Sample Course Outline (A1 L+L)

8/6/2019 Sample Course Outline (A1 L+L)

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Modified May 2011

A Detailed Course Overview

Mr. Eric Moore

Gyeonggi Suwon International School

ENGLISH A1: LANGUAGE

AND LITERATURE


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Modified May 2011

Course Outline A1: Literature and Language HL

Table of Contents

Part 2: Language and Mass Communication ................................ ........................... 4Objectives and KIs/GQs: ................................ ................................ ................................ ........ 4Assessment................................ ................................ ................................ ............................... 4Resources (Ideas) ................................ ................................ ................................ ................... 5

Part 4: Literature - Critical Study ................................ ................................ .............. 5Objectives and KIs/GQs ................................ ................................ ................................ ......... 5

Assessment................................ ................................ ................................ ............................... 6Resources (Ideas) ................................ ................................ ................................ ................... 6

Part 1: Language and Context ................................ ................................ ..................... 7Objectives and KIs/GQs ................................ ................................ ................................ ......... 7

Assessment................................ ................................ ................................ ............................... 8Resources (Ideas) ................................ ................................ ................................ ................... 8

Part 3: Literature: Texts and Contexts ................................ ................................ ..... 9Objectives and KIs/GQs ................................ ................................ ................................ ......... 9

Assessment................................ ................................ ................................ ............................. 10Resources (Ideas) ................................ ................................ ................................ ................. 11


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Notes:

y With the objectives of each part, I include KIs and GQs, both. KIs are sub-bulleted under objectives in black, GQs are likewise sub-bulleted, but are

red, and denoted with a GQ.

o The distinction between KIs and GQs is significantinasmuch as KIsare intended to be general quasi-philosophical inquiries that dealexplicitly or implicitly with how we know or how knowledge is

transmitted or developed. Guiding questions, on the other hand,

and less open, more focused on directing the students toward

intended responses or at leastintended ranges of thought. KIs are

directly related to ToK and can be coordinated with the TOK

teacher for further exploration (for example, when studying the

effect of language on culture, the TOK teacher could bring up the

more directly philosophical inquires into things like the Wharf

hypothesis (briefly that all thoughtis contingent on language). In

this way, KIs allow the students to integrate their learninginto

other courses, whereas GQs are more internal to the class.

y The course actively uses prose (novel, short story) and drama in theliterature sections, butitis recommended that supplementary poetry be

utilized as well to help prepare the students for the possibility of poetry

showing up on the final exams.

y The structure of the course intends to allow the language units to take amore philosophical and contemporary application approach in contrast to

the literature units, which seek to utilize the matched language unit by

treatingit as a hermeneutical study. In other words, part 2 and 4 are

taught the same year, and in that order such that part 2 (language and

media) might lay groundwork for an analysis of the literature, in part 4,

through sensitivity to details and implications. Likewise, part 1 and 3 aretaughtin the same year and in that order such that part 3 language and

context can lay the groundwork for applicationin part 4 literature:

text and context. In this way, parts 1 and 2 become useful tools for the

study of literature in addition to being units of study in themselves.

A total of 4 works must be chosen from the PLA, and 1 from the PLT, in addition

1 may be chosen freely, for a total of 6 texts being studied in this course (seenotes inguide for the definition of a text). These 6 must come from 2 different:

Places, Times, and Genres. This is reflected by choices as seen here:

Places:

1) Africa (Fugard)

2) America (Miller, Dillard)

Times:

1) C20 (Dillard, Fugard, Miller)

2) C19 (Poe)

Genres:

1) Drama (Fugard, Miller)

2) Prose (Dillard)


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Part 2: Language and Mass Communication

Objectives and KIs/GQs:

1. Examine different forms of communication within the media.a. How does means of communication affect the way that something

is understood?

b. Whatis the impact of linguistic shifts in our contemporary world?2. Show an awareness of the potential for educational, political or

ideological influence of the media.

a. Does media have potential for good or evil in education, politics, orideology?

b. GQ:Speculate/consider: How would historical and/or literaryfigures have utilized contemporary media, and to what effect? (e.g.

Would Hitler Blog? MLK Tweet?)

c. How can/do both those in position of authority and those who arenot use language and media to promote their views? How has this

changed in the last 5, 10, 15, 20 years?

