IB SL Literature and Performance 1
3 Credit Hours
Room E114
Mr. Ferris
Contact information: 612-668-9196 or Daniel.ferris@mpls.k12.mn.us
Course
Description/Purpose
This course is an interdisciplinary synthesis of literature and theatre.
It incorporates essential elements of literature and performance and
aims to explore the dynamic relationship between the two. The
purpose of the course is to explore the dynamic interaction between
conventional literary emphasis on close reading, critical writing and
discussion and the practical, aesthetic and symbolic elements of
performance. In this exciting, creative process, text is viewed from
different angles in a way that goes beyond what is characteristic of
either literary or theater studies as single disciplines.
Course Goals/Learning Objectives
Texts
Prerequisites/Technology Use
* Equip students with the skills to explore critically and
imaginatively, a range of literary texts
* Impart to students an understanding of the principles
and practices of the theater
* Develop in students the ability to articulate their
responses to literature and the theatre in a variety of ways
* Expose students to a range of performance skills
* Broaden the perspectives of students through the
exploration of texts from diverse cultures, periods and
genres
* Foster a personal and passionate engagement with
literature and the theatre, and by doing so, guide students
towards a better understanding of themselves and the
world
*Provide students with a chance to create original theater
productions
The poems of Gwendolyn Brooks and Pablo Neruda,
Hamlet, Great Gatsby, Fences, The Bald Soprano, Love
Medicine, various short stories and one-act plays, and
excerpts from various theater publications
The prerequisites include successful completion of 11 th
grade IB or AP classes in English or Theater. The
recommendation of an English 11 teacher will also be
considered. Students will be using computers on a
regular basis for word processing and creative purposes.
Laptops, I Pads, and other “reading” electronics are
welcome if used appropriately. NO CELL PHONES. All
district and school technological rules apply.
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Assessments and Assignments
Since this is an IB course, there are components that are directed by IB guidelines. However, there will be other
requirements that will meet the need of the state, district and Southwest. Even though there will be independent IB
assessments, the scores will not factor into the class grade. In addition to IB requirements, the majority of the
assessments will pertain to the class and Southwest.
Literature and Performance is constructed around three strands.
• Literary analysis and interpretation
• Explorations of the performance potential of texts
• Realization of text in performance
The assessments in all 3 strands will consist of presentations demonstrating knowledge of literary and theater
terms, reflection papers, theatrical presentations, class discussion and several quizzes.
Part 1: Critical study of literary texts (Sept.-Dec.)
• A range of literary texts are studied-starting off with various multicultural short stories (Sept).
• Students develop the skills to identify meaning and make viable interpretations.
• Students analyze the effect of literary features in the poetry of Gwendolyn Brooks and Pablo Neruda(Oct. Also,
various texts will be read to provide a basis for theater terminology.
• Students write and speak appropriately about literature. The Great Gatsby (Nov.) will be used as the first novel to
prep for Paper 1.
Part 2: Exploration of the chosen approach to the text (Dec.-March)
• Love Medicine (Dec.) will be explored in terms of its performance potential.
• Along with Love Medicine, the poems of T.S. Eliot (Dec.) will allow students to generate ideas for the
transformation of prose and poetry texts into dramatic form. An essay test will be given March 6th in which students
will need to discuss the strategies of turning prose into performance
Part 3: Realization of texts in performance (March-June)
• Students continue to develop the skills to make their own pieces for performance and to perform scripted
Drama. Various one act plays will be read and analyzed for their performance value and to prepare students for the
written paper regarding a play and its playwright.
• In preparation for the Individual Oral Presentation (April/May), students will continue to write and rehearse in
preparation for their individual presentations.
• Students perform their Performance assessment to an audience.
• Students will research playwrights and their plays.
• The playwright paper will be due on June 1st.
