Assignments+11th+Grade+2013-14

//BLOOD WEDDING//
TUESDAY 20TH MAY As practised in class, you will receive an extract from 'Blood Wedding' and be required to write a commentary on it to show your understanding of Lorca's writing - theme and meaning, characterisation, stagecraft, language effects etc. This graded essay will serve as a preliminary to coursework (or equivalent for Standard level) on BW.

**Paper 2 type essay on protest texts for SL students**
FINAL COPY DUE TO TURNITIN before midnight Sunday 27th April.


 * By Thursday 27th March the first rough draft** of the essay on a chosen protest text must be submitted by all students.


 * __HL students__**, remember the word limit is 800 to 1000 words. Be sure to address the chosen Learning Outcomes (pages 18 or 19 in the Guide), look carefully at your chosen essay question, and use the assessment criteria to help you evaluate your work so far (page 54 in the IB Guide. Ignore the Outline for the moment.). You can jot down doubts and questions that you have. Remember to cite sources - and start using zotero!


 * __SL students__**, you should aim for 500-600 words in your textual analysis essay. Remember to use the evaluation criteria for this paper 2 type essay in the IB Guide page 33).

Over the February Break
Although you are on holiday, you have some 'tidying up' to do and one new (but not big!) assignment.
 * 1) **Submit the Final Draft of The Written task on Hedda Gabler** to Turnitin on Monday 3 March before midnight. The class ID is 7556637 and the password is mistral. Don't forget to put your name on the paper and the two words counts, for the Rationale and the Task itself.
 * 2) Send in your **Reflective Statement** for your FOA on Protest Songs.
 * 3) **PROTEST TEXTS**: Research and select a text written by a militant organisation in any field that interests you. Attached is a series of links to websites to get you started. Annotate your text using the usual Text Analysis Checklist and be ready to talk about it in class. This work will lead to a piece of coursework, an analytical essay, 'type 2' Written Task.

Reflective Statements on the FOA's
This should be written up and submitted to Ms Short within 4 days of doing your FOA.



PROTEST SONGS (Part 1) FOA
Using our analysis of Seize the Day's //The Driver// as an example, prepare your Further Oral Presentations, following the guidance on the attached document.

Presentations by non-MUN students must be ready by Tuesday 4th February

Submission 1st Draft Written Task 1 on Hedda Gabler due to Turnitin 23.59 January 27th.
Remember to indicqte the Word Counts for the Rationale and the Task itself separately. Please follow all instructions on the sheet distributed.

Written Task 1 homework on //Hedda Gabler// for January 7th 2014
Please see attached instructions for the 'first step' in this piece of coursework.



**What were Ibsen's intentions with the characters?**
Following our discussions during the 'Hot Seats', take concise notes for each character, explaining what you think that Ibsen was saying about each character's responsibility in the predicament and suicide of Hedda. Don't forget to consider each character as a literary character with functions that may be symbolic or representative, as well as constituting a complex character with a psychological profile.

Assignment for Tuesday 17th December
Questions in class to confirm understanding of background and context for Ibsen's //Hedda Gabler//. Please see attached document for instructions on how to prepare.

Hot Seat! Who is most responsible for Hedda's predicament and suicide?
Follow the instructions sheet carefully and bring in your preparatory notes to class PRINTED OUT! You should have bullet points and short quotations for this role-play.

Assignment for Wed. November 27th
Alter Ego

Follow instructions given in class to re-write your chosen extract from //Hedda Gabler// with the inclusion of Hedda's alter ego - or that of another character, as appropriate

Assignment 19th November
Continue your note-taking on a character up to where we read in class. In addition, choose a prop that has already been introduced and analyse its use so far as we did with the manuscript. Comment on it from a practical point of view (plot, set...) and from a symbolic or ideological perspective. You can write up the manuscript's use first to practise...
 * Characterisation and Props**

Assignment on //Hedda Gabler// for Tuesday 12th November
You have been allocated a character. From the start of the play to where we read in Act 2, take notes on the following, using whatever format suits you (bullet points, paragraphs, diagramming etc.)
 * Character personality, including appearance, and social, cultural and gender traits
 * Significant quotations with comments
 * Observations on the character's relation with/influence on Hedda

Assignment for 'High' students for Tuesday 12th November
** The set in //Hedda Gabler// **


