English 2A Assessment 1

Rational
Preliminary Area of Study concept: Time
Course text anthology:
Poem: Howl by Allen Ginsberg, 1984. Accessed at
https://www.poetrysoup.com/famous/poem/howl_3597
Short story: Eternity is 20 Seconds Long by Paul Trembling, n.d, Accessed at
http://www.eastoftheweb.com/short-stories/UBooks/EterSeco937.shtml
Image: End of Time by Pakinam El Banna, 2014, Accessed at
http://pakinamelbanna.deviantart.com/art/End-of-Time-434459506
Short story: “The Story of An Hour” by Kate Chopin, 1894. Accessed at
http://archive.vcu.edu/english/engweb/webtexts/hour/
Youtube Video: The Value of Time by eyeshadowmaniac, 2013. Accessed at
https://www.youtube.com/watch?v=Ue8RSDMZVOQ

In the Area of Study, students will explore the concept of time and how this is explored through

a variety of different texts. They will explore the interaction between these texts and how their

presentation of time can affect our perception of ourselves and our world (BOSTES, 2010). Time

is a construct that is man-made, it is used as a unit of measurement of events, actions, moments,

growth, change and everything else in the world. Due to time being a man-made construct, there

can be different interpretations and perceptions of what it is and how it influences our world.

Time can be seen as “a sequence of instants, and we are moving along from the past to the

future, from birth to death” (Leena Kakkori, 2013). This is important to understand when we

explore the five texts as the measurements of time they associate with include a change from past

to future and from birth to death. Humans have always sought out ways of controlling time,

bending it to our will, to live longer, move faster, change, grow or control events and moments.

What we must also understand when exploring this concept using literature is that time is not

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only found in literature but literature is also found within time. As with history, texts are not only

from a situation but are situated in a time period and are a perception of the world at that time

(Marshall Brown, 2004).

Through exploring the representation of time in Allen Ginsbergs poem ‘Howl’ we see

time as a form of passage, something which is constraining and controlling but also shared and

full. The poem focuses on past tense, discussing the events that lead to the demise of the “best

minds of my generation”. Students will learn through the text language that time is

encompassing and unfair, it puts constraints around life and affects more than one person.

Through exploring the use of metaphor, repetition, satire and tone students will be presented with

a view of time that is controlling, seen through the way it determined the fate of Ginsbergs

friends and acquaintances.

The second text students will explore is a short story ‘Eternity is 20 seconds long’ by

Paul Trembling. It also explores the controlling nature of time, but contrasts Ginsberg’s all-

encompassing time to one that is different for everyone. Students again explore the strong use of

repetition along with the use of framing, plot twist, emphasis, direct speech, dialog and point of

view. This present to the students how time is ever lasting, but short at the same time, it can be

viewed from different perspectives and we cannot control it but it can imprison us within itself.

The third text is the image ‘End of time’ by Pakinamo El Banna, students will be able to

explore the use of imagery, colour, symbolism, foreground and background reflecting a view of

time that is riddled with death and destruction. As with the first two text we are limited and

controlled by time with no ability to control our fate, the skulls in the foreground and

foreshadowing storm clouds in the background are symbolic of destruction violence and death.

The blood dripping down from the hour glass to the skulls is a metaphor for life, that it is only a

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matter of time before death. Students explore the idea of life and death in this text and the

controlling nature of time.

The fourth text is a short story ‘The story of an Hour’ by Kate Chopin and reflects on the

fragility of time. Students are encouraged to explore how time can both give and take away from

you, and that time is both short and long. The use of metaphors, narrative, setting, plot twist and

imagery builds the characterisation of the protagonist Mrs. Mallard and it is through Mrs.

Mallard’s loss that we can see how time can even in death bring about new life as fast as it takes

it away, reinforcing the fragility of time.

The final text is a video ‘The value of time’ by eyeshadowmaniac, and represents time as

a commodity, of having a value as important as money which is seen by the continues use of

metaphor when referring to time as money. Students explore the use of imagery, irony,

metaphor, music and pacing to show the value of time as something precious. The imagery

represents our desire to control time showing items we use such as clocks and stopwatches to

measure it but the irony is that time does not stop and will not give back what we do not use,

reinforcing the lack of control we have over time.

References:

Banna, P.E. (2014). End of Time. Retrieved from http://pakinamelbanna.deviantart.com/art/End-

of-Time-434459506
Board of Studies, (2009). English Stage 6 Syllabus. BOSTES.

