Scheme of work: Part 1 Works in translation

Scheme of work: Part 1 Works in translation This scheme of work is to be used with Chapter 1 of the IB English Literature coursebook, along with the online support materials provided, to help plan your teaching for Part 1 of the IB English Literature course, Works in translation. In this scheme of work, Part 1 is planned as: a 6-week course (for Standard Level) a 9-week course (for Higher Level). Schools structure their timetables in different ways, and in some cases the HL course may be completed within the same timespan as the SL course, sometimes by combining classes at key points. This is a suggested structure for Part 1 of the course which will take you through each of the four stages leading to the production of the final essay for the written assignment. It is estimated that 2 3 hours of teaching per week is completed, but this will vary from school to school and between HL and SL. If possible, it is advisable that students are provided with the chosen texts before they begin Part 1. Copyright Cambridge University Press 2011. All rights reserved. IB_Lit_1_sow1 Page 1 of 7

Week Task Suggested approaches Resources Outcome 1 Introduction to Part 1 of the course: introduction to the assessment criteria. Study of Starter activity: analysis of different translated texts. These could be very short texts: a good choice might be haiku poems by the Japanese poet Basho. You will find some examples by following the link below: http://www.haikupoetshut.com/bas ho1.html Begin with extracts from different writers. If you choose texts from the same genre you can ask students to analyse extracts on the conventions of that genre. If you choose different genres you can prepare students by looking at linking ideas. Key question: why is this text effective? Focus on the art of effective writing: language, structure, themes and setting. IB English Literature coursebook, Chapter 1. Suggested Kafka translations (coursebook, page 2), using the TECT mnemonic (coursebook, page 8). Lesson Plan for Part 1 from the. Extracts from selected passages chosen by the teacher, for example: 50 Ways of Looking at a Poem, by Ruth Padel; The Art of Fiction, by David Lodge Works in translation: Text 1, chosen from PLT list. developing sense of why a text is effective, and how the conventions of that genre are key to that effectiveness: What choices has the writer made? If the class is studying texts from different genres, then students should discuss which key themes are becoming apparent in the extracts they are studying. Copyright Cambridge University Press 2011. All rights reserved. IB_Lit_1_sow1 Page 2 of 7

2 Introduction to the cultural and contextual aspects of Analysis of key passages from Provide contextual materials for Text 1: biographical, historical, cultural and literary. Note: the focus should remain on the literary aspects of the text, and other factors should be considered in their relevance to these aspects. In groups, students select key passages from Text 1 and devise presentations on these key passages. Select key passages from Text 1 and devise mini-interactive orals, with guiding questions, for the class. Focus on the characters and plot of Teacher s own resources. Introduction to Text 2, chosen from PLT list (if applicable). Works in translation: extracts from Works in translation: miniinteractive orals for Text 1, with prompts provided. Students should be able to discuss important influences on Text 1 and reflect on the differences between their own culture and context and those of the text. clearer understanding of key passages. clear understanding of the interactive oral process. clear understanding of the assessment criteria. 3 Assessment point 1 Continued analysis of Interactive oral followed by the reflective statement. Supervised writing. Focus on language and structure of Class discussion and reflective statement for homework. Supervised writing completed in class. for Part 1 relating to the interactive oral, the reflective statement and supervised writing (Assessment sheets 1.1 and 1.2, plus Planning sheets 1.1 1.4, and Worksheet 1.3). Students should have successfully completed their first interactive oral, reflective statement and supervised writing. Copyright Cambridge University Press 2011. All rights reserved. IB_Lit_1_sow1 Page 3 of 7

