OIB - class of 2020 LV1 - Literature
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
OIB – class of 2020
10th grade
LV1 3h H-G
Literature 4h 2h
11th grade (+2 h French)
LV1 2,5 h
Literature 6,5 h
Literature 4h
12th grade
LV1 2h
Literature 6 h
Literature 4hL ES S OIB-Literature- written 6 5 5 OIB-Literature- oral 5 4 4 OIB-H-G-written 4 5 4 OIB-H-G- oral 3 4 3 Total 18 18 16 French 3+2 2+2 2+2 TPE (>10) 2 2 2 Science 11th grade 2 2 x Maths 2 5 (+2) 7 (+2) Physics x x 6 (+2) Biology x x 6 (+2) Philosophy 7 4 3 Literature 4 x x Foreign language 2 4+1 3 2 Social Studies x 7 (+2) X P.E 2 2 2
10th grade Give you depth and breadth of knowledge in the literature and culture of English- speaking countries (the USA in particular), as well as the features of the English language itself. Encourage critical and personal responses to literary works by developing your skills of active reading, close-reading, literary analysis and interpretation of texts. Make you progress in your ability to express your ideas and views effectively, with nuance and clarity, in both written and oral assignments. Make you become autonomous and engaged readers who can interact with the text. Encourage you to participate actively in class and be creative in your thinking and writing. Develop your critical thinking and develop a sense of iniative. Encourage collaborative work. Make you acquire the basic tools for literary analysis.
11th and 12th grade
The syllabus includes 13 works
CORE to be studied
FREE CHOICE
over a two year period
One Shakespeare play The Tempest
Three 19th/20th/21st-century The Scarlet Letter
English-speaking novelists Nathaniel Hawthorne
Two 19th/20th/21st-century Intimate Apparel
English-speaking playwrights
Lynn Nottage
Two 19th/20th/21st-century A selection of 8 poems from:
English-speaking poets Langston Hughes, Rita Dove,
Niki Giovanni and Martin Espada
Three works of Interpreter of Maladies
world literature
Jhumpa Lahiri
Two English-language Stranger in the Village
non-fiction works James BaldwinOIB
LITERATURE - WRITTEN EXAM
4h
= 2 x 2h
2 different tasksJUNE 2017 Part I – Essays 1. "Courage is resistance to fear, mastery of fear, not absence of fear." (Mark Twain) Discuss how two authors explore the balance between fear and courage on your OIB program. 2. Literature often portrays characters confronting a new environment, culture or set of beliefs. How are the dynamics of such confrontations explored in two works on your OIB syllabus? 3. Discuss the use of cycles and repetitions in two of the works you have studied on your OIB syallbus. 4. The development of some literary characters depends greatly on the influence of another character. How does this statement apply to two works on your OIB syllabus? Part II – Creative writing Write about a place that the narrator misses, but to which he or she may not return. Part III – – Prose or poetry commentary Poetry: Widows by Louise Glück Prose: Extract from The Goldfinch by Donna Tartt.
CHOICE 1: Two essay questions comparing two literary works Part I – Essays 1. "Courage is resistance to fear, mastery of fear, not absence of fear." (Mark Twain) Discuss how two authors explore the balance between fear and courage on your OIB program. 2. Literature often portrays characters confronting a new environment, culture or set of beliefs. How are the dynamics of such confrontations explored in two works on your OIB syllabus? 3. Discuss the use of cycles and repetitions in two of the works you have studied on your OIB syallbus. 4. The development of some literary characters depends greatly on the influence of another character. How does this statement apply to two works on your OIB syllabus? Part II – Creative writing Write about a place that the narrator misses, but to which he or she may not return. Part III – – Prose or poetry commentary Poetry: Widows by Louise Glück Prose: Extract from The Goldfinch by Donna Tartt.
CHOICE 2: One essay question comparing two literary works and
one creative writing
Part I – Essays
1. "Courage is resistance to fear, mastery of fear, not absence of fear." (Mark Twain)
Discuss how two authors explore the balance between fear and courage on your OIB
program.
2. Literature often portrays characters confronting a new environment, culture or set of
beliefs. How are the dynamics of such confrontations explored in two works on your
OIB syllabus?
3. Discuss the use of cycles and repetitions in two of the works you have studied on
your OIB syallbus.
4. The development of some literary characters depends greatly on the influence of
another character. How does this statement apply to two works on your OIB
syllabus?
Part II – Creative writing
Write about a place that the narrator misses, but to which he or she may not return.
