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English

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Welcome to our three days Subject Specific Seminar. Hope we can learn together and enjoy our learning time :)
Sofia Sinaga

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First Assessment 2021

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Chinese&works in translation
"Love in a Fallen City" "A Doll's House" --> GI: gender inequality
"The Peafowls to the South Fly" "A Doll's House" --> GI: family - expectations to woman
"Straw House" "The Kite Runner" --> GI: inequality/poverty/education

Japanese&works in translation
"The Tale of Bamboo Cutter" "The Whale Rider" --> GI: gender inequality
"In Praise of Shadows" "The Whale Rider" --> GI: racism
"Rashomon" "Incidents in the Life of a Slave Girl" --> GI: violence

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English

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English

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French

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French

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French

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Spanish

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Spanish

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Spanish

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English

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English

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For Literature and LangLit

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HL Essay - Sample A - Examiner comment.DOCX

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Check List SL 1

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Course construction 1 - Checklist Lit SL

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Outline SL 1

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Check List HL 1

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Course construction 2 - Checklist Lit HL

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Outline HL 1

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Check List HL 2

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Course construction 3 - Checklist Lit HL

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Outline HL 2

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Organizing principles : AoE

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回答

卑鄙是卑鄙者的通行证，

高尚是高尚者的墓志铭。

看吧，在那镀金的天空中，

飘满了死者弯曲的倒影。

冰川纪过去了，

为什么到处都是冰凌？

好望角发现了，

为什么死海里千帆相竞？

我来到这个世界上，

只带着纸、绳索和身影，

为了在审判之前，

宣读那些被判决了的声音：

告诉你吧，世界，

我——不——相——信！

纵使你脚下有一千名挑战者，

那就把我算做第一千零一名。

我不相信天是蓝的，

我不相信雷的回声；

我不相信梦是假的，

我不相信死无报应。

如果海洋注定要决堤，

就让所有的苦水都注入我心中；

如果陆地注定要上升，

就让人类重新选择生存的峰顶。

新的转机和闪闪的星斗，

正在缀满没有遮拦的天空，

那是五千年的象形文字，

那是未来人们凝视的眼睛。

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Debasement is the password of the base,

Nobility the epitaph of the noble.

See how the gilded sky is covered

With the drifting twisted shadows of the dead.

The Ice Age is over now,

Why is there ice everywhere?

The Cape of Good Hope has been discovered,

Why do a thousand sails contest the Dead Sea?

I came into this world

Bringing only paper, rope, a shadow,

To proclaim before the judgment

The voice that has been judged:

Let me tell you, world,

I—do—not—believe!

If a thousand challengers lie beneath your feet,

Count me as number thousand and one.

I don't believe the sky is blue;

I don't believe in thunder's echoes;

I don't believe that dreams are false;

I don't believe that death has no revenge.

If the sea is destined to breach the dikes

Let all the brackish water pour into my heart;

If the land is destined to rise

Let humanity choose a peak for existence again.

A new conjunction and glimmering stars

Adorn the unobstructed sky now;

They are the pictographs from five thousand years.

They are the watchful eyes of future generations.

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- Changes in assessments
- Three models to design the course and approach the texts (Based on Areas of Explorations, Inquiry Questions,  & Concepts)
- 3 areas of exploration
- 7 concepts to look at in Literature Course
- PRL of different literary forms, periods and regions
- One of the aims of new syllabus is to teach the authentic connections between the texts instead teach towards the assessments

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Text A taken from Henrik Johan Ibsen (A Doll's House) Drama; period 19-20 (Norway)

