IB Language and Literature Adobe stock images Kevin

IB Language and Literature Adobe stock images Kevin

IB Language and Literature Adobe stock images Kevin Schuck - Guide If you have anyacute, grave, pressing, dire, desper ate, critical, crucial, sore, serious, in tense, crying, burning, compelling, drastic, extreme; otherwise urgent QUESTIONS please use the post its on your table and hang them on

the poster provided and I will do my best to answer them in the next 2.5 days. BLOG SITE PHOTO BY Kevin Schuck Risk taking 101 Sessions 7 an 9 for Paper 2 and HLE and EE will be joint sessions.

There are poster papers hanging around the perimeter of the room. Each poster has either a question, a statement and or an illustration. Write a 10-15 word response (statement, question or quote) for each. Use a post it (provided) (15 -20 minutes) While we are attending to practical issues. (internet, blogsite, guide etc.) LETS GET STARTED Adpbe Stock

Who Are We? Mini Biography 15- 20 minutes while we are attending to practical issues Write in 50 words or less what you feel to be the most important information about who you are. Choose one novel you have read that has had the most

impact upon you (in any way) Choose one image form anywhere that you feel represents your view on the world. Choose a quote that inspires and motivates you.

Give one example of something you have a very strong opinion about. In 50 words or less tell us why you have chosen to teach IB and why you are attending this workshop. Give It That Finishing Touch -stock-fish-rocket-concept/466725098

When I think of work, it's mostly about having contr ol over your destiny, as op posed to being at the mer cy of what's out there. The Road by Cormac McCarthy because I have two sons. Gary Sinise

In my opinion - Equal opportunity in education is paramount to achieving peace in the world and if possible it should be free. Have it all available to share (if you wish) in any form you choose or post it in the WordPress under Who are

we? In the work book you will find these speech/thought bubbles as reminders to reflect. Use these for your own ideas, thoughts, comments or notes as you make your way in this journey. We w il l som ask e

you of to sha r e y me ssa our ges . Use all of the bold print words in

your motivational/promotional message. Hop e som fully you e of sha will re. Lets go to the guide: We will now take some time to go

through the guide and clear up any questions you may have. This is a global reading exercise, of the guide and if you have specific questions please use the coloured post-its on your table to write them on, hang them on the poster provided and I will try to answer them as soon as possible. Adpbe Stock

The learner portfolio Guide page 25 Adpbe Stock Organizing and guiding the portfolio. Adpbe Stock Studies in language and literature aims The aims of all subjects in studies in language and literature are to enable students to:

engage with a range of texts, in a variety of media and forms, from different periods, styles, and cultures develop skills in listening, speaking, reading, writing, viewing, presenting and performing

develop skills in interpretation, analysis and evaluation develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings Studies in language and literature aims

develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues and an appreciation of how they contribute to diverse responses and open up multiple meanings develop an understanding of the relationships between studies in language and literature and other disciplines

communicate and collaborate in a confident and creative way foster a lifelong interest in and enjoyment of language and literature. The aims are supported by concepts that underline the learning in the course. The aims are supported by concepts that underline the learning in the course. Concepts Creativity

imagination, assembly, engagement, originality, pastiche, collage Communication cooperation, transfer, reading, writing, speaking, listening, viewing, performing Representation reflection, refraction, accuracy, detachment The aims are supported by concepts that underline the learning in the course. Representation reflection, refraction, accuracy, detachment Perspective idea, point of view, interpretations, suppositions, bias

Culture values, beliefs, stereotypes, attitudes, power, place, time Identity agency, voice, character, narrator, reader, author Each key represents one of the concepts that underlie the learning in the course Concepts Take some time to, share something that you are

currently doing in the classroom that would help students to engage with one of the concepts. Now think about what others are doing and focus on one concept. How could you develop what you are doing to demonstrate how it could be

uncovered by a particular activity or show how an individual literary work or language text might be useful in gaining a sense of the importance of the concept. Share Areas for Exploration Readers, writers and texts

Why and how do we study language and literature? How are we affected by texts in various ways? In what ways is meaning discovered, constructed and expressed?

How does language use vary amongst text types? How does the structure or style of a text affect meaning? How do texts both offer insights and challenges?

