· how to best select the literary works to be studied and used for IA and Paper 2 (i.e. how much overlap there should be between them in terms of the themes etc.),

· practical ideas for the Learner Portfolio and what my role is in what goes there

· to what extent should literary theories be a part of our discussions of the literary works? 

· how detailed should the analysis of the literary works be, e.g. in poetry, are we hoping to go into things like diction, imagery, figures of speech, symbolism and allegory, syntax, sound, rhythm and meter, structure or rather focus predominantly on the meaning and themes?

Finally, I’d like to know about the HL essay and how it differs from the EE.

P1 opportunity: Have to understand the context and apply it. Consider contemporary responses. Contextual reading skills

(Petrina, Leonie, Doreen, Sheila)

AUTUMN | SPRING | SUMMER
Poems of Carol Ann Duffy | Yu Hua - Chronicle Of A Blood Merchant | BOW? Speech Transcripts eg. Winfrey???
Ibsen Ghosts / Shakespeare Othello | Morrison - Home | 

BOW? | BOW? Ad campaign eg. D&G??? | 

BOW? Opinion column eg. Marina Hyde/ David Olusoga??? | 
 | Summer holiday reading El Saadawi Woman At Point Zero and Hamid The Reluctant Fundamentalist
Introducing HL essay | Revision | Draft HL essay

Year 13

AUTUMN | SPRING | SUMMER
El Saadawi - Woman At Point Zero
 | 
 | 

Hamid - The Reluctant Fundamentalist | 
 | 

Orals | 
 | 

Mocks | 
 | 

Revision | 
 | 

1. Poems of Wilfred Owen (around 13 poems)

| Free-Choice |

2. Persepolis - Satrapi:

 | Satrapi | Marjane | F | Iran | Prose: non-fiction | Graphic novel | 21

 

 

Intertextuality

1. Julius Caesar - Shakespeare

English | Shakespeare | William | M | UK | Drama |  | 16-17

 

Readers Writers and Texts

1. Death and the Maiden - Dorfman

|Free-Choice|

 

|English | Narayan | R.K. | M | India | Prose: fiction | 20

 

HL

| Norwegian | Ibsen | Henrik | M | Norway | Drama |  | 19-20 | 

 

Death of a Salesman by Arthur Miller (Drama)
Marjane Satrapi’s Persepolis (2007) (Film/Memoir)

Unit 2 - Connecting Texts Through a Critical Lens
We by Yevgeny Zamyatin (Novel)

Hamlet by William Shakespeare (Drama)

1984 by George Orwell (Novel)

Unit 3 - Language and Literature as a Function of Community, Culture and History
A Doll’s House by Henrik Ibsen (Drama)

“The Thing Around Your Neck” by Chimamanda Ngozi Adichie (collection of short stories)

The poem begins with the line “all summer long”, this is not capitalised and underscored the laborious and dissatisfying nature of the teaching. The word “all” also has a lugubrious undertone to it as if her summer term has been elongated in a negative way

2 quotes from Donne (both from ‘Holy Sonnets: Batter my heart, three-person'd God’) and one from Andrew Marvell (‘To His Coy Mistress’), and one from Gerard Manley Hopkins (‘God’s Grandeur’). Quotations make up the final four stanzas of the poem. 

HOW:

Stand-alone stanzas, quoted = Importance, significant. Poet has identified these four in particular.

Addition in the final stanza of ‘again, again’ = going through the process and revisiting the poems, but also the joy of the process

Interesting juxtaposition between “batter” and “my heart”. Batter - to consistently beat - negative connotation, but positivity of moving through that process again and again.

Love repetition - emphasises the idea of passion, perhaps linked to their passion for poetry.

Powerful image re God

Batter = violent but powerful

The process of breaking down these poems - passion

SO WHAT?

Probably an anthology of 15 poems, but only four feature here. Affinity with these four poems, perhaps particularly the Donne as it features twice. Joy and passion for teaching and teaching these poems in particular.

Jared Diamond, “Collapse: How Societies Choose to Fail or Succeed”, Penguin Books, 2005, 589 pages. 

Excerpt: “Hence the Chaco Anasazi settlements were initially constructed in a pinyion/juniper woodland unlike the present treeless landscape but convenient for obtaining firewood and construction nearby. However, middens dated after A.D 1000 lacked pinyion and juniper, showing that the woodland had then become completely destroyed and the site had achieved its present treeless appearance. The reason why Chaco Canyon became deforested so quickly is the same reason that I discussed in Chapter 2 to explain why Easter Island and other dry Pacific islands settled by people were more likely to end deforested than were wet islands: in a dry climate, the rate of tree regrowth on logged land may be too slow to keep up with the rate of logging.” (Diamond, p.147) 

 

Charlotte Gill, “Eating Dirt”, David Suzuki Foundation, 2011, 247 pages. 
 
Excerpt: “Does planting trees work? Can it fulfill its many promises? It’s a question of waiting around for a few hundred years to find out, since that is the basic difference between an ancient forest and a razed field studded with tender seedlings. Time. A primeval woodland is time incarnate. Sunlight made solid. Carbon turned to wood, molecules into cells. An old-growth tree needs centuries to build that bulk, which is why a natural forest stores more carbon than an engineered one. Trees run on cycles that span human generations. They live in epic chronologies. Until we learn how to fold up the centuries or mimic photosynthesis there’s no substitute for patience. Human hands can replace the trees but not necessarily the forest. Tree planting sets the stage, perhaps hastening a revival, but still we must wait. For something that happens underneath an established canopy that we can neither replace nor control. An ancient forest is a life-giving environment, like a coral reef or a wetland, where creatures flock to find shelter and nourishment.” (Gill, p.225)

Non-Literary work: Shirin Neshat

minds of the citizens.

Now I can better incorporate Concepts into my teaching and into approaches to assessment

Now I am ready to:

Next week…

Next month…

Next year...