit Question: Why have myths and legends become timeless?

Area of Interaction: AtL


Old Wives Tales: Mrs Number Three

Causative HAVE/GET

MYP 1 Reading list:

Jules Verne: Journey Around the World in Eighty Days

Zlata Filipovic: Zlata’s Diary

Frances Hodgson Burnett: The Secret Garden

Geraldine McCaughrean: A Pack of Lies

Robert Swindells: In the Nick of Time

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MYP 3 Language A

English

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MYP3: ENGLISH

Unit 1: Figurative language

Through various activities the students will learn how to detect and use various figures of speech. They will start of by learning how to recognize various figures of speech and gradually, through numerous creative writing exercises, they will learn how to incorporate them in their writing.

Unit Question: How do we ‘’paint a picture with words’’?



• Learn how to recognize and incorporate the following figures of speech in my writing:

o Metaphor

o Simile

o Personification

o Onomatopoeia

o Hyperbole

o Oxymoron

o Idiom

o Irony

Unit 2: Gothic elements in writing

The students will be introduced to gothic elements in traditional and modern literature. They will learn the importance of tone, mood and setting and will explore different techniques of describing atmosphere in writing.

Unit Question: Why do they say that atmosphere in writing is a character in itself?

Area of Interaction: AtL, ENV



o B. Stoker – Dracula

o Ch. Causley – The Ballad of Charlotte Dymond

o E. A. Poe

� Annabel Lee

� The Tell Tale Heart

� The Raven

o J.R.R. Tolkien – The Hobbit

• Using the acquired knowledge in different writing (diary entries, poems, creative essays)

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Unit 3: Teaching tolerance through literature and media

After reading various books, watching a movie and two documentaries the students will learn the importance of tolerance. They will see how literature and media can be used to inspire people to be more tolerant and act positively in making the world a better place.

Unit Question: How can we make the world a more tolerant place?

Area of Interaction: ATL, C&S


• Learning about racism, tolerance and the events leading up to and during the second world war. The students will have prior knowledge as, at the same time these topics are being taught in history class.


o G. Orwell - Animal Farm

o Anne Frank – The Diary of a Young Girl

o W. Golding – Lord of the Flies

• Watching and analyzing the following movies and documentaries

o Anne Frank Remembered

o Promises

o The Freedom Writers

Unit 4: A short history of the English language

The English language is an ever-changing living organism. It has changed through time and has affected the lives of millions of people around the world.

Unit Question: How has English changed through history and how has it positively and negatively affected our lives?

Area of Interaction: ATL, ENV


• The students will see how English has changed through different historical periods. They will find out the characteristics and learn about the main written works of the language during the early, middle and modern English periods.

• Language death – what is it and what is the role of English in this negative phenomenon?

• Dialects and slang

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MYP 1 Language A

Croatian

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MYP1: Croatian A

Unit 1: Power to the People

Through my voice, other individuals and communities can also have a voice. This unit is about social

justice. Through activities of accessing, selecting and organizing information, we will discuss issues

(bias, weakness) and come to solutions through Croatian A. Students will develop their ability to use

reading strategies, their understanding of a range of content specific terminology, ability to analyze

the character development and theme in a story. They will build the persuasive language and their

Information Literacy considering referencing and citing sources. At the end of this unit, students will

understand that arguments can be presented verbally, visually and in writing.

Unit Question: What is worth fighting for/against?



• Odnos teme i motiva u književnome djelu

• Pjesničke slike

• Stilska izražajna sredstva: asonanca, aliteracija, ponavljanje

• Vrste strofa

• Znanstveno – fantastični roman

• Opis otvorenoga i zatvorenoga prostora

• V. Majer: Školski praznici

• Z. Balog: Kad još ništa nisam znao

• Stjepan Tomaš: Moj ratni dnevnik

• Usmjereno čitanje / Krasnoslov

• M. Ende: Čarobno zrcalo • Portret

• UNICEF (Konvencija o pravima djeteta). • Kušan: Teška Melitina uloga • P. Kanižaj: Hrvatska domovina

