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Blue Beige Watercolor Modern Minimalist Portfolio Cover Page

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My name is Ilza Helena, a Portuguese language teacher, and I teach at Escola das Nações. Besides my family, my great passion is the classroom. Having the opportunity to take the IB course is a significant challenge for me. My main question is how to share this learning with my students and colleagues, considering that my classroom instruction is in Portuguese. What challenges will I face? Throughout this course, I would like to be able to share ideas and activities that can be developed in common across languages. Additionally, I would like to enhance my work in the classroom through active teaching methodologies and the process of differentiating learning. I wish to improve my classroom experience further and be able to share it with colleagues and students.

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1.Begin by writing a bit about yourself: where do you teach? What’s unique about your IB situation? Let others get to know you, and write whatever you want.

I am a Portuguese language teacher at the high school level at Escola das Nações. I have been teaching for thirty years; however, my experience with international education began in 2015 when I joined this school. Taking the IB course is a significant challenge for me as it requires me to become familiar with studying in the English language, which is quite different from my usual teaching environment.

2.What is the most pressing question you have about the Language A: language and literature course?

How can I improve my portuguese classes using the IB?I am interested in learning about specific pedagogical strategies and resources that can further enhance the learning of these students and promote an enriching classroom environment.

3.How can you develop positive online professional relationships for the workshop and beyond?

As a high school Portuguese language teacher, I can establish positive online professional relationships for the workshop and beyond by actively participating in relevant forums and discussions, connecting with educators on platforms like LinkedIn, engaging in collaborative projects, maintaining regular communication, attending virtual conferences, sharing resources, and continuously enhancing my own teaching skills. These efforts are aimed at fostering meaningful connections, sharing knowledge, and contributing to the broader educational community.

4.What does a successful outcome look like for you after this workshop? List three things you want to achieve.

A successful outcome for me after this workshop would involve achieving three key goals:

Gaining a deeper understanding of effective online teaching strategies.

Expanding my professional network and connecting with like-minded educators.

Acquiring practical resources and tools to enhance my Portuguese language teaching in the high school setting.

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I prioritize the following approaches: Student-Centered Learning:. This approach encourages active engagement, critical thinking, and problem-solving skills. Active Learning: I find that students learn best when they are actively involved in the learning process. Activities such as group discussions, hands-on experiments, and real-world applications are crucial for fostering understanding. Differentiated Instruction: Recognizing that every student is unique, I value the importance of adapting my teaching methods to meet the diverse needs of learners. This includes accommodating different learning styles, abilities, and backgrounds.

4Technology Integration: In today's digital age, technology can enhance the teaching and learning experience. I incorporate technology tools and resources to facilitate effective communication and interactive learning. 5.Assessment and Feedback: Regular assessment and constructive feedback are essential for tracking student progress and promoting continuous improvement. I consider assessment as a valuable part of the teaching process. 6.Content Relevance: I believe in making the content relevant and relatable to students' lives. This helps in capturing their interest and showing the real-world applications of what they are learning.

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What is your criterion behind some having a higher or lower priority?

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What is your criterion behind some having a higher or lower priority?

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When determining the priority of teaching approaches, several criteria influence my decision. These criteria help me assess which approach is most suitable for a given situation or context. Here are some of the criteria behind assigning a higher or lower priority to teaching approaches:

1. Learning Objectives: The primary factor is the learning objectives of the lesson or course. I prioritize teaching approaches that align with the desired learning outcomes. For example, if the objective is to develop problem-solving skills, active learning and student-centered approaches may take precedence.

2. Student Needs and Abilities: I consider the diverse needs and abilities of my students. Some learners may benefit more from certain approaches, such as differentiated instruction, to accommodate their individual learning styles and levels of readiness.

3. Subject Matter: The nature of the subject matter plays a significant role. Some topics may lend themselves better to hands-on activities and experimentation, while others may require a more traditional lecture-style approach.

4. Class Size: The size of the class can influence my choice of teaching approach. Smaller classes often allow for more interactive and personalized methods, while larger classes may necessitate a mix of strategies to engage all students effectively.

5. Resources Available: The availability of resources, including technology, materials, and support, can impact my choice of teaching approach. If I have access to advanced technology, I may incorporate it to enhance the learning experience.

6. Student Engagement: I prioritize teaching approaches that foster student engagement and motivation. Engaged students are more likely to be active participants in the learning process and achieve better outcomes.

7. Assessment Methods: The methods of assessment I plan to use also influence my choice of teaching approach. If I intend to assess students through group projects, for instance, I may prioritize approaches that promote collaborative learning.

