reflecting on the ways in which the expectations and an 800 word values of audiences might shape the created text. one-act play demonstrating an understanding of stagecraft and dialogue 10% (T1, wk 10) T1, wk 2-6 DRAMA Create analytical texts, including: The Tempest William Task 2. Extended close reading independent interpretations of Shakespeare– written written response: •developing role of generic conventions supported by informed observation and close textual and visual Take Home Shakespearean tragedy analysis. In responding to a literary text, readers might Masters in Pieces - How has William Reading practices consider the context of the writer, the society and culture textbook Shakespeare used (gender/race) in which the text was produced, the readers’ contexts Use of Folio text specific literary Context - ideology and reading strategies or practices, their experiences of Film adaptation elements to Narrative conventions reading and their ways of thinking about the world Post colonial viewing meaning and achieve Development of literary appropriate linguistic, stylistic and critical ideological, aesthetic discourse terminology to analyse and evaluate texts and/or social Strategies for producing a own and others’ ideas and readings purposes in The •evaluating reading using logic and evidence Tempest 7.5% with different modes, media and forms. •experimenting Evaluate and reflect on how representations of (T1, wk 6) culture and identity vary in different texts and forms of texts, including: Task 3. Written ways in which representations of the past allow a Response (in class, •the nation or culture to recognise itself unseen): representations vary according to the discourse. A passage analysis of •how Different groups of people use different terms to a section of the text – represent their ideas about the world and these different construct a reading. discourses (ways or thinking and speaking) offer 5% particular representations of the world impact of the use of literary conventions and (T1, wk 5) •the stylistic techniques ways in which language, structural and stylistic •the choices communicate values and attitudes and shed new light on familiar ideas reading intertextually helps readers to understand •how and critique representations
reflecting on the ways in which the expectations and values of audiences might shape the created text. an 800 word one-act play demonstrating an understanding of stagecraft and dialogue 10% (T1, wk 10) T1, wk 2-6 DRAMA close reading role of generic conventions Shakespearean tragedy Reading practices (gender/race) Context - ideology Narrative conventions Development of literary discourse Strategies for producing a reading Create analytical texts, including: •developing independent interpretations of 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 appropriate linguistic, stylistic and critical terminology to analyse and evaluate texts •evaluating own and others’ ideas and readings using logic and evidence •experimenting with different modes, media and forms. Evaluate and reflect on how representations of culture and identity vary in different texts and forms of texts, including: •the ways in which representations of the past allow a nation or culture to recognise itself •how representations vary according to the discourse. Different groups of people use different terms to represent their ideas about the world and these different discourses (ways or thinking and speaking) offer particular representations of the world •the impact of the use of literary conventions and stylistic techniques •the ways in which language, structural and stylistic choices communicate values and attitudes and shed new light on familiar ideas •how reading intertextually helps readers to understand and critique representations The Tempest William Shakespeare– written and visual Masters in Pieces - textbook Use of Folio text Film adaptation Post colonial viewing Task 2. Extended written response: Take Home How has William Shakespeare used specific literary elements to meaning and achieve ideological, aesthetic and/or social purposes in The Tempest 7.5% (T1, wk 6) Task 3. Written Response (in class, unseen): A passage analysis of a section of the text – construct a reading. 5% (T1, wk 5)
ATLIT.docx