influence of the reader’s context, cultural •the assumptions, social position and gender. Week Novel Create imaginative texts, including: The Secret River Kate Task 4: Short 10 Historical, social, political adapting medium, form, point of view and Grenville Written Response context language fiction text (in class): tone experimenting with elements of style and voice to Masters in Pieces - A choice of questions Characterisation achieve specific effects textbook looking at generic Values and attitudes manipulating literary conventions for different Power point contextual conventions, context Structure of novel audiences and contexts information and the role of Motifs, ideas, themes reflecting on the ways in which the expectations and language devices and Alternate readings of characters values of audiences might shape the created text. Deconstructing the text symbols.5% – Representation of race Evaluate and reflect on the ways in literary texts framework Representation of gender can be interpreted, including: (T1, wk 10) The narrative elements used in how ideas, values and assumptions are conveyed, Sequence of teaching the novel to construct Australia’s that is, how the ideas represented in a text are just and learning activities identity one possible way of thinking about the world and may on reading practices the experience of the individual’s reflect a particular set of values and attitudes. Some search for identity within literary texts reflect the system of attitudes, values, particular social contexts. beliefs and assumptions (ideology) of powerful The text’s representation of groups. In this way, literary texts may be used to different social groups from particular ways of thinking, to serve the ‘naturalise’ Australia’s past and the way that purposes of these powerful groups, while this reflects the ideological marginalising the views of other less powerful groups beliefs at the time of writing. how specific literary elements and forms shape Reading for representations of meaning and influence responses. Genres may have gender, class race and social, ideological and aesthetic functions. Writers relationships in the text. may blend and borrow conventions from other genres Evaluating the extent to which to appeal to particular audiences the text challenges or how genre, conventions and language contribute to perpetuates Patriarchal interpretations of texts. Choice of language is related ideological assumptions to ideological and aesthetic considerations and particular Australian cultural exploring a range of critical interpretations produced myths. by adopting a variety of reading strategies. Multiple Multiple readings of texts. readings of a text are possible. SCHOOL HOLIDAYS
•the influence of the reader’s context, cultural assumptions, social position and gender. Week Novel Historical, social, political context tone Characterisation Values and attitudes Structure of novel Motifs, ideas, themes Alternate readings of characters Representation of race Representation of gender The narrative elements used in the novel to construct Australia’s identity the experience of the individual’s search for identity within particular social contexts. The text’s representation of different social groups from Australia’s past and the way that this reflects the ideological beliefs at the time of writing. Reading for representations of gender, class race and relationships in the text. Evaluating the extent to which the text challenges or perpetuates Patriarchal ideological assumptions and particular Australian cultural myths. Multiple readings of texts. Create imaginative texts, including: adapting medium, form, point of view and language experimenting with elements of style and voice to achieve specific effects manipulating literary conventions for different audiences and contexts reflecting on the ways in which the expectations and values of audiences might shape the created text. Evaluate and reflect on the ways in literary texts can be interpreted, including: how ideas, values and assumptions are conveyed, that is, how the ideas represented in a text are just one possible way of thinking about the world and may reflect a particular set of values and attitudes. Some literary texts reflect the system of attitudes, values, beliefs and assumptions (ideology) of powerful groups. In this way, literary texts may be used to ‘naturalise’ particular ways of thinking, to serve the purposes of these powerful groups, while marginalising the views of other less powerful groups how specific literary elements and forms shape meaning and influence responses. Genres may have social, ideological and aesthetic functions. Writers may blend and borrow conventions from other genres to appeal to particular audiences how genre, conventions and language contribute to interpretations of texts. Choice of language is related to ideological and aesthetic considerations exploring a range of critical interpretations produced by adopting a variety of reading strategies. Multiple readings of a text are possible. The Secret River Kate Grenville fiction text Masters in Pieces - textbook Power point contextual information Deconstructing the text – framework Sequence of teaching and learning activities on reading practices Task 4: Short Written Response (in class): A choice of questions looking at generic conventions, context and the role of language devices and symbols.5% (T1, wk 10) SCHOOL HOLIDAYS 10
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