Outcomes |
Teaching and Learning |
Resources |
EE12-1 A student demonstrates and applies insightful understanding of the dynamic, often subtle, relationship between text, purpose, audience and context, across a range of modes, media and technologies |
INTRODUCTION TO MODULE Students read Navigating the Common Module and have the opportunity to ask questions. |
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EE12-1 A student demonstrates and applies insightful understanding of the dynamic, often subtle, relationship between text, purpose, audience and context, across a range of modes, media and technologies |
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EE12-3 A student independently investigates, interprets and synthesises critical and creative texts to analyse and evaluate different ways of valuing texts in order to inform and refine response to and composition of sophisticated texts EE12-5 A student reflects on and evaluates the development of their conceptual understanding and the independent and collaborative writing and creative processes |
Valuing Literary Worlds
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Human imagination has been trapped in rooms of our own creation: Novelist Shubhangi Swarup Worksheet 1 Literary Worlds - Navigating the Common Module |
EE12-3 A student independently investigates, interprets and synthesises critical and creative texts to analyse and evaluate different ways of valuing texts in order to inform and refine response to and composition of sophisticated texts EE12-5 A student reflects on and evaluates the development of their conceptual understanding and the independent and collaborative writing and creative processes |
Investigating the value of literary worlds Students read and view a number of online texts to create a mindmap or graphic representation of the many ways texts can be valued. They can create the graphic representation freehand or use www.canva.com or other software to illustrate their ideas and understanding of the relevance of literary worlds to groups and individuals. |
Online sources including:
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EE12-1 A student demonstrates and applies insightful understanding of the dynamic, often subtle, relationship between text, purpose, audience and context, across a range of modes, media and technologies EE12-3 A student independently investigates, interprets and synthesises critical and creative texts to analyse and evaluate different ways of valuing texts in order to inform and refine response to and composition of sophisticated texts |
Read the blog "Life Defining Worlds". Students write their own reflection on one or more texts that defined their lives or were, in some way meaningful to them. Prompts:
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EE12-3 A student independently investigates, interprets and synthesises critical and creative texts to analyse and evaluate different ways of valuing texts in order to inform and refine response to and composition of sophisticated texts EE12-4 A student critically evaluates how perspectives, including the cultural assumptions and values that underpin those perspectives, are represented in texts EE12-5 A student reflects on and evaluates the development of their conceptual understanding and the independent and collaborative writing and creative processes |
Assessment of learning Student writes a reflection considering what they have learned about the diverse ways literary worlds can be valued based on their study. |
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EE12-1 A student demonstrates and applies insightful understanding of the dynamic, often subtle, relationship between text, purpose, audience and context, across a range of modes, media and technologies EE12-2 A student analyses and experiments with language forms, features and structures of complex texts, discerningly evaluating their effects on meaning for different purposes, audiences and contexts EE12-3 A student independently investigates, interprets and synthesises critical and creative texts to analyse and evaluate different ways of valuing texts in order to inform and refine response to and composition of sophisticated texts EE12-5 A student reflects on and evaluates the development of their conceptual understanding and the independent and collaborative writing and creative processes |
Setting the scene Students read Chapter 12 of Your Creative Writing Masterclass by Jurgen Wolff and the Litcharts definition of Setting, noting in the margins useful tips on composing setting as they go. Students should annotate literary examples in the texts in a different coloured pen. Students then complete the exercises in Worksheet 2:
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Worksheet 2 Literary Worlds - Setting the Scene Print resource
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EE12-1 A student demonstrates and applies insightful understanding of the dynamic, often subtle, relationship between text, purpose, audience and context, across a range of modes, media and technologies EE12-2 A student analyses and experiments with language forms, features and structures of complex texts, discerningly evaluating their effects on meaning for different purposes, audiences and contexts EE12-3 A student independently investigates, interprets and synthesises critical and creative texts to analyse and evaluate different ways of valuing texts in order to inform and refine response to and composition of sophisticated texts |
Assessment of Learning (Homework Task) Students read the extract from Jeff Lindsay's novel, Darkly Dreaming Dexter. They should independently annotate its features and write a mini-essay in response to the following question: Analyse and evaluate the ways Jeff Lindsay has shaped the audience's perception of his literary world in the opening of Darkly Dreaming Dexter. |
Worksheet 2 Literary Worlds -Setting the Scene Opening lines (first five paragraphs) of Darkly Dreaming Dexter (to "And I was having too much fun to stop now"). |
EE12-1 A student demonstrates and applies insightful understanding of the dynamic, often subtle, relationship between text, purpose, audience and context, across a range of modes, media and technologies EE12-2 A student analyses and experiments with language forms, features and structures of complex texts, discerningly evaluating their effects on meaning for different purposes, audiences and contexts EE12-4 A student critically evaluates how perspectives, including the cultural assumptions and values that underpin those perspectives, are represented in texts |
The role of context Visit the Literary Worlds tab of the website and 1. Read the section "Exploring Context" 2. Read the notes on "Brave New World" from Literary Wonderlands, edited by Laura Miller. 3. Read and annotate a copy of Chapter 1 of Brave New World 4. Answer the questions in Worksheet 4
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EE12-1 A student demonstrates and applies insightful understanding of the dynamic, often subtle, relationship between text, purpose, audience and context, across a range of modes, media and technologies EE12-4 A student critically evaluates how perspectives, including the cultural assumptions and values that underpin those perspectives, are represented in texts |
Deep analysis of text and context in The Yellow Wall-paper by Charlotte Perkins Gilman. Read the short story "The Yellow Wall-paper" by Charlotte Perkins Gilman. Discussion:
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EE12-3 A student independently investigates, interprets and synthesises critical and creative texts to analyse and evaluate different ways of valuing texts in order to inform and refine response to and composition of sophisticated texts |
Investigate the context of the text which was written in 1892. On the right are some online resources you should use in your investigation. You should examine these and other texts in detail and record your findings on the following:
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Resources
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EE12-4 A student critically evaluates how perspectives, including the cultural assumptions and values that underpin those perspectives, are represented in texts |
Create a "My Struggle" table for Charlotte Perkins Gilman. An example can be sighted here or in Wonderbook: The illustrated guide to creating imaginative fiction by Jeff Vandermeer. |
Worksheet 5: Deep analysis of text and context in The Yellow Wall-Paper by Charlotte Perkins Gilman Image of Salvador Dali's "My Struggle" table |
EE12-1 A student demonstrates and applies insightful understanding of the dynamic, often subtle, relationship between text, purpose, audience and context, across a range of modes, media and technologies EE12-2 A student analyses and experiments with language forms, features and structures of complex texts, discerningly evaluating their effects on meaning for different purposes, audiences and contexts EE12-3 A student independently investigates, interprets and synthesises critical and creative texts to analyse and evaluate different ways of valuing texts in order to inform and refine response to and composition of sophisticated texts EE12-4 A student critically evaluates how perspectives, including the cultural assumptions and values that underpin those perspectives, are represented in texts |
Respond to the text through the lens of the rubric. These questions directly address the concepts highlighted in the rubric. You should aim to respond in detail, with textual reference (quotes) and analysis wherever possible.
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EE12-5 A student reflects on and evaluates the development of their conceptual understanding and the independent and collaborative writing and creative processes |
Reflect on what you have learned from your investigation.
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Objectives and Outcomes
Objective A
Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to:
A student demonstrates and applies insightful understanding of the dynamic, often subtle, relationship between text, purpose, audience and context, across a range of modes, media and technologies
Objective B
Through responding to and composing a wide range of texts and through the critical study of texts, students will develop knowledge, understanding and skills in order to:
EE12-2
A student analyses and experiments with language forms, features and structures of complex texts, discerningly evaluating their effects on meaning for different purposes, audiences and contexts
Objective C
Through responding to and composing a wide range of texts and through the critical study of texts, students will develop knowledge, understanding and skills in order to:
A student independently investigates, interprets and synthesises critical and creative texts to analyse and evaluate different ways of valuing texts in order to inform and refine response to and composition of sophisticated texts
Objective D
Through responding to and composing a wide range of texts and through the critical study of texts, students will develop knowledge, understanding and skills in order to:
A student critically evaluates how perspectives, including the cultural assumptions and values that underpin those perspectives, are represented in texts
Objective E
Through responding to and composing a wide range of texts and through the critical study of texts, students will develop knowledge, understanding and skills in order to:
A student reflects on and evaluates the development of their conceptual understanding and the independent and collaborative writing and creative processes
Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to:
- articulate understanding through speaking, listening, reading, writing, viewing and representing
A student demonstrates and applies insightful understanding of the dynamic, often subtle, relationship between text, purpose, audience and context, across a range of modes, media and technologies
Objective B
Through responding to and composing a wide range of texts and through the critical study of texts, students will develop knowledge, understanding and skills in order to:
- craft language to shape meaning and express imaginative, creative, interpretive and critical responses to a range of texts
EE12-2
A student analyses and experiments with language forms, features and structures of complex texts, discerningly evaluating their effects on meaning for different purposes, audiences and contexts
Objective C
Through responding to and composing a wide range of texts and through the critical study of texts, students will develop knowledge, understanding and skills in order to:
- express imaginative, creative, interpretive and critical ideas based on sophisticated analysis and theorising about complex texts and values
A student independently investigates, interprets and synthesises critical and creative texts to analyse and evaluate different ways of valuing texts in order to inform and refine response to and composition of sophisticated texts
Objective D
Through responding to and composing a wide range of texts and through the critical study of texts, students will develop knowledge, understanding and skills in order to:
- express understanding of how cultural, historical and social contexts are represented in critical and creative texts
A student critically evaluates how perspectives, including the cultural assumptions and values that underpin those perspectives, are represented in texts
Objective E
Through responding to and composing a wide range of texts and through the critical study of texts, students will develop knowledge, understanding and skills in order to:
- reflect on and evaluate their own processes of learning and creativity
A student reflects on and evaluates the development of their conceptual understanding and the independent and collaborative writing and creative processes