娜拉：（看自己的表）时候还不算晚。托伐，坐下，咱们有好些话要谈一谈。（她在桌子一头坐下）

海尔茂：娜拉，这是什么意思？你的脸色冰冷铁板似的――

娜拉：坐下。一下子说不完。我有好些话跟你谈。

海尔茂：（在桌子那一头坐下）娜拉，你把我吓了一大跳。我不了解你

娜拉：这话说得对，你不了解我，我也到今天晚上才了解你。别打岔。听我说下去。托伐，咱们必须把总账算一算。

海尔茂：这话怎么讲？

娜拉：（顿了一顿）现在咱们面对面坐着，你心里有什么感想？

海尔茂：我有什么感想？

娜拉：咱们结婚已经八年了，你觉得不觉得，这是头一次咱们夫妻正正经经谈谈话？

海尔茂：正正经经！这四个字怎么讲？

娜拉：这整整的八年――要是从咱们认识的时侯算起，其实还不止八年咱们从来没在正经事情上谈过一句正经话。

海尔茂：难道要我经常把你不能帮我解决的事情麻烦你？

娜拉：我不是指着你的业务说。我说的是，咱们从来没坐下来正正经经细谈谈过一件事。

海尔茂：我的好娜拉，正经事跟你有什么相干？

娜拉：咱们的问题就在这儿！你从来就没了解过我。我受足了委屈，先在我父亲手里，后来又在你手里。

海尔茂：这是什么话！你父亲和我这么爱你，你还说受了我们的委屈！

娜拉：（摇头）你们何尝真爱过我，你们爱我只是拿我当消遣。

海尔茂：娜拉，这是什么话！

娜拉：托伐，这是老实话。我在家跟父亲过日子的时候，他把他的意见告诉我，我就跟着他的意见走，要是我的意见跟他不一祥，我也不让他知道，因的他知道了会不高兴。他叫我"泥娃娃孩子"，把我当作一件玩意儿，就象我小时候玩儿我的泥娃娃一样。后来我到你家来住着――

海尔茂： 用这种字眼形容咱们的夫妻生活简直不象话！

guided question: 作者如何利用戏剧冲突来发展及其效果

Text B poem

Taken From； Li bai (The Selected Poems of Li Po) Poetry; period: 8 (China)

“将进酒”　李白
君不见
黄河之水天上来，奔流到海不复回？
君不见
高堂明镜悲白发，朝如青丝暮成雪？
人生得意须尽欢，莫使金樽空对月。
天生我材必有用，千金散尽还复来。
烹羊宰牛且为乐，会须一饮三百杯。
岑夫子，丹丘生，
将进酒，君莫停。
与君歌一曲，请君为我侧耳听。
钟鼓馔玉不足贵，但愿长醉不愿醒。
古来圣贤皆寂寞，惟有饮者留其名。
陈王昔时宴平乐，斗酒十千恣欢谑。
主人何为言少钱，径须沽取对君酌。
五花马，千金裘，
呼儿将出换美酒，与尔同销万古愁！

Guided qustion: 作品的标题以何种方法反映了其意旨，成效如何

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Today has been useful to get understand the bigger picture of the change to the syllabus. The pace of the day has been great, as we have had ample opportunity to ask questions and share ideas about the course. There has also been a variety of activities so that we can participate in a lot of different ways.
I feel like I'm starting to get my head around the new syllabus and how I can implement this in 2020 in a clear and authentic manner.

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How can we encourage students to be internationally minded through the texts that we study? In English A it is unlikely that we will study more than one text about a particular culture so how is it possible to present a variety of perspectives of a particular culture? For example, if students read 'Woman at Point Zero' they get a 'single story' about Middle Eastern Culture and a very negative view of Middle Eastern men.

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I thought the generic workshop would be boring, but actually found it quite insightful. When comparing the old and new study guides, I become more familiar with the rationale of IB and gained a better understanding of its bigger picture.

Although still feeling the pressure of producing an effective text list, I am more confident in organising the materials and excited about implementing the new syllabus with Y11s next year.

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From the information  provided and the discussion that we had, I had a feeling that this new syllabus would focus more on Language and Literature rather than Literature. Yet, I could see the point that the International mindedness should become the important part of our teaching and the learning of our students. 

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From the information  provided and the discussion that we had, I had a feeling that this new syllabus would focus more on Language and Literature rather than Literature. Yet, I could see the point that the International mindedness should become the important part of our teaching and the learning of our students. 

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I feel there are so many factors to consider when constructing a course. It will take some time to read through the guide and put together a course that is going to adhere to the requirements of the IB and work well in the classroom.

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Robert Gray

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Cixin Liu - 'The Three-Body Problem'. 'The Wandering Earth'
The Good Person of Szechwan (German: Der gute Mensch von Sezuan, first translated less literally as The Good Woman of Setzuan)[1] is a play written by the German theatre practitioner Bertolt Brecht

The Turning is a collection of short stories by Australian author Tim Winton published in April 2005.

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- Familiarise myself with the new Guide
- Create the text list; check translation & editions
- Double check with English Literature teachers
- Order teachers' copy

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Choose texts for the course.
Ensure the texts fit into the new framework - the 3 Areas of Exploration.
Will need to explore more texts in translation to match with the English texts so students can compare the texts for the IO.
Borrow 'The 3 Body Problem' by Liu Cixin' .
Consider which global issues will appeal to my students. Boys in particular may be more drawn to science and technology.
Explore the IB list of texts to find new texts. Ask German, Indonesian, Chinese, Vietnamese, Korean teachers their suggestions for texts.

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I need to decide on my approach to designing the course. My first thought was to use the areas of exploration, but I think maybe the inquiry approach could be better. I also need to keep in mind the ACT system as I have to map the DP course and the ACT course together.
Once I have decided on my approach, I then need to start thinking about my approach to the teaching and the assessment. I need to decide on how I will get the students to compile their portfolio. I think a digital portfolio would be best. This way I can track their progress more efficiently and provide feedback more regularly.
I need to think about what texts I cover in Year 11 so that the students have rich texts to choose from for the Individual Oral.