8. Flexibility: I maintain flexibility in my teaching approach and am willing to adapt based on student feedback and the evolving needs of the class. This flexibility allows me to make necessary adjustments throughout the teaching process. Ultimately, the criterion behind assigning priority to teaching approaches is to create an effective and engaging learning environment that supports students in achieving their educational goals. The selection of the most appropriate approach is a dynamic process that considers multiple factors to ensure the best possible learning outcomes.

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4.What words or phrases have a highly charged connotation and what is the effect on the reader?

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4.What words or phrases have a highly charged connotation and what is the effect on the reader?

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The text contains several words and phrases that carry strong connotations and have a profound impact on the reader:

"celebrates": This word conveys a sense of enthusiasm and positivity. It suggests that the approach being discussed is not merely accepted but embraced with enthusiasm. The effect on the reader is to instill a sense of excitement and endorsement for the ideas presented.

"construct meaning": The phrase "construct meaning" implies an active and collaborative process of building understanding. It conveys the idea that individuals are actively engaged in shaping their own comprehension of the world. This phrase encourages the reader to view learning as a dynamic and participatory endeavor.

"open, democratic classrooms": The term "open, democratic classrooms" carries a strongly positive connotation. It evokes ideas of inclusivity, equality, and freedom of expression within educational settings. The effect on the reader is to promote the idea that education should be accessible and democratic, fostering a sense of fairness and equality.

"lifelong learners": The phrase "lifelong learners" implies an ongoing commitment to learning beyond formal education. It suggests that individuals should continue to seek knowledge independently and in collaboration with others throughout their lives. The effect on the reader is to emphasize the importance of continuous self-improvement and intellectual growth.

"cycles of inquiry, action, and reflection": This phrase conveys a structured and systematic approach to learning and problem-solving. It suggests a process of investigation, implementation, and thoughtful analysis. The effect on the reader is to promote the idea of disciplined and methodical learning, encouraging a deeper understanding of subjects.

Overall, these words and phrases with highly charged connotations in the text serve to inspire and motivate the reader by emphasizing the positive aspects of collaborative learning, active engagement, lifelong learning, and democratic educational environments within the context of the International Baccalaureate program.

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What is your order of importance for the approaches to teaching?

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What is your order of importance for the approaches to teaching?

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I  prioritize the following approaches:

1.Student-Centered Learning:. This approach encourages active engagement, critical thinking, and problem-solving skills.

2.Active Learning: I find that students learn best when they are actively involved in the learning process. Activities such as group discussions, hands-on experiments, and real-world applications are crucial for fostering understanding.

3.Differentiated Instruction: Recognizing that every student is unique, I value the importance of adapting my teaching methods to meet the diverse needs of learners. This includes accommodating different learning styles, abilities, and backgrounds.

4Technology Integration: In today's digital age, technology can enhance the teaching and learning experience. I incorporate technology tools and resources to facilitate effective communication and interactive learning.

5.Assessment and Feedback: Regular assessment and constructive feedback are essential for tracking student progress and promoting continuous improvement. I consider assessment as a valuable part of the teaching process.

6.Content Relevance: I believe in making the content relevant and relatable to students' lives. This helps in capturing their interest and showing the real-world applications of what they are learning.

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What is your criterion behind some having a higher or lower priority?

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What is your criterion behind some having a higher or lower priority?

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When determining the priority of teaching approaches, several criteria influence my decision. These criteria help me assess which approach is most suitable for a given situation or context. Here are some of the criteria behind assigning a higher or lower priority to teaching approaches:

1. Learning Objectives: The primary factor is the learning objectives of the lesson or course. I prioritize teaching approaches that align with the desired learning outcomes. For example, if the objective is to develop problem-solving skills, active learning and student-centered approaches may take precedence.

2. Student Needs and Abilities: I consider the diverse needs and abilities of my students. Some learners may benefit more from certain approaches, such as differentiated instruction, to accommodate their individual learning styles and levels of readiness.

3. Subject Matter: The nature of the subject matter plays a significant role. Some topics may lend themselves better to hands-on activities and experimentation, while others may require a more traditional lecture-style approach.

4. Class Size: The size of the class can influence my choice of teaching approach. Smaller classes often allow for more interactive and personalized methods, while larger classes may necessitate a mix of strategies to engage all students effectively.

5. Resources Available: The availability of resources, including technology, materials, and support, can impact my choice of teaching approach. If I have access to advanced technology, I may incorporate it to enhance the learning experience.

6. Student Engagement: I prioritize teaching approaches that foster student engagement and motivation. Engaged students are more likely to be active participants in the learning process and achieve better outcomes.

