Course: English A1, Standard Level (SL)

Transcription

1 Longview High School International Baccalaureate Diploma Programme Syllabus for Year 1 Student: Grade: : English A1, Standard Level (SL) Teacher: Nicole Harbison

2 Longview High School International Baccalaureate Diploma Programme Syllabus Form Return to Mrs. Spearman by Friday, September 3, 2010 Name: ID Number: Grade: : English A1 Standard Level Teacher: Mrs. Harbison As the student completes this course, the following learner characteristics will be developed: Standards of academic integrity as outlined in the International Baccalaureate Academic Honesty publication: - Personal integrity - Misuse of intellectual property - Authenticity of student work - Understanding of collaboration as working together on a common aim with shared information and does not result in allowing one s work to be copied Respect for classmates Respect for teacher Respect for the classroom environment Respect for the classroom equipment Promptness Preparation Ability to have needed materials on hand Ability to meet deadlines As the teacher leads this course, the following will be developed: Student and teacher as a learning team Climate of caring Climate of support for the student as a learner Help available whenever requested by the student (Students should request help immediately. The teacher will be delighted to provide any support and help necessary.) When major* assignments are graded using an IB rubric, the following conversion will be used: IB Mark Percentage Grade Assignment will be resubmitted by student. *Major assignments graded by IB rubrics will be designated by the teacher. These are not daily grades. I have received and read the IB course syllabus for the course shown above. I understand the course requirements and agree to comply by the contents of the syllabus. My student has received and read the IB course syllabus for the course shown above. I have also read the syllabus. I understand the course requirements and agree to comply by the contents of the syllabus. Last printed 2/25/ :2:00 AM Page 2 of

3 Student Signature Date Parent Signature Date Longview High School International Baccalaureate Diploma Programme Syllabus for Year 1 Student: Grade: : Language A1 Standard Level English 4 Teacher: Nicole Harbison Description: The English A1 Standard Level course aims to develop an appreciation of literature, both classic and modern, and to develop an understanding of the techniques involved in literary study and criticism. To promote an international perspective, students will undergo comparative study of works from their own culture and those of other cultures. Throughout the course, students will study works from a variety of genres with the aim to develop the ability to engage in independent literary criticism and commentary on both familiar and unfamiliar texts. The course strives to advance a command of the language appropriate for literary criticism and an ability to express ideas with clarity, coherence, conciseness, precision and fluency. Opportunities to develop the student s power of expression, both in written and oral communication, will be provided through practice in writing and speaking in a variety of styles and situations. Topics: This process of instruction and assessment is intended to promote strong critical thinking and communication skills that will produce competent, informed, and reflective world citizens who can appreciate diversity and value tolerance. World Literature---Transformation A. The Inferno, Dante Alighieri (poetry, Italy, ) B. Siddhartha, Herman Hesse (novel, Germany, 122) C. The Metamorphosis, Franz Kafka (short story, Germany, 115) Detailed Study (4 works by different authors representing different genres originally written in Language A1: English): Initiating Change in Society and the Individual. A. Hamlet, Prince of Denmark, Shakespeare (drama, Europe/United Kingdom, 1601, Subtext 2.1,) B. Selected Poems: Robert Frost (poetry, North America, ), Langston Hughes (poetry, North America, ), and William Wordsworth (poetry, Europe/United Kingdom, , Subtext 2.2,) Groups of Works (3 Language A1: English and 1 World Literature, same genre, Last printed 2/25/ :2:00 AM Page 3 of

4 different authors studied as a group) Drama: The Absurdity of Truth A. Waiting for Godot, Samuel Beckett (drama, Europe/Ireland, 152, Subtext 3.1) B. Rosencrantz and Guildenstern are Dead, Tom Stoppard (drama, Europe/United Kingdom, 137, Subtext 3.1) C. Six Characters in Search of an Author, Luigi Pirandello (drama, Italy, 121, world literature) Outcomes: Assessment: School s Free Choice Journeys A. The Awakening Kate Chopin (Novel, North America, 18) B. The Wide Sargasso Sea--Jean Rhys (Novel, Oceania, 166) C. The Alchemist Paulo Coelho (WL) (Novel, South America, 188) An ability to approach works in an independent manner which reveals a personal response to literature An ability to express ideas with clarity, coherence, conciseness, precision and fluency in both written and oral communication A command of the language appropriate for the study of literature and an appreciation of the need for an effective choice of register and style in both written and oral communication A sound approach to literature through consideration of the works studied and of the relationships between groups of works studied A thorough knowledge both of the individual woks studied and of the relationships between groups of works studied An appreciation of the similarities and differences between literary works from different ages and/or cultures An ability to comment on the language, content, structure, meaning and significance of both familiar and unfamiliar pieces of writing An awareness of the effects of structure, technique and style as employed by authors An ability to structure ideas and arguments, both orally and in writing, in a sustained and logical way, and to support them with precise and relevant examples EXTERNAL ASSESSMENTS: Written Paper Component: Two written papers, externally set and externally assessed; World Literature Assignment INTERNAL ASSESSMENTS: Oral Component: Two compulsory oral activities to be internally assessed by the teacher and externally moderated by the IBO. Non-IB Assessments These assessments will be graded in accordance with Longview ISD guidelines. Daily grades and quizzes will be weighted 50% and major grades and tests will be weighted 50%. Teacher-made exams and quizzes In-class and process essays and timed writings Short answer responses Multimedia/oral presentations Research process and reports Response journals and critical analyses Classroom discussion Last printed 2/25/ :2:00 AM Page 4 of

