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Readers, writers and texts & Intertextuality (A Doll's House)

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Readers, writers and texts & Intertextuality (A Doll's House)

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Readers, writers and texts

How and why do people study language and literature?

Research on Reader Response Theory

Intertextuality: connecting texts

How useful is it to describe a work as “classic”?

Research on Formalism

Research on Post-Structuralism

How do these theories relate to A Doll’s House?

If analyzed from those perspectives, can the AOE questions be answered?

Group work and presentation

ATLs

Focused on effective teamwork and collaboration

Based on inquiry

Based on conceptual understanding

Research skills

Communication skills

Social skills

Thinking skills

HL Essay considerations

Concepts used: Creativity, Culture, Perspective

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How do we approach texts from different times and cultures to our own?

For this question, I ask students to adapt A Doll's House to modern day society because I want to see what connections can they make and how they choose to interpret Nora, what does she do for a living in today's society? That imaginative process allows students to make better connections between 19th C Norway and today.

ATLs

Teaching focused on effective teamwork and collaboration
Communication Skills
Social Skills
Thinking Skills

Concepts: Transformation and Creativity

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Time and Space

How do texts engage with local and global issues?

How can cultural contexts influence how texts are written and received?

Table and Written Discussion on how different global issues are represented in both Hamilton and Mendib’s political cartoons.

What is the shape of America now?

Is the context important for Hamilton’s success?

What values are being promoted on both works?

ATLs

Based on inquiry

Focused on conceptual understanding

Developed in local and global contexts

Thinking skills

Research skills

Communication skills

Concepts used: Culture, Perspective, Representation

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BOW - Khalil Mendib - Political cartoon 

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BOW - Khalil Mendib - Political cartoon 

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Readers, writers and texts & Intertextuality (HAMILTON)

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Readers, writers and texts & Intertextuality (HAMILTON)

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How do style and structure of a text affect its meaning?

How can texts present challenges and offer insights?

Intertextuality: connecting texts

How do texts follow or move away from the conventions associated with different types of text?

Research conventions of musicals

Investigate Motifs, Metaphors and Vernacular in Hamilton

Chord progression

Research – how to analyze music?

How is this story made interesting? Why was Hamilton such a success?

The challenge for students is analyzing different tools they have not seen and realize why could this musical be considered a “masterpiece”

Group work and presentation of extract analysis

ATLs.

Designed to remove barriers to learning

Focused on effective teamwork and collaboration

Based on inquiry

Thinking skills

Communication skills

Social skills

Research skills

Concepts used: Creativity, Communication, Representation

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Time and Space

How important is cultural or historical context to the production and reception of a text.

21st Century musical Hamilton could not have happened and have been so well received if not for today's advent of Pop and Rap on today's society.

ATLs

Teaching focused on effective teamwork and collaboration
Using the known features used by Lin-Manuel Miranda, as a group, create a small scene based on another chapter in American History (I would actually even encourage adapting their knowledge from Persepolis' context and create a "musical" about Iran in the 1970s.
Communication Skills
Social Skills
Thinking Skills (how to create raps?)
Concept: Transformation and Creativity

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Intertextuality – connecting texts

How can comparing and interpreting texts transform readers?

-       What are the similarities between My Brilliant Friend and these Adverts by Van Heusen?

How are domestic life and the role of women depicted in this two works?

Similarities between the adverts and the several relationships seen in the novel can be explored.

·      The worship of the Solara brothers

·      The fear of Don Achille

·      Nino Sarratore as Lenú’s love interest (idealized love)

·      The Cerullo’s family life.

·      Greco’s family life (Elena’s mother is dominant, while in the Cerullo household, the father is the one who has the final word)

PRODUCT: IO connections

What has changed from those times to now?

ATLs

Based on conceptual understanding

Developed in local and global contexts

Based on assessment

Thinking skills

Concepts used: Identity, Culture, Perspective

Paper 1 exploration

Infographic and magazine cover

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Readers, writers and texts (My Brilliant Friend)

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Readers, writers and texts (My Brilliant Friend)

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What are different ways in which people are affected by texts?