7. Assessment Methods: The methods of assessment I plan to use also influence my choice of teaching approach. If I intend to assess students through group projects, for instance, I may prioritize approaches that promote collaborative learning.

8. Flexibility: I maintain flexibility in my teaching approach and am willing to adapt based on student feedback and the evolving needs of the class. This flexibility allows me to make necessary adjustments throughout the teaching process.

Ultimately, the criterion behind assigning priority to teaching approaches is to create an effective and engaging learning environment that supports students in achieving their educational goals. The selection of the most appropriate approach is a dynamic process that considers multiple factors to ensure the best possible learning outcomes.

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1.What ideological biases exist in the IB mission statement and how do you know this as a reader?

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1.What ideological biases exist in the IB mission statement and how do you know this as a reader?

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In the IB mission statement, there is a clear emphasis on shaping students as global citizens with a strong focus on values such as justice, equity, and respect, as well as fostering a critical perspective on the world around them. This commitment is reflected in our school's initiatives.

At the school where I teach, we actively implement these ideals from the IB mission statement. We have various projects in place aimed at molding students into global citizens. For instance, our students have the opportunity to engage in volunteer work, such as teaching English to underprivileged communities, participating in the creation of community gardens to promote environmental preservation and sustainability, and engaging in discussions about the role of students beyond the school campus.

These initiatives align with the IB mission's emphasis on holistic education, where students are encouraged to apply their knowledge and skills to real-world situations, contributing to a more just and equitable society. The ideological bias of the IB towards global citizenship and social responsibility is thus evident both in its mission statement and our school's commitment to nurturing well-rounded individuals who actively contribute to positive change in the world."

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2. What is the dominant reading of this text and what might be an oppositional reading of the IB learner profile?

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2. What is the dominant reading of this text and what might be an oppositional reading of the IB learner profile?

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The dominant reading of this text is that it outlines the desired qualities and attributes of individuals who embody the International Baccalaureate (IB) learner profile. This reading focuses on the positive aspects of the learner profile, emphasizing the importance of qualities such as curiosity, inquiry skills, independence in learning, global awareness, critical thinking, effective communication, integrity, respect for diversity, empathy, commitment to service, courage, self-awareness, and personal well-being.

On the other hand, an oppositional reading of the IB learner profile might critique it from various perspectives:

1. Cultural Bias: Some may argue that the learner profile exhibits a Western or Eurocentric bias, emphasizing values and qualities that align with a particular cultural context. This reading could suggest that the profile doesn't fully appreciate or respect other cultural approaches to education and personal development.

2. Elitism: Critics could argue that the IB learner profile is elitist in its expectations, focusing on a set of ideals that may not be attainable or relevant for all students, particularly those facing socio-economic disadvantages or marginalized backgrounds.

3. Overemphasis on Individualism: An oppositional reading might contend that the emphasis on independence, critical thinking, and personal growth neglects the importance of community and collective well-being. It could be seen as promoting individualism over collaboration and community-oriented values.

4. Unrealistic Expectations: Some might argue that the profile sets unrealistic expectations for students, placing too much pressure on them to excel in all areas. This could lead to stress and burnout, particularly in highly competitive educational environments.

5. Cultural Insensitivity: The profile's call for an understanding and appreciation of other cultures could be criticized as superficial or tokenistic, as it may not necessarily lead to genuine cross-cultural understanding and respect.

6. Lack of Flexibility: Critics might argue that the profile is too prescriptive and inflexible, failing to account for the diverse ways in which individuals learn and develop.

These oppositional readings represent potential criticisms or alternative interpretations that individuals or groups might have. The actual interpretation of the learner profile will vary depending on one's perspective and context.

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3. What is the tone created in the aims and assessment objectives, how does the author create it, and why?

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3. What is the tone created in the aims and assessment objectives, how does the author create it, and why?

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The tone conveyed in the aims and assessment objectives is primarily informative, aspirational, and educational.

1. Informative Tone: The author employs precise and lucid language to elucidate the purpose and objectives of studies in language and literature. This is evident in the enumeration of specific objectives, such as engaging with diverse texts, honing skills, comprehending textual relationships, and nurturing an enduring appreciation for language and literature. The informative tone serves the purpose of enlightening the reader regarding the scope and significance of these studies.

2. Aspirational Tone: An aspirational tone is cultivated by underscoring the cultivation of multifaceted skills, an appreciation for aesthetic qualities, comprehension of intertextual relationships, and the ability to communicate effectively and collaborate with confidence. This tone seeks to inspire the reader by framing these studies as a means to achieve personal growth and a lifelong commitment to learning.