Time and space How important is cultural context to the production and reception of a text? How do we approach texts from different times and cultures to our own?

To what extent do texts offer insight into another culture? How does the meaning and impact of a work change over time? How do texts engage with local and global issues? How does language represent social distinctions and identities? Intertextuality How do texts adhere to and deviate from

conventions associated with genre or text type? How do conventions evolve over time? In what ways can diverse texts share points of similarity?

How valid is the notion of a classic work? How can texts offer multiple perspectives of a single issue, topic or theme? In what ways can comparison and interpretation be transformative?

Activity Explore the guiding conceptual questions in Readers Writers and Texts. Choose to focus on two questions of particular interest to you. Identify links between one or more of these questions and the concepts already explored in the earlier activity. With a partner or small group create a task or activity that could address these questions and tie the questions to the concepts? How could this have connect to your Literary works? How can you use the task/activity in connection with the Learner Portfolio? Activity

Explore the guiding conceptual questions in Time and Space. Choose to focus on two questions of particular interest to you. Identify links between one or more of these questions and the concepts already explored in the earlier activity. With a partner or small group create a task or activity that could address these questions and tie the questions to the concepts? How could this have connect to your Literary works? How can you use the task/activity in connection with the Learner Portfolio? Activity Explore the guiding conceptual questions in Intertextuality. Choose to focus on two questions of particular interest to you.

Identify links between one or more of these questions and the concepts already explored in the earlier activity. With a partner or small group create a task or activity that could address these questions and tie the questions to the concepts? How could this have connect to your Literary works? How can you use the task/activity in connection with the Learner Portfolio? Activity: Review the Approaches to learning MY IB Approaches to teaching MY IB

ATL WordPress under resources Using one of the texts and/or activities from the previous exercise Creatively outline/arrange/map or draw connections between Areas of Exploration, course concepts and approaches to teaching and learning with your activity. Links to TOK Adobe Stock

Links to TOK Page 22 in the guide With a partner discuss the possible connections to the TOK. How would you guide your students What activities/tasks could be done for the Learner Portfolio to support the TOK Course Design EDUplanner.com

With a partner or small group; Begin to sketch out a preliminary plan for your self in how you possibly could approach your delivery of the course over the two years. This is a global outline in the beginning a rough draft and will be refined with your experiences and acquisition of knowledge and shared experiences. Calendar of study

Year One and Two Adobe Stock Holistic Adobe Stock Guided Textual analysis Paper 1 Go to the guide and read the section on Paper 1

Now: Access the Stimulus text and sample Paper 1 A in https://iblanguageandliterature435368034.wordpre ss.com/ Under Sample work. Using the rubric provided read, make notes, and mark the paper for yourself providing explanation and justification

for your marks. Discuss your choices in your group and try to come to a consensus. Share your thoughts with the large group. We will then check the examiners marks and commentary. Repeat the exercise with Sample B ACT IVI

TY In your group answer the following questions; What makes a satisfactory, effective or highly effective guided analysis? How would you approach this exercise with beginning students? What general skills and knowledge are needed? What specific Skills and knowledge are needed?

How would you connect this to the portfolio? Effective analysis strategies Deconstructing and reconstructing texts; Question everything and explain and justify your answers. Think about the Lego model each piece is important and has a function within the text. You need to be able to take it apart and explain the function of each piece and its purpose in regards to the whole and how it contributes to the overall affect. Adobe Stock

Doing, Organizing, Discussing and Debating. With a partner or in your group complete the following Discuss the questions in the list would you change or eliminate any? What other questions would you add to these? Divide the questions in to categories giving each one a heading. Write a short justification for your titles and choices. Create a visual representation of your finished list Level one

Who produced the text? What is the main idea, topic or theme of the text? How do you know? Are there images or visuals? Who is the target or intended audience? What type of text is it? When and where was the text produced? What is the producer trying to communicate? What does the producer of the text want the reader to think, feel and do? How does language create meaning? What tone or tones are being used and to what effect? What feeling do you get when you read it? Why? Do you understand all of the references or would you need more culturally specific

information? If so what? Digging Deeper What stylistic and literary features can you identify? Why are they being used? What are they trying to get the reader to think, feel and do? How does that connect to the producers purpose? How does structure contribute to the readers understanding or interpretation of the text? How does the producer of the text use font, letter type and other features to differentiate the importance of particular words or areas of the text? Are images used in the text? If so, how do they enhance or other wise add to the effect of the text? How are colours or lack there of contribute to the effect of the text on the reader?

