Diploma Programme subject outline—Group 1: studies in language and literature
School name
Hellgate High School
Name of the DP subject
English A1 Literature
School code
922669
(indicate the language)
Level
Higher
(indicate with X)
Name of the teacher who
completed this outline
Date when outline was
completed
X
Standard completed in two years
Standard completed in one year *
Date of IB training
Brit Hanford
June 29-July 3, 2009
Jill Derryberry
June 26-30, 2009
Renee Conner
October 9-11, 2011
Name of workshop
December 2011
(indicate name of subject and workshop category)
DP Language A: Literature in English
Category 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
Part 1
Novel: Chronicle of a Death Foretold by G. Garcia Marquez
Works in
Translation
Drama: The Visit by Friedrich Durrenmatt
Junior Year
Poetry: selections by Wislawa Szymborska
Semester 2
Part 2
Novel: Heart of Darkness by Joseph Conrad
Detailed
Study
Drama: Othello by William Shakespeare
Senior Year
Semester 1
Poetry: selections by T.S. Eliot
Standard level
Language A: literature
Higher level
Part 3
Prose Other: Ralph Waldo Emerson
Literary
GenresProse Other
Prose Other: Virginia Woolf
Senior Year
Prose Other: Martin Luther King, Jr.
Semester 2
Prose Other: Maya Angelou
Part 4
Novel: The Great Gatsby by F. Scott Fitzgerald
Choice
Junior Year
Semester 1
Standard level
Novel: Frankenstein by Mary Shelley
Novel: The Sorrow of War by Bao Ninh
Language A: language and literature
Higher level
Part 3
Part 4
Standard level
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
One class is
50
In one week there
are
5
Assessment instruments
to be used
min
utes
.
clas
ses.
Resources
List the main resources to be
used, including information
technology if applicable.
Topic
Contents
(as identified in the
IB subject guide)
State the topics in the
order you are planning to
teach them.
Part 4
Contextual analysis
Choice
Junior
Year
Sem 1
Presentation Skills
Allocated time
One class is
50
In one week there
are
5
min
utes
.
clas
ses.
Examine exigence, including
historical, political and
philosophical context in
which the selected work is
created.
(Please note topics are
integrated – time estimate is not
linear)
Investigate interpretations
and reactions to selected
work and the ways in which
literature can be used as a
means for processing the
world around us as well as
recording it.
10-15 hours
Identify characteristics of
effective and ineffective
presentation including:
tone, volume, body
language, appropriate
dramatization
15-20 hours
Consider and explore
presentation media
including PowerPoint and
Moviemaker software
Literature and Film
Assessment instruments
to be used
Compare interpretations of
character, setting and
theme between written and
visual mediums
Identify implications and
effects of lighting, camera
angle, point of view, editing
and sound comparatively
with literary conventions
What are the limitations of
each medium? What are
the advantages?
Examine published film
criticism
Resources
List the main resources to be
used, including information
technology if applicable.
Formative Assessments:
student research panel
presentations, panel
reflection essays, informal
class discussions
The Great Gatsby by F.
Scott Fitzgerald
-selections from Norton
Critical Edition
Summative Assessment:
Individual Oral Presentation
Frankenstein by Mary
Formative Assessments:
formal and informal
speeches, student-led
panels, Socratic Seminars,
written and oral critique/
reflection on broadcasted
speeches, debates and
presentations, writing of
pastiches, interior
monologues, scenes,
invented scenes
Summative Assessment:
Individual Oral Presentation
10-15 hours
Formative assessments:
journaling, reflective essays,
full class discussions, small
group discussions, Socratic
Seminar, imitation exercises
Shelley with Case Studies in
Contemporary Criticism
edited by Johanna M. Smith
The Sorrow of War by
Bao Ninh
Perrine’s Sound and Sense
Pearson Baccalaureate:
English a: Literature for the IB
Diploma
The Bedford Glossary of
Critical and Literary Terms
How to Read Literature Like a
Professor
A Short Guide to Writing
About Literature
Topic
Contents
(as identified in the
IB subject guide)
State the topics in the
order you are planning to
teach them.
