Chronicle of a Death Foretold

Stage 1: Desired Results

Intended Learning
Standards and Benchmarks

1. Knowledge and understanding

Demonstrate knowledge and understanding of individual literary works as representatives of their genre and period, and the relationships between them Demonstrate an understanding of the ways in which cultural values are expressed in literature Demonstrate awareness of the significance of the context in which a work is written and received Substantiate and justify ideas with relevant examples

2. Analysis, synthesis and evaluation Demonstrate an ability to analyze language, structure, technique and style, and evaluate their effects on the reader Demonstrate an ability to engage in independent literary criticism on both familiar and unfamiliar literary texts Show an ability to examine and discuss in depth the effects of literary techniques and the connections between style and meaning (HL only) 3. Selection and use of appropriate presentation and language skills Demonstrate an ability to express ideas clearly and fluently in both written and oral communication, with an effective choice of register and style Demonstrate a command of terminology and concepts appropriate to the study of literature Demonstrate an ability to express well-organized oral and written arguments Demonstrate an ability to write a sustained and detailed literary commentary (HL only)

Enduring Understandings
Concepts that have a lasting value beyond the classroom.

The role of the media in constructing cultural values, especially with regard to the concepts of masculinity (machismo) and femininity (marianismo) The ideology of patriarchy as a socially repressive force The role of the media in creating cultural stereotypes, dictating social behavior and eroding individual identity The role of women in Colombian society: the oppression of women The role of religion as a repressive force in Colombian society, especially the regulation of feminine sexuality and the cult of virginity The tension between public codes of honor and personal feeling or desire: the clash between conscience and community The opposition between fate and free-will The legacy of colonialism and its impact on culture The ambiguity of truth: problems of interpretability and point of view

Essential Questions
What questions will guide learning?

1. How do historical and cultural context affect meaning? 2. What are the implications of translation? 3. How does art interpret religion? 4. What is the nature of power? 5. How are power and violence linked? 6. How does memory and point of view affect storytelling?
Students will know Students will be able to

Marquezs biography and its significance in the text Colombian society and history about the role of culture in literature and its impact on meaning the form of a chronicle and its relation to cronicas from the colonial era about the concept, and tradition, of magical realism as a form of writing and its operation in the text the literary influences which have shaped the text

examine narrative reliability and figurative language examine a passage closely and assess the effectiveness of literary techniques identify features of literary style and write a pastiche of the author to make connections within the text analyze the use of flashback and symbol

Dom Casmurro
Stage 1: Desired Results
Intended Learning
Standards and Benchmarks

1. Knowledge and understanding Demonstrate knowledge and understanding of individual literary works as representatives of their genre and period, and the relationships between them Demonstrate an understanding of the ways in which cultural values are expressed in literature Demonstrate awareness of the significance of the context in which a work is written and received Substantiate and justify ideas with relevant examples 2. Analysis, synthesis and evaluation Demonstrate an ability to analyze language, structure, technique and style, and evaluate their effects on the reader Demonstrate an ability to engage in independent literary criticism on both familiar and unfamiliar literary texts Show an ability to examine and discuss in depth the effects of literary techniques and the connections between style and meaning (HL only) 3. Selection and use of appropriate presentation and language skills Demonstrate an ability to express ideas clearly and fluently in both written and oral communication, with an effective choice of register and style Demonstrate a command of terminology and concepts appropriate to the study of literature Demonstrate an ability to express well-organized oral and written arguments Demonstrate an ability to write a sustained and detailed literary commentary (HL only)

Enduring Understandings
Concepts that have a lasting value beyond the classroom.

The intellectual movements of naturalism, realism, modernism, Darwinism and Freudianism and their cultural impact The role of socio-cultural context in creating meaning The role of religion as a repressive force, particularly of sexual expression The notion of jealousy as a destructive force The fallibility of memory and the ambiguity of truth

Essential Questions
What questions will guide learning?

