IB World Literature: Year One Syllabus


Teacher: Mrs. Marsha Hook

Email: marsha.hook@carrolltoncityschools.net

Room: 501

Planning Period: 2A/1B

Tutoring Availability: Every morning from 7:10-7:40; after school Monday-Thursday by appointment


Required Texts

Class sets of all required texts are available for use inside the classroom, although I do strongly recommend that you purchase your own copy of each of the novels for personal annotation. This will aid you greatly as we work towards the Written Assignment, which is the culminating IB External Assessment for this course.

·         Semester One:The Stranger (Albert Camus); Season of Migration to the North (TayebSalih); The Unbearable Lightness of Being (Milan Kundera); various readings TBA

·         Semester Two:How the Garcia Girls Lost Their Accents (Julia Alvarez); various readings TBA


Course Description

This course is a part of a rigorous two-year college level program designed for students who are independently motivated towards intense literary analysis and cultural understanding. Challenging readings, compositions, and discussions will form the crux of our time together and major assessments will consist of oral presentations and extended formal literary analysis essays. Some assessments will be graded internally (by me) and others will be graded externally (by the IBO). These specifications are mandated by the IBO and will be discussed at length throughout the course. As your teacher, my role is a supporter of student learning, not a transmitter of knowledge. This means that in order to succeed academically, independent thinking, personal motivation and goal-setting, commitment to the work load, organization, curiosity about the world, and an innate desire to learn are absolutely necessary. Furthermore, to promote the success of all students, we will function as a community of learners. This means that we will listen to and learn from each other and therefore all actions and behaviors must be focused on the best academic interests of the group.



Overarching Themes/Ideas

IB Assessments


IB Part One:

Works in Translation

From the IBO…

-Study of three major works translated to English from other languages

-Students will understand the content of the works and the qualities of the works as literature.

-Students will respond independently to the works by connecting the individual and cultural experience of the reader with the text.

-Students will recognize the role played by cultural and contextual elements in literary works.

From the teacher…

-Students will evaluate what leads a person or a group of people to feel like an “outsider” and what, in turn, is at stake in such a status.

-Written Assignment(external assessment—due in May): A 1,200-1,500 word essay that explores a literary aspect of one work studied during the semester. This assessment emerges from the three assessments listed below.

-Interactive Orals(internal assessment; one per major text): Group-led discussions that address cultural and contextual considerations of the studied text.

-Reflective Statement(external assessment—one per major text): 300-400 word in-class response to each Interactive Oral.

-Supervised Writing(internal assessment—one per major text): Extended in-class essay that is used as a springboard to the Written Assignment.


IB Part Four:

Teacher Options

From the IBO…

-Students will acquire knowledge and understanding of the works studied.

-Students will present an individual, independent response to works studied.

-Students will acquire powers of expression through oral presentation.

-Students will learn how to interest and hold the attention of an audience.

From the teacher…

-Students will continue to build their understanding of the concept of the “outsider,” this time with a focus on our contemporary American society.

-Students will pursue an independent experience serving an “outsider” population of their choosing in our surrounding community.

-Individual Oral Presentation (internal assessment—scattered throughout the semester): Oral presentation delivered to the class in response to two works studied during the semester.

Grading Scale


Fall Semester

Spring Semester

Daily Assignments and Participation



Quizzes, Performance Tasks, Discussions, and Projects



Major Compositions, Presentations, and Tests



Midterm/Final Exam




IB Certificate/Diploma Grading Scale


Assessment Component

Corresponding Part





Paper 1: Literary Commentary

Students have a two-hour window to compose a literary analysis essay of a passage of either prose or poetry provided by the IBO.

Part Three (end of year two)


Paper 2: Essay

Students have a two-hour window to compose a literary analysis essay in response to a provided question based on at least two works studied in Part Three.

Part Three (end of year two)


Written Assignment

Formal extended essay (1,200-1,500) analyzing one of the works studied in Part One.

Part One (due end of year one)




Individual Oral Commentary and Discussion

Formal oral commentary on poetry studied in Part Two with subsequent questions followed by a discussion based on one of the other Part Two works (20 minutes total).

Part Two  (middle of year two)


Individual Oral Presentation

Presentation based on works studied in Part Four.

Part Four (end of year one)




Required Materials

This is a cumulative course, meaning that all of the studied material builds upon itself. In order to be successful, you must keep track of ALL of your materials in an organized manner. The most successful students are those who maintain an organized binder for all notes, worksheets, supplementary readings and handouts. Therefore, students must purchase the following supplies:

                -1 three ring binder with dividers

                -College ruled notebook paper or a college ruled three-ring notebook

                -One composition notebook (to be left in the classroom for journal use)

                -Blue or black ink pens

                -#2 pencils

                -One pack of multi-colored highlighters

                -A flash drive for storing typed classwork

The following supplies are not necessary, but would be useful:

                -Colored pencils


                -Page reinforcers

                -Colored sticky tabs for marking text

                -A personal pencil sharpener

                -Kleenex and hand sanitizer (for donation to the classroomJ)


Testing Note

While the ultimate goal of this course is preparation to pass each of the IBO required assessments and to receive an IB Diploma at the end of the two years, please know that if you actively engage yourself in the coursework, you will have taken a giant step towards college preparation while also growing in your understanding of how to be a positive citizen of the world.


