Irene McCormack Catholic CollegeYear 9 Course 1 English

Course Outline 2018

Weeks Teaching Content/ Focus/Resources Australian Curriculum strands addressed

Assessment

Please note: Course 1 English prepares students to pursue a non-ATAR pathway. As such, the course content is somewhat similar to Course 2 English, but is modified to meet the needs of students. Differentiation occurs between these courses 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:

1-5Task 1Creative writing from a multimodal stimulus 10% 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 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.

Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814)Create imaginative texts that make relevant thematic and inter textual connections with other texts ‐(ACELT1644)Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes, and that reflect upon challenging and complex issues (ACELY1756)Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features, to achieve particular purposes and effects (ACELY1757)Use a range of software, including word processing programs, confidently, flexibly and imaginatively to publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)

TASK 1(Productive /Creating)Short story 10%Construction of a short creative writing piece (Minimum 2 pages long, size 12 font. Done at home.)(Due Week 5)

Ongoing: Successful English 3 once a week

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.

6-9 Task 2Magazine Feature Article 10%

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 Annotate, label and discuss layout and language features of a feature article Differences between a newspaper and magazine article 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 How to reference authority figures or research quotes and statistics Layout features Students work on drafting, editing and formatting their feature articles

Activities for extending students Students can create other features for their magazine, including:

o Cover pageo Letters to the editoro Posterso Gameso Contents page

In Weeks 10-11 students begin preparation for Naplan

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 2. 10%(Productive /Creating)Feature article – Construction of a persuasive feature article based on a topic of choice. (Minimum 4 pages long, including images)(Due week 9)

Ongoing: Successful English 3 once a week

Weeks Teaching Content/ Focus/Resources Australian Curriculum strands addressed

Assessment

Term 2

Weeks 1-3

NAPLAN revision and preparationPrepare students for upcoming Naplan test.

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.

Work on relevant Successful English books and any supplementary material- National English Skills etc.

NAPLAN ASSESSMENT(Week 3)

Ongoing: Successful English 3 once a week

Weeks 4-5

BEGIN Task 4 (not assessed until after exams) Oral production. 15%Persuasive speech about Technology – details following the Examination information.

See below exams Ongoing: Successful English 3 once a week

Weeks 6-8

Task 3Semester 1 Examination 15%

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. Study skills

Review of all outcomes for Sem 1 Task 3 Examination 15%(Due Weeks 7)

Ongoing: Successful English 3 once a week

Weeks 3-9

Task 4Oral production. iRobot 15% Persuasive speech about Technology

Revise different types of speeches (persuasive, propaganda, motivational etc.) 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 Scaffold how to write an effective speech Students plan, draft and edit their speech Rehearse their speech. Go over importance of delivery Students present their speeches to the class

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)

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)

Task 4 (Oral Production) 15%iRobot / Technology speechStudents present their persuasive speeches about an issue pertaining to the current impact of technology(Due Week 9)

Ongoing: Successful English 3 once a week