Brown, M. (2004). Literature in Time. MLQ: Modern Language Quarterly 65(1), 1-5. Duke
University Press. Retrieved March 19, 2017, from Project MUSE database.
Chochinov, H. M. (2011). Death, Time and the Theory of Relativity. Journal of Pain and
Symptom Management, 42(3), 460-463. doi:
http://dx.doi.org/10.1016/j.jpainsymman.2010.12.001

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Chopin, K. (1894). The Story of An Hour. Retrieved from
http://archive.vcu.edu/english/engweb/webtexts/hour/
Eyeshadowmaniac. (2013). The Value of Time. Retrieved from
https://www.youtube.com/watch?v=Ue8RSDMZVOQ
Ginsberg, A. (1984). Howl. Retrieved from
https://www.poetrysoup.com/famous/poem/howl_3597
Kakkori, L. (2013). Education and the Concept of Time. Educational Philosophy and Theory,
45(5), 571-583. doi: 10.1111/j.1469-5812.2011.00838.x
Miller, J. (2003). Time in Literature. Daedalus, 132(2), 86-97. Retrieved from
http://www.jstor.org.ezproxy.uws.edu.au/stable/20027843
Trembling, P. (n.d.). Eternity is 20 Seconds Long. Retrieved from
http://www.eastoftheweb.com/short-stories/UBooks/EterSeco937.shtml

Lesson 1/3: Area of Study – Time

Text - Poem: Howl by Allen Ginsberg, 1984. Accessed at
https://www.poetrysoup.com/famous/poem/howl_3597

Class: Prelim Stage 6 English (Standard) Time: 60 mins

Teacher: Objectives for self
To broaden students understanding of the relationships between composer, responder, text and
context.
To broaden students understanding of how poetic techniques can lead to meaning within the text.
To teach students about the concept of time and the control it can place within a text.

Syllabus Outcomes for students

Preliminary/ HSC… Outcome:
1. Students learn about the relationships between composer, responder, text and context by:
1.2 identifying and describing the effects of those elements of a text which reflect context
3. Students learn the language relevant to their study of English including:
3.3 language of personal, social, historical, cultural and workplace contexts

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4. Students learn about the ways that language forms and features, and structures of
particular texts,
Shape meaning and influence responses by:
4.1 identifying and describing a variety of language forms and features, and structures of
particular texts.
4.2 identifying the effects of the language forms and features, and structures of particular texts.
Materials
Text - Poem: Howl by Allen Ginsberg, 1984. Accessed at
https://www.poetrysoup.com/famous/poem/howl_3597
Printed version of poem ‘Howl’ for class incase problems with ICT
Close reading worksheet (Appendix A)
Discussion questions and guide (Appendix B)
Writing Task sheet (Appendix C)
Time Organisation Teaching/ learning activities
5min Whole Class Introduction: Teacher introduces the text that students will be
analysing this lesson “Howl” by Allen Ginsberg, including time
period, Author background and context.
(https://www.poetryfoundation.org/poems-and-
indiv poets/poets/detail/allen-ginsberg)
/(indiv/whole
10min Individual. Close Reading: Students are to individually read through the poem
class/groups
highlighting and annotating, including representations of Time
within the poem, using specific references such as metaphor,
repetition, irony and tone. (parts that should be highlighted include
but are not limited to, Repetition of who, Moloch and I’m with you
in Rockland, metaphor of one eyed shrew, and the exaggerated tone
used throughout. (Appendix A)

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 15min Whole Group Group Discussion: The class comes together to discuss and analyse
the poem. In the discussion students are encouraged to draw upon
their close reading annotations to contribute to the discussion. The
following questions will be discussed (Appendix B):
 How does this text present time? What techniques are used to
present this?
 How does repetition control the pace of the poem? What
does this tell us about the concept?
 Time can be presented as a passage or movement, how is a
passage of time metaphorically represented throughout the
poem? (The river)
 The tone and language used by Ginsberg throughout the
poem creates a certain mood, does this influence our
perception of how time is presented throughout the poem?
 What perspective is the poem told from?
 Does the perspective of the poem influence the flow?
 How can we identity that the text is referring to a specific
period in time? (Great minds of my generation)
20min Think, Pair, In pairs Answer the questions: How can the word Moloch be
share. interpreted in the poem, considering the context of Alan Ginsberg
in that time period? How does the repetition of Moloch throughout
the second section represent the control time has over our lives?
Refer to at least two literary techniques.
(Moloch can be presented as a monster that kills youth and love, it
is a metaphor for time. Time can control youth and love and with
the use of personification and repetition we see the nature of
Moloch being a prison, judger of men.
10 min Individual Writing task: Students will be asked to write their own ‘Howl’
poem about a period in their own lives. They must express the
concept of time in their poem in a way that they choose (movement
of time, growth, death, control or lack of). Students should consider
Allen Ginsbergs perspective and use of language when writing their
poem. (Appendix C)
Homework:  Students are to complete writing task
 Read Paul Trembling’s Short story ‘Eternity is 20 seconds
long’ and viewed the image ‘End of time’ by Pakinam El
Banna.
 Students are to write a brief experience they have had when
they have said to themselves this feel like an eternity has
gone by when it was a short time.

