Unit #1: Intertextuality
Guiding Conceptual Questions:
1. How do texts adhere to and deviate from conventions associated with literary forms or text types?
2. How do conventions and systems of reference evolve over time?
3. In what ways can diverse texts share points of similarity?
4. How valid is the notion of a classic text?
5. How can texts offer multiple perspectives of a single issue, topic or theme?
6. In what ways can comparison and interpretation be transformative?
2. How do conventions and systems of reference evolve over time?
3. In what ways can diverse texts share points of similarity?
4. How valid is the notion of a classic text?
5. How can texts offer multiple perspectives of a single issue, topic or theme?
6. In what ways can comparison and interpretation be transformative?
Starter Week: Understanding Intertextuality
Day 1: Activity #1 Discussion Forum
Day #1 About This Course PPT | |
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MICROSOFT TEAMS DISCUSSION PROMPT:
What does the term "intertextuality" mean? Feel free to use the website [http://thorneslit.weebly.com/] to learn more, but please respond in your own words.
What does the term "intertextuality" mean? Feel free to use the website [http://thorneslit.weebly.com/] to learn more, but please respond in your own words.
Day 2: Activity #2 Intertextuality in Popular Culture
Explore the relationship between the texts (in the handout) and other texts you are familiar with. Then, respond to the following questions:
- How does meaning in the texts derive from and depend on your prior knowledge of other texts?
- Is it possible to create something that is genuinely original?
- If understanding texts is dependent on prior knowledge of other texts, what does this suggest about the claim made by some that we can ‘Google everything’ we do not know?
intertextuality-in-high-and-popular-culture.pdf | |
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Intertextuality Practice | |
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Day 3: Activity #3 Intertextuality in Language and Literature
While this activity is similar to activity #2, this will challenge you to explore intertextuality with literary and non-literary texts. It is the IB's hope that you "experience some defamiliarization, and that this may challenge [your] ethnocentrically (a tendency to view unknown groups or cultures from the perspective of one's own) held perspectives]."
intertextuality-in-lit-and-lang-and-everyday-social-situations.pdf | |
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Day 4: Intertextuality & Education
Read the following quotation below. It is attributed to Steve Wheeler, a professor of education at the University of Plymouth in England.
"Occasionally I hear someone saying ‘I’m glad I took Latin at school’, and then arguing that it helped them to discover the name of a fish they caught whilst out angling on holiday. Well, knowing that thalassoma bifasciatum is a blue-headed wrasse may be wonderful for one’s self-esteem. It may impress your friends during a pub quiz, but it won’t get you a job… and was it really worth all those hours learning how to conjugate amo, amas, amat simply to be able to one day identify a strange fish, when all you need to do in the digital age is Google it?
The question is, how much do children need to learn in school that is knowledge based? Do children really need to know what a phrasal verb is, or that William Shakespeare died in 1616 when what they really need be able to do is write a coherent and convincing job application or construct a relevant CV? We call this type of learning declarative knowledge, because it is ‘knowing that’ – in other words, the learning of facts… Knowing how – or procedural knowledge – will be a greater asset for most young people."
After an initial reading, please share your initial thoughts; to what extent do you agree with Wheeler?
Now, read the following prompt below.
Professor Wheeler’s sentiment enjoys great currency in contemporary debates about education. However, we have seen in the examples we have studied that in order to understand one text we often need to have knowledge of other texts. It is in this sense, at least, that understanding texts is said to be ‘intertextual’. Where we lack this prior knowledge, it can be argued that our understanding of a text will be, at best, partial. Following from this, when we do not recognise intertextuality at work we cannot readily Google that which we do not know we do not know. With this in mind, to what extent do you agree with Professor Wheeler? Write a response to Wheeler for inclusion in your learner portfolio.
"Occasionally I hear someone saying ‘I’m glad I took Latin at school’, and then arguing that it helped them to discover the name of a fish they caught whilst out angling on holiday. Well, knowing that thalassoma bifasciatum is a blue-headed wrasse may be wonderful for one’s self-esteem. It may impress your friends during a pub quiz, but it won’t get you a job… and was it really worth all those hours learning how to conjugate amo, amas, amat simply to be able to one day identify a strange fish, when all you need to do in the digital age is Google it?
