develop creative, make a list of verbs and adjectives to capture the action and scene in the informed and sustained advertisement interpretations of comment on the connotations of the drumbeat, the exploding snow and other supported by close visual elements such as film techniques. textual analysis Students comment on: (ACELR062) why the advertisement might begin with woods are lovely dark and deep’ ‘The the significance of the statement that does not stand a chance’ ‘winter EN12-2 uses, evaluates and the concluding statement miles to go before I sleep’ ‘And justifies processes, skills and the absence of a physical person in the advertisement knowledge required to the reason for two voices in the advertisement. effectively respond to and compose texts in different The teacher introduces the concept of sustained metaphor as a structural device in literary texts modes, media and through a structured writing activity. Students are asked to: technologies describe a scene that particularly interests them without making any comparisons Students: of one thing to another. independently use and make a list of appropriate language choices (nouns, verbs, adjectives, adverbs) assess strategies for prior to composing the description. Students may need to rewrite this description, planning, drafting, if necessary, until it is as free of comparisons as possible. editing and revising, take the same and use it to describe a person they may know. In other correcting for errors, words, here the students will create comparisons. refining ideas and draft a description which, though it is a description of the scene above, is really ensuring consistent and about the chosen person. appropriate style (ACEEN055) As a class, students return to the Jeep advertisement, and explore the metaphoric implications use and assess of the advertisement. What are the associative meanings of the language choices in the different processes and advertisement? technologies, individually and in Discuss the provocation below with students and ask them to recall instances of when this has groups, to generate, happened to them: investigate, clarify, Readers meet with other texts in their heads. Intertextuality organise, refine and present information and Students revise the ways texts may be visibly connected to each other, for example students ideas could bring in to class examples of references, quotations, allusions, borrowings, adaptations, Adapted from: analyse and assess appropriations, parody, pastiche or imitation as examples of . Teaching Poetry: how choice of mode Reading and and medium shapes the Responding to response of audiences Poetry in the
develop creative, informed and sustained interpretations of supported by close textual analysis (ACELR062) EN12-2 uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies Students: independently use and assess strategies for planning, drafting, editing and revising, correcting for errors, refining ideas and ensuring consistent and appropriate style (ACEEN055) use and assess different processes and technologies, individually and in groups, to generate, investigate, clarify, organise, refine and present information and ideas analyse and assess how choice of mode and medium shapes the response of audiences make a list of verbs and adjectives to capture the action and scene in the advertisement comment on the connotations of the drumbeat, the exploding snow and other visual elements such as film techniques. Students comment on: why the advertisement might begin with ‘The woods are lovely dark and deep’ the significance of the statement that ‘winter does not stand a chance’ the concluding statement ‘And miles to go before I sleep’ the absence of a physical person in the advertisement the reason for two voices in the advertisement. The teacher introduces the concept of sustained metaphor as a structural device in literary texts through a structured writing activity. Students are asked to: describe a scene that particularly interests them without making any comparisons of one thing to another. make a list of appropriate language choices (nouns, verbs, adjectives, adverbs) prior to composing the description. Students may need to rewrite this description, if necessary, until it is as free of comparisons as possible. take the same and use it to describe a person they may know. In other words, here the students will create comparisons. draft a description which, though it is a description of the scene above, is really about the chosen person. As a class, students return to the Jeep advertisement, and explore the metaphoric implications of the advertisement. What are the associative meanings of the language choices in the advertisement? Discuss the provocation below with students and ask them to recall instances of when this has happened to them: Readers meet with other texts in their heads. Students revise the ways texts may be visibly connected to each other, for example students could bring in to class examples of references, quotations, allusions, borrowings, adaptations, appropriations, parody, pastiche or imitation as examples of . Intertextuality Adapted from: Teaching Poetry: Reading and Responding to Poetry in the
stage-6-english-standard-support-material-module-c-the-craft-of-writing-unit.docx