Year 12 Literature ATAR Units 3 and 4

Irene McCormack Catholic College

Year 12 Literature ATAR Units 3 and 4

Course Outline 2018

• Discuss Scheme of Assessment
• Go through syllabus points and examinable content
• Define key terms and create Literature glossary
• Set homework of context reading from Hamlet text.

• Shakespeare author biography mind-map from text
• Discuss context homework sheet
• Revision of dramatic conventions and language conventions applicable. Create glossary of key terms.
• Creating clear definitions for the terms genre and sub-genre in literature.
• Investigation into the sub-genre of Revenge Tragedy, its history, evolution, conventions and audience expectations.

• the ways in which ideological perspectives are conveyed through texts drawn from other times and cultures, and how these perspectives may be reviewed by a contemporary Australian audience.
• the ways in which the expectations and values of audiences shape readings of texts and perceptions of their significance; and how the social, cultural and historical spaces in which texts are produced and read mediate readings
• 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
• how the production and reception of texts is informed by an understanding of the conventions usually associated with a genre. (Yr 11 units 1-2)

• Close reading of play in class, paying close attention to meaning, characters, context, dramatic conventions

• how text structures, language features and stylistic elements shape meaning and create particular effects and nuances, including through allusions, paradoxes and ambiguities (Yr 11 units 1-2)
• approaches to characterisation, including the use of archetypal figures, authorial intrusion, the dramatisation of a character’s inner life and the use of interior monologue (Yr 11 units 1-2)
• the use of figurative language, including simile, metaphor, symbolism, metonymy and synecdoche to represent concepts; and rhetorical devices to shape texts, including irony, hyperbole and exclamation (Yr 11 units 1-2)
• the power of language to represent ideas, events and people in particular ways, understanding that language is a cultural medium and that its meanings may vary according to context.

• Close reading of play in class, paying close attention to meaning, characters, context, dramatic conventions

• Close reading of play in class, paying close attention to meaning, characters, context, dramatic conventions

• Close reading of play in class, paying close attention to meaning, characters, context, dramatic conventions

• Close reading of play in class, paying close attention to meaning, characters, context, dramatic conventions

• Close reading of play in class, paying close attention to meaning, characters, context, dramatic conventions

• Reflection table on key contextual ideas reflected in Hamlet and how they clash or conform with our own contextual values.

• Practice paragraphing: Literary texts are dynamic because they can be shaped by the cultures in which they are told, heard, and/or seen. Discuss this notion with reference to Hamlet.

• the ways in which ideological perspectives are conveyed through texts drawn from other times and cultures, and how these perspectives may be reviewed by a contemporary Australian audience.
• the ways in which the expectations and values of audiences shape readings of texts and perceptions of their significance; and how the social, cultural and historical spaces in which texts are produced and read mediate readings

• Create glossary of key reading theory terms.
• Hand out reading theory assessment
• Present “Literary Theory in Hamlet” Powerpoint. Students are to fill out the application table while viewing the Powerpoint. Close consideration is given to assuming the roles of different readers when looking at different quotes from the text.
• Hand out Year 12 Reading Practices Questions/ Guide.
• Homework: read “ The Saylor Foundation’s An Introduction to Literary Theory”

• how reading intertextually helps readers to understand and critique representations
• the influence of the reader’s context, cultural assumptions, social position and gender.
• developing independent interpretations of texts 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
• the ways in which the expectations and values of audiences shape readings of texts and perceptions of their significance; and how the social, cultural and historical spaces in which texts are produced and read mediate readings
• exploring a range of critical interpretations produced by adopting a variety of reading strategies. Multiple readings of a text are possible.

• Students to read essay “The Clash of Ideological Systems in Hamlet” and answers comprehension questions. Discussion and debate in class about competing ideologies (familial and individual) in Hamlet and the varying discourses put forth by the characters.
• Complete contextual research into familial, individual, Protestant, Catholic, patriarchal ideology and the belief in Divine providence.

• Create character profiles and complete a paragraph on a particular character and place on the forum.
• Students must then read and comment on each other’s characters.

• 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 representations of culture support or challenge various ideologies. Representations may reinforce habitual ways of thinking about the world or they may challenge popular ways of thinking, and in doing so, reshape values, attitudes and beliefs

• Model Powerpoint of reading theory in Hamlet using an eco-critical lens.
• An existentialist study of Hamlet. History and theory behind the lens and a breakdown of quotes which could support this reading practice

• the ways in which the expectations and values of audiences shape readings of texts and perceptions of their significance; and how the social, cultural and historical spaces in which texts are produced and read mediate readings

• Examination of metatheatre in Hamlet and the adaptation of generic conventions.
• An examination of the key themes and motifs from the text and how the language in the text can be read as communicating the dominant values and attitudes of the play’s context.

• how genre, conventions and language contribute to interpretations of texts. Choice of language is related to ideological and aesthetic considerations
• the ways in which language, structural and stylistic choices communicate values and attitudes and shed new light on familiar ideas

• Comparison of differing visual representations of women.
• Quote breakdown which focuses on how representations in Hamlet are linked with the dominant attitudes and values of the Early Modern period, regarding women, power and religion.
• Representation of class (Various levels of nobility – Hamlet vs. Ophelia – courtiers (Polonius, …, clowns and commoners), representation of gender (focus on Ophelia, Gertrude, Hamlet), representation and significance of religion.
• Students are to define and find examples of dominant and alternate discourse in Hamlet.

• 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
• how representations of culture support or challenge various ideologies. Representations may reinforce habitual ways of thinking about the world or they may challenge popular ways of thinking, and in doing so, reshape values, attitudes and beliefs

• Study of the aesthetic function of Shakespearean Drama
• Work on assessment

• exploring a range of critical interpretations produced by adopting a variety of reading strategies. Multiple readings of a text are possible

• Create plot graph in order to examine how the endings of literary works offer evidence of particular cultural values and attitudes.
• Work on Assessment

• how interpretations of texts vary over time

• Work on Assessment

• the ways in which the expectations and values of audiences shape readings of texts and perceptions of their significance; and how the social, cultural and historical spaces in which texts are produced and read mediate readings

• Work on Assessment

• exploring a range of critical interpretations produced by adopting a variety of reading strategies. Multiple readings of a text are possible

• Videos on the history of the caste system and also its present relevance in India.
• Students make notes on Caste, British Imperialism and religion in India.
• Context Powerpoint on the Ganges River, Religions in India, Mahatma Ghandi, Political System, ‘Great Socialist,’ Social Issue, Lightness and Darkness
• Author Context
• Close reading and annotations of Page 63, 64: Focus on narrator/ author’s attitude to context and the caste system.

• how readers are influenced to respond to their own and others’ cultural experiences
• the ways in which language, structural and stylistic choices communicate values and attitudes and shed new light on familiar ideas
• developing independent interpretations of texts 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

• Discussion of Postmodernism and focus on the postmodern elements of the text
• Genre and purpose: social, ideological, aesthetic
• Discussion of conventions of an Epistolary novel and Picaresque novel
• Completion of worksheets with a focus on writing techniques and how they influence reader’s view of characters, places and events

• the ways in which language, structural and stylistic choices communicate values and attitudes and shed new light on familiar ideas
• 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

• Practice paragraph pertaining to the blending and borrowing of generic and sub generic conventions

• 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
• the ways in which language, structural and stylistic choices communicate values and attitudes and shed new light on familiar ideas
• how genre, conventions and language contribute to interpretations of texts. Choice of language is related to ideological and aesthetic consideration

• Close study of narrative point of view
• Investigation into narrative approach and unreliable narrator
• Practice essay question as homework

• approaches to characterisation, including the use of archetypal figures, authorial intrusion, the dramatisation of a character’s inner life and the use of interior monologue
• different narrative approaches, including multiple narrators, the unreliable narrator, the omniscient narrator and the use of specific characters’ points of view

• Activities from Brian Moon pertaining to style and syntax

• the use of figurative language, including simile, metaphor, symbolism, metonymy and synecdoche to represent concepts; and rhetorical devices to shape texts, including irony, hyperbole and exclamation

• Students to receive glossary of narrative conventions and elements of style: discussion of how readers can make meaning through conventions; Completion of various worksheets and activities on conventions
• Create a bank of words to describe tone, style, syntax etc.

• how readers are influenced to respond to their own and others’ cultural experiences
• the power of language to represent ideas, events and people in particular ways, understanding that language is a cultural medium and that its meanings may vary according to context
• 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

• Hand out and breakdown research questions
• Step by step instructions regarding formatting and use of external referencing

• developing a creative, informed and sustained interpretation supported by close textual analysis
• using appropriate linguistic, stylistic and critical terminology to evaluate and justify interpretations of texts

• Lecture on Post-Colonial theory and the major Post-Colonial academics. An introduction to Post-Colonial discourse

• the ways in which the expectations and values of audiences shape readings of texts and perceptions of their significance; and how the social, cultural and historical spaces in which texts are produced and read mediate readings
• the ways in which representations of the past allow a nation or culture to recognise itself

• Students are to annotate portions of the text using the persona of the Post-Colonial reader, paying particular attention to the text’s representations of Post-Colonial ideology.

• the power of language to represent ideas, events and people in particular ways, understanding that language is a cultural medium and that its meanings may vary according to context

• Write Post-Colonial reading of The White Tiger

• developing independent interpretations of texts 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

• Investigation into Nietzche and the Ubermensch

• how readers are influenced to respond to their own and others’ cultural experiences
• the power of language to represent ideas, events and people in particular ways, understanding that language is a cultural medium and that its meanings may vary according to context
• the ways in which authors represent Australian culture, place and identity both to Australians and the wider world.

• Hand in EWR thesis and plan for Research Assessment

• developing independent interpretations of texts 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
• using appropriate linguistic, stylistic and critical terminology to analyse and evaluate texts
• experimenting with different modes, media and forms

• Students are to annotate passages which offer representation in The White Tiger.

• Students are to then write an alternate passage which offers a different representation of the same characters or settings.

• how representations of culture support or challenge various ideologies. Representations may reinforce habitual ways of thinking about the world or they may challenge popular ways of thinking, and in doing so, reshape values, attitudes and beliefs
• experimenting with different modes, media and forms

• Comparison of the dominant and alternate discourses utilised in the text.
• Introduction to the subaltern discourse.
• Identification of discourse used in the novel with reflection as to which ideologies are subverted or endorsed through the use of discourse.

• 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
• how representations of culture support or challenge various ideologies. Representations may reinforce habitual ways of thinking about the world or they may challenge popular ways of thinking, and in doing so, reshape values, attitudes and beliefs

• Marxist and Psychoanalytic readings of the novel

• developing independent interpretations of texts 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

• Differentiation between Zoomorphism and Anthropomorphism.
• Annotate and close reading of extracts from the novel which use animals as representation of social issues and groups in India.

• the power of language to represent ideas, events and people in particular ways, understanding that language is a cultural medium and that its meanings may vary according to context