Diploma Programme subject outline—Group 1: studies in language and literature

School name Manara Academy

School code 060783

Name of the DP subject

(indicate the language)

Language and Literature A (English)

Level

(indicate with X)

Higher X

Standard completed in two years X Standard completed in one year *

Name of the teacher who completed this outline

Stacey Anderson Date of IB training March 2019

Date when outline was completed

2/25/2019 Name of workshop

(indicate name of subject and workshop category) Online English A: language and literature cat 1

* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one year, according to conditions established in the Handbook of procedures for the Diploma Programme

1. Indicate the literary works chosen for each of part of the programme.

Language A: literature

Higher level Standard level

Part 1 Things Fall Apart – Chinua Achebe

Things Fall Apart - Achebe

Life of Pi – Yann Martel

Chronicles of a Death Foretold – Gabriel Garcia Marquez

Part 2 Oedipus Rex - Sophocles Oedipus Rex - Sophocles

Antogone - Sophocles

Persepolis - Satarapi

Persepolis – Marjane Satarapi

Language A: literature

Higher level Standard level

Part 3 The Great Gatsby – F. Scott Fitzgerald Frankenstein - Shelley

The Bluest Eye – Toni Morrison

Frankenstein – Mary Shelley

The Handmaid’s Tale – Maragaret Atwood

Part 4 Hamlet and various English poems/Shakespeare

Hamlet and various English poems - Shakespeare

1984 - Orwell

1984 - Orwell

A Doll’s House – Henrik Ibsen The Awakening – Kate Chopin

2. Course outline

– Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for

example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.

– This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that

students are prepared to comply with the requirements of the subject.

– This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should

not just be a “copy and paste” from the subject guide.

– If you will teach both higher and standard level, make sure that this is clearly identified in your outline.

Topic

(as identified in the IB subject guide)

State the topics in the order you are planning to teach them.

Contents Allocated time Assessment instruments to be

used

Resources

List the main resources to be used, including information

technology if applicable.

minutes. One class is 50

In one week there are 5 classes.

Year 1 Part I: Language in cultural context In this part of the course students are given the opportunity to explore how language develops in specific cultural contexts, how it impacts the world and how language shapes both individual and group identity.

Things Fall Apart – Chinua Achebe

Life of Pi – Yann

Martel

Chronicles of a Death Foretold – Gabriel Garcia Marquez

Eighteen weeks :

Unit 1 : Things Fall Apart (6 weeks)

Unit 2 : Life of Pi (6 weeks)

Unit 3 Chronicles (6 weeks)

Written Task 1 (SL

and HL)(Internal and

External) 20-25% ~

Exploring Cultural

Aspects of Novels

- Reflective statement

300–400 words in

length

- Literary essay 1,200–

1,500 words in length

Further Oral Activity

(Internal) 15%

- Interactive Orals (SL

and HL)

How to Read Literature Like a Professor (throughout programme)

Voice Lessons: Classroom Activities to Teach Diction, Detail, Imagery, Syntax, and Tone (throughout programme)

Rhetorical Grammar (throughout programme)

The Bedford Glossary of Critical and Literary Terms (throughout programme)

Texts Used in class

English A: Language and Literature, Course Companion

Part II: Language and Mass Communication In part 2 students consider the way language is used in the media. Mass media include newspapers, magazines, the Internet (i.e. social networking), mobile telephony, radio and film. This section also addresses the issue of how the production and reception of texts is influenced by the medium through which they are delivered.

Oedipus Rex – Sophocles

Antigone – Sophocles

Persepolis – Marjane

Satarapi

Eighteen Weeks

Oedipus Rex (6 weeks)

Antigone (6 weeks)

Persepolis (6 weeks)

Written Task (creative) and IOC (SL and HL) Quarterly Assessments: MP 3 – Practice Paper 1 (Lit); MP 4 – Practice Paper 2 (SL and HL) Practice Writing Prompts

- In Class Writing

- Formal and Informal Analysis Socratic Seminar Presentations Socratic Seminar Presentations

How to Read Literature Like a Professor (throughout programme)

Voice Lessons: Classroom Activities to Teach Diction, Detail, Imagery, Syntax, and Tone (throughout programme)

Rhetorical Grammar (throughout programme)

The Bedford Glossary of Critical and Literary Terms (throughout programme)

Texts Used in class

English A: Language and Literature, Course Companion

Year 2 Part III: Literature Texts & Contexts In part 3, students consider the changing historical, cultural and social contexts in which particular texts are written and received. This section also explores how the formal elements of the text, genre and structure can not only be seen to influence meaning but can also be influenced by context. Also, students will examine and understand the attitudes and values expressed by literary texts.

