The following is an Outline of the Two Year HL IB English Course at Atherton High School

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1 J.M. ATHERTON HIGH SCHOOL IB ENGLISH SYLLABUS APPENDIX: 1. OUTLINE OF THE TWO YEAR HL IB ENGLISH COURSE 2. REQUIREMENTS OF THE IB EXAM ASSESSMENTS FOR YEAR 1 3. FORMAL COMPOSITIONS DURING HL IB YEAR 1 4. SUPERVISED WRITINGS ON-DEMAND WRITINGS 5. PROJECTS AND PRESENTATIONS The following is an Outline of the Two Year HL IB English Course at Atherton High School 11 th Grade, Year One The percentages indicate the weight of the IB requirement in relation to all the required assessments of the two year program. 40% of the overall examination scores occur during year one. 15% - Oral Component Internal Assessment o Oral Component Year 1 o Individual Oral Presentation (IOP) o IOP = minutes. o Based on the three works from semester 1, year 1. 25% - Reflective Statement & Essay External Assessment o IB Written Assignment with reflective statements of 300 to 400 words for each work, an Interactive Oral for each work, and a supervised writing assessment for each work. o Essay of 1200 to 1500 words o Based on the Works in Translation from semester 2, year th Grade, Year Two First Exam The HL IB English A: Literature assessments for the second year include the remaining 60% of your total IB examination scores. These assessment components are: 15% - Oral Component Internal Assessment o Oral Component Year 1 o o Individual Oral Commentary. IOC = 8 minutes with 2 minutes follow-up questions AND a 10 minute discussion of another work 45% Written Exam External Assessment Two Papers: Paper 1: Commentary on unseen passage of poetry or prose (20%) Paper 2: Essay on at least 2 of the Part III: Literary Genres works (25%) The following is an outline for the IB English requirements for Year One at Atherton High School REQUIREMENTS OF THE IB EXAM ASSESSMENTS FOR YEAR 1 Further specific detail of the assessment components during the second year of the course will be given next year by the instructor of that section of the IB English course. EXAMINATION 1, SEMESTER 1: THE INDIVIDUAL ORAL PRESENTATION (IOP) Weight: 15% of the overall IB English Examination Score Duration: minutes The individual oral presentation is based on a work or works studied in part 4 of the syllabus. Each student chooses a topic for this exercise in consultation with the teacher. Choice of topic Students should choose topics that reflect their personal interests. Topics may be based on any aspect(s) of the work(s) studied, including: the cultural setting of the work(s) and related issues thematic focus characterization techniques and style the author s attitude to particular elements of the works (for example, character(s), subject matter) the interpretation of particular elements from different perspectives. Focus of the individual oral presentation The focus of each oral presentation will depend on the nature and scope of the topic chosen. Whatever the topic and type of presentation chosen, students will be expected to show: knowledge and understanding of the works

2 thorough appreciation of the aspect discussed good use of strategies to engage an audience delivery of the presentation in a manner that is appropriate to the task. Structure of the individual oral presentation The structure of each oral presentation depends largely on the type of activity selected for the topic. It is the responsibility of the student to select the type of presentation that most effectively enables the objectives of the topic to be realized. Whatever the activity chosen, all presentations must have a coherent structure. Preparation for the individual oral presentation It is expected that students will prepare for their presentation outside class hours. When students have chosen the topic for their presentation it will be their responsibility to: select appropriate material for the presentation organize the material into a coherent structure choose a means of presentation and delivery that is suited to the activity and topic. Suggested activities The following list applies to all the options studied in part 4 of the course and contains examples of the wide range of activities that are acceptable for the individual oral presentation. This list is neither exhaustive nor prescriptive. The examples are only suggestions and may be added to by teachers, or by students with the approval of teachers. Students should select the activity most appropriate to the topic chosen. The individual presentation may be done in a pair or as part of a small group of students. In that case, each student must give an individual presentation minutes in length that can be individually assessed by the teacher. A critique of the student s own writing that has been produced in the style of one of the literary genres studied An explanation of a particular aspect of an author s work The examination of a particular interpretation of a work The setting of a particular writer s work against another body of material, for example, details on social background or political views A commentary on the use of a particular image, idea or symbol in one text or in a writer s work A performance or a pastiche of a poem being studied this activity should be followed by some explanation and discussion of what the student attempted to do A comparison of two passages, two characters or two works A commentary on a passage from a work studied in class, which has been prepared at home An account of the student s developing response to a work The presentation of two opposing readings of a work A monologue or dialogue by a character at an important point in the work Reminiscences by a character from a point in later life An author s reaction to a particular interpretation of elements of his or her work in a given context (for example, a critical defense of the work against a charge of subversion, or immorality, before a censorship board) Please note that students who choose creative presentations should provide a rationale for what they have done. Conduct of the presentation and subsequent discussion Teachers must allow students to do their presentation without any interruption or assistance. When the presentation is completed teachers may engage in a discussion with students in order to probe further into their knowledge and understanding of the work(s) or topic. Teachers should be satisfied that students have justified their selection of: the material used in the presentation the activity chosen to convey the topic the suitability of the style of presentation. The whole class may participate in the subsequent discussion. The student is, however, only assessed on the presentation (which includes the rationale where appropriate). EXAMINATION 2, SEMESTER 2: THE WORKS-IN-TRANSLATION (WIT) ESSAY WITH SUCCESSFUL COMPLETION OF THE REQUIRED 4 STAGES Weight: 25% of the overall IB English Examination Score Work submitted Goal Assessment Process Administration Literary essay 1,200 1,500 words (assessed) Relevant reflective statement words (assessed) To produce an analytical, literary essay on a topic generated by the student and developed from one of the pieces of supervised writing A combined mark out of 25 to be awarded for the reflective statement and the literary essay, based on five assessment criteria (A E) Four-stage process consisting of both oral and written tasks see below for more details on each stage Copies of all reflective statements and supervised writing to be kept on file Coversheet to be correctly filled out and signed by teacher and student

