École secondaire Sainte-Famille - École secondaire catholique

École secondaire catholique Sainte-Famille
Conseil scolaire de district catholique Centre-Sud
Site Internet de l’école : essf.csdccs.edu.on.ca
Site Facebook de l’école : facebook.com/stefamille
Alain Lalonde
Directeur
Frédéric Bergeron et Roger Lebel
Directions adjointes
Véronique Martineau & Claude Rivard
Services à l’élève
______________________________________________________________________________________
Course Overview
Course Developer(s): Laurie Nguyen
Date: September 2014
Course Title: Language A: English Literature HL
Grades: 11, 12
Course Type: Languages
Type of Course: Pre-University
Ministry Course Code: EAE3UB, EAE4UB, EAL4UB
Credit Value: 1 per course
Prerequisite: English 10 & 11, academic/pre-university
Teacher’s signature: ____________________________
Any communication can be made with me at:
[email protected]
Description/Rationale
The Language A - English: Literature syllabus has been developed with the primary intention of
developing confident independent learners in literature while exploring various topics in literature.
Students will embark upon a journey to develop a sense of literary appreciation, and nourish the
imagination all the while broadening their perspectives, and engaging themselves analytically and
critically. This International Baccalaureate course emphasizes the reading, writing, and oral
communication skills needed in university and beyond. Students will analyze and respond
critically to literary and informational texts from Canada and other countries; write essays,
informational texts and creative texts; present opinions and findings clearly and effectively in oral
presentations and commentaries; and research and synthesize information to support their work.
Unit Titles and Descriptions
Part 4: Options
In this unit, students will explore three literary works of varying genres (non-fiction prose, fiction
prose and poetry) all based on the school’s free choice. Students begin by exploring an
autobiography by Maya Angelou titled I Know why the Caged Bird Sings, followed by various
poems by Robert Frost. Finally the students read the fictional dystopian novel The Handmaid’s
Tale by Margaret Atwood. Students are asked to produce an Individual Oral Presentation based on
one of the following literary works, an IBO internally assessed task.
ÉSCSF, une école du monde du
Baccalauréat International où l’on peut Croire et Grandir
1780, boul. Meadowvale, Mississauga, ON, L5N 7K8
(905) 814-0318
Télécopieur: (905) 814-8480
École secondaire catholique Sainte-Famille
Conseil scolaire de district catholique Centre-Sud
Site Internet de l’école : essf.csdccs.edu.on.ca
Site Facebook de l’école : facebook.com/stefamille
Alain Lalonde
Directeur
Frédéric Bergeron et Roger Lebel
Directions adjointes
Véronique Martineau & Claude Rivard
Services à l’élève
______________________________________________________________________________________
Part 1: – Works In Translation
Time: 90 hours
In this unit, students continue to analyze three world literature novels (Gabriel Garcia Marquez’s
Chronicles Of A Death Foretold, Gustave Flaubert’s Madame Bovary and Mariama Bâ’s So Long
A Letter) to explore various issues relating to the individual and his/her identity in society.
Students express their own opinions, and do close readings in order to critically respond to these
texts in oral interactive presentations, a reflective statement for each novel and a literary essay.
Students are to independently organize, draft and finalize a formal written essay based on one of
these texts, based on the reflective statements written and supervised writings in class. This
Written Assignment is an externally assessed IBO task.
Part 3: Literary Genres
Time: 50 hours
In this unit, students focus on a specific genre: the play (Miller’s Death Of A Salesman, Athol
Fugard’s Master Harold And The Boys, Oscar Wilde’s The Importance Of Being Ernest and
Tennessee Williams’ The Glass Menagerie), with attention to literary devices and style. Focusing
on the theme of family and tradition students continue to work on essay writing skills and critical
analysis, with attention to stylistic devices. At the end of the term, students will write a
comparative timed essay, a Paper 2 Examination, which is externally assessed.
Part 2: Detailed Study - Change
Time: 50 hours
In this unit, students study in great detail several pieces of literature exploring the theme of change,
further developing analytical and critical skills. Students analyze texts (Shakespeare’s Othello,
Michael Ondaatje’s In the Skin of a Lion and selected Elizabeth Bishop (Poems) with attention to
literary/stylistic devices. They will do an individual oral commentary and a discussion. This is an
internally assessed IBO task.
