evaluate how changing context Consider how recurring motifs from seminal texts are referenced in other texts. For and values can influence how example, the mirror motif in: texts are composed and Narcissus and its appropriation in art interpreted Shakespeare - And since you know you cannot see yourself/ So well as apply knowledge and experience by reflection, I your glass/ Will modestly discover to yourself/ That of of literary devices in creating new yourself which you yet know not of. William Shakespeare (Julius – texts Caesar) experiment with and justify Read the article ,. Consider recurring motifs that might be used to express these changes to textual conventions, themes. media and technologies in Understanding Allusion adapting or re-creating texts for Flipped classroom principal- Students watch the Youtube , (duration 12:25) or particular audiences and contexts similar video lesson at home. As students watch the clip they take notes: what is an allusion? what are the three most popular literary novels alluded to? why do authors use allusion? What is their purpose? what is the problem with relying on allusions to make meaning? (allusions can be made accidently, are brief and do not reference the text explicitly) identify three well known texts and how they use allusions to make meaning. Understanding Intertextuality Flipped classroom principal- Students watch the Youtube , (duration 9:16) lesson at home. As students watch the clip they take notes: What is intertextuality? What are the three different types of intertextuality? Define each Give examples What is the purpose How are they different to allusions? (Cannot be made accidently, they are applied more consistently, like a motif) Textual Conversations - Applying Knowledge of Motif, Allusion and Intertextuality to Make Meaning In order to extend understanding of as a students’ ‘textual conversations’
evaluate how changing context and values can influence how texts are composed and interpreted apply knowledge and experience of literary devices in creating new texts experiment with and justify changes to textual conventions, media and technologies in adapting or re-creating texts for particular audiences and contexts Consider how recurring motifs from seminal texts are referenced in other texts. For example, the mirror motif in: Narcissus and its appropriation in art Shakespeare - And since you know you cannot see yourself/ So well as by reflection, I your glass/ Will modestly discover to yourself/ That of yourself which you yet know not of. – William Shakespeare (Julius Caesar) Read the article ,. Consider recurring motifs that might be used to express these themes. Understanding Allusion Flipped classroom principal- Students watch the Youtube , (duration 12:25) or similar video lesson at home. As students watch the clip they take notes: what is an allusion? what are the three most popular literary novels alluded to? why do authors use allusion? What is their purpose? what is the problem with relying on allusions to make meaning? (allusions can be made accidently, are brief and do not reference the text explicitly) identify three well known texts and how they use allusions to make meaning. Understanding Intertextuality Flipped classroom principal- Students watch the Youtube , (duration 9:16) lesson at home. As students watch the clip they take notes: What is intertextuality? What are the three different types of intertextuality? Define each Give examples What is the purpose How are they different to allusions? (Cannot be made accidently, they are applied more consistently, like a motif) Textual Conversations - Applying Knowledge of Motif, Allusion and Intertextuality to Make Meaning In order to extend students’ understanding of ‘textual conversations’ as a
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