The question is, how much do children need to learn in school that is knowledge based? Do children really need to know what a phrasal verb is, or that William Shakespeare died in 1616 when what they really need be able to do is write a coherent and convincing job application or construct a relevant CV? We call this type of learning declarative knowledge, because it is ‘knowing that’ – in other words, the learning of facts… Knowing how – or procedural knowledge – will be a greater asset for most young people."
After an initial reading, please share your initial thoughts; to what extent do you agree with Wheeler?
Now, read the following prompt below.
Professor Wheeler’s sentiment enjoys great currency in contemporary debates about education. However, we have seen in the examples we have studied that in order to understand one text we often need to have knowledge of other texts. It is in this sense, at least, that understanding texts is said to be ‘intertextual’. Where we lack this prior knowledge, it can be argued that our understanding of a text will be, at best, partial. Following from this, when we do not recognise intertextuality at work we cannot readily Google that which we do not know we do not know. With this in mind, to what extent do you agree with Professor Wheeler? Write a response to Wheeler for inclusion in your learner portfolio.
Day 5: Intertextuality & Cover Songs [CONCEPTUAL UNDERSTANDING= TRANSFORMATIVE]
Questions to ponder:
1. Do you prefer the original or the cover? Why?
2. Can Whitney Adams' version be said to be original in its own right? Why or why not?
3. What changes make for the most interesting elements in the cover version?
4. In what ways can comparison and interpretation be transformative?
1. Do you prefer the original or the cover? Why?
2. Can Whitney Adams' version be said to be original in its own right? Why or why not?
3. What changes make for the most interesting elements in the cover version?
4. In what ways can comparison and interpretation be transformative?
Questions to ponder:
1. Do you prefer the original or the cover? Why?
2. Can Whitney Houston's version be said to be original in its own right? Why or why not?
3. What changes make for the most interesting elements in the cover version?
4. In what ways can comparison and interpretation be transformative?
1. Do you prefer the original or the cover? Why?
2. Can Whitney Houston's version be said to be original in its own right? Why or why not?
3. What changes make for the most interesting elements in the cover version?
4. In what ways can comparison and interpretation be transformative?
READ THIS BEFORE DISCUSSION: 'Respect' Wasn't A Feminist Anthem Until Aretha Franklin Made It One
Questions to ponder:
1. Do you prefer the original or the cover? Why?
2. Can Whitney Franklin's version be said to be original in its own right? Why or why not?
3. What changes make for the most interesting elements in the cover version?
4. In what ways can comparison and interpretation be transformative?
1. Do you prefer the original or the cover? Why?
2. Can Whitney Franklin's version be said to be original in its own right? Why or why not?
3. What changes make for the most interesting elements in the cover version?
4. In what ways can comparison and interpretation be transformative?
Week 1:
DAY #1: INTRODUCTION TO UNIT & TEXT
Macbeth Intro PPT | |
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DAY #2: ANNOTATION STRATEGIES
How to Annotate | |
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ACT 1, SCENE 1 annotations | |
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ACT 1, SCENE 2 annotations | |
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DAY #3: ACT 1
ACT 1, SCENE 3 annotations | |
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ACT 1, SCENE 4 annotations | |
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ACT 1, SCENE 5 annotations | |
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Week 2:
DAY #4:
ACT 1, SCENE 6 annotations | |
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ACT 1, SCENE 7 annotations | |
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DAY #5: ACT ONE RECAP & ANALYSIS DAY
Act 1 PPT | |
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1.Why do you think Shakespeare used a scene with three witches to begin this play? Think about how this beginning might prepare the audience for what is to come. Use textual evidence to support your answer.
2.Contrast the way Banquo and Macbeth react to the witches. Provide textual evidence to support your answer.
3.Describe what kind of man King Duncan is. Do you think he is a good leader? Explain and provide textual evidence to support your answer.
4.In your opinion, what is Lady Macbeth’s attitude toward her husband? Provide textual evidence to support your answer.
5.Reread King Duncan’s speech in Act I, Scene iv, lines 13-24, and discuss why you think Shakespeare had Duncan say this just before Macbeth enters. Do you agree with King Duncan that you cannot tell what people are really like just by looking at them. Provide textual evidence to support your answer.
