context on shaping the psychology of the character/narrator (any quirks, eccentricities, their slant on the social, moral and the events) ethical perspectives the ideology or worldview of the character, for example how the character judges in texts other characters. EA12-8 explains and Students consider how this works in Henry IV Part 1 by considering the characterisation of evaluates nuanced Hotspur and Hal at different points of the play. The teacher reminds students of the points of view cultural assumptions and displayed both by and about Hal and Hotspur. Students discuss how they, as the audience, values in and their reconsider the political and moral judgements they make at different points throughout the play. effects on meaning Key points for consideration include: Students: the King’s representation of Hal in Act 1 evaluate and reflect Hotspur’s popinjay speech in Act 1 Sc 3 on the relationship Hal’s soliloquy in Act 1 Sc 2 between Hal’s portrayal of Hotspur and his wife in Act II Sc 4 representations of Hotspur’s putting down of Glendower in Act 3 Sc 1 significant historical Hotspur’s courage in Act IV Sc 1 and cultural events the death of Hotspur Act V Sc 4 and figures, and their Hal’s characteristically abrasive tone with Falstaff throughout the play in the – representations in tavern, the practical jokes, the play-act. texts Working in students discuss what the character sees and knows, and how the character’s EA12-9 reflects on, particular psychology and ideology focalises point of view. Using a character and situation from evaluates and monitors Henry IV Part 1, the teacher invites students to further develop this character. Students might: own learning and refines a monologue presenting a philosophical position that the character supports, individual and but present it through a character and context that undermines this position, for collaborative processes as example by: an independent learner introducing a new character to the situation whose point of view alternates Students: between exterior action and internal thought reflect on and discuss experimenting with point of view by combining a first person point of view, personal preferences one in the third person and one in the second person. and insights gained from familiarity with a The teacher may like to make links to Activity 3 in the teaching and learning sequence for Module wide repertoire of A: Textual Conversations. complex texts Prescribed text: Noel Pearson’s for Gough Whitlam’, 2014 ‘Eulogy
context on shaping the social, moral and ethical perspectives in texts EA12-8 explains and evaluates nuanced cultural assumptions and values in and their effects on meaning Students: evaluate and reflect on the relationship between representations of significant historical and cultural events and figures, and their representations in texts EA12-9 reflects on, evaluates and monitors own learning and refines individual and collaborative processes as an independent learner Students: reflect on and discuss personal preferences and insights gained from familiarity with a wide repertoire of complex texts the psychology of the character/narrator (any quirks, eccentricities, their slant on the events) the ideology or worldview of the character, for example how the character judges other characters. Students consider how this works in Henry IV Part 1 by considering the characterisation of Hotspur and Hal at different points of the play. The teacher reminds students of the points of view displayed both by and about Hal and Hotspur. Students discuss how they, as the audience, reconsider the political and moral judgements they make at different points throughout the play. Key points for consideration include: the King’s representation of Hal in Act 1 Hotspur’s popinjay speech in Act 1 Sc 3 Hal’s soliloquy in Act 1 Sc 2 Hal’s portrayal of Hotspur and his wife in Act II Sc 4 Hotspur’s putting down of Glendower in Act 3 Sc 1 Hotspur’s courage in Act IV Sc 1 the death of Hotspur Act V Sc 4 Hal’s characteristically abrasive tone with Falstaff throughout the play – in the tavern, the practical jokes, the play-act. Working in students discuss what the character sees and knows, and how the character’s particular psychology and ideology focalises point of view. Using a character and situation from Henry IV Part 1, the teacher invites students to further develop this character. Students might: a monologue presenting a philosophical position that the character supports, but present it through a character and context that undermines this position, for example by: introducing a new character to the situation whose point of view alternates between exterior action and internal thought experimenting with point of view by combining a first person point of view, one in the third person and one in the second person. The teacher may like to make links to Activity 3 in the teaching and learning sequence for Module A: Textual Conversations. Prescribed text: Noel Pearson’s ‘Eulogy for Gough Whitlam’, 2014
stage-6-english-advanced-year-12-module-c-unit.docx