IB English Literature, Higher Level
Mr. Coey
Luther Burbank High School
3500 Florin Rd.
Sacramento, CA 95823
Course Description: IB English Literature is a course designed to meet the requirements of the International Baccalaureate Diploma Program. Taught at Higher Level over two years, the course is divided into four parts. Each part is the equivalent of a semester of study and each part plays a unique role in developing the course’s aims and objectives. At the start of the first semester we will investigate critical reading theories (Feminism, Marxism, Formalism, Psychoanalytic Criticism) as a means of allowing readers to try a range of textual interpretations. Then we will apply those critical theories to our study of Laura Esquivel’s Like Water for Chocolate, Amy Tan’s The Joy Luck Club, and Tim Obrien’s The Things They Carried. Each student will complete one 10-15 minute oral presentation on one of these works as part of their IB internal assessment. In our second semester, we will investigate the cultural and historical contexts of three works in translation: Bao Ninh’s Sorrow of War, Haruki Murakami’s The Wind-Up Bird Chronicle,and a collection of Pablo Neruda’s poems. A 400 word reflection and a 1200-1600 word essay on one of these works will be externally assessed by a trained IB examiner.
Prior to enrolling in IB English, it is highly recommended that students take Honors English 10, passing the course with an A or B grade.If you have earned an A in an English 10 college preparatory courseand your teacher recommended you for IB English, then you should be prepared. If neither of these situations apply to you, please see me for further discussion.
Course Rationale: Unlike traditional college preparatory courses, IB English requires students to read, research, and write at the college level, placing students in the role of researcher and teacher. Their understanding and insights of the works they choose to evaluate will be largely determined by their ability to remain inquisitive and to accept rigorous challenges. Upon completing this course students will have studied a range of literary, social, economic, historical, and philosophical perspectives, all of which contribute to the aim of an international education. In addition, students will gain confidence in speaking publicly, conducting reliable research, and writing for an academic audience. They will know themselves, as each work is tied closely to reflecting on personal experiences and observations, and they will know their views about complex issues and topics. Students may earn college credit and meet the college requirement for English if they score 4, 5, 6, or 7 depending on the college or university’s policy for IB scores. Check ibo.org for more information or contact the college or university directly.
Group 1 aims
- 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 makerelevant 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 andreceived
- 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.
Language A: literature aims
- In addition, the aims of the language A: literature course at SL and at HL are to:
- 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.
Recommended Instructional Materials
●collegiate dictionary or app on your phone (I suggest Merriam Webster’s app)
●small binder with six dividers, one for each work we study
●colored sticky notes for annotation
●highlighters
●Bedford Glossary of Literary Terms (provided at LBHS)
●Bookmark the following website
Assessment
Informal--Socratic seminars, reaction papers, debate, portfolio, reflective writing, comprehension questions, quizzes, group presentations
Formal--IB Individual Oral Presentation (10-15 minutes), Reflective Statement (300-400 words), Written Assignment (1,200-1,500 words)
Major Units
VoiceLike Water For Chocolate30 hours
The Joy Luck Club30 hours
The Things They Carried30 hours
JourneySorrow of War30 hours
The Wind-Up Bird Chronicle30 hours
Poetry of Pablo Neruda30 hours
Suggested activities for your IOP
The following list contains examples of the wide range of activities that are acceptable for the individual oral presentation:
• A critique of the student’s own writing that has been produced in the style of one of the literary genres studied
• An explanation of a particular aspect of an author’s work
• The examination of a particular interpretation of a work (critical reading theory)
• The setting of a particular writer’s work against another body of material, for example, details on social background or political views
• A commentary on the use of a particular image, idea or symbol in one text or in a writer’s work
• A performance or a pastiche of a poem being studied—this activity should be followed by someexplanation and discussion of what the student attempted to do
• A comparison of two passages, two characters or two works
• A commentary on a passage from a work studied in class, which has been prepared at home
• An account of the student’s developing response to a work
• The presentation of two opposing readings of a work
• A monologue or dialogue by a character at an important point in the work
• Reminiscences by a character from a point in later life
• An author’s reaction to a particular interpretation of elements of his or her work in a given context (for example, a critical defense of the work against a charge of subversion, or immorality, before a censorship board)
Grading Categories
Essays = 35%
Participation, class discussions, or in-class assignments = 20%
Homework and Research= 20%
Reflection on learning and goals = 20%
Quizzes = 5%
IB English Grading Scale
80% or higher = A
65% - 79% = B
50% - 64% = C
35% - 49% = D
34% or lower = F
Weighted Grades
IB English is weighted on a 5pt scale, which means it is possible for you to earn a g.p.a. higher than a 4.0
TARDY, ATTENDANCE, MAKE-UP WORK, AND GRADING
●Students are to be in their seats working before the bell rings; otherwise, they will be marked tardy—no exceptions
●Homework is completed and submitted on the due date. Homework that is late will not be accepted. Also, incomplete homework may not be accepted. If you have an excused absence you are allowed additional time to complete your assignment.
●You will be asked to decide if you want to earn an A or B grade at the beginning of the semester, and I will hold you accountable for your decision by allowing you to revise the assignments you turn in on time. However, formal IB assessments can only be given once and scored once, so be sure that you are properly prepared.
The IB Mission Statement:
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment.
These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
Global Studies Expectations:
- GS students are working before the bell rings
- GS students do not wear hoods, hats, or headphones in class
- GS students are respectful and give undivided attention to the speaker
- GS students challenge themselves and work to their full potential
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