How important is the readers previous knowledge to understanding or interpretation?? If the text has been produced in another time, place and/or language is it as effective now and to you as a reader? Why did the producer of the text choose this type of media to deliver their message? Is the text part of a larger work? If so, how does it contribute to the overall work? Literature Essay Paper 2 1. First go to the guide and read the section about Paper 2 Access the Stimulus text and sample Paper 2 A in https://iblanguageandliterature435368034.wordpress.co m/

Under Sample work. Using the rubric provided read, make notes, and mark the paper for yourself providing explanation and justification for your marks. Discuss your choices in your group and try to come to a consensus. Share your thoughts with the large group. We will then check the examiners marks and commentary. In your group answer the following questions;

What makes an essay satisfactory, effective or highly effective? How would you approach this exercise with beginning students? What general skills and knowledge are needed? What specific Skills and knowledge are needed? How would you connect this to the A Walk on the wild side or no risk no reward

Something OLD something NEW Something BORROWED Something BLUE Individual pair or group activity Share your current reading list with your Partner/group Chose one of the questions from Comparative essay Paper 2 in the blogsite https://iblanguageandliterature435368034.wordpress.com/sample-work/ Unpack the question and create a writing plan/outline for your question. Once you have completed your writing plan find another individual, pair or small group who has the same question and share, compare and refine your writing plan.

Share and discuss your plan with others in your group or other groups. feedback. Check out the PLR checklist in the Blogsite https://iblanguageandliterature435368034.wordpress.com/literature/ Take a look at the Prescribed Reading List https://ibpublishing.ibo.org/prl/?lang=en Which of your current novels are on the list? Discuss your works with those of others at your table. Why have you chosen your works? Why have they chosen their works? After this series of activities are you thinking about changing any of your works? If So Why? If not why

not? Learners and challenges What challenges do you foresee for your students in this paper? Fill in the PLR check list with novels you would like to use in your course. Create a red thread connecting your literary works in one or two streams. Think about the way in which you want your students to make connections between the works and the non- literary support texts you will be using in your course. Go back to the Areas of Exploration and Conceptual Questions consider how and why your students will choose their question. How can you use your novel choices, non-literary texts, and the portfolio activities to guide them in the process? What is the big picture?

Go back to your course outline and timeline and make notes or changes. How Do I Know They Know? The IO and the portfolio. Back to the guide Pages 54-56 Access the Stimulus text and sample IO A in https://iblanguageandliterature435368034.wordpress.com/ Under Sample work. Using the rubric provided read, make notes, and mark the oral for yourself providing explanation and justification for your marks. Discuss your choices in your group and try to come to a consensus. Share your thoughts with the large group. We will then check the examiners marks and commentary.

Determining the global issue A global issue incorporates the following three properties: It has significance on a wide/large scale. It is transnational. Its impact is felt in everyday local contexts. Students may look to one or more of the following fields of inquiry for guidance on how to decide on a global issue to focus their orals on. These topics are not exhaustive and are intended as helpful starting points for students to generate ideas and derive a more specific global issue on which to base their individual oral. It should also be noted that there is the potential for significant overlap between the areas.

Your role as a teacher Go back to the Guide Re-read the part that explains the portfolio. Re-read the part that explains the IO and Internal Assessment. Explore Investigate Brainstorm - Discuss How and when do you introduce global issues? How will you use the Areas of Exploration and the Conceptual Questions?

What portfolio and other activities would be supportive of the IO? How and when could you formatively assess this exercise? How would you guide them to the Red Thread that connects this exercise to the rest of the program? How will this influence the way you deliver the program? Determining the topic Culture The student might be interested in an aspect of the representation of the culture of a particular place, institution or group of people, or on the way in which the text itself relates to a particular culture. Creativity The student might be interested in an aspect of the representation of individual or collective creativity, or lack of creativity, within the text, or on the way in which the text represents the creativity of the writer.

