Annual Lesson Plans for 12th grade ib english Dr. Payne 2015-16



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Annual Lesson Plans for 12th grade IB English

Dr. Payne 2015-16



  1. OBJECTIVES:

    1. Students develop the ability to engage in close, detailed analysis of literary works, building

    understanding of the techniques involved in literary criticism

    1. The study of literary works in context is emphasized, and through the study of literature in

    translation the student is challenged to reflect on the role of cultural assumptions in interpretation

    1. Students are assessed through a combination of formal examinations, written coursework and oral activities

    2. Students learn to appreciate the artistry of literature, and develop the ability to reflect critically on their reading, presenting literary analysis powerfully through both oral and written communication.



Texts: IB Required Assessments:



The Awakening, Kate Chopin IOCs: Atwood poetry, Pygmalion, and Orwell essays Their Eyes Were Watching God, Zora Neale Hurston Written Exams:

Poetry of Margaret Atwood, provided Paper 1-Literary Analysis unseen poetry or prose Essays of George Orwell, provided Paper 2-Comparative paper on two novels studied Pygmalion, George Bernard Shaw Choices- The Awakening, Their Eyes were Watching God, Disgrace, J.M. Coetzee Disgrace and Native Son Native Son, Richard Wright





INTRO TO IB ENGLISH


Day 1 ___________

Notes:

Activities:

Intro to IB English-course requirements

Quick Quiz on Summer Reading

Read “Madame Bovary” excerpt by Gustave Flaubert

Discuss, supporting contentions with details from the text.

Find speaker, setting, character, conflict Free write on one of these elements. Share w partner, share with class. Discuss.





H/W: Make chart on speaker, setting, character conflict for Bovary




Day 2 ___________

Notes:

Activities:

CAP Visits with Mrs. Stack





H/W:


Day 3___________

Notes:

Activities:

Go over lit terms sheet. Use terms to analyze “It’s a Woman’s World” by Eaven Boland as a class.

Look at Paper 1 Rubric and construct thesis and topic sentences on one of the two works.

Revise elements of a literary essay.





H/W: Intro paragraph and topic sentences for literary essay on “It’s a Woman’s World”

THE AWAKENING

Day 4 ___________

Notes:

Activities:

Review elements of writing a literary essay.

Read “Story of an Hour”. Groups to discuss Chopin’s use of : Settings, Names , Fig language, Imagery. Feedback to class.




H/W: Intro paragraph and topic sentences for literary essay on “The Story of Hour”



Day 5 ___________

Notes:

Activities:

Share “Story of an Hour” intros and topic sentences.

Look at rubric for Paper #1. Choose text upon which student will write essay—

a) excerpt from Madame Bovary or b) “It’s a Woman’s World” or c) “The Story of an Hour”


“Patterns”??



H/W: Write essay plan for paper 1 essay—include topic sentences and chosen quotes



Day 6 ___________

Notes:

Activities:

Groups according to chosen text. Share plans, quotes and topic sentences.

Look at student samples of commentaries.

Relook at rubric.

Intro to The Awakening.




H/W: Review Ch 1-14. Work on Commentary.



Day 7 ___________

Notes:

Activities:

Discussion of The Awakening, Kate Chopin.

Nineteenth century women’s plight, New Orleans and Creole society.

Text analysis of Chapter 1-14.





H/W: Review Ch 15-29. Finish Commentary.



Day 8 ___________

Notes:

Activities:

Commentary due.

Text analysis chapters 15-29

Groups (6) to find authors presentation of: art, silence, symbols and how they chg as Edna changes, presentation of men, social gatherings, sleep (naps, mornings, nights, actual awakening

Send group handouts to Dr. Payne for posting.




H/W: Review Ch 30-39 (end)



Day 9 ___________

Notes:

Activities:

Start group presentations.

Text analysis to end of novel.




