Diploma Programme subject outline—studies in language and literature

Capital International School 061877 - Diploma

School name School code
English A Language & Literature
Name of the DP subject
(indicate the language)
Level
X X
(indicate with X) Higher Standard completed in two years Standard completed in one year
*
Radwa Bahie Eldin Date of IB training October 2023
Name of the teacher
who completed this
outline
24/8/2023 Name of workshop English A Language & Literature
Date when outline
was completed (indicate name of subject and workshop Cat.2
category)
* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio
and pilot subjects, can be completed in one year, according to conditions established in the Diploma Programme Assessment procedures.
1. Indicate the works chosen.

Language A: language and literature

Standard level Higher level

Things Fall Apart a novel by Chinua Achebe with a documentary Things Fall Apart a novel by Chinua Achebe with a documentary called The Mask
called The Mask you Live in. you Live in ( free choice )
Persepolis graphic novel by Marjane Strapi translated text paired Persepolis graphic novel by Marjane Strapi translated text paired with Unorthodox (
with Unorthodox ( Netflix series) Netflix series)
A Doll's House a play by Henrik Ibsen, 19th century with Nike A Doll's House a play by Henrik Ibsen, 19th century with Nike women
women empowerment campaign empowerment campaign
The World's Wife A collection of poems by Carol Ann Duffy paired The World's Wife A collection of poems by Carol Ann Duffy paired with Dove
with Dove Beauty campaign Beauty campaign
5The Reluctant Fundementalist by Mohsin Hamed, 21st century, paired with a film
called Britz
1984 by George Orwell (HL)
 Topic Contents Allocated time Assessment instruments Resources
minutes to be used
(make organizing principle of the List the main
course clear—areas of exploration, One class is 55 . resources to be
central concepts, inquiry questions or used, including
other) In one week 3 Or classes. information
there are 5 technology if
State the topics in the order you are planning
applicable.
to teach them. There are 3 classes SL/HL and
there are 2 classes for HL only.

