Activity 3 - Drafting - Sharing A Syllabus

Activity 3 - Drafting / Sharing a Syllabus
by Marie Baird - Tuesday, 28 January 2014, 05:02 AM

Syllabus Checklist.docx
**For this activity you must use the Syllabus Checklist (reattached here,
but available in the Resource Library). Please label your file using this file
convention Syllabus_first name_second name. (eg syllabus_marie_baird)
1. Upload your syllabus using the Syllabus Checklist.
2. In your post, briefly explain how one of your syllabus choices will help
you to cultivate one or more of the following:
aspects of the learner profile
international mindedness in your classroom
the IB mission statement
the aims and/or objectives of the Language A: Language and
literature course
3. Please read the syllabus of one other participant who has not yet
received feedback.
State one thing that you particularly like about the syllabus.
Highlight any choices made which do not meet syllabus
requirements. If youd like to make an alternative suggestion, please do
so.

Note: You will have plenty of opportunity to return to this document
to refine it.

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Re: Activity 3 - Drafting / Sharing a Syllabus
by Halvor HEGLAND - Friday, 31 January 2014, 12:48 PM

Module 1 activity 3, Idas and Halvors syllabus in progress.docx
Emily Bront "Wuthering Heights".
This is very much a work in progress, and these are quite preliminary
thoughts on how this literature can help cultivate the aims of the Language
A: Language and Literature Course.
1. This is one in a range of different texts from different periods, styles and
genres.
2. This work of literature is well- suited to make a close detailed analysis
and
3. develop the student's power of expression, orally and in written
communication
4 To fully understand and appreciate this novel it is important to read both
history and guides to literature.
5. It is neccessary to understand the British class system and women's
rights at this time to understand why the characters act as they do.
6. Through reading this novel the students will be acquainted with the
formal , stylistic and aesthetic qualities of "Wuthering Heights" and
hopefully appreciate them as well.
7. This is a wonderful novel. Through sharing my enthusiasm for this great
work of literature I can only hope that some of my enthusiasm will catch
the pupils the way I was caught by my own teacher's enthusiasm 25 years
ago. Through discussion in groups and class I hope they will inspire each
other as well.
I have written my syllabus in collaboration with a collegue Ida
Hansen, who is attending the same course, but on a different group. We
felt it would be silly to choose separately if we hope to use the same
syllabus next year.

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by Bronwyn WYNGAARD - Friday, 31 January 2014, 02:32 PM

Halvor, I'd like to respond to your (and Ida's) draft syllabus. I liked your
choices for parts 1 and 2, which seemed to me to give a nice smooth
continuum of study, but what I'm actually writing about is your choice of
Capote's "In Cold Blood". I think that the style in which this work is written
provides a lot of opportunity for critical study - I think particularly of scenes
such as the description of the murdered family members. The objective
journalistic type writing while looking at a highly emotional topic will surely
generate exploration of learner profile characteristics - inquirer,
communicator, caring.


by Marie Baird - Friday, 31 January 2014, 06:04 PM

HEGLAND syllabus.docx
Thanks Halvor. Your syllabus meets requirements. I'm reattaching here -
you didn't identify the Fitzgerald text by name - I'm assuming Gatsby? Your
detailed presentation of the value of the Bronte text is very persuasive!
You'll have interesting links to Part 1 topic choices as well.


by Halvor HEGLAND - Sunday, 2 February 2014, 12:58 PM

Thank you, Marie! Yes, we were thinking of Gatsby. I must admit that there
were some practical considerations here as well. Having recently bought
30 copies of Gatsby, that would be one less investment for our aspiring IB
library.


by Marie Baird - Sunday, 2 February 2014, 05:46 PM

:) oh dear, yes. There's always that constraint on our syllabus selections -
what did our predecessors purchase? (and in some cases we find
ourselves asking why?!)
Gatsby has been a very popular choice (if my experience as an Examiner
for both oral commentaries and written tasks is an indicator). Many
teachers find it an accessible choice - its length is another (less literary)
selling point as well!


by Alexandra MOLINA - Wednesday, 5 February 2014, 02:18 AM

Halvor,
I share the same feeling towards Wuthering Heights as you do. I believe it
is a great book which I am sure your students are going to like as much as
you do.


by Gurpreet KAUR PNAICH - Saturday, 8 February 2014, 08:15 AM

Dear Halvor
I feel the same as this novel gives us wide sope to cover many learners
trait and definately keeps the readers interest on ...


by Bronwyn WYNGAARD - Friday, 31 January 2014, 02:19 PM

Draft Syllabus.doc
Syllabus choice: to study If This Is A Man, by Primo Levi. I have chosen
this text in part because I believe it is an excellent medium for developing
some of the learner profile traits. For example, INQUIRER: Primo Levi,
interned in a WWII concentration camp, kept himself mentally alert and
survived by keeping alive his own spirit of inquiry. He conducted his own
study, a rigorous psychological study at that, of his fellow inmates and of
the German guards. This would be a good way of demonstrating to
students the importance of this learner profile characteristic. At the same
time, OPEN MINDEDness is demonstrated by this work, as Levi opens
himself to understand the different world views and mindsets around him;
CARING is demonstrated as the students are put in a position to
empathise with the prisoners in different situations. COMMUNICATOR is
another characteristic to explore here, because Levi was also driven by the
possibility of passing on what he was observing and learning, at some time
in a hazy, possibly non-existent future a possibility which gave him hope
and strength.
International mindedness would also be developed as one reads this work
in the context of its time and place, and has to consider issues such as
preserving ones own identity and integrity and how we, modern readers
from around the world, can honour the identity and integrity of others. All
this fits very well with the IB mission statement, of course.


