IB SUMMER READING / ENGLISH 12 IB / IB Language A: Literature
E-Mail: faith.mcvey@bsd.k12.de.us
2014-15
Congratulations to all of you who have chosen the IB challenge. You are almost there. The
following required readings will not only give you a jump on senior year but will also be pleasurable. So
get out the beach chair and umbrella, bring Post-it notes and colored pens, sit by the ocean, and read,
read, read.
The required summer readings are Chronicle of a Death Foretold by Colombian author Gabriel
Garcia Marquez, The Stranger by French author Albert Camus, AND Persepolis: The Story of a
Childhood by Iranian author Marjane Satrapi. These books, with cultural settings in Latin
America/Colombia, North Africa/Algeria, and the Middle East/Iran, are from Part I of the syllabus,
satisfying the criteria prescribed by IB for translated works. Since journaling is a vital component in
critically analyzing and responding to a text, you will be required to write critical analysis journals for
Chronicle of a Death Foretold and The Stranger. With regard to Persepolis, in which critical analysis
journals will be given during the school year, you will have a reading check test and will be expected, as
with all books, to take detailed notes as you read by using sticky/Post-it notes. I will check this. You can
also expect reading check tests on Chronicle and The Stranger in addition to future critical analysis
journals and essays to prepare you for the written assignment externally assessed by IB. The attached
rubrics directly correlate with IB exam assessment criteria.
VERY IMPORTANT: In addition to reading the three works from Part I of the attached IB
Diploma Programme Language A: Literature syllabus, I strongly encourage you to do a first reading of
the Part III novels. Again, annotate as you read so that you are interacting with the text by doing close
reading. Your senior year is intense and demanding; thus, doing a careful first reading of the texts will
benefit you greatly and prepare you for your second reading during our in-class study where we go in
more depth, analyzing the subtleties of the works. Since we approach the works from a critical
perspective, you will be ahead of the game by knowing the plot of the novels. Your IB Paper 2 exam in
May is based on these four works, so you MUST know them well.
Journal Summer Reading Requirements: (1) Keep a separate journal for each text. (2) Type and save
your journals on your computer in two SEPARATE files, one per book; (3) Submit each journal to turnitin.
Note: I will provide turnitin info the first week of school; (4) BEFORE CLASS and in order for the
assignments to be considered ON TIME, each book journal packet must be printed out, stapled, and
organized as follows: Top to bottom—




The journal assignment and rubric (attached)
Turnitin Receipt (only the 1st page or email confirmation)—Put your name & class on this
Type your name, date, and class on the first page of the first journal of each journal packet
Follow the directions for each journal
Journals will be collected at the beginning of class on the Tuesday after Labor Day, September 2,
2014. THE SHORT TURNITIN RECEIPT MUST BE STAPLED TO THE TOP OF EACH BOOK
JOURNAL. No extensions will be granted. When you come to class, everything must be assembled and
stapled so that all you have to do is give it to me. If you have any questions over the summer, I can be
reached at faith.mcvey@bsd.k12.de.us. WORDS OF ADVICE: DO NOT PROCRASTINATE. You must
know the works thoroughly and completely to strut your stuff.
Finally, each journal is your personal critical commentary of the works we will read and a wonderful
resource to study literature in greater depth. Thus, analytical journals will help you prepare for tests,
essays, the world literature assignment, and the IB final exams. Your ideas, opinions, comments, etc.,
will be the foundation for our in-class discussions and, in particular, our interactive orals. Be prepared to
share your flashes of brilliance. I look forward to hearing from you. 
*Attachments: (1) Journal Assignments; (2) Rubrics for grading in accordance with IB external
assessment criteria; (3) IB syllabus
Name:________________________
Period:________________
IB SUMMER READING ASSIGNMENT – CLASS OF 2014 – F. McVey - (CCRL 1, 2, 3, 4, 5, 6; CCWS
1; CCLS 1, 2) – STAPLE THIS SHEET TO THE TOP OF YOUR JOURNAL PACKET.
CHRONICLE OF A DEATH FORETOLD BY GABRIEL GARCIA MARQUEZ
Please read Chronicle of a Death Foretold and take notes as you read. You will need to highlight
and make marginal notes. Upon completion of your reading, do the following critical analysis
journals. Note: It is important and required that you include quotes, page numbers, and analysis
for each entry. You must work on your journals independently (no collaboration) as you are
preparing for future IB external assessments where you are expected to demonstrate knowledge
& understanding by making valid interpretations that show original thought based on text
evidence, subtleties within the text, and the author's use of language, structure, techniques, and
style to create meaning. Journals must be typed and submitted to turnitin.