An Introduction to Critical Thinking and the IB Analytical Techniques and Weeks 1- 3 Class discussions Educator-Crafted Tools:
Year 1
Learner Profile Literature Introduction Quizzes
HL 15 Hours Paper 1 Online Assessments:
Link to TOK: How far can a reader understand a Examine vital analytical SL 9 Hours Digital tools for gauging
text that was written in a context different from strategies, such as deep HL: 2 hours 15 minutes, 35% student understanding.
their own and which may have addressed a reading, discerning literary weighting. E-Portfolios: Virtual
different audience? elements, and grasping platforms for students to
narrative formations. SL: 1 hour 15 minutes, 35% showcase their growth.
weighting. Discussion Initiatives:
Highlight the ten Paper Structure: Engaging queries and
characteristics of the IB prompts for classroom
learner profile and examine Both HL and SL assessments interactions.
their connection to literary consist of two previously unseen Grading Metrics:
studies, underlining the non-literary passages from various Frameworks for diverse
Exploring Human Experience and Self-Discovery course's all-encompassing text types listed in the course evaluation methods.
perspective. requirements. Curated Readings:
Connection to Visual Arts: Cultural context of art Weeks 4-6 Teacher-selected
and artists (Identity & Self-expression) Join in collaborative HL students are required to write a materials and resources.
conversations and peer HL 14 Hours guided analysis for both passages
Connection with French: Theme Identity: Beliefs assessments to strengthen SL 9 Hours while SL students will only analyze Tech-Enhanced Aids:
& Identity communication and one of the passages.
cultivate an open-minded Past Papers: Utilize previous Literary Media: Blogs,
Connection with TOK: Theme: Knowledge and approach. years' assessments to familiarize podcasts, and webinars
Language students with the format, type of focusing on literary
ATL Focus critical thinking. questions, and expectations. studies.
Originality Validators:
Assign short excerpts from Guided Question Bank: Create a Digital platforms to
Cultural Norms, Honor, and the Complexities of a variety of texts to HL Only bank of potential guiding questions check the uniqueness of
Fate encourage in-depth to practice analysis. This helps student submissions.
analysis and exploration of students become familiar with the Cultural Immersion
Human Commonality: themes type of questions they might Tools: VR and
Every society, regardless of its geographical or encounter and the analytical skills augmented reality (AR)
historical context, has its own set of cultural The World's Wife A Weeks 7-9 required. setups for exploring
norms that guide human behavior. collection of poems by literary backgrounds.
The desire for honor and recognition is a Carol Ann Duffy paired HL 15 Hours Peer Review Workshops: Organize Literature Analysis Apps:
universal human trait, transcending time and with Dove Beauty SL 9 Hours sessions where students exchange Digital aids for
culture. campaign and critique each other's analyses. understanding texts and
Regardless of where we come from, the This collaborative approach helps spotting themes.
complexities of fate often challenge our them see different perspectives Citation Generators:
understanding and choices. and improve their own work. Automated tools to help
draft bibliographies.
Teaching Strategy: Analysis Framework: Introduce a Collaborative Platforms:
Delve into Carol Ann's life
Analyze the intersection of cultural norms, structured framework (like the PEE Virtual environments like
and historical context to
honor, and fate in literature. method – Point, Evidence, forums and shared
understand the influences
Use a Think-Pair-Share on personal experiences Explanation) to help students workspaces for group
on her work.
with cultural norms or honor. construct coherent and interactions.
Present excerpts from texts like Romeo and comprehensive analyses.
Analyze a selection of her
Juliet or Oedipus Rex.
poems, focusing on themes
Guide a Close Reading of a passage, Timed Practice Sessions: Web Resources:
like challenging traditional
highlighting the three concepts. Regularly conduct timed practice
beauty standards,
Facilitate Literature Circle discussions focused sessions to replicate the conditions Linguistic Assistants:
empowerment and self-
on the concepts. December Weeks 10-12 of the actual exam. This trains Online grammar
worth of women, giving
Assign a Comparative Essay analyzing the students to manage their time checkers and synonym
voice to the historically
themes across texts. HL 14 Hours efficiently. finders.
overshadowed, the power
SL 9 Hours Writing Tutorials:
of perspective in
Feedback Mechanism: Utilize Platforms offering writing
storytelling, and critiquing
rubrics based on the IBDP criteria enhancement tips and
media's role in shaping
Link to TOK: "To what extent do our Ways of for Paper 1 to provide students styles.
perceptions.
Knowing influence our understanding and with consistent feedback on their Online Literary Vaults:
acceptance of cultural norms, the concept of analyses. Repositories with e-
honor, and the complexities of fate in different books, articles, and
Discuss the application of
Areas of Knowledge?" Class Discussions: Regularly academic writings.
the IB learner profile
engage in discussions on various Learning Hubs:
attribute of being reflective
non-literary texts. This helps in Websites with content
in analyzing the complex
developing analytical and critical breakdowns, study aids,
emotions presented in
thinking skills. and curriculum links.
Duffy's poetry.
Literary Digests: Digital
Weeks 13-15 Online Resources: Websites like spaces housing essays,
ATL Focus reflection
LitCharts or SparkNotes can be modern literary
Things Fall Apart a novel
 by Chinua Achebe with a HL 15 Hours used to expose students to creations, and reviews.
documentary called The SL 9 Hours different analyses and summaries
Mask you Live in. of non-literary texts.
Printed & Traditional
Examine the theme of The Guest Lecturers: Invite individuals Tools:
complexity of masculinity, from diverse professional
societal expectations and backgrounds (e.g., journalists, Vocabulary Tools:
Personal identity, and bloggers, speechwriters) to Resources such as
conflict between HL Only discuss the technical and formal lexicons and synonym
