# data[].attributes.body
Continent: United Kingdom
Period: 17th Century (1606 - written, 1623 - published)
Form: Drama
Language: English
Global Issues: Greed, Quest for Power, Corruption
Literary Elements: Character/Characterization, scene, dialogue, staging, monologue, soliloquy, speech directions, intonations, offstage
Assessments: Paper 2, IO, Could also have the VA students prepare a model of the Shakespearean stage.
TOK: Why visit the theatre (catharsis)? What are the benefits?
AOE: How can texts offer insights into other cultures? How can cultural contexts influence how texts are written and received?
Concepts: Representation
Approaches to Learning: Social Skills and Communication (performance of the play), Thinking skills (Intertextuality and Global Issues)
Approaches to Teaching: Teaching based in local and global contexts (the same scenarios in the politics of a country in the present day or other such instances from history, preferably local), teaching focused on effective teamwork and collaboration (performance of the play), Teaching informed by assessment (comparative studies - Yayati and Macbeth, characters, plot structure, etc.)

# data[].attributes.body
Continent: United States of America
Period: 19th Century (1850)
Form: Novel
Language: English
Global Issues: Sin, Public and Private Truth, Gender, Punishment, Alienation/Isolation/Outcasts, Superstition, Religion/Beliefs above all else
Literary Elements: Tension, diction, plot, twist, conflict, character, foil, antagonist, protagonist, narrative technique and types, setting, atmosphere
Assessments: Paper 2, IO
TOK: What is the value of studying fiction?
AOE: How can cultural contexts influence how texts are written and received? What are the different ways in which people are affected by texts?
Concepts: Creativity, Communication
Approaches to Learning: Thinking skills (Intertextuality and Global Issues), Self-Management (capacity to show empathy for other people/characters), Research Skills (Puritanism, Salem Witch Hunts)
Approaches to Teaching: Teaching based in local and global contexts (similar 'punishments', punishment at the hands of public, etc. common in several parts of India), Teaching informed by assessment, Teaching focused on conceptual understanding (general to specific in this case), Teaching based on enquiry (thereby leading to research)

# data[].attributes.body
Continent: India, Asia
Period: 20th Century (1960)
Form: Drama
Language: Kannada/English
Global Issues: Casteism, Toxic Masculinity
Literary Elements: Character/Characterization, scene, dialogue, staging, monologue, soliloquy, speech directions, intonations, offstage
Assessments: Paper 2, IO
TOK: Why visit the theatre (catharsis)? What are the benefits?
AOE: How can texts offer insights into other cultures? How can cultural contexts influence how texts are written and received?
Concepts: Representation, Creativity
Approaches to Learning: Social Skills and Communication(performance of the play), Thinking skills (Intertextuality and Global Issues)
Approaches to Teaching: Teaching based in local and global contexts (casteism still a basis for discrimination in India), teaching focused on effective teamwork and collaboration (performance in groups - incorporating time and space with two performances, one the original and one a more contemporary one to understand the change in contexts and viewpoints now), Teaching informed by assessment, teaching designed to remove barriers to learn (I use this as the first literary text since the students are familiar to the context to production of the text)

# data[].attributes.body
Continent: Iran, Asia
Period: 21sh Century (2000-2003)
Form: Graphic Novel
Language: French/English
Global Issues: Radicalism, Religion and governance, Extremism
Literary Elements: symmetry, memoir, cartoon, satire, negative space, speech bubble, thought bubble, voice-over, panel, gutter, symbol, emanata, punchline, cartoonification
Assessments: Paper 2, IO, Could also have the VA students prepare a short graphic novel of their own.
TOK: Can comic books be considered 'art'?
AOE: How do the style and structure of a text affect its meaning?
Concepts: Representation (cartoonification as a medium of representation)
Approaches to Learning: Thinking skills (Intertextuality and Global Issues), teaching developed in local and global contexts (easily relatable to current day affairs in some Islamic countries), research skills (Islamic revolution and its impact on progress of a nation, wars, how it impacts the world opinions about the nation)
Approaches to Teaching: Teaching based in local and global contexts, Teaching informed by assessment, teaching designed to remove barriers to learn (a lot of students understand a combination of text and graphics better than just text)

# data[].attributes.headline
Collected Poems of William Wordsworth (1770-1850)

# data[].attributes.subject
Collected Poems of William Wordsworth (1770-1850)

# data[].attributes.body
Continent: United Kingdom
Period: 18th and 19th Century (1770 - 1850)
Form: Poetry
Language: English
Global Issues: Nature and environment, morality, mortality, Transcendence and Connectivity (Romanticism)
Literary Elements: figures of speech, syllable, metric foot, rhythm, verse, meter, enjambment, stanza, rhyming scheme, prosody, internal rhyme, free verse, blank verse, couplet, English sonnet, Volta, caesura, scansion.
Assessments: Paper 2, IO
TOK: How do we ascertain the meaning in the arts in general? Is it possible to understand the meaning of poem with any level of certainty? How is 'meaning' different from 'purpose'?
AOE: How useful is it to describe a work as a 'classic'? How can texts present challenges and offer insights?
Concepts: Transformation (reader's outlook),
Approaches to Learning: Thinking skills (Intertextuality and Global Issues, critical thinking, analysis and evaluation, ability to find patterns and build conceptual knowledge), Self-Management (capacity to show empathy for other people/characters), Research Skills
Approaches to Teaching: Teaching informed by assessment, Teaching focused on conceptual understanding (general to specific in this case), enquiry based (into the Romantic age and the lifestyle devoid of which poems may seem unreal and too idyllic)

# data[].attributes.body
Continent: Germany, Europe
Period: 20th Century (1912)
Form: Novella
Language: German (Text in translation)
Global Issues: Age and perspective (ageing), ethnicity (Polish, Italian and German characters), corrupting powers of art and beauty, conflict between art and life, same sex attraction
Literary Elements: Tension, diction, plot, twist, conflict, character, foil, antagonist, protagonist, narrative technique and types, setting, atmosphere
Assessments: Paper 2, IO
TOK: What is the value of studying fiction?
AOE: How can cultural contexts influence how texts are written and received? What are the different ways in which people are affected by texts?
Concepts: Creativity, Communication
Approaches to Learning: Thinking skills (Intertextuality and Global Issues), Self-Management (capacity to show empathy for other people/characters)
Approaches to Teaching: Teaching based in local and global contexts Teaching informed by assessment, Teaching focused on conceptual understanding (general to specific in this case), Teaching based on enquiry