by Marie Baird - Friday, 31 January 2014, 06:10 PM

Thanks Bronwyn. The Levi text is a justifiably popular PLT choice for many
teachers. Its themes and message are tiemless, as you have noted.


by May MATAR - Sunday, 2 February 2014, 04:04 PM

Hi Bronwyn, I really liked your syllabus. I felt that it meets the rubric and
that you tried to emphasize and ensure that your choices cultivate
international mindedness. Primo Levi in If This Is A Man is speaking
about the dehumanization process in the camps where prisoners were
deliberately deprived of almost all the basic human rights by reducing them
to the rank of animals which made it easier to destroy them. When we
recognize the essential human qualities of all men and women, such
treatment should automatically become impossible. This themes and many
other themes that were tackled in this poem surpass time, age, culture or
race; and this is the core of International Mindedness.Great Job!!


by Halvor HEGLAND - Tuesday, 4 February 2014, 09:40 AM

Your syllabus looks very interesting, Bronwyn! I read Adichie, The Purple
Hibiscus last year with my class and they really liked it. There is so much
to discuss in this novel, and this can easily be linked to the IB mission
statement. International mindedness is one of them. I would love to be a fly
on the wall in one of your literary discussion groups, as I am certain there
would be very different perspectives to this novel in Gabon than in Norway.
My students mostly focused on the oppressive figure of the father and the
main character's quest for freedom, but the theme of cultural
awareness certainly looked interesting.
Best regards, Halvor


by May MATAR - Saturday, 1 February 2014, 06:42 PM

Syllabus_May_Matar.docx
The IB learner profile should be at the heart of everything we do in the
Diploma Program. Jane Eyre by Emily Bronte is a good choice to talk
about since it helps a lot in the cultivation of the aspects of the learner
profile as well as the objectives of Language A: Literature and
Language. Learner Profile: Principled: From the beginning, Jane
possesses a sense of her self-worth and dignity, a commitment to justice
and principle, a trust in God, and a passionate disposition. Her honesty is
continually tested over the course of the novel, and Jane learnt to balance
the frequently conflicting aspects of herself so as to find gladness.
Inquirer: Jane Eyre is the perfect example of the character who
cultivated herself by working and developing her natural curiosity. She is
the enquirer who depended on herself to develop her education and talent.
She loved learning and kept on throughout her life. Caring: Jane Eyre
often seems to provide a model of proper English womanhood: frank,
sincere, emotional, compassionate, and respectful_ lacking any personal
vanity or arrogance. Communicator: Jane expresses her ideas clearly
and confidently whether to Mr. Rochester or the beautiful Blanche Ingram.
She is bilingual: English (her mother tongue) and French. Balanced:
Jane's personality balances social awareness with spiritual power. She
works hard to achieve the well-being for everyone and herself Risk-
Taker: Jane perpetually risks everything for a better life. Jane is willing to
marry Rochester, even though she knows it flies in the face of society. Her
determination in not taking the easy path, despite her circumstances, is a
much greater risk- taking.
Language A Objectives: Many themes, styles, genres, and modes of
Victorian Literature are reflected in this piece of work. Reading Jane Eyre,
students will develop a clear understanding of Charlotte's writing style that
is generally complex, and emotionally filled at the same time. Most of the
novels sentences contain numerous adjectives and sensual images that
reflect a lot of the period and the society during the Victorian Age which is
of great importance for the development of the students perspectives
regarding literature and language in general.


by Marie Baird - Saturday, 1 February 2014, 08:19 PM

Syllabus_May_Matar_revised.docx
Thank you May. You've provided a thorough linkage of the text to many of
the Learner Profile attributes. Additionally it is easy to see how links might
be established between some of your Part 1 topic choices and Charlotte
Bronte's text.
I've made a note on your syllabus (reattached here) about your decision to
choose different texts for HL and SL in Part 3.
And finally, I'm not familiar with the Rivas text (your PLT choice) - is it one
you'd recommend for us?
Regards, M


by May MATAR - Saturday, 1 February 2014, 08:41 PM

Thanks Ms. Marie. I really appreciate your concern and help. As for your
remark concerning part3, I will pass your note to my colleagues and we'll
be working on the texts to make it easier and smoother for our students
incase they want to trasfer from Sl to HL or (vise versa) as you have
noted.
As for Riva's "Carpenter's Pencil", it's widely received as one of the great
recent literary debuts. Principally set in the summer of 1936, at the
beginning of the Spanish Civil War.
Rivas' story is slight but the telling is magisterial. The resonances of his
writing are wide and the characterisation is vivid. This is one of the first
Galician novels to be translated into English. I highly recommend it if not to
be taught, at least to be read. Thanks again.