3. Educational Tone: The author employs language such as "develop skills," "understanding of relationships," and "communicate and collaborate" to impart an educational tone. This implies that these studies encompass not merely the acquisition of knowledge but also the augmentation of one's competencies and intellectual capacity. The objective is to motivate individuals to pursue these studies as an avenue for education and self-improvement.

In sum, the author skillfully utilizes this blend of informative, aspirational, and educational tones to underscore the significance and advantages of studies in language and literature. Through this approach, they aim to motivate readers to engage with these studies and recognize their value in personal and intellectual growth within the framework of the International Baccalaureate program.

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4.What words or phrases have a highly charged connotation and what is the effect on the reader?

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4.What words or phrases have a highly charged connotation and what is the effect on the reader?

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The text contains several words and phrases that carry strong connotations and have a profound impact on the reader:

"celebrates": This word conveys a sense of enthusiasm and positivity. It suggests that the approach being discussed is not merely accepted but embraced with enthusiasm. The effect on the reader is to instill a sense of excitement and endorsement for the ideas presented.

"construct meaning": The phrase "construct meaning" implies an active and collaborative process of building understanding. It conveys the idea that individuals are actively engaged in shaping their own comprehension of the world. This phrase encourages the reader to view learning as a dynamic and participatory endeavor.

"open, democratic classrooms": The term "open, democratic classrooms" carries a strongly positive connotation. It evokes ideas of inclusivity, equality, and freedom of expression within educational settings. The effect on the reader is to promote the idea that education should be accessible and democratic, fostering a sense of fairness and equality.

"lifelong learners": The phrase "lifelong learners" implies an ongoing commitment to learning beyond formal education. It suggests that individuals should continue to seek knowledge independently and in collaboration with others throughout their lives. The effect on the reader is to emphasize the importance of continuous self-improvement and intellectual growth.

"cycles of inquiry, action, and reflection": This phrase conveys a structured and systematic approach to learning and problem-solving. It suggests a process of investigation, implementation, and thoughtful analysis. The effect on the reader is to promote the idea of disciplined and methodical learning, encouraging a deeper understanding of subjects.

Overall, these words and phrases with highly charged connotations in the text serve to inspire and motivate the reader by emphasizing the positive aspects of collaborative learning, active engagement, lifelong learning, and democratic educational environments within the context of the International Baccalaureate program.

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5. What words or phrases demonstrate the ideological perspective of this text?

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5. What words or phrases demonstrate the ideological perspective of this text?

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There is a wide range of CAS experiences and projects that can arise from the work done in studies in language and literature courses. The following ones are just examples of the types of connections that might be established and the CAS outcomes they would be addressing:

• Create or participate in a literary walking tour of the city the students live in, in which the milestones of a particular author’s biography or the most significant places in the setting of a text they have read are visited, described and discussed. (The three areas – creativity, service and activity – would be involved if the students actually created the tour; activity and creativity would be involved if the student participated in the walking tour and then produced some kind of creative response to it; mere participation in the tour would cover only activity.)

• Plan and host an event to raise awareness about a global issue explored in a text the students have read (creativity, service).

• Create audiobooks of texts the students are reading for the sight-impaired or make a critical review of existing audiobooks for the school librarian, in terms of the performance of the actor/reader (creativity, service).

• Develop and run book clubs or literary circles with younger students in the school (creativity, service).

• The connections between a subject and CAS can result in a single experience or may be developed into a project. No matter what final shape this connection takes, however, CAS experiences and projects must be distinct from, and may not be included or used, in the student’s Diploma Programme course requirements.

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Who gets left off in canonical discussions of literature and why does that matter?

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Who gets left off in canonical discussions of literature and why does that matter?

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As a high school Portuguese language teacher, I have always had the dilemma of how to introduce classics to students, not only Brazilian literature but also world literature, as I see the need to first establish the importance of highlighting literary classics as a way to unveil the cultural, social, and artistic study of a particular era. This is somewhat challenging because many students do not necessarily appreciate a classic as it may not belong to their time. Therefore, in philosophy, the significance of those left out of canonical literature discussions is central because it reflects a commitment to inclusion, diversity, and global perspectives. Ignoring marginalized or non-Western authors and works perpetuates dominant literary perspectives and limits students' understanding of the richness of world literature. The IB encourages students to challenge these gaps by exploring voices that are often overlooked, offering crucial cultural and historical insights, and promoting a more comprehensive and reflective literary education that resonates with the diversity of the world we live in. My question is: how can we encourage a love for literature in a time marked by social media and the dominance of internet language?