1. What is an unreliable narrator? 2. What are the implications of an unreliable narrator? 3. How does intertextuality affect meaning? 4. How do historical and cultural context affect meaning? 5. What are the implications of translation?

Students will know

Students will be able to

the life and times of Machado de Assis the Brazilian Empire, the role of Dom Pedro II and Rio at the turn of the century about the lifestyle of the land-owning aristocracy, its religious, familial and political structures about the history of slavery and its legacy following Abolition about how intertextuality (Shakespearean allusions, particularly Othello) generate meaning about meta-fictional procedures and how these function in the text about the conventions of memoir as a literary form how to assess the role of the unreliable narrator

examine the role of the narrator and how it affects our understanding analyze intertextuality, specifically the allusions to Othello, Romeo and Juliet, Macbeth and the Bible and how this affects our understanding of the characters and plot analyze the non-chronological structure of the text: the use of flash forward and flashback as a narrative strategy explore Machados use of rhetorical techniques and their effect examine the use of symbolism in the book understand the task and effect of translation examine the use of contrasts: youth/age, inside/outside, quiet/noise, private/public distinguish between various levels of irony in the text

Othello
Stage 1: Desired Results
Intended Learning
Standards and Benchmarks

. 1. Knowledge and understanding Demonstrate knowledge and understanding of individual literary works as representatives of their genre and period, and the relationships between them Demonstrate an understanding of the ways in which cultural values are expressed in literature Demonstrate awareness of the significance of the context in which a work is written and received Substantiate and justify ideas with relevant examples 2. Analysis, synthesis and evaluation Demonstrate an ability to analyze language, structure, technique and style, and evaluate their effects on the reader Demonstrate an ability to engage in independent literary criticism on both familiar and unfamiliar literary texts Show an ability to examine and discuss in depth the effects of literary techniques and the connections between style and meaning (HL only) 3. Selection and use of appropriate presentation and language skills Demonstrate an ability to express ideas clearly and fluently in both written and oral communication, with an effective choice of register and style Demonstrate a command of terminology and concepts appropriate to the study of literature Demonstrate an ability to express well-organized oral and written arguments Demonstrate an ability to write a sustained and detailed literary commentary (HL only)

Enduring Understandings
Concepts that have a lasting value beyond the classroom.

Concepts of race and the gender in the sixteenth century Concepts of masculinity and femininity in the sixteenth century Varieties of jealousy and their impact on behavior: professional; sexual; socio-political The conflict between appearance and reality The tension between fate and free-will Ideas of good and evil: nature versus nurture

Essential Questions
What questions will guide learning?

1. 2. 3. 4.

What is tragedy? What is race? What is the link between gender and power? How can individuals manipulate and be manipulated?

Students will know

Students will be able to

about Shakespeares life and times the theatre of Shakespeares day about Renaissance culture and the values of the Elizabethans about Aristotles theory of tragedy and the tragic hero about the use of geography and the symbolism of the settings: Venice and Cyprus about Coleridges interpretation of Iago about the role of the play as a cultural touchstone (and a foundational allusion in Dom Casmurro) differences between theatrical and cinematic versions of the play

read and understand early modern English identify and analyze Shakespeares use of iambic pentameter sharpen literary critical thinking skills, particularly close analysis of poetic features identify and understand the conventions of drama, such as the use of soliloquy, aside, and implied stage directions

In Patagonia
Stage 1: Desired Results
Intended Learning
Standards and Benchmarks

1. Knowledge and understanding

Demonstrate knowledge and understanding of individual literary works as representatives of their genre and period, and the relationships between them Demonstrate an understanding of the ways in which cultural values are expressed in literature Demonstrate awareness of the significance of the context in which a work is written and received Substantiate and justify ideas with relevant examples

2. Analysis, synthesis and evaluation Demonstrate an ability to analyze language, structure, technique and style, and evaluate their effects on the reader Demonstrate an ability to engage in independent literary criticism on both familiar and unfamiliar literary texts Show an ability to examine and discuss in depth the effects of literary techniques and the connections between style and meaning (HL only) 3. Selection and use of appropriate presentation and language skills Demonstrate an ability to express ideas clearly and fluently in both written and oral communication, with an effective choice of register and style Demonstrate a command of terminology and concepts appropriate to the study of literature Demonstrate an ability to express well-organized oral and written arguments Demonstrate an ability to write a sustained and detailed literary commentary (HL only)

Enduring Understandings
Concepts that have a lasting value beyond the classroom.

