AISR - IBDP Unit Planner

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.

IB Resources:

  1. IB - Language A: Lang and Lit Course Guide 
  2. IB - Language A: Lang and Lit Teacher Support Material (TSM)

Other Resources:

  1. SL Paper 2 Rubric
  2. Texts and Contexts Background Project “One-Pager”
  3. Visual Elements of Graphic Novels organizer
  4. PDF of Persepolis (full text)

Part 2 - General Course Information:

Teachers

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.”)

Paper 2

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:

  1. introduce students to a range of texts from different periods, styles and genres
  2. develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections
  3. develop the students’ powers of expression, both in oral and written communication
  4. encourage students to recognize the importance of the contexts in which texts are written and received
  5. encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and how these perspectives construct meaning
  6. encourage students to appreciate the formal, stylistic and aesthetic qualities of texts
  7. promote in students an enjoyment of, and lifelong interest in, language and literature

Course aims:

In addition, the aims of the language A: language and literature course at SL and at HL are to:

  1. develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts
  2. encourage students to think critically about the different interactions between text, audience and purpose.

Assessment Objectives:

There are four assessment objectives at SL and at HL for the language A: language and literature course.

  1. Knowledge and understanding
  1. Demonstrate knowledge and understanding of a range of texts
  2. Demonstrate an understanding of the use of language, structure, technique and style
  3. Demonstrate a critical understanding of the various ways in which the reader constructs meaning and of how context influences this constructed meaning
  4. Demonstrate an understanding of how different perspectives influence the reading of a text
  1. Application and analysis
  1. Demonstrate an ability to choose a text type appropriate to the purpose required
  2. Demonstrate an ability to use terminology relevant to the various text types studied
  3. Demonstrate an ability to analyse the effects of language, structure, technique and style on the reader
  4. Demonstrate an awareness of the ways in which the production and reception of texts contribute to their meanings
  5. Demonstrate an ability to substantiate and justify ideas with relevant examples
  1. Synthesis and evaluation
  1. Demonstrate an ability to compare and contrast the formal elements, content and context of texts
  2. Discuss the different ways in which language and image may be used in a range of texts
  3. Demonstrate an ability to evaluate conflicting viewpoints within and about a text
  4. At HL only: Produce a critical response evaluating some aspects of text, context and meaning
  1. Selection and use of appropriate presentation and language skills
  1. Demonstrate an ability to express ideas clearly and with fluency in both written and oral communication
  2. Demonstrate an ability to use the oral and written forms of the language, in a range of styles, registers and situations
  3. Demonstrate an ability to discuss and analyse texts in a focused and logical manner
  4. At HL only: Demonstrate an ability to write a balanced, comparative analysis

Part 3 Outcomes:

  1. Consider the changing historical, cultural and social contexts in which particular texts are written and received
  2. Demonstrate how the formal elements of the text, genre and structure can not only be seen to influence meaning but can also be influenced by context.
  3. Understand the attitudes and values expressed by literary texts and their impact on readers.

 

Part 3: INQUIRY & ACTION - establishing purpose and teaching and learning through inquiry:

Transfer goals

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:

  • Social, historical and political background of Iran from 1970 to present day
  • Biographical information of the author, Marjane Sartrape
  • Literary terms
  • Visual Elements of graphic novels

Students will develop the following skills:

  • Analysis of visual elements of graphic novels
  • Designing visual representation of their interpretation of the novel through Adobe Spark

 

Students will grasp the following concepts:

  • students will understand the way in which context affects
    the use of formal elements, structure and content
  • Students will develop an understanding of
    the way meaning is conveyed through form, style,
    content and context

Diagnostic, Developmental & Formative Assessment:

Diagnostic: Anticipation Guide

Formatives: Background project on The Kite Runner, Socratic Seminars, “SparkNotes” Project 

Summative Assessment:

  1. Background Project on Persepolis
  2. Paper 2 Mock Exam

 

Inquiry questions

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.

Content-based:

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?

 

Skills-based:

How can I use my knowledge of the visual elements of graphic novels to further my understanding of a text?

Concept-based:

How can we explain the continued interest in a particular work in different contexts and at different times?

 

TOK connections

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  

Pedagogical Approaches

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

Knowledgeable

Caring

Reflective

Inquirers

Open-Minded

Thinkers

Balanced

Communicators

Principled

Risk-takers

Teacher lecture

Small group/pair work

Teacher PowerPoint lecture/notes

Individual presentations

Group presentations

Socratic seminar

Lab work

Studio work

Genius hour

Interdisciplinary learning

Technology learning

Other:

Part 4: REFLECTION  - Considering the planning, process and impact of the inquiry:

What worked well

What didn’t work well

Notes/Changes/Suggestions:

 

 

 

 

 

 

Transfer goals

List the transfer goals from the beginning of this unit planner

 

Transfer reflection

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:

High

Medium

Low