3 Stage 1: The interactive oral The interactive oral is a focused class discussion in which all students and the teacher participate. Each student should be responsible for initiating some part of the discussion in at least one of the interactive orals for one work. Students may participate as a group or individually, and teachers may organize the discussion in a variety of different ways. The discussions should address the following 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 social and cultural context and issues? What connections did you find between issues in the work and your own culture(s) and experience? What aspects of technique are interesting in the work? At least one oral must be completed in relation to each work studied in part 1. The suggested minimum time for discussion of each work is 30 minutes. Stage 2: The reflective statement The reflective statement is a short writing exercise and should be completed as soon as possible following the interactive oral. Each student is asked to provide a reflection on each of the interactive orals. The reflective statement on the same work as the student s final assignment is submitted for assessment. The reflective statement must be based on the following question. How was your understanding of cultural and contextual considerations of the work developed through the interactive oral? Length words. If the limit is exceeded, assessment will be based on the first 400 words. The reflective statement about the work used in the student s final assignment (essay) is submitted together with the assignment. Assessment The reflective statement is awarded a mark out of 3 using assessment criterion A. Administration All reflective statements must be kept on file at the school. Stage 3: Developing the topic supervised writing Supervised writing is intended as a springboard to elicit ideas from the student. From these ideas the student develops a topic and the final essay. The ultimate goal of this stage of the process is to help students to produce good essays with appropriate topics. To this end students are required to respond to each of the works studied in a written exercise undertaken during class time. For each work studied (two at SL, three at HL) one piece of writing produced during class time is required. The recommended time for each piece of writing is minutes and the writing must be in continuous prose. At the end of the lesson the writing must be handed to the teacher and an unedited copy kept on file until the end of the examination session. Teachers need to provide three or four prompts for each work studied. There must be no opportunity for students to prepare beforehand, so it is essential that students are not given the prompts prior to the lesson. The aim of the prompts is to encourage independent critical writing and to stimulate thinking about an assignment topic. The prompts may be selected from the list below, from those given in the teacher support material, or teachers may devise their own. The students will choose one of their pieces of supervised writing and develop that into the essay required for submission. There must be an apparent connection between the supervised writing and the final essay, but students are encouraged to provide their own title and to develop the chosen prompt in an independent direction. Below is an example of a prompt for the supervised writing, showing how that prompt could be applied to a specific work and developed into a suitable essay title. Albert Camus's The Plague brilliantly frames the philosophy of the Absurd, of which Camus was a major contributor. Develop an essay that analyzes how absurdity is manifest in the novel. Consider how the Prompt development of literary effects such as irony devices helps to convey absurdist themes. Integrate significant quotes from the novel to support your analysis. Avoid mere plot summary. Work The Plague by Albert Camus Essay title The Plague: An Absurd Little Illness Length Assessment Administration There is no specified length. The original piece of supervised writing is not submitted. Supervised writing is not awarded a mark but may be used to authenticate the individuality of a student s work. The task is open book and students should have access to the literary works being used for the writing. Annotations are acceptable, but students should not have access to secondary material. All pieces of supervised writing must be kept on file at the school.

