EN11-1 responds to and composes showing the rise and fall of tension across the six chapters. Students label increasingly complex texts for the graph with important events and indicate the stages in the structure of understanding, interpretation, analysis, the novel: exposition, rising tension, climax and resolution. imaginative expression and pleasure Students identify the main settings of the novella: Students: The (pp1-2, 112-113) ‘green pool’ The ranch, including the and the barn (pp19, bunkhouse, Crook’s shed compose personal responses to texts 75-6, 95). and consider the responses of others As a class, discuss the different ways in which each setting is presented. explain how various language Students should explain what is the symbolic significance of these two features, for example, figurative, settings? How are they important to the ideas raised in the novella? grammatical and multimodal elements, create particular effects in Students engage in the study of character and: texts and use these for specific identify the seven main characters in the novel. purposes draw a character web indicating the connections between these apply and articulate criteria used to characters. evaluate a text or its ideas develop a detailed character profile of George, including physical develop creative and informed appearance, personality, attitudes and beliefs, aspirations, role in the interpretations of texts supported by novella. This may be developed as a class where evidence can be close textual analysis (ACELR062) drawn from the text to support points. Organise information in a set of notes, using the following table: 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: analyse how language choices are made for different purposes and in Divide class into 6 groups. Allocate one of the other main characters to different contexts using appropriate each of these groups. Students can use the table above to build a metalanguage, for example, profile of the allocated character. Each group reports back to the class. personification, voice-over, flashback Students share character profiles. and salience (ACEEN002) Students discuss, and perhaps add to, these criteria of successful use appropriate form, content, style characterisation: and tone for different purposes and all good nor all bad; not always Convincingly ‘human’: neither audiences in real and imagined predictable, but true to nature; three-dimensional, not contexts (ACEEN011) stereotyped or flat
EN11-1 responds to and composes increasingly complex texts for understanding, interpretation, analysis, imaginative expression and pleasure Students: compose personal responses to texts and consider the responses of others explain how various language features, for example, figurative, grammatical and multimodal elements, create particular effects in texts and use these for specific purposes apply and articulate criteria used to evaluate a text or its ideas develop creative and informed interpretations of texts supported by close textual analysis (ACELR062) 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: analyse how language choices are made for different purposes and in different contexts using appropriate metalanguage, for example, personification, voice-over, flashback and salience (ACEEN002) use appropriate form, content, style and tone for different purposes and audiences in real and imagined contexts (ACEEN011) showing the rise and fall of tension across the six chapters. Students label the graph with important events and indicate the stages in the structure of the novel: exposition, rising tension, climax and resolution. Students identify the main settings of the novella: The ‘green pool’ (pp1-2, 112-113) The ranch, including the bunkhouse, Crook’s shed and the barn (pp19, 75-6, 95). As a class, discuss the different ways in which each setting is presented. Students should explain what is the symbolic significance of these two settings? How are they important to the ideas raised in the novella? Students engage in the study of character and: identify the seven main characters in the novel. draw a character web indicating the connections between these characters. develop a detailed character profile of George, including physical appearance, personality, attitudes and beliefs, aspirations, role in the novella. This may be developed as a class where evidence can be drawn from the text to support points. Organise information in a set of notes, using the following table: Divide class into 6 groups. Allocate one of the other main characters to each of these groups. Students can use the table above to build a profile of the allocated character. Each group reports back to the class. Students share character profiles. Students discuss, and perhaps add to, these criteria of successful characterisation: Convincingly ‘human’: neither all good nor all bad; not always predictable, but true to nature; three-dimensional, not stereotyped or flat
english-standard-stage-6-year-11-support-material-unit-reading-to-write.docx