Irene McCormack Catholic College Year 12 Literature ATAR Units 3 and 4 Course Outline 2018 Day Teaching Focus Content Addressed Assessment Term 1 Week 1 1 Introduction to the Course and Syllabus Discuss Scheme of Assessment Go through syllabus points and examinable content Define key terms and create Literature glossary Set homework of context reading from Hamlet text. The Syllabus in general 2 Shakespeare author biography mind-map from text Discuss context homework sheet Revision of dramatic conventions and language conventions applicable. Create glossary of key terms. Creating definitions for the terms genre and sub-genre in literature. Investigation into the sub-genre of Revenge Tragedy, its history, evolution, conventions and audience expectations. the ways in which ideological perspectives are conveyed through texts drawn from other times and cultures, and how these perspectives may be reviewed by a contemporary Australian audience. the ways in which the expectations and values of audiences shape readings of texts and perceptions of their significance; and how the social, cultural and historical spaces in which texts are produced and read mediate readings 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
the ways in which authors represent Australian culture, place and identity both to Australians and the wider world. 4 Hand in EWR thesis and plan for Research Assessment developing independent interpretations of texts 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 experimenting with different modes, media and forms 5 Students are to annotate passages offer representation in The White Tiger. Students are to then write an alternate passage which offers a different representation of the same characters or settings. how representations of culture support or challenge various ideologies. Representations may reinforce habitual ways of thinking about the world or they may challenge popular ways of thinking, and in doing so, reshape values, attitudes and beliefs experimenting with different modes, media and forms Week 9 1 Comparison of the dominant and alternate discourses utilised in the text. Introduction to the subaltern discourse. Identification of discourse used in the with reflection as to which ideologies are subverted or endorsed through the use of discourse. 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 how representations of culture support or challenge various ideologies. Representations may reinforce habitual ways of thinking the world or they may challenge popular ways of thinking, and in doing so, reshape values, attitudes and beliefs 2 Marxist and Psychoanalytic readings of the developing independent interpretations of texts 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
4 Practice Question on ‘a bent neck black and a flustered feather mallee’ “Explain how Wagan Watson uses language and literary devices to invite audiences to change how they view identity and nationhood.” the ways in representations of the past allow a nation or culture to recognise itself 5 Powerpoint on Aestheticism and aesthetic appreciation. Using aesthetic responses to architecture give students the discourse to respond aesthetically to a text. Read and annotate “The dusk sessions” write an aesthetic response. 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 Week 3 1 ‘The dingo lounge’ Annotating focus on form, discourse and intertextuality. how genre, conventions and language contribute to interpretations of texts. Choice of language is related to ideological and aesthetic considerations 2 ‘The lounge’ 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 3 ‘we’re not truckin’ around’ Annotating focus on tone. the impact of the use of literary conventions and stylistic techniques 4 ‘we’re not truckin’ around’ the ways in which language, structural and stylistic choices communicate values and attitudes and shed new light on familiar ideas 5 Using two poems develop strategies to discuss multiple texts in an essay. how reading intertextually helps readers to understand and critique representations Week 4 1 Focus on Poetry conventions and close reading of Poetry extracts 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
4 Class Powerpoint on Intertextuality Reading of a series of academic papers regarding Intertextuality in the text/s. how reading intertextually helps readers to understand and critique representations 5 Hand out and Deconstruct EWR Questions developing independent interpretations of texts 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 Task 8 Creative Writing (Creative 5%) Week 3 1 Drafting of EWR using appropriate linguistic, stylistic and critical terminology to analyse and evaluate texts 2 Class breakdown of key quotes. Explicit direction as to how to structure a response which discusses two different texts. Creating a bank of linking and comparative words. using appropriate linguistic, stylistic and critical terminology to evaluate and justify interpretations of texts 3 Drafting of EWR experimenting with different modes, media and forms 4 In-class Essay (2 periods over 2 days) Task 9 Rosencrantz and are dead (EWR 7.5%) 5 Week 4 1 The Handmaid’s Tale Plot ordering activity, after which students write their own synopsis. Impromptu debates: Can male readers enjoy The Handmaid’s Tale? Is Feminism still relevant today? Context reading, from students make context timeline. the ways in which the expectations and values of audiences shape readings of texts and perceptions of their significance; and how the social, cultural and historical spaces in which texts are produced and read mediate readings understand the relationship between the representation of values and ideas in texts and how they are received by audiences the influence of the reader’s context, cultural assumptions, social position and gender.