École secondaire Sainte-Famille - École secondaire catholique
Transcription
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