I.B.English 2 Course Notes
2013-2014
I.B.English 2 Language A will act to make your transition into 11th grade English that much
easier. That course is considered a college-level course and like it, we will read a variety of
works by authors who represent different time periods, cultures and genres. These works
include novels, plays and short stories. You will be expected to comprehend, analyze,
interpret, compare and contrast these work. Evidence of your learning will be demonstrated
through your performance on written tasks, oral presentations, discussions and
quizzes/tests.
This year’s book list--The Old Man and the Sea
A Lesson Before Dying
Fences
The Death of a Salesman
In the Time of the Butterflies
The Catcher in the Rye
Of Mice and Men
The Pearl
The Chocolate War
Copper Sun
The Color of Water
The Secret Life of Bees
The Brave
The Tragedy of
Julius Caesar
Ernest Hemingway
Ernest Gaines, Jr.
August Wilson
Arthur Miller
Julia Alvarez
J.D.Salinger
John Steinbeck
John Steinbeck
Robert Cormier
Sharon Draper
James McBride
Sue Monk Kidd
Robert Lipsyte
William Shakespeare
In addition to reading and studying these works, we will engage in vocabulary study and
electronic research. Each student will work with grammar on a personal level through their
papers and RR journals.
It is our belief that every student here at Obama eventually wish to pursue their IB Diploma
in their senior year.
This course is meant to bridge the gap between PSP English and IB English 3.
International Baccalaureate English 2
The Old Man and The Sea
Ernest Hemingway
Readers Response Journal (RRJ) Assignments
1. As you are reading the novella, provide thorough descriptors of each of the main
characters: Santiago and Manolin. Your descriptions must include information
concerning their behavior, attitudes and motivations for their actions, and your
perceptions of their appearances. This entry should reflect the changing
circumstances of the plot and of the characters, which means you need to express
your observation throughout the novella, from beginning through conclusion. You
may do this in paragraph or chart forms.
2. Although in the early stages of the novella, the plot concerns the old man, the boy
and exposition about the ‘luck’ the old man has had, it quickly becomes apparent
that nature –the sea, fish of all shapes and sizes---play a large part in the story.
Explain the importance/relevance of the sea and the creatures described.
3. List and thoroughly explain at least 10 symbols used in this novella. It is
suggested that you use this format:
The vast blue sea of the Caribbean is symbolic of the length of life OR
The vast blue sea is symbolic of how far the Old Man—or any one of us—has to
go to achieve his goals
RRJ Essay Assignments
4.
Choose a theme that Hemingway presents in this novella such as belief in one’s
self against all odds—or against the doubt of others…and then write a 1-2 page
essay to explain how the theme is used in The Old Man and The Sea. (You do not
have to use this particular theme. There are many others)
5. Santiago is considered by many readers to be a tragic hero, in that his greatest
strength—his pride—leads to his eventual downfall. Discuss the role of pride in
Santiago’s plight. Do you feel that pride is a positive or negative? Does it work
for or against Santiago? (1 page response)
6. Santiago says, “A man can be defeated but not destroyed.” At the end of the
novella, do you feel that Santiago has been destroyed? Discuss your reasoning. (1
page response)
7. From your perspective, was Santiago wise to try to bring in such a large fish?
Would you have done it? Once he had it and was “under attack”, was he wise to
keep moving forward with his plan? Detail your answer. (1 page response)
IB English 2
The Old Man and the Sea
Ernest Hemingway
Project Assignments
Each student must prepare and present to the class a project related to the study of
Hemingway and his novella, The Old Man and the Sea.
Each presentation should be from three to five minutes in length and must be accompanied
by notes and if research-based, a works cited page.
Your grade will be determined by the content, accuracy and delivery of the presentations.
Rubrics will be provided in class.
Please select two possible projects you are interested in presenting:
Creative Construction:
1. Hemingway used this novella to illustrate man’s struggle to succeed in a world
where seemingly everything is thrust against him. In fact, the book serves to
reinforce the idea that man can and does overcome the struggles which are inherent
in life. With this in mind, construct a collage that illustrates roadblocks that are
evident in the lives of all Americans today. Explain these roadblocks and what
people must go through to survive…and succeed.