Thanks for your recommendation and description. Each workshop I like to
create a short reading list for myself - I will put Riva's text at the top of my
new list! I've not read many texts set in this context and never read a
Galician text.


by Robin ULSTER - Sunday, 2 February 2014, 08:59 AM

Hello, May.
I have read your syllabus several times and each time I read it, I like it
more and more. Your choices of texts not only match your topics so well
but they also almost read like a poem or a work of art.
When you look at the poetry, prose and drama together, the themes of
isolation, war, captivity, and solitutude also spring forth, in addition to the
topics of language, gender and social relations.
Finally, the issue of space permeates throughout the syllabus as the
genres take place inside and outside spaces that mark territories and
power structures.


by Robin ULSTER - Sunday, 2 February 2014, 08:48 AM

Robin syllabus.docx
I chose Margaret Atwood's The Handmaid's Tale for my syllabus because I
believe it is a text that can cultivate several aspects of the learner profile,
the IB mission statement that focuses on inquiring, knowledgable and
caring and the aims of the Language and Literature course to develop
textual analysis.
The Handmaid's tale focuses on a society that and is filled with ideas
about language and power and language as power. Close textual
readings and inquiries will help students make connections between
cultural concepts like gender, sexuality and the hierarchies in society.
Examing the ways in which Atwood challenges and predicts social
constructs will help students see how we can use language to change the
way we think and act and how, as readers, we bring culturally determined
reading practices to our readings of the novel. One example of this is
throughout the book when Atwood's narrator interrupts the narrative to
focus specifically on language and meaning.
Using inquiry, questioning and building knowledge, making connections
between language and power and, above all, using our hearts and our
courage to name what is happening and to try to stop it, will help students
in this course help to make the world a better place.


by Marie Baird - Monday, 3 February 2014, 12:06 AM

Thanks Robin. I am not reattaching your syllabus because at this point I've
no concerns to note. Your syllabus choices offer a real diversity of text
type, gender and perspective. The links to your Part 1 and Part 2 topic
choices are very evident if one is familiar with the literary text choices. I
share your appreciation for Atwood and Handmaid's Tale - I love teaching
dystopian works and have enjoyed many of the classics. I'm grateful that -
thanks to texts like the "Hunger Games" trilogy - a new generation of
students is very familiar with the idea of dystopian literature.


by Martinez KARLA - Sunday, 2 February 2014, 02:50 PM

Syllabus_KarlaMartinez.docx
Hello Marie,
Well the first thing to tell you is that in my school we are teaching IB two
teachers. I am the person in charge of Part 1 and 2 and the other teacher
Part 3 and 4. So I have just marked part 1 and 2. I will ask the other
teacher to have a look.
aspects of the learner profile
All the students learn in a different way. Thats way in the classroom I try to
do different activities related to the language: Reading, debates, oral
expositions.
For example, in my class I have a very talkative and motivated girl and she
works really well with oral activities while the other works better with more
estructured activities or written activities.
International mindedness in your classroom
As I said before I have people speaking Spanish from different nationalities
so when choosing a text, I do it sometimes Spanish from Spanish and
sometimes Spanish from Latin America to develop the international
mindedness.


by Marie Baird - Monday, 3 February 2014, 12:10 AM

Apologies - I've just realized that I've been calling you Martinez - but I
suspect this is your family name, and your first name is Karla. Or have I
got that wrong?
I understand about the split between teachers - it's not uncommon. Do
collaborate with your colleague - it would be good to see your complete
syllabus, and to see the links evident between the literary text choices
(Parts 3 and 4) and the Language / Communicaiton topic / text choices.
Regards,
Marie


by Martinez KARLA - Tuesday, 4 February 2014, 04:55 PM

Syllabus_KarlaMartinez.docx
Hello, I'm Fatima de la Iglesia, Karla's partner and the one in charge of
teaching the Part 3 and Part 4 of the syllabus. I'm going to teach Part 4
next year so I'm just sending you part 3 syllabus.


by Marie Baird - Thursday, 6 February 2014, 04:32 AM

Thanks Fatima. I encourage you and Karla to complete the syllabus
choices as soon as possible. It's so much better, particularly when the
course is split between two teachers, for both to have a clear
understanding of the many links that can be established between the Part
1 and Part 2 topics and the literary texts. In fact, knowledge of the literary
texts often informs our choices of Part 1 and 2 topics (and vice versa).
Students appreciate frequent opportunities to explore these links as well.


by Allyson WEILAND - Monday, 3 February 2014, 04:22 PM

Syllabus_Allyson_Weiland.docx
I chose The Passion by Jeanette Winterson because I feel like it is a
fantastic opportunity to address many of the aspects of the learner profile
and the idea of international mindedness within the curriculum.

Inquirers - The journey that Henri and Villanelle take is an eclectic mix of
the real and imagined. I feel that it will encourage students to examine the
events of the novel more closely, and also to delve into the actual history
of the setting of the novel
Thinkers - The Passion highly encourages students (and teachers!) to
take a very close look at the text. It is nuanced, and there are several sub-
plots that intertwine and end up contributing a great deal to the ending of
the novel. Additionally, there are some fantastic connections that can be
made to several literary movements and genres. I would love to do a web
activity with students to call attention to these fantastic connections.
Caring - Henri is a bit hapless, and his shifts in and out of madness, and
out of the past and present are inviting. It's hard not to care about him, and
I think that my students would very much enjoy "getting to know" him. It
also encourages a shift in perspective on mental illness, and would be a
very interesting way to incorporate some social science material as well.
Finally, I think that this novel very strongly encourages international
mindedness. The main characters are from France and Italy, and they end
up traipsing accross borders as if they were nothing. There is also a great
deal of emphasis placed on the way that Henri and Villanelle think about
places. Geography is an element that cannot be ignored in this novel, and
I think that it would encourage students to consider their own travels,
memories of different locales, and future plans. It also delves into the way
that the histories of several countries are intertwined, and I think that
introducing the idea that no country truly develops in isolation would be a
fantastic point for discussion within this novel as well.