The role of the media in disseminating cultural stereotypes of place and people The notion of travel as a form of knowledge of self and world The benefits of travel as a form of widening horizons and self-discovery The importance of travel in presenting the idea of point of view Travel as a means of encountering the relativity of values: the perspectivalism involved in notions of truth or of what is factual

Essential Questions
What questions will guide learning?

What is the nature of travel? How does travel change our perspective? How is travel a metaphor? What is authenticity? Is nationality a question of geography? What is creative nonfiction? How do we know what we know? What is fact and fiction? What is history?
Students will know Students will be able to

the relationship between travel prose and poetry the socio-cultural context of Patagonia and its historical background the literary elements of the travel genre the relationship between creative non-fiction and travel writing about the problems of interpretation including audience, androcentricism and Eurocentrism; problems of language (and its value-laden character) as a theme in the book about the idea of self-referentiality and the fallibility of subjectivity: Chatwins Patagonia as a place of the mind, the blurring of boundaries between fiction and fact about competing versions of discovery and of events

place Chatwins work in a tradition of travel literature recognize and discuss the themes of the text including the relation between settlement and nomadism, fact and fiction, the collector and the collected, dream and reality identify and analyze the innovative fragmented/episodic structure of the text: its links to post-modernism and to ideas of narrative unreliability recognize and analyze various literary techniques employed in the work respond creatively to literature evaluate their own work through self-reflection

< Siddhartha IB Year 1>

Stage 1: Desired Results
Intended Learning
Standards and Benchmarks

A.1. Demonstrate ability to engage in close detailed examination of texts. B.3 Demonstrate ability to structure ideas and arguments in writing in a sustained and persuasive way and support them with relevant examples. Enduring Understandings
Concepts that have a lasting value beyond the classroom.

1. 2. 3. 4. 5.

Desire is a powerful force in our lives Archetypes are present in our lives and influence our behaviors Life is lived individually Peace and Conflict coexist internally and external based on our perception of our world. Our decisions determine our destiny Essential Questions
What questions will guide learning?

Overarching 1. Why are we here on Earth? 2. Is desire good or bad? 3. Why are people unhappy/happy? 4. Is there a right/wrong way to live your life? 5. Are we each an individual? Are we each merely identical (yet differently appearing) drops from the ocean of humanity? Or are we somewhere in-between? Topical 1. What is Siddhartha searching for? 2. Is Siddhartha better or worse off for his deliberate and regular reflection on his deeds, his direction in life, and his values? Why might some individuals avoid reflection? Are there any benefits to that? 3. What does Siddhartha believe? What do you believe?

Students will know

Students will be able to

1. trace the development of Siddharthas character (as a character or Siddharthas character?), making note of how and why he changes in his journey toward Nirvana. How? By experience and gaining wisdom that allows for a person to experience life with a tremendous amount of

1. analyze the characters of Govinda, Kamala, and Vasudeva and explain how these supporting characters help develop the protagonist. Who develops the protagonist? How does Hesse use the character to develop Siddhartha? He uses them structurally in the Plot: Govinda and Vasudeva are static, unchanging

2.

3.

4. 5. 6. 7. 8.