generations. aspects of their writings. books.
Composition Manuals:
Mind-mapping Tools: Software like Directions on academic
Analyze the novel's MindMeister or XMind can be writings and structuring
structure and how it affects useful for visually organizing essays.
the reader's perception of thoughts, structuring analyses, and Language Frameworks:
events. identifying central themes or Insights on the nuances
Engage in debates about Weeks 16-18 techniques in a text. of linguistic applications.
honor, morality, and Literary Reviews: Deep
cultural expectations, HL 15 Hours Model Analyses: Provide students dives into literature, its
connecting to the attribute SL 9 Hours with exemplar guided analyses to architects, and
of being principled. demonstrate what high-quality theoretical lenses.
work looks like. Discuss these in Essential Literature:
Encourage students to class to identify strengths and Books and anthologies
write alternative endings to areas of improvement. essential for holistic
explore the impact of literary education.
individual choices, aligning Skill Development Workshops:
with the attribute of being a Organize workshops focused on
risk-taker. specific skills, such as constructing
ATL Focus Self- a thesis statement, identifying
management rhetorical devices, or structuring an
analysis effectively.
Connection with French: Theme: Experiences - Persepolis graphic novel by Weeks 19-21
Migration Marjane Strapi translated
text paired with unorthodox HL 14 Hours
Link to TOK : How do language and culture ( Netflix series) SL 9 Hours IA
shape our understanding and categorization of
gender roles? To what extent can reason and Internal Assessment Details for
emotion challenge or uphold traditional gender SL/HL Individual Oral
norms? Discuss the themes of Format:
cultural and religious
In what ways do personal and shared knowledge Identity, rebellion and Duration: 15 minutes
contribute to the development of resilience? How conformity, women's rights Student individual oral: 10 minutes
do emotion and reason play a role in an and roles, and tradition vs. Teacher questions: 5 minutes
individual's capacity to overcome adversity? modernity. Weighting:
SL: 30%
How do historical and societal contexts influence HL: 20%
the way knowledge is produced and received? Sample responses: Play past
ATL Focus information
Can societal struggles shape or be shaped by individual oral presentations that
literacy.
the ways of knowing, such as perception, HL Only received both high and low scores.
emotion, or reason? This allows students to gauge the
Promoting students’
standard expected and understand
awareness of world issues /
the difference between quality
women’s rights.
levels.
Analyze the development
Rubric Review: I will thoroughly go
of female characters and
over the assessment rubric with
their struggles in a
students. This ensures they know
patriarchal society.
precisely what they're being
Promoting students’
graded on.
awareness of local issues.
Samira Mousa
Discussion Forums: Organize
class discussions around global
Social Justice, Apartheid, and Identity Facilitate discussions about
issues, encouraging students to
empathy, connecting with Weeks 22-24
think critically and practice
Diversity: Apartheid, as practiced in South Africa, the attribute of being
articulating their thoughts.
was a clear demonstration of a system that caring, and how literature HL 14 Hours
suppressed diversity and promoted racial can broaden perspectives. SL 8 Hours
Mock Orals: Regular mock orals
segregation. The system emphasized
can help students get used to the
differences over commonalities, leading to Assign group projects
format and receive feedback on
decades of discrimination and social division. where students research
their performance.
The effects of apartheid highlight the profound real-world stories of
impact of policies that do not value diversity. rebellion and connect them
Peer Review: After conducting
Discussion point: How do policies and systems to the themes in the novel.
mock orals, have students provide
that suppress diversity impact both the
feedback to their peers. This
suppressed and the privileged? Consider both Promoting students’
teaches them to critique
immediate and long-term effects awareness of world issues.
constructively and also exposes
Example (Israeli-
them to different topics and
Teaching Strategy: Palestinian conflict)
perspectives.
Use a poignant apartheid-era image to prompt
student reactions and discussions. ATL Focus Communication
Presentation Skills Workshops:
Provide a mini-lecture on apartheid's historical skills and social skills. Weeks 25-28
Offer guidance on public speaking,
context and its relation to social justice and HL 15 Hours
body language, voice modulation,
identity. SL 9 Hours
Implement a jigsaw discussion where students and pacing.
delve into one topic and then share insights with The Reluctant
peers. Fundementalist by Mohsin Regular Feedback: Use one-on-
Highlight present-day issues resembling past Hamed, 21st century, one sessions to discuss strengths
apartheid challenges. paired with a film called and areas of improvement, and to
Discuss actionable changes students wish to Britz. HL Only guide students in their preparation
see in today's world relating to the topics. journey.
Discuss the themes of East
vs. West, the post-9/11 orld Outline Drafting: Conduct sessions
/ islamophobia: where students practice drafting
Radicalization and the outlines for their oral, ensuring
Extremism: they understand how to distill their
Globalization and ideas into concise bullet points.
Capitalism: Weeks 29-32
HL 15 Hours
SL 8 Hours (HL) Essay
Engage in critical debates Objective:
about morally complex Students at the Higher Level (HL)
situations, aligning with the are tasked with composing a
attribute of being a thinker. formal essay ranging between
1,200 to 1,500 words. The essay
Encourage students to should be related to a non-literary
research and present on text, a collection of such texts by a
the current state of social single author, or a literary text/work
justice issues discussed in studied during the course.
the stories.
Text Annotation Software:
Apps like Adobe Acrobat Reader
or Kami let students annotate
digital copies of texts, highlighting
key passages, making notes, and
categorizing themes.

