ACS (INTERNATIONAL)
DP unit planner – English A1 Language & Literature
Unit title / Literature—critical studyNB: Please note that the scheme was prepared using the Penguin edition. Page numbers will be different from the Signet Classics. Mr Olwande
Teacher(s) and Examination session / Dr. Jonathan Bates, Eniko Kiss, Michelle Liew/Lily Chan, Victoria Sargent, Olwande Nehemiah
Subject and level / Year 6 HL and SL
Time frame and duration / 5 Weeks, 21st January 2013 to 22nd February 2013
Section of DP course & Teaching Hours:
Core, option, prescribed topic, part …. / Part 4: SL (30HRS), HL (50HRS)
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?
Through critical study/reading of Orwell’s 1984, students will learn the importance of close reading skills in the understanding and interpretation of literary texts. They will learn that attention to detail leads to awareness of a text’s rich complexity and the intricacies of its construction. Additionally, they will know that different modalities - language, images, audio, media can be manipulated to influence/persuade the public; that parties/governments (past and present) use propaganda to control or maintain power/authority over their populace and eliminate opposition.
Which specific DP aims and objectives will be addressed during this unit?
Aims being addressed:
1. develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections (e.g. recognising
feelings towards characters in a text.
2. introduce students to a range of texts from different periods
3. encourage students to recognize the importance of the contexts in which texts are written and received
4. develop the students’ powers of expression, both in oral and written communication
5. encourage a personal appreciation of literature and develop an understanding of the techniques involved in literary criticism
and appreciate the formal, stylistic and aesthetic qualities of texts e.g. theme, plot, character, setting , symbolism, conflict etc and their
importance
6. develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts
SL & HL Objectives being addressed:
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, perception; Areas of Knowledge: Ethics, history.
i. How are our understandings of texts affected by their various historical, social and cultural contexts?
ii. How can we appreciate the beauty of language through the study of literature?
iii. What messages are we supposed to get from Orwell’s 1984 as a literary work?
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, risk-takers, balanced, reflective
Communicators: through analysis of the issues presented in the text and group discussions/activities, students will express their ideas, both orally and in written form.
Open-minded: students will look at the presentation of the characters and issues in the text and draw their own conclusions over the actions of the characters. Through group tasks, they will learn to value others’ opinions.
Thinkers – Through critical thinking, students will recognize the issues in the text and make reasoned decisions about the behaviour of characters.
Knowledge – students will gain an insight into the forms of governance e.g. features of totalitarian parties/governments (e.g. central control of the economy, terroristic police control, monopoly of mass communication, official ideology, single party etc)
Links to other subjects Language, history, Theatre,
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 formative feedbackIB External assessment: Written Task (20 marks = 20 %)
NB: SL: This task must be 800–1,000 words in length plus a rationale of 200–300 words.
HL: each written Task must be 800–1,000 words in length; Task 1 should be accompanied by a rationale of 200–300 words, while task 2 should be accompanied by a short outline.
IB Internal assessment: Part 4 Individual Oral Commentary (30 Marks = 15% of the Final English Grade)
Formative feedback: Various in-class individual/Pair Oral Commentary practice activities and pre-writing (for 20 Min Oral Commentary Prep skills) e.g.
· Structured written commentaries for preparation for IOC e.g. effective introduction, contextualisation, fluent integration of quotations etc
· Group Assignments/mock IOCs: (Max 2 students- students choose extracts that appeal to them e.g. that develop character, theme, style etc and comment on it )
· Whole class ongoing analysis of the whole text extracts
· Tests
· Questions, focusing on factual recall of the plot, character, symbolism, imagery, theme, structural devices and dramatic techniques
· Practice IOC
Which DP assessment requirements are being addressed by this unit?
Individual Oral Commentary (30 Marks = 15% of the Final English Grade)
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: The centrality of close reading skills in the understanding and interpretation of literature is the key focus of the Unit/Part 4. By looking closely at the detail of literary texts, we will develop awareness of the rich complexities and the intricacies of Orwell’s 1984. Through the critical study of the text - detailed exploration and analysis of the text’s theme, ethical/moral values, genre specific literary terms etc, we will meet the following learning outcomes:
• Explore literary works in detail e.g.:
– understand the explicit and implicit meanings in a text
– identify and situate a text or an extract in the context of a larger work
– respond to the key features of texts such as language, characterization and structure.
• Analyse elements such as theme and the ethical stance or moral values of literary texts e.g.:
– identify the evidence in the text for a particular stance
– consider point of view in different literary genres.
• Understand and make appropriate use of literary terms e.g. imagery, persona, tone, metaphor, irony.
Skills:
Language: Students will acquire the vocabulary appropriate to the analysis of texts; develop the ability to express their ideas clearly; use effective register and style in their commentary; show facility in both written and oral communication.