5 Resources: Because of the nature of our in-depth study of literature, it is strongly recommended that students purchase their own copies of class literature. Close reading of literature requires many margin notes and annotations, making it imperative for personal copies of books. The school does have limited copies of each work available for students who are unable to purchase their own books; however, students are not allowed to mark in school books. Classroom textbooks will be loaned to each student and do not need to be purchased separately. Required Texts: Shakespeare, William. Hamlet, Prince of Denmark Hess, Herman. Siddhartha Alighieri, Dante. The Inferno Beckett, Samuel. Waiting for Godot Pirandello, Luigi. Six Characters in Search of an Author Stoppard, Tom. Rosencrantz and Guildenstern are Dead Kafka, Franz. The Metamorphosis Rhys, Jean. The Wide Sargasso Sea Chopin, Kate. The Awakening * Coelho, Paulo. The Alchemist * Mortenson, Gregg and David Oliver Relin. Three Cups of Tea * Classroom Texts (Provided) Prentice Hall Literature, e: The British Tradition. Pearson, Literature: An Introduction to Fiction, Poetry, Drama, and Writing. 5e, AP Edition. By Gioia Kennedy. Pearson, Handbook to Literature by Holman and Harmon. 11 th ed Selected Poetry of Robert Frost, Langston Hughes, and William Wordsworth **How to Read Literature Like a Professor by Thomas C. Foster. *Summer Reading **We will have a class set of this book, however, students may wish to have their own copy Other Materials Required Composition book (preferably one that does not have perforated pages) Teaching Time: Software/Computing to be used on Campus Microsoft Office, various online programs On site computer labs with high speed access In class presentation stations Access to online literary and critical databases such as Gale Literature Center, Ebsco Host, and Literary Reference Center, and Litfinder. 135 Hours Last printed 2/25/ :2:00 AM Page 5 of

6 Major Assignments: Assignment Description Deadline Summer Reading Assignments and Exam Individual Oral Presentation (Internally Assessed) Comparative Literature Essay (Local) World Literature Assignment (externally assessed) Lamplighter Essay (Local) Mock IB Papers (Local) Individual Oral Commentary (internally assessed) Choice of three assignments (dialectic journal, response journal, recorded conversation) over the three summer reading books. Open-ended examination over the three summer reading books. Summer reading assignments may be used for the test. Presentation of a topic, chosen by the candidate, based on Part 4 works. Student presentation is recorded on audio for internal assessment and external moderation Student presents their analysis within a minute period during class. Scoring criteria will be distributed and discussed in preparation for each individual Comparative Study of at least two Free Choice works Used as a preparation for the World Lit Assignment words. Comparative Study of at least two Part 1 works written during the course words. Personal narrative about an influential teacher Connected with the LISD foundation 1 ½ - 2 pages Mock tests for both IB final exams (Paper 1 Commentary and Paper 2 Essay) Commentary on an extract, chosen by the teacher, from one of Part 2 works studied. Extract accompanied by guided questions Student presents their analysis within a 15 minute period Student analysis is recorded on audio for internal assessment and external moderation Assessment is based on the use of language, knowledge of works, quality of ideas and presentation, and literacy insight and response Assignments: 8/25 (2 nd class meeting) Examination: 8/30 (4 th class meeting) Student Choice of Dates from /1/ /1/2010 Rough Draft: 10/27/2010 Final Draft: 11/10/2010 Rough Draft: 12/15/2010 Final Draft: 1/20/2011 Final Draft: 1/27/2011 2/2/2011 and 4/1/2011 3/8/2011 or 3//2011 Last printed 2/25/ :2:00 AM Page 6 of

