Self Taught Lang A Literature Course Outline (DP years 7 and 8) 2019-2021

WT - works in translation; MT - Mother Tongue Text; AOE - Area of Exploration; LP - Learner Portfolio
MTT - Mother tongue tutor; WW - Mr. Woolner (English Lit teacher), CA - Ms. Calo (ST Coordinator)
EXTERNAL ASSESSMENT AREA OF EXPLORATION
(student to circle what appropriate)
PAPER 1 (35%) GLOBAL ISSUE GENRE TEXT No. TEXT AUTHOR PLACE PERIOD Analysis

Readers Writers Texts Time

and Space Intertextuality free choice by MT DRAMA (MT) 2* Nov 19/Dec 19
GUIDED LITERARY ANALYSIS (1 H AND 15 MINUTES)
Written response to 1 of 2 UNSEEN extracts or texts from different literary
forms accompanied by a guiding question. The focus must be the stylistic or
technical elements. The guiding question will suggest a point of entry but the Readers Writers Texts Time
free choice by MT SHORT STORIES (MT) 8 Mar 20/Apr 20
candidate can decide to pursue a different line of enquiry. What is expected is and Space Intertextuality
not an exhaustive discussion of all aspects of the extracts or texts, but rather a
reading of it that focuses on one of its prominent stylistic features. free choice by MT
Readers Writers Texts Time
and Space Intertextuality free choice by MT (weakest genre for your 9 Apr/May 20
student)
EXTERNAL ASSESSMENT AREA OF EXPLORATION
PAPER 2 (35%) (student to circle what appropriate)
GLOBAL ISSUE GENRE TEXT AUTHOR PLACE PERIOD Analysis
Culture/Identity/Community;
Readers Writers Texts Time
and Space Intertextuality Beliefs/Values/Education; NOVEL (WT) 5*** Chronicle of a Dearth Foretold Gabriel Garcia Marquez Colombia XX Jan 20/Feb 20
COMPARATIVE ESSAY (1 H AND 45 MINUTES) Politics/Power/Justice
Essay in response to a given question concerning a comparative critical
discussion of 2 works studied during the course. There will be 4 questions, one Readers Writers Texts Time
of which should be chosen for the essay. Candidate should compare and and Space Intertextuality should be as texts 5 and 7 NOVEL (MT) 6 Feb 20/Mar 20
contrast the two works in the light of the question, analysing their formal and
stylistic features as well as the way these features contribute to the creation of
the meaning in the texts.
Readers Writers Texts Time
and Space Intertextuality should be as text 5 and 6 SHORT STORIES (WT) 7 WW tbc Mar 20/Apr 20

INTERNAL ASSESSMENT AREA OF EXPLORATION GLOBAL ISSUE!!! (IO must

(student to circle what appropriate)
INDIVIDUAL ORAL (IO)(30%) focus on one global issue) GENRE TEXT AUTHOR PLACE PERIOD Analysis
Culture/Identity/Community;
Readers Writers Texts Time
INDIVIDUAL ORAL (15 MINUTES) and Space Intertextuality Beliefs/Values/Education; DRAMA (WT) 1* (***) Romeo and Juliet Shakespeare England XVI Oct/Nov 19
Speaking for 15 minutes focusing on this prompt: Examine the ways in which Politics/Power/Justice
the global issue of your choice is presented through the content and the form
of 2 works that you have studied. One of the works must be in translation.
The 2 works must have a common global issue. Candidates must select one Readers Writers Texts Time
must be as text 1! POETRY (MT) 4* Dec 19/Jan 20
and Space Intertextuality
extract with a maximum of 40 lines from each work as evidence of how the
global issue is shown. The extracts will give the candidates a chance to
demonstrate how the presentation of the global issue is shaped through
choices of language, form, and structure. Readers Writers Texts Time
and Space Intertextuality must be as text 1! POETRY (WT) 3* WW tbc XX Dec 19/Jan 20

