Language and Literature for the IB MYP 1 9781471880735

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MYP by Concept

1

ngua9 e Llterature Ana de Castro Zara Kaiserimam

t, HODDER EDUCATION

DYNAMIC LEARN

NG

Dynamic Learning is an online subscription solution that supports teachers and students with quality content and unique tools. Dynamic Learning includes Teaching and Learning Resources, Whiteboard eTextbooks and Student eTextbooks.

Language and literature tor the lB MYPl Teaching and Learning Resources help teachers create outstanding lessons and encourage students to develop, progress and achieve. Using the Lesson Builder tool teachers can:

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Create, organise and edit lessons

share plans, lessons and resources with colleagues assign lessons and resources to students

export lessons and pretagged content to a VLE at the click of a button,

Teachers can also combine their own trusted resources alongside those from language and literature for the lB MYPl which has a whole host of informative, exciting and interactive resources including: Unit planners for every chapter, including teaching notes and guidance for extension and enrichment

o

of learning

o PowerPoint presentations to introduce the topics o Summative assessment tasks for each unit/chapter with task-adapted assessment rubrics o Student materials and worksheets. language and literature for the lB

MWl

is also available as a Whiteboard eTextbook which is

ideal for front-of-class teaching and lesson planning.

Whiteboard eTextbooks are zoomable, flickable, searchable pages of traditional printed textbooks that enable teachers to:

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visit: www.hoddereducation.com/dynamiclearning

MYP by Concept

1

Language Llterature Ana de Castro Zara Kaiserimam Series editor: Paul lVorris

DYNAMIC LEARNING

,rir

HODDER 17 EDUCATION AN HACHETTE UK COMPANY

Authors' dedication Fot Za'a, for her generosity of spirit and wonderful creativity. Ana To my mother for her encouragement and unwavering support. Zara

Although every effort has been made to ensure that website addresses are correct at time of going to press, Hodder Education cannot be held responsible for the content of any website mentioned in this book. lt is sometimes possible to find a relocated web page by typing in the address of the home page for a website in the URL window of your browser. Hachette UK's policy is to use papers that are natural, renewable and recyclable products and made from wood grown in sustainable forests. The logging and manufacturing processes are expected to conform to the environmental regulations of the country of origin. Orders: please contact Bookpoint Ltd, 130 Milton Park, Abingdon, Oxon OX14 4SB. Telephone: (44) 01235 821720. Fax: (44) 01235 400454. Lines are open from 9.00-5.00, Monday to Saturday, with a 24 hour message answering service. You can also order through our website www.hoddereducation.com @

Ana de Castro and Zara Kaiserimam 2017

Published by Hodder Education

An Hachette UK Company Carmelite House, 50 Victoria Embankment, London EC4Y 0DZ lmpression

number

Year

5

432

2021

2020 2019 2018

2017

All rights reserved. Apart from any use permitted under UK copyright law, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or held within any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited, Saffron House,

6-10 Kirby Street, London EClN

BTS.

Cover photo @ nevarpp/l23RF.com

lllustrations by DC Graphic Design Limited Typeset in Frutiger LT Std 45 Light l0/14pt by DC Graphic Design Limited, Hextable, Kent

Printed in lndia A catalogue record for this title is available from the British Library rsBN 9781471880735

Contents O

ls seeing always believing?

O

Myths and legends: A mirror of reality?

28

O

Do you believe in magic?

58

@

Do advertisements run the world?

82

o

ls this for real?

106

@

ls all the world a stage?

126

G

lossary

Acknowledgements

2

152

154

How to use this book

Each chapter is framed

with a Key concept and

a

Related concept and is set in a Global context.

Creativity

Welcome to Hodder Education's MYP by Concept series! Each chapter is designed to lead you through an inquiry into the concepts of Language and literature, and how they interact in real-life global contexts.

Genrcs; Chatactec fheme; Sefting

Pe3ilal

and

.ulttral exqression

Do you believe in magic?

some genres, writers ale to use therr creativity to transgress the bounds oI 5pac€ and time through exploring Iamiliar themet in uniamiliar able

settings.

The Statement of lnquiry provides the framework for

this inquiry, and the lnquiry questions then lead us through

the exploration as they are developed through each chapter

Lanquag; and Lter.tur€

E Assessment

opportunities in this chapter:

As you explore, activities suggest ways to learn through action.

Some activities are formative

ATL Activities are designed to develop your Approaches to Learning (ATL) skills.

