1. 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!

2. Ms Lauren Jackson Haverford college, BA English Lit University of Pennsylvania, MSEd Secondary English Education lauren.jackson@seoulforeign.org Phone: 3140-6614 IB English Literature Higher Level

3. IB English is... A college-level course Administered by the International Baccalaureate Organization (IBO) Held over two school years Fast-paced, intense, demanding, intellectually stimulating, fun and rewarding Focused on “literary reading”— reading closely for context (plot), word play (art), and subtext (deeper meaning)

4. 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

5. 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 Damrosch How 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.

6. 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

7. Options Semester 1, Grade 11 Three texts chosen by teacher/school: The Waste Land and other poetry of T.S. Eliot Persepolis, Marjane Satrapi One Flew Over the Cuckoo’s Nest, Ken Kesey + film by Milos Forman

8. 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 follows Students select text(s) and topic, work independently with some guidance Class is audience

9. Works in Translation Semester 2, Grade 11 Three works in translation chosen from PLT A Doll’s House, Henrik Ibsen (Norwegian drama, 19 th century) Wislawa Szymborska (Polish poetry, 20 th century) Kitchen, Banana Yoshimoto (Japanese novel, 20 th century)

10. 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)

11. Detailed Study Semester 1, Grade 12 Three works of different genres chosen from PLA (one must be poetry) An Evil Cradling, Brian Keenan (Ireland, nonfiction, 20 th century) John Keats and supplemental British Romantic poetry (18-19th century) Hamlet, William Shakespeare (drama, 17th century)

12. 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 teacher 10 minutes: discussion on another genre

13. Genre Study – Novel Semester 2, Grade 12 Four texts chosen from PLA: The Things They Carried, Tim O’Brien (USA/Vietnam, 20 th 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)

14. 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

15. Paper 1 Exam 2 hour exam, scheduled in May 2014, 20% of IB grade Externally assessed Written 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)

16. 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

17. How to succeed in IB English? Get enough sleep and have balance Attend all lessons well-prepared Read actively—responding to text through notes, sticky notes, questions—and reread Participate actively in class—take risks Collaborate appropriately Think and write independently—take risks Ask for help

18. 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 time https://sfs.haikulearning.com/lauren.jackson/iblit eraturehly1/cms_page/view Attend conferences with your child Don’t bail them out! Let them be accountable for their own learning. Email me if you have questions or concerns

19. Questions? Photo source: battensby.com Powerpoint adapted from Cathi Wiebusch, IB Lit HL 2010-2012 Parent Night Powerpoint