2. Construct small models of the old man’s skiff, the town, his living quarters. Attach
these models to a large piece of cardboard. Discuss each with the class and explain
their significance.
3. Create a poster, model, shadowbox, etc., depicting the setting for this drama. The
greater detail that you provide, the better. Discuss with the class.
4. Create an advertising poster and program for the movie presentation of the novella,
aimed at a 1950’s audience.
5. Create a collage of the many symbols in the novella. Label them and then explain to
the class.
Creative Writing
6. Create a diary with entries spanning the period in which Santiago is on the boat as if
you are on the boat, as well. Be descriptive about everything—the sea, the sea life,
the marlin, the sharks, and the old man. Talk about your own perceptions. You need
a minimum of ten entries.
Research
7. Provide some background about the fishing industry, Cuba and the Caribbean Sea. In
particular, focus on the lives of small time fishermen, who rely on fishing to survive.
Discuss who the consumers of this business were, as well as the hardships and the
successes of fishermen.
8. Construct a timeline of Hemingway’s life. Highlight events that were noteworthy in
his life.
9. Construct a timeline of Santiago’s appearance in the book. From the moment he
appears to the very end of the novella, make note of major events.
10. Hemingway’s novella very much deals with rising above the struggles and
hardships of the world. Select several current songs which concern the same issue.
Provide the lyrics in written form to all class members, play the songs, provide an
analysis of them and conduct a discussion concerning them. (Be absolutely certain
that the lyrics are appropriate for use in a classroom. You know what I mean)
Performance
11. Dressed in appropriate costume, assume the persona of Santiago or Manolin and
deliver a monologue concerning your life, concerns, dreams, plans, regrets, etc. You
may videotape this at home, then play it for the class.
12. In costume, assume the persona of Ernest Hemingway and make a presentation in
which you explain your reasons for writing the novella, especially in light of the critic
who continually rip your work.
Of Mice and Men
Journal entries---complete after each chapter
1) After chapter 1, you already have a good glimpse of what life is like for many
workers.. Describe George and Lenny at this point. What are their characteristics?
Describe the nature of their friendship. What kind of work do these men do, and
what are they running from in Weed?
2) George and Lennie have new jobs at the ranch. Describe the bunkhouse---and give
detail. Describe the characters we met in the bunkhouse, as well. What types of
individuals are they? Are they the kinds of people that you can befriend, or is there
reason to worry? Explain.
3) Chapter 3 actually has various different prompts. Here, we need your thoughts on
the following:
--discuss what you learn about how George and Lennie first got together. What is
the background of their relationship?
--discuss what we learn about Candy and his dog. What kind of people would push
the old man in this area? Why do you think Candy allows it to happen? How might
this all act as foreshadowing for the close for the book?
--Describe what we learn about Lennie’s strength in this chapter.
4) Chapter 4 is the chapter that gives us insight into a few of the characters. What do
you learn about racism in this chapter…and how? Why does Crooks allow himself to
be separated? And when Crooks finally feels empowered, why does he allow the girl
to knock him down again. Your opinions and thoughts are important here.
5) Provide your thoughts about the girl. What do you think about her? What role is she
playing here? How do the men look at her? What do you feel she is trying to
accomplish?
6) At the end of chapter 5, we have now been treated to some incredible events. What
did we learn about the girl in this chapter---what clarification did we get? Why did
Lennie react the way he did?
7) (Essay) Discuss the following themes in the story:
-friendship
-loneliness
-hopelessness
-poverty
8) (Essay) Do you think George’s actions in the final chapter were right or wrong.
Explain your answer thoroughly.
Projects for Of Mice and Men (choose 1)
Research: 1) Research the life and writings of John Steinbeck. What were his common
themes? What types of characters did he bring to life? Why? Discuss his life and work, as
well.
Artistic 2) Build a collage that incorporates the themes evident in the story. Label your
pictures, as well.
3) Build a artistic representation of the ranch/bunkhouse
4) Provide portraits of any of the main characters
Multi-media:
5) Provide a power point that mixes pictures and narration of California life on
ranches and farms in the 1920’s and 30’s. Pictures can include workers and ranches/farms,
as well. Can also be done via movie maker.
Script: 6) Develop a mini-play that would fit into the story at some point. Develop
dialogue. Provide stage dir