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)
•the influence of the reader’s context, cultural assumptions, social position and gender. Week Novel Historical, social, political context tone Characterisation Values and attitudes Structure of novel Motifs, ideas, themes Alternate readings of characters Representation of race Representation of gender The narrative elements used in the novel to construct Australia’s identity the experience of the individual’s search for identity within particular social contexts. The text’s representation of different social groups from Australia’s past and the way that this reflects the ideological beliefs at the time of writing. Reading for representations of gender, class race and relationships in the text. Evaluating the extent to which the text challenges or perpetuates Patriarchal ideological assumptions and particular Australian cultural myths. Multiple readings of texts. Create imaginative texts, including: adapting medium, form, point of view and language experimenting with elements of style and voice to achieve specific effects manipulating literary conventions for different audiences and contexts reflecting on the ways in which the expectations and values of audiences might shape the created text. Evaluate and reflect on the ways in literary texts can be interpreted, including: how ideas, values and assumptions are conveyed, that is, how the ideas represented in a text are just one possible way of thinking about the world and may reflect a particular set of values and attitudes. Some literary texts reflect the system of attitudes, values, beliefs and assumptions (ideology) of powerful groups. In this way, literary texts may be used to ‘naturalise’ particular ways of thinking, to serve the purposes of these powerful groups, while marginalising the views of other less powerful groups 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 exploring a range of critical interpretations produced by adopting a variety of reading strategies. Multiple readings of a text are possible. The Secret River Kate Grenville fiction text Masters in Pieces - textbook Power point contextual information Deconstructing the text – framework Sequence of teaching and learning activities on reading practices Task 4: Short Written Response (in class): A choice of questions looking at generic conventions, context and the role of language devices and symbols.5% (T1, wk 10) SCHOOL HOLIDAYS 10
T2, week 1-3 Poetry Study a selection of poems from Judith Wright Prior knowledge and values Historical context Poetry techniques and conventions Representation Poems, themes and subject matter Reading practices Create analytical texts, including: developing a creative, informed and sustained interpretation supported by close textual analysis appropriate linguistic, stylistic and critical terminology to evaluate and justify interpretations of texts critically evaluating their own and others' justifications, evidence and interpretations/readings experimenting with different modes, media and forms. Masters in Pieces - textbook Indigenous issues – ‘Bora Ring’, ‘Nigger’s Leap’, ‘Two Dreamtimes’ Pioneers – ‘Country Town’, Bullocky’ Family/pastoralist heritage – ‘South of my Days’, For a Pastoral Family’ Female experience – ‘Woman to Man’, Woman’s Song’, Woman to Child’, Eve to Her Daughters’ Sequence of activities based on poems of Judith Wright which explore the themes of the natural world/ environmentalism, the past, Indigenous Australians, regional Australia and the female experience. Task 5. Short Written Response (in class) A choice of questions looking at generic conventions, context and the role of language devices and symbols.5% (T2, wk 3) T2, wk 4 All Create analytical texts, including: developing a creative, informed and sustained interpretation supported by textual analysis using appropriate linguistic, stylistic and critical terminology to evaluate and justify interpretations of texts critically evaluating their own and others' justifications, evidence and interpretations/readings experimenting with different modes, media and forms. Task 6: Oral reading – choice of genre (5%) Present a close reading of either a Judith Wright poem, or a scene from The Tempest, or an extract from The