The Great Gatsby – Fitzgerald

Frankenstein –

Shelley

The Bluest Eye – Morrison

The Handmaid’s Tale

– Atwood

Eighteen Weeks

The Great Gatsby (3 weeks)

Frankenstein (3 weeks)

The Bluest Eye (3 weeks)

The Handmaid’s Tale (3 weeks)

- Formal and Informal Analysis with focus on poetry

- Written Task 3 and 4 20%

- Class Discussion

- Individual Student Teacher Discussion - Individual Oral Commentary 15% - Paper One 25% (SL) - Paper Two 25%

Including the texts above and The Great Gatsby Frankenstein The Bluest Eye The Handmaid’s Tale

Part IV: Literature Critical Study Part 4 encompasses the importance of close skills to the interpretation and understanding of a text. During this section of the course, students will explore 2(SL) and 3(HL) literary works in detail, examining various meanings of a text and responding to items such as language, characterization, and structures. Further, students analyze themes, ethics, and moral values of literary characters, as well as understand and make assumptions.

Hamlet – Shakespeare

1984- Orwell

A Doll’s House –

Ibsen

The Awakening - Chopin

Eighteen Weeks

Hamlet (6 weeks)

1984 (6 weeks)

A Doll’s House/The Awakening (6 weeks)

- Written Tasks 1 and 2 20% (SL and HL)

- Socratic seminar

- Presentations

- Further Oral Activity 15%

- Individual Oral Commentary 15% (SL and HL)

- Practice Writing Prompts

- In Class Writing

- Formal and Informal Analysis

How to Read Literature Like a Professor (throughout programme)

Voice Lessons: Classroom Activities to Teach Diction, Detail, Imagery, Syntax, and Tone (throughout programme)

Rhetorical Grammar (throughout programme)

The Bedford Glossary of Critical and Literary Terms (throughout programme)

3. IB Internal and external assessment requirements to be completed during the course

Briefly explain briefly how and when you will work on them. Include the date when you will first introduce the internal and external assessment requirements, when they will be due and how students will be prepared to complete them.

Part One: Written Task 1 (Internal and External (HL)) 20-25% ~ Exploring Cultural Aspects of Novels

- Reflective statement 300–400 words in length

- Literary essay 1,200–1,500 words in length

Further Oral Activity (Internal) 15%

Interactive Orals

The previously stated assessments will be introduced by the second week of school. Students will have the option of completing their

interactive oral individually or with group members (this may depend upon class sizes). Each interactive oral must be 30 minutes in length,

and while the individual/group is completing the interactive oral the rest of the class will be observing. These will occur throughout the

duration of Part One. Interactive orals can be completed in various ways including, but not limited to, Socratic seminars and presentations.

Students will prepare for interactive orals through classroom instruction and individual study. After each Interactive Oral, every student

must write a reflective statement responding to the prompt: How was your understanding of cultural and contextual considerations in the

work developed through the presentation? This prompt will be discussed and explained before any presentations are given. Students will

also participate in supervised writings. Supervised writings are timed, open-book, in-class writings that last 40-50 minutes in length. The

writings will be based upon 3-4 teacher created prompts. Finally, students will be required to complete a literary essay. During student-

teacher conferences, guidance will be given in order to aid the development of the literary essay.

Formative Assessments - Discussions

- Quizzes

- Daily exercises from Voice Lessons: Classroom Activities to Teach Diction, Detail, Imagery, Syntax, and Tone by Nancy Dean

- Introduction and explanation of different rubrics will begin week 2 of part 1.

will also participate in supervised writings. Supervised writings are timed, open-book, in-class writings that last 40-50 minutes in length.

