Appendix 3 IB Diploma Programme Course Outlines
The following points should be addressed when preparing course outlines for each IB Diploma
Programme subject to be taught. Please be sure to use IBO nomenclature throughout.
Name of the course:
For example, English A1, HL.
English A1, HL
Course description:
In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the
inclusion of internationalism, the proposed process, and expected assessment. This should be a
summary.
Tates Creek High School Language A1 program will be a rigorous study of multi-cultural literature
including novels, plays, poetry, and nonfiction prose. Students will engage in analysis of text to not
only understand varied writer’s techniques, but to broaden their appreciation of the common human
experience. The focus of the literary study will be development of student critical thinking skills and
development of student abilities to communicate individual thoughts in both written and oral
formats.
Works selected will challenge students both intellectually and ideologically to gain a global
perspective of life. Through a comparative study of many literary genres from authors of various
nationalities and philosophies, students will identify commonalities and differences in theme and
how writing style effects readers. Inquiry based learning will enhance the study of all texts.
Assessment will reflect student levels of understanding and ability to express their interpretation and
response to studied text. Originality will be valued in this course, as well as student application to
the standards of IB assessments in oral commentary, comparative essay, research-based writing and
on demand essay. Emphasis will be upon student interpretation and their ability to support or qualify
their interpretation. Successful candidates will value the artistic merit of the written word and
provide insightful, relevant commentary on any work in the English language.
Topics:
In narrative or outline form, list what you will cover in your course to meet the IB syllabus
requirements. In addition, if IB courses are going to be combined with AP or other curriculums, outlines
should address additional non-IB topics to be covered.
Part One: World Literature (works from translation & listed on PWL)
Theme: Family & Class Structure
3.
Spring Semester – Junior year
Required Works:
1. Tartuffe by Moliere (France) - 1669
genre: play
2. Ghosts by Ibsen (Norway) - 1840
genre: play
Black Rain by Ibuse (Japan) - 1965
genre: novel
Alternative: House of Spirits by Allende (Chile)
genre: novel
Assessments:
1. Comparative paper on 2-3 works (1000-1500 words) externally assessed (10%)
2. See *Note regarding World Literature paper
Part Two: Detailed Study (1-2 Shakespeare works + 2-3 other genres/works on PBL)
Theme: Race Issues
Fall Semester – Senior year
Required Works:
1. Merchant of Venice by Shakespeare (Britain) –1590-1600
genre: play
2. Othello by Shakespeare (Britain) – 1590-1600
genre: play
3. A Testament of Hope:The Essential Writings and Speeches
Of Martin Luther King , Jr. (James Washington, editor) - 1960 genre: non-fiction
4. American Poetry (R. Frost, L. Hughes, W. Whitman, T. S. Eliot)
genre: poetry
Assessment:
1. Individual Oral Commentary
internally assessed
(15%)
15 minute oral commentary of an extracted passage from the works studied.
Part Three: Groups of Works/ One Genre/Novel (must be on PBL)
Theme: Struggle for Individuality
Spring semester – Senior year
Required Works:
1. 1984 by Orwell (Britain) - 1948
2. The Awakening by Chopin (US) - 1890
3. The Color Purple by Walker (US) - 1960
4. The Story of Zahra by Al-shaykh (Lebanon) - 1990 - Possible choice for World Lit paper.
(This novel could be taught junior year so it could be a World Lit paper option. Then reviewed
senior year.)
Assessment:
1. Paper 2/On-demand essay question – May exam (2 hours)
externally assessed
(25%)
Students choose between two genre specific questions or four essay questions of a
general nature
on which at least two of the works in Part 3 must be referenced.
Part Four: Free Choice
Theme: Causes & Effects of War
Fall Semester – Junior year
Required Works:
1. All Quiet on the Western Front by Remarque (France) - 1920 - also choice for World Lit paper
2. Lord of the Flies by Golding (Britain) - 1950
3. The Things They Carried by O’Brien (United States) - 1980
4. Things Fall Apart by Achebe (Nigerian) Assessments:
1. Individual Oral Presentation (10-15 min.)
internally
assessed
(15%)
2. See *Note regarding World Literature paper
assessed
*Note: World Literature paper
(10%)
externally
Prepare Spring of Junior Year
Students prepare the World Literature Paper using any World Literature works from Part 1 and Part
4. The World Literature selection from Part 3 may be taught, time permitting, during junior year so
students have all their World Literature selections from which to choose when accomplishing this
assessment.
Students may choose one of the three following written approaches:
a.
b.
c.