Mind Mapping and Brainstorming

Tools:
Tools such as MindMeister,
Lucidchart, or Coggle assist
students in visually organizing their
ideas, aiding in topic selection and
structuring their essays.
Research Platforms:
Databases like JSTOR, Google
Scholar, or the school library's
digital resources will be vital for
students researching secondary
sources and additional context.

Writing Workshops:
Regularly scheduled sessions
where students can draft, peer-
review, and revise their essays in a
collaborative setting. This
enhances critical thinking,
feedback reception, and writing
skills.

Literary Analysis Resources:

Websites like SparkNotes,
LitCharts, and Shmoop can offer
students additional insights into
their selected texts. While they
shouldn't be relied upon solely,
they can serve as supplementary
resources.

Discussion Forums:
Online platforms where students
can discuss themes, characters,
and topics related to their texts can
stimulate critical thinking. Edmodo,
Padlet, or even dedicated class
chat groups can serve this
purpose.

Guided Literary Discussions:

Class sessions dedicated to
discussing and unpacking the
central themes, character
developments, and literary devices
in the chosen texts, encouraging
deeper understanding and
 analysis.

Practice Essays:
Offering students past essay
questions or mock topics to
practice on can be instrumental.
This not only gives them a feel for
the process but also allows for
constructive feedback before the
actual assessment.

Citation Workshops:
Ensuring that students understand
the intricacies of citing sources,
whether using MLA, APA, or
Chicago styles, is crucial for
maintaining academic honesty.

Interactive Quizzes and Games:

Platforms like Kahoot or Quizlet
can make the learning process
more engaging and can be used
for quick checks on understanding
or review sessions.