EXTENSION Extension activities allow you to explore a topic f urther.

they allow you to practise certain of the MYP Language and literature Assessment Objectives. Other activities can be used by you or your teachers to assess your achievement against all parts of an Assessment Objective.

forthe

Approaches to Learning skills for MYP Language and Iiterature are highlighted whenever we encounter them Key

as

twsovwof thc

f{nts

wc

to hcl4 you work ow thc

axt gvwut*. rhis afso'*rodwe,cs you to lhc ww fi*,uc Lw thc

rt*

ow-sruwasstsswv*.

o Definitions are included for important terms and information

boxes are

included to give background information, more detail and explanation.

B MYP

I bvCmq'

You are prompted to consider your conceptual understanding in a variety of activities throughout each chapter.

We have incorporated Visible Thinking - ideas, framework, protocol and thinking routines - from Project Zero at the Harvard Graduate School of Education into many of our activities. At the end of the chapter you are asked to reflect on what you have learnt with our Reflection tablg maybe to think of new questions brought to light by your Dr

learning.

5e(6

Use this table to reflect on your own learning in this chapter. (!l lrl rll (All J rest' 1\llll (rltll( ' lo I rtrll: r",'ll [rr L :lrr

Questions we

)

THINK-PUZZLE-EXPLORE ol your lhoughtt about the duettions below and wlite your individual them to a (lass responses on sticky notes' Add lirt of idea5. . What do you think you know about {antasy

I

r Collaboration skills r Communication skills r Creative thinking skills . Criti(al thinking skills r lnJormation litera(Y skills . Organization skills . Reflection skills . Transfer skills

-2

"('5

'l

. . Criterion B: Organizing . criterion C: Produ(ing tert . Cfiterion O: Using language CriErion Ai Analysing

'

:

0" r"" u"1"r" ,"

Factua

have?

i

Debatable

genrer What are the motifs of the laniasy I iotit is a r"cu"ing theme' item oI symbol genre' particular thal is typical ol a you watch' watch the following trailers As write down words and Phrases linled to the like imaoes that You see. Use a tool *wir wordle net or anothel word (loud the genre generator to areate a word bank on of fantasy.

i'q'J

I

Conceptual

Iiction?

. what questions or puz'les do you . How can You explore this lopi(?

:'1

Any further questions now?

share tome

I

Altc';\ lrilnl ')i)r()r1 i r I cir,tlli-ot

Answers we found

asked

Approaches to learning you used in this chapter:

Description

* what

new skills did you

How well did you master the skills?

learn?

q,

C (U

U '= o

z

(u

o

(,

=U(o

o

J

o-

UJ

C L (U

o_

x

E

Take action While the book provides many opportunities for action and plenty of content to enrich the conceptual relationships, you must be an active part of this process. Guidance is given to help you with your own research, including how to carry out research, how to form your own research questions, and how to link and develop your study of Language and literature to the global issues in our twenty-first-century world.

We will reflect on this learner profile attribute ...

o

attribute as its theme, and you are encouraged to reflect on these too. Each chapter has a /B learner profrTe

Learner profile attribute(s)

Reflect on the importance of the attribute for your learning in this chapter.

Links to: Like any other subject, Language and literature is just one part of our bigger picture of the world. Links to other subjects are discussed.

Communication Audience imperatives; Purpose; Genre Percanal and cultaral expression

1

ls seeing always believing? I

Doing a documentary is about discovering, being open, learning and following curiosity

I

,

e

;

F;rettr.:l: What is a documentary? What are the conventions of a documentary? How did documentary filmmaking get started? What types of documentary are there? What different TV genres are there?

How real is the reality in a documentary? How do documentary films differ from other types of films? ls language changing in film and television? What conventions are used to communicate with an audience in the genre of documentary?

s

(

E

CONSIDER THEST QUESTIONS:

?

7

Through communication directors ceate film to position audiences to r,espond in a particular way

J

s'

# .e-

j

i

q

Celn{eD't1r..{;,il:

l l:J

I

Award-winning filmmaker, Spike Jonze

IN THIS CHAPTER, WE

Er-:b;r'{.ai:i+ Are ethical issues

I

central to documentary f ilmmaking?

r

Now ghar* itrrc.l r.r.;r,,lprrc your thoughts and ideas with your partner, or with the whole class.

[--

WILL...

Find out how documentaries can expand our awareness of the world around us. Explore current viewing trends and the effectiveness of media to lead to change.

r

Take action by working on projects that make a real and positive difference; by strivrng to tell community stories of importance; by not being scared of a challenge and by always asking why.