-       This novel has a variety of different themes and global issues it addresses from the elusive nature of female friendship, domestic violence, gender equality and a woman’s right to work and educate herself, poverty and social climbing (status), community and the manipulation of men through love and sex.

Upon reading of the novel I would like students to pinpoint which topic/theme impacted them the most – what do they think this novel is really about, at its core?

What might be discovered is that for each student, one theme resonated more than the other, it would be interesting to have a discussion of why it resonated with them and why they think it is the most important theme (possible Socratic Seminar or free discussion and negotiation of meaning)

ATLs

Focused on conceptual understanding

Developed in local and global contexts

Thinking skills

Communication Skills

Social Skills

Concepts used: Perspective

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How does language represent social distinctions and identities?

This novel is amazing to explore the intricacies of speaking in a certain way to convey that you come from a specific social hierarchy or that the way you speak represents where you come from. It is through Elena and Lina's struggles to get out of their Napoli neighborhood that we can link language, its use and how it represents our identity.

ATLs

Teaching based on conceptual understanding
Reading and understanding Marxist theory, we will evaluate this novel as if we were Marxist literary theorists.
Does Elena Ferrante's novel talk about class struggle or does it focus on gender relationships?
Prepare a Socratic Seminar where this novel is discussed through a Marxist lens.
Approaches to Learning:
Research skills
Communication Skills
Social skills
Concepts: Culture and Perspective

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Intertextuality – connecting texts

1.     In what ways is meaning constructed, negotiated, expressed and interpreted?

How do we make sense of Barbara Kruger’s message? Does she use elements that are recognizable and could contain a heavy symbolic weight?

2.     How does the structure or style of a text affect meaning?

What are the advantages of the collage form?

ATLs:

Based on inquiry and conceptual understanding

Focused on effective teamwork and collaboration

On groups, they will be asked to discuss several examples and try to answer the questions using evidence from the artwork and from their own research.

Thinking Skills

Research Skills

Social Skills

Concepts: Identity, Culture Creativity

POSSIBLE PAPER 1 Texts explored:

Speeches and Opinion columns.

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What can diverse texts have in common?

How can different texts offer different perspectives on a topic or theme?

-       Students will prepare for a Paper 2 assessment working with Persepolis and My Brilliant Friend – both works deal with a coming-of-age story told in different times and in a different medium (graphic novel and prose fiction).

-       What do they have in common? Does it talk about trauma? Do they have people they look up to? Is one story harsher than the other? How do they overcome their adversities?

-       Analyze how do they deal with the topic of Growing up during a difficult time (either contextually within the country or in the case of My Brilliant Friend – in a difficult socio-economical position).

ATLs

Focused on conceptual understanding – Topic of Growing Up. Themes.

Informed by Assessment – Paper 2 preparation

Thinking skills (critical thinking)
Concepts explored: Identity, Culture, Perspective

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How do the style and structure of a text affect its meaning?

Explore the nature of the graphic novel, why does Satrapi use the graphic novel to portray her story?

Pastiche activity: Write one section of the book in prose. Create a rationale on what are the effects, and what has changed from one text type to another.

ATLs:

Based on Inquiry – How does the meaning of the text change when we change the tools used?

Thinking Skills – Creative thinking, reflection

Concepts explored: Creativity, Identity, Transformation

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To what extent do texts offer insight into another culture?
By studying this graphic novel, we get an insight into Satrapi’s life and Iran in the 1970s. We have to consider its autobiographical nature, Satrapi is also trying to express her own individual story as well.

ATLs

·       Teaching based on inquiry

·       Focused on effective teamwork and collaboration

·       Research skills – Investigating Satrapi’s life and Iran in the 1970s.

·       Communication Skills – Oral presentation

·       Social skills – Group work

Concepts: Identity and Culture