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WELCOME to my Learning Portfolio!
I am Sandra Grujevska, ESL teacher.

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IB Language and Literature Course Reflection

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IOC Outline

Global Issue: Racism, stereotypes and prejudices Students focus on the way in which texts explore aspects of racism, class, race, social status, religion, as well as stereotypes and prejudices. The main point is to understand the way these impact on individuals and families. Empathy and inclusion can be discussed further
Texts chosen Literary work: Othello by W. ShakespeareNon-literary text:  Image from Before 1900 (This image is from  1783), Commerical AdvertisingJames Pyle’s “Pearline Soap” advertisment

Introduction

1.      There are several forms of racism and stereotyping, constantly prevailing the prejudices of the different skin complexion people as less worthy .

2.      The works found its way to present all these attitudes as inappropriate behavior by concluding and pointing the moral of both texts.

Text 1 (Literary work)

Definitely, this extract is most effective, specifically  through the irony.

OTHELLO-Act 1, scene 3

Othello:

Line 130

“Her father loved me, oft invited me,

Still questioned me the story of my life

From year to year, the battles, sieges, fortunes,

That I have passed.

I ran it through, even from my boyish days,

To th' very moment that he bade me tell it,

Wherein I spoke of most disastrous chances,

Of moving accidents by flood and field,

Of hair-breadth ’scapes i' th' imminent deadly breach,

Of being taken by the insolent foe

And sold to slavery, of my redemption thence

And portance in my traveler’s history.

Wherein of antres vast and deserts idle,

Rough quarries, rocks, hills whose heads touch heaven

It was my hint to speak—such was my process—“

“””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””””

Iine 170

That heaven had made her such a man. She thanked me

And bade me, if I had a friend that loved her,

I should but teach him how to tell my story

And that would woo her. Upon this hint I spake.

She loved me for the dangers I had passed,

And I loved her that she did pity them.

This only is the witchcraft I have used.

Here comes the lady. Let her witness it.

Text 2 (Non-literary text)

It includes the role of culture in racism and how popular society media can affect society and practice further assumption made every second.

Conclusion

There are many ways of racism and many others to show them and try to raise awareness.

This authors found ways to do this by appealing to the senses and connecting these themes with many other elements like society, family and culture.

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Re: IO Support

by Adriene Lane - Sunday, 5 September 2021, 10:46 PM

Hi Sandra,

I like how much support you provide students when answering the prompt. I think it is very important to have transparency with students regarding the components of the IO as well as the other assessments. Then students can keep them in mind to prepare as you study various texts throughout the course. I also like how you plan to provide students with examples to help guide them and give them opportunities to receive feedback from their peers to create a collaborative environment.

Nice work!

Re: IO Support

by Gavin Jackson - Saturday, 4 September 2021, 12:09 PM

Hello Sandra, I like the idea of drawing on peer feedback and group work. I think with my own students there will be a lot of trepidation about public speaking at first but group work like this can help brridge the gap to the IO.
Re: Sandra's IO & Outline

by Astrid Castellini - Sunday, 5 September 2021, 2:31 AM

Well done, Sandra! You very well defined the global issue and the steps to be followed in the IO outline. Bothe extracts are very well chosen. Remember the global issue will be identified not only in them but also in the work and BOW where they belong.

Thanks for sharing!
Re: Sandra's Paper 2 Assessment

by Lydia Kang - Saturday, 28 August 2021, 4:00 AM

Hi Sandra,
I was so excited when you wrote, "presented a solid, maybe widespread knowledge of both texts." That's exactly what I attempted to say in my own rationale. It was a shame because she seemed to approach the topic with appreciation for those texts, but there wasn't anything she said that couldn't have been extracted from a Google Books preview. It was very surface-level.

For Criterion D, you talked about something I had not considered: structure. If I had, I think I would've given her another point because her structure was anticipatory and balanced. I guess one question I have is whether some students mix the paragraphs about the two texts rather than use a linear structure, where only one text is explored at a time.