4 Stage 4: Production of the essay Each student is required to produce an essay of 1,200 1,500 words in length on a literary aspect of one work. The essay is developed from one of the pieces of supervised writing completed in class, with the guidance of the teacher. The role of the teacher Provide guidance on the development of the essay topic. Discuss the connections between the supervised writing and the essay. Ensure that the topic is suitable to the length and the focus of the task. Read the first draft of the essay and provide feedback to the student. This may take the form of a conversation and/or a written response on a piece of paper separate from the draft essay. Completion of the essay for submission by the student After receiving feedback on the first draft, the student must complete the written assignment without further assistance. Note: The assignment must be the independent work of the student. Statements on the coversheet declaring that the assignment is the independent work of the student must be signed by the student and by the supervising teacher. Length 1,200 1,500 words. If the limit is exceeded, assessment will be based on the first 1,500 words. The final essay is submitted for assessment along with the relevant reflective statement. The essay should be a well-presented, formal piece of work. Assessment The final essay is awarded a mark out of 22 using assessment criteria B, C, D and E. Administration The relevant reflective statement must be submitted with the final essay. The following is an outline for the IB English compositions and projects during Year One FORMAL COMPOSITIONS DURING HL IB YEAR 1: These pieces are essays that will undergo the writing process all the way to the completion of a publishable quality essay meeting the standards of a college-level composition course. These compositions are long term assignments with a peer-revision and draft component to be submitted for credit. There are four (4) formal compositions for this course, one of which the IB IOP assessment is non-print based They are as follows with a basic summary of the prompt or its goals/objectives: Page Analysis Essay This essay will be a literary analysis essay of Ernest Hemingway s short story, Hills Like White Elephants. Students will compose a direct analysis of that story complete with an analytical-style thesis statement, as examined in class. This essay will be 2 pages minimum 3 pages maximum in length, typed, with MLA formatting and citations. 2. Narrative Writing This assignment focuses on practicing the art of writing the perfect narrative response in regards to a college application personal writing prompt. Students will compose a personal narrative response to a prompt of choice supplied by various U.S. universities and colleges. Subject to word count as required by each specific essay prompt per college/university Page Analysis Essay Students will compose an analysis essay in response to the film, Bicycle Thieves, by Vittorio DeSica. This essay will be 3 pages minimum 4 pages maximum in length, typed, with MLA formatting and citations. 4. IB Written Assignment, the Works-in-Translation (WIT) Essay See Description of the HL IB English A: Literature Assessment Overview for Year 1 for further details and requirements. 3 Reflective Statements in Preparation for the IB Written Assignment - See Description of the HL IB English A: Literature Assessment Overview for Year 1 for further details and requirements. Supervised Timed Writings On-Demand Writing In total, there will be five (5) supervised timed writing assessments. The two (2) supervised timed writing for the first semester will prepare students for the Paper 1 Commentary IB examination that they will take during their senior year. These supervised writings will adhere to the requirements of this IB examination on which students will analyze an unseen passage of prose or poetry through a written analytical response within 50 minutes time. Students will demonstrate their skills in deciphering an author s purpose through the author s use of theme, tone, metaphor, syntactical and structural style, word choice, rhetorical devices.

5 The three (3) supervised timed writings during the second semester will be similar to the supervised writings from the first semester in structure, but the purpose for the second semester supervised writings are different. During the second semester, the supervised writing is intended as a springboard to elicit ideas from the student. From these ideas the student develops a topic and the final essay. The ultimate goal of this stage of the process is to help students to produce good essays with appropriate topics. To this end students will choose one of their pieces of supervised writing and develop that into the essay required for submission. There must be an apparent connection between the supervised writing and the final essay, but students are encouraged to provide their own title and to develop the chosen prompt in an independent direction. See Description of the HL IB English A: Literature Assessment Overview for Year 1 for further details and requirements. Projects and Presentations These assignments will be assigned throughout the year. Specific prompts have yet to be determined because student interest and creativity will be influential factors in determining these specifics. However, the goals and objectives of projects and presentations will be to prepare students for the IB Independent Oral Presentation (IOP), which takes place at the end of the first semester. They will also prepare students for the Interactive Oral Presentation components of the Written Essay IB examination during the second semester. Therefore, please refer to the information regarding the IOC, and the Interactive Oral Presentation, components of the IB course examination for information regarding the rationale, goals, and objectives of all projects and presentations, especially those students will engage in during the first part of the school year.