H/W: The Awakening Lit Log: setting, theme, protagonist, secondary character, relationships



Day10 ___________

Notes:

Activities:

Finish text analysis and final discussion of The Awakening.

Review of Existentialism—what is the meaning of life? Why do we go on living? Temporal (for all time, eternal impact) versus spatial (global, universal impact) meaning—Is this what provides meaning?




H/W: Read Camus’ “An Adulterous Woman”



Day 11 ___________

Notes:

Activities:

Quiz/Freewrite on “An Adulterous Woman” Similarities and differences with Edna. Setting(s)?

Continue review of existentialism --Kafka, Camus, Beckett. Discuss Awakening as precursor to existentialist exploration. why do we exist?

Look at Hamlet’s “To be or Not to Be” soliloquy. Watch scene from Rosencrantz and Guildenstern are Dead.






H/W: Write list of “Golden quotes”



Day 12 ___________

Notes:

Activities:

Jeopardy Awakening exam review

Go over quote sheets (minimum 30 short quotes with explanation)




H/W: Study for Awakening exam





THEIR EYES WERE WATCHING GOD

Day 13 ___________

Notes:

Activities:

Awakening exam

Intro to Zora Neale Hurston




H/W: Read “Sweat”




Day 14 ___________

Notes:

Activities:

Reading quiz on “Sweat”.

Text analysis of story: speaker, setting, character, conflict

Audio into to Zora and Intro to Alice Walker, anthropology: Of Mules and Men short stories

Harlem Renaissance: Hurston, Richard Wright, Langston Hughes, Jacob Lawrence art,

Jazz music





H/W: Read Ch 1-4 Eyes





Day 15 ___________

Notes:

Activities:

Intro to Eyes, dialect and opening 2 chapters

Look at opening chapter of The Color Purple. Analyze.

Begin watching The Color Purple film


Watch Color Purple Film?



H/W: Read Ch 5-6 Eyes



Day 16 ___________

Notes:

Activities:

Finish watching The Color Purple.

Textually analyze final chapter of The Color Purple.

Discuss stories as empowering—epistolary novels.

Groups to complete handout on CP and Eyes




H/W: Read Ch 7-12 Eyes



Day 17 ___________

Notes:

Activities:

Intro timelines, paper to start gathering quotes—keep size of timeline 11x14 or less

Text analysis of Eyes—begin with chapter 3-12.




H/W: Read Ch 13-17 Eyes



Day 18 ___________

Notes:

Activities:

Text analysis chapters 13-17.

Work on timelines.

Create chart analyzing structure—brainstorm ways novel is structured. Frame story, Janie’s growth, the road, through the men, through the women, through setting, etc.





H/W: Read Ch 18-20 Eyes- to end




Day 19 ___________

Notes:

Activities:

Continue text analysis of novel.

Continue working on time-lines




H/W: Finish time-lines; Quote sheets: setting, theme, protagonist, secondary character, relationships




Day 20 ___________

Notes:

Activities:

Collect timelines.

Final text analysis of Eyes.

Handout “Food for Thought” on Eyes. Choose one of the quotes and free write in connection with Janie. Find a quote for support.





H/W: Read “A Worn Path” annotate with speaker, setting, character conflict-quotes




Day 21 ___________

Notes:

Activities:

Short discussion on “A Worn Path”

Lit devices quiz on Langston Hughes’ “Theme in English B”. Write thesis, and topics sentences.




H/W: Complete paper 1 commentary on either “A Worn Path” or Hughes’ poetry




Day 22 ___________

Notes:

Activities:

Read “How It Feels to be Colored Me”.

Analyze essay.

Free-write on one of the things in the bag.

Share.




H/W: Eyes Lit Log




Day 23 ___________

Notes:

Activities:

Read “How It Feels to be Colored Me”.

Analyze essay.

Free-write on one of the things in the bag.

Share.




