ACS (INTERNATIONAL)

DP unit planner – English A Language & Literature

Unit title / Language in Cultural Context-The English Language (Part 1)
Teacher(s) and Examination session / Dr. Jonathan Bates, Victoria Sargent
Subject and level / Year 6 HL
Time frame and duration / Approximately 3 weeks, March 4-mid-April
Section of DP course:
Core, option, prescribed topic, part …. / Part 4

Stage 1: Framework for learning

Significant concept(s)
What are the big ideas? What do we want our students to retain for years into the future?
What are the important thematic ideas expressed in the work studied? How does Conrad express the concept of the Shadow alter ego?
Which specific DP aims and objectives will be addressed during this unit?
Aims being addressed:
1. Develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts
2. Encourage students to think critically about the different interactions between text, audience and purpose.
Objectives being addressed:
There are four assessment objectives at SL and at HL for the languageA: language and literature course.
1.  Knowledge and understanding
o  Demonstrate knowledge and understanding of a range of texts
o  Demonstrate an understanding of the use of language, structure, technique and style
o  Demonstrate a critical understanding of the various ways in which the reader constructs meaning and of how context influences this constructed meaning
o  Demonstrate an understanding of how different perspectives influence the reading of a text
2.  Application and analysis
o  Demonstrate an ability to choose a text type appropriate to the purpose required
o  Demonstrate an ability to use terminology relevant to the various text types studied
o  Demonstrate an ability to analyse the effects of language, structure, technique and style on the reader
o  Demonstrate an awareness of the ways in which the production and reception of texts contribute to their meanings
o  Demonstrate an ability to substantiate and justify ideas with relevant examples
3.  Synthesis and evaluation
o  Demonstrate an ability to compare and contrast the formal elements, content and context of texts
o  Discuss the different ways in which language and image may be used in a range of texts
o  Demonstrate an ability to evaluate conflicting viewpoints within and about a text
o  At HL only: Produce a critical response evaluating some aspects of text, context and meaning
4.  Selection and use of appropriate presentation and language skills
o  Demonstrate an ability to express ideas clearly and with fluency in both written and oral communication
o  Demonstrate an ability to use the oral and written forms of the language, in a range of styles, registers and situations
o  Demonstrate an ability to discuss and analyse texts in a focused and logical manner
o  At HL only: Demonstrate an ability to write a balanced, comparative analysis
Theory of Knowledge
How will this unit contribute to the student’s understanding of Theory of Knowledge?
Ways of Knowing: Language, emotion; Areas of Knowledge: Ethics, history;
Interdisciplinary Links
How can the broader curriculum goals of the DP be developed in this unit: International Mindedness, the Learner Profile, and links to other subjects?
The IB learner profile: Inquirers, knowledgeable, thinkers, communicators, open-minded, risk-takers, balanced, reflective
Links to other subjects Literature, history
Stage 2: Backward planning: from the assessment to the learning activities through inquiry
Assessment
What assessment task(s) will be undertaken during this unit? Indicate if these are for IB Internal Assessment, IB External Assessment or for ISIS formative feedback
IB External assessment: Individual Oral Commentary; Written Task 2
Formative feedback: Various in-class oral practice activities for the IOC and pre-writing for Written Task
Which DP assessment requirements are being addressed by this unit?
IOC and pre-writing for Written Task 2
How will tasks and/or assessments be modified to allow students to be assessed at a grade appropriate standard? (For units taught in Year 5 only)
N/A
ContentWhat content and/or skills will be taught in this unit? Are there any specific MOE requirements that need to be addressed in this unit?
Content: Students will gain an understanding of theme(s) involving expression of shadow personalities; students will gain an understanding of the ways in which Joseph Conrad uses various literary techniques to portray his theme and intent; students will gain an understanding of the ways in which Conrad uses language to convey his theme(s).