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And so, is the notion of a canon helpful in the study and understanding of literature? How does a canon get established?

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And so, is the notion of a canon helpful in the study and understanding of literature? How does a canon get established?

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The canonical study of literature, although complex, becomes essential and interesting to demonstrate to the student how different eras had their own ideologies, distinctive characteristics, and representatives who have left a lasting mark on a country's literary history. It also established influences on the society of the time and served as a model for shaping ideas and styles in other eras. What I find intriguing about the study of literature is conducting a comparative analysis of various literary schools and, through the written texts, revealing the culture and thoughts of the main representatives. However, at times, I find myself questioning whether this is the most suitable way to stimulate the critical thinking of adolescents when presenting a classic that they may perceive as distant and not even a part of their reality.

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And what "canon" are you presenting to students in your literature choices? Why does that matter?

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And what "canon" are you presenting to students in your literature choices? Why does that matter?

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As a grade 12 teacher in Brazil, I've recently reintroduced literature into my classroom after several years. This academic year, I'm focusing on Brazilian literature, particularly the Modernist period, as per the prescribed curriculum for Brazilian students. To provide my students with a comprehensive understanding of this literary era, I began by constructing a timeline that traces the evolution of Brazilian literature from the colonial period up to Modernism. My aim was to elucidate the ideological underpinnings of each literary epoch.

Moving on to the Modernist period, I've delved into its historical context and defining characteristics. Simultaneously, I encourage open discussions about how this literary era continues to exert influence on contemporary society. To achieve this, I draw upon concrete examples from music, popular culture, and various art forms, illustrating how Modernism's traits persist in today's cultural landscape.

Furthermore, I've initiated projects that involve analyzing texts authored by key representatives of the Modernist movement. Through this, we can explore the period's aesthetic profile in greater depth.

In summary, my teaching approach integrates historical context, contemporary relevance, and literary analysis, fostering a holistic understanding of Brazilian literature's evolution. This approach not only enhances students' engagement with the subject but also underscores the enduring significance of literature in shaping our cultural landscape."

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What are the three things you want to ensure you do when designing your course?

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What are the three things you want to ensure you do when designing your course?

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There are three key aspects I want to ensure:

1. Creating a design that allows students to evaluate the importance of studying language and literature through interdisciplinary themes, in order to foster critical thinking and student autonomy.

2. Exploring a diverse range of texts and genres to enhance students' writing skills and their understanding of language structure.

3. Providing students with the opportunity for autonomy and empowerment in their language studies, particularly through the development of their writing and oral skills."

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What two of the course design principles spoke to you personally, why, and how will you use that to design your syllabus?

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What two of the course design principles spoke to you personally, why, and how will you use that to design your syllabus?

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"I personally find two course design principles particularly compelling: the emphasis on interdisciplinary themes and the promotion of student autonomy.

Interdisciplinary Themes: I believe in the power of interdisciplinary learning to foster critical thinking and connections between subjects. I'll incorporate such themes to create a more comprehensive curriculum.

Student Autonomy: Empowering students to take charge of their learning is crucial. I'll integrate opportunities for independent learning and self-directed projects to nurture student agency.

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What one question do you still have about the philosophy or the practicalities of designing a course syllabus?

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What one question do you still have about the philosophy or the practicalities of designing a course syllabus?

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As I begin my IB curriculum journey, this course has introduced me to its philosophy. I'm excited to apply and share these insights with colleagues at my school. One question I have as I delve into designing an IB syllabus is..."

1.How can I ensure a balanced integration of interdisciplinary themes while maintaining a clear structure and progression in the syllabus design?

2.How can I adapt the syllabus to accommodate diverse learning styles and individual student needs while maintaining coherence and consistency?

3.What are some best practices for creating engaging and interactive learning experiences that align with the principles of interdisciplinary teaching and student empowerment?

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Language and Literature Unit Planner- Anna Bacon and Ilza Borja

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Language and Literature Unit Planner- Anna Bacon and Ilza Borja

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Hy everyone,

Portuguese P2 sample B marked.pdf

Criterion A: Knowledge, Understanding, and Interpretation 08/10

Regarding criterion A, you demonstrated a good knowledge and understanding of the works, as you provided elements that recount the facts and also offered an interpretation based on what was requested in the question. Furthermore, the essay provides an adequate interpretation of the similarities between the works in question.

Criterion B: Analysis and Evaluation 3/10

Although the essay includes some analysis of textual features, there was a lack of depth in the evaluation, as the student focused on reproducing passages from the work without providing more significant details. In other words, there were superficial comparisons and contrasts.