by Helen DUNNING - Monday, 3 February 2014, 11:18 PM

I love how multi-cultural your selection of texts is, that you've made an
effort to include something from Europe, Africa, Asia and both Americas.
That would definitely inspire international mindedness.
Did you deliberately choose to restrict your Part 3 works to novels only?
Would this section be pretty genre-focused, in addition to looking at
context?
I haven't read The Passion, but it sounds like it should be on my list.


by Allyson WEILAND - Tuesday, 4 February 2014, 04:27 AM

Hi Helen,
The Passion is one of my favorite novels to teach, and I would definitely
reccomend it for a good read. It's short, but there's a lot of depth to it.
I did want to focus on novels only in Part 3. I feel that each of these novels
has a unique approach, and really plays with the rules of the genre.


by Marie Baird - Monday, 3 February 2014, 11:48 PM

Thanks Allyson. I won't reattach your syllabus here as I have no concerns
to note there, just a couple queries.
First, your syllabus offers a really robust variety of genres, times and
places. The Part 4 texts for students' Individual Oral Commentaries offer a
rich variety of text types and content. One query I have - why are you
offering different texts for HL and SL in Part 3? Is this because the course
is offered by two different teachers? Offering different texts at HL and SL
can mean adding layers of complication. One I always consider is that it
can be more difficult for students to move from SL to HL (or vice versa) if
they need to make adjustments in their Diploma course selections part way
through their IB. Sharing of resources, opportunities for collegial planning
etc - all these are considerations as well. Even if two teachers are offering
the courses, we can reduce our workload if we share the same texts.
Obviously there are no restrictions on the syllabus selections in this way -
just aspects you may want to consider and discuss.



Hi Marie,
I chose to offer different novels in SL and HL primarily because I was
looking at how the novels worked together. I wanted to make sure that I
offered novels that had different perspectives and focuses. I considered
replacing Caramba! with The Passion for my SL in Part 3. It's something
that I'm still debating. I just really enjoyed the contrast between the plot of
Caramba! and that of The Thief and The Dogs, and I think that they make
for an interesting pairing. This is something that I will continue to refine.


by Joanna HERMANIUK - Monday, 3 February 2014, 06:30 PM

Hermaniuk Syllabus Checklist.docx
"The Bell Jar" by Sylvia Plath was my first choice for the syllabus. It
seemed natural to include a novel adressing the issue of social
acceptance. The heroin is trying to construct her own identity without
having to meet expectations of other people and society she lives in. This
is where most of my students basically are.
By following Esthers quest, they can mull over the choices she made and
the outcome she could not have forseen. I think the students would
involuntarily start identifying the protagonist with some of the IB learner
profile attributes but also reflect upon lack of thereof.
The cultural context of "The Bell Jar" makes it invaluable for both
understanding how oppressive patriarchal society could be, and
devaluating stereotypes concerning women (and young people in general).
What is more, it also gives the students an insight into the 1950s everyday
life, mainstream values conveyed by the press, etc.
Finally, one of my reasons for choosing this novel is related to what is
currently happening in my school. There are a few coming-of-age female
students who seem to be emotionally distressed. It is difficult to adress
some issues and problems with defining their identioty directly to the
students concerned. Instead, such an indirect way serves the purpose of
literature AND emotional education.


by Marie Baird - Tuesday, 4 February 2014, 12:22 AM

Hermaniuk Syllabus Checklist_edited.docx
Thanks Joanna. Plath's text will really resonate today. In poetry, music,
social media - there are many voices exploring the new feminism. I can
see many valuable links to topics you will explore in Parts 1 and 2.
I have some concerns about your Part 4 text selections and have noted
them on your syllabus (which I'm reattaching here). I'm quite certain that
the Wilde is not a valid choice, but have written to a colleague to confirm
about the Stevenson. I'll let you know when she weighs in.
Cheers, Marie


by Joanna HERMANIUK - Tuesday, 4 February 2014, 11:11 AM

Hermaniuk Syllabus Checklist_edited (2).docx
Yes, that's right, I must have confused the tables. To be honest, Wilde
and Stevenson weren't my first choices to start with. I re-attach the
file with some changes, awaiting your feedback.



Thanks Joanna - your new Part 4 choices meet all requirements. I heard
back from my colleague and she did confirm my thoughts - Wilde is only
available to us as a dramatist, and Stevenson as an essayist. This is for
Part 4 choices.
Your new choices offer a good array of text choices for the IOC (Individual
Oral Commentary).