6.List the steps of Lady’s Macbeth’s plan to kill Duncan and blame it on someone else. Next to each step, write possible things that could go wrong. How does Shakespeare foreshadow these possibilities? Provide textual evidence to support your answer.
7.What does Macbeth credit with giving him the courage to do the deed? Provide textual evidence to support your answer.
2.Contrast the way Banquo and Macbeth react to the witches. Provide textual evidence to support your answer.
3.Describe what kind of man King Duncan is. Do you think he is a good leader? Explain and provide textual evidence to support your answer.
4.In your opinion, what is Lady Macbeth’s attitude toward her husband? Provide textual evidence to support your answer.
5.Reread King Duncan’s speech in Act I, Scene iv, lines 13-24, and discuss why you think Shakespeare had Duncan say this just before Macbeth enters. Do you agree with King Duncan that you cannot tell what people are really like just by looking at them. Provide textual evidence to support your answer.
6.List the steps of Lady’s Macbeth’s plan to kill Duncan and blame it on someone else. Next to each step, write possible things that could go wrong. How does Shakespeare foreshadow these possibilities? Provide textual evidence to support your answer.
7.What does Macbeth credit with giving him the courage to do the deed? Provide textual evidence to support your answer.
8.Images of blood and darkness run through the entire play of Macbeth. Find as many examples of this imagery as possible in Act I.
9.A simile makes a comparison of two unlike things using like or as. Find one or two similes in Act I and explain how each helps to convey the feeling of the play.
10.Shakespeare allows his characters to reveal their innermost thoughts and feelings to the audience through speeches called soliloquies. What ides about murdering Duncan does Macbeth express in his soliloquy in Scene VII?
11.A euphemism is a phrase that softens reality; for example, people often use the phrase “passed away” instead of “died.” Note all the euphemisms Macbeth uses in his soliloquy in Scene VII in place of the words “killing Duncan.” Substitute “killing Duncan” to see what difference it makes, if any.
9.A simile makes a comparison of two unlike things using like or as. Find one or two similes in Act I and explain how each helps to convey the feeling of the play.
10.Shakespeare allows his characters to reveal their innermost thoughts and feelings to the audience through speeches called soliloquies. What ides about murdering Duncan does Macbeth express in his soliloquy in Scene VII?
11.A euphemism is a phrase that softens reality; for example, people often use the phrase “passed away” instead of “died.” Note all the euphemisms Macbeth uses in his soliloquy in Scene VII in place of the words “killing Duncan.” Substitute “killing Duncan” to see what difference it makes, if any.
DAY #6: ACT TWO
ACT 2, SCENE 1 annotations | |
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ACT 2, SCENE 2 annotations | |
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Week 3:
DAY #7:
ACT 2, SCENE 3 annotations | |
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ACT 2, SCENE 4 annotations | |
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DAY #8: ACT TWO RECAP & ANALYSIS DAY
ACT II PPT | |
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1.What is the significance of the dagger in scene one?
2.Why does Lady Macbeth faint?
3.Why does Shakespeare begin scene one with Banquo and Fleance? Decide what purpose this scene serves dramatically.
4.Lady Macbeth says, “The attempt and not the deed” itself will ruin her and Macbeth. What do you think would happen if the attempt to kill Duncan or the cover-up failed?
5.What goes wrong with Lady Macbeth’s plan, and how does she fix the situation? What does this tell us about her character? What does this tell us about Macbeth’s character?
6.The killing of Duncan does not occur onstage. Why do you think Shakespeare chooses not to show his death?
7.Do you think Macbeth would have gone ahead with the murder of Duncan if his wife had not encouraged him to do so? Explain your answer.
8.Do you think Macduff believe that Malcolm and Donalbain were responsible for the death of their father? Discuss using the text to justify your answer.
2.Why does Lady Macbeth faint?
3.Why does Shakespeare begin scene one with Banquo and Fleance? Decide what purpose this scene serves dramatically.
4.Lady Macbeth says, “The attempt and not the deed” itself will ruin her and Macbeth. What do you think would happen if the attempt to kill Duncan or the cover-up failed?
5.What goes wrong with Lady Macbeth’s plan, and how does she fix the situation? What does this tell us about her character? What does this tell us about Macbeth’s character?