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- Get familiar with the assessment requirements
- Go through PRL
- Decide on which model to use & which texts
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- Choose the texts in the new syllabus (to meet the requirements)
- Fit the books in the right Areas of Exploration

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Good Australian text that is a short story cycle genre.

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HL essay
- a formal essay of 1,200 - 1, 500 words, which is 1,440 - 1,800 Chinese characters.
- Based on the exploration carried out in learner's profolio, going through the process of planning, drafting and re-drafting.
- In choosing the topic (on one work), the students can consult with the seven concepts.
- It is a broad literary investigation, rather than a narrow focused stylistic commentary task (a collection of poems & short stories).

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1. length: 1200-1500 words
2. based on a work studied in class
3. must develop a line of inquiry of their own choice.
4. requires students to construct a focused, analytical argument.
5. must use correct citations and referencing.
6. the work selected must not be used in any other assessment.
7. The students may use more than 1 work if they are studying short texts eg poetry, short story
8. The learner portfolio should be used throughout the construction of the essay to plan and show development of thinking.
9. Teachers should provide feedback along the way and may give advice on a first complete draft.
10. There are 4 criteria, each marked out of 5.

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1. - a formal essay of 1200-1500 words

2. - students' own choice of one literary text

3. - cannot be the same of the 2 works for individual oral or the 2 works used in paper 2

4. - If choosing short literary text (short stories, poems, song lyrics), students can choose one text from the work/collection, but may be necessary to use more than one literary text

5. - the essay is a BROAD LITERARY INVESTIGATION rather than a more narrowly-focused commentary

6. - students' own choice of topic of the essay (can consult the 7 central concepts)

7. - over an extended period of time, through a process of planning, drafting, and re-drafting

8. - academic essay (using citations and references)

9. Teachers cannot edit or correct students' work directly but annotate the draft through comments on the margin

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Chinese&works in translation
"Love in a Fallen City" "A Doll's House" --> GI: gender inequality
"The Peafowls to the South Fly" "A Doll's House" --> GI: family - expectations to woman
"Straw House" "The Kite Runner" --> GI: inequality/poverty/education

Japanese&works in translation
"The Tale of Bamboo Cutter" "The Whale Rider" --> GI: gender inequality
"In Praise of Shadows" "The Whale Rider" --> GI: racism
"Rashomon" "Incidents in the Life of a Slave Girl" --> GI: violence

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Readers, writers and texts
1. Akutagawa Ryunosuke "Rashomon/In a Grove/Mandarin Oranges" (Japan, fiction, 20c)
2. Tanikawa Shuntaro (Japan, poetry, 20-21c)
3. Tanizaki Junichiro "In Praise of Shadows" (Japan, non-fiction, 20c)

Time and space
4. Witi Ihimaera "The Whale Rider" (New Zealand, fiction, 20-21c)
5. Harriet Jacobs "Incidents in the Life of a Slave Girl" (U.S., non-fiction, 19c)
6. Unknown "The Tale of Bamboo Cutter" (Japan, fiction, 9-10c)

Intertextuality
7. Yoshimoto Banana "Kitchen" (Japan, fiction, 20-21c)
8. Miyazawa Kenji "Night on the Galactic Railroad" (Japan, fiction, 20c)
9. Antoine de Saint Exupery "Night Flight" (Morocco, fiction, 20c)

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Readers, writer and texts

Li bai (The Selected Poems of Li Po) Poetry; period: 8 (China)

Albert Camus (The Stranger) novel; period: 20 (France)

Time and Space

Eileen Chang (Love in a Fallen City) novel; period: 20 (China)

Akutagawa Ryunosuke(Rashomon) novel；period: 20 (Japan)

Lu Xun (Call to Arms) fiction; period:20 (China)

Intertextuality

Henrik Johan Ibsen (A Doll's House) Drama; period 19-20 (Norway)

anonymous(The Peafowls to the Southeast Fly) Han Yuefu; period:3BCE-3 (China)

Khaled Hosseini (The Kite Runner)

cao wen xuan (Straw House) period: 20 (China)

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Readers, writers and texts
1. To Pimp a Butterfly: Kendrick Lamar (poetry -21 -USA)
2. Selected Poems: Szymborska (poetry - 20/21 - Poland) Trans.
3. Antigone: Sophocles (drama - 5BCE - Ancient Med) Trans.