Language and Literature for the lB IVIYP

1: by Concept

a

ACTIVITY: Question starts iU+ ATL

1 'l ' ril

,

ili , ii,"rll t1 ,tLtr llrirr rlr ,

,t

r

rrrr

:

2

ln pairs, discuss what makes a good question How can asking good questions help you find out more about a topic? Question starts are part of a routine that can help you brainstorm, provoke thinking and inquire into a topic. Let's look at the question starts below.

lrlllii , 'r

ffi

What if we knew...?

whv

We will reflect on this learner profile attribute ...

What are the reasons "

How would it be different

ffi

Assessment opportunities in this chapter:

'

if

...?

What if ...?

3 4

documentarian

footage non-f iction objective

documentary

subjective

accuracy

broadcast

f

iction

I

ls

seeing always believinq?

watershed

5

,

'?

What is the purpose

of ...?

What would change if " '?

ln pairs, brainstorm at least twelve questions about TV genres and programmes. Write your questions on sticky notes. Review the brainstormed list and put an asterisk by the questions that seem most interesting. Then select one or more of these questions to discuss for a few moments. Reflect: What new ideas do you have about the topic, concept or object that you didn't have before?

What different TV

ACTIVITY: Genres

genres are there?

ATL

r

\

Media literacy skills: Make informed choices about personal viewing experiences

-m

^r#fr

f

I

\

*n*r offi

lndividually, list the different types of programmes you watch and/or those broadcast in your country. ln pairs, compare your lists and group them into programme types. Visit the link below and look at the genres listed. Create a table to classify your programmes under each g e n re: www. b bc. co. u k/tv/p rog ra m m es/g en res. Share information with your classmates and discuss any differences in points of view.

Are there any TV genres under which you have not listed a programme? Visit the links below and explore the programmes from the online TV guides to complete your table:

o www.f reeview.co.uk/tv-guide o www.radiotimes.com/tvltv-!istings o http://tv.sky.com/tv-guide.

r

The changing face of TV viewing

ARE FEWER PEOPLE THAN EVER WATCHING TV? What TV programmes do you, your family and friends watch? How much time do you spend watching TV and how do you decide what to watch? How do your viewing preferences shape your ideas, how you feel about certain things and the action you take? These questions are used to track trends and explore the choices we make about how to spend our free time and the viewing experiences we prefer. They are indicators that highlight how our society is changing and how the media adapts to those changes.

Compare and contrast the TV guides in your country with the ones above. ln pairs, compare and contrast the differences and similarities. Evaluate the quality of programmes on offer. Who decides what programmes are broadcast in your country? Are all the channels free?

Assessment opportu

r

n

ities

ln this activity you have practised skills that are assessed using Criterion A: Analysing.

but also how we spend our free time. lt is perhaps surprising therefore that Nielsen, a firm that tracks

trends, has found that TV is still by far America's favourite entertainment pastime.

Recent studies indicate that a growing number of

ln this chapter, we will consider current viewing trends

households are no longer watching TV and that it is only a matter of time before we see the total

and take a close look at the documentary genre. By

disappearance of TV as we know it. Social media,

streaming services and the amount of time we spend surfing the web affect not only how we communicate

ra

analysing the documentary Sounds Like Teen Spirit, we will comment on the purpose of documentaries, critique the text through active viewing and examine critical issues that affect the lives of children today. Language and Literature for the lB MYP

1: by Concept

I

ttrr

write errit the part of the ts-.;rl tl"rt t"*rlis yori about the following: the ,:lrtti'r+irrel hetween live TV ancl the -]ll,l.';' .,i'l xlrPrlellte Wh;ru q,rrtrt' [rr{]qlamme makerS rnay find Read

ATL

tI i s;i p

Finding the fatts in a readinq texi i'eqLrjf i::i l.iiirr-iir' Read

the table below, addinq any evidence yrru have found^

I

V

Links

'l

to: History

ls ',eet'tct ,r r,',,,r',,!

;tt,

a,, t,:1.'

,

,I

I rr rl l.i

what people watch in a week DI$rlr-ilr1. irlrr:, litat are 'live' and figures linked fn iirif ',ii1r'i,,1ngi pr0{j r-Arn, ifi }.lc tl"l;it a re'reCOrCIed' a n el data linkei't !r., r'r,:(rt[{.lf d viewing ha[rrlr rr uiflrvgrs reliatJilt t,,' n i o,ltrveys whai *ir ', r:,, riereded, ae[ording to the writer.

As y