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Year 11 2AB Literature 2014

OVERVIEW

Reading literature for pleasure and for the intellectual experience are key elements of the course. In Literature, students learn how to understand the values and attitudes that are privileged or marginalised by texts as well as the cultural and historical contexts in which they are produced and received. Through the study of Literature, students create readings of literary texts and develop the skills necessary to better understand their world. They apply and explore their understandings of literature through writing their own poems, plays and stories.

www.curriculum.wa.edu.au

Mrs. Melinda [email protected]

Year 11 2AB Literature 2014 – Mrs. M Williamson

http://www.curriculum.wa.edu.au/

SYLLABUS LINKS - KEY CONCEPTS

The following key concepts and syllabus links form the basis of this Course:

In Literature 2AB, students:

• explore how responses to literary texts results from relationships among writer, reader, text and context

• engage in close textual analysis of literary texts and develop their understandings of the historical and cultural contexts of the writer, the text and the reader

• explore how language works in literary texts and how readers are positioned

• consider how texts are structured and how texts use or adapt generic conventions, and how the readers’ expectations about genre influence their response to texts

• study the concept of genre, the conventions and characteristics of particular generic forms, structures and sub-genres

• explore the idea that language is a tool for offering particular representations of individuals, groups and ideas, and that the representations offered in a text are shaped by the cultural values and attitudes circulating within a society

• consider their context as readers and the reading strategies that they might bring to a text, engaging with the notion of multiple readings

• consider others’ readings of texts, including, at times, the readings produced by professional reviewers or critics

• at times, respond creatively, use their experience of literature and their own experience and values to create their own literature, their own stories, poems or plays


IMPORTANT INFORMATION – READ CAREFULLY

• Each student will be supplied with a Course Outline, an Assessment Outline and a copy of the relevant Syllabus and Glossary documents. Students are EXPECTED to familiarise themselves with these documents, paying particular attention to the Glossary and Syllabus and the key terms/concepts therein.

• Assessment dates will be visible on the school’s online calendar, which can be accessed via the school website. Due to the nature of the school term, dates may be changed. Students will be given at least one week’s notice of changes and will be expected to change their own records.

• Penalties equivalent to 20% per day late will apply to all at-home work not submitted through Turn It In by 11.59 pm on the due date. If a student is absent from school on any assessment date, they must provide a doctor’s certificate to explain their absence. Extensions for work will not be given unless arranged with the teacher prior to the due date and will only be given in exceptional circumstances. If, for legitimate reasons, Turn It In is not available to a student at the required submission time, he/she must email a copy of the assessment to the teacher before the deadline: the onus is on the student to ensure work is submitted on time.

• Where required, a hard copy of all process, planning, drafting and editing work, including validations is to be submitted no later than the day after the due date for digital submission of assessment work to Turn it In.

• A copy of relevant assessment work (task sheet, assessment material and all process material) is to be stored in the classroom filing cabinet or in a specified digital portfolio within 7 days of the return of the marked work.

• It is an expectation that texts will be READ through once (1) prior to the beginning of the 2014 school year and then (2) read/viewed again immediately before the date they are scheduled to be studied in class.

• The extension texts outlined in the program and on the Wordpress site are intended to be read/viewed in full before study of the unit in which they are relevant. These are aimed at complementing the primary texts being studied in the course through building on knowledge of ideas and furthering critical literacy skills.

• The English Learning Area reserves the right to alter this course as required due to unforeseen circumstances or in response to the particular needs of this given cohort.


Course Outline: Term 2 2014

Term 2 Weeks 1-5This includes an intensive novel study and application of reading practices, as well as some research into contexts. Read excerpts from other texts and identify literary styles and devices

Knowledge:Genre – 18th century romanceFeminist and Christian discoursesRelevant social and historical contextsIdeologies, attitudes, values, beliefs, assumptionsCharacter constructionJuxtaposition, symbolism, subtlety, denouement, irony and foreshadowingLiterary appropriationsLiterary styleThe extended academic essay

Essential Reading/Viewing:J. Austen. Pride and Prejudice

J. Austen and S. Graeme-Smith. Pride and Prejudice and Zombies

D. Zeff. Lost in Austen

J. Wright. Pride and Prejudice (2005)

B. Moon. Literary TermsLearning Outcomes Teaching and Learning Sequence Assessment

• Show an understanding of dominant, alternate and resistant reading practices.