Time and space
4. Behind the Painting: Kulap Saipradit (prose - 20 - Thailand) Trans
5. Persepolis: Marjane Satrapi (prose - 20 - Iran) Trans
6. A Testament of Hope: Martin Luther King (non-fiction - 20 - USA)

Intertextuality
7. The Bloody Chamber: Angela Carter (prose - 20 - ?)
8. The Penelopiad - Margaret Atwood - (prose f or n-f - 20-21 - ?)
9. Victor Pelevin - The Helmet of Horror (prose - 20/21 - Russia) Trans

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The Visit by Durrenmatt (play originally written in German)  

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The Visit by Durrenmatt (play originally written in German)  

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Brodeck's Report (novel originally written in French)

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Brodeck's Report (novel originally written in French)

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2012 HL

综合题

11. 请以学过的至少两部作品中的篇章为例，分析讨论作者或作品中叙述者的口吻语气如 何在思想情绪的表达、景物描写、情节展开、及人物刻画等诸方面影响了作品的面貌。

12. 请以学过的至少两部作品中的篇章为例， 。

13. “悲伤的文学并非一定会使人消沉”。请以学过的至少两部作品中的篇章为例，谈谈 你对这一看法的认识。

14. 请以学过的至少两部作品中的篇章为例，分析作者用什么文学手段来使你自觉不自觉 地认同他们对事物的看法，或对作品中人物的好恶。

2012 SL

综合题

11. 旅行常常产生灵感，请通过对所学作品的分析，看“跋涉”是否具有如此效用，结果 如何？

12. 通过对所学至少两部作品的讨论，看作家如何在作品中表现出幽默的风格，达到了怎 样的效果？

13. 通过对所学至少两部作品的讨论，谈作家如何在作品中对情节加以精心设置，以便更 好地传达作品的主题？

14. 文学的扭曲和变形常能揭示出生活的真实。通过对所学至少两部作品中例子的讨论， 看作者是否做到了这一点，效果如何？

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1.     In what way is the struggle of the individual to be understood in two of the works studied?

2.     Some literary texts convey universal ideas beyond the time or place in which they place. To what extent is this statement true in two of the works studied?

3. In two of the works studied, explore how the concepts of good and evil are presented, not as absolute concepts, but as a matter of individual perception.

4. Referring to two of the works studied, explore how the author has managed to create a convincing "World".

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The Dispossessed Ursula Le guin - good to compare with other science fiction texts. 

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The Dispossessed Ursula Le guin - good to compare with other science fiction texts. 

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Brodeck's Report by Philippe Claudel - originally written in French. Students enjoyed this novel. Deals with issues related to World War 2 and the Holocaust. 

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Brodeck's Report by Philippe Claudel - originally written in French. Students enjoyed this novel. Deals with issues related to World War 2 and the Holocaust. 

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1. Formal Essay 1,200-1,500 words on one text studied in class. Several poems or short stories can be used.
2. Focused, analytical argument, examining the work from a literary perspective.
3. Based on ideas explored in the Learner Portfolio. The portfolio should be used to reflect, record, explore and trace the evolution of their thinking.
4. Students select work independently
5. Students may use the 7 concepts as a starting point: identity, culture, creativity, communication, transformation, perspective, representation
6. Teachers can advise. Drafts must not be edited by teachers. Teachers may make suggestions through marginal notes & verbal feedback on the first draft. Final draft must not be altered once submitted by the student.
7. Students should make detailed reference to primary source. Secondary sources may be used but are not compulsory.
8. Students may not sure the text they use for this for any other assessment piece.

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This workshop has been extremely valuable for me as a new teacher for the DP. I have gained a lot of new knowledge and a deeper understanding of the new syllabus. You have been so great in answering our questions and providing advice on how to approach the teaching and planning of our courses. The activities that we completed were engaging and further helped with our understanding. Thank you for the laminated criteria's. These will help a lot. This workshop has been the best experience in my IB training so far.

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This workshop has been really helpful for me to get familiar with the new syllabus. I enjoyed being in a small and intimate group where everyone shares each other's ideas and questions. It also allowed me to have a good understanding of the requirements of each assessment component. I have especially enjoyed sharing the titles with my group which gives me lots of ideas regarding selecting the best works for my students.

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It has been very good to have the time to understand the new course without any distractions. I have enjoyed being in a small group where everyone contributed so thoughtfully.  There was meaningful interaction between the group members. The presentations were clear and the use of Padlet meant there was easy access to the course materials. Sofia presented the material well and answered our questions clearly. It was lovely to have a presenter with a calm and pleasant manner as well as good sense of humour.

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This workshop is really good for me to understand the changes in the new syllabus. In the workshop discussions and marking practices that we have done in these 3 days, I have gradually understood the needs of the change and the requirements in the new syllabus. As a teacher I need to select some good books to direct the students thinking about the areas of explorations, the 7 learning concepts and the global issues. It's a challenge not only for the students but also for teachers as well. And thank you so much for Ms Sopie Sinaga, our wonderful workshop leader. Without her, we wouldn't be able know this much