Year 2 Love, Deception, and Societal Expectations Discuss the themes of Weeks 1- 3 Pape2 Virtual Reality (VR)
totalitarianism and Tools: Immersive
Link to TOK : authoritarianism HL 14 Hours Duration & Weighting: The experiences for
How do emotions like love influence our Language and SL 8 Hours comparative essay, Paper 2, has a exploring historical and
interpretation of knowledge? Manipulation duration of 1 hour and 45 minutes. cultural contexts of
Technology as a Tool of For HL, it's weighted 25% of the literature.
How does our personal knowledge determine Control, Surveillance and total assessment, and for SL, it's
our susceptibility to deception? the Panopticon 35%. Online Plagiarism
Reality, Truth, and Checkers: Tools to
How do societal norms shape our individual Propaganda ensure academic
identities and beliefs? Mental Conditioning and integrity.
Indoctrination
How does Shakespeare's portrayal of themes Dystopian Society and Weeks 4-6 Text Annotations: Equip students Educational Blogs and
provide insights into the human condition? Predictive Fiction with tools to annotate their literary Podcasts: Additional
HL 15 Hours texts effectively. This includes resources for literary
How might cultural contexts alter interpretations SL 9 Hours teaching them to highlight themes, discussions, author
of Romeo and Juliet's themes? ATL Focus: critical thinking character development, motifs, interviews,and language
symbols, and important passages insights.
How do societal norms influence our ethical Organize a mock trial to that provide insight into the work. Teacher-Created
standpoints regarding deception for love? explore the theme of Resources:
deception and its Comparison Charts: Develop Course Materials:
Teaching Strategies: consequences, connecting charts where students can jot Curated
to the attribute of being down significant elements from the readings,handouts, and
Initiate with a Think-Pair-Share on the themes of balanced. two works side by side. This study guides created by
love, deception, and societal expectations. makes it easier to see similarities the teacher.
Facilitate Literature Circles focused on analyzing Encourage students to and differences. Assessment Rubrics:
these themes within specific scenes. perform scenes, fostering Clear guidelines for
Let students dramatize key scenes, reflecting on teamwork and creativity, Mock Papers: Regular practice different types of
thematic portrayal post-activity. aligning with the attribute of with past or mock examination assessments.
Use a Jigsaw Activity to compare themes with being a communicator. papers to familiarize students with Discussion Prompts:
other literary works. the format and time constraints. Thought-provoking
Students create Thematic Webs connecting questions to stimulate
characters and events to the central themes. ATL Focus: creativity and Essay Outlining: Teach students class discussions.
Students identify a quote and its thematic innovation/ critical thinking the art of creating essay outlines to Digital Portfolios:
connection. organize their thoughts efficiently. Platforms for students to
A Reflective Journal Prompt on the play's Weeks 7-9 This ensures a logical flow in their organize and showcase
themes' relevance in today's society. Promoting students’ comparative essays. their work over time.
awareness of world issues. HL 14 Hours Interactive Quizzes and
Gender Roles SL 8 Hours Group Discussions: Organize Polls: Online tools for
group discussions where students formative assessments
share their interpretations and and engagement.
Analyze the power of comparisons. This encourages
personal narratives as diverse viewpoints and deeper
agents of change. insights.
Connections with visual
arts: Communicating as an Socratic Seminars: A method of
artist. discussion based on asking and
answering questions, which can
Discuss themes of help stimulate critical thinking and
education, activism, and build ideas around the two works.
the role of youth in shaping
society. Thematic Journals: Have students
maintain journals where they
Assign projects where explore common themes across
students research and the works studied. Over time, this
Education, Activism, and Personal present on other young helps them draw connections
Empowerment activists who exemplify the easily.
attribute of being a risk-
TOK Link: How does our cultural background taker. Literary Technique Study: Regular
influence our definition and value of education? sessions on literary techniques
How do emotion and language shape our A Doll's House a play by used in the texts. Knowing how
motivations and perceptions of activism? Henrik Ibsen, 19th century Weeks. 10-12 authors utilize these tools can help
To what extent does self-knowledge contribute with Nike women in making deeper connections and
to one's sense of empowerment? empowerment campaign HL 15 Hours comparisons.
Discuss the themes of SL 9 Hours
Multiple Perspectives: Gender Roles and Societal Feedback Sessions: After mock
Not everyone agrees on the best methods of Expectations essays or exercises, provide
education, leading to diverse educational comprehensive feedback. This
philosophies and approaches. Self-realization and helps students identify their
Different groups might prioritize different causes Independence strengths and areas of
in their activism, reflecting their unique improvement.
experiences and perspectives. Empowerment and
The concept of personal empowerment is Resistance Digital Tools: Utilize platforms like
subjective; what empowers one individual might Turnitin for plagiarism check and
not hold the same significance for another. Commercialization of Weeks 13-15 Grammarly for grammar and style
Feminism enhancement. This ensures
HL 14 Hours students submit original and well-
Overcoming Adversity, Racism, and Self- Promoting students’ SL 9 Hours written essays.
Expression awareness of local issues.
TOK Link: How do our cultural perspectives Reflecting on Sudanese Learner Portfolio Sessions:
shape our understanding of adversity? immigration to Egypt. Dedicate time to guide students on
how to maximize their learner
How does language influence or reflect societal ATL Focus research skills / portfolio. While it's not directly
views on racism? organization skills. assessed, it's a valuable tool for
their Paper 2 preparation.
How do emotion and reason coexist in the act of
self-expression? Review Quizzes: Regular quizzes
Engage in discussions on the works studied to ensure
about the impact of racism retention of key events, characters,
Human Commonality: Everyone, at some point and identity, connecting and themes.
in their lives, faces challenges or adversities, with the attribute of being
whether big or small. open-minded. Mind Mapping: Use tools like
Diversity: Adversities can manifest in many MindMeister or XMind. Mind maps
forms – personal, societal, economic, or Encourage students to can help students visualize the
environmental – and everyone's experience with share their own HL Only connections between different
them varies. experiences through themes, characters, and motifs
Multiple Perspectives: How one overcomes creative writing, aligning across the two works.
adversity can differ based on cultural, social, or with the attribute of being
individual beliefs and values. reflective. Weeks 16-19 Presentation Sessions: Allow
students to present their
Equality, and Advocacy for Change HL 15 Hours comparisons. This not only aids
ATL Focus: social skills. SL 9 Hours retention but also enhances their
TOK Link: oral skills.
How do various Areas of Knowledge define
"equality"? Analyze the themes of External Resources: Introduce
How do cultural biases influence our justice, equality, and students to external critiques,
understanding of equality? freedom in the speeches. essays, or perspectives on the
How do emotion and reason shape our works. This broadens their
perception of equality? Organize debates and understanding and may introduce
How do emotion and reason drive our advocacy mock speeches, fostering new angles for comparison.
for change? the attribute of being a
How does historical knowledge influence current communicator. Time Management Exercises:
advocacy efforts? Practice sessions where students
How does language shape our understanding of are given limited time to plan out
and call for change? their essay structures. This
prepares them for the exam's time
Human Commonality: Weeks 20-23 constraints.
All humans inherently seek fairness and justice.
Contemporary Themes: HL 14 Hours
Diversity: Advertisements, Anti- SL 8 Hours
Different cultures have unique challenges Smoking Campaigns, News
regarding equality. Articles