Journals are due: Tues., 9/2/14
UNIT EQ: HOW DOES MARQUEZ’S USE OF LITERARY ELEMENTS/NOVEL CONVENTIONS,
NARRATIVE TECHNIQUES, AND STYLE CREATE SOCIAL COMMENTARY AND MEANING? (CCRL
1, 2, 3, 4, 5, 6; CCWS 1; CCLS 1, 2)
--JOURNAL EQ: How does Marquez’s use of characterization create theme and/or meaning in the
text?
1. 2-column chart: Significant Quotes: Keep a list of 10 quotes that you find significant. These
quotes should capture the essence of theme/meaning and must span the entire text. The first
column should contain the quote and page number (cited using MLA format). The second
column should be your analysis of what the quote means and an explanation of its significance in
connection to the work’s theme or its contribution in creating some kind of meaning about such
novel conventions as character, plot, conflict, context, etc. You should also comment on the
author’s use of narrative techniques & style to convey meaning.
2. 3-column chart: Character Analysis: (1) Dissect the following characters: Santiago Nasar,
Bayardo San Roman, Victoria Guzman, Angela Vicario, the twin Vicario brothers (as one
character), Pura Vicario. Analyze how Marquez presents them and how they evolve/develop
through the text. Keep character motivation in mind. In column 1, identify at least 4+ character
traits for each character. In column 2, give a quote and scene for each trait where the character
displays the trait. In column 3, analyze the quote and example. You should keep in mind the
author’s use of characterization as a device to create meaning: what the character says, what he
thinks, what he does, what other characters say about him, what motivates behavior, and what
the results are of his actions. (2) At the end of each character dissection, do a summary of the
character where you determine the character’s role and function/purpose in the novel.
3. 2-column chart: Minor Characters Study: Identify the following minor characters: Clothilde
Armenta, Xius, Maria Cervantes, Divina Flor, Flora Miguel, Prudencia Cotes, the Bishop, Father
Amador, and the Narrator. In column 1, put the character name and his/her role &
function/purpose in the story. In column 2, put a quote that captures the essence of the
character.
Please note: We will be building on this assignment during our study of this novel, and you will be doing
additional critical analysis journals.
Name:_____________________________
Period:_________
IB SUMMER READING ASSIGNMENT – CLASS OF 2014 - F. MCVEY - (CCRL 1, 2, 3, 4, 5, 6; CCWS
1; CCLS 1, 2) STAPLE THIS SHEET TO THE TOP OF YOUR JOURNAL PACKET
The Stranger by Albert Camus
Please read The Stranger and take notes as you read. You will need to highlight and make
marginal notes. Upon completion of your reading, do the following critical analysis journals.
Note: It is important and required that you include quotes, page numbers, and analysis for each
entry. You must work on your journals independently as you are preparing for future IB external
assessments where you are expected to make valid interpretations that show original thought but
are based on text evidence, subtleties within the text, and the author's use of language, structure,
techniques, and style to create meaning. Journals must be typed and submitted to turnitin.
Journals are due: Tues., 9/2/14
UNIT EQ: HOW DOES CAMUS’ USE OF LITERARY AND NARRATIVE TECHNIQUES CREATE
THEME/MEANING IN HIS WORK? (CCRL 1, 2, 3, 4, 5, 6; CCWS 1; CCLS 1, 2)
--JOURNAL EQ: How does Camus’ use of characterization accentuate his theme and purpose for
writing the novel?
1. 2-column chart: Significant Quotes: Keep a list of 10 quotes that you find significant. These
quotes should capture the essence of theme/meaning and must span the entire text. The first
column should contain the quote and page number (cited using MLA format). The second
column should be your analysis of what the quote means and an explanation of its significance in
connection to the work’s theme or in creating some kind of meaning about character, plot,
conflict, context, etc. You should also comment on the author’s use of narrative techniques &
style to convey meaning.
2. 3-column chart: Character Analysis: (1) Dissect the character of Meursault as presented in Part I
of the novel. You must have a minimum of 5 character traits. In column 1, state the trait. In
column 2, give a quote and scene for the trait where Meursault displays it. In column 3, analyze
the quote and example. You should keep in mind the author’s use of characterization as a device
to create meaning. You should look carefully at AND comment on Camus’ style and use of
narrative devices to convey Meursault’s character. (2) Please do close reading in order to make
valid interpretations. After reading the entire book, write a summary paragraph as to whether or
not you think Meursault has changed by the end of Part II. In your response, consider why Camus
divided this novel into two (2) distinct parts. Since this paragraph is an argument (persuasive in
nature), you must include specific quotes/examples from the text to support your assertion.