Criterion C: Focus and Organization 4/5

Throughout the essay, the use of cohesive elements shows a gradual evolution of the text and the development of ideas, which kept the text balanced. Additionally, even though there was not a diversity of cohesive elements between syntactic periods and the text as a whole, the ideas are interconnected in a coherent manner.

Criterion D: Language 4/5

The language is clear and follows the standards of formal language. However, there were deviations in spelling, accentuation, and punctuation, although they did not significantly affect the understanding of the ideas. It is worth mentioning that, for the most part, the register and style in the text are suitable for the task.

Total 19/30

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As a Portuguese language teacher with intermediate proficiency in English, I felt that I may not have the necessary skills to conduct a detailed analysis of the text. Nevertheless, to the best of my abilities, I attempted to assess the rationale behind each observation made by the examiner.

Criterion A : 4

The examiner considered the candidate's strong grasp of the text's literal meaning, and their ability to connect it to broader themes, such as Yoruba beliefs about twins The use of relevant textual references to support these points was also noted.

Criterion B : 3

The student's response leaned towards description rather than in-depth analysis, as noted by the examiner. While the student correctly identified authorial choices and textual features like anecdotes, metaphors, diction, juxtaposition, repetition, and syntax, their analysis often lacked depth and failed to evaluate how these elements shaped the text's meaning, resulting in a score of 3.

Criterion: 3

The examiner considered the text's structural elements, noting deficiencies in the organization of ideas and clarity of argumentation. These shortcomings were found to undermine the overall coherence and cohesion of the text.

Criterion D: 4

What the examiner primarily took into consideration, although it is a good text, was the use of words, particularly in the conclusion, which appeared to be straightforward in comparison to the overall text

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I did not feel comfortable scoring this essay since, had I possessed a deeper knowledge of the English language, I would undoubtedly have done so. However, I confined my evaluation to what I could comprehend, aiming to engage in this new type of activity. I acknowledge that the assigned scores may have exceeded expectations

Criterion A (Knowledge, Understanding, and Interpretation) 5

The text provides a detailed and in-depth analysis. It demonstrates a profound knowledge and significant interpretation of the work and the context in which it fits.

Criterion B: Analysis and Evaluation Score: 4

The text provides a detailed analysis of Saint Hoax's works and their critique of Donald Trump's toxic masculinity. However, it could be more explicit in evaluating the impact of the artist's works and their effectiveness in conveying the message. A deeper analysis of artistic and visual choices would have enriched this section.

Criterion C: Focus, Organization, and Development Score: 4

The text has a clear focus on the analysis of Saint Hoax's works and the critique of Donald Trump. However, the organization of the text could be more cohesive, with shorter paragraphs and a clearer structure of introduction, development, and conclusion. Some points could be further developed to deepen the analysis.

Criterion D: Language Score: 5

The text is well-written and uses appropriate language for the analysis of art and politics. Likely, the student may have made errors; however, I do not feel proficient in identifying and addressing them.

Overall, the text presents a solid analysis of Saint Hoax's works and their critique of Donald Trump, but there is room for improvement in organization and writing clarity. The average score would be approximately 4, considering the substantial content of the analysis.

Score 18/20

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Hi everyone,

I tried to do my best even though I had difficulty with the language

Criterion A: Focus and method (6/6)

The essay maintains a clear focus on the evolution of Petrarchan sonnets over time and their exploration of themes like love, politics, and mortality. The method employed is systematic, with a well-structured introduction, main body, and conclusion.

Criterion B: Knowledge and understanding (5/6)

The essay demonstrates a sound knowledge and understanding of the sonnets and poets discussed. It offers in-depth analyses of various sonnets, their structures, and themes, and also references relevant literary criticisms.

Criterion C: Critical thinking (8/12)

The essay exhibits some capacity for critical thinking by examining the sonnets and interpreting their meanings. It establishes connections between the sonnets and their historical and literary contexts while providing personal interpretations and citing literary critics. However, the critical thinking aspect could be more developed in certain sections, and some analyses could be more thorough.

Criterion D: Presentation (3/4)

In terms of presentation, the essay appears well-structured with a logical flow, including a clear introduction, main body, and conclusion. However, improving the text's formatting for readability, such as using shorter paragraphs and better organization of ideas, would be beneficial.

Criterion E: Engagement (5/6)

The essay displays engagement with the theme of sonnets and their evolution over time. It indicates an interest in the subject matter and offers detailed analyses and personal interpretations.

In total, considering the scores for each criterion, the essay would receive a score of 27 out of 34. This suggests that the essay is well-written and structured, with a solid foundation of knowledge and understanding.

