STAGE 1 ENGLISH COMMS WEEK 2 – LESSON 9 Intertextuality Lesson Length: 55 Minutes Class size: 19 Core themes: Analyse relationships between purpose, context, and audience and how these influence texts and their meaning Identify ways in ideas and perspectives are represented in texts Analyse how language and stylistic features and conventions are used to convey ideas and perspectives in texts What makes this a good topic? able to recognise the relationship between separate texts Recognise intertextual connections Creatively apply those connections into own words and work Overview: The shaping of a text's meaning by the reading of other texts or the interrelationship between texts such as when an author borrows from or transforms another text or a reader’s referencing of one text in reading another. Texts gain meaning through their reference to or evocation of other texts. This unit will focus on the intertextual connections between selected passages of Mark Zusak’s 2005 novel The Book Thief and the ABC’s 2015 ‘European migrant crisis: Photos of drowned toddler washed up on Turkish beach spark fresh outrage’ article. The unit aims to examine common themes such as the effects of war on children and the power of words. Student Outcomes: To form a basis for their summative work To have clear notions of the intertextual links between the texts To have a dot point plan ready for drafting Focus Questions: What question will I choose for my summative assessment? Do I have a sound knowledge of what is being asked of me? Do I understand enough about the intertextual links? Activities: Part 1: Re-Cap previous lesson – 5 Minutes Role and Organise Class Re-Cap Previous Lesson Go over the previous lesson and what was covered. 11:20 – 11:25 Part 2: Teacher Led Discussion – 15 Minutes Intertextuality Matrix Worksheet and Dot Point Plan After handing out the Dot Point Plan, as a class, go over how it is to be used with conjunction with the Intertextuality Matrix Worksheet Students are to use the information they have previously gathered and start to form the structure of their summative assessment. 11:25 – 11:40
HOW TO WRITE A WRITERS STATEMENT Source- Alison Hunter, Approaches to Senior English, 2013. A Outline the intended audience, purpose and context for your Text Production. What creative decisions did you make in to bring your Text Production to life? How did you your language and other choices to your purpose? How did you set about meeting the needs of your intended audience? What technical, structural, conventional and language techniques did you include in your Text Production in order to make it authentic to its genre? B Why did you choose characters and stimulations? What values do the characters display in this context that align with your own and those of the audience? Why do you think these characters would be of interest to others? Who is your target audience? How did you adopt your presentation to this audience? What problems specific to the for your Text Production did you have to overcome? What did you do to make this Text Production fascinating? What have you personally learnt through this task? Write your response in full prose Make sure you are highly analytical in your response Organise your ideas effectively so that they flow in sequence Keep a reflective journal throughout the creation of each task to ensure you have all the data you need for your statement.
11 English Student Name: John Doe Teacher: Assessment Activity: Intertextual Study – The Book Thief and The European Migrant Crisis Text Response Due Date: Monday, Week 4, Term 3 Purpose: The purpose of this assignment is to show your understanding of intertextuality in a multimodal form. Description of Assessment Activity: reading the sections of ‘The Book Thief’ by Markus Zusak and ‘European migrant crisis: Photos of drowned toddler washed up on Turkish beach spark fresh outrage’ article, answer one of the following questions. Your answer should be a maximum of 800 words; an oral of a maximum of 4-6 minutes or the equivalent in multimodal form. How has your understanding of the novel ‘The Book Thief’ by Markus Zusak, been enhanced by reading the ‘European migrant crisis’ article? Create your own short story that develops one of the themes in ‘The Book Thief’ by Markus Zusak and ‘European migrant crisis: Photos of drowned toddler washed up on Turkish beach spark fresh outrage’ article. It may be fictional or based on your experiences. In an accompanying writer’s statement explain how the text you have created has been influenced by your knowledge of one or both of the studied texts. ‘The Book Thief’ by Markus Zusak and ‘European migrant crisis’ article that could be developed through a short story are: War Freedom Children in War Power of Images Power of Words