Lesson 2/3

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Texts:

Short story: Eternity is 20 Seconds Long by Paul Trembling, n.d, Accessed at

http://www.eastoftheweb.com/short-stories/UBooks/EterSeco937.shtml
Image: End of Time by Pakinam El Banna, 2014, Accessed at
http://pakinamelbanna.deviantart.com/art/End-of-Time-434459506
Outcomes:

2. Students learn to identify and describe the relationships among texts.

2.1 identify similarities and differences between texts

2.2 identifying and describing the connections between texts.

3. A student develops language relevant to the study of English.

3.1 Its terminology

3.2 language for making connections, questioning, affirming, challenging, speculating about and

generalising about texts

4. A student describes and explains the ways in which language forms and features, and

structures of particular texts shape meaning and influence responses.

4.1 identifying and describing a variety of language forms and features, and structures of

particular texts.

4.2 identifying the effects of the language forms and features, and structures of particular texts.

6. A student engages with a wide range of texts to develop a considered and informed personal

response.

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6.1 engaging with a wide range of texts in personal, social, historical, cultural and workplace

contexts

Process:

The teacher’s goals in this lesson are to get students to identify similarities and differences

between texts, enhance the students understanding of the concept time and get students to

recognise the literary techniques that create meaning throughout the texts.

As the students enter the classroom they will be divided into pairs, they will then undertake a

think, pair, and share activity looking at the image “End of time”. Students will be asked to

analyse the image with the title withheld, addressing the question: does the image represent a

struggle between life and time? Why/ why not? Students will be supplied with the ‘Techniques

for analysing visual texts’ info sheet (Appendix D). This activity should take 10 minutes after

which students will be given the title of the work “End of Time” and ask them to address the

following question: How does negative connotations in the title change or modify your

perception of time within the image? Students will be given 5 minutes to complete this.

Whilst still in pairs students will be asked to complete a close reading and annotations of the

short story ‘Eternity is 20 seconds long’, with the help from the ‘close reading worksheet’

(Appendix A). Students will be given 10 minutes to complete this activity. After students have

completed the close reading and annotations there will be a teacher lead class discussion. The

class discussion will focus on the following questions:

 How is time represented in the text?

 How does the repetition in the text reinforce the feeling that we cannot control time?

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  Does the dialog of the two “hidden” characters influence our perception of the concept?

How?

 How does the characterisation of Kev create meaning within the text?

 How is the perception of time within “eternity is 20 seconds long” different or the same

as the time presented in the image “End of time”?

The class discussion should be for 20 minutes. If the class discussion finishes early the

discussion can be extended by asking students to identify when they may have experienced/ seen

/heard of this perception of time in their own life.

After the discussion students will undertake individual work doing a writing exercise. The

writing exercise will ask students: Time is presented in eternity is 20 seconds long as being

separated from others, how does this view of time contradict the all-encompassing finite view of

time always leading to death presented in “End of time”? (Appendix E)

Lesson 3/3

Texts:
Short story: “The Story of An Hour” by Kate Chopin, 1894. Accessed at
http://archive.vcu.edu/english/engweb/webtexts/hour/
Youtube Video: The Value of Time by eyeshadowmaniac, 2013. Accessed at
https://www.youtube.com/watch?v=Ue8RSDMZVOQ

Outcomes:

2. Students learn to identify and describe the relationships among texts.

2.1 identify similarities and differences between texts

2.2 identifying and describing the connections between texts.

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3. A student develops language relevant to the study of English.

3.1 Its terminology

3.2 language for making connections, questioning, affirming, challenging, speculating about and

generalising about texts

4. A student describes and explains the ways in which language forms and features, and

structures of particular texts shape meaning and influence responses.

4.1 identifying and describing a variety of language forms and features, and structures of

particular texts.

4.2 identifying the effects of the language forms and features, and structures of particular texts.

6. A student engages with a wide range of texts to develop a considered and informed personal

response.

6.1 engaging with a wide range of texts in personal, social, historical, cultural and workplace

contexts

Process:

Teacher’s objectives for this lesson are to help students identify visual techniques used by

composers, how texts work together to create meaning, the way different types of texts explore

the concept.

The first activity students will undertake once entering the class is to watch the video ‘The value

of time’, whilst watching the video students are to fill out worksheet (Appendix F/D) which

identifies the visual techniques, meaning in text and answering the following questions:

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  How is the world represented throughout the video?

 How is time presented as having a value in the video? Identify the techniques used

throughout the text to establish this value.

 How does the features of the video influence your response to the text? – Background

sound, visual representations, imagery, pace, colour choice etc.