The writings will be based upon 3-4 teacher created prompts. Finally, students will be required to complete a literary essay.

During student- teacher conferences, guidance will be given in order to aid the development of the literary essay. The Individual Oral

Commentary will be discussed during week one of part four. Students will be encouraged to use creativity; however, a ‘statement of intent’

will be required. Students will prepare for the Individual Oral Presentation using classroom instruction and hands on practice.

Formative Assessments - Discussions

- Quizzes

Part Four: Written Task 2 (Internal and External (HL)) 20-25% ~ Exploring Cultural Aspects of Novels

- Critical Response

Individual Oral Commentary (Internal) 15%

- Interactive Oral Activities

The previously stated assessments will be introduced by the second week of school. Students will have the option of completing their

interactive oral individually or with group members (this may depend upon class sizes). Each interactive oral must be 30 minutes in length,

and while the individual/group is completing the interactive oral the rest of the class will be observing. These will occur throughout the

duration of Part Four. Interactive orals can be completed in various ways including, but not limited to, Socratic seminars and presentations.

Students will prepare for interactive orals through classroom instruction and individual study. After each Interactive Oral, every student

must write a reflective statement responding to the prompt: How was your understanding of cultural and contextual considerations in the

work developed through the presentation? This prompt will be discussed and explained before any presentations are given. Students will

also participate in supervised writings. Supervised writings are timed, open-book, in-class writings that last 40-50 minutes in length. The

writings will be based upon 3-4 teacher created prompts. Finally, students will be required to complete a literary essay. During student-

teacher conferences, guidance will be given in order to aid the development of the literary essay. The Individual Oral Commentary will be

discussed during week one of part four. Students will be encouraged to use creativity; however, a ‘statement of intent’ will be required.

Students will prepare for the Individual Oral Presentation using classroom instruction and hands on practice.

Formative Assessments - Discussions

- Quizzes

Part Two: Written Tasks 3 / Paper 1 HL (Internal and External) 20-25% ~ Shakespeare in the Modern World

- Reflective statement 300–400 words in length

- Literary essay 1,200–1,500 words in length

Further Oral Activity (Internal) 15%

- Interactive Orals

The Individual Oral Commentary and Discussion and Paper 1 will be discussed by week two of part two. Students will prepare for the

Individual Oral Commentary through classroom activities in which they will be called upon to discuss a poem. Students will also create

discussion questions based on poems that are being taught during part two in order to foster ways of dissecting and interpreting the poem.

Preparation for paper one will begin early in order to ensure students are able to respond to two previously unseen passages and write a

literary analysis on the given passages. Preparation will be both formal and informal and will be completed both in class and at home.

Formative Assessments - Discussions

- Quizzes

- Practice Oral and Written Commentaries in which students will receive passages from the current works we will be studying. Students will have to

annotate passages, spend time preparing and then deliver their oral commentary.

- Snippet Assignment will require students to pick a small bit of text from the work we are currently discussing and present it to the class with an

explanation of why it was selected. Students should be prepared to facilitate discussion.

Part Three: Written Task 4 / Paper 2 HL (External) 25%

Paper two will be discussed during week one of part three in order to ensure students are prepared to respond to questions without access to

texts. Practice sessions will be held before and after school with an emphasis on comparing and contrasting the similarities and differences

between two works.

Formative Assessments - Discussions

- Quizzes

Students will receive passages from the current works we will be studying. Students will have to annotate passages, spend time preparing and then write a commentary on the use of literary conventions in the passage.

4. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that would allow your students to make links with TOK. Describe how you would plan the lesson.

Topic Link with TOK (including description of lesson plan)

Part Four: Critical Study

After students have read and gained a strong understanding of the texts that were assigned in part four, they will

participate in Socratic seminars. Questions such as: What is reality? How does one define reality? How does one

know that their understanding of reality is true? How do the characters in the texts define reality? In essence:

How do we know what we know? A discussion of techniques both in literature and in our own human reasoning

will be addressed. Emphasis will be put on self-guided student discovery.

