YEAR 11 Advanced: Tempe High School

Module A: Narratives That Shape Our World

John Dias 11ENA2

Unit Title: The Storm and Calm in Wuthering HeightsHow narrative shapes the way we see the world

Year 11 Module A – Narratives That Shape Our World as Stipulated by NESA

Duration: 9 weeksNarratives are core to human experience. We distil experiences with creative interplay, evoke memory, value imagination or engage in the learning process. We are equipped through our cultural framework to forge debate, structure arguments and engage in the textual worlds presented to us. This unit will allow students the opportunity to learn that point of view and characterisation is essential to narrative and the way this shapes narrators, characters, composers and audiences. Through the study of Emily Bronte’s Wuthering Heights and filmic texts - the Japanese film appropriation Arashi ga oka, and the 2008 television mini-series Wuthering Heights students will be exploring the ways texts facilitate the narrative through cultural values and the contextual frame as the basis of understanding storytelling, plot devices and narrative structures. This forms the appreciation for the cultural role of the story across all cultures and the ways it represents significance to society and self. This module is in preparation for the Year 12 Module A: Textual Conversations.

Tempe High School Year 11 Advanced English 2018 Module A: Narratives That Shape Our World

Focus questions:

1. Why do composers from different cultures and contexts use the structure of the hero’s journey?

2. How do storytellers play an important role in shaping ideas, values and attitudes in a particular time and place?

3. How can a comparative study of texts from different contexts and in different forms deepen our understanding of how narrative shapes meaning?

4. Why are narratives appropriated, reimagined and/or reconceptualised for new audiences?

5. How does the crafting of narratives influence the way that individuals and communities understand and represent themselves?

Outcomes:

EA11-1, EA11-2, EA11-3, EA11-4, EA11-5, EA11-6, EA11-7, EA11-8, EA11-9

Texts:

1. Prose Fiction: Wuthering Heights Emily Bronte 1849

2. Film: Arashi ga oka Yoshishige Yoshida (director) 1988

3. Film: Wuthering Heights (two part television mini-series) Coky Giedroyc (director) 2008

4. Poetry: Often Rebuked, Yet Always Back Returning Emily Bronte1850

5. Poetry: To Imagination Emily Bronte1844

6. Song lyrics/video clip: Wuthering Heights Kate Bush 1978

Tempe High School Year 11 Advanced English 2018 Module A: Narratives That Shape Our World

Context and ValuesNarrative versus Story (Weeks 1-2)

Contemporary context and values Composers Case Study to examine context and values The Chronotope of the Road Reception of women writers in the 1800s Reviews and commentary of Wuthering Heights

1. Power-Point Module A Rubric2. Wuthering Heights Module A Booklet3. Song lyrics/video clip: Wuthering Heights Kate Bush 1978

Novel Readings (Week 3-4)

Characters and Jungian Archetypes Style and context – highlighting textual evidence, annotating

the novel Storm and Calm (Bronte’s personal context) Using analytic sentence construction to form a thesis of the

concept of the Storm and Calm inherent in the novel of Wuthering Heights

Prose Fiction: Wuthering HeightsPoetry of Emily Bronte

Film Narratology – Comparative Work (Week 5-6)

Examining similarities and differences between Bronte’s Wuthering Heights and Arashi ga oka

Textual features of film and prose fiction Film: Wuthering Heights, Coky Giedroyc (director) 2008 Writing a film review of using scaffold

Film: Arashi ga oka Yoshishige Yoshida (director) 1988Film: Wuthering Heights, Coky Giedroyc (director) 2008

Novel ReadingsMultiple Voices and the Unreliable Storyteller (Week 7)

Heteroglossia (multiple voices and speech types) Style and context – highlighting textual evidence, annotating

the novel. Social Status – comparing the social standing of Lockwood

and Nellie as story tellers in Wuthering Heights.Prose Fiction: Wuthering Heights

Gender and Psychological Lens (Week 8)

Reading from Wuthering Heights Style and context – highlighting textual evidence,

annotating the novel Feminist lens - thesis construction

John Berger: Ways of Seeing (1972)https://www.youtube.com/watch?v=TvtfJ00fe1E

Assessment Week (Week 9-10)

Reflection on module using work generated from each text:Wuthering Heights (novel)Film texts – Wuthering Heights (television mini-series) and Arashi ga oka (film)

Preparation towards Comparative Essay Assessment Task Drafting, editing and peer feedback.

