Irene McCormack Catholic College Year 9 Extension English Course Outline 2018 Weeks Teaching Content/ Focus Western Australian Curriculum strands addressed Assessment Please note: Course 3 and Extension English both share similar goals: they extend students and prepare them for an eventual ATAR pathway. As such, the course content is relatively similar, yet differentiation occurs between them in the following ways: level of difficulty for assessment tasks and examination questions, complexity of analysis and concepts explored in the classroom, level of scaffolding offered to students, level of expectation reflected in the marking process, the level of student independence expected, and the level of sophistication facilitated through the modification of teaching resources. Appropriate pedagogy and differentiation is used to cater to the specific learning needs of students in each of these courses. STUDY SKILLS will be embedded throughout the year, including the use of graphic organisers, colour coding, mind maps, note-taking and mnemonics, revision questions, flash cards, retrieval charts Term One: 1-5 Creative writing from a multimodal stimulus Go through the task sheet Immerse students in reading a range of creative writing texts Expose students to a collection of short stories (preferably student-written) and discern what makes a successful short story Discuss generic features of a short story Create plot graphs for short stories read in class, then create a plot graph for their short story. Discuss how to “add the meat” to a story, first by mapping the basic plot and then adding nuances and idiosyncrasies to the characterisation to make more unique and ‘real’ characters Explore notions of a central motif, subtle references in the plot that later reveal their Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing (ACELA1550) Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553) Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (ACELA1770) Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556) Explain how authors creatively use the structures of sentences and clauses for particular effects (ACELA1557) Understand how certain abstract nouns can be TASK ONE: (Productive /Creating) 10% Short story – Construction of a short creative writing piece (Minimum 2 pages long, size 12 font. Done at home.) (Due Week 5) ONGOING: Successful English 3
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Irene McCormack Catholic CollegeYear 9 Extension English
Course Outline 2018
Weeks Teaching Content/ Focus Western Australian Curriculum strands addressed
Assessment
Please note: Course 3 and Extension English both share similar goals: they extend students and prepare them for an eventual ATAR pathway. As such, the course content is relatively similar, yet differentiation occurs between them in the following ways: level of difficulty for assessment tasks and examination questions, complexity of analysis and concepts explored in the classroom, level of scaffolding offered to students, level of expectation reflected in the marking process, the level of student independence expected, and the level of sophistication facilitated through the modification of teaching resources. Appropriate pedagogy and differentiation is used to cater to the specific learning needs of students in each of these
courses. STUDY SKILLS will be embedded throughout the year, including the use of graphic organisers, colour coding, mind maps, note-taking and mnemonics, revision questions, flash cards, retrieval charts
Term One:
1-5 Creative writing from a multimodal stimulus Go through the task sheet Immerse students in reading a range of creative writing texts Expose students to a collection of short stories (preferably student-written)
and discern what makes a successful short story Discuss generic features of a short story Create plot graphs for short stories read in class, then create a plot graph for
their short story. Discuss how to “add the meat” to a story, first by mapping the basic plot and
then adding nuances and idiosyncrasies to the characterisation to make more unique and ‘real’ characters
Explore notions of a central motif, subtle references in the plot that later reveal their significance, etc.
Revise figurative language techniques and show examples of stories that utilise this language effectively to engage the reader or create atmosphere
Look at examples of short texts that vary sentence structure for impact. Teach students how “show” the reader, rather than “tell” the reader by
working through short examples as a class to model the editing process. Students select one stimulus that they will base their creative piece on Brainstorm various interpretations of each stimulus Students plan and draft their creative piece.
Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing (ACELA1550)
Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553)
Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (ACELA1770)
Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556)
Explain how authors creatively use the structures of sentences and clauses for particular effects (ACELA1557)
Understand how certain abstract nouns can be used to summarise preceding or subsequent stretches of text (ACELA1559)
Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)
Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)
Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/ visual features (ACELY1747)
TASK ONE:(Productive /Creating) 10%Short story – Construction of a short creative writing piece (Minimum 2 pages long, size 12 font. Done at home.)(Due Week 5)
ONGOING:Successful English 3
Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633)
Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels and plays on similar themes (ACELT1637)
5-8 Magazine Feature Article/ Expository Writing Go through the task sheet Immerse students in reading feature articles on a range of topics Group work to identify key characteristics/features of a feature article/
Letters to the editor Annotate, label and discuss layout and language features of a feature
article/ Letter to the editor Re-cap the concepts of purpose, context and audience, as well as persuasive
language devices Students select a topic that they are interested in writing about Researching for information Planning logical flow of arguments Fill in drafting booklet Write an example of each form of persuasive language as a class and then
one for each students’ article and help them incorporate How to reference authority figures or research quotes and statistics Layout features Students work on drafting, editing and formatting their feature articles
Activities for Extension Students can create other features for their magazine, including:
o Cover pageo Letters to the editoro Posterso Gameso Contents pageo Etc.
Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553)
Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556)
Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning (ACELA1560)
Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (ACELA1561)
Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (ACELA1770)
Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)
Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)
Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/ visual features (ACELY1747)
Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)
Experiment with the ways that language features, image and sound can be adapted in literary texts (ACELT1638)
TASK TWO:(Productive /Creating) 10%Feature article – Construction of a persuasive feature article based on a topic of choice. (Minimum 3 pages long, including images)(Due Week 8)
ONGOING:Successful English 3
Weeks 9-11 viewing I,Robot and Weeks 1-2 of Term 2 preparing for NAPLAN
Term Two:
Week1-2
NAPLAN revision and preparation Revise concepts studied (spelling/grammar/comprehension/persuasive and
creative writing Students work through past NAPLAN tests in preparation for their NAPLAN,
which is in Week 3
NAPLAN Term 2, Week 3
Week4-5
I, Robot essay Revision of SWAT codes Discuss what is Science Fiction. Briefly discuss the concept of a dystopian film and its features; how does the
film fit this genre? Brainstorm the themes and warnings presented in the film. What is its
intended impact on the audience? With students’ second viewing of the film, they are to complete the Viewing
Booklet. The teacher should pause the film at each question and answer the question as a class on the board. Teachers should aim for these answers to be written in detail, with strong analysis of film techniques
Hand out task sheet and break down and discuss the essay question As a class, brainstorm how the question can be answered, focusing on main
themes/messages, which scenes and film techniques best deliver these messages, and how this impacts on the viewer and resonates with their context. A discussion of how the film (an ‘art’ medium) can imitate or reflect on issues in our real life/world
Provide scaffolded examples of introductions, body paragraphs and conclusions to aid students in the drafting process
Students plan, draft and edit their essays and compile their half a page of notes for the in-class essay.
Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553)
Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning (ACELA1560)
Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (ACELA1770)
Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)
Interpret, analyse and evaluate how different perspectives of an issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension (ACELY1743)
Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)
Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)
Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/ visual features (ACELY1747)
Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (ACELT1771)
Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)
Experiment with the ways that language features, image and sound can be adapted in literary texts (ACELT1638)
TASK THREE:(Receptive /Responding) 15%Essay – Students respond to a seen question and have one period in class to write their essay. They will be permitted a page of hand-written, dot-point notes only) (Due Week 5)
Week 6 Exam revision Students revise the concepts learned over the semester Provide students with a practice exam in the same style as the one they
will be given and work through some practice questions, etc.
Debate Revise concepts of context, purpose, audience Students to revise persuasive language conventions (re-cap from
knowledge gained in advertising unit) Students read and watch/listen to a range of persuasive speeches,
annotating and analysing their structural and stylistic language features. Brainstorm topics/viewpoints associated with technology and its place
in our society. Students are to select a viewpoint that they can research and form an argument for
Research their topic
Continues next term
Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)
Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)
Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/ visual features (ACELY1747)
Experiment with the ways that language features, image and sound can be adapted in literary texts (ACELT1638)
ONGOING:Successful English 3
Assessment next term
Term Three:
Weeks1-3
Debate (continued) Scaffold how to write an effective debate speech Students plan, draft and edit their debate speech Rehearse their debate speech with a practice partner. Go over importance
of delivery Practice rebuttal skills with everyday topics Work in groups on debate speeches and preparation of rebuttals Carry out debates for assessment
Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor (ACELA1552)
Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553)
Explain how authors creatively use the structures of sentences and clauses for particular effects (ACELA1557)
Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (ACELA1561)
Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (ACELY1740)
Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)
TASK FIVE:(Productive / Creating) 10%Technology Group Debates(Due Week 3)
ONGOING:Successful English 3
4- 9 Novel study - Trash Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of
TASK SIX:
Look at the cover page and anticipate what the novel may be about. Introduce students to the reality of ‘dumpsite kids’ in poorer countries, like
India, where children pick through garbage to survive. Students could look at a range of images, articles, etc.
Complete chapter questions on the novel Work through booklets focusing on themes, characterisation, narrative
voice, setting, etc. Engage students in some creative writing tasks, developing their skills in
manipulating language to create atmosphere and modifying characterisation to create a sense of ‘voice’
Go over the task with students – provide practice questions Practice close readings Practice paragraphs Model and provide scaffolded examples of close-reading paragraphs /
paragraphs
usage is ongoing (ACELA1550) Understand that authors innovate with text structures and language
for specific purposes and effects (ACELA1553) Compare and contrast the use of cohesive devices in texts, focusing
on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (ACELA1770)
Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556)
Explain how authors creatively use the structures of sentences and clauses for particular effects (ACELA1557)
Understand how certain abstract nouns can be used to summarise preceding or subsequent stretches of text (ACELA1559)
Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)
Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)
Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/ visual features (ACELY1747)
Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633)
Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels and plays on similar themes (ACELT1637)
(Receptive / Responding) 10%Short-answer test – No notes. Students write one close-reading paragraph on a passage extract, and select two from a choice of four questions to write two body paragraphs(Due Week 8/9)
ONGOING:Successful English 3
In week 10, students will begin context for Pygmalion
Term Four:
Week1-6
Pygmalion Biography of George Bernard Shaw Context: Victorian Era, British Empire, First Wave Feminism, The British
Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633)
Understand that authors innovate with text structures and language for
TASK SEVEN(Receptive / Responding) 15%Essay – students chose from a
Class system Revision of dramatic conventions Genre: comedy of manners, satire Read the play as a class and annotate Character profiles considering the methods of characterisation in drama Brainstorm of themes and issues and the dramatic conventions which
help to make them evident Research and sketching of costume and set design Brainstorm and planning for essay Drafting, focus on sentence construction and paragraph construction In-class essay with notes
specific purposes and effects (ACELA1553) Listen to spoken texts constructed for different purposes, for example to
entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (ACELY1740)
Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style (ACELT1636)
Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes (ACELT1637)
Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)
selection of 2 questions and use a half page of notes.(Due Week 6)
ONGOING:Successful English 3
7-9 Exam revision Students revise the concepts learned over the year Provide students with a practice exam in the same style as the one they
will be given and work through some practice questions, etc.
EXAM
Review of all outcomes TASK EIGHT(Receptive / Productive) 15% Examination – students complete an exam that tests their knowledge of comprehension, textual analysis and paragraph writing.(Exams Week 8/9)
