Diving Bell Education
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Victorian Poetry Study Activity: Nonsense Poetry
Victorian poetry regularly makes the top ten poems in public surveys, and much of our conception of what makes ‘good’ poetry was shaped by poets like Tennyson, Browning, Rossetti, and Arnold. This period formed the emotional and social attitudes which linger today – even in post-modern texts which claim to have moved beyond them. While the Romantics were read by the literati, the Victorian poets in this unit formed the core of public poetry consumption. An understanding of this period is essential for students who will read Edwardian and Modernist literature in later terms, by showing them what these writers and artists reacted against.
This activity comprises
two poems by Lear and Carroll with questions which require students to make a close analysis and interpretation
suggestions for extension reading to extend their knowledge of the poets
a creative writing task which helps them to engage laterally and personally with the ideas in the poetry.
Victorian Poetry Study Activity: Dante Gabriel and Christina Rossetti
Victorian poetry regularly makes the top ten poems in public surveys, and much of our conception of what makes ‘good’ poetry was shaped by poets like Tennyson, Browning, Rossetti, and Arnold. This period formed the emotional and social attitudes which linger today – even in post-modern texts which claim to have moved beyond them. While the Romantics were read by the literati, the Victorian poets in this unit formed the core of public poetry consumption. An understanding of this period is essential for students who will read Edwardian and Modernist literature in later terms, by showing them what these writers and artists reacted against.
This activity comprises
two poems by the Rossettis with questions which require students to make a close analysis and interpretation
suggestions for extension reading to extend their knowledge of the poets
a creative writing task which helps them to engage laterally and personally with the ideas in the poetry.
Victorian Poetry Study Activity - Alfred, Lord Tennyson
Victorian poetry regularly makes the top ten poems in public surveys, and much of our conception of what makes ‘good’ poetry was shaped by poets like Tennyson, Browning, Rossetti, and Arnold. This period formed the emotional and social attitudes which linger today – even in post-modern texts which claim to have moved beyond them. While the Romantics were read by the literati, the Victorian poets in this unit formed the core of public poetry consumption. An understanding of this period is essential for students who will read Edwardian and Modernist literature in later terms, by showing them what these writers and artists reacted against.
This activity comprises
two poems by Alfred, Lord Tennyson, with questions which require students to make a close analysis and interpretation
suggestions for extension reading to extend their knowledge of the poet
a creative writing task which helps them to engage laterally and personally with the ideas in the poetry.
Bundle
19th Century Poetry and Novel: Twin Units of Work
Victorian poetry regularly makes the top ten poems in public surveys, and much of our conception of what makes ‘good’ poetry was shaped by poets like Tennyson, Browning, Rossetti, and Arnold. This period formed the emotional and social attitudes which linger today – even in post-modern texts which claim to have moved beyond them. While the Romantics were read by the literati, the Victorian poets in this unit formed the core of public poetry consumption. An understanding of this period is essential for students who will read Edwardian and Modernist literature in later terms, by showing them what these writers and artists reacted against.
The unit is designed to be taught over an 8-10 week term, and contains:
Introduction to Victorian Britain – an easy research task which students can do together or individually, drawing on readily-available online resources about the nineteenth century.
Seven poetry-focused modules:
o The Poet Laureate: Alfred, Lord Tennyson
o The Pre-Raphaelites: Dante Gabriel and Christina Rossetti
o Celebrity Marriages: Elizabeth Barrett and Robert Browning
o Personal Piety: Matthew Arnold and Gerald Manley Hopkins
o Nonsense Poetry: Edward Lear and Lewis Carroll
o The Poetry of Empire: Rudyard Kipling and Thomas Hardy
o America: Walt Whitman and Emily Dickinson
A short list of films, documentaries, and series which students can watch for context.
An essay-based assessment task suitable for students aged 15-16
TOGETHER WITH SILAS MARNER
A thorough study of each chapter in Eliot’s short masterpiece Silas Marner. Each chapter is annotated with a short precis of the chapter’s events, so that students can quickly locate the right section, and a thematic table at the beginning lays out some of the complex philosophical and literary ideas which underpin Eliot’s morality tale. Language and narrative techniques are carefully explained, and each chapter is accompanied by a selection of quotations to strengthen students’ understanding of evidence-based arguments.
Unit of Work: Victorian Poetry
Victorian poetry regularly makes the top ten poems in public surveys, and much of our conception of what makes ‘good’ poetry was shaped by poets like Tennyson, Browning, Rossetti, and Arnold. This period formed the emotional and social attitudes which linger today – even in post-modern texts which claim to have moved beyond them. While the Romantics were read by the literati, the Victorian poets in this unit formed the core of public poetry consumption. An understanding of this period is essential for students who will read Edwardian and Modernist literature in later terms, by showing them what these writers and artists reacted against.
The unit is designed to be taught over an 8-10 week term, and contains:
Introduction to Victorian Britain – an easy research task which students can do together or individually, drawing on readily-available online resources about the nineteenth century.