 * 1) Sketch the set as you understand it from the stage directions. Be brave and only consult ‘google images’ AFTER you and your partner have had a go! Be ready to discuss and defend your set.
 * 2) Comment on the possible significance of Ibsen’s set choices. You can brainstorm ideas on this from your knowledge of the play, but also use the following extracts from Brian Johnston’s Introduction to //Hedda Gabler// in The Norton Critical Edition (2004).
 * Hedda Gabler is a good example of Ibsen’s ability to create “infinite riches in a little room.”
 * “Ibsen’s genius was to see that things in the theatre could be made into subversive vehicles of ideas. Things are what they are perceived to be, and ‘ideology’ changes the world and the things in it."
 * Example: two crossed sticks mean nothing to a non-Christian; to a Christian they evoke the crucifixion, the Roman Empire, Palestine…To a Marxist they might mean institutionalized superstition, intellectual bondage.
 * //Ideas// drastically change and symbolically enrich //things.//
 * 1) Research images of sets from productions of Hedda Gabler. Select two and comment on the Director's choices.

Assignment for Wednesday 6th November

**QUOTATION TRACK OF HEDDA’S PREDICAMENT** In class we discussed the causes of ‘Hedda’s predicament’ and why she committed suicide. You listed a lot of reasons and these involved the behaviour and attitudes of the people around her, the role of ‘society’ (gender roles, class roles, cultural expectations…), and Hedda’s own attitudes and behaviour. These 3 ‘categories’ overlap, of course, but for the purposes of analysis they can be identified. Additionally, as this is a play, you can also look at Ibsen’s use of the set as an agent in Hedda’s dilemma. Later we’ll look at the plot…


 * Start a Quotation track up to the end of Act 1**. The idea is to choose short quotations that you find significant to illustrate Hedda’s predicament. You cite these, say who is speaking to who/where/when, and then comment on their significance. An example has been done for you.

You should select 15 - 20 quotations. Try to touch on all the characters at least once. You can also use stage directions.


 * **ACT 1** ||
 * **QUOTATION** ||  **CONTEXT**  ||  **SIGNIFICANCE**  ||
 * “So that Hedda needn’t be ashamed of me, in case we ever go for a walk together.” || Aunt J to Tesman about why she bought the new hat || Underlines class difference between Tesmans and Gablers. Word “ashamed” is v. strong + suggests Aunt’s apprehension of Hedda, even intimidation. Prompts audience empathy as well as anticipation of Hedda’s entry on stage. On subsequent viewings constitutes ironic foreshadowing (bonnet incident). ||

Assignment for Tuesday 22nd October
Read the document posted on the wikipage 'Hedda Gabler'. Highlight or take notes. Students who were absent on Friday need to copy up the notes following our discussion of 'Hedda's Predicament'.
 * Background reading on Ibsen**.

Assignment for Tuesday 15th October
Be prepared for an **in-class essay, testing your skills in Textual Analysis**, type Paper 1. You will receive an 'unseen' text to analyse. It will have something to do with our class theme: a sense of place.

To prepare, remember that you can revise the categories in the Checklist, review essay-writing techniques (e.g. Thesis Statement, paragraph structure with Topic Sentences, punctuation of quotations etc.) It is also wise to review any 'mechanical' weaknesses that you know you have in English writing, e.g. spelling of key words, Run-on sentences, too informal register/style etc.)

Assignment for Tuesday 8th October
Be ready for FOA presentations on Australian icon videos.

Assignment for Thursday 3rd October
Complete preparations for your FOA presentations on a video, with a focus on Australia, its culture and a 'sense of place'. You will be allowed the first part of the double period to finalise your presentation. (Zoe and Lauren, who have been absent, will not be first!)

Assignment for Tuesday 1st October
Please select a **short video** (3 - 6 mins) featuring **Steve Irwin, or another Australian 'icon**' e.g. Nicole Kidman, Russel Crowe etc. The video must lend itself to a 'textual analysis' that you will prepare in class with your partner and present in an Oral activity. You also need to reflect on the 'sense of place' and how **Australian culture** and/or stereotypes are portrayed in the video.

The working partners are as follows:
 * Zoe and Lauren
 * Lydia, Emma, Sam
 * Luke and Martino
 * Francesca and Jean Paul
 * Jack and Alua

Assignment for Tuesday 23rd September
As said in class, please spend 20-30 minutes annotating the second text on Australia. You can also use the Quick Checklist for Textual Analysis, of course!