H/W: Study for Eyes exam




Day 24 ___________

Notes:

Activities:

Hurston Exam-1 hour

Golden Quotes sheet in groups




H/W: Finish Golden Quotes




Day 25 ___________

Notes:

Activities:

Groups to plan Paper 2 comparison essay using lit logs and golden quotes.

Go over Paper 2 Rubric

Look at student samples.





H/W: Write Paper 2 comparison between Awakening and Eyes

ORWELL ESSAYS

Day 26 ___________

Notes:

Activities:

Intro to Orwell, bio, politics, historical context

Intro to ESSAY FORM

Analyze “Why I Write” together—make biographical connections

Create quote sheet-5 quotes for each essay




H/W: Read Orwell essay- “A Nice Cup of Tea” and “Shooting an Elephant”




Day 27 ___________

Notes:

Activities:

Text analysis of “A Nice Cup of Tea” and “Shooting an Elephant”.

Sample IOC questions and answers.

Continue quote sheet 5 quotes for each essay






H/W: Read Orwell essay- “Politics and the English Language”




Day 28 ___________

Notes:

Activities:

Text analysis of “Politics and the English Language”

Sample IOC questions and answers.

Continue quote sheet 5 quotes for each essay






H/W: Read Orwell essay- “Prevention of Literature”




Day 29 ___________

Notes:

Activities:

Text analysis of “Prevention of Literature”

Sample IOC questions and answers.

Continue quote sheet 5 quotes for each essay






H/W: Complete quote sheet and start theme chart for Orwell essays




Day 30 ___________

Notes:

Activities:

Final discussion of Orwell.

Review for exam




H/W: Study for Orwell exam




Day 31 ___________

Notes:

Activities:

Orwell exam.

Groups for “Golden Quotes”




H/W: Complete Golden Quotes and Theme charts for each essay

ATWOOD POETRY

Day 32 ___________

Notes:

Activities;

Intro to Margaret Atwood and poetry “Happy Endings” and Atwood biography.

Excerpts from The Handmaid’s Tale, discuss.

Analyze “Looking in a Mirror”

Read and analyze “Death of a Young Son by Drowning”, if there is time




H/W: Outline commentary for “Looking in a Mirror”



Day 33 ___________

Notes:

Activities:

Class discussion and analysis of “Death of a Young Son” and “The Immigrants”






H/W: Complete outlines for “Death” and “Immigrants



Day 34 ___________

Notes:

Activities:

Class analysis of remaining Susanna Moodie poems:

“The Double Voice” and “Thoughts from Underground”




H/W: Complete outlines on “Double Voice” and “Thoughts”




Day 35 ___________

Notes:

Activities:

Start analysis of five Song Poems.

Intro Sirens—femme fatale. Read passage from The Odyssey

Read “Siren’s Song”. Analyze.

Analyze “Rat Song”, if there is time




H/W: Outlines for “Siren” and “Rat”




Day 36 ___________

Notes:

Activities:

Analyze “Bull Song” and “Corpse Song”





H/W: Outlines for “Bull” and “Corpse”




Day 37 ___________

Notes:

Activities:

Analyze “Song of the Worms” Begin analysis of Other Poems---

“This is a Photograph of Me”




H/W: Outline “Worms” and “Photograph”




Day 38 ___________

Notes:

Activities:

Analyze “Explorers and “More and More”






H/W: Outline “Explorers” and “More and More”




Day 39 ___________

Notes:

Activities:

Analyze “Orpheus” and “Manet’s Olympia”





H/W: Outline “Orpheus and “Manet’s Olympis”




Day 40 ___________

Notes:

Activities:

Final discussion of IOC and Atwood poems

Re-look at rubric.

Replicate IOC experience.







H/W: Use 20 min prep time and then Record self---8 min




Day 41 ___________

Notes:

Activities:

Share recordings with a partner---give grade based on rubric.

Reflections on experience




H/W: Review for Atwood exam




Day 42 ___________

Notes:

Activities:

Atwood exam on all 15 poems





H/W: Make thematic groups of poems---using thesis sentences. Min. 5 groupings.