• Identify relevant examples of language that position readers and the layers of meaning created by applying reading practices.

• Integrate ideas from theorists and literary critics to enhance your own analysis.

• Construct an essay presenting a perspective on the set topic.

• Use effective planning and drafting processes• Apply conventions of in-text quotation and end-

text referencing.

Applying reading practices• Read and share relevant literary commentary on

the novel.• Consolidate your understanding of critical

reading practices.• Re-read the novel closely, using a range of

annotation and note making strategies to note key language and structural elements.

• Participate in group discussions, working with your peers to discuss a range of literary techniques employed by Austen

• Read and view a range of Pride and Prejudice appropriations to gain understandings of literary appropriations

Producing an extended essay• Plan your response to one of the topics.• Draft your essay; keep records of all drafts,

saving digital versions appropriately.

Task One: Pride and Prejudice Journal Questions (2000 words)Respond to five journal questions relating to your reading of Pride and PrejudiceDue: 13th February 2014Weighting: 20%

Task Two: Comparative Essay (2000 words)Compare and contrast the ways in which one character from Jane Austen’s Pride and Prejudice, and its appropriation Pride and Prejudice and Zombies, has been constructed to present a particular idea.Due: 13th March 2014Weighting: 10%


• Seek feedback and have others proofreadTerm 2 Weeks 6-10This is our intensive stage drama study, with additional readings to enrich our understanding of the story, playwright, contexts and theories of this wonderfully complex play.

KnowledgeHistorical timeline - major literary movementsConventions of the drama scriptRelevant social and historical contexts from the play

Ideologies, attitudes, values, beliefs and assumptionsAustralian literature as part of the literary canon

Essential Reading:M. Gow. Away

Other resources provided on melindawilliamson.wordpress.com

Learning Outcomes Teaching and Learning Sequence Assessment• Apply understanding of contexts to make

comparisons of representations of values and attitudes circulating within different societies.

• Draw on knowledge of artistic movements to comment on themes of the play.

• Identify examples of language that position audiences to respond in particular ways.

• Apply critical analysis to the drama script.• Integrate technical vocabulary into written

response.• In a timed-writing situation, apply knowledge of

drama script and make relevant comment on selected topic.

Analysing the drama script• It is expected that you will have familiarised

yourself with the script before we study it in class.

• Continue to develop your understanding of reading practices and apply them to your reading of the play.

• Keep a record of intertextual references and allusion.

• Research major artistic movements• Discuss ideologies, values, attitudes, beliefs and

assumptions relevant to these historical eras.• Learn about rural imagery• Define and discuss the use of literary techniques

in the play.Producing a response• Discuss techniques for interpreting questions

and planning responses.• Practice timed writing.• Complete assessment under timed conditions.

Task Three: Journal Questions short answer response to Michael Gow’s play, Away (1500 words)Due: 13th MayWeighting: 10%

Week 9: Examinations Preparing for Examination• Revise grade descriptors for Stage 2 Literature.

Examination One:Due: Week 9


• Familiarise yourself with common questions.• Practice timed writing when analysing unseen

texts and responding to topics.• Collate quotes from all texts.• Revise your knowledge of significant contexts.

Revise your understanding of critical reading practices.

Weighting: 10%


Week 1-5This will be an intensive study on shorty stories. The focus will be on drama in short stories via reading stories by Edgar Allan Poe

KnowledgeHistorical and socio-cultural context of PoeConventions of short stories and thriller/horror genreIn-depth analysis of linguistic structure, grammar and stylistic elements employed by PoeStudy into how these elements position and manipulate readersApplying reading practices to Poe’s workAttitudes, values, beliefs and assumptions

Essential ReadingE. Poe. The Complete Collection (89c on Kindle)

Other resources provided on melindawilliamson.wordpress.com

Learning Outcomes Teaching and Learning Sequence Assessment• Write with a sense of purpose to communicate a

message or theme.• Employ stylistic devices for the purpose of

positioning readers.• Structure your original work in a relevant and

creative way.• Integrate knowledge of contexts.• Reflect on your own writing processes.

Analysing the short story Examine how language has been used for

manipulation Analyse how language has been used to

create a representation of the world Examine how language is open to

interpretation (linking back to reading practices)

Understand the generic conventions of the short story

Examine ideologies present within short stories

Task 4: Develop a creative piece of writing that emulates Poe’s style and demonstrates an understanding of his common themes. This piece of writing can be in the form of a short story, a poem or a drama script, and will be based on a form of stimulus provided in classDue: 23rd JuneWeighting: 10%


Examine context and history behind Poe Understand specific literary devices

employed by Poe Examine common themes in Poe’s work

Creative Writing emulating Poe’s style Experiment with language and consider the

power we have to position audiences to respond in particular ways

Employ language conventions that emulate Poe’s style

Develop a written piece that shows stylistic quality and is based on a provided stimulus

Week 6-9An intensive study of the Shakespearian play, Macbeth, looking into dramatic conventions and reviewing literary appropriations. Read excerpts from the play and discuss themes and style. Learn about the contexts that influenced the production of the play and consider the influence of the present day context. Learn about binary opposition and critical or resistant reading practices.

KnowledgeContexts - Shakespeare’s life and timesThe Elizabethan theatreIdeologies, values, beliefs, assumptionsBinary opposition and dichotomyPostcolonial criticism and new historicism Literary criticismsLiterary appropriations

Essential Reading/ViewingW. Shakespeare. Macbeth

T. Vaughn. Macbeth the Chefhttp://www.youtube.com/watch?v=yY3JxKPC0y0

W. Shakespeare and J. Haward. Macbeth the graphic novel

B. Moon. Literary Terms

Learning Outcomes Teaching and Learning Sequence Assessment• Distinguish between dominant and critical or

resistant (and alternative) readings of a text• Employ the theoretical language of binary

opposition and dichotomy• Apply appropriate terminology in an oral analysis

of the text• Use annotation and planning to analyse a text

excerpt in an oral medium• Select appropriate literary factors to present in

an oral seminar

Analysing the play• It is expected that you will have familiarised

yourself with the script before we study it in class.

• Continue to develop your understanding of reading practices and apply them to your reading of the play.

• Keep a record of intertextual references and allusion.

• Discuss ideologies, values, attitudes, beliefs and assumptions relevant to these historical eras.

Task Five: Prepare and present a seminar for your peers teaching them about one literary aspect of William Shakespeare’s Macbeth (topics to be negotiated in class). Post your seminar on the class Wordpress Blog: melindawilliamson.wordpress.comDue: 26th MayWeighting: 10%


http://www.youtube.com/watch?v=yY3JxKPC0y0

• Define and discuss the use of literary techniques in the play

• Consolidate knowledge on literary appropriations by analysing at least two appropriations of Macbeth

Creation of verbal seminar presentation• Plan your approach and your contribution to the

blog for task five• Engage in discussion for the purpose of

communicating your thoughts to an audienceWeek 10Begin reading of The Odyssey, The Penelopiad and O Brother Where Art Thou? for use in Term 4


Week 1-5Intensive study into postmodern literary theory via The Odyssey, The Penelopiad and O Brother Where Art Thou?

KnowledgeIntertextuality and allusionThe context of postmodern literary theoryIdeologies, values, beliefs and assumptionsPostmodern literary devicesPostmodern literary themes and ideologies

Essential ReadingM. Atwood. The Penelopiad

Homer. The Odyssey

J. and E. Cohen. O Brother Where Art Thou?Lesson Outcomes Teaching and Learning Sequence Assessment

Analysis of postmodern literary theory Understanding of typical postmodern literary

techniques including fragmentation, questionable narrators and paradox

Understanding of the historical context and influences of socio-cultural issues surrounding post WW2

Examination of other literary devices such as irony, black humour, intertextuality and pastiche

Analysis of postmodern literature in a variety

Task Five: Creation of own postmodern literary text. This can be a poem, drama scrip or short story and must demonstrate an understanding of at least two common postmodern themes and use at least two typically postmodern literary devices.Due: 18th AugWeighting: 10%


of genresCreation of postmodern creative text

Experiment with language and consider the power we have to position audiences to respond in particular ways

Employ language conventions that emulate postmodern literature

Develop a written piece that shows stylistic quality and is based on postmodern themes and ideologies

Week 5-6Study of Bruce Dawe’s poetry and Australian literature as part of the literary canon

KnowledgeGeneric conventions - poetryLiterary style; Australian literaturePersonal, social and historical contexts Verbalising literary criticism for assessmentIdeologies, values, attitudes, beliefs and assumptions

Essential ReadingB. Dawe. Selected Poems via poemhunter.com

Lesson Outcomes Teaching and Learning Sequence Assessment• Identify and analyse the use of generic

conventions and devices in a range of literary texts.

• Apply knowledge of relevant contexts when analysing a range of literary texts.

• Identify examples of language that positions readers and represents ideologies, values, attitudes, beliefs and assumptions.

Analysis of Australian literary canon and poetic devices• Discuss major geographical, historical, cultural

and social influences on Australian literature• Consolidate understandings of literary genres

and movements and consider their influences on Australian literature

• Read relevant Dawe poems• Become familiar with significant literary works

and writer• Read and analyse selected Australian poems

employing relevant reading practices

None: For use in examinations

Week 7: Examinations Preparing for Examination• Revise grade descriptors for Stage 2 Literature.• Familiarise yourself with common questions.• Practice timed writing when analysing unseen

Examination Two:Due: Week 7Weighting: 10%


texts and responding to topics.• Collate quotes from all texts.• Revise your knowledge of significant contexts.• Revise your understanding of critical reading

practices.Week 8 -9Examination return and preparation for Year 12 3AB Literature

Year 11 2AB Literature 2014 Assessment Weightings

Stage 2 Literature Task and Weighting Requirements St Stephen’s School, Carramar 2014 Weighting Out of Due Achieved

Mark

10–

30%

Extended written responseThis could include analytical, discursive and reflective responses in a number of forms, for example, long essays, research assignments, feature articles or a collection of journal entries.

Task Two: Comparative essay on Pride and Prejudice and one appropriation

.

10%

.

30

.

13th March

30–

50%

Short written responseThis could include analytical, discursive and reflective responses in a number of forms, for example, short essays, close readings, short responses to a series of questions or individual journal entries.

Task One – Pride and Prejudice Journal Questions

Task Three: Short response to Michael Gow’s play Away

20%

10%

20

30

13th Feb

12th May

10–

20%

Creative writingThis could include writing in the three genres of poetry, prose and drama, for example, poems, short stories or scripts.

Task Four - Creative writing in response to stimulus (short story study)

Task Five – Creative writing based on postmodern literary theory

10%

10%

.35

35

23rd June

18th Aug


10–

20%

OralThis could include oral work in a number of forms, for example, speeches, tutorials, group discussions, panel discussions or performances such as role-play or reader’s theatre.

Task One a) – Oral poetry task

Task Five – Seminar presentation on Macbeth (via class blog)

10%

10%

.

35

.Term 1

26th May

10–

30%

ExaminationsThis could include extended or short written responses in appropriate forms.

Task Six – Exam 1

Task Seven – Exam 2

.10%

10%

.100

100

.TBA

TBA


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