Second Semester Syllabus

IB HL 1 Literature
Part 1 - Works in Translation
Ms. Flynn, jflynn@las.ch, +4179-476-6784, flynnliterature.weebly.com
IB Course Aims
This semester the class takes on a different portion of the IB curriculum. It is called Part 1 and it is a literary study of artistic works originally
published in a language other than English. Through active and close readings of the texts, students learn to better appreciate the different
perspectives of people from other cultures and to consider the role that culture plays in making sense of literary works in more sophisticated
ways. Part 1 studies aim to deepen students understanding of works as being products of a time and place. Artistic, philosophical, sociological,
historical and biographical considerations, along with critical lens perspectives, will enhance appreciation for the diverse works and the
important authors.
IB Course Objectives
IB HL 1 students focus on analysis and commentary to:
understand the content and qualities of the works as literary expressions
respond independently to the works by connecting the individual and cultural experiences of the readers with the text and author
recognize the role played by cultural and contextual elements in literary works
In this class students are wholeheartedly invited to enthusiastically participate in class exercises and explore self-identified need and interestbased learning initiatives. Students are also expected to:
understand the IB program aims, objectives, and assessment expectations
identify and develop the abilities to fully represent IB and LAS student profile characteristics
strengthen and use critical thinking, viewing, and academic writing skills to synthesize information
form and express their own unique ideas in effective ways for specific purposes and audiences
develop and practice academically sophisticated writing process habits and skills
demonstrate understanding and learning by successfully completing objective-based and data-informed formative and
summative assessments
Assessments

IB tasks and assessments consists of a 4-stage process. Read more about these at the end of this syllabus.
1. Stage 1-The interactive orals (x3)
2. Stage 2-Reflective Response (x3)
3. Stage 3-Supervised Writing (x3)
4. Stage 4-Written Assignment (x1)
In this class students can demonstrate learning in different ways using specific scoring criteria. Formative assessments include oral, written,
project, and task checks for understanding. These may include journal, annotation, reading and writing checks/quizzes, discussion
contributions, and activity/exercise participation, and assignment completion. Summative assessments may include projects, presentations,
tests, and the semester final exam.
Reading expectations
Students will read and annotate literary texts and reference materials, including chapter 2 in English Literature for the IB Diploma. While
students will work in groups to discuss and present text responses, they may self-select to read by themselves, in small groups, or with a
partner. They will use active and close read strategies and participate in an array of learning and language based activities including specific
literary discussions, dramatic enactments, artistic endeavors, research, oral presentations, and formal academic writing assignments.
Supplemental materials are assigned to augment understanding and appreciation the works in context. Reading assignments may be
completed during or outside of class.
Writing expectations
Students will write prolifically and routinely to annotate, record, analyze, evaluate, inquire, and create:
Close reading annotations
Response journals and story notes
Personal notes and self-generated inquiries into aspects of interest related to the works
Writing process and skill activities and mock assessments
Reflective statements of 300-400 words
Supervised in-class writing
Part 1 Written Assignment Essay-a 1,200-1,500 word formal essay with text references and integrated quotes that are properly
cited and noted
Research Expectations
Students use standard research practices and formats (MLA) to pursue interests and enhance their in-depth knowledge and understanding of

the works, authors, and artistic, philosophical, sociological, historical and biographical and cultural contexts of the works. Students will
understand and avoid paraphrasing and plagiarizing. They will create source citations and Works Cited pages. Students should apply learning
to and from other classes, including CORE and TOK, to support research and development of critical thinking ideas.
Speaking and Listening Expectations
Students actively participate in class activities and discussions in consistent and appropriate ways. They study and prepare materials in order
to practice the academic speaking skills required for IB. Students listen to others in order to increase knowledge and understanding of topics
and to develop awareness of cultural and contextual perspectives. Students self-advocate for their educational needs.
Calendar Overview: See the website calendar for details
January-February-Marking period 4 ends February 8, 2016
Semester overview
Part 4 IB Assessment: IOP presentations, viewings, and reflections
Part 1 Course Introduction
Learning goal 1 development/evaluation based on core concepts and competencies and IB profile traits
Language and literature analysis skill building
Writing process and content skill building practice and evaluation
Work 1 study unit: WE by Yevgeny Zamyatin
February-March-Marking period 5 ends March 14, 2016
Learning goal 2 development/evaluation based on core concepts and competencies and IB profile traits
Language and literature analysis skill building continues
Writing process and content skill building continues
Work 2 study unit: Medea by Euripides
April-May
Learning goal 3 development/evaluation based on core concepts and competencies and IB profile traits
Language and literature analysis skill building
Work 3 study unit: The Visit by Friedrich Drrenmatt (HL only)
Last day of classes: May 19

-----------------------------------------------------------------------------------------------Additional Part 1 information adapted from the IB Language A: Literature guide

Stage 1: Interactive oral discussions are at least 30 minutes: focused class discussion with all student and teacher; each student initiates part
of the discussion in al least one of the interactive orals for one work. Discussions must address these considerations:

In what ways do time and place matter to this work for analytical purposes?
What was easy to understand and what was difficult in relation to social and cultural context and issues?
What connections did you find between issues in the work and your own culture(s) and experience?

Stage 2: The reflective statement is short writing that should be completed individually ASAP following interactive oral presentations. Students
must address how their understanding of cultural and contextual considerations of the work developed as the result of the interactive oral.
Students complete one reflective statement for each work studied. One reflective statement is evaluated by IB.

Requirement: 300-400 words/assessed on first 400 words with text references and quotations

Stage 3: Supervised Writing-is intended as a springboard to elicit ideas from the student. From these ideas the
student develops a topic and the final Written Assignment essay. The ultimate goal of this stage of the process is to help students
to produce good essays with appropriate topics. Students are required to respond to each of the works studied in a written exercise undertaken
during class time. The recommended time for each piece of writing is 4050 minutes and the writing must be in continuous prose. At the end of
the lesson the writing must be handed to the teacher and an unedited copy kept on file until the end of the examination session.

Requirements: In class, with supervision, student write analytical responses based on props about the specific works.

Stage 4: Production of the essay

Each student is required to produce an essay of 1,2001,500 words in length on a literary aspect of one work. The essay is developed from
one of the pieces of supervised writing completed in class, with the guidance of the teacher. After receiving feedback on the first draft, the
student must complete the written assignment without further assistance.

 Note: The assignment must be the independent work of the student, and both the student and supervising teacher must
authenticate the assignment as such. Formal requirements Length 1,2001,500 words. If the limit is exceeded, assessment will be
based on the first 1,500 words. Submission The final essay is submitted for assessment along with the relevant reflective statement.
The essay should be a well-presented, formal piece of work. Assessment The final essay is awarded a mark out of 22 using
assessment criteria B, C, D and E. Administration The relevant reflective statement must be submitted with the final essay
The role of the teacher
Provide guidance on the development of the essay topic.
Discuss the connections between the supervised writing and the essay.
Ensure that the topic is suitable to the length and the focus of the task.
Read the first draft of the essay and provide feedback to the student. This may take the form of a conversation
and/or a written response on a piece of paper separate from the draft essay.