Film Review
See the handout below for information about your film review assignment on The Color Purple.
writing_the_film_review.docx | |
File Size: | 141 kb |
File Type: | docx |
Individual Oral Presentation
Your step-by-step guide to preparing your IOP is below. Check out the YouTube clips as well for examples of IOPs other IB students have done in the past. Notice the students' presentation skills (the ones who are behind the podium speaking).
iop_–_part_iv_ib_assessment.docx | |
File Size: | 140 kb |
File Type: | docx |
Here are some YouTube examples of IOPs. Keep in mind that you must have an analysis or connection to your book choice as a part of your presentation. You can add a creative element via video, song, monologue, art or photography presentation or other technique, just make sure you also have discussion focused on the the text itself. Refer back to the IOP handout I gave you, or the one above, for specific instructions and expectations.
http://youtu.be/g2dRrNQjvjQ
https://www.youtube.com/watch?v=OqG0svUNHKk
http://youtu.be/Lk5IKX6CyGI
http://youtu.be/6ESdjY98JTA
http://youtu.be/g2dRrNQjvjQ
https://www.youtube.com/watch?v=OqG0svUNHKk
http://youtu.be/Lk5IKX6CyGI
http://youtu.be/6ESdjY98JTA
The Color Purple
Creating Better PowerPoints Check out the slideshow below to find out how you can use PowerPoint for AMAZING presentations!
Socratic Seminar TUESDAY
See below for the evaluation rubric you will use to assess yourself AND your partner. Be sure to bring your book and identify some quotes/passages you wish to discuss. |
Reading Journal
You will write 4 short (1-2 page) papers over the next four weeks. Each of these is due on MONDAY. The prompts are included in the document below, along with your instructions.
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socratic_seminar_sel_evaluation.docx | |
File Size: | 16 kb |
File Type: | docx |
Poetry Assignment
Choose a poem by Alice Walker and complete the handout below. Some of Walker's poetry can be found at the link below.
Choose a poem by Alice Walker and complete the handout below. Some of Walker's poetry can be found at the link below.
understanding_a_poem.docx | |
File Size: | 61 kb |
File Type: | docx |
http://www.poemhunter.com/alice-walker/poems/
This is due Thursday, April 14.
In Search of Our Mother's Gardens
Read the following essay by Alice Walker, annotating important ideas as you read. Be prepared to discuss your thoughts, questions and insights in class.
This is due Thursday, April 14.
In Search of Our Mother's Gardens
Read the following essay by Alice Walker, annotating important ideas as you read. Be prepared to discuss your thoughts, questions and insights in class.
in_search_of_our_mothers_gardens.doc | |
File Size: | 45 kb |
File Type: | doc |
Streetcar Named Desire
Library Assignment for Wednesday, February 24th:
1) Research Tennessee Williams' life and work online: make a list of his other plays, facts about family life and childhood, and his style as a playwright. Be prepared to discuss your findings in class on Thursday.
2) Read the background handout about Themes and Forms in Williams' work (first page is pink; second page is the single white page)
3) Find and read one review of the original production of the play from 1947. Identify the reviewer and summarize his/her review in a brief but detailed paragraph.
Reading Quiz 1--THURSDAY March 3
Refer to the following PPT and background document about Tennessee Williams, your pink handout on the play, and Scenes 1 and 2 to prepare for Reading Quiz 1.
1) Research Tennessee Williams' life and work online: make a list of his other plays, facts about family life and childhood, and his style as a playwright. Be prepared to discuss your findings in class on Thursday.
2) Read the background handout about Themes and Forms in Williams' work (first page is pink; second page is the single white page)
3) Find and read one review of the original production of the play from 1947. Identify the reviewer and summarize his/her review in a brief but detailed paragraph.
Reading Quiz 1--THURSDAY March 3
Refer to the following PPT and background document about Tennessee Williams, your pink handout on the play, and Scenes 1 and 2 to prepare for Reading Quiz 1.
about_tennessee_williams.docx | |
File Size: | 181 kb |
File Type: | docx |
streetcar_intro.pptx | |
File Size: | 103 kb |
File Type: | pptx |
Feminist Theory and Streetcar
Answer the following questions based on your reading of Streetcar to date. These are due Friday, March 11, typed at the beginning of class. This is a Word document, so you may download it and type directly into the file.