3. Show the way mass media use language and image to inform, persuade orentertain

a. GQ: Is it significant to consider ones audience? Does this change indegree based on the type of communication? If so, why?

b. How are the differentWays of Knowing, (inc. emotion, senseperception, and reason) utilized through language?

c. Is language restricted to speech (written or spoken)? Ifnot, whatelse is included in language? How do we see this reflected in the

mass media?

d. How do different types of media (speech, text (digital and print),images, film, etc affect the material being communicated? For

example, if one were to read about the 1913 Easter Risingin

Ireland in the form of: (1) a poem, (2) a newspaper article from theUK, (3) a newspaper article form Ireland, (4) a (fictional) blog, (5)

a FB status update, tweet from a friend and/or celebrity how do

each of these means change the way we experience the event? To

what effect?

Assessment

1. WrittenTask(Type 1 orType 2*) Students will explore inWT one of theKIs above, or a task of their own choosing, with teacher assistance.

2. OA Students will decide on an appropriate OA and gain teacherapproval. These will be presented to the class with guidance to ensure

that the studentis demonstrating attainment of one of the learning

objectives for Part 2.3. PaperOne (Practice #1) During the semester exam, students will be

given two previously unseen passages from non-literary texts for analysis,

of which students select one. Students are instructed to write an analysis

*Recommend (see pp. 44-47ofthe guide)


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of one of the texts, including comments on the significance of any possible

contexts, audience, purpose and the use of linguistic and literary devices.

Two guiding questions will be provided to encourage the students to

focus on an aspect of the course that we have covered to this point.

Resources (Ideas)

1.

Senator McCarthy speeches vs. Good Night and Good Luck2. Advertisements for deconstruction (on Youtube)3. Newspaper articles (E.g. Dragon Mom) presenting opinions on opposing

sides.

4. Samples ofnews from Foxnews.com vs. World Socialist News5. Tabloids vs. Gossip Mags vs. respectable newspapers6. Photos/Photojournalism (e.g. Dorothy Lange, others more modern?)7. Articles from Travel Magazine about solitude vs. extract from Robinsons

Crusoe.

8. Graphic Novels/Political CartoonsTBD: For each text/topic explore in detail how this will be used for each

(applicable) learning outcome.

Topic/Text LO1 LO2 LO3

Part 4: Literature - Critical Study

Objectives and KIs/GQs

1. Explore literary works in detail.a. GQ: Whatis the difference between explicit and implicit meaning

in a work of literature? How are these affected by social and

political context of a work?

b. GQ:How do works fit within larger groupings (e.g.an extractwithin a largerwork, a story or poem in a collection, a bookin a

series, a text within a genre, period, etc)?

c. GQ: How are language, structure, perspective, andcharacterization, and other key features of literature utilized togenerate desired response/understandingin the reader? What

would be the effectif any of these were changed?

2. Analyze elements such as theme and the ethical stance or moral values ofliterary texts.


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a. Can art (specifically literature) be used as a vehicle tocommunicate ethical or moral values? With what strengths and

weaknesses?

b. GQ:What ethical/moral stances are demonstrated in this work?How do you know? (Provide evidence).

c. Does perspective affect whatis right and wrong? If so, how doesthe use of perspective or narrative styles in literature affect theway readers determine whatis right and wrong? Can literature,

therefore be manipulative?

d. GQ:What perspective is the text demonstrating/coming from?How does this affect our perception of the topic(s)/theme(s)

covered therein? How would the text be differentif told from a

different perspective?

3. Understand and make appropriate use of literary terms.a. GQ/KI:Whatis Jargon and why is it used?b. GQ: What example are there in the text of the following literary

devices, and whatimpact do they have on the

aesthetics/theme(s)/or meaning of the text?

i. Imagery, Persona, Symbolism, Irony, Tone,Metaphor/Simile, Personification, etc

Assessment1. WrittenTask(Type 1 orType 2) Students will explore inWT one of the

KIs above, or a task of their own choosing, with teacher assistance.

2. IOC at the conclusion of this unit, students will complete their individualoral commentary, thereby engagingin a critical examination of a

particular extract drawn from a work that has been studied in part 4. The

individual oral commentary allows students to analyze the relationship

between formal elements and meaningin a particular literary text.

3. Paper Two (Practice #1) During the semester exam, students will beexpected to respond to one of the 6 provided (By the IB) questions in away that shows their understanding of the learning outcomes demanded

in part 4 of the course. They are expected to refer to at least two of the

texts they have studied in class, analyzing the works in the light of the

way in which the contexts of production and reception affect their

meaning.