Comparative study of one WL work and one Language A1 work
Imaginative or creative piece of writing based on one WL work or a combination of a WL
work and a Language A1 work
Detailed study based on one of the WL works studied in Part 1, 3 or 4
Final Assessment – Paper 1/On Demand essay ( 2 hours) externally assessed
(25%)
May of senior year
Written commentary based on unseen poetry or text to which techniques of literary criticism can be
applied.
Assessment:
Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB
assessment should be addressed, both internal and external. In addition, examples of non-IB
monitoring should be given, if they are part of the course.
PART 1 – World Literature (works from translation & listed on PWL)
1. Comparative paper on 2-3 works (1000-1500 words) externally assessed (10%)
2. **World Literature paper
externally assessed
(10%)
Prepare Spring of Junior Year
Students prepare the World Literature Paper using any World Literature works from Part 1
and Part
44 of th 4. The World Literature selection from Part 3 may be taught,
time permitting, during the junior year
so year so students will have studied all World
Literature selections from which they may choose when
accompl accompishing this
assessment.
Students may choose one of the three following written approaches:
a. Comparative study of one WL work and one Language A1 work
b. Imaginative or creative piece of writing based on one WL work or a combination of a
WL work and a Language A1 work
c. Detailed study based on one of the WL works studied in Part 1, 3 or 4
PART 2 – Detailed Study (1-2 Shakespeare work + 2-3 genres/works from PBL)
Individual Oral Commentary
internally assessed
(15%)
15 minute oral commentary of an extracted passage from the works studied.
PART 3 – Groups of Works/One Genre/Novel (must be on PBL)
Paper 2/On-demand essay question – May exam (2 hours)
externally assessed (25%)
Students choose between two genre specific questions or four essay questions of a
general nature
on which at least two of the works in Part 3 must be referenced.
PART 4 – Free Choice
1. Individual Oral Presentation (10-15 min.)
assessed
(15%)
2. **See World Literature paper under PART 1
assessed
FINAL ASSESSMENT– Paper 1/On Demand essay ( 2 hours)
(25%)
May of senior year
internally
externally
Written commentary based on unseen poetry or text to which techniques of literary criticism can be
applied.
Resources:
List the books and other resource materials and software that will be used in the course. Information
should include what is currently available as well as what is being ordered.
International Baccalaureate English Secondary Sources
prepared by Tates Creek media specialist – Wanda Jaquith
(A check mark denotes TCHS holding; a circle FCPS Union holding; a square entries from Gale
Literature Resource Center database from the Lexington Public
Library. Other titles are recommended purchases)
Tartuffe Moliere
Bloom’s Modern Critical Views
Approaches to Teaching Moliere’s Tartuffe and Other Plays
{ The McGraw Hill Guide to World Literature
{ Moliere: A Collection of Critical Essays
{ Moliere (Twayne’s World Authors)
‰
Gale Literature Resource Center (Lexington Public Library)
Ghosts
Ibsen
Bloom’s Modern Critical Views
Bloom’s Major Dramatists
{ The Making of Modern Drama: A Study of Buchner, Ibsen, Strindberg, Chechov, Pirandello,
Brecht, Beckett, Handke
{ Reality and Heroic Pattern: The Last Plays of Ibsen, Shakespeare, and Sophocles
{ Ibsen: The Man and His Work
{ Ibsen (Masters of World Literature Series)
{ Ibsen: A Collection of Critical Essays
{ The Modern World: Ten Great Writers
‰
Gale Literature Resource Center (Lexington Public Library)
Black Rain Ibuse
‰
Gale Literature Resource Center (Lexington Public Library)
House of Spirits Allende
Bloom’s Modern Critical Views
Isabel Allende (World Authors Series)
9 Novels for Students
9 Literature and its Times
{
‰
Latin American Writers
Gale Literature Resource Center (Lexington Public Library)
Merchant of Venice Shakespeare
Bloom’s Modern Critical Interpretations
Bloom’s Major Dramatists
9 Shakespeare for Students
9 Literature and its Times
{ Merchant of Venice Notes
{ Twentieth Century Interpretations of The Merchant of Venice
{ The Merchant of Venice (Twayne’s New Critical Introduction to Shakespeare)