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Teacher: "Hello, class! Today, we will discuss how to prepare for Part 1 of our assessment and how to connect our literary analysis to global issues. I want everyone to leave here with specific ideas to enhance our performance. Let's begin:

1. Answer the prompt:

• To ensure we are properly addressing exam questions, we will practice. I will provide a series of prompts related to different literary works. In small groups, discuss how you would respond to each question and share your answers on a padlet.

2. Pick a global issue:

•Literature often reflects real-world issues. While studying a literary work, I want you to discuss in groups or write in your portfolios how the themes, topics, or concepts of the work relate to real global issues. Try to express your ideas using different genres, such as articles or news reports.

3. Select two worthy passages from two different texts:

•Each of you will choose two significant passages from different literary texts. Justify your choices by explaining the thematic importance and literary techniques used in these passages.

4. Create an outline:

•To prepare for individual presentations, you'll need a well-structured outline. I will provide a recorded example of a colleague's presentation (which won't be used in the actual IO). The challenge is to reconstruct your notes while listening to the recording.

5. Prepare for the individual oral:

•We'll practice communication skills and build confidence through Socratic seminars. Everyone will have the opportunity to lead discussions and express opinions in these seminars.

6. Use the learner portfolio to support your learning:

•We will emphasize the use of the learner portfolio as a tool for reflection and self-assessment. You should regularly update your portfolios with responses to prompts, connections to global issues, passage selections, outlines, and notes from Socratic seminars. This will help you track your progress and identify areas for improvement over time.

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I had difficulty understanding some expressions; however, I will make a general comment. I listened to the recording of Individual Oral Sample B, which I found very interesting overall. The overarching theme discussed in the texts and works, if I'm not mistaken, also included images, was about women and their right to control and decide what to do with their own bodies. In other words, it discusses that the main decisions are made by men who hold the power, namely the government and politicians. I found the testimony of the young woman, expressing empathy and sisterhood, stating that in this discussion, she would like to have the right and the power to decide, especially since it also addressed a highly debated issue among countries, which is the abortion issue. In conclusion, I believe that women should have autonomy and decision-making power over their own bodies. I found the presentation, the involvement, the research, and the examples from what I understood in the student's speech to be very well done. I confirmed this when reading the examiner's evaluation criteria and the scores provided.

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Hi everyone,

As my English is not as good as I would like, what I could observe was the following.

Criterion A: The student displayed excellent knowledge, deep understanding, and persuasive interpretations with strong references.

Criterion B: The student conducted a focused and well-structured analysis, effectively connecting non-literary elements to political themes.

Criterion C: The student maintained clear focus, used effective transitions, and employed good vocabulary.

Criterion D: The examiner's evaluation of language proficiency notes that your language use is generally clear and accurate.

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Individual oral Ilza

Música - Maria da Vila Matide

Cadê meu celular? Eu vou ligar prum oito zero

Vou entregar teu nome e explicar meu endereço

Aqui você não entra mais

Eu digo que não te conheço

E jogo água fervendo se você se aventurar

Eu solto o cachorro

E, apontando pra você

Eu grito péguix guix guix guix

Eu quero ver você pular, você correr

Na frente dos vizinhos

'Cê vai se arrepender de levantar a mão pra mim

Cadê meu celular? Eu vou ligar prum oito zero

Vou entregar teu nome e explicar meu endereço

Aqui você não entra mais

Eu digo que não te conheço

E jogo água fervendo se você se aventurar

Eu solto o cachorro

E, apontando pra você

Eu grito péguix guix guix guix

Eu quero ver você pular, você correr

Na frente dos vizinhos

'Cê vai se arrepender de levantar a mão pra mim

E quando o samango chegar

Eu mostro o roxo no meu braço

Entrego teu baralho teu bloco de pule teu dado chumbado

Ponho água no bule

Passo e ainda ofereço um cafezin'

'Cê vai se arrepender de levantar a mão pra mim

Cadê meu celular? Eu vou ligar prum oito zero

Vou entregar teu nome e explicar meu endereço

Aqui você não entra mais

Eu digo que não te conheço

E jogo água fervendo se você se aventurar

Eu solto o cachorro

E, apontando pra você

Eu grito péguix guix guix guix

Eu quero ver você pular, você correr

Na frente dos vizinhos

'Cê vai se arrepender de levantar a mão pra mim

E quando tua mãe ligar

Eu capricho no esculacho

Digo que é mimado que é cheio de dengo mal acostumado

Tem nada no quengo

Deita, vira e dorme rapidin'