Part III – Prose or poetry commentary
Poetry: Widows by Louise Glück
Prose: Extract from The Goldfinch by Donna Tartt.CHOICE 3: One essay question comparing two literary works and a
never before seen piece of prose or poetry for commentary
Part I – Essays
1. "Courage is resistance to fear, mastery of fear, not absence of fear." (Mark Twain)
Discuss how two authors explore the balance between fear and courage on your OIB
program.
2. Literature often portrays characters confronting a new environment, culture or set of
beliefs. How are the dynamics of such confrontations explored in two works on your
OIB syllabus?
3. Discuss the use of cycles and repetitions in two of the works you have studied on
your OIB syallbus.
4. The development of some literary characters depends greatly on the influence of
another character. How does this statement apply to two works on your OIB
syllabus?
Part II – Creative writing
Write about a place that the narrator misses, but to which he or she may not return.
Part III – Prose or poetry commentary
Poetry: Widows by Louise Glück
Prose: Extract from The Goldfinch by Donna Tartt.ASSESSMENT RUBRIC FOR OIB AMERICAN OPTION WRITTEN EXAMINATION: ESSAY
N.B. A short response may require assessment to be lowered.
Category Below Level Level 0 Level 1 Level 2 Level 3 Level 4
-0.5 or more at the discretion + 0.5 + 1.0 +1.5 +2.0
of the examiner
Knowledge & No true understanding or Some understanding but Satisfactory understanding Good overall Very good and Excellent understanding,
Understanding first-hand knowledge superficial. Learned and knowledge. understanding. thorough including some subtlety.
shown. Factual response replaces Development may be Knowledge is full and understanding, Levels of meaning are
inaccuracies void first-hand knowledge. limited with some developed. including some apparent. Detailed and
argument. Factual inaccuracies inadvertent or minor factual subtlety. Levels of pertinent knowledge.
affect argument. inaccuracies. meaning are apparent.
Response to Off-subject or no clear Response is partial or A satisfactory response to A good response. A very good response. An excellent response.
the Question response discernible. muddled. Argument is the main implications of the Argument addresses the Argument is complete Argument demonstrates
Observation, commentary directed at the question question. Some aspects of question but may need and well-targeted, original thought and
or opinion may be present but may be confused or the question may be ignored. more development. and the question is addresses the question
but no attempt to form an superficial. well-understood. with clarity and depth.
argument.
Analysis Plot summary or Plot summary or Inconsistent analysis that Good analysis that Very good analysis. Excellent analysis
& Depth generalizations dominate. generalizations frequent. does not always address appropriately addresses Thoughtful, pertinent and argumentation.
(Includes
No successful attempt at Little or unsuccessful important elements. important elements. analysis of style. Insightful,
discussion of analysis. analysis. Analysis may be uneven or Generally appropriate sophisticated and
style at Level 2 lacking in depth. analysis of style illustrated coherent analysis of style.
and above) by relevant examples.
Organization No logical sequence of Weak or mechanical Satisfactory structure and Good structure with some Very good essay Excellent essay structure
of the Essay ideas. Chronological structure. Development development. Sequence of transitions. Sequence of structure with solid with clear transitions.
& Integration confusion. Development is barely adequate and ideas generally logical. ideas logical. Examples transitions. Clear Carefully planned,
of Evidence is so inadequate that examples are either Examples not always are generally pertinent and development persuasive development
clarity is in danger of impertinent or lack clear pertinent and integration most often integrated throughout and good throughout. Sophisticated
dissolving completely. connection to the may be awkward. appropriately. integration of integration of supporting
argument. supporting evidence. evidence.
Expression Meaning often cannot be Prose can be read and Prose conveys the writer’s Prose shows evidence of Prose is clear and Prose is articulate,
surmised. The essay is its meaning surmised ideas adequately. Vocabulary good writing skills. Lapses coherent. A rare lapse fluid, and displays an
very difficult to read. even if hampered by is sufficient and notions of are minor and do not does not mar ideas or excellent command of
weak control (or French good English usage are impede understanding. flow. Effective use of written language.
interference). evident if sometimes Some care is shown in vocabulary and register. Sophisticated use of
inconsistently applied. word choice and register. vocabulary and register.