Joanna,
I really appreciate that you chose a book that you feel will address the
emotional concerns of your students. It's always fantastic to find a work
that has a dual purpose like that.
I noticed that aside from Plath, you've chosen all male, western
authors. Are you focusing on a specific perspective through time?


by Joanna HERMANIUK - Tuesday, 4 February 2014, 10:16 PM

Actually, I simply had a few words going through my mind, but maybe you
could guess what were the words?


by Helen DUNNING - Tuesday, 4 February 2014, 11:07 AM

Syllabus Helen DUNNING.docx
I'm still not entirely happy with this (I want at least one more female writer
in there), but it's a draft, so here goes.
The Lost Honour of Katharina Bloom is a text in translation, from a time
period in Germany's history few people have heard of. Because of this, it is
a great text for context. It looks at the impact of media, and politics on
'ordinary' individuals, and justice. And, as the title implies, there's definitely
an element of gender and feminism there as well.
It's an exploration of multiple points of view on a particular event and it's
consequences, which links well with the qualities of inquiry and open-
mindedness of the learner profile and allows students to evaluate the
nature of what you actually know (TOK link?). It contains an injustice,
which allows students to explore their prinicples (and mirrors the rumour
mill in high school).
The book is also a criticism of politics and media sensationalism (of one
particular newspaper and their methods at the time), which links to the
course aim to "encourage students to think critically about the different
interactions between text, audience and purpose". It's also fabulous for
encouraging students "to appreciate the formal, stylistic and aesthetic
qualities of texts" due to it's multiple points of view and the more objective
style.



Thanks Helen. I'd forgotten about your PLT choice - it's been a while since
I've encountered it, but I'm also remembering how highly recommended it's
been. You certainly create a very persuasive presentation for it! There's
great variety of genre and content in your Part 4 choices as well - a nice
mix for the IOC (Individual Oral Commentary). I'm not reattaching the
syllabus as I have no concerns about the selections.
M


by Hannah PAYNE - Friday, 7 February 2014, 08:35 AM

I really like the sound of your choice, The lost honour of Katharina Bloom, I
have never heard of it and will be having a little look at it myself. Thanks
for the tip!
In my school context Shakespeare is very difficult to get through let alone 2
so we either teach in very different places or you have the patience of a
saint!


by Mara Jess MORENO SOLS - Tuesday, 4 February 2014, 07:18 PM

Syllabus Checklist.Mara.docx
Among the books I have chosen, I decided to work with Romeo and Juliet
(PLT), because I think that it is the one that contributes the best to develop
the lB learner profile, as it is play from another country, in another
language and from another time, considering all these items the students
will have to develop an open-mind to be able to understand it.
In the curriculum of the national baccaulerate all the books are
contemporary; because of that, I think that it is very interesting that our
students investigated the life, the culture and the literature of the 16th
century in England. Then, they will have to think carefully about the
differences between life in that time and our current life. Furthermore, they
will have to consider the differences and similarities of the culture and
literature in the 16th century in England and Spain, in order to be able to
participate in an oral exposition and a later debate in the class.
With these activities our students will develop the international mindedness
and some aspects of the IB learner profile, like inquirers, Knowledgeable,
open-minded, thinkers, reflectives and communicators.


by Joanna HERMANIUK - Tuesday, 4 February 2014, 10:32 PM

Maria,
I really like your choice of "Romeo and Juliet" as PLT. What would you say
for accompanying it with a few movie adaptations of the play?



Thanks Maria - and thank you for describing the one text on your syllabus
that most of your Anglophone colleagues here will be most familiar with!
Part 3 texts - I don't know the Mendez text, but I remember so well when I
first read Chronicle. Marquez introduced me to Magic Realism and South
American literature - it was quite transformative!!
As for your Part 4 text choices, I will have to trust you that all have been
selected from the Spanish A PLA. You have a good variety in terms of
genre in your text selections.
M


by Yasser HAMAD - Tuesday, 4 February 2014, 10:13 PM

Syllabus_Yasser_Hamad.docx
In my opinion, George Eliots Silas Marner is a good work that helps a
teacher to implement and develop many attributes of the learners profile.
Much of the novels dramatic force is generated and fed by the conflict
between Marner and the society of Raveloe. Silas, who goes from being a
member of a tight-knit community to completely alone and then back
again, is a perfect example to explore the relationship between the
individual and the surrounding community. In Lantern Yard, Silas is
introduced as a CARING person until he is backstabbed by his best friend,
William Dane and his fiance, Sarah. This exposes him to optional solitude
in Raveloe. Later, he is shown as a RISK-TAKER who decides to foster
Eppie despite the fact that he is not married and he doesnt know how to
bring up children. Eppie creates a radical change in Silass life. He starts to
COMMUNICATE with the people of Raveloe who begin to respect him for
fostering Eppie. Silas becomes a PRINCIPALED person who takes
responsibility for his actions. In the end of the novel, Eliot shows Silas as a
BALANCED character who knows how to harmonize intellect with
emotions and restores faith in God.


by Camille GOUVEIA - Wednesday, 5 February 2014, 01:52 AM

One thing I really liked that you included was Death of a Salesman. It was
something that I really wanted to include in my syllabus, but I wasn't quite
sure how to tie it in to the rest of my literature. One thing I would consider,
after looking at your syllabus, is to consider using Edgar Allen Poe. I didn't
think about it before, but Edgar Allen Poe has classics that challenge
students to associate the author's life with what he writes. Edgar Allen Poe
also write peices that many students heavily enjoy (according to my
experiences teaching some of his most common works like Tell-Tale Heart
and Cask of Amontillado). I also like how you tied Silas Marner to a
majority of the Learner Profiles. This would make it easier to help the
students be aware of the profiles that they are becoming throughout the
literary work!