Multiple Perspectives: Examine the influence of HL Only

People's views on advocacy are shaped by their media and advertising on
personal experiences and cultural backgrounds. public perception and
behavior.
Class Discussion:
Why might two individuals from different ATL Focus: creativity and
backgrounds have contrasting views on how to innovation/ critical thinking
advocate for equality?
Analyze the persuasive
techniques used in anti-
smoking campaigns. Weeks 24-25
Teaching Strategy: ATL Focus: all self-
Engage in critical media literacy discussions, management skill HL 4.75 Hours
connecting to the attribute of being a thinker. SL 2.75 Hours
Explore the role of news articles in shaping
public opinion, connecting with the attribute of
being knowledgeable and reflective.

HL Only
2. IB Internal and external assessment requirements to be completed during the course

Briefly explain briefly how and when you will work on them. Include the date when you will first introduce the internal and external assessment
requirements, when they will be due and how students will be prepared to complete them.

Year 1 (2024 - 2025)

Quarter 1 (September- November 2024)
The first year, students will be introduced to the assessment criteria for further oral activity. I'll kick off by introducing students to the art of effective
literary text annotation. I'll lead team-based conversations, introducing the significance of literary text annotations. I'll also inaugurate our discussion
sessions revolving around global concerns. I plan to conduct introductory sessions on citation methods, focusing on Harvard or Turabian styles. I'll
design retrospective tests centered on our early readings or foundational theories.

Quarter 2 (December 2024 – January 2025)

This quarter, I aim to dive deeper into literary mechanism analysis and enhance students' critical reflection abilities. I'll organize regular mock orals,
followed by sessions where peers can provide insights. Also, I'll launch our focused literary discussions. I've planned a series of Oratory Mastery
Workshops that emphasize the nuances of public speaking and voice modulation. I'll conduct simulated oral drills and assign practice essays to the
students.

Quarter 3 (February- April 2025)

My goal is to begin the comparative exploration of literary pieces and further sharpen students' analytical competencies.
We'll use Comparative Tables, possibly leveraging Google Sheets templates, for juxtaposing literary elements. Group discussions will be organized to
highlight contrasting insights and interpretations. I intend to conduct workshops that underline skills like forming cogent arguments and identifying
rhetorical tools. Additionally, I'll introduce writing circles for collaborative essay crafting and feedback. Regular quizzes on the current literary pieces
under study will be scheduled.
IO Mock Recording March 2025.