Resources (Ideas)

1. Three Texts From the PLAText/Author Genre Location PeriodMaster Harold and the Boys / Athol Fugard Drama Africa C20

Death of a Salesman / Arthur Miller Drama USA C20Teaching a Stone to Talk/ A. Dillard Prose USA C20

*This could be contrasted to excerpts from Heart of Darkness.

Recommend (see pp. 44-47ofthe guide)


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If Excess time: could add inThe Power of One by Bruce Courtaney as a

supplement to MHaTB and TFA.

y These texts are specifically chosen for the way they allow the students tomeet the stated objectives. For example in all three:

y Individuals or groups are subjugated both fictionally (e.g. Willie of DoSbeing rejected) and linguistically (Willy of MHBs poor linguistic abilityreflective of his lack of class, intelligence, etc), which allows for analysis of

how this is brought about (linguistically and socially) and why. Further,

why do authors write about such issues, and to what effect?

y They lend themselves to discussions about who isempowered/disempowered and how/why?

y Each has a strong moral/ethical overtone and implications, andy They move from relatively easy to relatively complex, allowing a gradual

scaffolding of literary analysis and terminology ranging from the simple,

overt symbolism of Master Harold to the more complex characterization

and irony ofThings Fall Apart.

y Things Fall Apart can be brought back up later, in part 3, throughcontrasting to Heart of Darkness and exploring the contextin which each

was written.

TBD: For each text/topic explore in detail how this will be used for each



Part 1: Language and Context

*This unit, in addition to being anindependent part of the course is also designed to provide the studentswith analytical skills and background skills that will allow them to penetrate the Part 3 texts moreeffectively.


1. Analyze how audience and purpose affect the structure and content oftexts.

a. How is what we know and how we communicate affected/shapedby our language and culture?

i. In other words, whatis the relationship between language,culture and cognition?


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b. GQ: Whatis communication, and why does effectivecommunication consider audience and purpose when developing

structure and content of a text (oral or written)?

c. GQ: How can we identify intended audience in previously unseentexts (e.g. speeches, ads, newspaper articles, etc)

2. Analyze the impact of language changes.a. Is culture and/or thought contingent on language? If so, whathappens when language is abbreviated, or languages are lost

altogether?

i. How is the current trend of Englishmania in the worldaffecting cultures? Can language spread be seen as neo-

colonization?

b. Whatis the effect of the digital age on language, and how does thisimpact our cultures and societies?

3. Demonstrate an awareness of how language and meaning are shaped byculture and context.

a. Do cultural ideas translate? What kinds of things get lostintranslation?

i. Thatis, can we isolate certain types ofideas or conceptsthat seem to have a higher likelihood of translation failure

than others? If so, what can we learn from this information?

b. Does culture create language or does language create culture, orneither, or both?

c. Can the same event, picture, story, word, etc be understooddifferently depending on who is reading/unpacking it?

Assessment


2.

PracticeO

A: Socratic Seminar Students will engage in a Socratic seminaranalyzingguiding questions related to two or more works studied. This

helps prepare them for both the OA and Paper 1.

3. OA Students will decide on an appropriate OA and gain teacherapproval. These will be presented to the class with guidance to ensure

that the studentis demonstrating attainment of one of the learning

objectives for Part 1.

Resources (Ideas)

y TED Talk filmsy Movie: LostinTranslation (Edited)y Movie: Memoirs of a Geishay Movie: My Kid Could PaintThaty Articles of specialized interest that are in English, but undecipherable to

most of us (e.g. a Rugby Game recap in Kiwi English)

y Arundhati Roys Come September (2002) vs. Bushs War onTerrorism(2005) speech and/or State of the Union Address (2002)


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y Readings: Chrystal, David. English as a Global Language. Cambridge: CUP,2003. (recommended by Linda Olson)

A chapter from Language and Power by Norman Faiclough

(https://onlineworkshops.ibo.org/courses/mod/book/v iew.php?id=337

01&chapterid=17482)

y A chapter from The Metaphors we Live By by George Lakoff(https://onlineworkshops.ibo.org/courses/mod/book/view.php?id=33701&chapterid=17482) Nettle, Daniel and Suzanne Romaine.

y VanishingVoices. Oxford: OUP, 2000. (reco mmended by Linda--aboutlanguage endangerment and extinction)

y Thomas, Linda et al. Language, Society and Power. 2nd Ed. London:Routledge, 2004. (accessible unpacking of languageissues related to

various groups)TBD: For each text/topic explore in detail how this will be used for each



