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St Leo’s Catholic College
Year 12 Advanced English
MODULE A: COMPARATIVE STUDY OF TEXTS AND CONTEX
Elective 2: TEXTS IN TIME
 Rubric:
This module requires students to compare texts in order to explore them in relation to their contexts (social, cultural and
historical). It develops students’ understanding of the effects of context and questions of value. This includes a study of
the language of the texts, a consideration of purposes and audiences as well as analysis of the content, values and
attitudes expressed. They also consider the ways in which social, cultural and historical context influences aspects of
texts, or the ways in which changes in context lead to changed values being reflected in texts. They should write a range
of relevant imaginative, interpretive and analytical compositions in a variety of forms and media.
Content Standards (CS)
 Students identify common content and concepts in a pair of texts, and the ideas that each offers
 Students compare the contexts of and values implied in each text, and changing values and perspectives
 Students analyse and evaluate the ways in which the language forms and features of each text conveys the
values and ideas, and how these forms and features impact on meaning
 Prescribed Texts:
Shelley, Mary
Frankenstein
Scott, Ridley
Blade Runner – Director’s cut, Warner, 1992
 Focus Outcomes: 1, 2, 2A, 3, 4, 5, 6, 8, 9, 10, 11
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Catholic Values:
Students consider changing values and perspectives and how advances in technology can cause ethical issues about our
relationship with our natural environment, with each other and with God. Students consider the inter-relationship of issues
of creation and consequence – what happens when man plays God?
Students will know…
 That the contexts, values and perspectives
of the times are reflected in texts

That the language forms and features of
texts play a crucial role in imparting the
values and ideas of a text

That when a pair of texts with similar ideas
but written in different contexts is
compared, our understanding of the ideas
and significance of each text can be
heightened

That texts can challenge and enrich their
own thinking about themselves and their
world
Students will be able to……
 Research and describe the contexts
(personal, cultural, historical and social) in
which a pair of texts was composed
 Identify and discuss the values reflected in
and implied by a pair of texts
 Identify and explain the common concepts
and ideas in a pair of texts
 Identify and analyse the ways language
forms and features (including those of film)
reflect the values of the contexts and
impact on meaning
 Understand and use the metalanguage
 Select and provide textual evidence to
support and explain their arguments and
ideas
 Compose and respond to texts using the
appropriate forms, features and
conventions
 Reflect upon the ways in which texts have
enriched and challenged themselves and
their world
 Reflect upon their own learning processes
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3
Enduring Understandings:
- The contexts in which a text is composed reflects the values and perspectives of the times
- The study of a pair of texts dealing with similar concepts and ideas, but composed in different contexts,
reveals the ways values and perspectives change
- Language forms and features reflect the values and perspectives of the contexts
Essential Questions:
-
How does the comparison of a pair of texts heighten one’s understanding of the meaning and significance
of each text?
what were the contextual influences (personal, social, cultural, historical) on the texts being studied?
In what ways were the ideas and concepts in the two texts valued?
What are the language forms and features used in each text, and how do these impact on meaning?
OBJECTIVES and
Enduring
Understandings
To understand the
focus and
assessment
requirements of the
course of study
Module A:
Comparative Study
of Texts and
Context; Elective 2
Texts in Time
OUTCOMES and
Essential Questions
CONTENT
TEACHING AND LEARNING ACTIVITIES
(including Evidence of Learning)
 Syllabus
 Teacher explanation and class discussion
3. A student develops
requirements
of Syllabus context using syllabus
language relevant to the
statement and deconstructing/ annotating
study of English
requirements
9. A student evaluates the

Structure
of

Class consideration of structure of HSC
effectiveness of a range
HSC
examination Paper 2
of processes and
examination
 Using syllabus statement as a guide,
technologies for various
Paper 2
students develop a range of potential
learning purposes
 Outline of
examination-style questions for Module A
including the
nature of school
eg. Mary Shelley’s Frankenstein and Ridley
investigation and
assessment
Scott’s Blade Runner have become
organization of ideas.
task for this
important references in contemporary
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RESOURCES
 Syllabus
 Study guide booklets
incl.syllabus
statements, possible
questions, detailed
study guide, critical
readings on the texts,
questions
 MyClasses
 ETA teaching notes
2009-2012
“Frankenstein and
Blade Runner” pp3&4
4
Module – Task
2
To understand
issues related to
science and
popular culture
1. Explains and evaluates
the effects of different
contexts of responders
and composers on texts.
Use imagination to
create texts for
different purposes
and from different
perspectives
 Students
develop an
understanding
of issues
related to
science and
popular culture
that have
relevance to the
texts
FRANKENSTEIN
 Mary Shelley
To understand the
significance of the
composer and the
ways in which
context shaped her
1. Explains and evaluates
the effects of different
contexts of responders
and composers on texts.
times. Why might this be so?
