Students develop the ability to engage in close, detailed analysis of literary works, building
understanding of the techniques involved in literary criticism
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
Students are assessed through a combination of formal examinations, written coursework and oral activities
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 ___________
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 ___________
CAP Visits with Mrs. Stack
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”
Day 4 ___________
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 ___________
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”
H/W: Write essay plan for paper 1 essay—include topic sentences and chosen quotes
Day 6 ___________
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 ___________
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 ___________
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