WELCOME TO THE 1ST YEAR OF THE

IB LITERATURE COURSE!
IG LIT-IB LIT
D W E/A M authors

EnglishES
HL: 13 works in total
-4 different lit forms
Essays, stories, novels, poems
-5 in English
-4 in translation
-4 books that may not be in the
IB list (already chosen by English
Department)
- 4 countries or regions
-2 continents
-3 periods
Y11
1.A Streetcar Named Desire by Tennessee Williams (PLAY) 5

2. The Collector by J. Fowles (NOVEL)

3. Kitchen by Banana Yoshimoto (SHORT NOVEL)

4. Girl Meets Boy by Ali Smith (NOVEL)

5. Persepolis by Marjane Satrapi (GRAPHIC NOVEL) WINTER HOLIDAYS

6. Antigone by Jean Anouilh (PLAY)

7. Antigone by Sophocles (PLAY) *if time is enough

8. Selection by Imtiaz Dharker (POETRY)

9.Selected short stories from Bloodchild and Other Stories by Octavia E. Butler
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Hl essay (for ib)

Students are required to write a formal essay of 1,200-1,500
words, which develops a particular line of inquiry of their own
choice in connection with a literary text or work previously
studied in class.

The essay requires students to construct a focused, analytical

argument, examining the work from a broad literary
perspective. It also requires them to adhere to the formal
framework of the academic essay, using citations and
references.
MEETING DEADLINES IS CRUCIAL 9
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TAKING DOWN NOTES

USE COLOURS

ORGANIZE YOUR NOTES AND BIBLIOGRAPHY

KEEP YOUR PORTFOLIO UPDATED

Learner portfolio
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❖ An individual collection of student work
documenting the student's learning (not
showcasing the student`s best work)
throughout the two years

❖ Not formally assessed by the IB but

required. Formally assessed by the teacher
at the end of each year.

❖ The student should explore, reflect, establish

connections, reflect, create, document.

❖ There is no required format.

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❖ The portfolio must contain the works studied form where
students indicate which texts and works they have studied
and how they have distributed them across assessment
components in such a way that no work will have been
used for more than one component.

❖ It could be used to document reflections, explorations of

texts, critical analysis of works,experiments with form,
media and technology, creative writing tasks, reading,
research and inquiry carried out beyond the classroom
experience, reports of classroom or group activities or
discussions, challenges faced and achievements,
selections of suitable extracts that could form the basis of
the individual oral, and instances of self-assessment.
Global issues (oral)
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 Activity n1: group/ pair
work. CHOOSE 4 QUESTIONS
FROM EACH SECTION
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READERS, WRITERS AND TEXTS

1. Why and how do we study literature?

2. How are we affected by literary texts in various ways?
3. In what ways is meaning constructed, negotiated, expressed and
interpreted?
4. How does language use vary among literary forms?
5. How does the structure or style of a literary text affect meaning?
6. How do literary texts offer insights and challenges?
7. What do we learn about through literature? What role does literature fulfill?
What is its purpose?
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TIME AND SPACE

1. How important is cultural or historical context to the production and

reception of a literary text?
2. How do we approach literary texts from different times and cultures to our
own?
3. To what extent do literary texts offer insight into another culture?
4. How does the meaning and impact of a literary text change over time?
5. How do literary texts reflect, represent or form a part of cultural practices?
6. How does language represent social distinctions and identities?
7. How far can a reader understand a literary text that was written in a
context different from his or her own?
8. What is lost in translation from one language to another?
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INTERTEXTUALITY: CONNECTING TEXTS

1. How do literary texts adhere to and deviate from conventions associated
with literary forms?
2. How do conventions and systems of reference evolve over time?
3. In what ways can diverse literary texts share points of similarity?
4. How valid is the notion of a “classic” literary text?
5. How can literary texts offer multiple perspectives of a single issue, topic or
theme?
6. In what ways can comparison and interpretation be transformative?
 Activity n2:
individual work
As a way of introducing yourself, think about the following to comment on your personal reading history:

Some of the things you might like to write about could include:

● Memories of books I read as a child or my memories of being read to as a child

● My favourite book
● My favourite moment, scene or section – or a favourite character
● My favourite places to read
● A book I have pretended to have read
● The book I hate the most
● The kinds of books or genres I enjoy the most
● The kinds of things I look for in a book – what kinds of ‘hooks’ am I typically engaged by?
● How my reading habits have changed as I have grown
● Books I want to read in the future
● Film adaptations of books I particularly liked, or particularly hated
● Anything else!

This will be the first activity in your learner portfolio.

Record your answers by using a microphone app on your phone or a website (e.g. Vocaroo). You must then upload
it to managebac (it should allow you to do so, if not, upload a link in a google doc)