Literary Conventions
Explore use of literary
conventions in a novel such
as: irony, metaphor, theme,
tone, symbol, synecdoche,
point of view, imagery,
denotation and connotation,
understatement, hyperbole,
denouement
Allocated time
One class is
50
In one week there
are
5
5-7 hours
Reflect upon creation and
effect of conventions, with
an understanding and
appreciation of author
intentionality
Close reading and
annotation
Embrace and note
uncertainty
Construct questions
Identify and evaluate
patterns
Apply knowledge of
conventions
Decode implications and
subtleties
10-15 hours
Assessment instruments
to be used
min
utes
.
clas
ses.
Resources
List the main resources to be
used, including information
technology if applicable.
Topic
Contents
(as identified in the
IB subject guide)
State the topics in the
order you are planning to
teach them.
Part 1
Works in
Trans.
Junior
Year
Sem. 2
Contextual analysis &
critical analysis of
individual texts
Evaluation of text: Identify
and evaluate the historical,
cultural and social contexts
in which a particular text is
written and received
- Introduction to Critical
Approaches, especially:
Archetypal, Historical, New
Historical, Biographical and
Psychological
- Investigate interpretations
and reactions to selected
work
Context topic ideas:
Chronicle of a Death
Foretold by G. Garcia
Marquez
-Columbian culture: rituals,
traditions, patriarchy, honor,
family, duty, machismo, fast,
courtship, Christianity;
magical realism; Sucre
murder; journalisminvestigative reporting
The Visit by Friedrich
Durrenmatt
-Greek tragedy elements;
Medea; tragic-comedy;
Apostles; musical references
in text; Hitler/Nazi; Post
WWII
Selected poetry of
Wislawa Szymborska
-Polish: WWII-Stalinism;
communism; refugees;
terrorism; rights of man;
‗eternal alliance‘ with USSR
Allocated time
One class is
50
In one week there
are
5
Assessment instruments
to be used
min
utes
.
clas
ses.
(Please note topics are
integrated – time estimate is not
linear)
Resources
List the main resources to be
used, including information
technology if applicable.
Practice written and oral
commentary (development
& support in addition to
writing and speaking
conventions)
Chronicle of a Death
Foretold by G. Garcia
Marquez
Formative Assessments:
Selected poetry of Wislawa
Szymborska (including:
-The Terrorist; He Watches
- Starvation Camp near
Jaszlo
- Notes from a Non-Existent
Himalayan Expedition
- Conversation with a Stone
- Lot's Wife
- The Onion
- The End and the Beginning
- Under One Small Star
- Allegro ma non troppo)
The Visit by Friedrich
Durrenmatt
approximately 27 hours
- informal in-class discussions
and conversations
- formal, whole-class seminars:
individuals and/or small
groups/student panels
- written analyses/responses/
reflections/to/on selected
passages and/or readings
- creative writing: imitations
writing including style,
strategy/device and form/genre
- ‗Chalk‘ Talk
- timed writings
- formal oral presentations &
speech writing
- research & research analysis
- 3 part thesis statements
- quote, image, symbol analyses
Pearson Baccalaureate:
English a: Literature for the IB
Diploma
The Bedford Glossary of
Critical and Literary Terms
Selected author interviews
and biographical information
How to Read Literature Like a
Professor
A Short Guide to Writing
About Literature
Perrine’s Sound and Sense
IB Summative Assessments:
- Reflective Statement & Written
Assignment
How to Read a Play
Topic
Contents
(as identified in the
IB subject guide)
State the topics in the
order you are planning to
teach them.
Textual analysis-close reading within
individual texts
Analysis and evaluation of
the content and the
conventions of text and
genre
Allocated time
One class is
50
In one week there
are
5
approximately 27 hours
CLOSE READING &
CONTENT:
- interpretation, analysis,
color-marking for patterns
& annotations of passages
- author‘s purpose—thesis
& evidence, plot, subject,
setting, characterization,
intention and significance
CONVENTIONS:
-literary terms, strategies,
devices & form/style: motif,
symbolism, figurative
language, imagery, diction,
syntax, tone/mood,
inferences, arrangement,
etc.
Presentation Skills
approximately 6 hours
Effective presentation
skills: tone, volume, body
language, appropriate
dramatization, medium
Assessment instruments
to be used
min
utes
.
clas
ses.
Resources
List the main resources to be
used, including information
technology if applicable.
Topic
Contents
(as identified in the
IB subject guide)
State the topics in the
order you are planning to
teach them.
Part 2
Detailed
Study
Senior
Year
Sem. 1
Close reading within
individual texts
Allocated time
One class is
50
In one week there
are
5
Assessment instruments
to be used
min
utes
.
clas
ses.