3. 3-column chart: Secondary Character Analysis of Camus’ use and purpose of foil and parallel
characters: Analyze the role and function/purpose of the following secondary characters: Perez,
Marie, Raymond, Salamano & his dog, the woman in Celeste’s, the Examining Magistrate, the
Chaplin. In column 1, state the character and his role. In column 2, give a quote and scene that
captures the essence of the character. In column 3, explain how the character may be a foil to
Meursault, a parallel to Meursault, or both a foil & parallel character to Meursault.
Foil Characters: contrasting characters; the writer helps us understand one character by creating
another character with contrasting qualities. (These include both major and minor characters where you
can mix and match.)
Parallel Characters: similar characters; the writer helps us appreciate the relationships between and
functions of characters by creating other characters with parallel or similar qualities.
IB SYLLABUS
2013-2015
M. Weiner / F. McVey
SYLLABUS FOR 2013-15 IB LANGUAGE A: LITERATURE PROGRAM
Part I – Works in Translation - 12th gr.
Chronicle of a Death Foretold, Gabriel Garcia Marquez – Latin America - 20thC – 18 hours
Persepolis: The Story of a Childhood, Marjane Satrapi – Middle East – 21stC – 15 hours
The Stranger, Albert Camus – Europe - 20thC – 15 hours
Part II – Detailed Study - 11th gr.
The Taming of the Shrew, William Shakespeare - United Kingdom - 17thC – 20 hours
Poetry – John Keats – United Kingdom – 19thC - 18 hours
The Scarlet Letter, Nathaniel Hawthorne – North America, US – 19thC – 25 hours
Part III – Groups of Works - 12th gr.
The Great Gatsby, F. Scott Fitzgerald – North America, US – 20thC – 20 hours
The Handmaid’s Tale, Margaret Atwood – North America, Canada – 20thC – 22 hours
Their Eyes Were Watching God, Zora Neale Hurston – North America, US – 20thC - 20 hours
Things Fall Apart, Chinua Achebe - North America/Africa – 20thC - 20 hours
Part IV – School’s Free Choice - 11th gr.
Poetry –Emily Dickinson, Robert Frost, E. E. Cummings – North America - 19th-20thC – 25
hours
The Crucible, Arthur Miller – North America, US - 20thC - 12 hours
I Know Why the Caged Bird Sings, Maya Angelou – North America, US – 20thC – 28 hours
IB GRADING RUBRIC / Chronicle / F. MCVEY
Criteria
A. Knowledge
&
Understanding
-Supports
-Analysis
**Cudos for
showing an
appreciation of
author’s choices
re narrative
techniques &
style
5
Demonstrates
excellent
knowledge and
understanding
of the work,
using relevant
quotes,
examples, and
appropriate
analysis for
support.
B.
Interpretation
of text in
response to
journal
prompts
-Supports &
quotes
-Analysis that
goes beyond the
obvious
-Original thought
& insight
-Drawing
conclusions
-Analysis must
include
comments about
literary/novel
conventions that
create meaning
C.
Organization
&
Development
- organized &
developed
commentary
response
-adherence to
journal
directions
D. Formal use
of language
(Grammar
and
Mechanics)
Name:_______________________
4
3
Class Period:_______
2
1
Demonstrates
good
knowledge
and
understanding
of the work,
using quotes,
examples,
and analysis
for support
Demonstrates
some
knowledge
and
understanding,
using some
supports from
the text.
Demonstrates
little
understanding
with few supports
and analysis.
Some
misinterpretations.
Ideas lack
development.
Demonstrates no
knowledge of text
with no supports
or analysis. Little
development of
ideas.
Demonstrates
perceptive
understanding
and insight
through
analysis and
valid
interpretation.
Demonstrates
original
thought.
Provides
quotes &
examples as
support.
Insightful
comments on
novel
conventions &
author's use of
language &
technique.
Demonstrates
understanding
through
analysis.
Some original
thought. Uses
quotes and
examples for
support.
Comments on
author's use of
language &
technique.
Demonstrates
some insight but
needs greater
depth in
thought. Uses
some quotes &
examples.
