STAGE 1 ENGLISH COMMS WEEK 2 LESSON 9 – Intertextuality Lesson Length: 55 Minutes Class size: 19 Core themes: What makes this a good topic? Analyse relationships between purpose, able to recognise the relationship context, and audience and how these between separate texts influence texts and their meaning Identify ways in ideas and Recognise intertextual connections perspectives are represented in texts Analyse how language and stylistic Creatively apply those connections into features and conventions are used to own words and work convey ideas and perspectives in texts Overview: The shaping of a text's meaning by the reading of other texts or the interrelationship between texts such as when an author borrows from or transforms another text or a reader’s referencing of one text in reading another. Texts gain meaning through their reference to or evocation of other texts. This unit will focus on the intertextual connections between selected passages of Mark Zusak’s 2005 novel The Book Thief and the ABC’s 2015 migrant crisis: Photos of ‘European drowned toddler washed up on Turkish beach spark fresh outrage’ article. The unit aims to examine common themes such as the effects of war on children and the power of words. Student Outcomes: Focus Questions: To form a basis for their summative What question will I choose for my work summative assessment? To have clear notions of the Do I have a sound knowledge of what is intertextual links between the texts being asked of me? To have a dot point plan ready for Do I understand enough about the drafting intertextual links? Activities: Part 1: Re-Cap previous lesson 5 Minutes – Role and Organise Class Go over the previous lesson and what was 11:20 11:25 – covered. Re-Cap Previous Lesson Part 2: Teacher Led Discussion 15 Minutes – Intertextuality Matrix After handing out the Dot Point Plan, as a class, 11:25 11:40 – Worksheet and Dot Point go over how it is to be used with conjunction Plan with the Intertextuality Matrix Worksheet Students are to use the information they have previously gathered and start to form the structure of their summative assessment.
STAGE 1 ENGLISH COMMS WEEK 2 – LESSON 9 Intertextuality Lesson Length: 55 Minutes Class size: 19 Core themes: Analyse relationships between purpose, context, and audience and how these influence texts and their meaning Identify ways in ideas and perspectives are represented in texts Analyse how language and stylistic features and conventions are used to convey ideas and perspectives in texts What makes this a good topic? able to recognise the relationship between separate texts Recognise intertextual connections Creatively apply those connections into own words and work Overview: The shaping of a text's meaning by the reading of other texts or the interrelationship between texts such as when an author borrows from or transforms another text or a reader’s referencing of one text in reading another. Texts gain meaning through their reference to or evocation of other texts. This unit will focus on the intertextual connections between selected passages of Mark Zusak’s 2005 novel The Book Thief and the ABC’s 2015 ‘European migrant crisis: Photos of drowned toddler washed up on Turkish beach spark fresh outrage’ article. The unit aims to examine common themes such as the effects of war on children and the power of words. Student Outcomes: To form a basis for their summative work To have clear notions of the intertextual links between the texts To have a dot point plan ready for drafting Focus Questions: What question will I choose for my summative assessment? Do I have a sound knowledge of what is being asked of me? Do I understand enough about the intertextual links? Activities: Part 1: Re-Cap previous lesson – 5 Minutes Role and Organise Class Re-Cap Previous Lesson Go over the previous lesson and what was covered. 11:20 – 11:25 Part 2: Teacher Led Discussion – 15 Minutes Intertextuality Matrix Worksheet and Dot Point Plan After handing out the Dot Point Plan, as a class, go over how it is to be used with conjunction with the Intertextuality Matrix Worksheet Students are to use the information they have previously gathered and start to form the structure of their summative assessment. 11:25 – 11:40
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