PYGMALION

Day 43 ___________

Notes:

Activities:

Intro to George Bernard Shaw, bio and Pygmalion

Greek myth

Historical context of 19th century Britain

Intro DRAMATIC FORM




H/W: Read Acts 1, 2 and 3




Day 44 ___________

Notes:

Activities:

Text analysis and dramatic elements of Acts 1-3

Character development

Themes: conflicts between gender, class, generations, etc.

Watch scenes.




H/W: Read Acts 4, 5 and Sequel




Day 45 ___________

Notes:

Activities:

Text analysis and dramatic elements of Acts 4-5

Character development

Themes: conflicts between gender, class, generations, etc.

Watch scenes.




H/W: Find one literary criticism on Pygmalion, summarize article and respond




Day 46___________

Notes:

Activities:

Compare endings: with sequel and without, Pygmalion and My Fair Lady

Final discussion of Pygmalion.

Review for exam.





H/W: Study Pygmalion for exam




Day 47 ___________

Notes:

Activities:

Exam on Shaw’s Pygmalion





H/W: Complete lit log Pygmalion




Day 48 ___________

Notes:

Activities:

Final discussion of IOCs,

Practice IOC questions.




H/W: Prepare for IOCs

NATIVE SON

Day 49 ___________

Notes:

Activities:

Intro to Native Son, bio of Richard Wright

Politics and attitudes towards presentation of African Americans in literature (e.g. Hurston)

Harlem Renaissance, jazz, blues and Langston Hughes poetry





H/W: Read “How Bigger was Born”, essay by Richard Wright




Day 50 ___________

Notes:

Activities:

Literary criticisms of Native Son, stereotyped characters, social messages vs. literary creations

Irony of title—patriotism, family connections, etc.

Start text analysis of Native Son





H/W: Read first half of “Fear”




Day 51 ___________

Notes:

Activities:

Text analysis of Native Son

Group projects




H/W: Read second half of “Fear”




Day 52 ___________

Notes:

Activities:

Text analysis of Native Son

Group projects




H/W: Read first third of “Flight”




Day 53 ___________

Notes:

Activities:

Text analysis of Native Son

Group projects




H/W: Read second third of “Flight”




Day 54 ___________

Notes:

Activities:

Text analysis of Native Son

Group projects




H/W: Read last third of “Flight”




Day 55 ___________

Notes:

Activities:

Text analysis of Native Son

Group projects




H/W: Read first third of “Fate”




Day 56 ___________

Notes:

Activities:

Text analysis of Native Son

Group projects




H/W: Read second third of “Fate”




Day 57 ___________

Notes:

Activities:

Text analysis of Native Son

Group projects




H/W: Read last third of “Fate” (to end)




Day 58 ___________

Notes:

Activities:

Text analysis of Native Son

Group projects




H/W: Native Son quote sheet: setting, theme, protagonist, secondary character, relationships




Day 59 ___________

Notes:

Activities:

Final themes, character development, author’s messages, historical context review on Native Son.





H/W: Lit log for Native Son




Day 60 ___________

Notes:

Activities:

Final discussion/review for Native Son

Jeopardy




H/W: Study for Native Son exam




Day 63 ___________

Notes:

Activities:

Native Son Exam



H/W: Golden Quotes for Native Son

DISGRACE

Day 64 ___________

Notes:

Activities:

Intro to Disgrace themes: conflicts (race, gender, authority, familial), story telling, identity

and impact of past on present.

Watch power on South Africa and Apartheid






H/W: Read Disgrace Ch 1-5




Day 65 ___________

Notes:

Activities:

Finish powerpoint.

Discuss effects of post-Apartheid politics on novel.

Watch youtube video on Committee for reconciliation

Text analysis.