Communication The student might be interested in an aspect of the representation of acts of communication, or failures in communication, in the text, or on the way in which the text itself represents an act of communication. Transformation The student might be interested in an aspect of the representation of transformation or transformative acts in the text, or on the way in which the text itself is a transformative act either of other texts through themes, Perspective The student might be interested in an aspect of the representation of a particular perspective or perspectives within the text, or on the way in which the text represents the writers perspective. Representation The student might be interested in an aspect of the way in which the text represents different themes, attitudes and concepts, or in the

extent to which language and literature can actually represent reality. Higher Level Essay Page 42 in the guide Access the Stimulus text and sample Higher Level Essay A in https://iblanguageandliterature435368034.wordpress.com/ Under Sample work. Using the rubric provided read, make notes, and mark the oral for yourself providing explanation and justification for your marks. Discuss your choices in your group and try to come to a consensus. Share your thoughts with the large group. We will then check the examiners marks and commentary.

Por tfol ide io as From my stock -DreamsTime Images Curating your own gallery https://iblanguageandliterature43536 8034.wordpress.com/galleries/

Take some time to Explore all of the galleries. Then choose one of them to curate. You are provided with a few pieces on display. For your additions write a short description of each the pieces including context. Now write a brief explanation of your added piece(s) and how they completes the exhibit.

Good Luck [email protected]l [email protected] Sources IB Language and literature guide first exams 2021 https://www.dreamstime.com/free-photos Adobe images (my images) http://clipart-library.com/puzzle-pieces.ht ml IB Langugae and Literature TSM First

exams 2021 Dreamstime stock images PLTL Academia Oliver Meyer, Do Coyle and Kevin Schuck 217

Recently Viewed Presentations

  • Pharmacology of sex hormones - Medical University of South ...

    Pharmacology of sex hormones - Medical University of South ...

    Biochemistry of gonadal hormones by Henry Wormser ESTROGENS estrogens include the natural hormones as well as semi-synthetic and synthetic (stilbene) agents estrogens are used as hormone-replacement therapy (menopause), in oncology and as contraceptives most estrogen in the female is produced...
  • Invoice Processing Platform (IPP) - NASA

    Invoice Processing Platform (IPP) - NASA

    IPP replaced Wide Area Workflow (WAWF) for vendors as of 4/13/18, and isreplacing NSSC direct submission as much as possible. Exemptions from IPP . HHS Drawdown awards (Grants, Cooperative Agreement and Letter of Credit) Intra-Governmental Payment and Collection (IPAC) awards...
  • Elektro(pato)fyziologie - Masaryk University

    Elektro(pato)fyziologie - Masaryk University

    Elektro(pato)fyziologie Tvorba a vedení vzruchu v srdci Poruchy rytmu Srdeční výdej - CO = SV x f Klidové membránové napětí pro jeden iont Nernstova rovnice Pro více iontů Goldmannova rovnice Určeno: fixními anionty intracelulárně permeabilitou membrány tj. hustota a vrátkování...
  • The Nature of Approaches and Methods in Language

    The Nature of Approaches and Methods in Language

    The Nature of Approaches and Methods in Language Teaching By: Sheila Y. Guzman ENGL 4205 / Prof. M. Crespo
  • Phaeophyta (Brown algae)

    Phaeophyta (Brown algae)

    Phaeophyta (Brown algae) The majority are live in marine environments, on rocks in cool waters. They contain chlorophyll as well as a yellow-brown carotenoid called fucoxanthin. The largest of the brown algae are the kelp. The kelp use holdfasts to...
  • Rising Action & Conflict

    Rising Action & Conflict

    He was a poet, writer, editor, and literary critic. His short stories were his main type of writing, and today they are considered some of the best American short stories in history. His tales usually are a mix of mystery...
  • VCE Australian History

    VCE Australian History

    VCE Australian History. ... The Hydro-Electric Department was quite proactive in gaining various supply agreements and acquisitions including the Hobart Gas Company and the Electrolytic Zinc works. ... but the Tas. Labor government refused.
  • Lecture #12 - Animal Osmoregulation

    Lecture #12 - Animal Osmoregulation

    Osmoregulation ≠ Excretion. All organismal systems exist within a water based environment. The cell solution is water based. Interstitial fluid is water based. Blood and hemolymph are water based. All metabolic processes produce waste. Metabolic processes that produce nitrogen typically...