Detailed analysis of text
regarding content and craft
(including attention to
conventions of genre)
(Please note topics are
integrated – time estimate is not
linear)
Introduction/review of the
following:
- critical thinking
- interpretation and analysis
- close reading
- annotation
- thesis
- substantiation/ justification
approximately 23 hours
Practice written and oral
commentary (development
& support in addition to
writing and speaking
conventions)
Formative Assessments:
- informal in-class discussions
and conversations
- formal, whole-class seminars led
by individuals and/or small groups
What is being said and why?
- plot/subject
- character/speaker
- setting
- written analyses of close reading
excerpts
How is it written and why?
- structure/form
- narrator/speaker
- diction (denotation and
connotation)
- tone/mood
- figurative language
- imagery
(other elements dependent
on genre)
- graphic representations and/or
organizers to synthesize ideas
and information
So what?
- effect
- significance
- implication
- quote analyses
- written responses/ reflections
to/on selected readings
- timed writings
- formal oral presentations
- research studies
- thematic statements
- Image or symbol analyses
- Film or graphic comparison
Resources
List the main resources to be
used, including information
technology if applicable.
Heart of Darkness
- Apocalypse Now
―An Image of Africa:
Racism in Conrad‘s
Heart of Darkness‖ by
Chinua Achebe
- ―The Journey Within‖ by
Albert Guerard
Othello
- Writings by Aristotle
(―On Tragic Character‖,
duality of man)
- Writings by Plato
(duality of man)
Poems by T.S. Eliot
(including ―The
Wasteland‖, ―The Love
Song of J Alfred
Prufrock‖, ―The Hollow
Men‖, ―Whispers of
Immortality‖, Selections
from ―The Four
Quartets‖)
(see attached list –
template will not allow for
extensive resources)
IB Summative Assessments:
- Individual Oral Commentary
-
r
e
s
e
a
r
Topic
Contents
(as identified in the
IB subject guide)
State the topics in the
order you are planning to
teach them.
Critical analysis of
individual texts
Detailed analysis of text
regarding context and
applied criticism
Possible critical
approaches:
- Formalist/New
- Deconstruction
- Reader-Response
- Archetypal
- Historical
- Marxist
- New Historical
- Biographical
- Psychological
- Gender
Evaluation of text
Independent literary
criticism
Allocated time
One class is
50
In one week there
are
5
approximately 12 hours
Assessment instruments
to be used
min
utes
.
clas
ses.
Resources
List the main resources to be
used, including information
technology if applicable.
Topic
Contents
(as identified in the
IB subject guide)
State the topics in the
order you are planning to
teach them.
Thematic analysis
Allocated time
One class is
50
In one week there
are
5
What is theme?
How is it developed?
- imagery
- characterization
- motif
- symbol
approximately 12 hours
To what effect?
Possible themes:
- natural depravity
- role of race
- role of society (or lack
thereof)
-alienation
-imperialism
-ocular proof
-mortality
-truth/lies
Comparative analysis
Comparison and contrast
of texts regarding both
content and craft
considering:
- character
- subject
- situation
- treatment
- theme
- structure
- development
Intertextuality
approximately 12 hours
Assessment instruments
to be used
min
utes
.
clas
ses.
Resources
List the main resources to be
used, including information
technology if applicable.
Topic
Contents
(as identified in the
IB subject guide)
State the topics in the
order you are planning to
teach them.
Part III:
Literary
GenresProse
Other
Types, modes and
styles
Introduction to forms
- autobiography/ memoir
- essay
- sermon
- speech
- diary
- letter
Conventions of form
(including how language
and syntax change
according to audience and
purpose)
Rhetorical terms
Allocated time
One class is
50
In one week there
are
5
approximately 5 hours
Assessment instruments
to be used
min
utes
.
clas
ses.
Continued practice with
written and oral commentary
Formative Assessments:
- informal in-class discussions
and conversations
- formal, whole-class seminars led
by individuals and/or small groups
- written analyses of close reading
excerpts
- written responses/ reflections
to/on selected readings
-timed writings
- written comparative analyses
- research studies
- speech writing and delivery
- style imitation exercises
IB Summative Assessments:
- Paper 1 & 2
Resources
List the main resources to be
used, including information
technology if applicable.
Ralph Waldo Emerson
- ―Self-Reliance
- ―Circles‖
- ―Experience‖
- ―Society and Solitude‖
- Selections from A
Yankee Abroad
Virginia Woolf
- A Room of One’s Own
- Selections from
Moments of Being
- Letters
- Diary Entries
Martin Luther King, Jr.