Thanks Yasser. While your text selections meet course requirements, I am
wondering why you have selected entirely different texts for SL and HL? Is
this because, in your school, different teachers are offering HL and SL
courses?
I caution teachers about the advisibility of offering entirely different syllabi.
If students want to switch from HL to SL (or vice versa) such variations in
syllabus selections can create problems for the transition. It's also more
expensive to acquire so many different texts and reduces opportunities for
collaboration between teachers. None of these may be relevant
considerations for you and your colleagues - but they are certainly valid
reasons considered by many schools when they set their syllabus choices.


by Yasser HAMAD - Friday, 7 February 2014, 09:16 AM

Hi Marie,
Thank you for your reply. My school is still applying for candidacy, so no
one there offers SL or HL courses. I have chosen different texts for the
sake of diversity. I'd like my students to be exposed to as many different
texts as possible. I tried to follow the instructions by varying genres,
periods and authors. Regarding transition from SL to HL, I think students
will not have difficulty. In both level, three genres have been selected and
writers from different places have been chosen. I do agree with you
regarding financial issues and collaboration, so if you have any
recommendations, Ill be more than happy to hear from you.


by Camille GOUVEIA - Wednesday, 5 February 2014, 01:41 AM

syllabus_Camille_Gouveia.docx
The story I chose to focus on was The Bluest Eye by Toni Morrison. I
chose to look at a theme when choosing all of my stories that somehow
circle around the idea of fate. I believe that in looking at the idea of fate,
this will encourage students to be inquirers, thinkers, and reflective (among
the other categories). The story will allow students to think about how
much of your life you really control and whether or not you are meant to
experience certain things in life. This story focuses on the African-
American culture; however, the other texts chosen, like Macbeth and
Oedipus also show the theme of how strongly certain societies believe in
fate, and in other texts, students may have to think critically about how fate
may or may not play a role in what the characters are experiencing, like
with Allah is not Obliged. There are also texts that allow the student to
have a better understanding of fate as a concept, such as works by Ralph
Waldo Emerson, and W.E. Henley. In observing these "International" texts,
the students will be able to see the theme across cultures and analyze how
they are portrayed. Although fate is the main theme being observed, there
will be other aspects of these works that will be discussed and analyze that
follow in form with the Student Learner Profile and with IBs Mission
statement.



syllabus_Camille_Gouveia_edited.docx
Thanks Camille. I'm reattaching your syllabus here with a few comments. I
love the overarching theme of fate, and the texts you've chosen to explore
that theme. You have a good range of periods and genres.
Minor concerns with a Part 4 text selection may only be the result of your
typo.


by Camille GOUVEIA - Thursday, 6 February 2014, 09:04 PM

Ah! Yes, I did make a small mistake. He has both a poem and essay about
fate, and so I made the mistake of listing the peice of work I intended to
use as 'Essay' and instead put 'poetry'.

Thank you for your feedback!


by Alexandra MOLINA - Wednesday, 5 February 2014, 02:15 AM

Drafting and sharing.docx
I really like Pygmalion by Bernard Shaw. In order to understand it students
must research and need to understand the British class system back in the
late 1800s and early 1900s. Without this they will most likely not
understand the context of the play. They also need to understand dialects
and how language can define a person according to the character Higgins.
In the play we find a wide range of characters which allow us to
understand the diversity of the IB profile.
Risk-taker: Eliza Doolittle shows us that with determination and
perseverance we can accomplish almost anything we want. Higgins also
achieved his goal when he decided to take the risk and make the bet which
he won after working hard to reach it.
Balanced: Throughout the play we can see a character Pickering-who is
totally balanced, he does not only seek well-being for himself but also for
the rest. He is balanced emotionally, physically, and intellectually. He is
also principled.
Inquirers: Higgins and Pickering- always curious and wanting to know
more. They show a great passion for learning.
Knowledgeable: Again Higgins and Pickering who are willing to engage
with issues and ideas that have local and global signi-ficance even back in
the early 1900s.
Open-minded: Higgins, Pickering, and Eliza possessed this attribute so
difficult to find back then.
This is a story I really like and wanted to share it with all of you.



Alexandra Molina_edited.docx
Thanks Alexandra. Pygmalion offers some wonderful links to Part 1 topic
choices, as well as to TOK discussion points. I'm reattaching your syllabus
here with some notes on your Part 4 choices. Two of them are not valid
(though perhaps you meant to identify Orwell's essays as your choice - in
which case, Orwell is fine). If you need to select an alternative Part 4
choice, you might want to consider a female author, as your selections are
entirely male at this point.
You'll have time to revisit the syllabus later (in Modules 2 and 4) and refine
it further.
M


by Alexandra MOLINA - Friday, 7 February 2014, 04:04 AM

Sorry Marie,
It was Animal Farm by George Orwell. Is that ok? I found it on the PLA that
I have. I also found Tuesdays with Morrie there. This is the list that I have.
http://www.westsoundacademy.org/images/stories/PDFs/ib_prl.pdf
Tuesday with Morrie is on page #13.


