Students will demonstrate a Explore the generic structure of the as a bildungsroman and compare the up’ of Scout and ‘growing greater understanding of the Jem, to Charlie Bucktin, Jasper Jones and Jeffery Lu. Compare the representation of fathers, villains etc. conventions of narrative fiction Debate who fulfils the role of the in the text. ‘hero’ with a focus on characterisation, Make connections to the drama and feature film previously studied this semester. Discuss how each text style and structure, themes and works to subvert cultural assumptions about race and to resist racist, ethnocentric, xenophobic, point of view. discriminatory and inequitable ideologies that form the basis of these assumptions. Skills: Task Seven Intertextuality Essay – Narrative Codes and Written Production Conventions Students will be required to make reference to Jasper Jones, To Kill A Mockingbird and other texts they Task: Conventions of Genre: have studied in an essay that demonstrates their understanding of the key concepts of intertextuality. This essay Bildungsroman will be completed in class in a 60 minute time slot. Two questions will be provided prior to the assessment day. Intertextuality Students will plan for both questions and then one will be chosen on the day. Plans will be submitted and will Annotation of Texts account for 10 of the total 25 marks. Thematic Analysis Week 3A Due: Point of View/Representation 60 minutes (in double period) Time: Extended Response Writing 8% Weighting: Writing in Timed Assessments TERM 3 Weeks 4-5 Core Knowledge Resources: Chief Seattle Speech Sociocultural and Sociohistoric Context OVERVIEW: RHETORIC Rhetorical Codes and Conventions Essential reading: Students will analyse a range of speeches considered significant Language and Persuasion in the history of race relations in Australia. They will analyse Contexts and Conventions Context, Audience and Purpose the techniques used to create them and explore how rhetoric can Chapter 10 Rhetoric – Audience Positioning be used as a tool to effect change. Core Texts: Speech” [Rudd] “Sorry
Students will demonstrate a greater understanding of the conventions of narrative fiction with a focus on characterisation, style and structure, themes and point of view. Skills: Narrative Codes and Conventions Conventions of Genre: Bildungsroman Intertextuality Annotation of Texts Thematic Analysis Point of View/Representation Extended Response Writing Writing in Timed Assessments Explore the generic structure of the as a bildungsroman and compare the ‘growing up’ of Scout and Jem, to Charlie Bucktin, Jasper Jones and Jeffery Lu. Compare the representation of fathers, villains etc. Debate who fulfils the role of the ‘hero’ in the text. Make connections to the drama and feature film previously studied this semester. Discuss how each text works to subvert cultural assumptions about race and to resist racist, ethnocentric, xenophobic, discriminatory and inequitable ideologies that form the basis of these assumptions. Task Seven – Intertextuality Essay Written Production Task: Students will be required to make reference to Jasper Jones, To Kill A Mockingbird and other texts they have studied in an essay that demonstrates their understanding of the key concepts of intertextuality. This essay will be completed in class in a 60 minute time slot. Two questions will be provided prior to the assessment day. Students will plan for both questions and then one will be chosen on the day. Plans will be submitted and will account for 10 of the total 25 marks. Due: Week 3A Time: 60 minutes (in double period) Weighting: 8% TERM 3 Weeks 4-5 OVERVIEW: RHETORIC Students will analyse a range of speeches considered significant in the history of race relations in Australia. They will analyse the techniques used to create them and explore how rhetoric can be used as a tool to effect change. Core Knowledge Sociocultural and Sociohistoric Context Rhetorical Codes and Conventions Language and Persuasion Context, Audience and Purpose Audience Positioning Resources: Chief Seattle Speech Essential reading: Contexts and Conventions Chapter 10 – Rhetoric Core Texts: “Sorry Speech” [Rudd]