Seven poetry-focused modules:
o The Poet Laureate: Alfred, Lord Tennyson
o The Pre-Raphaelites: Dante Gabriel and Christina Rossetti
o Celebrity Marriages: Elizabeth Barrett and Robert Browning
o Personal Piety: Matthew Arnold and Gerald Manley Hopkins
o Nonsense Poetry: Edward Lear and Lewis Carroll
o The Poetry of Empire: Rudyard Kipling and Thomas Hardy
o America: Walt Whitman and Emily Dickinson
A short list of films, documentaries, and series which students can watch for context.
An essay-based assessment task suitable for students aged 15-16
Short Film Study: Questions for 'Mast Qalander' dir. Divij Roopchand
Short films can be engaging texts from which to construct a whole unit, or as reward breaks for single lessons. The rich variety of styles and stories in short films from around the world will appeal to even the most disengaged or low-ability student.
This single-lesson activity comprises questions for the 15 minute short satirical film ‘Mast Qalander’, directed by Divij Roopchand. The film is suitable for students 12+.
Please note this file does not include the film itself, nor can we guarantee that the film will remain at that site permanently. We advise teachers to check the link above, or make sure that they can view the film before purchasing.
Short Film Study: Questions for 'Lena' dir. Gosha Shapiro
Short films can be engaging texts from which to construct a whole unit, or as reward breaks for single lessons. The rich variety of styles and stories in short films from around the world will appeal to even the most disengaged or low-ability student.
This single-lesson activity comprises questions for the 10 minute short satirical film ‘Lena’, directed by Gosha Shapiro. The film was found on Lena by Gosha Shapiro and is suitable for students 14+.
Please note this file does not include the film itself, nor can we guarantee that the film will remain at that site permanently. We advise teachers to check the link above, or make sure that they can view the film before purchasing.
Short Film Study: Questions for 'Utopia' dir. Kosta Nikas
Short films can be engaging texts from which to construct a whole unit, or as reward breaks for single lessons. The rich variety of styles and stories in short films from around the world will appeal to even the most disengaged or low-ability student.
This single-lesson activity comprises questions for the 15 minute short satirical film ‘Utopia’, directed by Kosta Nikas. The film is suitable for students 15+. (There are multiple instances of swearing, blocked by a beep).
Please note this file does not include the film itself, nor can we guarantee that the film will remain at that site permanently. We advise teachers to check the link above, or make sure that they can view the film before purchasing.
Short Film Study: Questions for 'The Coin' dir. Siqi Song
Short films can be engaging texts from which to construct a whole unit, or as reward breaks for single lessons. The rich variety of styles and stories in short films from around the world will appeal to even the most disengaged or low-ability student.
This single-lesson activity comprises questions for the 7 minute short animated film ‘The Coin’, directed by Siqi Song. The film is suitable for students 8+.
Please note this file does not include the film itself, nor can we guarantee that the film will remain at that site permanently. We advise teachers to check the link above, or make sure that they can view the film before purchasing.
Short Film Study: Questions for 'Verse', dir. Tony Comley
rich variety of styles and stories in short films from around the world will appeal to even the most disengaged or low-ability student.
This single-lesson activity comprises questions for the 4 minute short animated poetry film ‘Verse’, directed by Tony Comley The film is suitable for students 12+.
Please note this file does not include the film itself, nor can we guarantee that the film will remain at that site permanently. We advise teachers to check the link above, or make sure that they can view the film before purchasing.
Short Film Study: Questions for 'A Night in Camp Heebie Jeebie' dir. Dylan Chase
Short films can be engaging texts from which to construct a whole unit, or as reward breaks for single lessons. The rich variety of styles and stories in short films from around the world will appeal to even the most disengaged or low-ability student.
This single-lesson activity comprises questions for the 6 minute short animated film ‘A Night in Camp Heebie Jeebie’, directed by Dylan Chase. The film was found on A Night in Camp Heebie Jeebie by Dylan Chase | Horror Short Film (shortoftheweek.com), and is suitable for students 12+.
Please note this file does not include the film itself, nor can we guarantee that the film will remain at that site permanently. We advise teachers to check the link above, or make sure that they can view the film before purchasing.
Short Film Study: Questions for 'Second Best' dir. Alyssa McClelland
Short films can be engaging texts from which to construct a whole unit, or as reward breaks for single lessons. The rich variety of styles and stories in short films from around the world will appeal to even the most disengaged or low-ability student.
This single-lesson activity comprises questions for the 20 minute short film ‘Second Best’, directed by Alyssa McClelland. The film was found on Second Best by Alyssa McClelland | Comedy | Short Film (shortoftheweek.com), and is suitable for students 15+. There is one instance of swearing (the f-word).
Please note this file does not include the film itself, nor can we guarantee that the film will remain at that site permanently. We advise teachers to check the link above, or make sure that they can view the film before purchasing.
HSC Advanced English Module A Sample essay: Sylvia Plath and Ted Hughes
This is a three-part resource for students undertaking the NSW HSC Advanced English Module A: Textual Conversations.
A generic essay plan shows students how to compose an essay suitable for Stage 6, progressing them from the simpler PEEL/TEAL models of Stage 4 and 5.
A sample essay for the prescribed text-pairing of Plath’s and Hughes’ poetry answering the question:
Later texts rarely agree with their textual mentors; the conversation is always a challenge, a rebuttal to what has gone before.