• Majetić: Huk valova, huk vremena

• M. Dubac: Sličice iz … • Oscar Wilde: Sretni kraljević

• Osobne zamjenice, Posvojne zamjenice, Povratna zamjenica, Povratno – posvojna zamjenica

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• Prepričavanje / Sažeto prepričavanje, Prepričavanje s promjenom gledišta, Stvaralačko prepričavanje

• Filmska izražajna sredstva

Unit 2: Danger or opportunity

Conflict is phenomenon which can instigate positive and negative change. Reading the literature on

conflicts, students will understand their own responsibilities and roles. They will develop their ability to

use reading strategies, their understanding of a range of content specific terminology, ability to

analyze the character development and theme in a story.

Unit Question: How can I help change the outcome of conflict?

Area of Interaction: AtL, HSE


• N. Iveljić: Zlatan broš

• J. Kozarac: Slavonska šuma

• G. Kovačić: Petar Breški harmonikaš

• M. Gavran: Rat u Hrvatskoj

• Golub: Učiti djecu i učiti od djece

• S. Mihalić: Kiša na Pagu

• Raos: Zorna obuka • Karakterizacija likova

• Interpretativno čitanje i krasnoslov.

• Rečenični i pravopisni znakovi.

• Krnji perfekt.

• August Šenoa, Povjestice

• Glagolski pridjev; radni i trpni, glagolska imenica sa završetkom –nje; infinitive

• Povijesni roman

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Unit 3: Virtual Realities

Unit Question: What do I need to consider in order to make the right choices to protect myself and

others (online)?

Through exploring rights and responsibilities concerning virtual world, students will learn how to be

safe (online). They will continue to develop understanding of different literary genres and text type,

their ability to interact with non – fiction text. Students will collaborate on, create, publish an animation.

Area of Interaction: AtL, HSE


• Internet

• Prezent i četiri prošla glagolska vremena

• Z. Krilić: Ona i ja

• T. Bilopavlović: Dnevnik

• F. Mažuranić: Plaća • Ivana Brlić-Mažuranić: Priče iz davnine • V. Nazor: Medvjed Brundo

• D. Miloš: Potraga za bojama

• V. Nazor: Halugica

• Dijalektno pjesništvo

• D. Ivanišević: Moj did

• M. Taritaš: Šum šumi

• Imperativ

• Kondicional prvi i drugi • Mark Twain.Kraljević i prosjak • F. Asiški: Hvalospjev stvorova • Razgovor

Unit 4: Presents from the Past

Unit Question: What elements of the past persists through time?

Through exploring universal topic, students will identify the influence of the past on our world today

developing their ability to respond to literature in an informed and reflective manner. They will develop

their research skills by completing hero/heroine task and their writing skills in writing an essay.

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• D. Cesarić: Slavonija

• Izražajna sredstva stripa: crtež, kvadrat, fabula prikazana kvadratima

• C. S. Lewis: Kronike iz Narnije ( izbor)

• T. Ujević: Ptići

• Imenski predikat

• Biblija: Mudrost Salomonova

• Crtica, anegdota, vic; Vicevi i šale: Smijeh je lijek

• Narodna: Margeta je žito žela

• Usmena (narodna) književnost

• D. Gervais: Moja zemja

• L. Sepulveda: Priča o galebici

• Latinica, glagoljica i ćirilica

• Danijel Dragojević: Bajka o vratima

• Erich Kastner: Lovačke priče

• D. Tadijanović: Riječi zahvalnosti Suncu

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MYP 2 Language A

Croatian

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MYP 2: Croatian A

Unit 1: Courageous Characters

Students will explore the concept of leadership. Cultures and communities can be defined by the heroes and the leaders, they choose to represent them. Using Croatian A, student can be an active contributor in the community. Students will build their skills in Narrative (Creative) writing technique on topic: By the actions I take in my community - I am a hero, researching how are acts of courage revealed in literature and informational text developing their ability to use factual information to come to logical conclusions (inferencing and concluding). They will know to pair fictional story with a courageous character with related informational text from the same historical time period. Unit Question: Am I a “hero”?

