recurring motif representing human connections Ongoing weekly activity- Padlet or Google Doc written response and Inquiry questions Students compose a preliminary written response to the provocative question, is the biggest prisoner of Students could revisit this question at a later ‘Who all?’ stage to re-evaluate in the context of other parts of the novel and Module Connecting ideas Having established and analysed the ideas: people have an innate desire for connection power corrupts revenge Students now apply these ideas to complimentary extracts from and features of The teacher distributes resource 7 to groups to guide their analyses. In groups, students work with given extracts from the novel in order to unpack a given theme and to consider how Atwood harnesses codes and conventions to comment on the human experience. Groups present a detailed analysis of each idea or theme and their given extract, and link their ideas to earlier considerations of style. Groups should also engage closely with Atwood’s language and how it makes meaning, using their earlier visual representations of the ideas to crystalise their analysis. Module’s After presenting, groups are rearranged to allow time for the themes and group examples to be synthesised in order to locate crossovers, commonalities, and differences across the ideas. This could also be completed as a class. Analysing Character Students use an style analysis table (resource 8a) to analyse the ‘ALARM’ key characters in the context of as a standalone work. This novel’s ‘Hag-Seed’ will allow students to identify and unpack how characters act as platforms for motifs and how devices are employed by Atwood to characterise these key players in her story. At this stage, students only complete the ‘Beginning’ row in each table. Later, students return to these analyses to critically analyse these in the context of the novel as an intertextual characters’ development work, in literary conversation with The characters to be ‘The Tempest’. analysed are: Felix - Miranda Tony –
recurring motif representing human connections Students compose a preliminary written response to the provocative question, ‘Who is the biggest prisoner of all?’ Students could revisit this question at a later stage to re-evaluate in the context of other parts of the novel and Module Connecting ideas Having established and analysed the ideas: people have an innate desire for connection power corrupts revenge Students now apply these ideas to complimentary extracts from and features of The teacher distributes resource 7 to groups to guide their analyses. In groups, students work with given extracts from the novel in order to unpack a given theme and to consider how Atwood harnesses codes and conventions to comment on the human experience. Groups present a detailed analysis of each idea or theme and their given extract, and link their ideas to earlier considerations of Atwood’s style. Groups should also engage closely with language and how it makes meaning, using their earlier visual representations of the Module’s ideas to crystalise their analysis. After presenting, groups are rearranged to allow time for the themes and group examples to be synthesised in order to locate crossovers, commonalities, and differences across the ideas. This could also be completed as a class. Analysing Character Students use an ‘ALARM’ style analysis table (resource 8a) to analyse the novel’s key characters in the context of ‘Hag-Seed’ as a standalone work. This will allow students to identify and unpack how characters act as platforms for motifs and how devices are employed by Atwood to characterise these key players in her story. At this stage, students only complete the ‘Beginning’ row in each table. Later, students return to these analyses to critically analyse these characters’ development in the context of the novel as an intertextual work, in literary conversation with ‘The Tempest’. The characters to be analysed are: Felix - Miranda – Tony Ongoing weekly activity- Padlet or Google Doc written response and Inquiry questions
hag-seed-the-tempest-retold-unit-of-work.docx