'cê vai se arrepender de levantar a mão pra mim

'Cê vai se arrepender de levantar a mão pra mim

'Cê vai se arrepender de levantar a mão pra mim

'Cê vai se arrepender de levantar a mão pra mim

'Cê vai se arrepender de levantar a mão pra mim

Mão, cheia de dedo

Dedo, cheio de unha suja

E pra cima de mim? Pra cima de muá? Jamé, mané

'Cê vai se arrepender de levantar a mão pra mim

'Cê vai se arrepender de levantar a mão pra mim

'Cê vai se arrepender de levantar a mão pra mim

'Cê vai se arrepender de levantar a mão pra mim

'Cê vai se arrepender de levantar a mão pra mim

'Cê vai se arrepender de levantar a mão pra mim

'Cê vai se arrepender de levantar a mão pra mim

'Cê vai se arrepender de levantar a mão pra mim

'Cê vai se arrepender de levantar a mão pra mim

Trechos - Quaro de Despejo- Diário de uma favelada

….. 03 de junho ...Quando eu comecei escrever ouvi vozes alteradas. Faz

tanto tempo que não há briga na favela. (...) Era a Odete e o seu esposo

que estão separados. Brigavam porque ele trouxe outra mulher no carro

que ele trabalha. Elas estavam na casa do Seu Francisco irmão do Alcino.

Sairam para a rua. Eu fui ver a briga. Agrediram a mulher que estava com

o Alcino. Quatro mulheres e um menino avançaram na mulher com tanta

violência e lhe jogaram no solo. A Marli saiu. Disse que ia buscar uma

pedra para jogar na cabeça da mulher. Eu puis a mulher no carro e o

Alcino e mandei eles ir-se embora. Pensei em ir chamar a Policia. Mas até

a Policia chegar elas matavam a mulher. O Alcino deu uns tapas na

sogra, que é a pior agitadora. Se eu não entro para auxiliar o Alcino ele ia

levar desvantagem. As mulheres da favela são horríveis numa briga. O

que podem resolver com palavras elas transformam

em conflito. Parecem corvos, numa disputa.( Jesus, 2022.p. 52)

26 DE JULHO ...Era 19 horas quando o senhor Alexandre começou

a brigar com a sua esposa. Dizia que ela havia deixado seu relogio cair no

chão e quebrar-se. Foi alterando a voz e começou a espancá-la. Ela pedia

socorro. Eu não imprecionei, porque já estou acostumada com os

espetáculos que ele representa. A Dona Rosa correu para socorrer. Em

um minuto, a noticia circulou que um homem estava matando a mulher.

Ele deu-lhe com um ferro na cabeça. O sangue jorrava. Fiquei nervosa. O

meu coração parecia a mola de um trem em movimento. Deu-me dor de

cabeça.

Os homens pularam a cerca para impedi-lo de bater na pobre

mulher. Abriram a porta da frente e as mulheres e as crianças invadiram.

O Alexandre saiu lá de dentro enfurecido e disse:

—Vão embora, cambada! Estão pensando que isso aqui é a casa da

sogra?

Todos correram. Era uns 20 querendo passar na porta. As crianças,

ele chutou. A Vera recebeu um chute e caiu de quatro. Os filhos da Juana

foram chutados. Os favelados começaram a rir.

A cena não era para rir. Não era comedia. Era drama.( Jesus 2022 p.172)

O Laboratório de Estudos de Feminicídios (LESFEM) apresenta os dados de todo o país coletados pelo Monitor de Feminicídios no Brasil (MFB) no período de janeiro a julho de 2023, através de notícias veiculadas e ferramentas digitais de pesquisa. Os critérios de classificação incluem feminicídios consumados e tentados, valendo-se da interpretação de diretrizes e protocolos nacionais e internacionais sobre investigação de mortes violentas de mulheres.

Nuvem de palavras elaborada a partir das manchetes das notícias tratadas para a coleta de dados do MFB em julho. Quanto maior a letra, mais frequente foi o uso da palavra.

A média diária foi de 3,81 feminicídios consumados em todo o Brasil.

Os crimes foram distribuídos em 667 municípios, de todos os estados.

Em relação à população feminina em cada unidade da federação, Mato Grosso do Sul apresenta a maior taxa de casos novos noticiados.

A arma branca foi o método mais utilizado para cometer o crime.

Domingo foi o dia da semana com mais ocorrências de feminicídios.

Maio foi o mês com mais feminicídios no Brasil.

https://sites.uel.br/lesfem/brasil-registra-1-153-feminicidios-ate-julho-de-2023/#:~:text=O%20Laborat%C3%B3rio%20de%20Estudos%20de,e%20ferramentas%20digitais%20de%20pesquisa.