Area of Interaction: AtL, C & S


• Igrani fim i fimska priča; izr. sredstva; vrste igranoga filma

• Ante Kovačić: Djetinjstvo Ivice Kičmanovića

• Karakterizacije lika u književnome djelu - portret lika u književnome djelu i

motiviranost lika

• Nejezična sredstva sporazumijevanja: mimikea i gestikulacija

• S. Košutić: Samo srca

• M. S. Mađer.: Rođeni, hajde

• Oblici neodređenih,upitnih i odnosnih zamjenica

• Izražajno kazivanje lirskih tekstova – krasnoslov

• Teme lirskih pjesama

• Metafora, hiperbola, gradacija

• Značenjski odnosi među riječima: istoznačnice, bliskoznačnice, suprotnice

• P. Pavličić: Magda i trešnjevački fantom

• Kriminalistička pripovijetka/roman; motive, temu; osobine likova u pripovj. dj.

kriminalističke tematike

• Dijalog u pripovijedanju u funkciji govorne karakterizacije lika te usmeno i pismeno

stvoranje dijaloga u funkciji karakterizacije lika

• Vrste naglasaka u hrvatskome jeziku

• V. Nazor: Anđeo u zvoniku - retrospekcija, autobiografska pripovijetka

• Glagolski I imenički dodaci

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• Samoznačne (leksičke) i suznačne (gramatičke) riječi; razlikovati naglasnice i

nenaglasnice: prednaglasnice i zanaglasnice ( tipični primjeri); pravilno rabiti

prednaglasnice i zanaglasnice u izgovoru i pisanju; prepoznavati i pravilno izgovarati

naglašene i nenaglašene riječi.

• Š. Š. Ćorić: Pjesma vrh pjesama - metafora, kontrast, epitet, refren, dijalektizam Uočiti ideju u književnome djelu. Razlikovati ideju od pouke. Spoznati uloge riječi u pjesničkom stilu

• Pripovijedanje – usmeno I pisano • Opis u pripovijedanju

Unit 2: Who do you think you are? Express yourself!

Through different literary and non-literary texts, students will learn valuable life lessons through the experience of others. Through Croatian A, we will respond with empathy to the experiences of others. Students will understand that literature contains “messages” and “lessons”. They will begin to develop their ability to Infer Meaning from texts.

Unit Question: How do we communicate our feelings and thoughts?



• S. Lice: Igračke protiv djece • Jednostavne rečenice, načini sklapanja reč. u složenu nizanjem, povezivanjem I

uvrštavanjem, veznička sredstva

• I.G. Kovačić: Mrak na svijetlim stazama

• Pripovijedanje – usmeno i pisano

• Slijed događaja u pripovijednom djelu

• Sastavna i rastavna rečenica, veznici i pisanje zareza

• D. Cesarić: Vagonaši

• Socijalna tematika u pjesništvu I prozi

• Balada

• Suprotna rečenice; naučiti veznike i pravilno pisati zarez

• Isključne i zaključne rečenice, prepozn. veznike, pravilno pisati zarez

• V. Nazor: Pripovijetka

• D. Šimunović: Duga

• R. Fallet: Školjka Ljupka

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• Rečenični niz, sastavne, rastavne, suprotne rečenice

• Komentar i vijest

• Slamnig: Kad sam se zaljubio … / Z. Golob: Snijeg, metafora

• Usporedba ljubavne pj. s elem. humora i lirske ljubavne pj.; pj. slike i stilska sredstva; ritam.

• A.Šenoa: Prosjak Luka - ideja u književnome djelu. značajke lika u književnome djelu-

psihološka karakterizacija

• J. Vrkić: Viški djed – bez unuka, legende. • Uloga riječi u putopisnom stilu; simbol, ideja

• Mit i legenda

• Vrste televizijskih emisija, razlikovati vrste TV-emisija s obzirom na njihovu namjenu

Unit 3: I Won’t Grow Up!

