evaluate how changing context and values can influence how texts are composed and interpreted apply knowledge and experience of literary devices in creating new texts experiment with and justify changes to textual conventions, media and technologies in adapting or re-creating texts for particular audiences and contexts Consider how recurring motifs from seminal texts are referenced in other texts. For example, the mirror motif in: Narcissus and its appropriation in art Shakespeare - And since you know you cannot see yourself/ So well as by reflection, I your glass/ Will modestly discover to yourself/ That of yourself which you yet know not of. – William Shakespeare (Julius Caesar) Read the article ,. Consider recurring motifs that might be used to express these themes. Understanding Allusion Flipped classroom principal- Students watch the Youtube , (duration 12:25) or similar video lesson at home. As students watch the clip they take notes: what is an allusion? what are the three most popular literary novels alluded to? why do authors use allusion? What is their purpose? what is the problem with relying on allusions to make meaning? (allusions can be made accidently, are brief and do not reference the text explicitly) identify three well known texts and how they use allusions to make meaning. Understanding Intertextuality Flipped classroom principal- Students watch the Youtube , (duration 9:16) lesson at home. As students watch the clip they take notes: What is intertextuality? What are the three different types of intertextuality? Define each Give examples What is the purpose How are they different to allusions? (Cannot be made accidently, they are applied more consistently, like a motif) Textual Conversations - Applying Knowledge of Motif, Allusion and Intertextuality to Make Meaning In order to extend students’ understanding of ‘textual conversations’ as a
recurring motif representing human connections Students compose a preliminary written response to the provocative question, ‘Who is the biggest prisoner of all?’ Students could revisit this question at a later stage to re-evaluate in the context of other parts of the novel and Module Connecting ideas Having established and analysed the ideas: people have an innate desire for connection power corrupts revenge Students now apply these ideas to complimentary extracts from and features of The teacher distributes resource 7 to groups to guide their analyses. In groups, students work with given extracts from the novel in order to unpack a given theme and to consider how Atwood harnesses codes and conventions to comment on the human experience. Groups present a detailed analysis of each idea or theme and their given extract, and link their ideas to earlier considerations of Atwood’s style. Groups should also engage closely with language and how it makes meaning, using their earlier visual representations of the Module’s ideas to crystalise their analysis. After presenting, groups are rearranged to allow time for the themes and group examples to be synthesised in order to locate crossovers, commonalities, and differences across the ideas. This could also be completed as a class. Analysing Character Students use an ‘ALARM’ style analysis table (resource 8a) to analyse the novel’s key characters in the context of ‘Hag-Seed’ as a standalone work. This will allow students to identify and unpack how characters act as platforms for motifs and how devices are employed by Atwood to characterise these key players in her story. At this stage, students only complete the ‘Beginning’ row in each table. Later, students return to these analyses to critically analyse these characters’ development in the context of the novel as an intertextual work, in literary conversation with ‘The Tempest’. The characters to be analysed are: Felix - Miranda – Tony Ongoing weekly activity- Padlet or Google Doc written response and Inquiry questions
will endlessly align and collide in a myriad of ways. These stories are bound to be iterations of lives that we have always lived, in different guises and with different masks. The enduring truth, however, is that every story will always be trapped by the perspectives that told it, and the perspectives that encounter it hence. The trappings of human perspective are inescapable. When we share and give license to other such perspectives though, then these inevitable limitations paradoxically become a source of great freedom. Students generate their own theses in order to further unpack the notion of perspective and how our interpretations of textual conversations are trapped within it. Using the Module A Scope and Sequence Resource 5 students post their response to the weekly focus question on a Module A class Padlet or Google Doc. Two further inquiry questions should be included based on this week’s learning. EA12-5 thinks imaginatively, creatively, interpretively, critically and discerningly to respond to, evaluate and compose texts that synthesise complex information, ideas and arguments Students: evaluate the influence of the contexts of composers and responders on perspectives and ideas engage critically and creatively with a wide range of texts which may be informed by different critical perspectives analyse how different language forms, features and structures can be used to represent different Week Ten – Freeing trapped perspectives With a focus on the ends of both texts, students analyse and investigate the experiences of freedom that are encountered and represented by the characters, authors, and we the reader as the textual conversation comes to a ‘close’. Taken together, the chapters at the end of the novel could be said to create a postmodern ‘multiverse’ of perspectives that celebrate the act of storytelling itself, and which pay homage to Shakespeare’s original play by giving it a life beyond itself, and by performing futures for its characters using the enduring yet also ephemeral power of our own imaginations. See resource 20 for an overview of the novel as a postmodern work, and analysis questions/activities for the closing chapters of the novel. This resource could be adapted to have students work in groups in order to analyse the chapters: team Ariel team Evil Bro Antonio team Miranda team Gonzalo team Hag-Seed & Our Revels PowerPoint discussion and associated activities Group work focusing on the end of in relation to ‘The Tempest’ Participation in and contributions to jigsaw activity Note-taking on class discussion, which students should use to refine their own analyses Essay response