2017-2018 IB SUMMER READING / ENGLISH 12 IB / IB Language A: Literature E-Mail: elizabeth.tedrick@bsd.k12.de.us Congratulations to all of you who have chosen the IB challenge. You are almost at the end of this four-year accomplishment. The following required readings will not only give you a jump on senior year, but will also be pleasurable. So get out the beach chair umbrella, grab Post-it notes colored pens, read, read, read. There are three required summer readings for this course: 1. Chronicle of a Death Foretold by Colombian author Gabriel Garcia Marquez (recommended edition: Vintage International, translated by Gregory Rabassa) 2. The Stranger by French author Albert Camus (recommended edition: Vintage International, translated by Matthew Ward) 3. Persepolis: The Story of a Childhood by Iranian author Marjane Satrapi (recommended edition: Pantheon Books, Translated copyright 2003 by L Association, Paris, France) These books, with cultural settings in Latin America (Colombia), North Africa (Algeria), the Middle East (Iran), are from Part I of the syllabus, satisfying the criteria prescribed by IB for Works in Translation. Since ing is a vital component in critically analyzing responding to a text, you will be required to write critical analysis s for two of these texts: Chronicle of a Death Foretold The Stranger. With regard to Persepolis, in which critical analysis s will be given during our class study, you will be expected, as with all books, to take detailed notes as you read by using whatever note-taking process works best for you. I will check these Persepolis notes during the second week of school. You can also expect reading check tests on all three novels, in addition to future critical analysis s essays to prepare you for the Written Assignment that is externally assessed by IB. The attached rubrics directly correlate with IB exam assessment criteria. VERY IMPORTANT: In addition to reading the three works from Part I of the attached IB Diploma Programme Language A: Literature syllabus, I strongly encourage you to do a first reading of the Part III novels. Again, annotate as you read so that you are interacting with the text close reading. Your senior year is intense deming; thus, doing a careful first reading of the texts will benefit you greatly prepare you for your second reading during our in-class study where we go in more depth, analyzing the subtleties of the works. Since we approach the works from a critical perspective, you will be ahead of the game by knowing the plot of the novels. Your IB Paper 2 exam in May is based on these four Part III works, so you MUST know them well. Journal Summer Reading Requirements: 1. All s should be typed saved as one document per text; therefore, you will have two files: Chronicle summer reading Stranger summer reading. 2. Submit each to turnitin by Monday, September 4 th, at 11:59pm. Note: I will provide turnitin info the first week of school. Journal rubrics will be collected at the beginning of class starting on the Tuesday after Labor Day, September 5, 2017. I will not accept summer work beyond the second week of school for credit. If you have any questions over the summer, I can be reached at elizabeth.tedrick@bsd.k12.de.us. WORDS OF ADVICE: DO NOT PROCRASTINATE. You must know the works thoroughly completely to strut your stuff. *Attachments: (1) Journal Assignments; (2) Rubrics for grading in accordance with IB external assessment criteria; (3) IB syllabus
CHRONICLE OF A DEATH FORETOLD BY GABRIEL GARCIA MARQUEZ IB SUMMER READING ASSIGNMENT CLASS OF 2018 E. TEDRICK - (CCRL 1, 2, 3, 4, 5, 6; CCWS 1; CCLS 1, 2) Please read Chronicle of a Death Foretold take notes as you read. You will need to highlight make marginal notes. Upon completion of your reading, do the following critical analysis s. Note: It is important required that you include quotes, page numbers, analysis for each entry. You must work on your s independently (no collaboration) as you are preparing for future IB external assessments where you are expected to demonstrate knowledge understing by making valid interpretations that show original thought based on text evidence, subtleties within the text, the language, structure, techniques, style to create meaning. Essential Questions Unit Essential Question: How does Marquez s use of literary elements, novel conventions, narrative techniques, style create social commentary meaning? Journal Essential Question: How does Marquez s use of characterization create theme /or meaning in the text? Journal Tasks 1. 2-column chart: Significant Quotes: Keep a list of five (5) quotes that you find significant. These quotes should capture the essence of theme/meaning must span the entire text. In column 1, provide the quote page number (cited using MLA format). In column 2, provide your This is an analysis of what the quote means an explanation of its significance in connection to the work s theme, or its contribution in creating kind of meaning about such novel conventions as character, plot, conflict, context, etc. Be sure to comment on the author s use of narrative techniques style to convey meaning. 2. 3-column chart: Character Analysis: Dissect the following characters: 1 Santiago Nasar, 2 Bayardo San Roman, 3 Victoria Guzman, 4 Angela Vicario, 5 Pura Vicario. Analyze Marquez's characterization how each character evolves/develops the text. Keep character motivation in mind. In column 1, identify at least 3 character traits for each character. In column 2, give a quote scene for each trait where the character displays the trait. In column 3, write a summary analysis of the character where you determine the character s role function/purpose in the novel. To support your text evidence, incorporate an explanation for the traits scenes you have identified in column 2. Keep in mind the author s use of characterization as a device to create meaning: what the character says, what he thinks, what he does, what other characters say about him, what motivates behavior, what the results are of his actions.