We are all unique and grow by sharing our strengths and weaknesses with one another! Reflections

on childhood - from literature to poetry to student experiences. Students will understand how can

poetry be a powerful medium for personal expression. Through Croatian A, we will express our

feelings, thoughts and emotions in unique way. The students will build an understanding on a content

specific vocabulary, related to poetry. They will develop the ability to analyze poetry texts.

Unit Question: How can we learn from characters and the authors who wrote about them?

Area of Interaction: AtL, H & SE


• S. Mihalić: Hihot proljeća

• Slušanje i doživljavanje; razvijati osjećaj za ritam; obogaćivati rječnik

• Veliko početno slovo

• Asocijativan način razmišljanja; sposobnost povezivanja i zaključivanja; poticati i njegovati

učenički literarni izričaj

• Značenje predikatne rečenice, prepoznavati je, zamjenjivati imensku riječ imenskoga predikata

predikatnom surečenicom, subjekt subjektnom surečenicom.

• Objektne rečenice; zamjenjivati objekt objektnom surečenicom

• Upravni govor u rečenicama s različitim odnosima navođenja i objašnjenja; pisati upravni

govor u skladu s pravopisom; pravilno preoblikovati upravni u neupravni govor i obratno.

• Poštivanje pravopisne norme: veliko početno slovo, rečenični i pravopisni znakovi, pisanje

upravnoga govora; izgovor i pisanje glasova, glasovnih skupova i riječi (č/ć, đ/dž, ije/je)

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• J. Pupačić: Moj Bog

• A. De Saint Exuperi: Mali princ • Biografija I autobiografija • Natuknica I bilješka

Unit 4: Embracing Heritage

Students will read stories and informational text and discuss what they each reveal about our own

country: the Republic of Croatia. Our “world” extends beyond our classroom; we make up the change

we wish to see!

Unit Question: What effect do I have on the world around me?

Area of Interaction: AtL, Env


• Atributne rečenice, prepoznavati je; zamjenjivati atribut atributnom surečenicom

• Danijel Dragojević: Lastavica

• Značenje priložnih rečenica; zamjenjivati priložne oznake priložnom surečenicom

• V.Majić: Proljetna šetnja • Zarez u složenoj rečenici u skladu s pravopisom ( rečenični niz, inverzija, umetnuta rečenica,

vezna srodstva).

• V. Vida: Boka i Bokelji

• H. Hitrec: Smogovci • Kovačić: Ex Slavonija / V. Nikolić: Zvono u podne • A.G. Matoš: Notturno - sonet i njegova obilježja.

• I. Brešan: Abeceda - satirični roman

• Satirični roman

• Zaustavljanje radnje u pripovjednome djelu.

• Knjižnica

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MYP 3 Language A

Croatian

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MYP 3: Croatian A

Unit 1: Leadership

Students will explore the concept of leadership. Cultures and communities can be defined by the heroes and the leaders, they choose to represent them. Using Croatian A, student can be an active contributor in the community. Students will build their skills in Narrative (Creative) writing technique on topic: By the actions I take in my community - I am a hero, researching how are acts of courage revealed in literature and informational text developing their ability to use factual information to come to logical conclusions (inferencing and concluding). They will know to pair fictional story with a courageous character with related informational text from the same historical time period. Unit Question: How are acts of courage revealed in literature?

Area of Interaction: AtL, C & S


• Ponavljanje gradiva prethodnih razreda (vrste riječi, rečenica)

• Glasovi

• Glasovne promjene

• Smjenjivanje ije/je/e/i

• Različitost stilova

• Pisana vježba – putopis

• Izražajno čitanje (govorne vrednote)

• Pravopisna i pravogovorna vježba – glasovne promjene, ije/je/e/

• I.Andrić: Aska i vuk

• M. Peić: Skitnje

• D.Ivanišević:Hrvatska • Dnevnik Ane Frank • Nastajanje riječi

• Podrijetlo riječi

• Riječi jednaka oblika a različita značenja

• Razgovorni stil

• Pravopisna i pravogovorna vježba – glasovi č i ć, dž i đ

• Sličnosti i razlike među riječima

• R. Bach: Galeb Jonathan Livingstone

• P. Gudelj: Krš je glazbalo

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• E. Hemingway: Starac i more

• D: Cesarić: Slap, Voćka poslije kiše

• Frazemi

• Ponavljanje i uvježbavanje gradiva

• Provjera znanja

• Glagolski prilozi u rečenici Rasprava

• Govorna vježba – usmena rasprava

• Pravopisna vježba – veliko i malo slovo

• S.S. Kranjčević: Moj dom

• Đ. Sudeta: Mor

• J. Pupačić: Tri moja brata.