- “Letter from
Birmingham Jail‖
-― I Have a Dream‖
- ―Who Speaks for the
South‖
- ―Power of NonViolence‖
- Selections from A
Testament of Hope
Maya Angelou
- I Know Why the Caged
Bird Sings
- Selections from
Wouldn’t Take Nothing…
- Selections from Letter
to My Daughter
(see attached list –
template will not allow for
extensive resources)
Topic
Contents
(as identified in the
IB subject guide)
State the topics in the
order you are planning to
teach them.
Close reading and
detailed analysis of
individual texts by
author
What is being said and
why?
(SOAPSTone)
- speaker
- occasion
- audience
- purpose
- subject
- tone
How is it being said and
why?
- tone
- diction
- syntax
(OPTIC)
- overview
- parts
- title
- interrelationship
- conclusion
So what?
- effect
- significance
- implication
Assumptions
Allocated time
One class is
50
In one week there
are
5
approximately 28 hours
Assessment instruments
to be used
min
utes
.
clas
ses.
Resources
List the main resources to be
used, including information
technology if applicable.
Topic
Contents
(as identified in the
IB subject guide)
State the topics in the
order you are planning to
teach them.
Thematic analysis
Development of theme in
non-fiction (building on
previous thematic
analyses)
Allocated time
One class is
50
In one week there
are
5
Assessment instruments
to be used
min
utes
.
clas
ses.
approximately 10 hours
Possible themes:
- individualism
- social justice
- freedom
- choice
- tolerance/ understanding
Additional resources for Part II:
The Miniature Guide to Critical Thinking: Concepts and Tools
The Thinker‘s Guide to Analytical Thinking: How to Take Things Apart and What to Look for When You Do
The Art of Socratic Questioning
Asking Essential Questions
How to Read a Paragraph: The Art of Close Reading
―Close Reading: The Essentials‖ ( English A1 Classroom Blog)
How to Read Literature Like a Professor
A Short Guide to Writing About Literature (Chapter 7: What is Interpretation; Chapter 9: Writing About Literature: An Overview)
Perrine‘s Sound and Sense
―Impressionism and Symbol in Heart of Darkness‖ by Ian Watt
―Conrad‘s Ethics and the Margins of Apocalypse Now‖ by Louis K. Greiff
―Marlow and the Double Horror in the Heart of Darkness‖ by Fred Madden
―Women and Men in Othello‖ by Carol Thomas Neely
Additional resources for Part III:
Justice and the Citiizen (recording)
The Forest of Rhetoric (website)
History Channel (speeches/audio)
The Language of Composition: Reading, Writing, Rhetoric (and related website)
Everyday Use: Rhetoric at Work in Reading and Writing
―Woolf‘s Nonfiction‖ from Cambridge Introduction to Virginia Woolf
“Woolf‘s Feminism and Feminism‘s Woolf‖ by Laura Marcus
―Conartists and Storytellers: Maya Angelou‘s Problematic Sense of Audience‖ by Francoise Lionnet
Resources
List the main resources to be
used, including information
technology if applicable.
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.
Reflective Statement for each Part 1 work (300-400 words)
-The informal presentations will take place after the initial introduction of Part 1 and discussion of the text where students will probe cultural and contextual
considerations: In what ways do time and place matter to this work? What was easy to understand and what was difficult in relation to the social and cultural
context and the issues of the text? What connections did you find between issues in the work and your own culture and experience? What aspects of the
work‘s technique seem connected to its particular context?
-The answers to these questions become what the students investigate and research—their findings become the basis for the presentations.
-Upon completion of the presentations for each Part 1 work, students will write a reflective statement about each oral in which they answer the following
question: How was your understanding of cultural and contextual considerations in the work developed through the presentation?
-The statement following each interactive oral will be handed in to the teacher and kept on file until the essay is completed.
Supervised Writing for each Part 1 work
-After the presentations, reflective statements, journal work and class discussions, students will select one prompt (from a list of 3-4 prompts) regarding the
text from which to develop ides for their final written assignment: the writing is intended as a springboard to elicit ideas for the students‘ final written
assignment.
-Sample prompt: Do you think there are some characters in Chronicle of a Death Foretold whose chief role is to convey cultural values?