Tempe High School Year 11 Advanced English 2018 Module A: Narratives That Shape Our World

Assessment for learning Assessment as learning Assessment of learning

Assessment that occurs usually throughout the unit and can often be referred to as ‘formative’- used to inform and clarify teaching and learning as we move forward.

→ Comprehension of reading material through class discussion and brainstorming

→ Marking extended responses throughout the term

→ Sentence Structure Activities- looking at written expression and shaping of student voice

→ Are students picking up similar patterns of reading as they move to new texts?

Assessment where students monitor and assess their own learning by reflective questioning and strategic implementation of solutions.

→ Peer editing of other students’ responses - creative and critical

→ Working as teams to discuss the effectiveness of a writer and their style

→ Responding in journal - critiquing their own work and learning to evaluate their flaws and strategies to respond

Assessment where teachers use evidence of student learning by matching that learning to standards and outcomes - usually end of the unit and referred to as ‘summative’.

• Character analyses and synthesising statements in Othello

• Student experimentation with narrative point of view in composing texts that feature gossip

• Class blog on the character of Jimmy Flick

FORMAL ASSESSMENT : __%

Students compose a comparative essay response (100 words) based on the two texts of study. They must have at least 6 annotations on their story which explain their choices in particular sections of their narrative. This is a take-home task. Week 9/10

Tempe High School Year 11 Advanced English 2018 Module A: Narratives That Shape Our World

Full Outcomes Teaching and Learning (activities, skills and content) Evidence of learning, how will we know the

students are learning?

9.8 create texts reflecting on their own learning, considering how processes can be adjusted to ensure better learning outcomes

9.9 use constructive, critical feedback from others to improve learning, including their own composing and responding

9.91 assess the strengths

Week 1 and 2 :Narrative versus StoryChronotopic Frame

1. Text : Song lyrics/video clip: Wuthering Heights Kate Bush 1978

Students read the focus questions and the relationship to the rubric of Module A.

Students are asked to compose a 6 sentence paragraph description of setting/tone/POV/character which has been evoked from viewing Kate Bush’s Wuthering Heights video clip. They will use the Gothic Characteristics Guide to look for aspects of the plot which may fit into the genre.

Following this, students read a synopsis of Wuthering Heights and look for plot indicators within the song and appreciate how translations can omit or add plot features.

Students are expected to have read or read most of Wuthering Heights. Students discussed the Gothic Framework encompassing characteristics and watched and read lyrics of a song based on the characters of Wuthering Heights by Kate Bush (1978) and responded to how visual elements in the video clip linked into Gothic elements. They also interpreted the song in terms of characterisation, conflict and setting.

Students look at the diagram of Narrative versus Story to establish how textual form brings into focus the contextual understanding of the composer.

Students will identify the difference between narrative and story.

Students demonstrate how the story of Wuthering Heights is conveyed in the textual form of a video clip and song lyrics .

Discussion and writing allows students to question and examine Gothic characteristics in the imagery of Wuthering Heights popular song lyrics.

Students’ exploration of visual choices used to convey the lyrical

Tempe High School Year 11 Advanced English 2018 Module A: Narratives That Shape Our World

and weaknesses of their own compositional style and amend compositions as a result of the process of feedback and reflection

Students look at the Chronotype of the road.

The students read the academic extract on Chronotopic frame Time-space Compression by Josh Poklad which explores the natural world versus society. They complete Activity 2 in Wuthering Heights Booklet.