Totals
Adopted Nov 2015 OIBASSESSMENT RUBRIC FOR OIB AMERICAN OPTION WRITTEN EXAMINATION: CREATIVE WRITING
Category Below Level Level 0 Level 1 Level 2 Level 3 Level 4
-0.5 or more at the + 0.5 + 1.0 +1.5 +2.0
discretion of the examiner
Response to Inadequate response. Adequate response Appropriate response Thoughtful response to Strong response that often Highly effective response
Task & Strength Superficial treatment to prompt. Idea has to prompt. Idea shows prompt. Idea shows surprises, delights or to prompt. Consistently
of Idea of idea. potential but needs evidence of risk-taking, evidence of risk-taking, provokes. Idea shows much surprises, delights or
development. imagination or complexity. imagination or complexity. evidence of risk-taking, provokes reader.
Some inconsistency in Approach is mostly imagination and complexity. Often compelling,
approach. consistent. Any inconsistency is minor. imaginative and complex.
Voice and Sense Inadequate or no clear Adequate but not Appropriate and mostly Clear voice with Strong voice with only Confident and persuasive
of Audience voice. No sense of always consistent consistent voice. Some occasional lapses in minor lapses in consistency. use of voice. Highly
audience. voice. Limited sense sense of audience. consistency. Sustained Effective sense of audience. effective sense of
of audience. sense of audience. audience
Use of Literary No significant use Contains limited Some evidence of style to Use of style and genre Strong and subtle use of Sophisticated and
Technique of style to inform attempts to include enhance meaning. Contains elements is focused and style and genre. Choice of persuasive use of style
(Style) and meaning. Writing style or address genre. some literary or genre coherent with meaning. literary elements often and genre. Displays a
Genre Elements appears flat and is often Connection to task elements appropriate to enhances meaning. cohesive array of literary
limited to a simple, may be unclear. task. elements that enhance
literal level of meaning. meaning.
Use of Structural No evident structure. Structure is present Clear attempt to use Effective and focused use Strong and subtle use of Sophisticated and
Elements but lacks coherence, structural elements to of structural elements. structural elements to cohesive integration of
purpose or flow. reinforce meaning Writing is coherent, enhance or add to meaning. structural elements to
purposeful and flows well. develop meaning.
Expression Difficult to understand. Most language can Adequate use of Careful word choice, Strong word choice. Highly articulate.
No or limited control of be understood, but language and register. some judicious use of Effective use of language Sophisticated use of
register. register is very Some creative word language and register. and register. May contain language evident.
inconsistent. choice, even if awkward May have minor lapses. an occasional lapse.
Simple vocabulary or flawed.
choices.
Totals
Adopted Nov 2015 OIBASSESSMENT RUBRIC FOR OIB AMERICAN OPTION WRITTEN EXAMINATION: THE COMMENTARY
N.B. A short response may require assessment to be lowered.
Category Below Level Level 0 Level 1 Level 2 Level 3 Level 4
-0.5 or more at the + 0.5 + 1.0 +1.5 +2.0
discretion of the examiner
Understanding Flawed to seriously Basic denotative Fair but awkward Fair understanding with Good understanding of Excellent interpretation.
the Text flawed understanding. understanding. Fanciful understanding of much of coherent sense of some whole text, including the Shows understanding
No awareness of levels or ineffective attempt to the text. Plausible sense of deeper meaning in much of use of voice, tone and of complexity and
of meaning, such as find meaning on another deeper meaning. Some the text. Accurate sense of levels of meaning. subtleties implied by
effect of voice or tone. level. sense of voice/tone. voice/tone. text.
Analysis & A paraphrase or Superficial commentary Satisfactory analysis of Satisfactory analysis of Good analysis supports Insightful analysis.
Use of the Text superficial commentary with some textual basis. some textual features. several important textual commentary throughout. Textual usage full and
with little to no textual Little or fuzzy analysis. Relevant but limited use features. Mostly relevant use Quotes well chosen and telling. Commentary
basis. No attempt at May summarize rather of text, or a mix of of text that provides pertinent. Probes the digs far beyond the
analysis. than analyze, or struggle relevant and irrelevant. evidence of deeper meaning. meaning of the text. obvious.
to prove anything.
Appreciation Appreciation of literary Some notion of voice or Limited sense of literary Good sense of some literary Good sense of text as Excellent appreciation
of features absent or other literary features, but features. Relevant stylistic features. Several relevant literature. Includes real of literary features.
Literary fanciful. No accurate comments are inaccurate devices may be accurately devices are identified and discussion of style with Comments grounded in
Features use of literary or scarce. No apparent identified, but discussion discussed. A few comments varied use of style with use of precise,
terminology. ability to relate these to is often superficial or may be awkward or terminology. Good detailed terminology.
meaning. relation to meaning very inconsistent. ability to relate style to Discussion always
hit and miss. meaning. directed at meaning.
