Class Powerpoint on Intertextuality how reading intertextually helps readers to understand 4 Reading of a series of academic papers regarding and critique representations Intertextuality in the text/s. 5 Hand out and Deconstruct EWR Questions developing independent interpretations of texts Task 8 Creative supported by informed observation and close textual Writing analysis. In responding to a literary text, readers might (Creative consider the context of the writer, the society and culture 5%) in which the text was produced, the readers’ contexts and reading strategies or practices, their experiences of reading and their ways of thinking about the world 1 Drafting of EWR using appropriate linguistic, stylistic and critical Week 3 terminology to analyse and evaluate texts 2 Class breakdown of key quotes. using appropriate linguistic, stylistic and critical Explicit direction as to how to structure a response terminology to evaluate and justify interpretations of which discusses two different texts. texts Creating a bank of linking and comparative words. Drafting of EWR experimenting with different modes, media and forms 3 4 In-class Essay (2 periods over 2 days) Task 9 Rosencrantz 5 and are dead (EWR 7.5%) 1 The Handmaid’s Tale the ways in which the expectations and values of Week 4 Plot ordering activity, after which students write their audiences shape readings of texts and perceptions of own synopsis. their significance; and how the social, cultural and historical spaces in which texts are produced and read Impromptu debates: Can male readers enjoy The Handmaid’s Tale? mediate readings understand the relationship between the representation Is Feminism still relevant today? Context reading, from students make context of values and ideas in texts and how they are received by audiences timeline. the influence of the reader’s context, cultural assumptions, social position and gender.
4 Class Powerpoint on Intertextuality Reading of a series of academic papers regarding Intertextuality in the text/s. how reading intertextually helps readers to understand and critique representations 5 Hand out and Deconstruct EWR Questions developing independent interpretations of texts supported by informed observation and close textual analysis. In responding to a literary text, readers might consider the context of the writer, the society and culture in which the text was produced, the readers’ contexts and reading strategies or practices, their experiences of reading and their ways of thinking about the world Task 8 Creative Writing (Creative 5%) Week 3 1 Drafting of EWR using appropriate linguistic, stylistic and critical terminology to analyse and evaluate texts 2 Class breakdown of key quotes. Explicit direction as to how to structure a response which discusses two different texts. Creating a bank of linking and comparative words. using appropriate linguistic, stylistic and critical terminology to evaluate and justify interpretations of texts 3 Drafting of EWR experimenting with different modes, media and forms 4 In-class Essay (2 periods over 2 days) Task 9 Rosencrantz and are dead (EWR 7.5%) 5 Week 4 1 The Handmaid’s Tale Plot ordering activity, after which students write their own synopsis. Impromptu debates: Can male readers enjoy The Handmaid’s Tale? Is Feminism still relevant today? Context reading, from students make context timeline. the ways in which the expectations and values of audiences shape readings of texts and perceptions of their significance; and how the social, cultural and historical spaces in which texts are produced and read mediate readings understand the relationship between the representation of values and ideas in texts and how they are received by audiences the influence of the reader’s context, cultural assumptions, social position and gender.
Year_12_English_LITERATURE_2018_Teaching_and_Learning_Program.docx