{ The Merchant of Venice (Shakespeare for Everyone Series)
‰
Gale Literature Resource Center (Lexington Public Library)
Othello Shakespeare
Bloom’s Modern Critical Interpretations
Bloom’s Major Dramatists
Bloom’s Notes
Approaches to Teaching Shakespeare’s Othello
9 Shakespeare for Students
9 Literature and its Times
{ Shakespearean Tragedy: Hamlet, Othello, King Lear, Macbeth
{ Shakespeare’s Tragic Heroes: Slaves of Passion
{ Understanding Othello: A Student Casebook to Issues, Sources, and Historical Documents
{ Shakespeare’s Tragedies Notes
{ Teaching Othello (Videorecording)
‰
Gale Literature Resource Center (Lexington Public Library)
American Poetry (Frost, Hughes, Whitman, Eliot)
Bloom’s BioCritiques
Bloom’s Major Poets
Approaches to Teaching Whitman’s Leaves of Grass
9 Robert Frost (Twayne’s United States Authors Series)
9 American Writers
9 British Writers
9 Approaches to Teaching Eliot’s Poetry and Plays
9 T. S. Eliot (Twayne’s United States Authors Series)
9 T.S Eliot (Modern Critical Views)
9 T.S. Eliot’s The Wasteland (Modern Critical Interpretations)
{ Robert Frost (Modern Literature Monographs)
{ Robert Frost (Modern Critical Views)
{ Robert Frost: The Critical Reception
{ Robert Frost: A Collection of Critical Essays (Twentieth Century Views)
{ Critical Essays on Robert Frost
{ The Major Themes of Robert Frost
{ Robert Frost: The Trial by Existence
{ Poetry for Students
{ Poetry Criticism: Excerpts from Criticism of the Works of the Most Significant and Widely
Studied Poets of World Literature
{ Dictionary of Literary Biography Documentary Series: An Illustrated Chronicle
African American Poets: Phyllis Wheatley through Melvin B. Tolson
Modern Black Poets: A Collection of Critical Essays
{ Black Poets of the United States
{ Langston Hughes (Twayne’s United States Authors Series)
{ Langston Hughes (Modern Critical Views)
{ The Art and Imagination of Langston Hughes
{ Voices and Visions Program 6 (Videorecording)
{ Critical Approaches to American Literature
{ The Americanness of Walt Whitman
{ American Poetry: The Puritans Through Walt Whitman
{ Walt Whitman (Modern Critical Views)
{ Walt Whitman (Twayne’s United States Authors Series)
{ The Modern World: Ten Great Writers
{ Twentieth Century Interpretations: A Collection of Critical Essays on “The Wasteland”
{ T. S. Eliot (Modern Literature Series)
{ A Student’s Guide to the Selected Poems of T.S. Eliot
{ T.S. Eliot (Modern Critical Views)
‰
Gale Literature Resource Center (Lexington Public Library)
{
{
1984 Orwell
Bloom’s Modern Critical Views
Bloom’s Guides
9 George Orwell and the Origins of 1984
9 British Writers
{ George Orwell’s Nineteen Eighty-Four (Modern Critical Interpretations)
{ On Nineteen Eighty-Four
{ Nineteen Eight-Four: Past, Present, and Future
{ George Orwell: the road to Nineteen Eighty-Four
‰
Gale Literature Resource Center (Lexington Public Library)
The Awakening Chopin
9
9
9
9
9
‰
Kate Chopin (Modern Critical Views)
Kate Chopin’s The Awakening (Bloom’s Notes)
The Awakening: A Novel of Beginnings (Twayne’s Masterwork Studies)
Kate Chopin (Twyane’s American Authors Series)
Approaches to Teaching Chopin’s The Awakening
Gale Literature Resource Center (Lexington Public Library)
The Color Purple Walker
Bloom’s Modern Critical Interpretations
Bloom’s Modern Critical Views
9 Literature and Its Times
{ Alice Walker, Author of The Color Purple
‰
Gale Literature Resource Center (Lexington Public Library)
The Story of Zahara Al-shaykh
‰
Gale Literature Resource Center (Lexington Public Library)
All Quiet on the Western Front Remarque
Bloom’s Modern Critical Interpretations
9 All Quiet on the Western Front: Literary Analysis and Cultural Contest (Twayne’s
Masterwork Studies)
9 Literature and Its Times
‰
Gale Literature Resource Center (Lexington Public Library)
Lord of the Flies Golding
9
9
9
9
Novels for Students
Bloom’s Guide William Golding (Twayne’s English Authors Series)
William Golding’s Lord of the Flies (Bloom’s Notes)
Lord of the Flies Study Guide
{ Lord of the Flies” Fathers and Sons (Twayne’s Masterworks Series)
{ Lord of the Flies (Modern Critical Interpretations)
{ William Golding’s Lord of the Flies: Text, Notes, and Criticism
‰
Gale Literature Resource Center (Lexington Public Library)
The Things They Carried O’Brien
Bloom’s Guide
‰
Gale Literature Resource Center (Lexington Public Library)