Organization No development of any Weak structure. Little Some evidence of good Mostly coherent structure. Coherent, well developed Flowing and
argument. Incoherent, development or too short. structure, but overall Paragraphs have clear focus, paragraphs. Good use of persuasive paragraphs.
strictly linear, or simply Some ordering of ideas development remains but the whole lacks some commentary structure. Elegant and effective
rambling paragraphs. but logical flow or focus unfocused, mechanical or development. use of commentary
is broken. clumsy. structure.
Expression Meaning often cannot Prose can be read and Prose mostly conveys the Prose mostly clear and Much evidence of strong Articulate and fluid.
be surmised. meaning surmised, but writer’s ideas, but coherent. Minor lapses, even writing skills. Lapses Excellent and
Commentary difficult to expression frequently language can be clumsy, if frequent, do not impede easily corrected. Often effective use of
read due to consistent shows weak control (or heavy or marred by errors understanding. Some care careful and effective use vocabulary and register.
mistakes. French interference). amidst a sometimes clear and consistency shown in of vocabulary and A pleasure to read.
expression. word choice and register. register.
Totals
Adopted Nov 2015 OIBOIB
LITERATURE - ORAL EXAM
30mn oral exam (30 mn preparation time)
On an excerpt from a work-in-depth on the English OIB syllabus
Shakespeare Poetry Novel
10 min presentation of your analysis of the extract
5 min presentation of the links between the passage and the rest of the program.
15 min exchange between the examiner and the candidate to test their knowledge
of the whole program. (question and answer period on the OIB curriculum
and its relation to the examination text.)N.B. A commentary that is too short or too long may require assessment to be lowered.
Commentary on Context: Links (5 min) and Expression
text given General discussion of the
(10 minutes) program (15 minutes)
A clear lack of knowledge or a 0-1 pt Inability to make links to other 0-1 pt (Below OIB level) 0-1 pt
misinterpretation of the text. works. Expression is inaccurate making
meaning unclear.
No acquaintance with works and
background. Student struggles to communicate
clearly or is uncommunicative.
Basic or superficial understanding 2 pts Little or no ability to make links. 2 pts (Below OIB level) 2 pts
of the text. Expression is inaccurate, but
Scant familiarity with the program.
ideas do come across. Ideas
An attempt at analysis is made
expressed simply.
but the arguments are not
developed. Difficulty in interacting, leaning
heavily on examiner intervention.
Acceptable level of understanding 4 pts Can make some links but does 4 pts Clear and satisfactory 4 pts
of the text. not develop them. communication of ideas.
An argument is defined but not Some familiarity with the program, Ability to engage with the
sustained. but ideas only partially developed. examiner.
Student shows some ability to
analyze the text.
Good understanding of the text. 5 pts Interesting links made with some 5 pts The expression effectively 5 pts
development. communicates the student’s ideas
Student sets out clear arguments. in a fluent and accurate way.
Good knowledge of program.
Good attention paid to style in Confident exchange with the
relation to meaning. Student shows some examiner.
understanding of stylistic features.
Excellent understanding of the 6 pts Excellent links made that are fully 7 pts Effective, nuanced, and articulate 7 pts
text. developed. communication.
Arguments are sophisticated. Excellent knowledge of the Makes use of a wide range of
program. literary terminology.
Student shows an excellent ability
to explore how style informs Student confidently addresses
meaning. stylistic features.
Mark A out of 6 /6 Mark B out of 7 /7 Mark C out of 7 /7
Adopted November 2015 OIBOIB
« In order to be awarded the ‘international option’ of the baccalaureate, the candidate
must have an average of at least 10/20 in all specific and non-specific papers. As such
the OIB is an integral part of the pupil’s baccalaureate or, in other words, once enrolled
for the OIB the candidate cannot be awarded their diploma without the specific papers.
The relatively high coefficients of these papers also play a significant role in the
diploma or top grades being awarded. »
https://cache.media.eduscol.education.fr
The weight of your OIB (32% in S, 35% in ES and 37% in L) makes it very hard if you
don’t get good grades in literature and history geography.
If you get a 9 in OIB Lit > 1 x 9 = 9 points to catch up
ES If you get an 8 in OIB Lit
If you get a 7 in OIB Lit
> 2 x 9 = 18 points to catch up
> 3 x 9 = 27 points to catch upYou can also read