Students to highlight any important ideas in the article Time-space Compression by Josh Poklad ideas that resonated with them in one highlighter colour and any words/ideas they did not know in another colour. When the class comes together, each student must provide their summary of the article. The whole class discusses the salient issues in their summarised paragraph.

Students view the Narrative of the Hero’s Journey in the Wuthering Heights Power-Point. Recapping the major points covered in their Year 9 Module. Students list as many of the stages of this structure.

Focus Question 1 & 2

Why do composers from different cultures and contexts use the structure of the hero’s journey?

How do storytellers play an important role in shaping ideas, values and attitudes in a particular time and place?

content of the song.

Students’ use their prior knowledge of the Hero’s Journey and apply this understanding to way we utilise narrative structure.

Tempe High School Year 11 Advanced English 2018 Module A: Narratives That Shape Our World

Illustration: Rovina Cai

2.8 locate suitable information sources, skimming for general meanings and scanning for specific information, note-taking, summarising, paraphrasing and using graphic organisers to collect and collate information

3.1 engage

with

Week 3 and 4 : Storm and Calm (Bronte’s personal context)

Texts Emily Bronte’s Poetry: Often Rebuked, Yet Always Back Returning (1850)To Imagination(1844)

Rubric acknowledgement: teacher worksheet based on the rubric where students are given statements and they must find the exact statement in the rubric which links to that statement. This way, students can actively read for meaning rather than just sight words.

PoetryOften Rebuked, Yet Always Back Returning (1850)

To Imagination(1844)

Prose Fiction

Textual form –Examine five techniques used in Bronte’s poems

Textual form –Identify elements of setting and characterisation comparing Wuthering Heights and Thrushcross Grange in a chosen chapter. Activity 2 in Wuthering Heights Booklet

POVWhose point of view is being evoked?

POVComparing point of view in Chapters one and five and the physical settings of Wuthering Heights and Thrushcross Grange

Through discussion of Emily Brone’s personal context students begin to explore how these factors have shaped the plot of Wuthering Heights.

Students demonstrate the connections between the published narratives to any connection in the composer’s private world by using the biographical information of the composer.

Tempe High School Year 11 Advanced English 2018 Module A: Narratives That Shape Our World

increasingly complex texts to understand and appreciate the power of language in shaping meaning

4.4 use

language features, including punctuation and syntax, for particular effects in new and different contexts

1.9a develop

creative and informed interpretations of texts supported by close textual analysis

Teacher reads from the Wuthering Heights Booklet – Emily Bronte and Context, completing the table.

Teacher reads from the Wuthering Heights Booklet – Introducing the Novel, completing the cloze passage.

Teacher reads from the Wuthering Heights Booklet – The Time and Place, completing the cloze passage.

Teacher reads from the Wuthering Heights Booklet – Reception to Wuthering Heights, completing the activity on the Storm and Calm in the novel, using textual evidence from the novel.

Teacher reads from the Wuthering Heights Booklet – Victorian Novel Or Not?, completing the activity about the feminine voices of Nellie Dean and Catherine representing the Victorian paradigm of women,

Focus Question 2

How do storytellers play an important role in shaping ideas, values and attitudes in a particular time and place?Students develop a thesis based on the focus questions, utilising Wuthering Heights and Emily Bronte’s personal context.QUESTION:Using your understanding of the composer’s personal context, explain how a value or attitude is brought to light in their work?

By completing readings and cloze exercises students piece together the context of time and place, the values which Bronte was informed by in her upbringing and education.

Students draw information about the Victorian context and the role of women.

Students draw from their understanding of Emily Bronte’s personal context to formulate a thesis for the question.