• Đ. Sudeta: Mor K.Š.Gjalski: Na Badnjak

• A.B. Šimić: Opomena

• Vladan Desnica: Pravda

Unit 2: Express yourself!

Through different literary and non-literary texts, students will learn valuable life lessons through the experience of others. Through Croatian A, we will respond with empathy to the experiences of others. Students will understand that literature contains “messages” and “lessons”. They will begin to develop their ability to Infer Meaning from texts.

Unit Question: Who do you think you are?



• Izricanje istovoremenosti i prijevremenosti

• Višestruko složena rečenica

• Red riječi u rečenici

• Novinarski stil

• Pisanje novinskoga članka

• Priprema i vođenje intervjua

• D: Šimunović: Sinjska alka

• T. Ujević:Blaženo jutro

• V. Kaleb: Gost

• Hrvatski jezik u 20. stoljeću

• Prikaz ili osvrt

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• R. Marinković: Zagrljaj

• H. Džubran: O prijateljstvu

• Psalam 104

• Zagrebačka škola crtanog filma

• R. Marinković: Zagrljaj

• M.Držić: Novela od Stanca

• H. Džubran: O prijateljstvu

• D. Tadijanović: Srebrne svirale

Unit 3: Our strengths and weaknesses

We are all unique and grow by sharing our strengths and weaknesses with one another! Reflections

on childhood - from literature to poetry to student experiences. Students will understand how can

poetry be a powerful medium for personal expression. Through Croatian A, we will express our

feelings, thoughts and emotions in unique way. The students will build an understanding on a content

specific vocabulary, related to poetry. They will develop the ability to analyze poetry texts.

Unit Question: How can we learn from characters and the authors who wrote about them?

Area of Interaction: AtL, H & SE


• Zavičajni govor, narječja i standardni jezik

• Hrvatska narječja

• Slušanje i čitanje, kazivanje i pisanje dijalektnih tekstova

• Problemski članak

• Shakespeare:Romeo i Julija

• P.Preradović: Jezik roda moga

• S.M. Kočan: Na Cvjetnicu

• R. Aljinović: Mlado doba stripa

• Pismo

• Pisanje i čitanje otvorenoga pisma

• S. Škrinjarić: U gajbi

• M. Ogrizović: Hasanaginica

• Monodrama: Munchausen

• G.Krklec: Srebrna cesta

• W. Shakespeare: Romeo i Julija

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Unit 4: Presents from Past

Students will read stories and informational text and discuss what they each reveal about our own country: the Republic of Croatia. Our “world” extends beyond our classroom; we make up the change we wish to see!

Unit Question: What effect do I have on the world around me?

Area of Interaction: AtL, Env


• Administrativno-poslovni stil

• Životopis, molba, dopis

• Pisanje i čitanje životopisa

• M.Krleža: Bitka kod Bistrice Lesne

• D. Domjanić: Ciklame, krvave ciklame

• Z. Črnja: Va našen zajike

• Tiskovine, radio, televizija

• S. Kolar: Breza

• Pisanje i čitanje molbe i dopisa

• Igre riječima / dramske igre

• Slobodni razgovor

• E.Kumičić: Uzburkano srce

• Zagorka: Siniša i Nera

• Haiku

• K. Bruckner: Sadako hoće živjeti

Documents

MYP 1 Language A English - os-mgubec.hr A.pdf · 3 Unit 3: Autism After reading a ... at the same time these topics are being taught in history class. • Reading and analyzing the