Literature integrating Australian Curriculum


Unit 2: Intertextuality T Value 1.0



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Unit 2: Intertextuality T Value 1.0

Unit 2: Intertextuality a Value 0.5

Unit 2: Intertextuality b Value 0.5


Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.

Prerequisites


Nil

Duplication of Content


Nil

Unit Description


Unit 2 develops student knowledge and understanding of the ways literary texts connect with each other. Drawing on a range of language and literary experiences, students consider the relationships between texts, genres, authors, audiences and contexts. Ideas, language and structure of different texts are compared and contrasted. Connections between texts are established by analysing their similarities and differences, for example, through intertextuality and other patterns and allusions evident in ideas, language used and forms of texts. Students create analytical responses that are evidence-based and convincing. By experimenting with text structures and language features, students understand how imaginative texts are informed by analytical responses

Specific Unit Goals


By the end of this unit, students:

  • understand how structural and stylistic choices and language patterns shape meaning in literary texts

  • investigate the interrelationships between texts, audiences and contexts

  • create oral, written and multimodal responses that draw on the conventions, connections and patterns in texts

Content


Further elaboration on the content of this unit is available at: http://www.australiancurriculum.edu.au/SeniorSecondary/English/Literature/Curriculum/SeniorSecondary

Analyse and reflect on the relationships between authors, texts and contexts including:

  • the ways in which texts are influenced by other texts and by contexts

  • the relationship between conventions of genre, audience expectations, and interpretations of texts

  • how the choice and combinations of mode, medium and form transform texts

  • the ways in which informed reading influences interpretation of texts.

Compare and evaluate the form, language and content of literary texts including:

  • the ways in which text structures, language features and stylistic choices provide a framework for audiences’ expectations, responses and interpretations

  • the ways in which texts resemble and refer to other texts, for example, through parody, imitation, appropriation and transformation, and the ways in which adaptations of earlier texts allow new insights into original texts

  • how aspects of literary texts have been appropriated into popular culture, for example, through the use of iconic literary situations, symbols or characters

  • the ways in which different literary forms may evolve, for example, the development of digital storytelling.

  • the use of literary techniques, for example, poetic, dramatic and narrative structure and devices

  • the use of a combination of sound and visual devices in literary texts, for example, soundtracks, cinematography, iconography.

Refer to Appendix D for elaborations on content descriptors

Create analytical texts:

  • organising points of view and arguments in different ways, for example, in essays, reviews and visual presentations

  • using appropriate linguistic, stylistic and critical terminology to compare and contrast texts

  • selecting appropriate argument and evidence to support points of view

  • experimenting with different modes, mediums and forms.

Refer to Appendix D for elaborations on content descriptors

Create imaginative texts:

  • integrating real and imagined experiences by selecting and adapting particular aspects of texts to create new texts

  • using analysis of literary texts to inform imaginative response

  • transforming texts studied in one medium or genre to another for different audiences and purposes

  • reflecting on the significance and effects of variations to texts.

Refer to Appendix D for elaborations on content descriptors

Teaching and Learning Strategies

Refer to page 11.



Assessment

Refer to Refer to pages 13 – 15.


Suggested Unit Resources

Prose

Fielding, H. Bridget Jones’ Diary

Guevara Ernesto. The Motorcycle Diaries: notes on a Latin American Journey: preface

Huxley, Aldous, Brave New World

Joyce, J. A. Portrait of the Artist as a Young Man

Capote, T. In Cold Blood

Bryson B. Mother Tongue

Winchester S. The Surgeon of Crowthorne

Oondatje, M. The English Patient

Woolf V. Mrs Dalloway

White, Patrick. The Tree of Man

White, Patrick Fringe of Leaves

Ishiguro, K. Never Let Me Go

Martel, Y. The Life of Pi

Cunningham. The Hours

Austen J. Pride and Prejudice

Austen J. Emma

Alcott L. Little Women

March, G. March

Stoker, B. Dracula

Polidori, J. The Vampyre

Kelleher, V. Into the Dark

Lindqvist, J. A. Let the Right One In

Non fiction material on McCarthyism
Poets

Indigenous Poets

Hope, A D

Skrzynecki, P. Immigrant Chronicle

Eliot, T S Wasteland

Shakespeare, W. Sonnets



Plays

Rudnick P, I Hate Hamlet

Stoppard T, Rosencrantz and Guildenstern are Dead

Shakespeare W. Hamlet

Miller A. The Crucible

Multi Modal

Minghella, A.(dir) The English Patient

Salles, W. (dir) The Motorcycle Diaries

Heckerling A (dir) Clueless

McGrath, D. (dir), Emma

Armstrong, G (dir) Little Women

Langton S. (dir.) Pride and Prejudice

Jonze, S. (dir) Adaptation

Gorris, Marleen (dir) Mrs Dalloway

Daldry, S (dir) The Hours, Paramount

Branagh, K (dir) Hamlet

Zeffirelli, F (dir) Hamlet

Koznitsev, G (dir) Hamlet

Olivier, L (dir) Hamlet

Hynter N. (dir.) The Crucible

Nosferatu



Bride and Prejudice

The Life of Pi

Capote

Let the Right One In

McCarthyism: primary sources films




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