 Students refer to HSC Assessment
Handbook 2008-2009 and diarise internal
assessment details
 Students estabish a word bank, beginning
with such words as: doppelganger, sublime,
Gothic, Romantic, charnel houses, etc
 http//www.hsc.csu.ed
u.au/english
 BOS Website – past
papers
 St Leo’s Catholic
College HSC
Assessment
Information
Handbook
 Students pose and/or respond to a range of
scientific/ethical questions and then
consider what the issues are that face
scientists in each era, and what claims are
being made about life and death
 Students compose a letter or journal entry
in which they express their concerns about
a scientific/technological issue, and in
which they predict the potential dangers of
this science/technology
 ETA teaching notes
2009-2012
“Frankenstein and
Blade Runner” pp5-7
 Students develop a profile of Mary Shelley:
- parents and their significance in society
- date of birth and death
- intellectual and social influences
- circumstances surrounding composition of
Frankenstein
 The Gothic and
Science Fiction
Genres
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 Students construct a mind map (using
Inspiration) representing: i) the elements of
the Gothic genre ii) evidence of these in
Frankenstein iii) quotes
 Students construct a mind map (using
 http://www.kimwoodb
ridge.com/maryshel/
maryshel.shtml
 ETA teaching notes
2009-2012
“Frankenstein and
Blade Runner” pg10
 AIS NSW Texts in
5
composition of
Frankenstein
Inspiration) representing: i) the elements of
the Gothic genre ii) evidence of these in
Frankenstein iii) quotes
 Students view a Sci-Fi movie and discuss:
- what human desire does the film tap into?
- what scientific breakthrough is presented?
- what fear does the film tap into?
- how realistic is the film scenario?
- what message re. science is being
conveyed?
- is science a positive/negative force?
- what ethical questions are raised?
A student
8. Articulates and
represents own ideas in
critical, interpretive and
imaginative texts from a
range of perspectives
1. Explains and evaluates
the effects of different
contexts of responders
and composers on texts.
2A. A student recognises
different ways in which
particular texts are
valued
To use imagination
to create texts for
different purposes
and from different
perspectives
 The Romantic
context
 Students research the historical and social
context, as well as scientific advancements
of the time, creating time line of scientific
advancements using website opposite and
on MyClasses
 Students research key characteristics of the
Romantic era – eg. The sublime, the
importance of nature, belief in the value of
genius, return to folk tales of the past,
heightened emotional sensibility
 Students examine excerpts of writing of key
Romantics eg. Byron, Coleridge,
Wordsworth, P.B Shelley to identify and
explore contextual Romantic themes,
especially the importance of nature and the
fascination with science
 Teacher outlines link in websites opposite
to the setting of Frankentein
 Students compose an interview or blog
with Mary Shelley in which they explore the
influences on Frankenstein
A student
8. Articulates and
represents own ideas in
critical, interpretive and
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Time: Notes on
Frankenstein Axel
Kruse University of
Sydney and Karen
Stapleton, AIS pp229
 http://en.wikipedia.or
g/wiki/Gothic_novel
 http://en.wikipedia.or
g/wiki/Science_fiction
_genre
 http://www.mdx.ac.uk
/WWW/STUDY/SHE6
.htm
 AIS NSW Texts in
Time: Notes on
Frankenstein Axel
Kruse University of
Sydney and Karen
Stapleton, AIS pp1529
 http://www.rc.umd.ed
u/reference/misc/sim
plon/index.html
 http://www.chamonix.
com/page.php?page=
112&r=videos&ling=e
n
 http://rpo.library.utoro
nto.ca/poem/1905.ht
ml
 Frankenstein & Blade
Runner: Resources -
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To understand the
ways in which
Frankenstein was
valued in its context
imaginative texts from a
range of perspectives
1. Explains and evaluates
the effects of different
contexts of responders
and composers on texts.
2A. A student recognises
different ways in which
particular texts are
valued
To understand the
structure, elements
and language
features of the
novel
. 10. A student analyses
and synthesises
information and ideas
into sustained and logical
argument for a range of
purposes, audiences and
contexts.