Answer the following questions based on your reading of Streetcar to date. These are due Friday, March 11, typed at the beginning of class. This is a Word document, so you may download it and type directly into the file.
feminist_questions.docx | |
File Size: | 68 kb |
File Type: | docx |
Psychoanalytic Theory and Streetcar
The handout below reviews the key components of this school of literary criticism. Use this to answer the questions in the document below:
psychoanalytic_theory.docx | |
File Size: | 149 kb |
File Type: | docx |
questions_for_a_psychoanalytic_reading.docx | |
File Size: | 59 kb |
File Type: | docx |
Symbolism--What's in a Name?
what’s_in_a_name | |
File Size: | 46 kb |
File Type: | what’s in a name |
Heart of Darkness
HoD Hyper-Text Concordance
http://victorian.lang.nagoya-u.ac.jp/concordance/conrad/
"The Hollow Men" Hypertext Reference Tool
http://aduni.org/~heather/occs/honors/Poem.htm
HoD Unit Test Review Sources
Background information for the book and important information to know for the Unit Test is available in the files below.
http://victorian.lang.nagoya-u.ac.jp/concordance/conrad/
"The Hollow Men" Hypertext Reference Tool
http://aduni.org/~heather/occs/honors/Poem.htm
HoD Unit Test Review Sources
Background information for the book and important information to know for the Unit Test is available in the files below.
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Crime and PUnishment
Copies of important documents and files for this unit can be viewed or downloaded below.
dialectical_journal_template.docx | |
File Size: | 45 kb |
File Type: | docx |
crime_and_punishment_study_guide.doc | |
File Size: | 48 kb |
File Type: | doc |
crime_and_punishment.ppt | |
File Size: | 414 kb |
File Type: | ppt |
dialectical_journal_project.docx | |
File Size: | 25 kb |
File Type: | docx |
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If you do not have a copy of the book yet, or you forgot to bring your book home, click the link below to access The Plague text.
http://www.dhspriory.org/kenny/PhilTexts/Camus/Plague/The%20Plague.html
For a copy of the Lit Analysis Packet (in case you want to type your responses for the quote logs) the document is attached below:
http://www.dhspriory.org/kenny/PhilTexts/Camus/Plague/The%20Plague.html
For a copy of the Lit Analysis Packet (in case you want to type your responses for the quote logs) the document is attached below:
plague_analysis_packet.docx | |
File Size: | 60 kb |
File Type: | docx |
Schedule for Assignments and Reading:
Reading DUE means you need to have COMPLETED that reading by the beginning of class ON THAT date.
Monday 10/26---Library for Interactive Discussion project work
Tuesday 10/27--Reading DUE to page 201; Reading Quiz
Wednesday 10/28--Reading DUE to page 220 and Socratic Seminar over Parts II-IV
Thursday 10/28--Reading DUE to page 257
FRIDAY 10/29--Reading DUE all of Part IV
Monday/Tuesday 11/2-11/3--Project presentations
Wednesday 11/4--Reading DUE to page 281
Thursday 11/5--Reflective Statement DUE; Reading DUE all of Part V
Friday 11/6--Unit TEST and Literary Analysis Packet DUE. Late packets will not be accepted.
Monday 11/9--No school
Tuesday 11/10--Supervised Writing in Class
Reading DUE means you need to have COMPLETED that reading by the beginning of class ON THAT date.
Monday 10/26---Library for Interactive Discussion project work
Tuesday 10/27--Reading DUE to page 201; Reading Quiz
Wednesday 10/28--Reading DUE to page 220 and Socratic Seminar over Parts II-IV
Thursday 10/28--Reading DUE to page 257
FRIDAY 10/29--Reading DUE all of Part IV
Monday/Tuesday 11/2-11/3--Project presentations
Wednesday 11/4--Reading DUE to page 281
Thursday 11/5--Reflective Statement DUE; Reading DUE all of Part V
Friday 11/6--Unit TEST and Literary Analysis Packet DUE. Late packets will not be accepted.
Monday 11/9--No school
Tuesday 11/10--Supervised Writing in Class
IB Syllabus
Course Description
The IB English curriculum is divided into four semesters taught over a two-year period, 11th & 12th grade. The objectives are to encourage within a global perspective a personal appreciation of the power of literature while mastering the techniques of literary criticism. The uniqueness of the IB Language program is to develop an international vision for the connectedness of all peoples through the study of various literary works of different cultures, which naturally leads to a more profound understanding of one’s own heritage.
Through the study of literary works from a variety of languages, cultures, genders, and generations, students should gain a healthy respect and increased understanding of the worldwide community in which they live. The aim of their written and oral participation is to guide them towards a personal exploration of the human experience and their responsibility as a citizen in this historical chain of life. We will cover a broad range of literature of different periods, genres, styles and contexts. Students will gain a thorough knowledge both of the individual works, as well as the relationship between groups of works studied, focusing on the similarities and differences between literary works from different ages and/or cultures. Students completing the requirements of this course may be inspired to continue a life-long pursuit of knowledge.