*works 1 and 4 to be analysed in Individual Oral and suitable to focus around ONE identical global issue! (focus on Language, Form, Structure: drama and poem advised)
** works 5, 6, and 7 must be comparative works suitable for comparative essay writing tasks; Work 5 must be WT but available in MT if to used in the exam;
*** works 1 and 5 must be WT but available in MT if to used in the exam, If not available in MT can be analysed in English but cannot be used in paper 2
Area Of Exploration: A) Readers Writers and Texts B) Time and Place; C) Intertextuality

Global Issues: 1. Culture, identity and community 2. Beliefs, values and education 3. Politics, power and justice 4. Art, creativity and imagination 5. Science, technology and the environment

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 Annual Timeline ST year 7

Work No. WT or MT Genre Period Place Tite Author AOE* Global Issue** Concepts***

Month -9 (4+5) 3 minimum 3 minimum 3min + 2 continets only once 2 works per AOE 2 works in IO variety
Oct/Nov year 7 1 WT drama XVI Engl Romeo and Juliet**** Shakespeare A and B 1 or 2 or 3 1,2,5
Nov/Dec year 7 2 MT drama
Dec Assessment LP to be completed for works 1 and 2
Dec/ Jan year 7 3 WT poetry XX WW to decide WW to decide must be as work 1 must be as work 1
Dec/ Jan year 7 4 MT poetry must be as work 1 must be as work 1
Jan/Feb year 7 5 WT novel Colombia Chronicle of a Death Foretold GGMarquez any any
Feb/March year 7 6 MT novel must be as work 5 must be as work 5
Feb/ March Assessment after Feb ski break try out ORALS to be recorded by CA (in lesson); LP for works 3,4, 5, 6
Mar/Apr year 7 7 WT short story WW to decide WW to decide
Mar/Apr year 7 8 MT short story
Easter Assessment comparative essay sample to be submitted to CA in first week back after Easter break; LP for works 7 and 8
Apr/May year 7 9 MT free choice
May Assessment Written exam Tue 26th May room 8n, periods 2 and 3; Final oral recording 3rd June; Examiners deadline for graded work 10th June!

* AOE: A) Readers Writers and Texts B) Time and Place; C) Intertextuality

** Global Issues: 1. Culture, identity and community 2. Beliefs, values and education 3. Politics, power and justice 4. Art, creativity and imagination 5. Science, technology and the environment

*** Seven Key Concepts: 1. identity 2. culture 3. creativity 4. communication 5. perspective 6. transformation 7. representation

**** these works must be available in all students’ MT! WW to help select for following languages: Afrikaans; Albanian, Portuguese Y7; Chinese, Japanese Y6

works 3, 5, and 7 can be read in English if not available in MT! HOWEVER, if studies in English CANNOT be used in Paper 2 of the IB exam. Only works studied in MT can be analysed in paper 2.

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 Learner Portfolio: Area of Exploration - Guiding Questions
deadlines for LP set by CA for each work, all must be completed for students to be allowed to sit the May exam in year 7!

Work
Task 1: research all about the author, the time and the place when the work is written, time and place when the work is set;
cultural/historical/literary context; recurring themes and their meaning; characters (main and secondary), literary devices;

Task 2: Answer at least 6 questions from the AO

Conceptual questions that relate to Readers, Writers and Texts

Readers, Writers and Texts places emphasis on the status of literary texts as works of art.  It addresses their aesthetic properties and considers the
ways in which these properties create meaning.  In addition, it asks for examination of the role played by the reader in 'constructing' response, the
different kinds of responses literature can provoke - e.g. both analytical and expressive or creative, as well as the fact that analysis and interpretation
happen both individually and in reference to communities of readers.   A fuller description of the phase can be found on pages 21-22 of the Subject
Guide 1. Why and how do we study literature?
2. How are we affected by literary texts in various ways?
3. In what ways is meaning constructed, negotiated, expressed and interpreted?
4. How does language use vary among literary forms?
5. How does the structure or style of a literary text affect meaning?
6. How do literary texts offer insights and challenges?