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Sandra's Paper 2 Assessment

by Sandra Grujevska - Friday, 27 August 2021, 1:22 PM

Number of replies: 3

Criterion A: Knowledge, Understanding and Interpretation

My Markband: 7/8

My Rationale: The paper presents adequate interpretation of the two texts. My opinion would be that the student maybe excessively anticipated through kind of a general aspect, trying to moderate the comparison, but, anyway, presented a solid, maybe widespread knowledge of both texts.

Reflection: I scored this same as the examiner, who gave 7/8. I agreed that the student relied on generalities, but supported the knowledge and the deep understanding of the texts.

Criterion B: Analysis and Evaluation

My Markband: 5/6

My Rationale: my observation reflected here is the fact that there is some confusion at times between impediments that are clearly conventions or developed as a complexity of the telling of the story, and those that are part of the action or aspects of character. As I was reading I could notice some relevant points missing. Nevertheless, the candidate shows appreciation and understanding of how context is established.

Reflection:  I agree with the examiner’s notes, still there is some core opinions missing so scored this lower. The examiner gave 7/8.

Criterion C: Focus and Organization

My Markband: 4

My Rationale: The paper is generally structured, with the focus on the main points. There is a good structure with effective development but also a tendency to ramble into plot relation or to lose the thread of an argument that could have been more pointed or persuasive. The candidate shows a good awareness of basic stylistic features such as setting and characterization.

Reflection: The examiner marked this a 4 as well. As I was reading, I tried to remember that focus and organization looks different, less polished, than other writing scenarios when students edit and revise for cohesion.

Criterion D: Language

My Markband: 3

My Rationale: In my opinion the language here is precise, less clear at moments, effective and accurate. I found the handwriting difficult to read and had to do some “de-coding”.

Reflection: I scored this as the examiner did. I also noticed errors in register or language, which I believe could be polished if we point it in comments on time.

Overall Reflection:

In many points I agree with the examiner, which make me think that I am trying to give and focus more on giving value to the positive achievements of the students. This essay is precisely organized with a very good introduction (establishing the context of the two works) and a fair conclusion tying together all the ideas. So, overall the ideas in the paper are sequential and thoroughly developed.

Assessment Paper 1 HL

Text A

Criterion A- Understanding and Interpretation

My Score: 2

Rationale: There is some understanding of the text and context; comments are sometimes supported by references to the text.

Criterion B- Analysis and Evaluation

My Score: 2

Rationale: There is some awareness of the use of stylistic features, with some understanding of their effects.

Criterion C- Focus and Organization

My Score: 3

Rationale: Some organization is apparent; the analysis has some coherence but may contain elements of paraphrase, summary and simple explanation. There is little development of the argument

Criterion D- Language

My Score: 3

Rationale: Language is clear and carefully chosen with an adequate degree of accuracy in grammar, vocabulary and sentence construction despite some lapses; register and style are mostly appropriate to the task.

Text B

Criterion A- Understanding and Interpretation

My Score: 4

Rationale: There is good understanding of the text and context; comments are consistently supported by references to the text.

Criterion B- Analysis and Evaluation

My Score: 3

Rationale: There is adequate awareness of the use of stylistic features, with some understanding of their effects.

Criterion C- Focus and Organization

My Score: 4

Rationale:. The analysis is well organized and mostly coherent. The argument is adequately developed.

Criterion D- Language

My Score: 4

Rationale: Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and sentence construction; register and style are consistently appropriate to the task.

Reflection: On text A, my attempt was to score the paper accurately and without the examiner’s pressure and trying not to feel that I was too generous in all the criterion system. In felt that the examiner was sometimes a little bit too strict. I read the examiner’s notes many times, so that I can understand precisely his notes but I gave more space to the student’s attempt to comprehend the texts and give his own “spice” to it.  I am experienced in nonliterary analysis, so I believe it could be given more room for self-expression and understanding of the texts. I scored the second sample as well, as I believe there is a lot for contrast but the understanding and style core of both papers was achieved.

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English Language and Literature 1 Quiz 1 Cover Page