Axel Kruse University
of Sydney and Karen
Stapleton, AIS p9ff
 Contemporary
reception Different values
and
perspectives
 Students read contemporary reviews of
Frankenstein and develop a summary of
positive and negative comments, what the
reviewers valued, what the reviewers’
comments imply about the values of
society, insights these reviews give about
the lack of popularity of Frankenstein; why
the text is still published today
 Students write two reviews of Frnkenstein –
one in Mary Shelley’s time, and one from
the perspective of an HSC student 20092012
 Close study of
the novel
Frankenstein
 Narrative Structure – students represent
narrative structure graphically to show
epistolatory framework, Victor’s break-in
confessional narrative, incorporating
monster’s narrative; consider effect of 1st
person narrative
 Title and Introduction - students read the
Prometheun myth and discuss implications
of this choice of title for the novel ;
teacher draws links to P. B Shelley’s
Prometheus poetry; students consider the
significance of the Milton quote and the
Monster’s reading of Paradise Lost in Ch15
 Plot – students develop a class summary of
the novel using the “Instant Book” method,
then construct a plot outline
 Characterisation - students work in groups
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 http://www.rc.umd.ed
u/reference/chronolo
gies/mschronology/re
views.html
 ETA teaching notes
2009-2012
“Frankenstein and
Blade Runner” pp
12&13
 AIS NSW Texts
inTime: Notes on
Frankenstein Axel
Kruse Uni of Sydney
and Karen Stapleton,
AIS pp45-46
 AIS NSW Texts
inTime: Notes on
Frankenstein Axel
Kruse University of
Sydney and Karen
Stapleton, AIS pp3133
 http://en.wikipedia.or
g/wiki/Prometheus
 http://rpo.library.utoro
nto.ca/poem/1905.ht
ml
 ETA teaching notes
2009-2012
“Frankenstein and
Blade Runner” pg15
 ETA teaching notes
7
to develop character profiles of Walton,
Frankenstein, Clerval, Elizabeth, Victor’s
parents, the Monster, using questions as a
guide; ways language shapes character?
 Setting – students compile a table
identifying the various settings, describing
them and outlining their significance in
relation to character and plot ; ways
language shapes setting
Use imagination to
create texts for
different purposes
and from different
perspectives
4. Explains and analyses
the ways in which
 Techniques of
language forms and
different media
features, and structures of
(novel and film)
texts shape meaning and
influence responses.
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 Literary allusions – students identify key
literary allusions and consider how these
position the responder
 Thematic concerns – students brainstorm
or tabulate key thematic concerns and how
these are given shape in the novel,
especially through language features
 Students develop the outline for a new
version of Frankenstein in which Victor
decides NOT to create the monster…how
would the story be different? What would
the significance of nature be?
 Textual analysis - students closely study
key extracts to highlight the language of the
text and its underlying values, eg. Dialogue,
imagery, literary allusions, symbolism, etc.
Select extracts that parallel with Blade
Runner, eg descriptions of Mont Blanc/the
Tyrell Corporation building, the Monster’s
2009-2012
“Frankenstein and
Blade Runner” pg16
 ETA teaching notes
2009-2012
“Frankenstein and
Blade Runner” pg17
 AIS NSW Texts
inTime: Notes on
Frankenstein Axel
Kruse University of
Sydney and Karen
Stapleton, AIS pp4042
 ETA teaching notes
2009-2012
“Frankenstein and
Blade Runner” pg19
 ETA teaching notes
2009-2012
“Frankenstein and
Blade Runner” pg14
 AIS NSW:
Frankenstein & Blade
Runner: Resources Axel Kruse University
of Sydney and Karen
Stapleton, AIS pp2-5
 Metaphor Issue 2
2008 pp 44 – 47 Worldspace in Mary
Shelley’s
Frankenstein and
Scott Ridley’s Blade
Runner: From
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final moments/Roy’s final moments
Romantic nature to
artificiality by Evan
Wendel, MIT
2. A student explains
relationships among
texts.
10. A student analyses
and synthesises
information and ideas
into sustained and logical
argument for a range of
purposes, audiences and
To appreciate
different values and contexts.
perspectives on
1. Explains and evaluates
issues
the effects of different
contexts of responders
and composers on texts.
BLADE RUNNER
 Ridley Scott
 Historical,
social & political
context of
composition
and the values
of the period
 Contemporary
reception Different values
and
perspectives
 Teacher provides summary/overview of
key contextual issues, including
postmodernism, science and the
development of science fiction in the C20th
To understand the
structure, elements
and film techniques
employed in the
film
 Close study of
film Blade
Runner
(Director’s Cut)
 The detective genre – students consider the  AIS NSW: Blade
traditional structure of the detective genre
Runner: Introductory
and ways in which BR subverts this
Notes -Axel Kruse
University of Sydney
 Film Noir style – students research the
and Karen Stapleton,
elements of film noir, then identify filming
AIS pg10 & pg 11
elements in BR associated with the style
 Students develop a profile of Scott: - intellectual and social influences
- circumstances surrounding composition of
Blade Runner (Director’s Cut)
- the origins of the film (Philip K. Dick’s
1968 novel Do Androids Dream of Electric
Sheep?
