11LIA
Year 11 English Literature
Handbook 2012
Year 11 Literature RATIONALE
The study of literature focuses on the enjoyment and appreciation of reading that arises from discussion, debate
and the challenge of exploring the meanings of literary texts. Students reflect on their interpretations and those
of others.
The study is based on the premise that meaning is derived from the relationship between the text, the context in
which it was produced and the experience of life and literature the reader brings to the texts. Accordingly, the
study encompasses texts that vary in form and range from past to contemporary social and cultural contexts.
Students learn to understand that texts are constructions, to consider the complexity of language and to
recognise the influence of contexts and form. The study of literature encourages independent and critical
thinking in students’ analytical and creative responses to texts, which will assist students in the workforce and in
future academic study.
Aims
This study is designed to enable students to:
• develop an enjoyment of literature through reading widely, imaginatively, critically and independently;
• gain an understanding of the variety of human experience;
• develop a critical awareness of cultures past and present, as they are represented in literature;
• read closely and engage in detailed critical analysis of the key literary features;
• develop interpretive skills by hypothesising about and drawing inferences from texts;
• extend their understanding of the different ways literary texts are constructed;
• reflect on their interpretations and evaluate others’ interpretations;
• develop the capacity to write confident analytical and creative responses to texts.
Unit 1
This unit focuses on the ways literary texts
represent human experience and the reading
practices students develop to deepen their
understanding of a text. Students respond to a
range of texts personally, critically and
creatively. This variety of approaches to reading
invites questions about the ideas and concerns of
the text. While the emphasis is on students’ close
engagement with language to explore texts,
students also inform their understanding with
knowledge of the conventions associated with
different forms of text, for example poetry, prose,
drama and/or non-print texts.
Outcome 1
On completion of this unit the student should be able to
discuss how personal responses to literature are developed
and justify their own responses to one or more texts.
Unit 2
The focus of this unit is on students’ critical and
creative responses to texts. Students deepen their
understanding of their responses to aspects of
texts such as the style of narrative, the characters,
the language and structure of the text. Students
extend their exploration of the ideas and concerns
of the text. They understand the ways their own
culture and the cultures represented in the text
can influence their interpretations and shape
different meanings. Students make comparisons
between texts and identify some of the
relationships that exist through features such as
the language, characterisation and ideas.
Outcome 1
On completion of this unit the student should be able to
analyse and respond both critically and creatively to the
ways a text from a past era reflects or comments on the
ideas and concerns of individuals and groups at that time.
Outcome 2
On completion of this unit the student should be able to
analyse and respond both critically and creatively to the
ways in which one or more texts reflect or comment on the
interests and ideas of individuals and particular groups in
society.
Outcome 3
On completion of this unit the student should be able to
analyse the construction of a film, television, multimedia,
or radio text and comment on the ways it represents an
interpretation of ideas and experiences.
Outcome 2
On completion of this unit the student should be able to
produce a comparative piece of interpretative writing with a
particular focus; for example, ideas and concerns, form of
the text, author, time in history, social or cultural context.
WHAT YOU WILL NEED
My email: billto-donnellan.latoya.r@edumail.vic.gov.au
My MSN: latoya_donnellan@hotmail.com
My Office: English office (in-between the photocopy room and the reading centre)
Our Class Wiki: http://11lia2012.wikispaces.com
The Year 11 Literature Wiki
An online space where you can store all documents, upload files and videos, have discussions
and get resources and web links for further information.
1. Go to wikispaces.com or click on the wikispaces pot plant icon top right hand side
2. Click on create an account (using any email address, username and password)
3. Create Username. Please create a username as follows:
firstname_surname11homegroup e.g: joe_smith11G
4. Go to your email account and open the confirmation email sent to you
5. Wait for confirmation from administrator (your teacher) that you are approved as a member
6. Search for or go straight to the year 11 English wiki http://11lia2012.wikispaces.com
7. Click on join this wiki. (found on the top left of the home page)
THE LITERATURE TEXT ‘MUST HAVES’
 NOVEL
The Great Gatsby
 PLAY
Macbeth –William Shakespeare
 FILM
Persepolis – (highly recommended that you own a copy of the DVD)
 TEXTBOOK Insight Literature for senior students 2nd ed. –Beardwood et.al
 DICTIONARY (a good one) an essential item for EVERY class
 OTHER poetry/memoir/bio or short stories TBC (photocopies to be provided)
Stationary
 Pens, pencils, highlighters etc. stock up your pencil case
 Exercise book or folder with loose leaf paper (hard cover to last all year)
 Display folder or ring binder with plastic pockets for handouts
 Clear contact –to protect your books, you will need them all year
Holiday Homework. Hand write or type up. Due first class back Fri 3/2/2012
Read The Great Gatsby and Macbeth and complete the following activities
THE GREAT GATSBY-F. Scott Fitzgerald
1. Make a brief summary of EACH chapter in dot points (no more than 50-100 words)
2. Predict what you think will happen next and why?
3. Create a character profile for all of the following characters
•
Nick Carraway
•
Jay Gatsby
•
Daisy Fay
•
Tom Buchanan
•
Jordan Baker
•
Myrtle Wilson
•
George Wilson
Including:
 What the characters say (2 key quotes)
 What others say about them (2 key quotes)
 Background information e.g occupation, family, education, hometown etc.