4 Studying Analysis of key passages from Text 2; building on the knowledge acquired in Text 1 and applying knowledge of literary technique to Literature coursebook, Chapter 1. for Part 1. Works in translation: Text 2 developing sense of why a text is effective, and how the conventions of that genre or aspect are essential to that effectiveness: What choices has the writer made? To what extent are they successful? Why? 5 Introduction to the cultural and contextual aspects of Remind the students of the assessment objectives; feedback on Assessment Point 1 (strengths, areas for improvement) could be useful at this point. Analysis of key passages from Provide contextual materials for Text 2: biographical, historical, cultural, literary. As with Text 1, it is important to stay focused on the literary qualities of the text. Other contextual factors are important but the literary element should remain the principal focus. The text should not be taught as being of primarily historical or social value. Key question: Why does this work as a literary text? Teacher s own resources. Introduction in Text 2 (if applicable). Works in translation: Text 2 Key passages from Critical interpretations of Text 2 (if applicable). Students should be able to discuss important influences on Text 2 and reflect on the differences between their own culture and context and those of the text. n increasingly secure understanding of key passages. clear understanding of key passages and each stage of Part 1. In groups, students select key passages and devise presentations on these passages. Copyright Cambridge University Press 2011. All rights reserved. IB_Lit_1_sow1 Page 4 of 7

Select key passages for the students, and conduct miniinteractive orals, with prompts. Focus on the key elements of 6 Assessment point 2 Continued analysis of Interactive oral followed by the reflective statement. Supervised writing. Focus on the language and structure of Class discussion and reflective statement for homework. Supervised writing completed in class. Final essay aspect agreed with the student. for Part 1relating to the interactive oral, reflective statement and supervised writing (Assessment sheets 1.1 and 1.2, plus Planning sheets 1.1 1.4, and Worksheet 1.3). Students should have successfully completed their second interactive oral, reflective statement and supervised writing. SL students will have agreed on the aspect and title of their written assignment. Completion of the essay. 7 Study of Text 3 Analysis of key passages from Text 3; building on the knowledge acquired from studying Texts 1 and 2 and applying knowledge of literary technique to Text 3. HL students should transfer the skills they have acquired and show a high degree of knowledge and understanding of all texts. Literature coursebook, Chapter 1. for Part 1. Works in translation: Text 3. secure, advanced knowledge and understanding of why a text is effective, and how the conventions of that genre or aspect are key to that effectiveness: What choices has the writer made? To what extent are they successful? Why? Copyright Cambridge University Press 2011. All rights reserved. IB_Lit_1_sow1 Page 5 of 7

8 Introduction to the cultural and contextual aspects of Text 3. Remind the students of the assessment objectives. Feedback on previous assessment points (strengths; areas for improvement) could be useful at this stage, but students should also be encouraged to be reflective: in what areas do they think they could improve, and how might they achieve this? Analysis of key passages from Text 3. As with Texts 1 and 2, it is important to stay focused on the literary qualities of the text. Other contextual factors are important but the literary element should remain the principal focus. The text should not be taught as being of primarily historical or social value. Key question: Why does this work as a literary text? In groups, students select key passages and devise presentations on these passages. Select key passages for the students, and conduct miniinteractive orals, with prompts. Focus on key elements of Text 3. Teacher s own resources. Introduction in Text 3 (if applicable). Works in translation: Text 3. Key passages from Text 3. Critical interpretations of Text 3 (if applicable). Students should be able to discuss important influences on Text 3 and reflect on the differences between their own culture and context and those of the text. n increasingly secure understanding of key passages and a developing sense of the aspect they will focus on in the written assignment. 9 Assessment Point 3 Continued analysis of Text 3. Interactive oral followed by the reflective statement. Supervised writing. Focus on language and structure of Text 3. Class discussion and reflective statement for homework. Supervised writing completed in class. for Part 1 on interactive oral, reflective statement, supervised writing and essay (Assessment sheets 1.1 1.5; Planning sheets 1.1 1.5; Worksheets 1.3 1.4). Students should have successfully completed their third interactive oral, reflective statement and supervised writing. HL students will have agreed on the aspect and title of their written assignment. Copyright Cambridge University Press 2011. All rights reserved. IB_Lit_1_sow1 Page 6 of 7

Final essay aspect agreed with the student; essay completed. Completion of the written assignment. 10 Extension time: meet with SL and HL students to revise their drafts of the written assignment. Copyright Cambridge University Press 2011. All rights reserved. IB_Lit_1_sow1 Page 7 of 7