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Content |
Outcomes |
Strategies |
Assessment |
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Introductory comments
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Deconstruct Syllabus and
Prescriptions rubrics |
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Reflection
What is 'transformation'
in literature?
Why do composers
'transform' other texts?
Transformation and
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context
-
audience
-
purpose
-
medium: novel or
film
|
12,
13 |
Introduction to
reflection task:
Pre study
Post study of Emma
Post study of
Clueless
Students use issues
raised in BOS documents to develop their own definitions of terms. |
Reflection diary:
checked that it is completed at three stages.
Weight:20% |
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Text 1: Emma
Text and Context
|
1 |
Analysis of events
influencing writing the novel: personal/public
Pair work using
provided materials. |
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Text, context and value
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1, 2 |
Students draw
conclusions. |
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Changes in context lead
to changed values reflected in texts
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2 |
Analysis of impact of
events producing 1946 preface to novel |
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Structural features in
Emma
The creation of Emma's
world:
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the home
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the village
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the outside world
The role of
-
Emma
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Mr Knightley,
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Harriet
Comparing and
contrasting
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Emma to Jane,
Harriet, Mrs Elton
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Mr Knightley to
Frank, Mr Elton, Mr Woodhouse
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3, 4,
7 |
Small group work:
analyse references provided and report back to class. |
Close reading: Chapter
Report to class
Weight: 10%
ea |
|
Language features in
Emma
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Narrative voice
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Description
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Dialogue
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Irony
-
Satire
|
3, 4,
5, 6, 7 |
Language exercises
involving composer’s purpose and effect on responder |
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Analysis of content,
values and attitudes conveyed through a range of readings
|
10,
11 |
Use learning to deduce
values Huxley is concerned with. Impact of 1946 Preface. Own values
compared. Group discussion. |
Imaginative recreation
Weight: 10% |
|
Purpose and audience |
6, 7,
10
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Whole class discussion |
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