3. 2-column chart: Minor Characters Study: Identify the following minor characters: 1 The Vicario Brothers, 2 Clothilde Armenta, 3 Xius, 4 Maria Cervantes, 5 Divina Flor, 6 Flora Miguel, 7 Prudencia Cotes, 8 the Bishop, 9 Father Amador, 10 the Narrator. In column 1, put the character name his/her role function/purpose in the story. In column 2, put a quote that captures the essence of the character.
THE STRANGER BY ALBERT CAMUS IB SUMMER READING ASSIGNMENT CLASS OF 2018 - E. TEDRICK - (CCRL 1, 2, 3, 4, 5, 6; CCWS 1; CCLS 1, 2) Please read The Stranger take notes as you read. You will need to highlight make marginal notes. Upon completion of your reading, do the following critical analysis s. Note: It is important required that you include quotes, page numbers, analysis for each entry. You must work on your s independently as you are preparing for future IB external assessments where you are expected to make valid interpretations that show original thought but are based on text evidence, subtleties within the text, the language, structure, techniques, style to create meaning. Essential Questions Unit Essential Question: How does Camus s use of literary narrative techniques create theme meaning in his work? Journal Essential Question: How does Camus use of characterization accentuate his theme purpose for writing the novel? Journal Tasks 1. 2-column chart: Significant Quotes: Keep a list of five (5) quotes that you find significant. These quotes should capture the essence of theme/meaning must span the entire text. In column 1, provide the quote page number (cited using MLA format). In column 2, provide your This is an analysis of what the quote means an explanation of its significance in connection to the work s theme, or its contribution in creating kind of meaning about such novel conventions as character, plot, conflict, context, etc. Be sure to comment on the author s use of narrative techniques style to convey meaning. 2. 3-column chart: Secondary Character Analysis of Camus use purpose of foil parallel characters: Analyze the role function/purpose of the following secondary characters: 1 Perez, 2 Marie, 3 Raymond, 4 Salamano his dog, 5 the woman in Celeste s, 6 the Examining Magistrate, 7 the Chaplin. In column 1, state the character his/her role. In column 2, give a quote scene that captures the essence of the character. In column 3, explain how the character may be a foil to Meursault, a parallel to Meursault, or both a foil parallel to Meursault. Foil Characters: contrasting characters; the writer helps us underst one character by creating another character with contrasting qualities. (These include both major minor characters where you can mix match.) Parallel Characters: similar characters; the writer helps us appreciate the relationships between functions of characters by creating other characters with parallel or similar qualities.