**Creating a 'text-type' on binge-drinking**

 * Students should follow-up on the group work started in class, creating a text-type of their choice on the topic of binge-drinking. The text can express disapproval, aim to change behaviour, or controversially question the predominant attitudes... Just be sure your purpose is clear.**


 * Whatever you choose to express, you should try to identify and then respect the conventions (typical features) of the text type you have chosen e.g. blog, speech, ad, leaflet, video clip etc. Looking at samples and going over the Textual Analysis Checklist you have been working with in class should help you do this.**


 * In your group, you will present your text to the class and we will start to look at assessment criteria together:**
 * 1) **Convincing content of the text and presentation of the subject matter**
 * 2) **Understanding how language and visuals are used to create meaning and effects**
 * 3) **Organisation of the text and your presentation**
 * 4) **Language: accuracy, clarity and effectiveness of your language, written and spoken**

SUMMER READING AND ASSIGNMENTS 2013 ==

This is a copy of the handout distributed in June

Dear 11th grade Lang/Lit students,

I hope the students in India have a fantastic time and that everyone will enjoy the summer break, rest up and gather energy ready for the challenges of 12th Grade. Of course, you need to prepare for your return by buying and reading texts for the English programme. The **list of books is below and the assignments, too**. This information is also on the wikispace.

The High Level students have an additional coursework assignment to get started on. (Don’t groan too loud – getting started on it now will be one less task to do in September. It will all be worth it in the end!)


 * Books to purchase **
 * **// Macbeth //** by William Shakespeare (preferably Longman School Shakespeare, 2010, ISBN-10: 1408236869, but you can choose another edition with notes to help you)


 * **// Sula //** by Toni Morrison (any edition)


 * **// The Grass is Singing //** by Doris Lessing (any edition)

__ HL only __


 * **// The Things They Carried //** by Tim O’Brien (any edition)

**__ Assignment for __****__ all students __**


 * Read //The Grass is Singing//. **


 * Take notes on the author, Doris Lessing, and find out about the context of production ** – colonial Africa in the 1940s. You need to be familiar with the plot, main characters, and setting, and to have some ideas on the main themes and their relation to historical and cultural context. This novel is one of the Part 4 works. This means that you need to have read it several times and know it ‘inside out and backwards’ in order to do well in the final Individual Oral Commentary examination next year. You must come to class having already read it (not just a summary!) It’s a remarkable book written by a Nobel prizewinner.
 * You will have graded class work ** on this when you return to school. You can also write/highlight in your own book as photocopies of extracts will be used for the exam.

** HL students **


 * 1) ** Reading **
 * You are advised to read //The Things They Carried// ** over the summer, too. You should find that it reads quite easily (a modern text about the Vietnam War) and, again, it will be a tremendous advantage to have already completed a first reading when we come to study it during the year. It is also in Part 4 and needs to be known in great detail, thus read several times.


 * 1) ** Coursework on //Blood Wedding// **
 * You must produce one rough draft or a couple of detailed proposal outlines for another Written Task 1 ** . (Remember that the IB requires **at least** 4 Written Tasks at High Level. See pages 40-46 in the Guide.) This must be on **//Blood Wedding// and preferably related to a ‘sense of place**’. It can be a type 1 (creative…..) or type 2 (an essay, an answer to one of the set essay questions, pages 45-46 in the Guide, as you did for //Hedda Gabler.//) You probably remember that the 6 set questions revolve around Reader/Culture/Text, or Power and Privilege, or Text and Genre…

You should choose a type 1 or type 2 according to how well you did the previous pieces of coursework. The aim is to have a good choice in your coursework portfolio in order to select your best work to send off for assessment.


 * Possible examples for a type 1 Written Task on //Blood Wedding// ** :

‘Sense of place’ - Think! Andalusia: soil, arid, water, sun, roots, grapes, knives, flowers, horses, sharp stones…humid forest, moon, blood, water…