Part 3: Literature: Texts and Contexts


1. Consider the changing historical, cultural and social contexts in whichparticular texts are written and received.

a. Every culture is defined by artist ~ David Dory, All artis anindividual's expression of a culture. Cultures differ, so art looks

different. ~Henry Glassie

i. Whatis the relationship between art and culture? Does artchallenge or shape culture, does culture challenge or shape

art? Which comes first?

b. GQ: As the old clich goes, The penis mightier than the sword. Isit possible for literature to bring about real change in society? Is

the answer to this question the same today as it was 200, 500,

1000 years ago? Why/not?c. GQ:How does art, and specifically literature develop over time and

in different cultural environments? Are there threads that can be

traced in the study of such developments?

2. Demonstrate how the formal elements of the text, genre and structure cannot only be seen to influence meaning but can also be influenced by

context.


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a. GQ: How does Poe develop the original structure of the DetectiveGenre in such works as The Murders in the Rue Morgue or The

Mystery of Marie Roget and how is this seenin all works of

detective fiction (including contemporary t.v. shows) to this day?

i. Whatis different when C.Doyle picks the genre up in theRealist period? (Film: Sherlock Holmes)

b. GQ: How does Stevensons biography give insightinto how andwhy he wrote Jekyll and Hyde? How do our own experiences andcultural contexts affect the way we read it and interpretit?

c. GQ: Could Poes or Stevensons work be published successfullytoday as contemporary authors? What would need to be changed?

Why?

d. GQ: How does the form of the detective story change whenitisused by a Spanish author, and how does this reflect the impact of

context on the creation of a culture/time? In what ways does

Marquez put, as an editor puts it a whole culture on trial in her

work?

3. Understand the attitudes and values expressed by literary texts and theirimpact on readers.

a. How effective is literature as a vehicle for transmitting attitudesand values to readers?

i. GQ:To what extent are Jekyll and Hyde and Chroniclescommentaries condemning aspects of the authors

respective societies? How would they have impacted their

original target audience? Their new audiences

(time/place)?

b. GQ:What aspects / literary devices are used in the works we havestudied that convey attitudes and values?

c. How do linguistic choices affect the way a story, character, event,etc is perceived?

Assessment


2. (PaperOne (Practice #2) During the MOCK EXAM, students will be giventwo previously unseen passages from non-literary texts for analysis, of

which students select one. Students are instructed to write an analysis of

one of the texts, including comments on the s ignificance of any possible

contexts, audience, purpose and the use of linguistic and literary devices.

Two guiding questions will be provided to encourage the students to

focus on an aspect of the course that we have covered to this point.) -

This is not actually related to this unit, but will be assessed in the Mockanyway.

3. Paper Two (Practice #2) During the MOCK EXAMS, students will beexpected to respond to one of the 6 provided (By the IB) questions in a

way that shows their understanding of the learning outcomes demanded

in part 3 of the course. They are expected to refer to at least two of the

texts they have studied in class, analyzing the works in the light of the


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way in which the contexts of production and reception affect their

meaning.

4. Final Exam: Paper 1, Paper 2Resources (Ideas)

Text/Author Genre Location PeriodPLA: Selected Works* / E.A. Poe Prose USA C19The Strange Case Hyde / R.L. Stevenson **FREE** **FREE** **FREE**PLT: Chronicle of a Death Foretold /G. Marquez Prose/Novel Spain C21

*Selected works of Poe: (First 3 are true detective fiction, next three dont quite

qualify, butintroduce key elements of whatis now used in detective fiction).

y "The Murders in the Rue Morgue"y "The Mystery of Marie Roget"y "The Purloined Letter"y "The Gold Bug," which introduced a cipher and the protagonist's attempt

to solve it.

y "Thou Art the Man," was the first knowninclusion of the use ofventriloquism to trick a suspectinto confessing to a murder.

y "The Man of the Crowd," which may well be the first story to include whatlater became known as "surveillance."

These three works utilize a static genre (Detective Fiction) and trace its

development through the romantic, realist, and modern periods and through

American, English, and Spanish cultures of these respective periods. By keeping a

constant (e.g. detective fiction), this allows us a backdrop against which we can

assess change as brought about by contextualizationin time and location.

TBD: For each text/topic explore in detail how this will be used for each(applicable) learning outcome.


Connections to TOK:

What tells us more about our world: Science or Literature Water handout

Documents

Sample Course Outline (A1 L+L)