by Marie Baird - Friday, 7 February 2014, 05:01 AM

Hello Alexandra,
The document you have linked me to is not an official IB document. I didn't
take time to read through it entirely, but there are a number of texts on
there that are definitely not on the English PLA. (Mitch Albom's Tuesdays
with Morrie is definitely not on the English PLA).
The English PLA can be found on the OCC; it is also provided in our
Workshop Resource Library. You must use this document - and only this
document - to make your course selections for PLA choices.
The PLA does not list specific works by authors - it lists authors within
specific genres. Orwell is listed in our PLA under Prose: Novel and Short
Story (page 14) and Prose other than Fiction (page 15).
This means that we can choose one of Orwell's novels (1984, Animal
Farm, etc) or we may choose a selection of his non-fiction writing (Homage
to Catalonia, or a selection of his essays).
PLEASE do not ever rely on lists that have been compiled and are floating
around on the internet. You have no way of knowing if they are accurate or
not. Only use official IB documentation.
Cheers, Marie


by Jordi TUR - Thursday, 6 February 2014, 10:54 PM

Jordis Syllabus.docx
Isabel Allende, The House of Spirits
This is just an idea that I would like to link with some of the topics in Parts
1 and 2 such as inequality, constructions of masculinity and femininity,
sexuality, linguistic imperialism, social and professional status, race,
ethnicity, the creation of stereotypes and the reflection that all this has in
pop culture and, in particular, in Latin American soap operas.
Allende once said that in Latin American literature, books are written with
ink, blood and kisses where reality and fantasy walk together holding
hands. Latin America is a land of love and passion where family, tradition
and ritual are very important, but is also a land of violence, coups detat,
violations and killings. It is through literature that redemption could be
found unifying love and violence, two concepts apparently irreconciliable.
I also think that The House of Spirits is an excellent novel to study
thematic topics such as the importance of memory, how social, ideological
or political circumstances can affect people, the individual vs. society,
city/progress vs. countryside/tradition, the limits between reality and fiction,
feminism, womens rights, power abuse, repression, so on and so forth.
The novel could be a great tool to develop many of the IB learner profile
traits. For example, inquirer: Alba with her perseverence and willingness
to know remembers, looks for and compiles all the data necessery to tell
us the story of her family. Communicator: Miguel is able to express his
ideas in such a way that he is able to convince others to his cause.
Caring: the respect and love that Esteban and Alba feel for each other is
stronger than their personal views and ideas.
Being this story set in a particular place (Chile) and time (20
th
century up to
the mid 70s) we are confronted with issues that, despite being local, are
very universal, and can expose our students to questions of social status,
race, identity and gender in other societies different than ours which would
help create international minded students, which is one of the main
purposes of the IB.


by Marie Baird - Friday, 7 February 2014, 05:10 AM

Thanks Jordi. I love the Allende quote! I agree that your novel choices offer
rich connections to Part 1 and 2 topics.
Your syllabus offers a range of contexts, both European and Latin
American. You have incorporated a range of periods and genres. Poetry is
absent as a literary text choice, but poetry texts can easily be incorporated
into Part 1 and 2 topic choices. Alternatively, a poem can be paired with an
extract from one of your novels as excellent practice for the comparative
textual analysis that HL students are preparing for in their Paper 1.
I have not reattached your syllabus here as I have no concerns with the
choices, which meet course requirements.


by Hannah PAYNE - Friday, 7 February 2014, 08:24 AM

Hannah Syllabus Checklist.docx
I have chosen to select a variety of contexts and genres for section 3
based around the langauge of war. This general focus will have been
developed through the selections in part 1 and 2 looking at propoganda,
political speeches and advertising.
My choice of Persepolis and Owen's poetry I am hoping will give different
and distinct voices to the study. I believe this fits with the learners profile to
understand issues and ideas of global and local significance. The
representations of war also increase students' international mindedness as
they must understand the real issues in the past and future contexts.
Futhermore my selection of Persepolis and Owen feed into the Part 4
selections looking at gender roles and the represenation of women; whoch
will also be addressed in parts 1 and 2- sexuality, gender and stereotypes.
The range of texts I have chosen should meet the needs of my school
(high ESOL population) where each student should find each texts
accessible.


by Christopher WINCHESTER - Friday, 7 February 2014, 04:52 PM

Hannah, I am not familiar with Owen's poetry, but I like the connection
between The Things They Carried and Persepolis. You could tie them
together using Persepolis as the effects of war, opression, and facist
socities on it's citizens and juxtapose that using The Things They Carried
to analyze the effects of war on soldiers.
Persepolis is also a great choice for all the reason you mentioned above
for parts 1 & 2, and it gives the students exposure to different text types.
I'm curious though, did you chose 4 works for the PLA section? Or were
those choices you were trying to decide between?


by Marie Baird - Friday, 7 February 2014, 11:07 PM

Thanks Hannah. I'm not reattaching your syllabus here as I have no
concenrs with text selections (except that where you've indicated a choice
for your third selection, in Part 4, you will have to make that choice!)
Owen's poetry is a wonderful contrast to issues raised and language used
in The Things They Carried. And while your text choice must focus on the
work of one poet, the poetry of World War 1 (a huge favorite of mine!)
offers wonderful contrasts. In the space of a few short months we go from
the blind patriotism of Rupert Brooke to the "poetry and pity" of Owen. You
can so easily incorporate samples of contrasting voices by using poems by
Sassoon, Rosenberg, Brooke etc. And a comparative task where students
look at a WW1 propaganda poster and a poem offers good opportunities
for practicing and skill building.
The fact that students are second-language learners makes shorter more
accessible text choices wise. Pride and Prejudice may be a bit challenging
for them, but it's accompanied by wonderful movie versions to make the
text come alive.
M


by Hannah PAYNE - Saturday, 8 February 2014, 03:03 AM

Thanks Marie, As I have said I am flying blind and solo at work so its nice
to know my choices haven't been off the mark :) Thanks for the advice
about Brooke's poetry I am looking it up as we speak.