The IB’s commitment to intercultural understanding is particularly evident in part 1 of the syllabus, in which students are introduced to other cultural perspectives through the study of works in translation, selected from a list that contains works in more than 30 languages. Through the study of these works, students gain a deeper understanding of how works of literature are an important part of their cultural contexts and how they reflect or describe experiences and values.
Aims of Language A: Literature (HL)*
Objectives of Language A: Literature (HL)*
Attendance, Late Work, Grading:
Students are expected to be present in class each day. A major difference in IB courses and non-IB courses is the pacing; this class moves rapidly through material. If a student must miss class, he/she is expected to communicate with the teacher so he/she will be prepared for the class following the absence. Daily assignments will be averaged together for one major grade per six weeks. The bulk of the six weeks’ grade will be tests, response journaling, essays, timed writings, and major projects. Expect four or more hours of homework per week.
Students are expected to complete all assignments in a timely manner. Unless there are documented, extenuating circumstances, late work will not be accepted and the student will not receive credit for the work
Papers and Revisions:
An important aim of this course is to help you develop a personal writing style…to use your VOICE so that who you are comes through when I read your work. I will provide individual instruction and feedback on your writing assignments to help you use:
Tutoring:
I will be available Mondays and Thursdays after school for tutoring. One of the best ways for you to improve your analytical and writing skills is to come to tutoring for counsel. If you are having trouble with a text, ask questions in class! Or stop by during my tutoring hours to go over any questions you have.
Course Outline (including proposed texts)
Fall Semester, 11th Grade
Part 1: Works in Translation
The Inferno by Dante Alighieri ISBN 9780451531391
The Plague by Albert Camus
Crime and Punishment by Dostoevsky (Norton Edition) ISBN 9780393956238
Spring Semester, 11th Grade
Part 4: Options
A Streetcar Named Desire by Tennessee Williams ISBN 9780811216029
The Color Purple by Alice Walker
Supplies
Each student should have:
· A large (1 ½ or 2 inch) 3-ring binder for class notes, handouts, etc.
· Tab separators for sections in the binder
· 3x5 inch note cards (400 will carry you to the end of the year)
· A box or other containment system for the note cards
· Three highlighters of different colors
· Pens (black or blue ink only) and a composition book
The following items are optional, but it would be a good idea to have:
· A good college dictionary
· A style manual that contains the guidelines for MLA and APA
Classroom Behavior
Students are expected to behave in a manner that promotes learning, scholarship, and honor. Any breeches of school rules or acceptable behavior will be dealt with first with the student and then with the parent. Administrators will be informed as situations demand. Students are expected to be prepared and on-time to class each day.
Academic Honesty
Students will receive a copy of the Woodrow Wilson High School Academic Honesty Policy. All students and faculty will follow the policy.
Attendance
Students must attend class ninety percent (90%) of class time. This applies to excused and unexcused absences—the state law makes no distinction. If a student fails to attend the required number of classes, credit cannot be given without making up time missed and approval from the Attendance Committee.
The IB English curriculum is divided into four semesters taught over a two-year period, 11th & 12th grade. The objectives are to encourage within a global perspective a personal appreciation of the power of literature while mastering the techniques of literary criticism. The uniqueness of the IB Language program is to develop an international vision for the connectedness of all peoples through the study of various literary works of different cultures, which naturally leads to a more profound understanding of one’s own heritage.
Through the study of literary works from a variety of languages, cultures, genders, and generations, students should gain a healthy respect and increased understanding of the worldwide community in which they live. The aim of their written and oral participation is to guide them towards a personal exploration of the human experience and their responsibility as a citizen in this historical chain of life. We will cover a broad range of literature of different periods, genres, styles and contexts. Students will gain a thorough knowledge both of the individual works, as well as the relationship between groups of works studied, focusing on the similarities and differences between literary works from different ages and/or cultures. Students completing the requirements of this course may be inspired to continue a life-long pursuit of knowledge.
The IB’s commitment to intercultural understanding is particularly evident in part 1 of the syllabus, in which students are introduced to other cultural perspectives through the study of works in translation, selected from a list that contains works in more than 30 languages. Through the study of these works, students gain a deeper understanding of how works of literature are an important part of their cultural contexts and how they reflect or describe experiences and values.
