NOTECARD

Please tell me about your student: Your name and student’s name Something you are proud of or that impresses

you about your son or daughter Anything else you want me to know about

Learning styles Personality Family background Challenges Questions for me

THANKS!

Ms Lauren JacksonHaverford college, BA English Lit

University of Pennsylvania, MSEd Secondary English Education

lauren.jackson@seoulforeign.org Phone: 3140-6614

IB English LiteratureHigher Level

IB English is . . .

A college-level courseAdministered by the International

Baccalaureate Organization (IBO)Held over two school yearsFast-paced, intense, demanding,

intellectually stimulating, fun and rewarding

Focused on “literary reading”—reading closely for context (plot), word play (art), and subtext (deeper meaning)

IB English . . .

Engages students in reading, discussing, thinking and writing about literature

Equips students to analyze literature independently– what, how and so what?

AND to write articulately and concisely about it in a personal, natural voice

Gives students exposure to literary criticism

Enables students to learn more about themselves, others and the world

IB English has . . .

A strong focus on World Literature (Lit in Translation)“One of the most effective and humanizing ways that people of different cultures can have access to each other’s experiences and concerns is through works of literary merit.”

Salma Jayyusi The Literature of Modern Arabia

At the same time, “A work of world literature has an exceptional ability to transcend the boundaries of the culture that produces it.”

David DamroschHow to Read World Literature

We will study the context of literature, avoid “premature universalization,” and examine both the specific and the universal in each text.

The course is . . .

Divided into four parts:

1.Literature in Translation (3 works)2.Detailed Study (3 works)3.Genre Study (4 works)4.Options (3 works)

The parts are NOT completed in this order

Options

Semester 1, Grade 11Three texts chosen by

teacher/school:The Waste Land and other poetry of

T.S. Eliot Persepolis, Marjane SatrapiOne Flew Over the Cuckoo’s Nest,

Ken Kesey + film by Milos Forman

Assessment

Individual Oral Presentation (IOP) based on one or more of the Part 4 texts

Internally assessed, 15% 10 – 15 minutes; not read

verbatim; discussion followsStudents select text(s) and

topic, work independently with some guidance

Class is audience

Works in Translation

Semester 2, Grade 11Three works in translation

chosen from PLTA Doll’s House, Henrik Ibsen

(Norwegian drama, 19th century)

Wislawa Szymborska (Polish poetry, 20th century)

Kitchen, Banana Yoshimoto (Japanese novel, 20th century)

Assessment

Written assignment – externally assessed, 25% Four Stages:

Interactive Oral: part of class teaching; one for each text; focus on culture and context of the works; teacher gives prompts (done in pairs or groups)

Reflective Statement: written soon after and in response to Interactive Oral (300-400 words)

Supervised Writing: done in class for each work studied; notes and texts but no internet; prompts provided at the start of the writing time; independent thinking

Essay: students choose one of the SWs to develop into the essay; teacher can guide development of the topic; teacher can give feedback on first draft (1200-1500 words)

Detailed Study

Semester 1, Grade 12Three works of different genres

chosen from PLA (one must be poetry)

An Evil Cradling, Brian Keenan (Ireland, nonfiction, 20th century)

John Keats and supplemental British Romantic poetry

(18-19th century)

Hamlet, William Shakespeare (drama, 17th century)

Assessment

Individual Oral Commentary (IOC)Internally assessed, 15%Recorded:20 minutes: independent preparation

of a passage from one of the texts studied (chosen by teacher)

8 minutes: students speak to teacher on passage

2 minutes: questions from teacher10 minutes: discussion on another

genre

Genre Study – Novel

Semester 2, Grade 12Four texts chosen from PLA:The Things They Carried, Tim O’Brien

(USA/Vietnam, 20th century)

The Bluest Eye, Toni Morrison (USA, 20th century)

Heart of Darkness, Joseph Conrad (Europe/Congo, 19th/20th century)

The Handmaid’s Tale, Margaret Atwood or Jane Eyre, Charlotte Bronte (TBD)

Assessment

2 hour exam, May 2014 (Paper 2 Exam)

Externally assessed, 25% 3 questions given for each literary genre.

Students choose 1 question and write a compare/contrast essay based on at least 2 works studied in part 3

Explore the ways the writers have used the conventions of the genre

Paper 1 Exam

2 hour exam, scheduled in May 2014, 20% of IB grade

Externally assessedWritten commentary on EITHER a poem OR a prose passage (one of each given; they choose)

Passages come from texts we have NOT studied (not even from PLA)

Assessment for SFS

Students will be assessed in a variety of ways:

Oral work: discussions, presentations, recorded commentaries

Written work: essays (in-class and processed), commentaries, informal responses, reflections, creative responses

Exams – end of second semester, mock IB exam

Participation and “Responsibility”Self-assessments and portfolios

How to succeed in IB English?

Get enough sleep and have balanceAttend all lessons well-preparedRead actively—responding to text

through notes, sticky notes, questions—and reread

Participate actively in class—take risks

Collaborate appropriatelyThink and write independently—

take risksAsk for help

How can you help?

Take an interest in what your child is doing in English. (Read and discuss the texts with your child.)

Check Haiku to keep abreast of tasks, due dates and what we’re doing during class timehttps://sfs.haikulearning.com/lauren.jackson/

ibliteraturehly1/cms_page/viewAttend conferences with your childDon’t bail them out! Let them be accountable

for their own learning.Email me if you have questions or concerns

Questions?

Photo source: battensby.comPowerpoint adapted from Cathi Wiebusch, IB Lit HL 2010-2012 Parent Night Powerpoint