H/W: Read Ch 6-10




Day 66 ___________

Notes:

Activities:

Look at Lurie’s poetic influences—William Wordsworth’s The Preludes, Byron and the Romantic tradition.

Text analysis through Ch 10.




H/W: Read Ch 11-15

Day 67 ___________

Notes:

Activities:

Lecture on Jacques Lacan’s “The Gaze”

Text analysis through Ch 15.




H/W: Read Ch 16-20




Day 68 ___________

Notes:

Activities:

Groups for thematic focus—conflicts, identity, past vs. present, sexuality—find quotes, present

Text analysis through Ch 20




H/W: Read Ch 21-24 (end)




Day 69 ___________

Notes:

Activities:

Text analysis to end.

Character charts for David Lurie’s transformation: find points of comparison a) relationship with lucy b)attitude towards women c0 attitudes to black South Africans e.g. Petrus c) changes in opera




H/W: Disgrace lit log and quote sheets: setting, theme, protagonist, secondary character, relationships




Day 70 ___________

Notes:

Activities:

Final discussion on Disgrace.

Jeopardy game and review.




H/W: Study for Disgrace exam




Day 71 ___________

Notes:

Activities:

Exam on Disgrace





H/W: Prepare for in-class Paper 2 Commentary be reviewing Awakening, Eyes and Disgrace



Day 72 ___________

Notes:

Activities:

In-class Paper 2 Commentary—using choices from past IB exams, write commentary using Awakening, Eyes and/or Disgrace





H/W: Read first 8 pages of Native Son, to where Bigger leaves and “slam[s] the door”.


IB EXAM PREPARATION

Day 73 ___________

Notes:

Activities:

Begin IB Exam Paper 2 Preparation

Intro to Paper 2-Rubric and discussion

Plan sample question as a class.

Look at student sample




H/W: 25 quote index cards on one novel




Day 74 ___________

Notes:

Activities:

Continue IB Exam Paper 2 Preparation

Sample paper 2 question-plan as a class




H/W: Finish index cards totaling 75 (3 novels) or 100 (4 novels)




Day 75 ___________

Notes:

Activities:

Begin IB Exam Paper 1 Preparation:

Intro to Paper 1-Rubric, discussion and deconstruction of sample student essay.

Class do prose piece together: Glancy “Polar Breath”





H/W: Intro, topic sentences and outline paper 1 essay on Polar Breath




Day 76 ___________

Notes:

Activities:

Continue Paper 1 preparation:

Poetry piece together- Chua’s “lovesong, two goldfish”




H/W: Intro, topic sentences and outline paper 1 essay on “love song”




Day 77 ___________

Notes:

Activities:

Continue Paper 1 preparation: Prose practice





H/W: Intro, topic sentences and outline paper 1 essay prose




Day 78 ___________

Notes:

Activities:

Continue Paper 1 preparation: Poetry practice





H/W: Intro, topic sentences and outline paper 1 essay poetry




Day 79 ___________

Notes:

Activities:

In-class Paper 1 commentary on one of the last 4 discussions (2 on prose and 2 on poetry)





H/W: Complete and type Paper 1 commentary, bring in index cards for 3/4 novels




Day 80 ___________

Notes:

Activities:

Paper 2 practice: groups to share SHORT quotes.

Study quotes

Jeopardy quote game





H/W: Learn quotes




Day 81 ___________

Notes:

Activities:

Paper 2 practice-groups and jeopardy game





H/W: Learn quotes




Day 82 ___________

Notes:

Activities:

Paper 2 practice-groups and jeopardy game





H/W: Learn quotes




Day 83 ___________

Notes:

Activities:

Final IB Exam Prep—Paper 1 and Paper 2.





H/W:

Mon IB EXAM paper 1

Tues IB EXAM paper 2

P8 Wed exam debrief, evaluations, what novels did you use in paper2



P3 thurs exam debrief, evaluations, what novels did you use in paper 2

P8 fri vote on end of year plan--- film studies?


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