The video will play through twice and students will be given an additional 5 minutes to answer

questions (10mins total).

Divide students into groups, in group’s students are to create a short story representing time as

presented in the Video, trying to re-create the same meaning. Reflect as a class how students

were or were not able to recreate the same response to time without the use of visuals, sounds

and over features of the video. (The whole process should take 20 mins)

In groups discuss how time is presented in the short story - ‘The story of an hour’ working

through Worksheet (Appendix G). The worksheet addresses different representations of time and

how meaning is created through these. (10 mins)

In groups list the differences between the different concepts of time presented to us throughout

the two different texts. (5 mins)

How does time influence the changes that occur throughout the texts? Is time seen as positive or

negative within the texts? Choose a side and discuss. As with the discussion have two sides on

the board, get students to contribute points for both sides and justify their reasoning. (Activity

with group work, class discussion should all take 15 mins)

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Appendix A:

Close Reading: what is and how can you apply close reading?
Close reading is reading a text multiple times whilst highlighting, important aspects, literary
techniques that help create an understanding of the characters/context/concept/meaning.
Questions to ask yourself while reading: Notes/Evidence (techniques)
What is presented in the text?
(main point of the text, big events that take
place, changes that occur)

What are the main parts of the story?

(brief summary, characters, plot, structure)

How is time presented?

(how is the concept addressed? Focus on the
main theme)

What word choice is used by the Author?

(imagery, simile, metaphor, alliteration, irony,
repetition, personification etc.)

What does the text mean to me?

(similar aspects to my life, remind me of
events or times, how does it apply to the
world around me, similar to others I have
read)

How does the author support the central

idea/theme/concept?
(address, point of view, tone, style, mood)
Acknowledge authors context
(time of publishment, events at that time,
influences for writing/creating it)

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Appendix B:
Group Discussion questions and guiding points.
 How does this text present time? What Time seen as full, broad, shared.
techniques are used to present this?
 How does repetition control the pace
of the poem? What does this tell us
about the concept?
 Time can be presented as a passage or
movement, how is a passage of time
metaphorically represented throughout
the poem? (The river)
 The tone and language used by
Ginsberg throughout the poem creates
a certain mood, does this influence our
perception of how time is presented
throughout the poem?
 What perspective is the poem told
from?
 Does the perspective of the poem
influence the flow?
 How can we identity that the text is
referring to a specific period in time?
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Time as being controlling an event or an
action.
Time as a passage
Time as a constraint.
Repetition is a key aspect of the poem, who,
Moloch, I’m with you in Rockland in the
three sections. Emphasises his feelings of
resentment, anger and sorrow regarding these
great minds.
Metaphor ‘gone down the American river –
meaning? Its refering to the passage of time,
Americas progression, the movement
forward.
The descriptive language used by Ginsberg
and the tone taken presents a bitter mood,
reflective of the actions that have and are
being taken, this presents us with the broad
nature of time, it is not fixed to one place at
one time but encompasses a wide range of
events.
Authors perspective, look at POV first and
third person.
Helps guide the poem, structures the poem
into the three parts.
Great minds of my generation, Ginsberg’s
reference to this in the starting lines presents
to the audience that he is addressing that
period in time being his generation
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Appendix C:

Writing task:

Write your own ‘Howl’ poem about a period in your own life. You must express the concept of

time within your poem in a way you choose. (suggestions: moment of time, growth, death,

control or lack of). You should also consider Allen Ginsberg’s Perspective and use of language

when writing your poem.

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Appendix D:

(Information retrieved from https://www.matrix.edu.au/techniques-for-analysing-a-visual-text/)

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Appendix E:

Writing Task:

Time is presented in ‘Eternity is 20 seconds long’ as being separated from others, how does this

view of time contradict the all-encompassing finite view of time always leading to death

presented in “End of time”?

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Appendix F:

Value of time video analysis:

Questions to consider: Answers and Evidence

How is the world represented throughout the
video?

How is time presented as having a value in

the video? Identify the techniques used
throughout the text to establish this value.

How does the features of the video influence

your response to the text? – Background
sound, visual representations, imagery, pace,
colour choice etc.

How is time presented within the video?

How does the video influence your personal

perception of time?

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Appendix G:

Short story ‘The story of an hour’ –

How is time presented throughout the story?

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How does the metaphor of a baby and reference to the season present new life in the text? How

does this shape our perception of time?

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The author uses imagery to paint a scene outside the window, how does this contrast the events

that have occurred for Mrs. Mallard?

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Appendix G cont.:

Is time seen as positive or negative within the text? Discuss your side with of the argument

reference to the use of language features throughout the text.

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How is the husband represented throughout the text? How is dialog used to create this

characterisation?

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