Tempe High School Year 11 Advanced English 2018 Module A: Narratives That Shape Our World

1.1. investigate, appreciate and enjoy a wide range of texts and different ways of responding

4.1 transfer knowledge of language and literary devices to engage with unfamiliar textual forms or texts in unfamiliar contexts

1.6 analyse the ways

Week 5 to 6: Film Narratology – Comparative WorkText Film: Arashi ga oka Yoshishige Yoshida (director) 1988 Film: Wuthering Heights, Coky Giedroyc (director) 2008

Students use the story summary of Wuthering Heights to engage in the filmic versions. Using a scaffolded technique sheet students examine how the narrative has been rendered through visual and filmic language techniques.

a. Characterisation: how was the idea of character being built through body language, dialogue and relationships with others? How are these elements shaped by the cultural context?

b. Narrative Structure: in pairs, plot the structure of the film and how this shapes our expectations of the plot, characterisation and historical context.

c. Teacher takes students through types of point of view, characters, settings, themes, stylistic choices, conflicts and narrative structure from the perspective of Feminist analysis. All other units depend on students knowing these terms so students will need to revisit these time and time again.

d. The following video clip comes complete with a lesson on how to break down the video on John Berger’s exploring the male gaze in art and history from his book Ways of Seeing (1972).

Students demonstrate a consolidation in their understanding of narrative elements and being able to apply them to the filmic appropriations of Wuthering Heights.

.

Confidence identification of narrative elements and deepened by the collaborative activity.

Students demonstrate a

Tempe High School Year 11 Advanced English 2018 Module A: Narratives That Shape Our World

language features, text structures and stylistic choices represent perspective and influence audiences

1.7 explain how various language features for example figurative, grammatical and multimodal elements create particular effects in texts and use these for specific purpose

1.2 compose personal responses to texts and consider the responses of others

https://www.youtube.com/watch?v=TvtfJ00fe1EFocus Questions 4 & 5

Why are narratives appropriated, reimagined and/or reconceptualised for new audiences?

How does the crafting of narratives influence the way that individuals and communities understand and represent themselves?

Students develop a thesis based on the focus questions, utilising Wuthering Heights and one filmic appropriation.QUESTION:How does the appropriation of the original text of Wuthering heights expand with a different cultural context and textual form?

Week 7 : Multiple Voices and the Unreliable Storyteller

Text: academic extract on Heteroglossia by Cumhur Yilmaz Madran

Students read the academic extract on Heteroglossia by Cumhur Yilmaz Madran and find passages of dialogue by various characters as a focus on the language diversity, multiple voices and dialogism as a means of narration. Wuthering Heights is a heteroglot, polyphonic and dialogic novel.

Students compare the language diversity of Joseph, Nellie and Lockwood in chapters one to three, developing knowledge of how their class and education determines their speech and attitudes.

Students focus on Nellie and complete the activity in the Wuthering Heights booklet, after this extract. Students examine Nellie’s as a character participating on the events unfolding and also as the story teller to Lockwood.

Students read the article on Metadiegsis in Wuthering Heights and find textual evidence from the novel to support specific on Catherine’s journal, Lockwood’s diary and Nellie and Lockwood’s narration of events.

greater depth and sophistication of terms and use of synonymous terms in their writing.

Students apply their understanding of the Feminist lens to their analysis of how characterisation, setting and political context provokes major ideas in the narrative plot of the text.

Students demonstrate the use of the appropriate register in writing their film trailer using feminist language and concepts of how the representation of the female and male characters is depicted.

Students demonstrate their understanding of the various voices and language diversity contained within

Tempe High School Year 11 Advanced English 2018 Module A: Narratives That Shape Our World

4.5 examine and evaluate the cohesion of syntax and content in familiar and unfamiliar texts

4.6 investigate text structures and language features related to specific genres for dif

Syntax and Sentence Structure: Introduce students to sentence structure in an explicit fashion. Use this text to teach students simple, compound, complex and compound-complex sentences.Explain the importance of variation in sentence structureAsk students to work in pairs to identify the variation in sentence structure on certain pages. How does sentence structure create powerful images and build characterisation?Journal: After this, they are to write a paragraph on whether the writer has used variation in sentence structure to be effective or whether there are other aspects of the text that make the writing powerful. As they reflect on this in their paragraphs, they must be conscious of varying their sentence structure.