 * You are a traveler (from afar?) in the early 1930’s in Andalusia. You happen to pass through a village where the play, //Blood Wedding,// is being performed. You write a diary entry on what you witnessed, the play, the audience reaction…
 * You are a 21st century theatre critic. You write a review of a recent performance of //Blood Wedding//. You could be in Spain or another country where the play is performed in translation and seen by spectators of a different culture. Pay attention to the set and costumes…You could also be a radio broadcaster and write your text to be spoken.
 * You produce a tourist brochure for cultural visits in Spain. Write the section on the part of Andalusia where //Blood Wedding// is set and where some attractions are based on Lorca and //Blood Wedding//.
 * You are a Spanish politician in the 1930s. You want to ensure that events like those in //Blood Wedding// do not happen again. Write your speech to parliament, proposing to enact the necessary laws…
 * You are a song writer (Folk? Blues? Rap? Pop?). You write the ballad of Leonato and the Bride, or of the Wife and Leonato, or of the Mother, or the Maid…)
 * You are the Father at the end of the play. You write a letter to the Mother or to your daughter…
 * You are the Mother. You write an epitaph for the tombstone of your son and an obituary for a newspaper.
 * You are the Wife. You write a letter for your child to open later, talking about the child’s father; or you write a lullaby after the closing events of the play.
 * You are the Bride’s Maid. You have an exchange of letters with a distant relative. You comment on the happenings you have witnessed. You could also write the scenario for a conversation between the Maid and a friend, like an additional scene…

Feel free to contact me by email if you want to discuss Written Task ideas that you have. You can also post your ideas and choices on the discussion forum under //Blood Wedding// student work

Best wishes, Ms. Short

End of Year June 2013
No new homework is set over the exam period. Work that is due is, of course, still due. See below.

Advice for preparing for the examinations is on the page called Revision for June 2013 Exams. Paper 1 guidelines are posted. Paper 2 will follow shortly. In the meantime, you know you should be revising Hedda Gabler.

Sula: Conversation-bubbles page here **.**
===** Put your family-tree/and 2 character posts here, along with a short answer of a paragraph to the following question: Which 3 images most struck in you in the description of Plum's death? Quote them and explain why. **===


 * Assignment for week of Monday 3rd June**

Tasks still to complete:
 * In addition to the tasks below that have not all been completed:**
 * **//__SULA__// -**
 * **Complete __Wright Family and Peace 'family trees'__; write brief portrait of each character; choose one significant quotation from or about the character and comment on it**
 * ** a reminder to all to please purchase a copy of the novel ASAP **
 * ** //__Blood Wedding__// (High students only) Complete the attached worksheet on the songs in the play for Thursday [[file:Blood WeddingSongs.doc]] **
 * 1) **__Reflective Statements__** to self-evaluate Further Oral Activities (use instructions on homepage)
 * 2) **PORTFOLIOS**: Your coursework pieces must be kept in a binder. By now you should have 2 Written tasks and 1 FOA. Check the instructions on Portfolios on the homepage.
 * 3) High Level students: Notes on Blood Wedding were due 3rd May. A 'zero' has now been attributed for failing to do this work. The notes must still be taken and submitted. It is essential for your success in this unit of study.


 * Assignment for week of Monday 27th May**

Tasks to complete:
 * 1) **__Reflective Statements__** to self-evaluate Further Oral Activities (use instructions on homepage)
 * 2) Daniele and Anna-Maria were absent Friday, so their FOA's were not completed and must be held Monday
 * 3) **PORTFOLIOS**: Your coursework pieces must be kept in a binder. By now you should have 2 Written tasks and 1 FOA. Check the instructions on Portfolios on the homepage.
 * 4) **__High Level students: Notes on //Blood Wedding//__** were due 3rd May. A 'zero' has now been attributed for failing to do this work. The notes must still be taken and submitted. It is essential for your success in this unit of study.


 * Assignment for Monday 20th May **


 * FURTHER ORAL ACTIVITY - AUSTRALIAN TEXTS **

Now that the IGCSE re-sits are over, we are ready at last. Hopefully, your presentations will have benefitted from the extra time. Names will be selected randomly to decide group order of presentations.

Remember! Take this opportunity to do well!
 * Each individual must have a copy of the presentation material in case of absence
 * No 'technical problems' will be accepted; have a print-out as necessary
 * Use both the Instruction sheet for this FOA and the Quick Checklist for Textual Analysis
 * Each student will be graded individually, so be sure you are prepared.


 * Reminder that High students** must have their ** Johnston notes on //Blood Wedding// ** re ady ASAP. They are now more than a week overdue. See instructions just below.
 * 1) **NB. Turnitin deadline for your written Tasks on //Hedda Gabler// is __Monday 6th May at 14.00h__**


 * 2. Further Oral Activity**: this activity is to be worked on primarily in class. However, given the access problem with youtube videos, be sure to have downloaded your material on to your laptops so that you can work with your partners in class

3. Assignment for __Friday 3rd May__ High Level students //Blood Wedding//

**Read and take notes on David Johnston's Introduction to //Blood Wedding//**
Your notes must be really done well, with headings, sub-headings and bullet points. You need to KNOW this information for the IB examinations - the historical context, Lorca's life and death, Lorca's social and political views, the origin of "Blood Wedding", Lorca's work and his place in the development of theatre, the style he used - prose, poetry, music, magic realism etc. We will refer to and discuss this constantly during our class study of the play, but you must have your own base of notes.