Preparation for IBO Assessments
Time: 50 hours
This part of the course is devoted to providing students with numerous opportunities for practicing
both the internal and externally evaluated IBO assessments. This includes familiarizing students
with the Written Assignment and all its pre-writing components (Interactive Orals, Reflective
Statements, and the Supervised Writing), the Oral Commentary, the Individual Oral Presentation,
the Written Commentary and the Comparative Essay
ÉSCSF, une école du monde du
Baccalauréat International où l’on peut Croire et Grandir
1780, boul. Meadowvale, Mississauga, ON, L5N 7K8
(905) 814-0318
Télécopieur: (905) 814-8480
École secondaire catholique Sainte-Famille
Conseil scolaire de district catholique Centre-Sud
Site Internet de l’école : essf.csdccs.edu.on.ca
Site Facebook de l’école : facebook.com/stefamille
Alain Lalonde
Directeur
Frédéric Bergeron et Roger Lebel
Directions adjointes
Véronique Martineau & Claude Rivard
Services à l’élève
______________________________________________________________________________________
Teaching/Learning Strategies
In this course, the teacher selects various teaching and learning strategies. Detailed suggestions for
teaching/learning strategies are included with each activity. Some of these activities are:
- checklist
- conferencing
- brainstorming
- discussions
- vocabulary log
- read aloud
- jigsaw method
- oral explanation
- role-playing
- reading log
- interview
- quizzes/tests
- questions and answers
- charts/graphics
- response journal
- research
- computer assisted learning
- computer assisted writing/production
- journal writing
- guest speaker(s)
- silent sustained reading
- directed reading/thinking activity
- peer practice
- lecture
- simulation
- rehearsing/repetition/practice
- mind-mapping
Assessment/Evaluation Techniques
Written Assignment
25%
Students will continue to develop their critical analytic skills in literature. There will be the
encouragement of written literary exploration (both formative and summative additional
assessments). Students are required to complete an assignment of 1,200–1,500 words, with a
reflective statement of 300–400 words, based on a work studied in part 1 of the course. Reflection
on an interactive oral is part of the assignment and some of the writing is completed during
supervised class time.
If the word limit is exceeded, the assessment of the reflective statement will be based on the first
400 words and the assessment of the essay on the first 1,500 words.
The texts which have been selected are rich and lend themselves well to comparative study, as well
as a detailed study/creative response necessary for Assignment 2. They are linked by the theme
(the individual responding to his/her society), as well as various critical analyses of the elements of
fiction
- externally assessed by the IBO
Individual Oral Presentation (10-15 minutes)
15%
Students will focus on the preparation of an oral presentation of a self-chosen topic, based on Part
4 work(s): Schools Free Choice. Before the student makes his/her final presentation, other shorter
formative group and individual presentations will be completed to help develop important public
speaking skills.
- internally assessed by the teacher and externally moderated by the IBO
Individual Oral Commentary and Discussion (20 minutes)
15%
ÉSCSF, une école du monde du
Baccalauréat International où l’on peut Croire et Grandir
1780, boul. Meadowvale, Mississauga, ON, L5N 7K8
(905) 814-0318
Télécopieur: (905) 814-8480
École secondaire catholique Sainte-Famille
Conseil scolaire de district catholique Centre-Sud
Site Internet de l’école : essf.csdccs.edu.on.ca
Site Facebook de l’école : facebook.com/stefamille
Alain Lalonde
Directeur
Frédéric Bergeron et Roger Lebel
Directions adjointes
Véronique Martineau & Claude Rivard
Services à l’élève
______________________________________________________________________________________
Formal oral commentary on poetry studied in part 2 with subsequent questions (10 minutes)
followed by a discussion based on one of the other part 2 works (10 minutes). Before the student
completes the commentary, other shorter formative group and individual commentaries will be
completed to help develop important analytical skills
- internally assessed by the teacher and externally moderated by the IBO
Written Paper Component: Paper 1 - Literary Commentary (2 hours)
20%
Students will write a commentary based on poetry or another text to which the techniques of
literary criticism can be applied. The commentary is based upon unseen texts.
- externally set and assessed by the IBO
Written Paper Component: Paper 2 - Essay (2 hours)
25%
Students will write an essay based on the Part 3 (Groups of Works) works studied.
- externally set and assessed by the IBO
In all of their courses, students must be provided with numerous and varied opportunities to
demonstrate the full extent of their achievement of the curriculum expectations, across all four
categories of knowledge and skills.
In order to ensure valid and reliable assessment and evaluation, the teacher uses a variety of
strategies for the following types of assessment:
Diagnostic
- tasks usually found at the beginning of an activity, such as chart, discussion, brainstorming, question
and answer, journal writing, listing, observation, check list, survey
Formative
- tasks during the course of an activity, such as writing folder, peer conferencing, student/teacher
conferencing, editing, proofreading, rehearsal/repetition/practice, role-playing, check list, questions and
answers, quiz, test, worksheet, homework, writing log, advertising media, journal response, informal debate
Summative
- tasks that are sometimes integrated into an activity but that are usually found at the end of an activity
and that assess one or more communication skills demonstrated by students through productions such as
oral presentation, sight passage, research report, argumentative essay, editorial, independent study,
dramatization, print ad, video, ad, film critique, media production, research paper, seminar.
ÉSCSF, une école du monde du
Baccalauréat International où l’on peut Croire et Grandir
1780, boul. Meadowvale, Mississauga, ON, L5N 7K8
(905) 814-0318
Télécopieur: (905) 814-8480