12 IB Language and Literature HL—Year 2 Jill Magnante September 5, 2017 Room B-31

My Background-- 4th year here at Newbury Park High School 13th year since returning to work, first 9 years at Sycamore Canyon School IB is returning to the roots of my own education as an English major with an emphasis in Literature. My website offers a more extensive biography and insight into my philosophical approach to working with students of all ages and abilities, as well as the rigor of course work.

To Test or Not to test… That is the question! For non-diploma candidates, it is entirely optional. Benefits—Potential college credit, incentive to remain focused and avoid senioritis, a tremendous sense of accomplishment culmination of two years of intensive study. Concerns— What happens if I don’t pass? Just like the AP score, the external score does not impact the grade a student earns on his or her transcript. What will I do if I don’t test? Students who do not test are provided alternate activities and assessments in place of the IOC and Paper 1 and 2, which are administered during the May testing window. All other work is the same for students regardless of whether they test or not.

A two-Year Program: Language in Cultural Context Language and Mass Communication Literature: Critical Study Literature: Texts and Contexts On a basic level—Context can be defined simply as the circumstances that surround a given text and help to specify its meaning. While texts should always be studied starting with the text itself, moving out and examining how a text can be understood in different ways and to different degrees depending upon contextual knowledge. It opens the reading to a wide variety of study and discernment. Possible research and study can relate to the life and times of the author, historical and cultural contexts, and various other critical perspectives.

Individual Oral Commentary December, scheduled during the school day—attendance is critical! 12-15 minute oral commentary on passages that are drawn from the texts studied in the course itself: Nadine Gordimer’s Jump and Other Stories Eavan Boland’s Poetry Shakespeare’s Hamlet A written task will also come from the study of this literature, with several options for selecting an appropriate topic and text type. Additional works of poetry and short stories are covered to build and refine the literary analysis skills that are the focus of the this internal assessment. It is internally assessed by the instructor and recorded for external moderation by the IB program The primary focus of the IOC is on close analysis of language, literary features, and any other formal elements, arguing precisely how the language used gives rise to significant effects and/or ideas.

Papers 1 and 2: May Exams Paper 1—Unseen texts that students may choose from (1 for SL and 2 for HL) as they examine “language in action.” This draws on year one study of language and cultural context, but really is a focus of the entire two-year course. Paper 2—Tied to the three literary texts we will focus on during January, February, March, and April. Students have a choice of 6 possible prompts to choose from that are broad enough to allow them to draw from all three texts. A Fine Balance by Rohinton Mistry The Handmaid’s Tale by Margaret Atwood Pedro Paramo by Juan Rolfo, a work in translation Written Task 2 will also be a critical response, or a more “typical” formal essay to a single text. Paper 1 Not tied to a specific part of the course, though students will clearly be relevant to their work from year one as they studied language and cultural context. These are previously unseen texts, and the tasks asks students to consider “language in action”—the main task of the course as a whole.

Day One—SKILLS, skills, skills From day one, focus is on building and refining the skills of literary scholars. This is a college level course, and indeed the work students accomplish in this class is on par with even upper level coursework at reputable and even prestigious colleges and universities throughout the world. It is student-centered, with focus on students driving the discussion, activities, and learning in general. Lectures, modeling, and other direct instruction are provided as needed, but these students are amazing in their own intellectual abilities and desire to learn. We work to select instructional strategies and literary texts that support and push these students to realize their potential.

Alumni Feedback Self-confidence and autonomy Prepared for rigorous college coursework Advanced academic status Subject Matter/Content Time management Collaborative Skills Research and Inquiry-Based Learning Skills Self-confidence and autonomy An enormous sense of accomplishment

My Goals are Both Academic and Personal: The academic goals relating to critical thinking, creativity, and communication of these ideas has been imbedded throughout the presentation. The personal goals are not just a by-product but go hand in hand with the development of these academic skills: Autonomy and Work Ethic Resilience and Valuing Both Success and Failure Intellectual Integrity and Humility

Contact: Website: www.mrsmagnante.weebly.com Email: jmagnante@conejousd.org Thank you for the privilege of working with your student. I do not take this responsibility lightly, but I also hope that your students recognize my deep care and concern for their well-being as well as their academic success.