 * ALL STUDENTS! **

Work on completing the final version of your Written Task on Hedda Gabler **. Use all my feedback and the initial advice given, as well as the information in the guide, including the grading criteria. The page numbers are given below when the assignment was set. **

Assignments over the spring break

 * 1) Watch out for **feedback** by email on the first draft of your **written tasks** on //Hedda Gabler//
 * 2) **Steve Irwin Obituaries** Text Analysis

You have been given one of several obituaries on Steve Irwin. (If you were absent, you can easily find one from a variety of newspapers online.) Your task is twofold:
 * Annotate the text as you read and analyse it. For example, label parts of the text with terms like: //anecdote/human interest, biographical detail, humour, criticism, tribute, political stance, social context, celebrity contacts, relations with media, formal obituary feature, main theme/thesis statement, testimonials, quotations// etc.
 * Fill out the usual Checklist. There will only be a certain amount of overlap with the annotation.

3. **High Students – //Blood Wedding//**

Read Act 1 scenes 1 and 2. Answer questions 1 to 4 only on the worksheet distributed in class and provided below.



Assignments for week of Monday 18th March
First Draft Written Task on Hedda Gabler

The first draft of your Written Task on //Hedda Gabler// ('creative' for Standard, or type 2 essay for High) is due to **Turnitin by Friday 22nd March at 12.30 am.** You must work on this at home. Class time should not normally be allocated for it and you were given a full double last week! Of course, you can come and ask Ms. Short questions during the week.

A "first draft" means a fully completed Written Task that respects the Word Counts, includes a Rationale (Standard only), is formatted, sourced and edited for grammar, spelling etc. It should be completed to the best of your ability. It is not a 'rough' draft!

Additionally, **High students** should have Lorca's //Blood Wedding// in school as we will start studying it this week.

Assignment for Monday 11th March
As discussed in class on Friday, you should be **planning the Written Task 1 (Standard) or Written Task type 2 (High) on //Hedda Gabler.//**

Written Task 1 involves 'creative' ideas like an additional scene, a letter from a character, a review of an imaginary performance etc.(read pages 30-32 in the Guide)

Written Task Type 2 must be an essay taken from the choice of titles in the Guide (read pages 42-46; questions on pages 45-46)

Assignment for Monday 4th March

 * Test on background material for Ibsen and Hedda Gabler.**
 * Remember that you can only bring in one side of A4 notes, IN YOUR OWN WORDS. If you bring more, or copy paste chunks of notes, you will not be allowed to use them.**

February Break Assignment
In addition to resting up, please complete note-taking on background reading about Ibsen and theatre. Use the handout of instructions given (copy below) and be sure to use at least 4 sources. You will have a follow-up graded assignment on this when you return to school. In addition to the handout, see instructions below for Monday 11th February. The Hot-Seat activity was not completed. Be sure to be ready for the follow-up on your return.

Be ready for the **Hedda Gabler hot seat activity** on Wednesday. You will just have time to ask any questions you have before we do the activity.
Note that your **NOTES MUST BE PRINTED OUT**. You will not be allowed to use your computers.

By Friday you must have finished note-taking on the background information on Ibsen and theatre so that you can answer graded questions.

Assignment for Monday 11th February
Background reading and note-taking on Ibsen and //Hedda Gabler//

You have received a handout and instructions for reading and note-taking on Ibsen and Hedda Gabler. Start with the first 2 information sheets (one in the Background Reading folder on the home page of this wikispace and the other Commentary given out in class). Remember that in addition to **biographical information on Ibsen's life**, you need to define the following terms and consider in what way they apply to //Hedda Gabler//.

You will shortly have a graded class assignment on this material.

In particular, be sure you are familiar with **the terms**:
 * Romanticism
 * the 'well-made play'
 * realism
 * naturalism
 * symbolism
 * the 'problem play'
 * the psychological play
 * social drama

Monday 4th February
Welcome back MUN students! Presentations of "Hedda's Predicament" Monday. Please remember your books.