IB SYLLABUS 2016-2018 M. Weiner / E. Tedrick SYLLABUS FOR 2016-18 IB LANGUAGE A: LITERATURE PROGRAM Part I Works in Translation - 12 th gr. Chronicle of a Death Foretold, Gabriel Garcia Marquez Latin America - 20thC 18 hours Persepolis: The Story of a Childhood, Marjane Satrapi Middle East 21stC 15 hours The Stranger, Albert Camus Europe - 20thC 15 hours Part II Detailed Study - 11 th gr. The Taming of the Shrew, William Shakespeare - United Kingdom - 17 th C 20 hours Poetry John Keats United Kingdom 19thC - 18 hours The Scarlet Letter, Nathaniel Hawthorne North America, US 19thC 25 hours Part III Groups of Works - 12 th gr. The Great Gatsby, F. Scott Fitzgerald North America, US 20thC 20 hours The Hmaid s Tale, Margaret Atwood North America, Canada 20thC 22 hours Their Eyes Were Watching God, Zora Neale Hurston North America, US 20thC - 20 hours Things Fall Apart, Chinua Achebe - North America/Africa 20thC - 20 hours Part IV School s Free Choice - 11 th gr. Poetry Emily Dickinson, Robert Frost, E. E. Cummings North America - 19th-20thC 25 hours The Crucible, Arthur Miller North America, US - 20thC - 12 hours I Know Why the Caged Bird Sings, Maya Angelou North America, US 20 th C 28 hours
IB GRADING RUBRIC / Chronicle / E. TEDRICK Name: Class Period: Criteria 5 4 3 2 1 A. Knowledge excellent good little Understing knowledge knowledge knowledge understing -Supports understing with few supports -Analysis of the work, understing understing, **Cudos for using relevant showing an quotes, of the work, using Some appreciation of examples, using quotes, supports from misinterpretations. author s choices appropriate examples, the text. Ideas lack re narrative techniques style analysis for analysis for support development. B. Interpretation of text in response to prompts -Supports quotes -Analysis that goes beyond the obvious -Original thought insight -Drawing conclusions -Analysis must include comments about literary/novel conventions that create meaning C. Organization Development - organized developed commentary response -adherence to directions D. Formal use of language (Grammar Mechanics) perceptive understing insight analysis valid interpretation. original thought. quotes examples as Insightful comments on novel conventions language purposeful effective structure for each response. relevant text instructions. Appropriate, sophisticated, varied word choice; complete varied Clearly proofread with no errors in understing Some original quotes examples for Comments on language a plan for critical Good text Good word choice Proofread with minimal errors in insight but needs greater depth in quotes Few comments on author's use of language organization but purpose not as clearly evident as first two criteria. Some text Word choice structures are adequate to convey meaning. Some proofreading errors in grammar, mechanics. plot understing but a limited view on meaning. Little original thought. Some quotes a what disorganized, presentation, resulting in lack of clarity purpose. Inappropriate word choice; several structure errors. Proofreading is inadequate. no knowledge of text with no supports or Little development of ideas. no insight. Several misinterpretations. No supports. no evident plan or structure to responses. Does not follow Little to no evidence of proofreading with many lapses in grammar, mechanics, style.
IB GRADING RUBRIC/ The Stranger / E. TEDRICK Name: Class Period: Criteria 5 4 3 2 1 A. Knowledge excellent good little Understing knowledge knowledge knowledge understing -Supports understing with few supports -Analysis of the work, understing understing, **Cudos for using relevant showing an quotes, of the work, using Some appreciation of examples, using quotes, supports from misinterpretations. author s choices appropriate examples, the text. Ideas lack re narrative techniques style analysis for analysis for support development. B. Interpretation of text in response to prompts -Supports quotes -Analysis that goes beyond the obvious -Original thought insight -Drawing conclusions -Analysis must include comments about literary/novel conventions that create meaning C. Organization Development - organized developed commentary response -adherence to directions D. Formal use of language (Grammar Mechanics) perceptive understing insight analysis valid interpretation. original thought. quotes examples as Insightful comments on novel conventions language purposeful effective structure for each response. relevant text instructions. Appropriate, sophisticated, varied word choice; complete varied Clearly proofread with no errors in understing Some original quotes examples for Comments on language a plan for critical Good text Good word choice Proofread with minimal errors in insight but needs greater depth in quotes Few comments on author's use of language organization but purpose not as clearly evident as first two criteria. Some text Word choice structures are adequate to convey meaning. Some proofreading errors in grammar, mechanics. plot understing but a limited view on meaning. Little original thought. Some quotes a what disorganized, presentation, resulting in lack of clarity purpose. Inappropriate word choice; several structure errors. Proofreading is inadequate. no knowledge of text with no supports or Little development of ideas. no insight. Several misinterpretations. No supports. no evident plan or structure to responses. Does not follow Little to no evidence of proofreading with many lapses in grammar, mechanics, style.