Skills: Students will develop critical thinking and analytical skills; students will develop oral commentary skills including preparation, planning, analysis and delivery.
Learning experiencesHow will students know what is expected of them? Will they see examples, rubrics, and templates?
How will students acquire the knowledge and practice the skills required? How will they practice applying these?
Do the students have enough prior knowledge? How will we know? / Teaching strategiesWhat different teaching methodologies will we employ? What activities will the student undertake?
How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs?
How are we developing information literacy and the use of ICT?
~Introduction to Carl Jung’s archetypes and especially the Shadow personality
~Viewing lecture videos that introduce the Archetypes and Jungian concepts. Use Linking Questions to introduce the TOK aspects.
~Discussion and possible short writing assignment (reflection)
~Jigsaw with one set of groups reading and annotating each of 4 articles on the Shadow and how it is reflected in concepts of Good and Evil.
~Each group will present key aspects of their assigned article followed by general class discussion of the implications
~Watch video of The Psychology of Evil (Phillip Zimbardo)
~Discuss the implications on the works studied by Orwell, Poe and Conrad
~Writing assignment: Write a paragraph of 100+ words discussing the Jungian archetype, the Shadow personality and how it was reflected in either 1984 or one of the Poe short stories.
~Play about 7-10 minutes of Orson Welles’ reading of The Secret Sharer from the YouTube link
~Assign 6 groups of 4 students to read, annotate and present to the class on a section of The Secret Sharer of approximately 8 pages each: one student to discuss the Plot, one student to discuss the Narrative voice and word choice, one student to discuss the Character Development and one to discuss portrayal of the Theme/Second Personality.
~Review the task requirements and scoring criteria for the IOC
~Choose two or three of the Extracts for close reading practice: twenty minutes prep time to make notes
~Schedule specific times for the Mock IOCs. / ~Methodologies employed include: minilessons, video viewing, whole class discussion, small group discussion, jigsaw of reading tasks, small group presentations and practice for the IOC.
~Teaching activities are detailed in the column at left
~ICT used include: YouTube videos, including audio of the text, online copies of documents displayed on screen, students research online, use of computer-generated documents displayed on screen, and use of visualizer for various purposes
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate
Students’ experiences during the unit?
Video Resources / The Jungian Shadow Introduced
http://www.youtube.com/watch?v=zMHqqXYaB8g
The Jungian Concept of Evil
http://www.youtube.com/watch?v=USii7mjbzrw
The Lucifer Effect: How Good People Do Evil
http://www.ted.com/talks/philip_zimbardo_on_the_psychology_of_evil.html
Orson Welles Reading The Secret Sharer
http://www.youtube.com/watch?v=XuHLnofr_gk
Visual Resources
Text Resources / (1) The Shadow
http://www.eupsychia.com/perspectives/defs/shadow.html
(2) Carl Jung and The Shadow
http://ieric2010.hubpages.com/hub/Carl-Jung-and-the-Shadow-An-Introduction
(3) Understanding Jungian Literary Criticism
http://www.wisegeek.com/what-is-jungian-literary-criticism.htm
(4) Using the Concept of the Shadow in Fiction
http://www.thejungiansociety.org/Jung Society/e-journal/Volume-2/Sonik-2006.pdf

Stage 3: Ongoing reflections and evaluation

In keeping an ongoing record, consider the following questions.
Students and teachersWhat inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
What methodologies and activities were particularly successful? Which were not?
Possible connectionsHow successfully were TOK ideas introduced during the unit?
Assessment
Were students able to demonstrate their learning?
1.  How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit?
2.  Are they ready for final assessment involving this unit? What additional support may be needed?
3. 
Data collection
How did we decide on the data to collect? Was it useful?
Prior knowledge
Did the students have enough prior knowledge? What implications are there for future teaching and learning?
Improvements
What suggestions would you make for future teaching of this unit?
Review Cycle
When do you anticipate this unit will be reviewed? IB review? School review?