Wrapping up IB

• Engels
• Middelbare school
• vwo
• Leerjaar 5

Wrapping up your final year of IB - 1

HL ESSAY

Two more literary works:

• Graphic novel: Persepolis
• Play: The Glass Menagerie

+

More bodies of work and non-literary texts

+

Dutch exams:

Listening (audio + video)

CE reading (2.5 hours)

Looking ahead

IB exams!

• Paper 1
• Paper 2
• IO
• Sending in your HL essay (improved or new)

+

Important

Keep and save all your work and works

- The literary works - do NOT throw them away

- Philpot

- Your notes

- The texts

- The learner portfolio

- Important documents classroom

Reflection time

In your learner portfolio, in the navigation menu on the left, add a page 'Reflection TV5'

Here you are going to reflect on the past year. You can do this in any way you want - draw, make memes, write a short story starting 'remember that girl/boy that started the IB in September?' well.... or just answer the questions in the document that I've put on the classroom stream. You can als use that for inspiration.

Use it for next year; I will be reading it as well. 

Plan

Looking back a little bit more 

- Making links

- Reflection

- Evaluation

You say 'why?' I say: to make sense of things, bring it together, for you and me to learn from, 

closure

Looking ahed a little bit more 

- IO

You say 'why?' I say: I want to make sure I have covered everything and you cannot give next year's teacher this look

IB PUBQUIZ!!!!

You say 'why?' I say: don't you know me by now? After everything serious I need some relief ;-)

Task

I want you to get a piece of paper in front of you or, better even, an app for mindmaps

On the piece of paper, draw 10 circles with the following content - you will be connecting them later so make sure there is enough space

1) Bias isn't bad - Broken English - Prejudice - The Daily Mail - The Sun 

2) The Sun frontpages

3) Just Do It

4) Augustown

5) Gloria Steinem speeches

6) HeForShe speech - Editorial Esquire

7) The British Army

8) The Handmaid's Tale

9) The Sailor

10) EBB

Mindmap - think

Five minutes: 

Write down anything that comes to mind in terms of 'themes' or 'global issues' for each circle of your mindmap. 

Leave some space for ideas that will follow later. 

Mindmap - Global issues (IO)

During your IO, you will be analysing how two texts (one literary, one non-literary) engage with a global issue. 

Go to page 55 of the guide (classroom)

You will see an overview of five fields of inquiry from which you can choose a topic/global issue:

• Culture, identity and community 
• Beliefs, values and education
• Politics, power and justice
• Art, creativity and the imagination
• Science, technology and the environment

Use these as a source of inspiration to add more ideas to your mindmap (5 minutes)

Wrapping up your final year of IB - 2

Mindmap - connections

Five minutes: 

Make connections between your circles and themes/global issues. 

Which links do
you make?
Text, topics, etc.

Global Issues (IO)

During your IO, you will be analysing how two texts (one literary, one non-literary) engage with a global issue. 

Global issues as you know them* (p. 323 Philpot) corruption, patriotism, inequality, nationalism, class difference) are (DISCLAIMER: most likely) not the global issues the IB is looking for. They are 'topicy,' very broad. We will probably want to make them more specific.

Let's first look at Philpot pp. 323-325 ( who does treat them rather broadly)

Also

'Issues' sound like problems, but 'global issues' are not only negative. 

They have to meet these requirements: 

• It has a significance on a wide/large scale
• It is transnational
• Its impact is felt in everyday local contexts

Wrapping up your final year of IB - 3

Global issues

The key is to find the sweet spot between too broad and too narrow. 

Too broad: 

Corruption

Too narrow (local):

The government of a country has impeached their president on charges of corruption

Appropriate:

Corruption as an obstacle to achieving greater equality

Global issues

The key is to find the sweet spot between too broad and too narrow. 

Too broad: 

Gender equality

Too narrow (local):

Inequality between male and female members in a particular (social) group 

Appropriate:

The impact of (.....) on gender inequality

Global issues

The key is to find the sweet spot between too broad and too narrow. 

Too broad: 

Gender

Too narrow (local):

The government of a country has impeached their president on charges of corruption

Appropriate:

Gender bias manifested in .... (context)

So what's next?

For the IO, choose at least one 'theme' from your mindmap that you have drawn between a literary work and a body of work. 

Insert your combination and your 'theme' or 'global issue' (the broad version) on the next slide. 

Which combination did you make and what would be the global issue?

In the future

In the future, you would have to make sure that you choose an excerpt from your literary work (max 40 lines, 20-25 recommended) that reflects the global issue of your choice as well as an excerpt from your non-literary BOW (max 40 lines, 20-25 recommended) or stills or just one advertisement (etc) that reflects the same global issues. 

The authors of the texts do not have to have the same approach to the global issue; they just have it in common. 

You will also want to connect your extract to the rest of the literary work and the rest of the author's body of work. 

Wrapping up your final year of IB -4

This was it. 

We have reflected, connected the dots (I hope) and evaluated. 

We have also explored the IO a bit. 

You know something about everything. 

Go and WOW your teacher next year. I hope it will be me but chances (80 %) are that it will be someone else. 

Make yourself proud - score that IB 6 or 7! 

And remember that the IB doesn't stop at the end of a school year or at graduation...... 

It is all around you....