One Written Assignment (1200-1500 words) generated from one of the supervised writings
-Teachers will conference with each student about his/her ideas for an essay which are shown to be derived from one of the pieces of supervised writing.
-Teachers will conference with each student about his/her first draft.
-Students complete the final draft of the essay independently.
Individual Oral Commentary
Introduced in detail at the beginning of Part 2. Students will study the required works and learn skills to prepare them for both the analysis and the presentation
throughout the semester (building on skills learned with the presentation year one) leading up to the taping in early January of year two.
Paper 1 & Paper 2
Students will likewise be introduced to Paper 1 & Paper 2 at the beginning of their senior year with more specific instruction for Paper 2 at the beginning of
Part 3. Students will study the required works and learn skills to prepare them for close reading and analysis, stylistic analysis, comparative analysis and
correlating methods of written analysis throughout the year with attention paid to timed situations. Students will sit for both Paper 1 and Paper 2 in May of year
two.
Individual Oral Presentation
The culminating event to take place in the latter part of Semester 1, Junior year, which synthesizes students‘ ability to process texts, make inferences, and
absorb nuances with their creativity, personal response to text and presentation/performance techniques! Presentations will likely take place over the course
of several weeks in the classroom, with classmates to serve as enthusiastic and supportive audience members.
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 1:
Emotions are essential to our mental state, and influence how we perceive and understand the world. Given this, address the
following questions:
Emotion and ethics in
Durrenmatt‘s The Visit
- How does emotion in the play distort one‘s perception, reason and language?
- How do the characters rationalize their behaviors—consider biased perceptions, fallacious reasoning, emotive language
and silence?
As moral reasoning is also at the crux of the play, and is influenced by one‘s emotions, evaluate how the characters justify their
value-judgements and discuss the soundness of the commonly agreed moral principles.
- What makes a person good?
- Is revenge justifiable?
- Consider: self-interest theory, duty ethics and Kant‘s approach to moral reasoning.
5.
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.
6.
Topic
Contribution to the development of international mindedness (including resources you will use)
Part 4: Point of view in The
Sorrow of War by Bao Ninh
We will examine an event well-known, documented and interpreted in U.S. culture: the Vietnam War. Through The Sorrow of
War, however, the exploration is from the Vietnamese perspective, referring to it as ―The American War,‖ giving a face, a soul
and a voice to the other side. We will compare, through film, both narrative and documentary, the assumptions, stereotypes
and realities of the U.S. version of the story and the Vietnamese. It will allow us to examine and consider the untold stories of
other famous events and identify the conclusions we reach about events and cultures.
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
Thematic analysis
In examining literature and participating in both individual and group activities, students must exhibit all aspects of the IB Learner
Profile:
- Students will engage in the questioning and critical thinking essential to inquiry, knowledge and thought to determine themes
and analyze them in detail.
- In addition, students must become skilled in communicating their thoughts through speech and writing.
- The thematic study of the works in the course requires attention to multiple perspectives provided by authors, critics,
classmates and themselves.
- There is a great need to approach such study with the open-mindedness to contemplate multiple perspectives and
interpretations and also the risk-taking required to consider and reflect and then determine and defend their own perspectives
and interpretations.
- Such will not be possible without all students subscribing to a principled and caring protocol.
7.
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.
The department will have voice recorders for the IOC‘s and IOP‘s and access to the libraries databases. In addition to the texts outlined above teachers and
students will have access to computers and internet services to enhance instruction and learning.
We currently have copies of many of the texts but have submitted a materials list to order the following:
Short Guide to Writing about Literature, A (12th Edition)
Perrine's Sound and Sense: An Introduction to Poetry
Othello (Norton Critical Editions)
The Waste Land (Norton Critical Editions)
The Waste Land and Other Writings (Modern Library Classics)
Heart of Darkness(Norton Critical Editions)
A Testament of Hope: The Essential Writings and Speeches of Martin Luther King, Jr.
The Portable Emerson (Viking Portable Library)
Wouldn't Take Nothing for My Journey Now
Letter to My Daughter
Chronicle of a Death Foretold by G. Garcia Marques
The Visit by Friedrich Durrenmatt
The Bedford Glossary of Critical and Literary Terms
Poems New and Collected by Wislawa Szymborska
Miracle Fair: Selected Poems of Wislawa Szymborska
Here by Wislawa Szymborska
A Short Guide to Writing about Literature
Perrine's Sound and Sense: An Introduction to Poetry