9.
1.

awareness of mind, body and spirit; this leads to complete and continual enlightenment. Why? To answer the Meaning of Life question. After 16 years of learning, S/iddhartha decides that Life is pain (9). How does this make him feel? Unsatisfied. Not so desirous, just not satisfied. He does use unsatiable thirst (4). How extreme is that? When a person is thirsty, they cannot really focus much until their thirst is quenched. The longer a person is thirsty, . . ? Whats he gonna do? Hes going to go on a Quest to satiate his thirst. Thus his quest begins. His first goal is stated after he left the Brahmin life. His sole goal was to rid Siddhartha of all Earthly desires for the purpose of find the Self- The Atman within. When he realized that analyze the structure of the story and how it influences the plot. The structural ways of developing a plot: Quest storyline, Setting, Structural Threeanalyze the story from a Jungian perspectiveidentifying the influence of Jungian theory on the text. discuss the symbols and archetypes in the story. identify autobiographical elements in the text. analyze the text as a Quest novel. identify and analyze water as a major theme and extended metaphor. analyze how the elements of the Hindu religion and Buddhism affect the development of the story. analyze the literary elements in the story and how they affect the story. respond to writing prompts similar to those that will appear on the World Literature Paper ..

options for Siddhartha take on his Quest for Enlightenment. Govinda is Monk on the Mountaintop whereas Vasudeva is simply the Ferryman assisting people across the river of life that separates forests of knowledge and teachings with the cycle of life called Samsara.

The Things They Carried

Stage 1: Desired Results
Intended Learning
Standards and Benchmarks

1. Knowledge and understanding

Demonstrate knowledge and understanding of individual literary works as representatives of their genre and period, and the relationships between them Demonstrate an understanding of the ways in which cultural values are expressed in literature Demonstrate awareness of the significance of the context in which a work is written and received Substantiate and justify ideas with relevant examples

2. Analysis, synthesis and evaluation Demonstrate an ability to analyze language, structure, technique and style, and evaluate their effects on the reader Demonstrate an ability to engage in independent literary criticism on both familiar and unfamiliar literary texts Show an ability to examine and discuss in depth the effects of literary techniques and the connections between style and meaning (HL only) 3. Selection and use of appropriate presentation and language skills Demonstrate an ability to express ideas clearly and fluently in both written and oral communication, with an effective choice of register and style Demonstrate a command of terminology and concepts appropriate to the study of literature Demonstrate an ability to express well-organized oral and written arguments Demonstrate an ability to write a sustained and detailed literary commentary (HL only)

Enduring Understandings
Concepts that have a lasting value beyond the classroom.

The role of the media in constructing cultural values and identifying an enemy The role of government propaganda in mobilizing a civilian population in favor of war The responsibility of individuals, both combatants and non-combatants in going to, and sustaining, a war The moral confusion of war The culturally constructed concepts of courage and cowardice The concept of shame as a motivating factor in war Social concepts of masculinity and femininity The clash between conscience and community, the individual in relation to society How are time and peace time are connected

Essential Questions
What questions will guide learning?

1. What is narrative? 2. What is truth? 3. What do we carry? 4. How does the past affect us?

Students will know

Students will be able to

the universality of war, from Homers The Iliad to contemporary invasions of one country by another the historical context of the Vietnam war, its background and causes the difference between "happening-truth" and "storytruth" as used by OBrien the concept of meta-fiction (meta-linguistic procedures) the concept of intertextuality and its role in the generation of meaning how to examining complex narrative structure, using prolepsis and analepsis, recursive forms in fiction about the role of the media in presentations of war and the truth of war the about the use of propaganda as a form of manipulation the difference, as an art form, between literary texts and non-literary media, including film and documentary the difference, as an art form, between prose and poetry

annotate texts in a purposeful and effective way as a means of navigating complex texts recognize and explore theme to analyze character through both direct and indirect methods to identify and explain the use of various literary techniques including symbolism, foreshadowing, the use of imagery, sentence structure, the use of sounds, the use of allusions and so on analyze and discuss various poetic forms including the ballad and sonnet analyze, understand and recognize meter and rhythm in poetry prepare for and organize a presentation conduct a discussion support assertions with evidence