construct meaning travelling to a distant land, we do it by reading or viewing or even playing an electronic and communicate game. Fiction can even make a familiar seem different or strange. EE12-2 analyses and Personal reflection on literature experiments with language forms, features Students reflect on the following questions: and structures of In books or films have you become immersed and felt as though you had complex texts, entered a different world? discerningly evaluating What elements of the text created that experience? their effects on meaning Do you the composer deliberately tried to create an alternative world? Why? for different purposes, Was that experience enjoyable? Why? audiences and contexts How did you position this text, and your experience of it, into your broader lifelong articulate and justify experience of exploring imaginative texts? personal responses to representations of Students use a collaborative tool, such as Google Docs, to create a class list of the texts a of complex that have most powerfully affected them. If a text is already listed by another student, then human experiences add a tick next to it. This will determine those texts that the class determines have been in sophisticated texts powerful imaginative creations of worlds. This list can be used in future discussions and could be developed throughout the course. EE12-5 reflects on and evaluates the Using Literary Wonderlands: A Journey through the greatest fictional worlds ever created, development of edited by Laura Miller, the teacher distributes a list of texts that critics consider to be conceptual powerful literary worlds. The teacher facilitates a class discussion about how many of the understanding and the books on the list students have read or heard about, what the texts have in common and independent and whether the students would add any of texts to their own personal list of powerful texts. collaborative writing and creative processes Imaginative task reflect on and Students create a proposal and map for a literary world that they would like to create. They evaluate the growth explain its composition and draw part or all of its geographical area, and explain how the of their own map helps them envisage their world. conceptual understanding of The teacher highlights the following points to students: complex ideas and How the experience of reading, listening to or viewing quality literature is like how they are travelling to a new world and being caught up in it represented in texts How texts communicate ideas and values and depict how others think and feel
construct meaning and communicate EE12-2 analyses and experiments with language forms, features and structures of complex texts, discerningly evaluating their effects on meaning for different purposes, audiences and contexts articulate and justify personal responses to representations of a of complex human experiences in sophisticated texts EE12-5 reflects on and evaluates the development of conceptual understanding and the independent and collaborative writing and creative processes reflect on and evaluate the growth of their own conceptual understanding of complex ideas and how they are represented in texts travelling to a distant land, we do it by reading or viewing or even playing an electronic game. Fiction can even make a familiar seem different or strange. Personal reflection on literature Students reflect on the following questions: In books or films have you become immersed and felt as though you had entered a different world? What elements of the text created that experience? Do you the composer deliberately tried to create an alternative world? Why? Was that experience enjoyable? Why? How did you position this text, and your experience of it, into your broader lifelong experience of exploring imaginative texts? Students use a collaborative tool, such as Google Docs, to create a class list of the texts that have most powerfully affected them. If a text is already listed by another student, then add a tick next to it. This will determine those texts that the class determines have been powerful imaginative creations of worlds. This list can be used in future discussions and could be developed throughout the course. Using Literary Wonderlands: A Journey through the greatest fictional worlds ever created, edited by Laura Miller, the teacher distributes a list of texts that critics consider to be powerful literary worlds. The teacher facilitates a class discussion about how many of the books on the list students have read or heard about, what the texts have in common and whether the students would add any of texts to their own personal list of powerful texts. Imaginative task Students create a proposal and map for a literary world that they would like to create. They explain its composition and draw part or all of its geographical area, and explain how the map helps them envisage their world. The teacher highlights the following points to students: How the experience of reading, listening to or viewing quality literature is like travelling to a new world and being caught up in it How texts communicate ideas and values and depict how others think and feel
stage-6-english-support-material-english-extension-1-year-12-common-module-unit-literary-worlds.docx