Focus Question 2

How do storytellers play an important role in shaping ideas, values and attitudes in a particular time and place?

Wuthering Heights by finding examples from different characters.

Students demonstrate their understanding of syntax and sentence structure in using the analytic sentence scaffold sheet.

Students select textual evidence to find examples of language diversity in the characters’ speech.

1.3 identify and describe the contexts of composing and responding, for example personal, social,

Week 8 Gender and Psychological Lens

Psychological Lens

Introduction to Carl Jung’s work on the 12 Archetypes. Students watch a presentation of archetypes in Wuthering Heights and they complete an activity on the archetypal characters in Wuthering Heights.https://prezi.com/r7yrttyjnvml/archetype-project/

Students read passage from their Wuthering Heights booklet on Jung’s theories:The ShadowThe Anima and AnimusUsing the Hero’s Journey students apply this information to the characters in Wuthering Heights which may represent certain archetypes in this

Students demonstrate a working knowledge of how the feminist lens can shape our understanding of a text in their journal writing.

Students show an understanding of purpose and audience when they view visual and multi-modal texts appreciating that

Tempe High School Year 11 Advanced English 2018 Module A: Narratives That Shape Our World

historical, cultural and workplace contexts, and consider how these contexts impact on meaning

1.4 recognise the effects of their own contexts on their composing and responding

1.5 analyse how texts are created in and for a variety of contexts, audiences

model.

Students research Jung’s 12 personality archetypes and apply any relevance to characters in Wuthering Heights.

Gender and the Psychological Lens

Students read extracts from their Wuthering Heights booklet on Heathcliff as an anti-hero, the characteristics of the Byronic Hero, Cathy Earnshaw as the anti-hero and Cathy Linton as the hero/child archetype.

Students complete the activity on Heathcliff as a Byronic Hero, the table on analysing Heathcliff and write a paragraph based on these activities and their notes.

Focus Questions 1 & 5Why do composers from different cultures and contexts use the structure of the hero’s journey?

How does the crafting of narratives influence the way that individuals and communities understand and represent themselves?

popular culture demands the audience to understand conventions of the narrative employed.

Tempe High School Year 11 Advanced English 2018 Module A: Narratives That Shape Our World

and purposes

3.8 refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on

Week 9 -10: Students drafting Comparative Essay / Assessment Week

e. Journal: Students may choose a style of one particular writer they saw in this unit and compose a narrative of 900 words.

f. They are to consider characterisation, setting, point of view, imagery, syntax and figurative language they discussed in the unit.

g. Students can create character profiles prior to starting to develop a sense of the character that will be used to explore their point of view about some aspect of their lives.

h. Students must show evidence of drafting in their journals prior to assessment - teacher needs to

Students craft their own narratives demonstrating their intent of style through their language choices and use of imagery:

Journal writing with a 900 word narrative.Students work will show

Tempe High School Year 11 Advanced English 2018 Module A: Narratives That Shape Our World

check this. Student should submit this journal to their class teacher as part of assessment evidence of shaping language to fit the narrative using

Adjustments and/or modifications: The range of texts was condensed to four texts, allowing for more development of

their short stories.

Students used an analytical sentence structure for analysing and responding to Writers

on Writing.

Class time was given to students responding to visual texts in the form of opening

paragraphs of a narrative.

A Creative Writing Power-Point was used to convey techniques, style and an

exploration of the public verses private persona in stories. Some questions were used

for their journal writing.

Joint construction as a class activity

Visuals used to cater to different learning styles

Peer evaluation was used for students to finesse and share ideas.

Tempe High School Year 11 Advanced English 2018 Module A: Narratives That Shape Our World

Reflection and Evaluation: _____________________________________________________________________________________________________________________________

Tempe High School Year 11 Advanced English 2018 Module A: Narratives That Shape Our World