The following External assessments (these are scored by external IB professionals) will make up 60% of your IB
score:
 Paper 1: Prose and performance (1 hour 30 minutes) 20%
Students answer one essay question from a choice of three concerned with issues
involved in dramatizing a novel. (20 points)
 Paper 2: Poetry (1 hour 30 minutes) 20%
Students answer one comparative essay question from a choice of six. (25 points)
 Written assignment: Major playwrights in performance 20%
Students produce one piece of writing that incorporates critical analysis of the
realization of an extract from a play by a playwright listed on the PLA, as well as
reflection on the student’s performance in a staged interpretation of it. (20 points)
The written coursework must be 1,500–2,000 words in length.
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The following Internal Assessments will be evaluated by the teacher and consist of 40% of the IB score
Internal assessment. This component is internally assessed by the teacher and externally moderated by
IB scorers at the end of the course.
 Performance (5 minutes) and individual oral presentation (15 minutes)
(40 points)
Students present one performance during the course. This must be a transformation
based on one or more of the poetry and prose texts studied in class. It must not be
based on the texts studied for papers 1 and 2.
The individual oral is a structured presentation about this performance.
There will be a tremendous amount of literature that will be given out at the beginning and throughout the year
that explains all of these components in great detail.
Assessment Objectives
There are four assessment objectives for the literature and performance course.
1. Knowledge and understanding of texts from different genres and cultures
* Demonstrate knowledge and understanding of a range of texts and performances
* Demonstrate an understanding of structure, technique and style
* Demonstrate an ability to substantiate the points made through appropriate reference to texts
2. Awareness and understanding of literary techniques and performance potential
* Demonstrate an ability to identify and evaluate the use and effect of literary techniques and
performance potential in texts
* Demonstrate an ability to use the relevant terminology in the analysis and appreciation of the
texts studied
* Demonstrate an ability to realize the performance potential in a text
3. Commitment and ability as performers
* Demonstrate an understanding of performance skills
* Show the necessary commitment in developing and presenting performance
* Demonstrate an ability to express ideas, emotion, character and atmosphere through
performance
4. Ability to speak and write effectively about texts and performances
* Demonstrate an ability to express ideas clearly and in an appropriate register
* Use the oral and written forms of the language in a range of styles, registers and situations
* Demonstrate an ability to discuss and analyze texts and their performance potential in a focused
and logical manner
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Student success is paramount in this class. Not only will IEP’s and 504”s be integrated to ensure success for all
students, differentiation strategies will be used for all that need them. Please communicate with me if you are
having difficulties of any kind. By knowing that there is an issue and what the issue is will go a long way to
helping solve any problem that you might be having in class.
Your grade will be evaluated on the following criteria:
Attendance/On-Task Behavior/Participation/Discussion - 10% of your total grade
Reflection Writing/Daily Assignments - 20 % of your total grade
Performance - 25% of your total grade
Quizzes/Tests - 20% of your total grade
Extended Essays and Papers- 25% of your total grade
A traditional grading percentage will be used to determine the final grade:
A 100-90%
B 89-80%
C 79-70%
D 69-60%
F 59-0%
Classroom Policies and Practices
Late Work
All assignments are due on the due date, unless previous provisions have been made. Late work will not be accepted
on daily assignments. Major assignments, at my discretion, may have the grade marked down 10 percent the day
after the due date, 20 percent the second day, and then 50 percent off the on the 3rd day if handed in late. The teacher
also reserves all rights to refuse any late work that is not a result of an excused absence.
Excessive tardiness, absenteeism, or class disruption will fall under attendance and will affect your grade. I will also
adhere to the school policy regarding attendance and grading. If there is an issue, a parent meeting will be set up.
All students are expected to adhere to the Southwest High School and Minneapolis District Citywide Discipline
Policy, designed to promote a safe and respectful learning environment. For more information about your rights and
responsibilities consult your Southwest Student/Parent Handbook
It is expected that members of this class will observe strict policies of academic honesty and will be respectful of
each other. Any instances in which cheating, including plagiarism and unauthorized use of copyrighted materials,
computer accounts, or someone else’s work is determined, will be referred to Student Services and will be
investigated to its full extent.
Consider providing a definition of plagiarism and examples if desired or referring students to page 10 of the
Southwest Handbook
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