DP SL English Language & Literature
Year 2, Part 3: Texts and Contexts
AIS-R’s Global Citizenship definition: An AIS-R global citizen possesses the understandings, skills, values, and mindset to take meaningful action in creating a more inclusive, sustainable, and peaceful world.
Part 1 - Teacher Planning/Collaboration:
Collaborative Planning Space
Teachers can use this space to list notes, plans, and sequence for activities, assessments, and other components of the unit. Teaching teams can use it as a central location for dialogue if they wish.
Link to Moodle Lessons
Resources for the Unit:
Teachers can use this space to list any potential resources for the unit. It might be helpful to later add to the Reflection section which resources were most helpful/successful.
Part 2 - General Course Information:
Subject group, course, year and level
Miriam Morningstar and Lindsay Lyon
DP SL English Lang and Lit, Year 2
Unit description/texts (include topic names/numbers where relevant)
DP assessment(s) for specific unit (if applicable)
Students will use the text Persepolis in order to fulfill the group 1 aims of the course and to prepare for the Paper 2 exam. The focus of the Paper 2 exam is on the literature and its context. A great deal of this unit will be spent on building students’ background knowledge, specifically on the social, historical, political and authorial contexts surrounding the publication of this text. (From the IB: “Students will be expected to respond to questions in a way that shows their understanding of the learning outcomes demanded in part 3 of the course. They are expected to refer to both of the texts they have studied in class, analysing the works in the light of the way in which the contexts of production and reception affect their meaning.”)
Group and Subject Aims, Assessment Objectives, Part/Section Outcomes (if applicable):
Copy and paste the aims, assessment objectives, and part outcomes from the official IB course guide (as needed)
Group 1 Aims:
The aims of language A: literature and language A: language and literature at SL and HL, and of literature and performance at SL are to:
In addition, the aims of the language A: language and literature course at SL and at HL are to:
There are four assessment objectives at SL and at HL for the language A: language and literature course.
Part 3 Outcomes:
Part 3: INQUIRY & ACTION - establishing purpose and teaching and learning through inquiry:
List here the big, overarching, long-term goal for this unit. Transfer goals are the major goals that ask students to “transfer,” or apply, their knowledge, skills, and concepts at the end of the unit, under new/different circumstances, and on their own without scaffolding from the teacher.
Students will demonstrate their knowledge of how the social, political, historical and authorial contexts of the novel Persepolis impact the way that a reader experiences the text. Students will demonstrate this knowledge in the form of a Paper 2 IB Exam.
Essential understanding goals
List here the key content/skills/concepts that students will know/develop by the end of the unit.
Assessment of Understanding Goals
Please list and link assessments done during this unit.
Students will know the following content:
Students will develop the following skills:
Students will grasp the following concepts:
Diagnostic, Developmental & Formative Assessment:
Diagnostic: Anticipation Guide
List here the understandings above written in question form, preferably as ones that inspire students to answer them. Feel free to create additional questions that help inspire further inquiry in the unit but may not directly connect to an above essential understanding.
How does an understanding of an author’s background, along with a knowledge of the social, political and historical context, affect the way we experience a novel?
How can I use my knowledge of the visual elements of graphic novels to further my understanding of a text?
How can we explain the continued interest in a particular work in different contexts and at different times?
Highlight any explicit TOK connections made during the unit
IB Learner Profile Attributes:
Highlight any IB LP attributes that were targeted or enhanced by this unit
Highlight any approaches used during the unit
Personal and shared knowledge
Ways of knowing: Emotion, Faith, Imagination, Intuition, Language, Memory, Reason, Sense Perception
Areas of knowledge: The Arts, Ethics, History, The Human Sciences, Indigenous Knowledge Systems, Mathematics, The Natural Sciences, Religious Knowledge Systems
Small group/pair work
Teacher PowerPoint lecture/notes
Part 4: REFLECTION - Considering the planning, process and impact of the inquiry:
What worked well
What didn’t work well
List the transfer goals from the beginning of this unit planner
How successful were the students in achieving the transfer goals by the end of the unit?
Part 5: Collecting Samples of Student Work from the Finished Unit:
Models of Anonymous Student Work from the Unit: