May 15th

1. Papers are due today by the time class begins to Turnitin.com.
2. Start work on presentations.

Presentation Sign Up

IB11 Final Presentations:

• 5-7 minute presentation
• Brief summary of your World Lit paper- Your thesis. The "How" and the "Why"
• What did you learn about literature this year? 
• What makes a book "a good piece of literature"? 
• How have you grown as an English student in the last 9 months? 
• How would you like to answer this question at the end of next year?

May 12th

1. Your typed draft for your essay is due today for class.
2. Please read pages 27-31, which discuss reminders about interpreting the scoring components and reminders for the following draft. Lit in Translation- Cambridge Text
3. First read through your draft considering Criterion B. Look at the expectations, tips, etc. that you have been given. Next, Criterion C, D, E. This will be 4 read throughs.
4. Next, look at your quotations and consider the P.E.A. structure. Do with EACH quotation or close reference.
5. Look closely at the examiner's feedback. Pay attention to your treatment of A. The Aspect B. The Treatment C. Presentation and Language  D. The Format.

Upload your final draft to Turnitin.com by class on Monday, May 15th. Bring a copy of your paper to put into your folder.

May 9th

1. Remember that your typed draft of your paper is due THIS FRIDAY, May 12th. Please have it printed off for class.
2. The final draft is due to Turnitin.com by Monday, May 15th by class time.
3. Please have the following documents printed off for your IB Folder on Wednesday, May 10th:
    *All Reflective Statements
    * All Supervised Writing Pieces

May 3rd

1. Interactive journals are due today.
2. Supervised writing during class.
3. Introduction to the World Literature Paper/ Written Assignment

Here is the explanation with scoring guides from Stage 2-4. Sample with scoring included:
Stage 2-4 Assessments- IB

Here is the IB specific requirements for this paper:
Sample Work in Translation Paper- Requirements

Here is a copy of an example from transitioning supervised writing to paper:
 Supervised writing to Paper

Here is a list of teacher tips to best meet the requirements of the IB Written Scoring Guide:
World Literature Paper Tips

Previous work organization:
1. Create a Google Folder with all of your work for this year. Make sure that copies of your 3 supervised writings, your written reflections.

World Literature Paper Schedule:
May 3rd: Paper Assignment. Review the example of the supervised writing developed to paper handout.
May 5th: Thesis is due to Google Classroom by beginning of class.
May 8th, 9th, 10th: Work on paper in class.
May 12th: Type draft done for class to review scoring.
May 15th: Paper due to Turnitin.com by class time..
                  Bring paper copy with the Reflective Statement located before your paper.
                 Work on presentations
May 16th: Work on presentations
May 18th/19th: Presentations

May 2nd

1. Interactive journals are due tomorrow. No extensions. Make sure you have these ready to turn in.  Many need to show more annotation and marking of the actual text.
2. Finish up discussion questions from yesterday.
3. Supervised writing will take place tomorrow.

May 1st- Happy May Day!

A Doll's House Critical Questions:

1.) Discuss potential meanings of the title.

2.) Examine the setting as described by Ibsen.

3.) Irony plays an important role in this play. Track and explicate ironic components as you see
them.

4.) Ibsen makes use of foils to expose traits in his two main characters. While viewing, consider how Krogstad and Dr. Rank act as foils to Torvald, and how Mrs. Linde acts as a foil to Nora.

5.) What are the various functions of Nora’s conversation with Mrs. Linde? Consider it from these perspectives:
     a.) the exposition of prior events and the definition of Nora’s dilemma
     b.) further revelations of Nora’s character, both in the past and during the conversation
     c.) the insight into herself that Nora gains from Mrs. Linde’s history
     d.) definitions of legal and moral standards of the time indicated by the prior actions of
          both women.

6.) Some histories of the tarantella dance explain that it is used to fight off the venomous effects of a spider bite. Other interpretations suggest it represents a woman’s frustration in oppression. Which of these explanations best fits Nora’s violent practice at the end of Act II? Explain.

7.) Nora says that “our house has never been anything but a playroom.” Discuss the significance of this statement. Consider the title of the play and Nora’s characterization throughout the play.

April 25th- Schedule for the rest of the school year

Schedule: April 25th-May 19th

April 25th:  Finish watching play- DH
April 26th: Doll's House Interactive Oral Activity and Reflective Writing
April 28th: Interactive journal work
May 1st: A Doll's House discussion questions
May 2nd: Part 4 Paper Assignment
May 3rd: Interactive journals due. Doll's House supervised writing. 
May 5th-May 10th: Work on paper in class
May 12th- Draft due for proof reading
May 15th- Paper due
May 16th: Work on Final Presentation
May 18th and 19th: Final Presentations

April 21st:

1. IOA Readings will be locate under A Doll's House links.
2. Quiz over ACTS 1-3 will be on Monday.

April 18th: Interactive Literary Analysis Notebooks- A Doll's House

1. ACT is TOMORROW! Make sure you know what room you are testing in tomorrow morning. Be on time! Have 3 #2 pencils! Look over the directions to each test tonight. Be aware of your target numbers on the Reading, Science, and Math tests.

Cole's ACT Website

2. Look for IOA Readings posted under A Doll's House links. IOA is next Wednesday (26th)

3. Interactive literary analysis notebooks! 
This project is designed to help you interact with the text in a closer manner... We can identify the effect.. .now to spend more time of the causes of the effect.

You will have a section for each of the following literary devices:
1. Didacticism
2. Setting
3. Dialogue
4. Metaphor
5. Characterization (2 characters)
6. Theme- developed by your reading.
7. Genre

On the left-hand side of the pages you will have the following information:
1. Definition of term **
2. Findings/theories about the device usage by the author. **
3. Questions you have about the device and its usage in the text. **
4. Comparisons to other texts.. read in class.. out of class.
5. Visualizations.
6. Reflections... reflective writing.
7.  Images.. drawings.
7.  Literary claim. **
(I have ** required inclusions)

On the right-hand side of the pages is where you will have passages.. quotes.. that have been annotated showing evidence of the specific device in the writing.

 Overall requirements:
1. Number your pages.
2. Place a table of contents at the beginning.
3. Be creative.
4. Annotated text must accompany each left-handed page..
5. Utilize this process to help develop ideas for World Literature paper.

April 17th (and 2 week schedule)

Schedule: April 17th- May 2nd
April 17th: A Doll's House Act 1 discussion questions (see below). 
April 18th: Read Act 2 DH. ACT review. Start interactive journal project- DH
April 19th: ACT TEST DATE
April 20th: Read Act 3 DH 
April 21st: DH IOA readings due to Mrs. Cole.
April 24th:   DH quiz acts 1-3
April 25th:  Interactive journal- DH
April 26th: Doll's House Interactive Oral Activity and Reflective Writing
April 28th: Interactive journal work
May 1st: Interactive journals due. Doll's House supervised writing. 
May 2nd: Work in Translation Paper Assignment

TODAY:
1. With your small group, go through and examine the following questions for Act 1 of A Doll's House. 

COMPREHENSION QUESTIONS~ A Doll's House

Answer the following questions, supporting your answers with SPECIFIC EVIDENCE from the text itself in every case.

1. What are your first impressions of the relationship between the Helmers?  Do Nora and Torvald seem to share an equal partnership in their marriage?
2. Compare Nora to her friend Mrs. Linde.  Both have had difficulties in their lives in their own ways—how has each woman’s social class influenced the manner in which she responded to difficulties?
3. There is considerable discussion of finances in Act I.  How do Nora and Torvald differ in their attitudes toward money?
4. At the end of Act I, Torvald makes a remark which, to us who know more of his situation than he does, carries tremendous dramatic irony (when the words and/or actions of a character have a different meaning for the audience than they do for the character).  He says that an “atmosphere of lies infects the whole life of a home.”  What “lies” are we are of that Nora has felt obliged to tell?  How much does she recognize the implication of his statement when she adds, to herself, “Poison my home? … That’s not true.  Never.  Never in all the world.”  Although we are not aware of any lies that Torvald has told, is there any sense in which he may have “infected” his relationship with Nora?
5. Dr. Rank introduces the concept of “moral disease” which Torvald also remarks on to Nora at the end of act I.  He and Torvald are both referring to Krogstad, but Mrs. Linde prepares us for another way to look at Krogstad, as a man who is “changed,” a “widower… with many children.”  What possibility do you see that Christine and Krogstad may be able to reestablish a friendship?

2. For Tuesday, April 18th read ACT 2 of A Doll's House. 

April 12th

1. Pre-ACT administrative "stuff" to complete.
2. For Monday, April 17th have Act 1 of A Doll's House read... Don't forget the Ibsen Biography reading.  If you were on the field trip, make sure that you check yesterday's post to get caught up for Monday.

April 11th

1. Read the following article and respond to the question at the end on Google Classroom.
Gender Ideology and Separate Spheres

2. Read through the reviews of A Doll's House from the late 1870s and answer the coordinating questions (found in the margins). Please post your responses to the questions on Google Classroom.
A Doll's House Reviews

Remember: ACT is April 19th!

April 10th

Today we are starting Henrik Ibsen's A Doll's House. 
We will start with familiarizing ourselves with Ibsen's biography.

1. Please read and take notes over the following Ibsen notes: Henrik Ibsen Biography

2. We will also be watching the Ibsen biography in class today.

By Wednesday, please read, and be ready to discuss...
Why a Doll's House is More Relevant than Ever

April 5th

1. Interactive Oral Activity #2- Chronicle today.
2. Written Reflection-
How was your understanding of cultural and contextual considerations of the work developed through the interactive oral? 

3. Practice writing possible prompts for the Chronicle Supervised Writing for Friday. Post 4 possible prompts to Google Classroom.

Supervised Writing Reminders:

Supervised writing is intended to stimulate independent thinking and choice of topic. It must be in continuous prose. However, the format is not prescribed—it could be journal writing, or it may be more like a draft.

At this stage, it is no longer important to consider the cultural or contextual elements of the work.

4. Review "How to Write an Academic Title" (found under 'writing handouts') for Friday.
Here are some sample prompts and titles for Supervised Writing

Supervised writing prompts and essay titles

Prompt: In what ways are the voices of history and tradition present in the work?

Work: God’s Bits of Wood by Sembène Ousmane

Essay title: Age and wisdom: The significance of Ramatoulaye in God’s Bits of Wood

Prompt: To what extent is the natural landscape important for the impact of the work?

Work: The Sorrow of War by Bao Ninh

Essay title: How the landscape affects the outcome for Kien in The Sorrow of War

Prompt: How does the writer convey a sense of time passing in the work?

Work: One Day in the Life of Ivan Denisovich by Aleksandr Solzhenitsyn

Essay title: The significance of time for Shukhov in One day in the Life of Ivan Denisovich

Prompt: How are different voices used to express thoughts and feelings? What effect do these have on your responses to the poems?

Work: Selected poems of Derek Walcott

Essay title: Allegiance and identity in the poems of Derek Walcott

Prompt: In what ways is memory important in the work?

Work: Jane Eyre by Charlotte Brontë

Essay title: The significance of memory for Jane in Jane Eyre

Prompt: How do external and internal structures work together?

Work: Waiting for Godot by Samuel Beckett

5. Remember: Interactive Journals for Chronicle are due on FRIDAY, also! 

April 4th

1. There are three Reading-specific ACT practices on USATESTPREP. They are addressing collective weaknesses that are showing up in test feedback. They address- counterclaims and claims that are subtly referenced and text function. Please complete by Thursday.
2. Remember that you have an IOA tomorrow. I am adding a reading to your line up. It is a great article that discusses influences on Marquez and parallels to Gatsby. A Problem of Precipitation Finding Gatsby in Chronicle of a Death Foretold Please print off and read for Wednesday.

April 3rd

1. ACT Reading Pacing and Target Score Practice

March 31st

1. ACT Practice Test- Pacing work.

2. Chronicle IOA#2 readings are posted under Chronicle Links. Please read/annotate and develop questions to ready for Wednesday's IOA.

3. Don't forget about the Chronicle interactive journals! They are due at the end of next week.

Schedule: March 27th-April 26th

March 27th: Receive Interactive Notebook assignment.
March 28-30th: Work on Interactive Notebooks.
March 31st: ACT Practice.
                   Chronicle IOA reading due for IOA #2 (Tehya and Gilbert) 
April 3rd: ACT Practice.
April 4th: Interactive Notebook finishing touches and IOA reading time.
April 5th: Chronicle IOA #2 and Reflective Writing
April 7th: Interactive Notebook- Chronicle due.
                - Chronicle Supervised Writing.
                -  Receive Doll's House
April 10th: Intro to Drama notes
April 11th: Ibsen notes
April 12th: Acts 1-2 read- Doll's House
April 14th: No School
April 17th and 18th: ACT Prep
April 19th: JUNIORS ACT TEST
April 21st: Doll's House IOA #1 Readings Due (Hunter, Cecilia, Lily)
April 24th: Finish Doll's House- Quiz
April 26th: Doll's House IOA #1 and Reflective Writing

And for a little language humor... 

March 27th

Today we are going to start a new project that I am excited about..
Interactive literary analysis notebooks! This  project is designed to help you interact with the text in a closer manner... We can identify the effect.. .now to spend more time of the causes of the effect.

You will have a section for each of the following literary devices:
1. Style
2. Historical Context
3. Symbolism
4. Time
5. Characterization (2 characters)
6. Theme
7. One of the following: Paradox, Irony, Juxtaposition

On the left-hand side of the pages you will have the following information:
1. Definition of term **
2. Findings/theories about the device usage by the author. **
3. Questions you have about the device and its usage in the text. **
4. Comparisons to other texts.. read in class.. out of class.
5. Visualizations.
6. Reflections... reflective writing.
7.  Images.. drawings.
7.  Literary claim. **
(I have ** required inclusions)



On the right-hand side of the pages is where you will have passages.. quotes.. that have been annotated showing evidence of the specific device in the writing.

 Overall requirements:
1. Number your pages.
2. Place a table of contents at the beginning.
3. Be creative.
4. Annotated text must accompany each left-handed page..
5. Utilize this process to help develop ideas for World Literature paper.

March 14th

Here are the readings for tomorrow's Interactive Oral Activity:

Gender Roles in Latin America

What is Latin American Culture?

Please print off, and annotate thoroughly. You will need to also take notes of the cultural influences that are explored in these articles and how the ideas interact with Chronicle. 

Please prepare questions that are raised in the readings and the contextualizing with Chronicle. 

This IOA is going to be "unplugged". Please have hard copies of all materials, questions, etc.

March 10th

1.  Remember: Chronicle needs to be finished by Monday, March 13th. We will have a quiz. 

2. Literary Discussion- Book Club 

• In what ways does the narrator’s profession influence the way in which the novel is told? Why do you think García Márquez chose to make his narrator a journalist
• How would this text be different if it was told from another point of view? (3rd omniscient?) 
• How does the journalistic point of view complement the subject matter of what is being reported upon? 
• How is gender addressed by the narrator? The society?
• How do you think POV impacts the aspect of Magical Realism in Chronicle? 

Freud on Dreams: 
Freud (1900) considered dreams to be the royal road to the unconscious as it is in dreams that the ego's defenses are lowered so that some of the repressed material comes through to awareness, albeit in distorted form. Dreams perform important functions for the unconscious mind and serve as valuable clues to how the unconscious mind operates.

• How does the discussion of dreams in Chronicle enhance the style of Magical Realism? 
• How does the book address time?
• What is the effect of the literary style of Marquez on the reader? 

March 8th

1. Please read through Honor Killings Prezi found under Chronicle Links. This Prezi will give a good introductory background to set up context of Marquez's work. Take good notes.

2. We will watch "Breaking Silence", a documentary by Paula Rodriguez Sickert that presents three examples of Femicide in Latin America.

3. Have Chronicle read by Monday, March 13th. We will have a quiz on Monday.

March 6th

For today, you should have a minimum of the first 24 pages of Chronicle read. Secondly, you should have reviewed notes from Magical Realism (Thursday) and have read the links on MR.

1. Today, we will be conducting small group discussions concerning Magical Realism characteristics in "Most Handsomest Drowned Man".

Goal: How are the basic elements (fiction devices) of Magical Realism seen and utilized in "Handsomest Drowned Man"

Discussion questions:

• Compare and contrast the ways in which the children, women, and men react to the drowned man. How do you account for the differences in their reactions?
• What does the drowned man come to symbolize in the village?
• How does the spirit of the village change as a result of their experience with Esteban? 
• It is argued by some philosophers that the key of unlocking human potential is through expansion of the imagination. How does this story support this notion?
• What is Marquez saying about the power of myth in this short story?
• What are the basic everyday occurrences in this story? 
• What are the magical occurrences in this story? Dreamlike qualities?  
• How is time treated in this story?
• What cultural/political message is projected in "Most Handsomest Drowned Man"? 
• How are some of these similar findings seen (tentatively in Chronicle)

2. Last 10 minutes of class, respond on Google Classroom to the following prompt: Through your small group discussion, what have you come to understand about Magical Realism and Marquez's use of it in his literary styling? 

Homework: Up to page 71 in Chronicle for Wednesday. Quiz.

FIRST CHRONICLE IOA will be MARCH 15- 
Group members- Janette F., Ryanne M., Brock W.
Please get secondary material to me by March 10th!

Topic Possibilities: 
1. Catholicism
2. Colombian Wars of Independence
3. Gender roles Latin America
4. Latin American culture (general)
5. Honor Killings

March 2nd

Magical Realism: Real world setting + Fantastical Elements

Everything is normal... except for one or two fantastical elements.  Magical realism often works to explain the inexplicable.  It works to provide hope in the reader that magic exists around us.

Basic Elements of Magical Realism:
1. Setting. The feeling of the setting provides magical mood.
2. Characters. Usually regular individuals experiencing the extraordinary.
3.   Fantastical elements. Unique, magical occurrences intermixed with the ordinary.
4. Plot. Depict every day events
5. Time. It is more fluid and bending. The time spent is important.. but the time on the clock is unimportant.
6. Tone. Mysterious and often understated.

Characteristics of Magical Realism: Magical Realism in Literature

For Monday, Practice identifying the conventions of Magical Realism:
1. Read and annotate Marquez's The Most Handsome Drowned Man in the World- PDF
for elements of Magical Realism. Bring in your annotated copy to class on Monday.

Updated Schedule- February 27th

Monday, February 27nd: Interactive Oral Activity #2- Ivan Denisovich with Reflective Statement Writing

Tuesday, February 28th: Supervised Writing (Stage 3) over Ivan Denisovich. 

Wednesday, March 1st: Video- Gabriel Garcia Marquez
                                        - Grammar practices (USA TEST PREP). Due by Monday, March 6th

Thursday, March 2nd: 

1. Read both the New York Times article on Gabriel Garcia Marquez's biography AND "When GGM met Castro" articles found under the Chronicle links. Take good notes. Start the speculation into writing influences and style.

2. Read 3-24 in Chronicle. Make thorough annotations. By now you should know what to be looking for in a text.

Monday, March 6th: 

1. Read the two links on Magical Realism and take very good notes. Read the background link first and then onto origins of GGM's Magical Realism.

2. Read 25-71 for Wednesday, March 7th. QUIZ

Class today: Wednesday

I got struck down this morning with a terrible migraine. I seriously had my mother-in-law have to pick me up this morning.  So this is fabulous.

1. All is postponed until Friday. We will make it work. Just be ready to go!
2 You can use the time to prepare for the IOA.. the Reflective Statement... the supervised writing or read Chronicle. Just be good and stay busy. I really appreciate your flexibility and fabulousness.

I am so sorry for the wrench in our schedule.

Class Schedule: February 15th-March 1st

OUR SCHEDULE: 

Wednesday, February 15th: Symbols, Motifs, and Themes in Ivan.  Now that we have addressed the obvious... what is NOT so obvious? Responses due to Google Classroom by end of the day.

Thursday, February 16th:
1. Review sample Reflective Statement. Highlight statements that indicate how the students actively developed understanding in the IOA. Make note of the statements that indicate where the student started at the beginning of the Oral... how she developed understanding.. how it connects to understanding of the text.
Reflective Statement Sample

2. Reread YOUR personal Reflective Statements marking for indications of growth and development in first Interactive Oral.

To consider first:

• To what extent did you understand the different contexts (biographical, social,historical, artistic) which helped shape the work going into the IOA?
• How satisfactorily did you articulate these in the interactive oral? (Think about the ‘what’and the ‘when’).
• To what extent did you interpret these different contexts that were discussed in the IOA? (Think about the ‘why’and the ‘how’). 
• A personal response is required here. What stimulated you most of all, and why? Relate your points to the works under discussion; make the connections between your experiences and those explored in the text relevant and appropriate. 
• What new angles came from your classmates as well as yourself (remember: the discussion is ‘interactive’, and you should show how you are learning from others). 

To revise:

• Look at each sentence. How is it functioning? As a summary of the Interactive Oral? Demonstrating growth of knowledge? Connecting seminar to text?
• Are you sitting with too much summary? Too much discussion of the text? Is the statement about how you developed cultural knowledge through out the seminar? 
• What needs to be revised?

3. Make revisions to develop the statement more about the growth and development of knowledge than summary of what happened.
4. You will turn in your original, marked text on Friday to the sub.

** Ivan group members. We all need the practice, so please go through the sample piece and then construct your reflection in the sample's image.
*** If you need to jog your memory, I have posted 14 minutes of your IOA under "IOA Links"

Typed revision due back to Google Classroom on Friday, February 17th.

Friday, February 17th:
1. Revised Reflective Statements due to Google Classroom by the end of class.
2. Use time to work on 2nd IOA readings.

NEXT FEW WEEKS:

Tuesday, February 21st: Review primary text for connections to secondary texts on Education and Religion for IOA #2

Wednesday, February 22nd: Interactive Oral Activity #2- Ivan Denisovich with Reflective Statement Writing

Friday, February 23rd: Review literary devices and examples getting ready for the Supervised Writing.

Monday, February 27th: Supervised Writing (Stage 3) over Ivan Denisovich. 

Tuesday, February 28th: 

1. Read both the New York Times article on Gabriel Garcia Marquez's biography AND "When GGM met Castro" articles found under the Chronicle links. Take good notes. Start the speculation into writing influences and style.

2. Read 3-24 in Chronicle. Make thorough annotations. By now you should know what to be looking for in a text.

Wednesday, March 1st: 

1. Read the two links on Magical Realism and take very good notes. Read the background link first and then onto origins of GGM's Magical Realism.

2. Read 25-71 for Friday, March 3rd.

Class today: February 15th

1. We will be working today with symbolism, motifs, and themes in Ivan. We will be looking beyond the obvious examples to discover more immersed examples.

2. Looking over our Reflective Writing, we need to take another swing at the writing  portion. We are going to do another Interactive Oral (Socratic Seminar) next Thursday, February over Ivan Denisovich, which will give us the opportunity to reflect on the DEVELOPMENT of cultural and contextual considerations on Solzhenitsyn. ALL STUDENTS will WRITE.

The two major topics will be:
Education and Religion

Your secondary sources:
1. What I Saw and Learned in the Kolyma Camps: This link will take you to Varlam Shalamov's intriguing list of revelations about the "education" that comes from living in the Kolyma Prison Camps. Read the PDF pages 1-3.
2. Alexander Solzhenitsyn: Pilgrim in Life and Literature

You will all be responsible for printing off the texts and annotating them thoroughly. You will EACH need to bring higher level questions that are written with the purpose of exploring:

HOW WAS YOUR UNDERSTANDING OF CULTURAL AND CONTEXTUAL CONSIDERATIONS OF THE WORK DEVELOPED THROUGH THE INTERACTIVE ORAL

Happy Valentine's Day! February 14th

Symbolism: The use of concrete objects that represent abstract ideas. 

Symbols in Ivan Denisovich: 
1. The spoon
2. Bread
3. Tsezar's parcel

Motif: An image, sound, action that have symbolic significance that help develop the theme of the work. 

Motifs in Ivan Denisovich: 
1. Light
2. Lack of privacy
3. The cold

Theme: The universal message of a literary work, which is underlying and must be inferred by the reader.

To determine theme~
1. Consider the major topics/issues of human existence (Love, birth, death, war, friendship, loss, fear, suffering, power, hope, judgment, escape, greed, temptation, deception, conformity, nationalism, etc.)
THESE ALONE ARE NOT THEME!!
2. Ask what the author is saying about this issue..  What is the author teaching the reader about this issue?
3. Expand this issue into a statement about life

4 major Thematic Issues in Ivan Denisovich: 
1. Hope
2. Time
3. Power
4. Family

FEBRUARY 15TH- Supervised Writing- Ivan 

February 13th

From your practice from last week, you will be developing a literary claim for the following literary devices:
1. Characterization
2. Archetypes
3. Style (component that determines style conclusion... diction.. tone.. voice.. dialogue.. etc.)
4. Historical Context
You will do a rough outline for each of these literary devices that will look like: (You will have 4 of these. 1 for each device)
I: Literary Claim (must be arguable. not a statement of identification. must include the significance of the usage of device)
   A. Specific textual example #1 (Cited text)
   - Warrant (explaining the connection of the text back to your argument
   B. Specific textual example #2 (Cited text)
-     Warrant (explaining the connection of the text back to your argument
* Concluding Statement
KEEP IN MIND... for your Supervised Writing this will be only the bare bones start of your writing... you will obviously have more textual examples, and warrants. The process for the claim and concluding statement will be the same.

Turn into Google Classroom by February 14th.

For Monday, February 13th

1. Please read the following article on Solzhenitsyn's style: Solzhenitsyn's Literary Style.

2. Start collecting notes on Sozhenitsyn's writing style as seen in Ivan... Remember, to examine style, you will look to DICTION.. TONE... MOOD... SYNTAX... VOICE... DIALOGUE... IMAGERY...

SUPERVISED WRITING IS FEBRUARY 15TH. 

Supervised Writing-

The aim of the prompts is to encourage independent critical writing and to stimulate thinking about an assignment topic.

The students will choose one of their pieces of supervised writing and develop that into the essay required for submission. There must be an apparent connection between the supervised writing and the final essay, but students are encouraged to provide their own title and to develop the chosen prompt in an independent direction.

Formal requirements

Length                  There is no specified length.

Submission            The original piece of supervised writing is not submitted.

Assessment           Supervised writing is not awarded a mark but may be used to authenticate the individuality of a student’s work.

Administration      The task is “open book” and students should have access to the literary works being used for the writing. Annotations are acceptable, but students should not have access to secondary material.

All pieces of supervised writing must be kept on file at the school.

Planning for Stage 3

Introduction to the Supervised Writing- Stage 3

February 6th

1. Character analysis in Ivan Denisovich- Asking the WHAT? HOW? WHY?

2. Apply examples of ARCHETYPES in Ivan- put into your notes.

3. Review the ample resources for the REFLECTIVE STATEMENT. 

4. Read and annotate secondary materials for upcoming IOA. Prepare questions of your own. BE READY!

For class: February 6th

1. Continue the development of your character analysis from class on Friday.
  Ivan- Group 1
  Captain Buynovsky- Group 2
  Tsezar- Group 3
  Alyoshka- Group 4
  Tyurin- Group 5

2. Read over the ARCHETYPE handout: Archetypes in Literature
    Put ideas into your notes.
    Start to think about the application in Ivan. 
   

Characterization in Ivan Denisovich: February 2nd

For Friday, February 3rd, you will need to have thorough notes on 4 characters from Ivan Denisovich. 1 being a major character (Hmm.. wonder who?) and 3 minor characters.  Again, the more notes and preparation you do NOW... the easier future assessments will be for you!! Seriously, people.

Please reference both direct and indirect characterization in your analysis.

Remember, STEAL:
S: Speech
T: Thoughts
E: Effect on others
A: Actions
L: Looks

WHAT? Your findings  
HOW?  S.T.E.A.L.    
WHY? Author's purpose for this characterization 

Upcoming schedule: 
February 3rd: Characterization in Ivan 
February 8th:  Interactive Oral and WRITTEN ASSIGNMENT- Ivan (Stage 1 and 2)
February 10th: Archetypes in Ivan 
February 13th: Solzhenitsyn's style in Ivan
February 14th: Symbolism and Motifs in Ivan 
February 15th: Supervised Writing (40-50 minutes) Ivan (Stage 3) 
February 16th: Start Chronicle of a Death Foretold 

Stage 1: Interactive Oral

Each student will participate in an interactive oral over one of the Part One works. Students will be assigned to a group and each group will receive an interactive oral topic.

Interactive Orals will take place on designated days.  Absence on your designated day will result in being assigned a new topic and presenting it individually.

This interactive oral will be assessed using the IB Oral Presentation scoring guide.

Stage 2 – Reflective Statement

After each interactive oral, the rest of the class will write a reflective statement answering the following question:

How was your understanding of cultural and contextual considerations of the work developed through the interactive oral?

Each reflective statement should be between 300-400 words and must be written in class. These reflective statements will be kept on file by the IB teacher.

The reflective statement will be assessed according to Criterion A on the IB Written Assignment scoring guide.

Stage 3 – Supervised Writing

For each work studied in Part One, one piece of writing produced during class time is required. Students will choose one topic from a provided list, choosing one he/she finds interesting and potentially worth pursuing for their 1200-1500 word essay. You will have 40-50 minutes to produce this writing and you  may use your text for reference. This writing will be collected at the end of the writing period.

All getting you ready for Stage 4- Production of the Essay. 

Class: January 31st

Happy 101st Day of School! (Remember, I have 1st graders).

1. We are going to watch an example of an Interactive Oral Activity to further understand the upcoming Socratic Seminar.

2. Review the Interactive Oral Activity Expectations
                   
Group IVAN: Secondary materials to dispense to your classmates is due to me by the end of Wednesday, February 1st, EARLY, February 2nd.

These will be posted under Ivan Denisovich links.

3. Literary Terms TEST on WEDNESDAY.

4. FOR Thursday, February 1st: Review your notes on CHARACTERIZATION (from 1st semester).  Along with Ivan, do thorough characterization studies of THREE minor characters of your choice. Put textual examples in your notes with your findings and conclusions. Be thinking about what purpose do they serve in this story... each other ... Solzhenitsyn.

January 27th

REMEMBER: LITERARY TERMS TEST ON FEBRUARY 1ST.

Guidance Enrollment Meeting: January 30th

1. Interactive Oral Activity introduction.
Interactive Oral- Page 228
Interactive Oral- Page 229
Interactive Oral- Page 230
Interactive Oral- Page 231
Interactive Oral- Page 232

2. Interactive Oral Activity example:

Interactive Oral Groups: 

Ivan- Michael G., Reid M., Jordyn L., Savannah M., Ayaan M. FEBRUARY 8th 

Chronicle- Janette F., Ryanne M., Brock W., Teyha G., Gilbert L. Cara P. 

Doll's- Aylish H., Sara M., Meredith S., Hunter S., Cecilia N., Lily P. 

3. Reflective Written Statement...  The BIG QUESTION

Reflective Written Statements Scoring and Samples

HOW WAS YOUR UNDERSTANDING OF CULTURAL AND CONTEXTUAL CONSIDERATIONS OF THE WORK DEVELOPED THROUGH THE INTERACTIVE ORAL

Thinking about the IOA in reverse... everything that is presented, discussed, examined must LEAD to the ability to answer the above question THOROUGHLY.

So, your goal for the IOA is for all class participants to improve upon the understanding of the cultural and contextual considerations of the literary work.  Group members.. HOW CAN YOU DO THIS BEST? 

January 24th: Ivan Denisovich Important Quotes

You will need to analyze five quotes from One Day in the Life of Ivan Denisovich. In your analysis you need to explain the context (what is going in the story at the time), the meaning (what you think the quote means or is trying to say), and the literary significance (what device is being utilized, and to what significance to the meaning of the text). 

Please reply below this post with your responses. Due by class time on Friday, January 27th 

The quotes:

Quote 1: "Here, men, we live by the law of the taiga. But even here people manage to live. The ones that don't make it are those who lick other men's leftovers, those who count on the doctors to pull them through, and those who squeal on their buddies." 

Quote 2: "Work was like a stick. It had two ends. When you worked for the knowing you gave them quality; when you worked for a fool you simply gave him eyewash. Otherwise, everybody would have croaked long ago. They all knew that." 

Quote 3: "Apart from sleep, the only time a prisoner lives for himself is ten minutes in the morning at breakfast, five minutes over dinner, and five at supper." 

Quote 4: "How can you expect a man who's warm to understand a man who's cold? The cold stung. A murky fog wrapped itself around Shukhov and made him cough painfully. The temperature out there was -17; Shukov's temperature was 99. The fight was on." 

Quote 5: "Every nerve in his body was taut, all his longing was concentrated in that cigarette butt--which meant more to him now, it seemed, than freedom itself--but he would never lower himself like that Fetiukov, he would never look at a man's mouth." 

Quote 6: "Alyosha , who was standing next to Shukov, gazed at the sun and looked happy, a smile on his lips. What had he to be happy about? His cheeks were sunken, he lived strictly on his rations, he earned nothing. He spent all his Sundays muttering with the other Baptists. They shed hardships of camp life like water off a duck's back." 
Quote 7: "In camp the squad leader is everything: a good one will give you a second life; a bad one will put you in your coffin." 

Quote 8: "There was truth in that. Better to growl and submit. If you were stubborn they broke you." 

Quote 9: "Shukov looked up at the sky and gasped--the sun had climbed almost to the dinner hour. Wonder of wonders! How time flew when you were working! That was something he'd often noticed. The days rolled by in the camp--they were over before you could say knife. But the years, they never rolled by; they never moved by a second." 

Quote 10: "He was a newcomer. He was unused to the hard life of the zeks. Though he didn't know it, moments like this were particularly important to him, for they were transforming him from an eager, confident naval officer with a ringing voice into an inert, though wary, zek. And only in that inertness lay the chance of surviving the twenty-five years of imprisonment he'd been sentenced to." 

Quote 11: "But Shukov wasn't made that way--eight years in a camp couldn't change his nature. He worried about anything he could make use of, about every scrap of work he could do--nothing must be wasted without good reason." 

Quote 12: "Why can't you understand? The stars fall down now and then. The gaps have to be filled." 

Quote 13: "Who's the zek's main enemy? Another zek. If only they weren't at odds with one another--ah, what a difference that'd make!" 

Quote 14: "He had less and less cause to remember Temgenovo and his home there. Life in camp wore him out from reveille to bedtime, with not a second for idle reflections." 

Quote 15: "And now Shukov complained about nothing: neither about the length of his stretch, nor about the length of the day, nor about their swiping another Sunday. This was all he thought about now: we'll survive. We'll stick it out, God willing, till it's over." 

Quote 16: "D'you mean to say you think Old Whiskers will take pity on you? Why, he wouldn't trust his own brother. You haven't a chance, you ass." 

Quote 17: "When you thought about it, you couldn't help feeling sorry for him. He wouldn't live to see the end of his stretch. His attitude was all wrong." 

Quote 18: "Ten days. Ten days hard in the cells--if you sat them out to the end, your health would be ruined for the rest of your life. T.B. and nothing but hospital for you till you kicked the bucket. As for those who got fifteen days hard and sat them out--they went straight into a hole in the cold earth. As long as you're in the barracks--praise the Lord and sit tight." 

Quote 19: "You should rejoice that you're in prison. Here you have time to think about your soul." 

Quote 20: "they hadn't put him in the cells; they hadn't sent his squad to the settlement; he'd swiped a bowl of kasha at dinner; the squad leader had fixed the rates well; he'd built a wall and enjoyed doing it; he'd smuggled that bit of hacksaw blade through; he'd earned a favor from Tsezar that evening; he'd bought that tobacco. And he hadn't fallen ill. He got over it." 

Quote 21: "A day without a dark cloud. Almost a happy day. There were three thousand six hundred and fifty-three days like that in his stretch. From the first clang of the rail to the last clang of the rail. Three thousand six hundred and fifty-three days. The three extra days were for leap years."