MUN WEEK
MUN students, have a great time and learn lots! I am not expecting you to do English work on the trip, but I do expect you to check this wikispace before you come back. If you give any time to English before or after the trip, develop your notes on 'Hedda's Predicament' for your group.

Bon Voyage!

**All other students**: no additional work this weekend, but come to class properly prepared to work on 'Hedda's Predicament'. Also, bring your copy of your Gender ID Written Task as you will be receiving individualised feedback on this.

Assignment for Monday 21st January
Hedda Gabler


 * All students must work on analysing Hedda's Predicament. You should have clear notes written on questions 1 a and b on the handout. (Copy of the handout posted on the Hedda Gabler page here.)
 * High students must complete their analytical work on the significance of stage, set, props, and actors' positions etc., ready to make a visual presentation to the rest of the class on Wednesday.

Oxford Test

Students taking this test should remember to bring their laptops and headphones on Monday

Happy Christmas and New Year!

 * Assignment for Monday 7th January** **-** __**Completion of first Written Task 1**__ **(**on gender: images and identity)

Now that you have received feedback on your first draft, it's time to complete your first piece of IB coursework in English Lang Lit.

Take advantage of the guidance and instructions given below for 26th November. That way, you won't forget the Rationale, or your name, or the Learning Outcomes, or the word count...

Please start the new year off well by respecting the deadline for this first completed Written Task 1.You must submit your paper to **Turnitin before Monday 7th January at 14.00**.

If you have any technical difficulties, you must e-mail me your paper before the deadline. Remember that you can submit your paper to Turnitin early, check the 'similarity index' and resubmit it up to the deadline.


 * Assignment for Monday 17th December**


 * CATCH-UP!**


 * On Friday, 5 students were absent and very few of those present had done their homework. Exceptionally, class was used for some catching up, but nobody completed the work to a high enough standard for IB work. All students must use this weekend to do the note-taking task explained below. You MUST follow instructions! A vague list of unrelated bullet points does not constitute useful notes...**


 * Assignment for Friday 14th December**

Note-taking on Hedda Gabler


 * You must take detailed, ORGANIZED notes. Whatever shape you choose (lists, charts, mind-maps...) you must have headings or key words that STAND OUT. Use colours, different fonts, little drawings, symbols etc.**


 * Write __short__ quotations and __longer__ comments.**


 * Also be sure to mark in the Act and eventually the page number in your edition.**


 * These first notes (on Act 1 and Act 2 to when Loevborg agrees to spend the evening with Hedda and Thea) should focus on the following:**
 * **motifs e.g. the pistols, the phrase 'people don't do that'/'it isn't done', Thea's hair**
 * **the extended metaphor of Hedda's train journey in Act 2**
 * **examples of dramatic irony**
 * **Hedda's possible pregnancy**


 * Students who did not have their books last lesson** must also choose an extract of about 10 lines and write a commentary of 100-200 words on what it reveals about a particular character.


 * No new assignments for Wednesday 5th December. Just ensure that you are up to date with all previous assignments and please remember to bring your copies of //Hedda Gabler//.**

//__**Hedda Gabler**__// Again, post your work on the wikipage Hedda Gabler Student Work. Any difficulties, email it to me.
 * Assignment for Monday 3rd December**
 * 1) **Firstly, read the previous assignments and complete them if you have not already done so.**
 * 2) **Secondly, read on until Aunt Julia/Miss Tesman leaves after she has given George his slippers. Then do the following 2 tasks:**
 * **explain how far our previous impressions of Hedda are confirmed or changed once she appears on stage**
 * **what does the hat/bonnet incident tell us about the relations between the aristocracy and the middle classes?**

Once again, bring your book to class or print out at least Act 1 from an internet source.


 * Assignment for Friday 30th November**


 * Answer the questions in this document and post the answers in the Hedda Gabler Student Work page. Any difficulties, email the work to Ms. Short. The drawing may come separately!**



Don't forget your books, **or a print out of the first act of the play, on Friday.**


 * Assignments for Monday and Wednesday 26th and 28th November**

The first draft must be complete with:
 * The first draft of the complete Written Task 1 on gender identities must be submitted to turnitin by Wednesday 28th November at** 12.30. I have postponed this to allow the London trip students time to catch up and ensure they have accounts on turnitin.
 * Rationale (USE the model), stating word count between 200 and 300 words
 * Written Task 800-1000 words
 * Name and date
 * Font size 12 and one and a half or two spaced-lines


 * Use the IB Guide** (download from this wikispace) to check:
 * Learning Outcomes pages 18-19
 * Written Task guidance pages 30-31 (Standard), pages 40-42 (High)
 * Grading Criteria pages 37-39 (Standard), pages 52-54 (High)

PLEASE BRING HEDDA GABLER TO CLASS ON MONDAY!