Conceptual questions that relate to Time and Space

Time and Space is an Area of Exploration that invites consideration of the many and varied ways in which texts are written and read in particular times
and places, and - more generally - the relationship literature has to the 'real world'.  It is likely to embrace notions of perspective  - personal, historical
and cultural, biography, literary tradition, and the ways in which reader, writer, text and culture inform each other, as well as change over time.  A fuller
description of the phrase can be found on pages 22-23 of the Subject Guide.

7. How does language represent social distinctions and identities?

8. How important is cultural or historical context to the production and reception of a literary text?
9. How do we approach literary texts from different times and cultures to our own?
10. To what extent do literary texts offer insight into another culture?
11. How does the meaning and impact of a literary text change over time?
12. How do literary texts reflect, represent or form a part of cultural practices?

Conceptual questions that relate to Intertextuality

Intertextuality:  connecting texts invites exploration of the connections that exist between literary works, as well as the significance attached to
comparison of them.  It attacks directly the points of connection that exist between texts - whether through tradition, allusion or direct analogy, as well
as the ways in which literary movements evolve over time.  It is also interested in the ways comparison - whether of connected or entirely dissimilar
works, can yield understanding through contrast and/or juxtaposition.  A fuller description of the phrase can be found on pages 23-24 of the Subject
Guide.
13. How do literary texts adhere to and deviate from conventions associated with literary forms?
14. How do conventions and systems of reference evolve over time?
15. In what ways can diverse literary texts share points of similarity?
16. How valid is the notion of a “classic” literary text?
17. How can literary texts offer multiple perspectives of a single issue, topic or theme?
18. In what ways can comparison and interpretation be transformative?

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 Learner Portfolio: Area of Application Guiding Questions
deadlines for LP set by CA for each work, all must be completed for students to be allowed to sit the May exam in year 7!

Work 1: Romeo and Juliet (WT)

Task 1: research all about the author, the time and the place when the work is written, time and place when the work is set;
cultural/historical/literary context; recurring themes and their meaning; characters (main and secondary), literary devices;

Task 2: Answer 6 questions from the AO (for example questions in bold below)

Conceptual questions that relate to Readers, Writers and Texts

Readers, Writers and Texts places emphasis on the status of literary texts as works of art.  It addresses their aesthetic properties and considers the
ways in which these properties create meaning.  In addition, it asks for examination of the role played by the reader in 'constructing' response, the
different kinds of responses literature can provoke - e.g. both analytical and expressive or creative, as well as the fact that analysis and interpretation
happen both individually and in reference to communities of readers.   A fuller description of the phase can be found on pages 21-22 of the Subject
Guide 1. Why and how do we study literature?
2. How are we affected by literary texts in various ways?
3. In what ways is meaning constructed, negotiated, expressed and interpreted?
4. How does language use vary among literary forms?
5. How does the structure or style of a literary text affect meaning?
6. How do literary texts offer insights and challenges?

Conceptual questions that relate to Time and Space

Time and Space is an Area of Exploration that invites consideration of the many and varied ways in which texts are written and read in particular times
and places, and - more generally - the relationship literature has to the 'real world'.  It is likely to embrace notions of perspective  - personal, historical
and cultural, biography, literary tradition, and the ways in which reader, writer, text and culture inform each other, as well as change over time.  A fuller
description of the phrase can be found on pages 22-23 of the Subject Guide.

7. How does language represent social distinctions and identities?

8. How important is cultural or historical context to the production and reception of a literary text?
9. How do we approach literary texts from different times and cultures to our own?
10. To what extent do literary texts offer insight into another culture?
11. How does the meaning and impact of a literary text change over time?
12. How do literary texts reflect, represent or form a part of cultural practices?