 Relationships with other characters
4. Post reading questions (In no more than 50 words)
a) What other endings are possible?
b) If the gender of the narrator was reversed, how would this change your
reading?
c) Write a short response to the author commenting on what you did or did not
like about the text and why?
MACBETH-William Shakespeare
1. Read Macbeth. If you get stuck, use the Motion Comic or try
http://nfs.sparknotes.com/macbeth (modern English translation of the entire play)
2. If you can, watch a film version of Macbeth. See your resources disc or list on wiki
3. Do worksheets attached (fill out all space provided/lines provided)
 Scene Summary -in dot points or short sentences (on sheet provided)
 What happened after? Write a brief summary of the most critical events
 Who says what? Re-read the scene mentioned and record what happened next
 Why say that? Find the piece in the play and write your answer
 Motives Under each quote, briefly explain why the character said what they did
4. Collect 5 quotes to describe each of the following characters
 Macbeth
 The three witches
 Banquo
 Lady Macbeth
 King Duncan
 Macduff
ORIENTATION WEEK
Lesson 1: Mon 5/12 Period 4, B9
The course Prezi
Handbook+Holiday homework
Wiki introduction and treasure hunt (may continue into later lessons)
Getting to know you sheet
Favourite book person hunt
Reading and writing inventory
Homework, due Fri: read F.Scott Fitzgerald Biography and create a timeline of his life
Lesson 2-3: Thu 8/12 Period 1&2, C2
MACBETH
Role play 5min prep, 10min present (2min per group)
Select a card and use it to explore some of the characters, themes and ideas of the play in a
present day setting.
Parallel text 10min
Read through the Parallel text sheet and answer the following questions:
1. What are the characters’ motives for behaving as they do?
2. What do you learn from the way the characters behave towards each other?
3. What advice would you give the characters about how they should have acted?
4. Based on what you learnt from the story so far, predict the next episode/s of the story
The World according to the Elizabethans and Jacobeans/Witches
Read the following witches passages- using the motion comic and try to work out what you
think may happen in the other parts of the play, based upon these scenes
Act 1, Scenes 1 and 3___________________________________________________
Act 3, Scene 5_________________________________________________________
Act 4, Scene 1_________________________________________________________
Discuss what these witches have in common with the ideas about witches that you find in the
pre-reading.
Shakespeare life and times PowerPoint
Macbeth theatre clip + questions/PowerPoint
Quotation quest 10min
Read the Quotes Quest page and match each quote to the descriptions on the clues page.
Look at the quotations carefully; use clues about the speakers and their situations. Crack the
A-Z code by matching the quote letter to the clue number.
Try to put the quotations in the order they occur and construct the story to which they belong.
Lesson 3-4: Fri 9/12 Period 5&6, C1
THE GREAT GATSBY
 Overview of the 1920’s sheet. Read, answer questions on the sheet
 The Great Gatsby background notes-reciprocal teaching steps. Answer on the sheet
1) Based on the title, what do you expect this text to be about?
2) Based on the texts genre, author, cover and blurb, what are your expectations of the text?
3) After reading the first chapter, what impressions do you form about the main character, setting,
and themes of the text?
4) What do you think will happen next? ________________________________________________
5) How do you think this text will end? _________________________________________________
6) Foreshadowing is where future events in a story, possibly even the ending, are hinted at.
What aspects of the text are *foreshadowed?
Read chapter 1 and 2 with audio book (begin holiday homework-summary & prediction, sticky notes)
CHAPTER 1:50-100 word summary
CHAPTER 2:50-100 word summary
Predict what you think will happen next and why?
7) What are your first impressions of the Nick the narrator, Daisy, Tom and Gatsby?
Nick
Daisy
Tom
Gatsby
The SAC’s
Semester 1, term 1-2 The Great Gatsby, Macbeth
Outcome 1: SAC Close analysis
On completion of this unit the student should be able to discuss how personal responses to
literature are developed and justify their own responses to one or more texts.
Outcome 2: SAC Part 1-Essay on the ideas explored in a text
Outcome 2: SAC Part 2-Imaginative response
On completion of this unit the student should be able to analyse and respond both critically
and creatively to the ways in which one or more texts reflect or comment on the interests and
ideas of individuals and particular groups in society.
Outcome 3: SAC Analysis of how a text is adapted for performance
On completion of this unit the student should be able to analyse the construction of a film,
television, multimedia, or radio text and comment on the ways it represents an interpretation
of ideas and experiences.
Semester 2, term 3-4 Persepolis, other TBC
Outcome 1: Part 1- Essay on the ideas explored in a text (Views, values, context essay)
Outcome 1: Part 2-Imaginative response
On completion of this unit the student should be able to analyse and respond both critically
and creatively to the ways a text from a past era reflects or comments on the ideas and
concerns of individuals and groups at that time.
Outcome 2: SAC Comparative essay
Comparison of Persepolis to Waltz With Bashir
On completion of this unit the student should be able to produce a comparative piece of
interpretative writing with a particular focus; for example, ideas and concerns, form of the
text, author, time in history, social or cultural context.
Exam-close analysis
Gatsby, Macbeth