5. Approaches to learning

Every IB course should contribute to the development of students’ approaches to learning skills. As an example of how you would do this, choose one topic from your outline that would allow your students to specifically develop one or more of these skill categories (thinking, communication, social, self-management or research).

Topic Contribution to the development of students’ approaches to learning skills (including one or more skill category)

Part Two: Language and

Mass Communication

Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media

[including digital social media and online networks]. Students will conduct a Mass Media Research project

synthesizing information from multiple sources and create a product that communcates their ideas and thesis

properly for the intended audience.

6. International mindedness

Every IB course should contribute to the development of international-mindedness in students. As an example of how you would do this, choose one topic from your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)

Topic One: Language in

Cultural Context - I will use Persepolis from part 1 as the primary text for discussing international mindedness. We will first look at

how war not only impacted America, but also Iran during and after the Islamic Revolution. We will look at

literature and film from all three areas. We will also look at contemporary pieces about the war’s lasting effects.

I will ask students to follow an international news sources and an American news sources and compare the

varying viewpoints of both.

7. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.

Topic Contribution to the development of the attribute(s) of the IB learner profile

Parts One: Language in

Cultural Context Inquirers: There will be assignments given to students that will allow them the ability to follow their own sense

of curiosity. Instruction about research tools will be provided to further guide them. Example: Students will

explore attributes of single or multiple perspectives in novel. Students will be able to decide what point of view

would best serve to write a narrative of their own about a controversial topic.

Knowledgeable: Woven throughout the entire course will be a local and global thread in which students will be

asked to think, write and articulate critically about their gained understanding of their local and global

community. This will be done using outside resources and the texts listed under part one. Example: Students

will write a compare and contrast paper in which they will compare society today with the society presented in

the chosen work.

Communicators: Exploring a variety of modes of communication both individually and in a group setting will

be vital in their success. The use of the texts listed under part one will aid in the beginning phase of

understanding a variety of modes of communication and will lead to the eventual production of their own modes

of communication. Everyone will participate in an interactive oral and students will later communicate those

ideas through a supervised writing, followed by a final essay.

Open-minded: Through the analysis of different texts listed in part one; students will hopefully gain a more

open-minded approach to different perspectives, values and traditions. This will, in part, be accomplished

through class discussion. For example: Students will discuss the issues that arise from socioeconomic divides.

8. Resources

Are instructional materials and other resources (for example, equipment for recording if you teach languages A or room for the performance aspect if you teach literature and performance) available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses? Briefly describe what plans are in place if changes are needed.

-Attending IBO-sponsored workshops

-The Online Curriculum Centre

-The Language A Subject Guide

-Teacher Support Material

-IB Course Companion: English A Literature (Ib Diploma Programme) by Hannah Tyson

- Writing About Literature by Edgar V. Roberts

-Voice Lessons: Classroom Activities to Teach Diction, Detail, Imagery, Syntax, and Tone by Nancy Dean

-Rhetorical Devices: A Handbook and Activities for Student Writers by Brendan McGuigan

-IB English A1 Standard and Higher Level (OSC IB Revision Guides for the International Baccalaureate Diploma) by Elizabeth Stephan

-How to Read Literature Like a Professor (throughout programme)

-Rhetorical Grammar

-The Bedford Glossary of Critical and Literary Terms

-Critical Encounters -The Norton Introduction to Literature -MLA Handbook for Writers of Research Papers -Contemporary Literary Criticism -The Norton Introduction to Poetry -Writing with Style: Conversations on the Art of Writing -Brief Bedford Reader

Multimedia Resources

http://www.ncte.org/

http://www.chalkface.net.au/

http://www.pz.harvard.edu/

http://www.ted.com/search?q=language+and+culture

http://www.childinfo.org/

http://www.unicef.org/infobycountry/

http://www.unicef.org/photoessays/index-pe.html

http://www.theoneminutesjr.org/

https://www.thinkib.net/englishalanglit

- DVDs for selected works Recordings of readings for selected works (example: students will record themselves reading selected poetry and then I will play different readings of William Shakespeare’s poetry)