7 Paper 1 Commentary (externally assessed) Paper 2 Essay (externally assessed) Novel and Unit Exams (Local) Written commentary based on poetry or another text to which the techniques of literary criticism can be applied Two unseen texts for commentary; with guiding questions One commentary to be written on one of the texts This exam to be given at the end of the course. Two essay questions on each genre available for study in Part 3, Groups of Works, and four essay questions of a general nature One question only to be answered based on the Part 3 works studied and, if relevant, a Part 2 work of the same genre. This exam to be given at the end of the course Given at the end of groups of works studied or at the end of our study of individual novels May (IB sets date) May (IB sets date) Varies on English test days Outline: Week Dates Summary Readings Assignments 1 8/23/2010 8/27/ /30/2010 /3/ /7/2010 /10/ /13/2010 /17/ /20/2010 /24/2010 Introduction to the course Summer reading assignments and discussions The Alchemist (summer) Alchemist and Foster chapter 1 The Alchemist (summer) The Awakening and Foster chapter 2 The Awakening (summer) Jane Eyre (watch), Wide Sargasso Sea, Foster chapter 3 Reading test Wide Sargasso Sea and Foster chapter 4 1 st ½ Wide Sargasso Sea 2 nd ½ Wide Sargasso Sea IOP s begin 6 /27/ /1/2010 Wide Sargasso Sea and Foster chapter 5 IOP s end 7 10/4/ /8/ /11/ /15/ /18/ /22/ /25/ /2/2010 Begin Comparative Lit essay, thesis, and outlines, and Foster chapter 6 The Metamorphosis and Foster chapter 7 Reading test and journals The Metamorphosis and Foster chapter 8, Siddhartha The Metamorphosis 1 st ½ Siddhartha Siddhartha and Foster chapter, peer editing Rough Draft of Comp. Lit essay Last printed 2/25/ :2:00 AM Page 7 of

8 11 11/1/ /5/ /8/ /12/ /15/ /1/ /2/ /3/2010 Siddhartha and Foster chapter 10 2 nd ½ Siddhartha Siddhartha and Foster chapter 11 Final Draft of Comp. Lit essay Siddhartha, Inferno, and Foster chapter 12 Inferno and Foster chapter /6/ /10/2010 Inferno and Foster chapter /13/ /17/ /4/2011 1/7/ st ½ of Inferno 2 nd ½ of Inferno Finals Rough draft of World Lit Essay Intro to Shakespeare, Hamlet (rev. Foster chapter 6) World Lit Essay conferences 18 1/10/2011 1/14/2011 Hamlet and Foster chapter /18/2011 1/21/2011 Hamlet and Foster chapter 16 Final draft of World Lit Essay 20 1/24/2011 1/28/2011 Robert Frost and Foster chapter 17 Frost reading one Lamplighter Essay due 21 1/31/2011 2/4/2011 Robert Frost and Foster chapter 18 Frost reading two Mock IB Tests 22 2/7/2011 2/11/2011 Wordsworth and Foster chapter 1 Wordsworth reading one 23 2/14/2011 2/18/2011 Wordsworth and Foster chapter 20 Wordsworth reading two 24 2/21/2011 2/25/2011 Hughes and Foster chapter 21 Hughes reading one 25 2/28/2011 3/4/2011 Hughes and Foster chapter 22 Hughes reading two 26 3/7/2011 3/11/2011 Individual Oral Commentaries, Foster chapter 23 IOC s 27 3/21/2011 3/25/ /28/2011 4/1/ /4/2011 4/8/2011 Waiting for Godot and Foster chapter 24 Waiting for Godot with Rosencrantz and Guildenstern are Dead and Foster chapter 25 Rosencrantz and Guildenstern are Dead and Foster chapter 26 Waiting for Godot Rosencrantz and Guildenstern are Dead 30 4/11/2011 4/15/2011 Six Characters in Search of an Author Six Characters in Last printed 2/25/ :2:00 AM Page 8 of

9 Search of an Author 31 4/18/2011 4/21/2011 Six Characters in Search of an Author Mock IB Tests 32 4/25/2011 4/2/2011 Review, TAKS week 33 5/2/2011 5/6/2011 Review, test preparation 34 5//2011 5/13/2011 Documentary project 35 5/16/2011 5/20/2011 Documentary project 36 5/23/2011 5/27/2011 Documentary project 37 5/31/2011 6/2/2011 Documentary project Notes: Last printed 2/25/ :2:00 AM Page of