Watson was not there? OR Students could rewrite a segment of one of the stories with Watson removed and reflect on how they tried to engage the reader without using him. Consolidation of learning Students read over their reflections from the end of the Unit Introduction. They then reflect and respond to the question: How do multimodal and cross-platform texts bring old texts to new life? responds to and composes EN11-1 PART 2: New world, old values? increasingly complex texts for (including close study of Episode 2, blind banker’) ‘The understanding, interpretation, analysis, imaginative expression and pleasure The teacher begins with a discussion of context and values, and how these Students: change over time. Student review their initial research into Victorian crime explain how various language fiction in order to respond to the following question: Is it possible to adapt devices for example figurative, an old text, without carrying its old values with it? grammatical and multimodal elements create particular effects in Students construct a comparison on the context of Conan Doyle’s texts and use these for specific Holmes (late Victorian England), and the BBC Holmes (early 21st -century purposes London). They should consider: technology EN11-3 analyses and uses language forms, approaches to and order features and structures of texts, considers values around gender appropriateness for purpose, audience and values around class context and explains effects on meaning values around race Students: analyse how language choices are watch the opening 7 minutes of Episode 2. made for different purposes and in different contexts using appropriate The teacher students in a discussion and close analysis of the opening metalanguage; for example of Episode 2, with a focus on the setting of a museum, and the ‘traditional’ personification, voice-over, stereotypical attitudes towards culture. The teacher encourages ‘oriental’ flashback and salience students’ personal responses through journaling or blogging.
Watson was not there? OR Students could rewrite a segment of one of the stories with Watson removed and reflect on how they tried to engage the reader without using him. Consolidation of learning Students read over their reflections from the end of the Unit Introduction. They then reflect and respond to the question: How do multimodal and cross-platform texts bring old texts to new life? EN11-1 responds to and composes increasingly complex texts for understanding, interpretation, analysis, imaginative expression and pleasure Students: explain how various language devices for example figurative, grammatical and multimodal elements create particular effects in texts and use these for specific purposes EN11-3 analyses and uses language forms, features and structures of texts, considers appropriateness for purpose, audience and context and explains effects on meaning Students: analyse how language choices are made for different purposes and in different contexts using appropriate metalanguage; for example personification, voice-over, flashback and salience PART 2: New world, old values? (including close study of Episode 2, ‘The blind banker’) The teacher begins with a discussion of context and values, and how these change over time. Student review their initial research into Victorian crime fiction in order to respond to the following question: Is it possible to adapt an old text, without carrying its old values with it? Students construct a comparison on the context of Conan Doyle’s Holmes (late Victorian England), and the BBC Holmes (early 21st -century London). They should consider: technology approaches to and order values around gender values around class values around race watch the opening 7 minutes of Episode 2. The teacher students in a discussion and close analysis of the opening of Episode 2, with a focus on the ‘traditional’ setting of a museum, and the stereotypical attitudes towards ‘oriental’ culture. The teacher encourages students’ personal responses through journaling or blogging.
stage-6-english-standard-support-material-contemporary-possibilities-_sherlock-holmes_.docx