Few comments
on author's use
of language &
technique.
Demonstrates plot
understanding but a
limited view on
meaning. Little
original thought.
Some quotes &
examples.
Demonstrates no
insight. Several
misinterpretations.
No supports.
Demonstrates
purposeful
and effective
structure for
each journal
response.
Provides
relevant text
support.
Follows
journal
instructions.
Demonstrates
a plan for
critical
analysis.
Good text
support.
Follows
directions.
Demonstrates
some
organization
but purpose
not as clearly
evident as first
two criteria.
Some text
support.
Follows
directions.
Demonstrates a
somewhat
disorganized,
presentation,
resulting in lack of
clarity & purpose.
Demonstrates no
evident plan or
structure to
journal
responses. Does
not follow
directions.
Appropriate,
sophisticated,
and varied word
choice; complete
and varied
sentence
structures.
Clearly proofread
with no errors in
spelling,
grammar, or
punctuation.
Good word
choice and
sentence
structures.
Proofread with
minimal errors in
spelling,
grammar, or
punctuation.
Word choice and
sentence
structures are
adequate to
convey meaning.
Some
proofreading
errors in spelling,
grammar, &
mechanics.
Inappropriate
word choice;
several sentence
structure errors.
Proofreading is
inadequate.
Little to no
evidence of
proofreading with
many lapses in
grammar,
mechanics, and
style.
IB GRADING RUBRIC/ The Stranger / F. MCVEY
Criteria
A. Knowledge
&
Understanding
-Supports
-Analysis
**Cudos for
showing an
appreciation of
author’s choices
re narrative
techniques &
style
5
Demonstrates
excellent
knowledge and
understanding
of the work,
using relevant
quotes,
examples, and
appropriate
analysis for
support.
B.
Interpretation
of text in
response to
journal
prompts
-Supports &
quotes
-Analysis that
goes beyond the
obvious
-Original thought
& insight
-Drawing
conclusions
-Analysis must
include
comments about
literary/novel
conventions that
create meaning
C.
Organization
&
Development
- organized &
developed
commentary
response
-adherence to
journal
directions
D. Formal use
of language
(Grammar
and
Mechanics)
4
Name:_______________________
3
Class Period:_______
2
1
Demonstrates
good
knowledge
and
understanding
of the work,
using quotes,
examples,
and analysis
for support
Demonstrates
some
knowledge
and
understanding,
using some
supports from
the text.
Demonstrates
little
understanding
with few supports
and analysis.
Some
misinterpretations.
Ideas lack
development.
Demonstrates no
knowledge of text
with no supports
or analysis. Little
development of
ideas.
Demonstrates
perceptive
understanding
and insight
through
analysis and
valid
interpretation.
Demonstrates
original
thought.
Provides
quotes &
examples as
support.
Insightful
comments on
novel
conventions &
author's use of
language &
technique.
Demonstrates
understanding
through
analysis.
Some original
thought. Uses
quotes and
examples for
support.
Comments on
author's use of
language &
technique.
Demonstrates
some insight but
needs greater
depth in
thought. Uses
some quotes &
examples.
Few comments
on author's use
of language &
technique.
Demonstrates plot
understanding but a
limited view on
meaning. Little
original thought.
Some quotes &
examples.
Demonstrates no
insight. Several
misinterpretations.
No supports.
Demonstrates
purposeful
and effective
structure for
each journal
response.
Provides
relevant text
support.
Follows
journal
instructions.
Demonstrates
a plan for
critical
analysis.
Good text
support.
Follows
directions.
Demonstrates
some
organization
but purpose
not as clearly
evident as first
two criteria.
Some text
support.
Follows
directions.
Demonstrates a
somewhat
disorganized,
presentation,
resulting in lack of
clarity & purpose.
Demonstrates no
evident plan or
structure to
journal
responses. Does
not follow
directions.
Appropriate,
sophisticated,
and varied word
choice; complete
and varied
sentence
structures.
Clearly proofread
with no errors in
spelling,
grammar, or
punctuation.
Good word
choice and
sentence
structures.
Proofread with
minimal errors in
spelling,
grammar, or
punctuation.
Word choice and
sentence
structures are
adequate to
convey meaning.
Some
proofreading
errors in spelling,
grammar, &
mechanics.
Inappropriate
word choice;
several sentence
structure errors.
Proofreading is
inadequate.
Little to no
evidence of
proofreading with
many lapses in
grammar,
mechanics, and
style.