 * Monday 19th November**


 * Written Task 1 on Gender Identity**


 * Continue working on your Written Task,** following the feedback that you have received. DO go back over the instructions given here previously. They will help you to put your efforts in the right direction and produce a quality piece of coursework.

Bring in your work to class next week.


 * Wednesday 14th November**
 * 1) **Submit the first 500 word draft of your Written Task 1. Be sure to study the sample Rationale you received or can consult on this wikispace on the page called Examples of Writing. Hand in your Rationale (with word count), your Written Task, and the model text-type that you used.**
 * 2) **Spend half an hour doing corrections of you essay commentary on the Clegg article. Be honest! Write a Personal Correction List of recurring spelliing or grammar mistakes.**
 * 3) **Hedda Gabler: please bring the text to class from now on.**
 * Wednesday 7th November**

====**You need to produce the start of a rough draft of the first Written Task type 1. At this point write only about 500 words for the Task itself AND the Rationale of 200-300 words. __Bring a print-out of this to class.__**==== Re-read the instructions in the Guide that we read in class (also linked on the wikispace homepage.)

Be especially careful to decide on:


 * 1) The text-type you want to write (an informative article, an op-ed opinion article, the opening speech for a debate etc.)
 * 2) The topic you want to treat (air-brushing, parenting roles, changing image of men etc.)
 * 3) The **Learning Outcome** that you want to 'prove' you have mastered (choose from the list on pages 19-20 in the Guide)

In the Rationale you explain what you are doing. You will be evaluated according to this and on the following criteria:


 * The Rationale
 * Understanding of the topic you choose
 * Organisation and structure of your text
 * Your language and style
 * Friday 26th October**

**Initial Preparation for coursework -** Written Task type 1 **(non-literary texts)**
In class, we will review your understanding of the requirements and you will start looking for ideas for your own coursework piece. **The Written Tasks are 20% of your final IB English grade.**
 * 1) Go to the **__English Language and Literature Guide__** on the homepage of this wikispace.
 * 2) Save a copy of the whole document to your laptop in your English folders.
 * 3) **Standard students** go to pages 30-32 and save these as a separate document called "Written Task type 1".
 * 4) **High students** go to pages 40-46 and save these as a separate document called "Written Tasks Types 1 and 2".
 * 5) Print out the document.
 * 6) All students read everything about Written Task type 1. Highlight what you think is most important and put question marks next to any parts which are not clear to you. You will need to understand the IB requirements before you start producing your coursework over the November break.
 * Monday 22nd October**
 * FEMALE IDENTITY TEXTS**
 * Find two magazine covers featuring a woman.** Be sure they are quite different. Brainstorm and note down all the key words which characterise the image of the women (as we did in class for the image of the Chinese woman on the cover of Le Point.) Take into consideration any written text on the cover page.


 * Bring in your notes and the link to the image, which we will use in class.**
 * Monday 15th October**

In class commentary analysing an 'unseen' text.

See advice for preparation for this test below.


 * For week of Monday 8th October**

There is no specific new assignment this weekend while we complete the last oral presentations. However, once completed, you will be ready for a **Textual Analysis Assessment Task in class**. You will be presented with a text that you are not familiar with and will be expected to write a commentary/essay on this in a double period.

To prepare for this you need to:
 * revise all the categories on the Quick Checklist we have been using in class
 * revise and extend specialised terminology for text analysis (see your notes and the lists we will look at on Monday)
 * revise essential essay structure and techniques, including a Thesis Statement, Topic Sentences, clinchers, paragraphing, quoting, punctation etc.

(Friday Period 7 High students only)
 * Assignment for classwork Friday 28th September and homework for Monday 1st October**
 * Please note the instructions that the teacher substituting for me will give you to do in class:**

Students read the article on male identity (attached): //We want good old he-men as leaders, but not lovers//.

