in new and different contexts explain how composers (authors, poets, playwrights, directors, designers and so on) adapt language forms, features and structures of texts from other genres, periods and cultures in new texts, for example appropriations in popular culture and the use of literary allusion (ACELR025) EA11-6 investigates and evaluates the relationships between texts compare how composers (authors, poets, playwrights, directors, designers and so on) draw on aspects of other texts, for example through theme, genre, intertextuality, style, event and character reflect on the ways in which particular texts are influenced by other texts and contexts (ACELR019) EA11-7 evaluates the diverse ways texts can (b) ‘My Last Duchess’ by Robert Browning The teacher displays this provocation for students: Not only do we tell stories, but stories tell us Students work in pairs to rewrite the statement in their own words and to list some of the social and cultural narratives that influence their world and their world view. The teacher or students read the poem aloud and ask students to apply the provocation to the Duke. Questions for discussion could include: What story does the Duke tell? In what ways does the Duke’s story ‘tell’ the Duke? How does Browning’s use of language create the Duke’s story (attitude to the subject matter, argument and rationalisation, conversational and threatening tone, enjambment, symbolism of artworks) What role does social hierarchy play in the relationship between the speaker and the listener? What impact does the fact that there is a silent listener have on the response? Students role-play a response to the Duke using some of the ploys he uses to establish authority such as rationalisation and innuendo. Assessment for learning: Students consider fringe characters that are of interest in this narrative. Choose one of these characters and work in pairs ‘My Last Duchess’ by Robert Browning ‘Home Burial’ by Robert Frost Robert Frost and the Modern Narrative Poem by Dana Goia (2014)
audiences and contexts and evaluates their effects on meaning investigate and explain how mode, medium and form shape responses to texts, for example how spoken language can evoke particular audience reactions (ACELR002) use appropriate language for making connections, questioning, affirming, challenging and speculating about texts with increasing clarity use appropriate linguistic, stylistic, critical and creative terminology to compose and respond to texts (ACELR012) EA11-4 strategically uses knowledge, skills and understanding of language concepts and literary devices in new and different contexts investigate and experiment with combinations of specific language concepts, aspects of style and form to achieve deliberate effects in sustained of this exchange. As students prepare a performance of the reading instruct students to: experiment with interpretations of the punctuation, for example the differences between statements, interjections and questions consider how the use of pronouns, alliteration, assonance and repetition influences meaning use their voices to emphasise different verbs and nouns that suggest status assess the effects of these variations on characterisation. Students reflect on the title Othello: The Moor of Venice, what it means to be a ‘Moor in Venice’. Students could explore its etymology and appreciate the nuances of its meaning in the early seventeenth century. Students refine their earlier predictions about the play and share their initial responses to the key characters. (b) Considering how human beings rely on stories to give meaning to, and make sense of, their lives. In this learning sequence students explore how Othello offers insights about the ways human beings rely on stories to give meaning to, and make sense of, their lives. Students discuss whether Shakespeare’s treatment of this theme offers profound insights about the nature of human experience including the relationships between: storytelling and identity the tale and the listener individuals, language and cultural narratives. (i) Storytelling and identity Students conduct character analyses of how storytelling frames identity in Othello’s private and public life. They could use these extracts as a starting point: Othello’s narration of his life as a romance tale of danger, capture, slavery, rescue Othello’s desire to control the story of his life even at the point of death in Act 5 Scene 2
evaluates and monitors own learning and adjusts individual and collaborative processes to develop as an independent learner identify and articulate how their own processes of response and composition are the same or different to others EA11-1 responds to, composes and evaluates complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure explain the relationship between responder, composer, text and context appreciate the aesthetic qualities of texts and the power of language to express personal ideas and experiences responds to the troubled world he encounters. Students can analyse Jimmy’s perception of the troubles he encounters in his life such as the impact of: uncertainty of employment and poverty on his family his father’s inner demons and eventual abandonment of the family Robbie’s escape from the family his mother’s failing health. How does Laguna’s portrayal of the inner life of Jimmy direct the reader to the values in the text? In what ways does this influence the perspective of the text on the world? How does this come into play particularly in the final chapter of the novel? (iv) Can an unreliable character be a reliable narrator? In this activity students consider how and whether their view of Jimmy has shifted as they have engaged with the text. In the opening discussion of the narrative viewpoint, students have considered whether they trust Jimmy as a narrator. Jimmy is an idiosyncratic, perhaps unreliable, character, but is he an unreliable or reliable narrator? To consider whether Jimmy is a reliable narrator, students might consider whether he is: too self-interested? too inexperienced? sufficiently knowledgeable? sufficiently moral? too emotional? too inconsistent? Based on these questions students: use evidence drawn from the text as a basis to determine whether they see Jimmy as a reliable or unreliable narrator consider how effectively Laguna has experimented with the conventions of narrative point of view reflect on their own engagement and empathy with Jimmy as an (un)reliable character and narrator.
independent learner apply knowledge and communication skills gained in collaborative and independent learning environments to new learning contexts EA11-9 reflects on, evaluates and monitors own learning and adjusts individual and collaborative processes to develop as an independent learner reflect on and discuss personal preferences and insights gained from engagement with an increasingly widening repertoire of complex texts Reflection and evaluation Students reflect on what they have learned from the texts they have studied about the power of narrative to shape our perceptions of our world and our human experiences. Students submit a written evaluation of the unit, focusing on the following: What was the best part of the unit? Which teaching and learning strategies were the most effective? How would you improve the course for students in the future?