Mrs. Hook’s 5 Classroom Rules

  1. Students should always come to class prepared with all materials necessary for the day’s lesson.
  2. Students should always respect the property of their peers, the teacher, and the school.
  3. Students should always respect their own time, as well as the time of their peers and the teacher.
  4. Students should be engaged and attentive during all portions of class time.
  5. Students should respect all differences of thought, wherever they occur—in texts, in discussion, and beyond.


Classroom Procedures

  1. Students are considered tardy unless they are seated with all necessary materialswhen the tardy bell rings.  If you need to use the restroom during the break between classes, you must be in my class by the time the bell rings or it will count as a tardy.  Any student who is legitimately late must have a pass from the appropriate person. 
  2. All assignments are due at collection time.Assignments are given to help, not hurt, students. While learning to stick with deadlines is an important life skill, I am most concerned with student achievement of mastery. Students will be given multiple opportunities to submit work within reason. Penalties will be assessed for lateness, but zeros are not given out lightly. As a general rule, daily assignments will be dropped a letter grade and major assignments will be dropped 5 points (per late day). This penalty guide is subject to publicized change based on the nature of the particular assignment.
  3. If absent, it is the student’s sole responsibility to obtain/complete missed assignments and notes.  Students will be allowed the same number of days missed to complete any missed assignments. Notes should be copied from a friend and missed worksheets or activities will be available in the makeup folder or on the website. If you are confused about any new material gone over during a missed class period, it is also your responsibility to contact the teacher and arrange for a tutoring session. Absences are not an excuse for missed assignments or lapses in understanding.
  4. Due dates for previously assigned work or assessments do not change with student absences. Any work due on or assessments scheduled for a day that you are absent from school will be due or given on your next day of class. Also, if a long-term assignment or assessment was assigned for the day of your return from an absence, that assignment/assessment will still be due.
  5. Technology is NOT an excuse for late, missed, or incomplete assignments. Technological difficulties often occur, but it is YOUR responsibility to make alternate arrangements when such difficulties do occur. Some options are showing up to school early to use the media center or the extra computer in my classroom, contacting a friend, or going to the public library. Ultimately, though, the best way to combat technological difficulties is to complete all assignments early so that you will have time to adapt if/when problems do occur!
  6. Students are expected to maintain academic integrity at all times.  Plagiarism of any sort will not be tolerated. Per school rules, any party engaged in plagiarism (which includes both the person giving and the person receiving information in instances of copying) will receive a “0” on the assignment, a referral to administration, and a parent-teacher conference.
  7. During lecture time students must remain in their seats.Please refrain from throwing away trash, sharpening a pencil, grabbing materials, or leaving the room during lecture as it is a distraction to other students. Ample time will be given for the above tasks at other times during class.
  8. Six restroom passes per each semester will be allowed to each student. Please follow the restroom procedure gone over in class.
  9. Students will be allowed to leave the room to go to the library, the office, and the nurse only when it is deemed absolutely necessary.  As a general rule, students should complete any personal business before/after school or during lunch, not during class time.  Students will not be granted a pass to complete or retrieve work that was due during the current class period. Please follow procedure gone over in class.
  10. All cell phones and other personal electronic devices must be TURNED OFF and stored OUT OF SIGHT.
  11. All school rules listed in the student handbook will be enforced.


Discipline Plan

Failure to adhere to the rules and procedures above will result in the following consequences.

·         First Offense: Warning

·         Second Offense: 10 minute detention before or after school and parent contact

·         Third Offense: Referral to administration

Steps of the plan may be skipped as deemed necessary by the severity and frequency of student behavior.


Final Comment

Your success in this course depends entirely on YOU! I am merely a facilitator; the determination, excitement, commitment, curiosity, teamwork, motivation, behavior, and responsibility of each individual will determine the extent to which this year is a success. I will demand that you behave as responsible, academic adults. Part of this treatment means that I will expect you to be self-aware and self-reflective of any struggles you may experience throughout the year. Being an adult means recognizing areas of weakness and taking the responsibility to work towards improvement. I expect that when you become frustrated, confused, or feel like the work is “too hard,” you will approach me as an adult to ask for help. Giving up is not an option for an IB student, but if you are open, honest, and hard-working, I guarantee you will come out of this year a changed person…for the better!!!



Please note that this document is open to changes at the discretion of the teacher and the school. Special considerations will be taken into account on an individual basis. Any major changes deemed necessary over the course of the year will be communicated clearly to both students and parents.