texts for different whether, and why, the composers have honoured or altered the meaning in the purposes, contexts and original text audiences how choices of mode and medium influence audiences. adapt texts for different purposes, contexts and Students view a parody of the poem in Tim Hopkins Snowy Woods Revisited. Invite students to audiences (ACEEN050) reflect on: re-create texts by whether this adaptation develops a sustained metaphor changing context, how this adaptation creates meanings that are similar and different to the original perspective or point of text. view and assess the effectiveness of these Invite students to create a new text that adapts Frost’s poem. Students might: changes select a line from the poem and appropriate it in a visual text, for example in a use different ways of film trailer or advertisement transforming experience write a dramatic monologue based on the persona in the poem and ideas into describe the scene focalised through a third person imaginative texts for use the metaphor in the poem in a new text to represent a different experience. particular audiences and contexts Students compose a reflection that comments on: the intended audience EN12-6 investigates and the aspect of the poem they have chosen to adapt and the reasons for this explains the relationships choice. between texts Students: To assist students practise and apply the skills they have developed throughout the unit, develop an increasing teachers provide students with a variety of prompts and stimulus items to respond to. Students understanding and can engage in peer editing processes where they comment on elements of each other’s work. appreciation of new texts by making The teacher should refer students back to some of the editing processes they practised when connections with composing their parables. The teacher may also provide students with some additional familiar texts guidelines around the type of feedback to offer each other and the types of things to pay explain similarities and attention to. These may include but are not limited to: differences between word choice and among texts with use of details reference to their sentences contexts organisation of the work investigate the cohesion. relationships between text and context by
texts for different purposes, contexts and audiences adapt texts for different purposes, contexts and audiences (ACEEN050) re-create texts by changing context, perspective or point of view and assess the effectiveness of these changes use different ways of transforming experience and ideas into imaginative texts for particular audiences and contexts EN12-6 investigates and explains the relationships between texts Students: develop an increasing understanding and appreciation of new texts by making connections with familiar texts explain similarities and differences between and among texts with reference to their contexts investigate the relationships between text and context by whether, and why, the composers have honoured or altered the meaning in the original text how choices of mode and medium influence audiences. Students view a parody of the poem in Tim Hopkins Snowy Woods Revisited. Invite students to reflect on: whether this adaptation develops a sustained metaphor how this adaptation creates meanings that are similar and different to the original text. Invite students to create a new text that adapts Frost’s poem. Students might: select a line from the poem and appropriate it in a visual text, for example in a film trailer or advertisement write a dramatic monologue based on the persona in the poem describe the scene focalised through a third person use the metaphor in the poem in a new text to represent a different experience. Students compose a reflection that comments on: the intended audience the aspect of the poem they have chosen to adapt and the reasons for this choice. To assist students practise and apply the skills they have developed throughout the unit, teachers provide students with a variety of prompts and stimulus items to respond to. Students can engage in peer editing processes where they comment on elements of each other’s work. The teacher should refer students back to some of the editing processes they practised when composing their parables. The teacher may also provide students with some additional guidelines around the type of feedback to offer each other and the types of things to pay attention to. These may include but are not limited to: word choice use of details sentences organisation of the work cohesion.
stage-6-english-standard-support-material-module-c-the-craft-of-writing-unit.docx