Students: transfer knowledge of language and literary devices to engage with unfamiliar textual forms or texts in unfamiliar contexts. EN11-5 thinks imaginatively, creatively, interpretively and analytically to respond to and compose texts that include considered and detailed information, Students select one of the texts they have explored in the exercise above. ideas and arguments Students write an essay discussing the particular ideas about dreams and reality presented in this text and the ways in which those ideas are Students: represented, making comparisons with Of Mice and Men. investigate and reflect on the difference between initial personal Other dichotomies in include friendship/loneliness and Of Mice and Men response and more studied and power/powerlessness. As a class consider if there are any others? complex response (ACELR003) Individually, students choose one of these other dichotomies and explain select and apply appropriate textual how it is developed in the novella. evidence to support arguments Students review the notes in their reading logs and their responses to the (ACEEN035). questions above. Students answer the following question: What is your reading of Of Mice and Men? Justify your Steinbeck’s EN11-9 reflects on, assesses and reading with close reference to the text. (Informal assessment) monitors own learning and develops individual and collaborative processes to become an independent learner Students: select and use appropriate metalanguage and textual forms to assess and reflect on learning. EN11-3 analyses and uses language Exploring connections between texts: style forms, features and structures of texts, In groups students analyse style as evident in Of Mice and Steinbeck’s considers appropriateness for purpose, Men. They can add more rows for any other aspects of style identified. audience and context and explains effects on meaning See at the English ‘Style’ Students:
Students: transfer knowledge of language and literary devices to engage with unfamiliar textual forms or texts in unfamiliar contexts. EN11-5 thinks imaginatively, creatively, interpretively and analytically to respond to and compose texts that include considered and detailed information, ideas and arguments Students: investigate and reflect on the difference between initial personal response and more studied and complex response (ACELR003) select and apply appropriate textual evidence to support arguments (ACEEN035). EN11-9 reflects on, assesses and monitors own learning and develops individual and collaborative processes to become an independent learner Students: select and use appropriate metalanguage and textual forms to assess and reflect on learning. Students select one of the texts they have explored in the exercise above. Students write an essay discussing the particular ideas about dreams and reality presented in this text and the ways in which those ideas are represented, making comparisons with Of Mice and Men. Other dichotomies in Of Mice and Men include friendship/loneliness and power/powerlessness. As a class consider if there are any others? Individually, students choose one of these other dichotomies and explain how it is developed in the novella. Students review the notes in their reading logs and their responses to the questions above. Students answer the following question: What is your reading of Steinbeck’s Of Mice and Men? Justify your reading with close reference to the text. (Informal assessment) EN11-3 analyses and uses language forms, features and structures of texts, considers appropriateness for purpose, audience and context and explains effects on meaning Students: Exploring connections between texts: style In groups students analyse Steinbeck’s style as evident in Of Mice and Men. They can add more rows for any other aspects of style identified. See ‘Style’ at the English