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The students read Malala Yousafzai's speech and made bullet points in the speech in the form of class discussion. After we finished the unit ‘Education’ related to the theme ‘Social Organization’, we thought about planning a CAS Project called CIP (Community Involvement Program ) which mainly focuses on helping the students who haven't got the chance to get the education that our students get. Malala's speech was so beneficial for us to plan a project that is about 'free education for all the kids'. We went to a school that we knew that needed economic and educational help and our students introduced them what IB is and provided them 3 different course branches: 1)English (English B)  2) Chemistry 3) Creative Writing (Language A). After we got the total numbers of students that wanted to be involved in those courses, I was there to guide and help my students come up with an outline to teach the kids those subjects. We did brainstorming together in order to adapt those courses to the level of the participants. We really received very positive feedback from the school that we helped. It was an interesting experience for my students to experience teaching to the others from different educational level backgrounds and trying to come up with solutions on their own when they saw that each child learns with a different method(visual, kinesthetic etc.). They improved their problem- solving skills as well as their research skills. They saw that being educated and qualified is just the first step in education and they learned that by using their qualifications and knowledge, they can help the others who are in need of what they have in present. Organizing a project like this after the unit Education which is related to the theme Social Organization was so beneficial for the students in terms of seeing what education can change in society.

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Malala Yousafzai Nobel Peace Prize Speech

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Language itself is a medium as to some extent through language we acquire knowledge. Applying reason to literary analysis is another way to improve students’ critical literacy skills as well as being one of the ways of knowing which help us to integrate TOK to English B. In one of my lessons on the advertisement industry, I showed them some advertisement pictures which illustrate the tricks that the marketers use to persuade us to buy their products. We found out argumentation fallacies in the texts of those advertisements. (emphasis on language itself) Likewise; while doing ‘Reading between the lines’ activity in our Literature course the students were able to deduce meaning from the symbols and metaphors and that really helped my students to fully understand the themes in the novel. (emphasis on language itself (deductive reasoning to some real data) & applying reason) Also in literature lessons, we mainly focus on the emotive language and how it changes our perception while reading the story. Focusing on the ambiguity and analyzing how language influences people’s perception of reality is another successful technique.

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CAT 3- an analysis of a literary type based on a specific literary work.

CAT 2A- an essay of a general cultural nature based on specific cultural artefacts.

RELATED UNIT & THEME: Culture / Identities

We read a very influencial article in one of our EE hours.

(Language within Culture- http://www.ipedr.com/vol33/016-ICLMC2012-L00052.pdf) We focused on Linguistic Determinism and watched some TedX videos on the issue. (How language shapes the way we think | Lera Boroditsky https://www.youtube.com/watch?v=RKK7wGAYP6k ). That was so effective as the speeches that include a variety of perspectives helped them a lot during their writing process. We also made online research during one of class hours for 15 mins which was followed by a brainstorming session (we created a list of topics and subtopics). I also helped them activate their research skills in this way.

In my case, I advised my students to focus on a particular Anglophone culture and a particular language. I encouraged them to write about how language reflects culture and how culture reflects identity by focusing on a literary work. Great Gatsby was the novel that we focused on. I asked a TOK question to my students: "To what extent do the novels such as 'The Great Gatsby' portray an accurate image of the American lifestyle?". As you know, there are many characters in this novel that represent 1920’s American way of living and socio-economic classes. Students analyzed how the social changes and experiences formed different uses of language by focusing on the characters.

In the writing process, we worked on  how to change simple sentence structures to the complex ones. I brought an exercise worksheet which helped them to transform simple sentence structures into the complex ones. We also focused on transition words and linkers in detail. My students always ask for a sample essay and an outline to understand what is actually expected from them. So, before I ask them to do sth. in EE hours, I always show them an outline and teach them the essay structure. (thesis st., topic sentence etc. ) It really works for the students who understands better with visuals.