Conceptual questions that relate to Intertextuality

Intertextuality:  connecting texts invites exploration of the connections that exist between literary works, as well as the significance attached to
comparison of them.  It attacks directly the points of connection that exist between texts - whether through tradition, allusion or direct analogy, as well
as the ways in which literary movements evolve over time.  It is also interested in the ways comparison - whether of connected or entirely dissimilar
works, can yield understanding through contrast and/or juxtaposition.  A fuller description of the phrase can be found on pages 23-24 of the Subject
Guide.
13. How do literary texts adhere to and deviate from conventions associated with literary forms?
14. How do conventions and systems of reference evolve over time?
15. In what ways can diverse literary texts share points of similarity?
16. How valid is the notion of a “classic” literary text?
17. How can literary texts offer multiple perspectives of a single issue, topic or theme?
18. In what ways can comparison and interpretation be transformative?

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 Assessment Guideline
Year 7:
May 2020 exam will consist of:
LP must be completed for each work and according to a provided deadline (including comparative essay sample and oral try out) (CA) (Dec, Mar,
After Easter sign off deadlines) 1 comparative essay on unseen
prompt (written, works 5/6 or 5/7) (26th May) 1
unseen prompted analysis (written, works 2/4/8/9) (26th May)
15 min Individual Oral (works 1/4 or 1/3) (3rd June)
Year 8:
IB Individual Oral Feb/March 2021
IB Written Papers 1 and 2, May 2021

Sample guiding questions for Paper 1(guided literary analysis of unseen texts, same as the previous syllabus):
- What tensions are created by the descriptions in….
- How is imagery used in this poem to evoke the impact of (love…)
- How is the relationship between the two characters established in this extract?
- To what effect does the narrator combine subjective perception and objective facts?
STUDENTS TO PRACTICE PAST PAPERS TO PREP FOR THIS PART OF THE EXAM!

Sample guiding questions for Paper 2 (COMPARATIVE ESSAY BASED ON ONE WT and another MT work):

Compare and Contrast two of the works you have studied:

How do two of the works you have studied portray the struggle to be understood?
Discuss how two of the works you have studied present concepts of good and bad, not as the absolute notions but as a matter of personal perception?
Referring to two of the works you have studied, discuss how the author has created a convincing world?
STUDENTS TO PRACTICE WRITING COMPARATIVE ESSAYS BASED ON THE TOPICS PROVIDED BY MS. CALO)

Individual Oral (IO) 15 min presentation based on two works studies and around ONE GLOBAL ISSUE
The new assessment is designed to give students the opportunity to conduct an independent inquiry in response to their choice of two course texts and
a global issue that interest them.  In response to the prompt below, they select two literary texts studied on the course and explore how they offer
different perspectives on their chosen global issue.  In presenting their ideas in the individual oral they are given a chance to demonstrate the
knowledge, understanding and skills they have developed on the course,  in a situation without many of the constraints associated with written exams.
The prompt is:
Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have
studied. Global issues are:  
1. Culture, identity and community
2. Beliefs, values and education
3. Politics, power and justice
4. Art, creativity and imagination
5. Science, technology and the environment
WHAT IS MEANT BY GLOBAL ISSUE AND HOW DO STUDENTS DETERMINE THAT?
The guide identifies three qualities that constitute a global issue:
• It has significance on a wide/large scale
• It is transnational
• Its impact is felt in everyday local contexts
There are five broad topics which teachers and students can use as starting points but it is clear that students need to articulate a more specific issue
that can be discussed in some depth in relation to the works and extracts chosen, and within the ten minute timeframe.  For example, a student
might be interested in the suggested field of 'Politics, power and justice', and within that 'human rights' may be a topic they want to explore.  However,
this is still going to be too broad so it may be they narrow it down further by considering how authors portray freedom of thought and conscience (or
lack thereof), and how their choices lead us to consider what this means in different contexts.  
Once they have chosen their global issue, the prompt for their exploration is:
Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied.