Archive | Year 11 Advanced English RSS feed for this section

‘The Interlopers’

31 Oct

I recently read ‘The Interlopers‘, a short story in which two feuding men find themselves trapped beneath a tree on the land the subject of their dispute.

I think this could be an interesting related text for AOS Discovery and would pair particularly well with The Tempest.  Like Prospero, the protagonists are blinded by hatred and anger.  These emotions prevent them from making any meaningful discoveries about themselves and their world.  It is only when circumstances transpire to open their minds that they are able to discover.

Advertisements

Exciting new pairings!

23 Oct

My list of suggested textual pairings now includes over 140 options!

I have tried to incorporate texts that schools may have already, pairing them with new options to renew student and teacher interest.

I have also incorporated some texts that may not be classroom staples but, in my view, should be!

If you have any additional suggestions, or have tried some of these options in your classroom, please let me know!

Reading to Write

4 Sep

I have been spending a lot of time thinking about the new stage 6 English syllabus.  In particular, I have found myself unable to stop thinking about the new Year 11 unit ‘Reading to Write’.   In this unit students are offered opportunities to “undertake the intensive and close reading of quality texts,” using these to “develop the skills and knowledge necessary to appreciate, understand, analyse and evaluate how and why texts convey complex ideas, relationships, endeavours and scenarios” (Stage-6 Advanced English syllabus document).

Below are a selection of texts which I think could offer some interesting opportunities for engagement.  I will add to the list as I come up with more ideas.

‘New Boy’

2 Sep

I have just finished reading Tracy Chevalier’s novel New Boy, it is an appropriation of Othello and part of the Hogarth Shakespeare series that also includes Margaret Atwood’s Hag-Seed.

Like OthelloNew Boy explores jealousy, manipulation and choices that cannot be unmade.  Interestingly, New Boy sets the action in a school playground, perhaps alluding to the notion that the manipulation engineered by Ian (the Iago character) is just another childish game.  This setting also allows the easy manipulation of Oesi (the Othello character) to seem more plausible; it makes more sense to me that a child, rather than an adult soldier, may not have the resilience or savvy to withstand the tactics of a manipulator.

Another interesting choice made by the author is the title.  Unlike Shakespeare who named his text directly after his protagonist, Chevalier has chosen to title hers New Boy,  I think this raises some interesting questions:  Does using the protagonist’s name honour  the protagonist or publicly call out his conduct? Is referencing a status rather than a name a statement of universal applicability or does it buy in to the very prejudice that is described in the text?  Do these choices honour victims or name perpetrators?  Why does the manipulator not have his name or his title plastered across the front of the cover?

I think New Boy could be a really interesting text to teach alongside Othello in Year 11 Advanced, perhaps functioning as a precursor to an HSC study of The Tempest and Hag-Seed.

 

‘Viceroy’s House’

11 Jun

I recently watched Viceroy’s House, a film about the transition of British India to independence.  The film was beautifully made, utilising the difficulties of a love between a Hindu (Jeet Kumar) and Muslim (Aalia Noor) to represent the divisions in a nation that will need to be partitioned in order to realise dreams of independence.

I think the film could be an interesting partner for a study of Shakespeare’s Romeo & Juliet.  This pairing would be a particularly useful way of exploring how the relationship between protagonists illuminates broader social tensions.

It would also be a good related text for Year 11 AOS Journeys or Change.  In both instances, students would be able to analyse the experiences of characters and then connect this to journeys or change on a national scale.

‘The African Doctor’

25 Mar

I recently watched The African Doctor.  This film explores the experiences of a recently arrived family of Congolese descent as they seek to find their place in a rural village in France.

Although overly simplistic at times, the text engages with ideas of tolerance, acceptance, identity and communal action.  For these reasons, I think the text has the potential to engage students.

That said, I think I would be reluctant to study this text in isolation.  I think it would work best either as part of a comparative unit, or as a related text for AOS Journey or Discovery.

Pairs of text everywhere!

5 Mar

Recent updates mean that my list of paired texts now has over 100 options!

New additions include:

  • After the Storm (film)
  • A Monster Calls (novel)
  • A United Kingdom (film)
  • Boy (film)
  • Face (novel)
  • Lion (film)
  • Queen of Katwe (film)
  • Tanna (film)
  • The Boy Who Harnessed the Wind (film)
  • The Intouchables (film).

More Updates!

26 Jan

I am continuing updating some of the lists that I have posted previously.

I am pleased to report that I have now updated the Distinctive Voices related text list.  There are now over 30 examples of Distinctive Voices related texts.

I have also updated my Pairs of Texts post.  It now contains over 90 suggested text pairings for a range of different high school grades and contexts.

I would love to hear in the comments sections if any of these texts have worked for you or your students.  I would also love to hear if you have any additional suggestions for me to add to the lists.

Picturing comparisons

7 Dec

Students often find it difficult to make meaningful connections between texts.  Indeed, this is the case for my senior classes.  To assist them I want to print a series of stills from the film they have been studying.  Then, I want students to trawl through their notes and find quotes from their novel which could provide interesting points of comparison.  Students can link through shared ideas, catalysts, consequences, similarities in terms of characters and the like.

 

Show rather than tell

26 Aug

We constantly tell our students that, when writing, they must show rather than tell.  I have finally found the perfect video to explain what that looks like!

I want to show this clip to my students, offering them opportunities to find examples of ‘showing’ in a range of short story extracts.  I then want to provide them with examples of ‘telling’ (ideally from earlier drafts of their own writing) and have them transform the ‘telling’ into ‘showing’.