Quarter 4 (May- June 2025)

I'll set mock exams and ensure comprehensive feedback to each student. I'll integrate tools like Plagscan for plagiarism checks and ProWritingAid to
polish students' essays. I'll facilitate question-based seminars, global debates, and encourage students to maintain thematic diaries. I'm considering
hosting online literary circles, possibly on Goodreads forums or Google Classroom. We'll undergo mock exams, using previous exam papers for practice.
IO Final Recording June 2025

Year 2 (2025 - 2026)

Quarter 1 (September - November 2025)
I'll delve deeper into narrative techniques and external critiques this quarter. I'll start the term with external analyses on the literary pieces, encouraging
 thematic journaling. I've planned some advanced citation clinics this quarter. Retrospective tests will continue, focusing on the new readings.
HL Essay first draft: October 2025

Quarter 2 (December 2025 - February 2026)

My goal is to fine-tune students' skills and zone in on specialized study areas. Class discussions around various non-literary texts and online literary
circles will continue. I'll offer skill-building workshops, focusing on effective analysis structuring.I'll keep the momentum going with our simulated oral
drills.
HL Essay Final Submission: December 2025

Quarter 3 (March - May 2026)

This will be our home stretch before the exams. I'm planning team dialogues, question-centric seminars, and performance playbacks of past oral
presentations. A last round of oratory skills and citation refreshers is on the books. I'll administer the final set of mock exams as our final practice.

Quarter 4 (June 2026)

Students will sit for their final exams in few weeks. I'll schedule review and feedback sessions. I think it'll be beneficial to have a debrief and reflection
session before-exams. Students will face their final IBDP examinations. With this structured approach, I'm confident that over the two years, we can
maximize the effectiveness of the tools and strategies I've lined up, ensuring a well-rounded and enriched learning experience.

3. Links to TOK

Topic Link with TOK (including description of lesson plan)

Possible TOK Qs: What makes this theme of knowledge important?

"Things Fall Apart" and "The How much of knowledge we construct through reading a text is determined by authorial intentions, by the reader’s cultural
Mask You Live In" assumptions and by the purpose valued for a text in a community of readers?

Exploring Masculinity, Culture, and Knowledge through "Things Fall Apart" and "The Mask You Live In" in the Context of
TOK

Begin with an open discussion on the themes of "Things Fall Apart" and "The Mask You Live In" from students' perspective.

The influence of cultural and societal constructs on shaping knowledge.

 Analysis and Discussion:
 Delve into how both sources depict masculinity.
 Discuss the impact of societal and cultural constructs on an individual's understanding of masculinity.
 What are the consequences, both positive and negative, of these constructs?

Knowledge questions :

How does our culture shape the language we speak and vice versa? What knowledge "Things Fall Apart" and "The Mask
You Live In" give us about human behavior? Do we need gender in language?

4. Approaches to learning

Every IB course should contribute to the development of students’ approaches to learning skills. As an example of how you would do this, choose one topic
from your outline that would allow your students to specifically develop one or more of these skill categories (thinking, communication, social, self-
management or research).

Topic Contribution to the development of students’ approaches to learning skills (including one or more skill category)

A Doll's House Approach to Learning Skill Category: Research and Communication

Nike's campaign Communication Skills:

By analyzing, discussing, debating, and dissecting both the play and the campaign, students develop their communication skills.

As learners navigate the subtext of Ibsen's narrative and the overt and covert messages of Nike, they're engaging in a two-way
communication process: internal (with oneself) and external (with peers and educators).

Research Skill:

In "A Doll's House" learners conduct research on the historical and social context of the play, Nike's campaign urge them into
understanding marketing psychology and the socio-economic implications of contemporary media.

Nora's submissiveness and eventual empowerment cannot be understood without the 19th-century European context, much like
 Nike's campaign messages are deeply rooted in 21st-century global feminism and capitalist structures.

Exploring these contexts enhances students' abilities to perceive narratives not as isolated events but as complicated webs within
larger societal tapestries.