Close Reading skills: Students will demonstrate details of the text and its features and explain their importance in developing an informed understanding of the links between the text and its context; show detailed critical analysis of texts; use appropriate textual evidence to support their ideas; analyse a short extracts studied in part 4; and to comment on literary features and their effects on the reader; evaluate the ways in which language is used in an extract from a text studied in part 4; show clarity in a well-structured oral communication.
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?
*Research assignment: The significance of genre conventions, historical, social and cultural contexts to our understanding of texts.
Students to read the text in tandem with Brad Philpot’s English Language and Literature for the IB DIP Unit 5.2 p.126 & Unit 6.1 p.138 and make notes on the following:
*Task 1
1. What they know about
· this text,
· author and
· the time period (historical/political setting) and Political situation that may be relevant to 1984?
*Task 2: …. ongoing assignment/assessment
2. Research on Dystopian Literature/genre and answer the following questions.
i. What are the features/conventions of this genre?
ii. annotate/highlight apposite quotations/sections that qualify 1984 as dystopian text/dystopian Literature. Use the four listed characteristics (pg. 138-139), your research findings and some ideas from the following web link.
http://www.readwritethink.org/files/resources/lesson_images/lesson926/DefinitionCharacteristics.pdf
iii. annotate/highlight the techniques the government of 1984 use to maintain power over its people.
NB: The research should be done outside the normal teaching time. Periodic blitzes are necessary in ensuring students are reading and annotating/compiling apposite quotations etc.
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Introduce Part 4- (Critical study) so students understand the content, requirements, assessment etc.
· Texts & skills to be taught
· Assessment (IOC) – Skills tested, structure of the IOC, nature of the guiding questions, time allocated for the different stages e.g. preparation time, the commentary, discussion and subsequent questions etc
· Assessment criteria – share with students the assessment criteria and explain the level descriptors.
Helping students connect 1984 themes to their own lives
Introduction Lesson: Please see lesson 1 in the link below (appendix 1 of this SoW). I think it is an engaging way to introduce some of the concepts in 1984 to the students. http://www.d.umn.edu/~lmillerc/TeachingEnglishHomePage/TeachingUnits/RachaelHolden-WebUnit-units.htm#LessonPlanOne
Alternatively, use Rebecca MacKinnon’s Tedtalk Video: http://www.ted.com/talks/rebecca_mackinnon_let_s_take_back_the_internet.html (tweak to fit 1984 context) to introduce the following concepts: privacy, freedom, censorship, surveillance etc. Follow this up with a discussion on the themes of her talk and their importance, her intentions etc. You could also discuss the following
· What rights (if any) are violated through censorship/surveillance and why are they important?
· What are the other means of surveillance/censorship other than the internet?
· Why would a government/system want to police its citizens’ behavior, activities…?
· Are these issues relevant in the modern society/Singapore? Why?
Development lesson…: Follow-up the introduction lesson by focusing on chapter 1.
Skills through application ~ Listen to the reading of chapter 1 (audio-book Part 1) then focus on the first 40 lines of the text.
Use the extract to provide support/guidance to students on critical reading of content (what) and style (how). Students to annotate their texts as you guide them through the extract/chapter. Pay attention to:
· characters and their presentation
· Introduction of conflict & type of conflict
· Narrative voice
· Tone, Mood & atmosphere Mood/atmosphere: pg. 7-8
· Hate campaign/week pg 11-19, 187 (what happens, audience’s reaction, effects of the campaign on the viewers, manipulation of content etc
· Ideas introduced in the extract
· Form and structure pg.10-11
· Contrast pg 11-13
· Setting, atmosphere and author’s intentions in the opening chapter etc
NB: Give detailed attention to the opening chapter as it rich in content and style.
After close reading of chapter 1, focus on selected extracts or chapters - significant moments in that develop:
_ plot/character development and interaction/treatment of themes/ structure etc
Students should be able to take control and model what and how they are learning in subsequent chapters/extracts. Make use of the audio-visual resources to address the different learning styles.
Please use your discretion in teaching the text. However, concepts and literary terms should be taught in context and using appropriate extracts. For example:
Setting and Irony: Chapter ii (Part 1)- pg 22-23
Character presentation, social metaphor :
· pg 24-25, 52-53
· social class e.g. proles - pg 74-77
· Revolutionaries (Jones, Aaronson, Rutherford), trumped-up
· charges and forced confessions pg 78-80
Foreshadowing, character development (Julia) pg 154-163
Themes: pg 123-132,
Power, class, change 213-217
Motifs: Varicose ulcers, torn poster flapping in the wind,
Narrative Voice/perspective: The text is told in third person perspective. Students need to know first, second and third person narrative perspectives
Language: e.g. War is peace, Ignorance is strength pg 192- 209
PART 1
Use of character to develop plot and inform meaning
Character http://courses.nus.edu.sg/course/ellibst/NarrativeTheory/chapt4.htm
Chap 2: Mr. Parsons’s children – students to identify Orwell’s portrayal of the children and its effects on readers and meaning.