To what extent is this statement true of the texts you have studied in this module?
There is also a second copy of the essay, marked up to show how it follows the plan, and with five short questions which require students to engage critically with the essay and its form
Talking Points HSC Advanced Mod A: Poetry of John Donne and W;t
Memorized essays betray a lack of confidence and an unwillingness to commit to authentic answers. Examiners have always advised students to prepare ‘talking points’ instead - a selection of ideas that they can draw on and which convey solid analysis and interpretation of the text.
These talking points can be used by teachers, to focus discussion on higher-level or less-noticed features of the text and context. They also form effective student revision materials for formal assessment. Each point is supported by a piece of evidence from the text, and there are sufficient points to generate solid responses to almost any essay question. The Talking Points also model how students can articulate more complex thoughts about the text, and adduce evidence in natural and well-integrated writing.
HSC Advanced English Module A: Poetry of John Donne and Margaret Edson, W;t
This is a three-part resource for students undertaking the NSW HSC Advanced English Module A: Textual Conversations.
A generic essay plan shows students how to compose an essay suitable for Stage 6, progressing them from the simpler PEEL/TEAL models of Stage 4 and 5.
A sample essay for the prescribed text-pairing of John Donne’s poetry and Margaret Edson’s play W;t, and answers the 2019 HSC question:
Everything is being dismantled, reconstructed, recycled. To what end? For what purpose?
To what extent is this true of the texts you have studied for this module?
There is also a second copy of the essay, marked up to show how it follows the plan, and with five short questions which require students to engage critically with the essay and its form
HSC Mod C: Ways Into - Boey, 'Stamp Collecting' TEACHER'S COPY
HSC Module C: The Craft of Writing offers students complex texts from which to draw for their own writing. Because of their complex construction and ideas, students can be at a loss for ‘ways in’ to the text, and teachers can often struggle to break down these complex texts in the time available.
This teacher’s version of Diving Bell’s ‘Ways Into’ for Module C provides the answers to the student worksheet (also available). These comprehensive answers help teachers to lead classes through complex texts in the brief time available.
With the ‘Ways Into’ Module C both teachers and students should be clear on the content, meaning, construction-strategies, and ways to use Kim Cheng Boey’s autogiographical poem ‘Stamp Collecting’.
NOTE: the final question, addressing ways to appropriate the text for the student’s own work, is undone since it invites an individual, creative response.
HSC Module C: Ways Into - Kim Cheng Boey, 'Stamp Collecting'
HSC Module C: The Craft of Writing offers students complex texts from which to draw for their own writing. Because of their complex construction and ideas, students can be at a loss for ‘ways in’ to the text. Diving Bell’s ‘Ways Into’ series for Module C provide a structured way for students to consider the text in terms of Content, Context, and Construction, with appropriate elements within these headings. By the end of the worksheet the student should be clear on the content, meaning, construction-strategies, and ways to use Kim Cheng Boey’s autobiographical poem ‘Stamp Collecting’.
A completed teacher’s copy with possible responses is available so that time-poor teachers can lead classes through these texts.
HSC Advanced English The Craft of Writing: Module C Eliot (Journey of the Magi)
This resource offers an answer to the Sample Paper HSC Advanced English Module C question:
Guard your roving thoughts with a jealous care, for speech is but the dealer of thoughts, and every fool can plainly read in your words what is the hour of your thoughts. Use this warning as a stimulus for a piece of persuasive, discursive or imaginative writing that expresses your perspective about a significant concern or idea that you have engaged with in ONE of your prescribed texts from Module A, B or C.
This answer uses T.S. Eliot’s poem ‘Journey of the Magi’ in an imaginative way, reflecting on the possible listener to the Magus’ dramatic monologue.
Check out more creative writing resources at https://thecraftofwriting.org/
Bundle
Ways Into - Orwell 'Politics & English Language' Teacher AND Student Guide
HSC Module C: The Craft of Writing offers students complex texts from which to draw for their own writing. Because of their complex construction and ideas, students can be at a loss for ‘ways in’ to the text, and teachers can often struggle to break down these complex texts in the time available.
This bundle contains BOTH student worksheet AND teacher’s suggested answers for George Orwell’s famous and fabulous essay ‘Politics and the English Language’.
HSC Mod C: Ways Into - Orwell 'Politics & the English Language' TEACHER'S COPY
HSC Module C: The Craft of Writing offers students complex texts from which to draw for their own writing. Because of their complex construction and ideas, students can be at a loss for ‘ways in’ to the text, and teachers can often struggle to break down these complex texts in the time available.
This teacher’s version of Diving Bell’s ‘Ways Into’ for Module C provides the answers to the student worksheet (also available). These comprehensive answers help teachers to lead classes through complex texts in the brief time available.
With the ‘Ways Into’ Module C both teachers and students should be clear on the content, meaning, construction-strategies, and ways to use George Orwell’s famous and fabulous essay ‘Politics and the English Language’.
NOTE: the final question, addressing ways to appropriate the text for the student’s own work, is undone since it invites an individual, creative response.