5. International mindedness

Every IB course should contribute to the development of international-mindedness in students. As an example of how you would do this, choose one topic
from your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what
resources you will use to achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)
Mohsin Hamid's The
Reluctant Fundamentalist “The Reluctant Fundamentalist” and “Britz”: Navigating Identities in the Face of Global Tensions

Pairing and analyzing these two texts allows students to engage with the broader theme of how major global events shape
personal identities and challenge allegiances, particularly from a cultural perspective.

By examining these narratives, learners gain awareness of global issues for fostering a sense of global citizenship.

Resources to Achieve the Goal:

 Thematic Group Discussions: Organize the students into groups and give each a theme such as "identity," "loyalty,"
or "radicalization." Have them pull evidence from both the novel and the film to see how each culture addresses
these topics.

 Guest Speakers: If possible, invite scholars or individuals from diverse cultural backgrounds who specialize in post-
9/11 or post-7/7 dynamics to offer their insights.

 Comparative Essay: Have students write an essay comparing and contrasting the representation of cultural tension
in both the novel and the film. This will push them to synthesize their understanding and approach the topic from an
analytical perspective.
  Multimedia Projects: Students can create digital presentations, info-graphics, or videos that visually represent the
cultural tensions and different perspectives showcased in the two texts.

 Socratic Seminars: Organize a Socratic seminar where students lead a discussion on questions related to cultural
identity, international events, and the choices made by characters in both the novel and film

6. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this,
choose one topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB
learner profile that you will identify.

Topic Contribution to the development of the attribute(s) of the IB learner profile

Analysis of the graphic novel "Persepolis" by Marjane Satrapi, paired with the Netflix series "Unorthodox".
Persepolis graphic novel by
IB Learner Profile Attributes Targeted:
Marjane Strapi translated
text paired with Open-minded
Unorthodox (Netflix series) Reflective
Communicators
Knowledgeable

Integration Strategy:

 Open-minded:

Both "Persepolis" and "Unorthodox" offer intimate perspectives on the life and challenges of individuals growing up within
distinct cultural and religious communities: the former in post-revolutionary Iran and the latter in a Hasidic Jewish
community in Brooklyn. Students will be encouraged to engage with these stories without prejudice, fostering an
appreciation for the diverse narratives that exist within the world..

 Reflective:
After reading/viewing, students will engage in reflective journaling activities where they consider their own identities, beliefs,
and cultural backgrounds in relation to the experiences depicted in "Persepolis" and "Unorthodox".
 Through essay writing, students will reflect on the common themes of identity, resistance, and personal freedom that
resonate in both the graphic novel and the series.

 Communicators:
Group projects will be assigned where students are tasked with creating presentations comparing and contrasting the two
works. This will require effective collaboration and communication among team members.
Students will also participate in Socratic seminars where they will discuss central questions related to the texts, practicing
both active listening and articulate expression of their ideas.

 Knowledgeable:
Background lessons will be given on the historical and cultural contexts of both "Persepolis" and "Unorthodox". Students will
gain knowledge about post-revolutionary Iran, the traditions and practices of Hasidic Judaism, and the broader societal
contexts in which the stories occur.

7. Resources

Are instructional materials and other resources (for example, equipment for recording if you teach languages A or room for the performance aspect if you
teach literature and performance) available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses?
Briefly describe what plans are in place if changes are needed.

Books:
Cambridge University Press Education. English Language and Literature for the IB Diploma. Cambridge: Cambridge University Press.
Cambridge University Press Education. The Theory of Knowledge for the IB Diploma. Cambridge: Cambridge University Press.
Ibsen, H. A Doll’s House. Publisher:
IBO. The Language A Subject Guide. IBO.
IBO. Teacher Support Material. IBO.
Oxford University Press. IB English A: Language and Literature. Oxford: Oxford University Press.
Oxford University Press. The Theory of Knowledge. Oxford: Oxford University Press.
Websites:
Big Think. Available at: https://bigthink.com
Britannica. Language and culture. Available at: https://www.britannica.com/topic/language/Language-and-culture

Chimamanda. Available at: https://www.chimamanda.com

Global Oneness Project. Library. Available at: https://www.globalonenessproject.org/library?load=45