Aims of Language A: Literature (HL)*
- Introduce students to a range of texts from different periods, styles and genres
- Develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections
- Develop the students’ powers of expression, both in oral and written communication
- Encourage students to recognize the importance of the contexts in which texts are written and received
- Encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and how these perspectives construct meaning
- Encourage students to appreciate the formal, stylistic and aesthetic qualities of texts
- Promote in students an enjoyment of, and lifelong interest in, language and literature.
- Develop in students an understanding of the techniques involved in literary criticism
- Develop the students’ ability to form independent literary judgments and to support those ideas.
Objectives of Language A: Literature (HL)*
- Knowledge and understanding
- Demonstrate knowledge and understanding of individual literary works as representatives of their genre and period, and the relationships between them
- Demonstrate an understanding of the ways in which cultural values are expressed in literature
- Demonstrate awareness of the significance of the context in which a work is written and received
- Substantiate and justify ideas with relevant examples
- Analysis, synthesis and evaluation
- Demonstrate an ability to analyse language, structure, technique and style, and evaluate their effects on the reader
- Demonstrate an ability to engage in independent literary criticism on both familiar and unfamiliar literary texts
- Show an ability to examine and discuss in depth the effects of literary techniques and the connections between style and meaning
- Selection and use of appropriate presentation and language skills
- Demonstrate an ability to express ideas clearly and fluently in both written and oral communication, with an effective choice of register and style
- Demonstrate a command of terminology and concepts appropriate to the study of literature
- Demonstrate an ability to express well-organized oral and written arguments
- Demonstrate an ability to write a sustained and detailed literary commentary
Attendance, Late Work, Grading:
Students are expected to be present in class each day. A major difference in IB courses and non-IB courses is the pacing; this class moves rapidly through material. If a student must miss class, he/she is expected to communicate with the teacher so he/she will be prepared for the class following the absence. Daily assignments will be averaged together for one major grade per six weeks. The bulk of the six weeks’ grade will be tests, response journaling, essays, timed writings, and major projects. Expect four or more hours of homework per week.
Students are expected to complete all assignments in a timely manner. Unless there are documented, extenuating circumstances, late work will not be accepted and the student will not receive credit for the work
Papers and Revisions:
An important aim of this course is to help you develop a personal writing style…to use your VOICE so that who you are comes through when I read your work. I will provide individual instruction and feedback on your writing assignments to help you use:
- Effective and colorful vocabulary
- A variety of sentence structures, including appropriate use of subordination and coordination
- Logical organization and clarity
- A balance of generalization and specific, illustrative detail
- An effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure
Tutoring:
I will be available Mondays and Thursdays after school for tutoring. One of the best ways for you to improve your analytical and writing skills is to come to tutoring for counsel. If you are having trouble with a text, ask questions in class! Or stop by during my tutoring hours to go over any questions you have.
Course Outline (including proposed texts)
Fall Semester, 11th Grade
Part 1: Works in Translation
- Appreciate cultural mentality of other international groups.
- Total: 3 works, linked by theme, culture, period, genre
- Major Assessment: World Literature Paper #1
The Inferno by Dante Alighieri ISBN 9780451531391
The Plague by Albert Camus
Crime and Punishment by Dostoevsky (Norton Edition) ISBN 9780393956238
Spring Semester, 11th Grade
Part 4: Options
- Total: 3 works freely chosen by school
- Major Assessment: The Oral Presentation
A Streetcar Named Desire by Tennessee Williams ISBN 9780811216029
The Color Purple by Alice Walker
Supplies
Each student should have:
· A large (1 ½ or 2 inch) 3-ring binder for class notes, handouts, etc.
· Tab separators for sections in the binder
· 3x5 inch note cards (400 will carry you to the end of the year)
· A box or other containment system for the note cards
· Three highlighters of different colors
· Pens (black or blue ink only) and a composition book
The following items are optional, but it would be a good idea to have:
· A good college dictionary
· A style manual that contains the guidelines for MLA and APA
Classroom Behavior
Students are expected to behave in a manner that promotes learning, scholarship, and honor. Any breeches of school rules or acceptable behavior will be dealt with first with the student and then with the parent. Administrators will be informed as situations demand. Students are expected to be prepared and on-time to class each day.
Academic Honesty
Students will receive a copy of the Woodrow Wilson High School Academic Honesty Policy. All students and faculty will follow the policy.
Attendance
Students must attend class ninety percent (90%) of class time. This applies to excused and unexcused absences—the state law makes no distinction. If a student fails to attend the required number of classes, credit cannot be given without making up time missed and approval from the Attendance Committee.