6.The killing of Duncan does not occur onstage. Why do you think Shakespeare chooses not to show his death?
7.Do you think Macbeth would have gone ahead with the murder of Duncan if his wife had not encouraged him to do so? Explain your answer.
8.Do you think Macduff believe that Malcolm and Donalbain were responsible for the death of their father? Discuss using the text to justify your answer.
DAY #9:
ACT 3, SCENE 1 annotations | |
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ACT 3, SCENE 2 annotations | |
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ACT 3, SCENE 3 annotations | |
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Week 4:
DAY #10:
ACT 3, SCENE 4 annotations | |
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ACT 3, SCENE 5 annotations | |
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1. Examine what Macbeth says about Banquo in his soliloquy. What emotions does he feel? Provide textual evidence.
2. How does Macbeth convince himself of the need to hate and kill Banquo? Provide textual evidence.
3. What methods of persuasion does Macbeth use with the murderers? Provide textual evidence.
4. Lady Macbeth once again demonstrates in this scene that the murder of Duncan bothers her more than she lets on to her husband. How would you describe the type of lie she constructs? Provide textual evidence.
5. Give an example with evidence for how she feels about the murder of Duncan. Is she paying the price within the prison of her own mind? Provide textual evidence.
6. How does she instruct/persuade him in regards to how he should think and act? Is she being hypocritical? Is she lying? Provide textual evidence.
7. From what is Macbeth suffering? Give a quote that proves this. How does this fit with what he had said after the murder of Duncan? Provide textual evidence.
8. What modes of persuasion does Macbeth use with the murderers and how are these similar to the ones Lady Macbeth used on Macbeth earlier in the play? Provide textual evidence.
9. Is Macbeth’s sighting of Banquo’s ghost the product of his imagination or is it real and how would each scenario alter the effect of having Macbeth see the ghost? Provide textual evidence.
10. What is the status of Scotland and what in the text gives you that understanding? Provide textual evidence.
2. How does Macbeth convince himself of the need to hate and kill Banquo? Provide textual evidence.
3. What methods of persuasion does Macbeth use with the murderers? Provide textual evidence.
4. Lady Macbeth once again demonstrates in this scene that the murder of Duncan bothers her more than she lets on to her husband. How would you describe the type of lie she constructs? Provide textual evidence.
5. Give an example with evidence for how she feels about the murder of Duncan. Is she paying the price within the prison of her own mind? Provide textual evidence.
6. How does she instruct/persuade him in regards to how he should think and act? Is she being hypocritical? Is she lying? Provide textual evidence.
7. From what is Macbeth suffering? Give a quote that proves this. How does this fit with what he had said after the murder of Duncan? Provide textual evidence.
8. What modes of persuasion does Macbeth use with the murderers and how are these similar to the ones Lady Macbeth used on Macbeth earlier in the play? Provide textual evidence.
9. Is Macbeth’s sighting of Banquo’s ghost the product of his imagination or is it real and how would each scenario alter the effect of having Macbeth see the ghost? Provide textual evidence.
10. What is the status of Scotland and what in the text gives you that understanding? Provide textual evidence.
DAY #11: MRJ WORK DAY
The Yellow Wallpaper MRJ | |
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DAY #12:
MONOLOGUE/SOLILOQUY MEMORIZATION PROJECT | |
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Week 5:
DAY #13: SOCRATIC SEMINAR
- Examine what Macbeth says about Banquo in his soliloquy. What emotions does he feel? Give evidence of these.
- How does Macbeth convince himself of the need to hate and kill Banquo?
I didn't kill myself either.
- What methods of persuasion does Macbeth use with the murderers?
I out performed them in their own play.
So they removed me as well to the realm of insanity.
And then,
they killed me."
DAY #14:
ARGUMENTATIVE ESSAY | |
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WRITER'S WORKSHOP | |
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RUBRIC | |
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ARGUMENTATIVE ESSAY DUE DATE: OCTOBER 25 [A]/28[B] VIA TURNITIN.COM.
DAY #15: ALL ANNOTATIONS & THEME POSTER FROM ACTS 4 AND 5 ARE DUE ON 11/04 [B] AND 11/05 [A]!
THEME POSTER | |
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