T2, week Poetry Create analytical texts, including: Masters in Pieces - Task 5. Short 1-3 Study a selection of poems from developing a creative, informed and sustained textbook Written Response Judith Wright interpretation supported by close textual analysis Indigenous issues (in class) – Prior knowledge and appropriate linguistic, stylistic and critical Ring’, A choice of questions ‘Bora ‘Nigger’s values terminology to evaluate and justify interpretations of Leap’, Dreamtimes’ looking at generic ‘Two Historical context texts conventions, context Poetry techniques and critically evaluating their own and others' justifications, Pioneers and the role of – ‘Country conventions evidence and interpretations/readings Town’, Bullocky’ language devices and Representation experimenting with different modes, media and forms. symbols.5% Poems, themes and Family/pastoralist subject matter heritage of my – ‘South Reading practices Days’, For a Pastoral (T2, wk 3) Family’ Female experience – to Man’, ‘Woman Woman’s Song’, Woman to Child’, Eve to Her Daughters’ Sequence of activities based on poems of Judith Wright which explore the themes of the natural world/ environmentalism, the past, Indigenous Australians, regional Australia and the female experience. T2, wk 4 All Create analytical texts, including: Task 6: Oral developing a creative, informed and sustained reading choice of – interpretation supported by textual analysis genre (5%) using appropriate linguistic, stylistic and critical Present a close terminology to evaluate and justify interpretations of reading of either a texts Judith Wright poem, critically evaluating their own and others' justifications, or a scene from The evidence and interpretations/readings Tempest, or an experimenting with different modes, media and forms. extract from The
T2, week 1-3 Poetry Study a selection of poems from Judith Wright Prior knowledge and values Historical context Poetry techniques and conventions Representation Poems, themes and subject matter Reading practices Create analytical texts, including: developing a creative, informed and sustained interpretation supported by close textual analysis appropriate linguistic, stylistic and critical terminology to evaluate and justify interpretations of texts critically evaluating their own and others' justifications, evidence and interpretations/readings experimenting with different modes, media and forms. Masters in Pieces - textbook Indigenous issues – ‘Bora Ring’, ‘Nigger’s Leap’, ‘Two Dreamtimes’ Pioneers – ‘Country Town’, Bullocky’ Family/pastoralist heritage – ‘South of my Days’, For a Pastoral Family’ Female experience – ‘Woman to Man’, Woman’s Song’, Woman to Child’, Eve to Her Daughters’ Sequence of activities based on poems of Judith Wright which explore the themes of the natural world/ environmentalism, the past, Indigenous Australians, regional Australia and the female experience. Task 5. Short Written Response (in class) A choice of questions looking at generic conventions, context and the role of language devices and symbols.5% (T2, wk 3) T2, wk 4 All Create analytical texts, including: developing a creative, informed and sustained interpretation supported by textual analysis using appropriate linguistic, stylistic and critical terminology to evaluate and justify interpretations of texts critically evaluating their own and others' justifications, evidence and interpretations/readings experimenting with different modes, media and forms. Task 6: Oral reading – choice of genre (5%) Present a close reading of either a Judith Wright poem, or a scene from The Tempest, or an extract from The
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