by Yasser HAMAD - Friday, 7 February 2014, 09:17 AM

Hi Marie,
Thank you for your reply. My school is still applying for candidacy, so no
one there offers SL or HL courses. I have chosen different texts for the
sake of diversity. I'd like my students to be exposed to as many different
texts as possible. I tried to follow the instructions by varying genres,
periods and authors. Regarding transition from SL to HL, I think students
will not have difficulty. In both level, three genres have been selected and
writers from different places have been chosen. I do agree with you
regarding financial issues and collaboration, so if you have any
recommendations, Ill be more than happy to hear from you.


by Christopher WINCHESTER - Friday, 7 February 2014, 04:32 PM

Syllabus_Christopher_Winchester.docx
There are two aspects of the course that I am particularly exited about and
the aims that correlate with them. The first is range of texts that the course
allows. One of my choices, the graphic novel by Chris Ware, I am
particularly exited to expose my students to. Often English classes focus
on only canonical works, and while I have chose many here as well, I like
the ability to include different and more contemporary works as well. I was
fortunate enough to have my first exposure to graphic novels in graduate
school, and am interested to see how my students respond to them.
The other aim that I wanted my syllabus to focus on in the language
section is the one that states, "encourage students to recognize the
importance of the contexts in which texts are written and received." Like
I've said before, the media plays such a huge role into students lives today
and the units on Media Institutions and Popular Culture would be not only
very useful, but I belive very stimulating for the students as well.
I have a question about the syllabus and the textual requirements for parts
3 & 4...
I noticed on the syllabus it says that we need two genres, two places, and
two periods for the works in parts 3 & 4 and that cannot include the work in
translation. However, I can't find anything about this in the guide, and what
I did find doesn't mention how the PLT choice wouldn't count. Because of
this I threw Shakespeare into the Part 3 PLA, worrying that my Part 4
choices didn't fit these requirements. Could you clarify for me the
expectations for the texts and tell me if my choice on the syllabus are
sufficent?


by Marie Baird - Friday, 7 February 2014, 11:19 PM

Thanks Christopher. Your syllabus meets course requirements. You've
selected a good range of text types (graphic novel, drama, short story and
novel) with an array of classics. The syllabus is quite American, and no
female authors are represented. I point this out so that you can perhaps
consider introducing shorter texts in Parts 1 and 2 that represent female
perspectives / voices and a range of voices and issues from other
contexts.
Just to point out as well, the PLT (which was revised and amplified very
recently with recommendations from IB teachers around the world)
contains a number of graphic novel choices now -- so we can be assured
that we are not alone in viewing this genre as a welcome addition to IB
teaching!


by Gurpreet KAUR PNAICH - Saturday, 8 February 2014, 08:03 AM

Module 1 activity 3, cHECK LIST gurpreet.docx
This can Novel can keep the readers interest on till the last page .Apart
from using different methods of telling story, it also uses the device of
beginning the Story Near its close and depicts unbelievable Feast of
memory. I am sure I will be able to tag in all the learners profile while
teaching this Novel and that is the reason I choose this one .
Although presently I have picked up few of them
Inquirer-Students will inquirer about the culture prevailing during the
Victrorian age and how its influences o the writing ,
psychological analysis of the different characters (Heathcliff /Catherine
/Earnshaw)
The problems of date(no chronicle order provided)- wherein students can
calculate the dates while doing the detail study of the novel.
History guides and literature(usage of metaphors,antipathy.the symmetry
of the pedigree)
Remote from the human life ,those aspects which were nearer to heart of
life explored by any other Victorian novelist (like Hamelt *which I will be
covering in my syllabus
Knowledgeable students will probe deep into the era of novels and its
techniques (there were different techniques used ), story being
verisimilitude( through the study of reliable narrator and eyewtness
Usage of forces of nature (the love of Heathcliff &Cathy)
Dramatic scenes heightening the interest of the Narrative (first half of the
story, Cathys confession of her love for Edger& passion, sudden
&mysterious reappearance of Heathcliff
Caring- Children with develop this profile by studying about the relationship
between Heathcliff and Cathernine
Communicator- Students will develop different influence of expression
through different modes (oral and written)
The peculiar inspiration behind the novel- Cathy had clearly told Nelly that
her love for Edgar was like the foliage in the woods ,subject to
change(spiritual need souls &affinities)
I welcome all my fellow friends suggestion if I am going right.......
Gurpreet


by Marie Baird - Saturday, 8 February 2014, 04:15 PM

Syllabus CHECK LIST gurpreet_edited.docx
Thanks Gurpreet.
Your texts represent a suitable range of genre and place and make evident
links to Part 1 and Part 2 topic choices. I've reattached the syllabus,
however, with one error highlighted - in an English A course, your PLT
choice (work in translation) must be written in a language other than
English (and translated into English). Thus, Arthur Miller is not an
appropriate choice as he wrote in English.
Regards, Marie


by Gurpreet KAUR PNAICH - Sunday, 9 February 2014, 04:50 PM

Dear Marie
Thanks for your feedback , it was Red Oleanders Drama (1920) by
Tagore ,my mistake in uploading the wrong file.I hope now it is fine?
regards



Thanks Gurpreet. Perfect! The Tagore text is a suitable selection for your
PLT choice.
Cheers, Marie

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