Things Fall Apart Achebe
Bloom’s Modern Critical Interpretations
9 Approaches to Teaching Achebe’s Things Fall Apart
9 Novels for Students
9 Literature and its Times
{ Things Fall Apart: A Unit Plan
{ Things Fall Apart, No Longer at Ease: Chinua Achebe Curriculum Unit
{ Things Fall Apart and Related Readings
{ Chinua Achebe (Videorecording)
‰
Gale Literature Resource Center (Lexington Public Library)
The following are holdings of the Tates Creek English Department which can contribute to the
study of selected works or be companion study:
The Awakening Chopin
The Bluest Eye Morrison
Brave New World Huxley
Cry, the Beloved Country Paton
Cyrano de Bergerac Rostand
Death of a Salesman Miller
Dr. Jekyll and Mr. Hyde Stevenson
Approximate # of copies
100
60
120
100
60
100
75
Farewell to Manzanar Wakatsuki & Houston
60
Frankenstein Shelley
75
The Great Gatsby Fitzgerald
150
Hamlet Shakespeare
100
Heart of Darkness Conrad
80
Hiroshima Hersey
10
The House on Mango Street Cisneros
10
The Importance of Being Earnest Wilde
50
Jane Eyre Bronte
The Joy Luck Club Tan
Lord of the Flies Golding
Midsummer Night’s Dream/Merchant of Venice
1984 Orwell
60
Othello Shakespeare
40
The Scarlet Letter Hawthorne
150
A Separate Peace Knowles
40
The Shipping News Proulx
30
Snow Falling on Cedars Guterson
Taming of the Shrew Shakespeare
Their Eyes Were Watching God Hurston
The Things They Carried O’Brien
30
40
120
50
30
60
60
60
**Textbooks:
Prentice Hall Literature – World Masterpieces
100
Prentice Hall Literature – The American Experience
100
Prentice Hall Literature – The English Tradition 100
Elements of Writing, Third Course
100
Elements of Writing, Fifth Course
100
Writer’s Choice, Comp and Grammar/Grade 12
100
Writer’s Inc.
50
Perrine’s Sound and Sense: An Introduction to Poetry
50
**Please note this is a textbook adoption year for the English Department. Purchases will be
determined Spring 2006.
Teaching time:
List all classroom teaching hours for each HL and SL course.
HL/SL course
Teaching hours
English A1 - HL
135 instructional hours per year/ 270 total
instructional hours
(add rows as necessary)
In addition:
For group 1 subjects:
4. Does the course provide adequate preparation in oral and written expression and in analytical and
critical thought?
5. List the works for language A1 and explain how these works reinforce internationalism.
6. Does your list of works reflect the requirements of both “genres” and “periods”, as explained in the
language A1 syllabus and in the prescribed booklist (PBL) for your language A1?
7. Are there adequate materials, particularly in literature, criticism, and literary history?
*Throughout the 2 year study of Language A1 students will engage in activities to strengthen critical
and analytical thinking. Both formal and informal debates will be used to stimulate oral skills
necessary to support an individual’s interpretation of works studied. The Socratic method of
questioning and discussion will be practiced. Students will read and study published critical
analysis. To assist students while reading anticipation guides, literary circles, journaling and oral
presentations will used. The Kentucky Writing Assessment all students must satisfy includes a
component of analytic and technical writing in which students broaden literary analysis skills.
*Internationalism is supported through the selection of works selected representing 5 different
cultures and 7 different countries. Consideration of the make up of our school population led to the
inclusion of an Arab and Asian piece. Inclusion of African-American works- the writings of
Marthin Luther King, Jr. and Alice Walker’sThe Color Purple - are also important to represent a
portion of our school population.
*The following summary of works selected shows that the criteria of “genres” and “periods” was
met:
Genres: novels – 9
plays – 4
poetry – 1
nonfiction – 1
(Total=15)
Authors:
male – 12
female – 3
Cultures: North America – 5
Europe – 7 (Norway, France, Britain)
Japan – 1
Lebanon – 1
Africa – 1
Period:
(Total=15)
(Total=15)
pre 1800s – 3
1800s – 2
poetry works 1800-1960 - 1
1900s – 9
(Total=15)
*The Resource List section is extensive and would support the study of each text. Additional access
to the Public Library databases from our school further expands our resources.