 Students use notes provided by teacher
and website to compile notes on the
reception of the film
 Students compose a Feature Article in
which they discuss the ways in which
Ridley Scott’s LA 2019 is nearing fruition
 http://www.wired.com
/entertainment/hollyw
ood/magazine/1510/ff_bladerunner?cu
rrentPage=all
 http://www.filmsite.or
g/blad.html
 AIS NSW: Blade
Runner: Introductory
Notes -Axel Kruse
University of Sydney
and Karen Stapleton,
AIS pp2-5
 ETA teaching notes
2009-2012
“Frankenstein and
Blade Runner” pp2022
 http://www.filmsite.or
g/blad.html
 http://en.wikipedia.or
g/wiki/Blade_Runner
 http://en.wikipedia.or
8
9
 Structure – students discuss 3-tier plot
structure
 Plot – students develop a plot outline using
film viewing guide provided as class notes
 Characterisation – in groups students
develop character profiles of Leon, Zhora,
Pris, Batty, Rachael and Deckard using
notes opposite as a guide; focus on ways
film techniques convey character
 Setting - students compile a table
identifying the various settings, describing
them and outlining their significance in
relation to character and plot ; ways film
techniques shape setting
 Literary allusion - students identify key
literary allusions and consider how these
position the responder
 Thematic concerns - students brainstorm or
tabulate key thematic concerns and how
these are given shape in the novel,
especially through language features
9
g/wiki/Film_noir
 ETA teaching notes
2009-2012
“Frankenstein and
Blade Runner” pp2829
 Film viewing guide
(BTI) –KLA resources
 ETA teaching notes
2009-2012
“Frankenstein and
Blade Runner” pg26
 ETA teaching notes
2009-2012
“Frankenstein and
Blade Runner” pp2728
 ETA teaching notes
2009-2012
“Frankenstein and
Blade Runner” pp3031
 AIS NSW: Blade
Runner: Introductory
Notes -Axel Kruse
University of Sydney
and Karen Stapleton,
AIS pg13
 AIS NSW:
Frankenstein & Blade
Runner: Resources Axel Kruse University
of Sydney and Karen
Stapleton, AIS pp2-5
10
 Textual analysis - students closely study
key extracts to highlight the language of the
text and its underlying values, eg. Camera
shots, angles, mis-en-scene, sound,
lighting, movement, editing,symbolism, etc.
Focus on ways film techniques convey
thematic concerns and contextual issues
4. Explains and analyses
the ways in which
language forms and
features, and structures of
texts shape meaning and
influence responses.
 Contextual backgrounds:
Comparison of the social, cultural, historical
contexts of the period of writing of both texts
and the different concerns and values of the
periods.
COMPARING
4. Explains and analyses FRANKENSTEIN
the ways in which
AND BLADE
RUNNER
language forms and
features, and structures of
texts shape meaning and
influence responses.
 Broad contrast/compare of the 2 texts,
focusing on how the respective language
and film techniques convey the ideas and
values of the texts:
o The worldspaces
o Science/technology
o Value of nature – the natural
world and the unnatural
o Gothic conventions
o Sci-Fi
o The Prometheun myth
o Parental/creator’s responsibility
o In search of humanity
 Students compose their own short narrative
around a scientific/technological issue that
is of concern today, eg. Global warming,
new/unknown virulent viruses, world
becoming a global village
5. Explains and evaluates
the effects of textual
forms, technologies and
their media of production
on meaning.
2. A student explains
relationships among
texts.
Use imagination to
create texts for
different purposes
and from different
perspectives
6. A student engages
with the details of text in
order to respond
critically and personally
8. A student articulates
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 AIS NSW: Blade
Runner: Introductory
Notes -Axel Kruse
University of Sydney
and Karen Stapleton,
AIS pp14-21
 Film viewing guide
(BTI) –KLA resources
 ETA teaching notes
2009-2012
“Frankenstein and
Blade Runner” pp3244
Additional Resources:
 English Association,
Sydney 2008
New Directions – a
collection of papers
presented at the
English Teachers’
Conference held at
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the University of
Sydney on 24th May
2008. See David
Kelly’s paper
“Sympathy for the
Double: Replication
from Frankenstein to
Blade Runner” pg47
 Stanners, Barbara
Advanced Modules
and Electives 3rd
Edition
and represents own ideas
in critical, interpretive
and imaginative texts
from a range of
perspectives
11. Draws upon the
imagination to transform
experience and ideas into
text demonstrating
control of language.
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12
Awareness of the
values in texts from
different historical
periods
Understanding of
language features
of the novel
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Assessment: Viewing and Representing 15%
Outcomes:1, 2A, 3, 5, 9
Evaluation/Additional Comments:
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Teacher Code: ______
Date Begun: ____________ Date Completed: _____
Teacher Signature: ______________________________________
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