-       3 stages of reading (general feeling and holistic understanding; analysis and evaluation; Knowledge and interpretation), adapted from Anna Androulaki. 

o   Complete 1^st stage independently, writing down the basic meaning and observations on the text, which can be literary or non-literary (productive skills) 

o   Stage 2: move into (randomly chosen) groups (so that all members of the group are reading the same text) to share their ideas from stage 1 (interactive skills and productive skills). Then, they work together to choose a ‘key aspect’ of the text to focus on. One person from the group takes notes, synthesizing the ideas of the group (productive skills) 

o   Stage 3: students strive to articulate a central analytical question around which to organize a commentary of this text (productive skills). Then, they strive to develop an outline for this commentary collaboratively. After developing this outline, the students should write a revised, simplified version of it (to display to the class) 

-       Afterwards, each group presents their commentary (showing their finished, revised outline as a visual aid) (productive skills) and prepare to answer other students’ questions (interactive skills) 

If the extract is a complete non-literary text, students should discuss relevant aspects of the broader body of work of the author of the text. In the case of a photograph, for example, the broader discussion should refer to other photographs by the same photographer. If identifying the single author of a non-literary text is not possible, students should use an ampler definition of authorship to broaden their discussion of the global issue. In the case of an advertisement, for example, students could refer to the other advertisements or commercials belonging to the same campaign, to other campaigns of the same brand or to other work produced by the advertising agency. In the case of an article, students could refer either to other articles by the same author or to the general editorial line of the medium in which the article was published. In cases such as the latter two, students should make explicit what constitutes their definition of authorship.

To me this means that we are no longer necessarily grouping non-literary texts by topics as we do now with Parts 1 and Parts 2, but rather aiming to explore a number of Non-lit "works" (15-20 shorter texts e.g. music videos by the same artist, or advertisements for Carl's Jr. let's say...OR 5-10 slightly longer texts e.g. hour long episodes of a TV series, or a series of op-ed articles by the same author)

This is certainly NOT to say that you shouldn't study single texts within a unit (it's excellent and vital practice for the art of experiencing unseen texts and engaging with a wide array of text types for the P1), but merely to say that if a student chose one of those single texts for their IO or Paper 2 THEY would need to do some personal extension reading to find out how those singular texts fit into a larger body of work (not for example, a collection of protests songs from DIFFERENT writers, but maybe an album by the same author.)

This is a notable distinction of the new course.

 

Global Warming

Area of exploration:

Readers&Writers&Texts

Native American poem

When the blood in your veins returns to the sea,

and the earth in your bones returns to the ground,

perhaps you will remember that this land doesn't belong to you,

it's you who belong to this land….

https://www.youtube.com/results?search_query=man+vs+earth 

After the student has completed the 10 minute delivery of their individual oral, the teacher is expected to

engage in a five minute discussion with the student. This discussion will give the student the opportunity to expand on particular statements made during the oral.

Teachers must use this discussion time to give students the opportunity to improve (or expand upon) unclear or under-developed statements made during their delivery. This could be done by asking them questions that allow them to:

• comment further on parts of the extracts that are relevant to the global issue chosen and how

meaning is shaped in them

• expand on the presence or importance of the global issue in the overall text, work or body of work the extract belongs in.

If these aspects have been satisfactorily covered by the students in the oral delivery, teachers could prompt

students to:

• comment on and evaluate the similarities and differences between the ways the global issue was dealt with in both works and/or texts. This is not specifically assessed in this component, but it could give students a chance of exploring the global issue further in each work and/or text from a new

perspective.

• discuss how their work in the learner portfolio helped them to prepare for the individual oral, and how it helped in choosing their global issue, texts/works and extracts.

and later in the conduct section...

In the final question time for the individual oral, teachers should refrain from asking questions that

lead students away from the details of the works/texts and global issue at hand. The purpose of

questions should be to help the student demonstrate their knowledge and understanding of the

extracts’ content and of how meaning is constructed in relation to the global issue.

I hope this helps. :)

Podcasts & blogs:

Visual Albums:

Ad Campaigns:

Documentaries:

You Tube Channels

TV series I have contemplated using are:
The Handmaid's Tale
Dear White People
Russian Doll
13 Reasons why
Modern Family
Blackish
Fresh Off the Boat
The Nash Report
The Daily Show
Full Frontal
Fox and Friends

Hopefully these will get you started. 
 
:)