They should:
 * note all new vocabulary with definitions using class- or on-line dictionaries
 * write a summary of the main argument in 150-200 words
 * fill out a Textual Analysis Checklist sheet (they have this on the class wikispace)

They may work collaboratively. The work must be finished for homework, if necessary. Prepare your presentation
 * Assignment for Monday 24th September**
 * Complete the work you are doing on an article of your own choice concerning male identity. When you present this in pairs on Monday, you should already have:**
 * **completed the Textual Analysis Checklist very fully**
 * **written out a paragraph summary of the article in case we don't read it all in class**
 * **have a print-out of the article**
 * **have written notes (on or off the article) with personal comments on any aspects of the article you find interesting**
 * Remember that your job is to engage the class's interest, have them learn something, and impress them with your analytical capabilities!**
 * __You will be assessed on the following__:**
 * 1) **Understanding of the text**
 * 2) **Understanding of the use and effects of stylistic features**
 * 3) **Organisation and development**
 * 4) **Your language - accuracy and appropriateness**

Note: If your notes on Ibsen were not complete, please finalize them
 * Assignment for Monday 17th September and Wednesday 19th**
 * 1) **Background reading on Henrik Ibsen.** On the wiki homepage, look through the list of wiki pages in blue on the left, and click on //Background Reading//. Next choose //Ibsen Background Reading//. You need to read and take organised notes on this information. You are advised to print out the page, highlight key points and write out notes - in a clear, orderly fashion, with headings and subheadings, all in bullet points, not full sentences or paragraphs. Bring this work to class, printed out. See the attached sample of note-taking on section 1.[[file:Background notes on Ibsen.docx]]


 * Assignment for Friday 14th September**

Continue worksheet of **textual analysis on Sean Connery**. Finish page 1 and also complete section B on vocabulary. Be sure to bring the article and the worksheet to class on Friday.

Assignment for Monday 10th September


 * You will be assessed on your vacation reading of the two Ibsen plays** - //Hedda Gabler// and //A Doll's House. Hedda Gabler// will be our focus in Part 3 of the course, but it is important to have read at least one other play by Ibsen and there will be questions relating to both plays in the assessment task. The questions will be open-ended, designed to let you show that you have read and thought about the plays, that you have developed some informed impressions of the characters and that you have reflected on some of the ideas or themes expressed in the plays. Remember that you were also advised to read about Ibsen and his work in the Introduction to your edition. This will help you understand the playwright and his work.


 * Please note that the homework on the article on Sean Connery has been canceled** to let you focus on Ibsen. Please bring the article to class on Monday.

Wednesday 4th September

Complete summary (150 - 180 words) on NY Observer article on male beauty. Students who have already done this should complete their notes analysing the style/tone/voice of the journalist.

Reminder that the date for an __assessment__ of your summer reading of the __two Ibsen plays__ has been set for __Monday 10th September__.

Dear Parents and Students,

The summer break is coming up and I hope the students will have lots of time to relax, as well as some time to prepare for their new IB programme. As explained during the IB introduction classes this June, the students will **need to purchase the following books and do some preparatory work** for the English A Language and Literature programme.

As the texts are plays, not novels, they are quite quick to read and should take about 3 hours each.

The books are all available on amazon.co.uk

Best regards,

Ms. Short


 * Books to purchase**

[|Henrik Ibsen] (Author), [|James McFarlane] (Contributor, Translator) , [|Jens Arup]  (Translator) ISBN 978-0-19-953619-1
 * 1) Four Major Plays: (Doll's House; Ghosts; Hedda Gabler; and The Master Builder) (Oxford World's Classics) [Paperback]

Price from £1.99 to £5.27

Price from £0.01 to £14.24 !
 * 1) [|**Blood Wedding**] by Federico Garcia Lorca, Ed. David Johnston (**Paperback** -1 Sep 1989) Hodder Education. ** ISBN-13: ** 978-0340512692


 * Two assignments due for our return to school in September:**


 * Literature**


 * 1) **Read two plays by Ibsen: //Hedda Gabler// and //A Doll’s House//**

You will have graded questions on your return to school. The purpose of the questions will be to enable you to show you have read and understood the essentials of the plays. You will not be asked for lots of details, but you will be expected to be able to write about main characters, the main ideas and your personal response to the plays.

You are encouraged to read the Editor’s Introduction to learn more about Ibsen and his work.


 * Language**


 * 1) Read the article from **The New York Observer entitled //The New Male Beauty//** at []
 * 2) Summarise the main points of the article in 150-180 words
 * 3) What do you think the purpose of this article is and who is going to read it?
 * 4) Note down anything in the article that surprised you or that you agreed or disagreed with
 * 5) Write a few words on your personal idea of male beauty and what you think of the ideas expressed in the article