PKUESJXGrade 10 English

Pre-IB Curriculum Outline

Desiree Rivas

Introduction In this course, students will learn to become effective communicators by listening and speaking effectively in a variety of situations. They will also develop

writing skills to communicate for a variety of purposes, and acquire an understanding of how language, culture, and context determine the ways in which

meaning is constructed and negotiated in texts.

Course Content Overview This course encourages students to reflect upon and provide personal responses to core topics and aspects of anglophone cultures in preparation for the

IB English B course. At the end of this course, students should be able to apply critical thinking skills through identification, classification, evaluation,

general-zation, and synthesis.

Novel Study –Students will be able to identify and understand literary devices employed by writers; identify, understand, and compare major themes devel-

oped by writers; and compose essays that are focused, supported, organized. Novel choices will include: Of Mice and Men, Night, Lord of the Flies,

Frank-enstein, or other appropriate novels as recommended by the IB guidelines.

The study and application of vocabulary and grammar should take place within the context of what students read and write.

Assessment

Written and oral assignments and tasks will require the same skills developed during this course.

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Unit / Duration

TOPIC Learning outcomes Students will be able to:

Core activities (all units) Assessment methods/

Tasks (all units)

Resources

Unit 1:Social Relationships

1. Linguisticdominance

-Develop critical thinking and readingskills through a variety of texts about thefuture of English as a global language, andthe future of other minority languages inthe face of globalization.

-Daily work: Responding to readingcomprehension questions, skimming andscanning texts, identifying and definingdifferent parts of speech to form meaning.

-Develop critical thinking and reading skillsthrough a variety of individual and groupresponding to text questions duringdiscussion activities.

-Group discussions, role-play, informal andformal oral presentations, debate, pairwork, and inquiry circles.

-Writing personal (critical) responses toprompts, including journal writing inpreparation for written assignments inresponse to a novel studied in class.

-Creating visual depictions of literaryfeatures found in reading selections studiedin class.-Film and documentary viewing andanalysis

-Practice basic, reflective and analyticalreading skills during weekly readings.

-Review and practice the writing processaccording to the target audience andpurpose for writing.

-Develop an overall appreciation fordifferent literature genres through the studyof novels, short stories, and poems.

-Homework

-Past exams (paper 1:Skim,Scan & Language analysis,multipurpose questions)

-Past exams (paper 2)-Individual and interactiveoral activities-Literary Essay-Commentary Essay-Creative Essay-Persuasive Essay

-Quizzes

-Oxford English BCourse CompanionKawther Saa'dAldin, TiiaTempakka, Jeehan AbuAwad, and KevinMorley-Short Stories/Poetry:-Various selections froma number of sources toinclude: The Languageof Literature: McDougalLittell Grade 10 andstories published online.

2. Language &cultural identity

- Explain how the topic of cultural diversityis treated in reviews about video games,books, films, CDs, concerts, restaurants orcafés.

3. Self-identity -Describe teenagers’ social and culturalgroups in different countries.- Study a novel. Students will use theirimagination to respond to this novel and tointerpret figurative effects the writer uses tocommunicate and negotiate meaning.

Films: -“Of Mice and Men” -“The Crucible” -“Frankenstein” -“Edward Scissor Hands”

Novel studied during unit 1: Lord of the Flies

4. Education &Minorities

-Identify and discuss difficulties in learninga language, cultural misunderstandings,cultural differences and patterns ofbehaviour within a given culture.-Analyze and compare the use of verbaland non-verbal communication betweenAnglophone and host cultures.

Unit 2: Communication and media

1. Advertising -Analyze advertisements published in theAnglophone world.-Discuss how advertisements can affectdifferent groups in a society.-Explain the concept of politicalcorrectness across cultures.

Novel studied during unit 2: Frankenstein

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2. Radio&Television

-Define terms such as ‘sensationalism’ and‘bias’ within the context of newspapers,tabloids, TV shows and radios shows.-Define ‘rhetoric’ and study stylistic andrhetorical devices used in speeches.

3. The Internet -Discuss the advantages and disadvantagesof the Internet and mobile technology

Unit 3: Global issues

1. Global warming&science

-Analyze articles that raise awareness aboutclimate change.

Novel studied during unit 3: Night

2. Environmentalawareness

-Describe environmental issues andsolutions in English-speaking countries.

3. Prejudice,discrimination&racism

- Identify forms of discrimination andpolicies in place to combat it.- Study a novel. Students will use theirimagination to respond to this novel and tointerpret figurative effects the writer uses tocommunicate and negotiate meaning.

Unit 4: Studying literature

-Reflect on the language and how it is usedby writers to communicate and negotiatemeaning in different reading selections.-Study basic narrative concepts.

Novel studied during unit 4: Of Mice and Men

Drama: A Midsummer Night’s Dream; The Crucible