will endlessly align and collide in a myriad of ways. These stories are bound to be iterations of lives that we have always lived, in different guises and with different masks. The enduring truth, however, is that every story will always be trapped by the perspectives that told it, and the perspectives that encounter it hence. The trappings of human perspective are inescapable. When we share and give license to other such perspectives though, then these inevitable limitations paradoxically become a source of great freedom. Students generate their own theses in order to further unpack the notion of perspective and how our interpretations of textual conversations are trapped within it. Using the Module A Scope and Sequence Resource 5 students post their response to the weekly focus question on a Module A class Padlet or Google Doc. Two further inquiry questions should be included based on this week’s learning. EA12-5 thinks imaginatively, PowerPoint discussion and associated Week Ten Freeing trapped perspectives – creatively, interpretively, critically activities With a focus on the ends of both texts, students analyse and investigate the and discerningly to respond to, experiences of freedom that are encountered and represented by the characters, evaluate and compose texts that authors, and we the reader as the textual conversation comes to a ‘close’. synthesise complex information, Taken together, the chapters at the end of the novel could be said to create a Group work focusing on the end of ideas and arguments postmodern of perspectives that celebrate the act of storytelling itself, and ‘multiverse’ in relation to ‘The Tempest’ Students: which pay homage to original play by giving it a life beyond itself, and Shakespeare’s evaluate the influence of the by performing futures for its characters using the enduring yet also ephemeral power contexts of composers and of our own imaginations. responders on perspectives and Participation in and contributions to jigsaw See resource 20 for an overview of the novel as a postmodern work, and analysis ideas activity questions/activities for the closing chapters of the novel. This resource could be engage critically and creatively adapted to have students work in groups in order to analyse the chapters: with a wide range of texts which team Ariel Note-taking on class discussion, which may be informed by different critical students should use to refine their own team Evil Bro Antonio perspectives analyses team Miranda analyse how different language team Gonzalo forms, features and structures can team Hag-Seed & Our Revels be used to represent different Essay response
will endlessly align and collide in a myriad of ways. These stories are bound to be iterations of lives that we have always lived, in different guises and with different masks. The enduring truth, however, is that every story will always be trapped by the perspectives that told it, and the perspectives that encounter it hence. The trappings of human perspective are inescapable. When we share and give license to other such perspectives though, then these inevitable limitations paradoxically become a source of great freedom. Students generate their own theses in order to further unpack the notion of perspective and how our interpretations of textual conversations are trapped within it. Using the Module A Scope and Sequence Resource 5 students post their response to the weekly focus question on a Module A class Padlet or Google Doc. Two further inquiry questions should be included based on this week’s learning. EA12-5 thinks imaginatively, creatively, interpretively, critically and discerningly to respond to, evaluate and compose texts that synthesise complex information, ideas and arguments Students: evaluate the influence of the contexts of composers and responders on perspectives and ideas engage critically and creatively with a wide range of texts which may be informed by different critical perspectives analyse how different language forms, features and structures can be used to represent different Week Ten – Freeing trapped perspectives With a focus on the ends of both texts, students analyse and investigate the experiences of freedom that are encountered and represented by the characters, authors, and we the reader as the textual conversation comes to a ‘close’. Taken together, the chapters at the end of the novel could be said to create a postmodern ‘multiverse’ of perspectives that celebrate the act of storytelling itself, and which pay homage to Shakespeare’s original play by giving it a life beyond itself, and by performing futures for its characters using the enduring yet also ephemeral power of our own imaginations. See resource 20 for an overview of the novel as a postmodern work, and analysis questions/activities for the closing chapters of the novel. This resource could be adapted to have students work in groups in order to analyse the chapters: team Ariel team Evil Bro Antonio team Miranda team Gonzalo team Hag-Seed & Our Revels PowerPoint discussion and associated activities Group work focusing on the end of in relation to ‘The Tempest’ Participation in and contributions to jigsaw activity Note-taking on class discussion, which students should use to refine their own analyses Essay response
hag-seed-the-tempest-retold-unit-of-work.docx