Irene McCormack Catholic College Year 8 Course 3 English Course Outline 2019 Weeks Teaching content/focus 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: 1-6 Short story Analysis Introduce the features of a short story and how it differs to a novel Re-cap narrative conventions (plot, setting, characterisation, point of Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542) Understand how cohesion in texts is improved by strengthening the internal structure of TASK 1: (Receptive /Responding) 10% Short story comprehension test – Students write a
Transcript
Irene McCormack Catholic College Year 8 Course 3 English
Course Outline 2019
Weeks Teaching content/focus 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:
1-6 Short story Analysis
Introduce the features of a short story and how it differs to a novel
Re-cap narrative conventions (plot, setting, characterisation, point of view) and language conventions
Discuss tone, mood and atmosphere created in short stories (resource on Groups)
Go through a variety of short stories in class, modelling annotations, analysis etc
Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542)
Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766)
Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)
Explore the ways that ideas and viewpoints in literary texts drawn
TASK 1:(Receptive /Responding) 10%Short story comprehension test – Students write a paragraph response to one unseen story and one of the stories studied in class. They are permitted to use the Notes Template given to
o Only Ten (Allan Baillie) o Catapult (J. A. McLeod) o The Spillway (Melanie Kirkwood)
Focus should be on themes, representations, etc. Read sample paragraphs on each text and work through
explicit scaffolding of how to write a paragraph response Students are to write a practice paragraph on each story
to be informally marked and given feedback Inform students about the upcoming test and work
through sample questions and model with the class how to write concise and well-supported/articulated responses that address the question
from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)
Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)
Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767)
them. (Due end of Week 5)
ONGOING:Successful English 2:One day a week
6-10 Two Weeks With the Queen
Discuss dramatic conventions Research background of the play, defining AIDS and
Leukaemia Read the play aloud in class, discussing dramatic
conventions Complete comprehension questions related to the plot of
the play Complete characterisation chart, collecting evidence from
the play Complete drama activities that explore the importance of
verbal and non-verbal communication Introduce assignment and explore the idea of a character
monologue. Read and watch examples of monologues and discuss
effectiveness Scaffold how to write a script/monologue Allow time for writing and rehearsing
*** Students are to start reading the novel Parvana in Week 10 and over the holidays.
Understand how conventions of speech adopted by communities influence the identities of people in those communities (ACELA1541)
Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)
Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808)
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731)
Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)
Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)
Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)
Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767)
Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632)
TASK 2:(Productive/Creating)Character Monologue 15%Compose an original monologue from the perspective of one character from the play. Perform in front of the class (Alternate ption: record at home and play recording in front of class)(Due week 10)
ONGOING:Successful English 2:One day a week
Weeks Teaching Content/ Focus Australian Curriculum strands addressed Assessment
Term Two:
1-5Novel study – Parvana, by Deborah Ellis
Students are guided through some background information on the historical, religious, political and social contexts of Afghanistan
Read the novel as a class and complete comprehension questions. Some chapters may be set for homework reading.
Introduce the term ‘narrative conventions’ – discuss setting, point of view, plot conflict, characterisation, style/language etc.
Work through the Parvana work booklet as a class. This booklet guides students through the novel, looking at narrative conventions, themes, analysis of quotes, etc. Students will focus on issues relating to gender and political oppression in Afghanistan, ideological differences in values/attitudes and consider how these differ from our own context.
Review paragraph format, and complete practice paragraph responses using quotes in relation to narrative conventions and themes. Encourage students in C3 and EXT to use 2 quotes per paragraph.
Introduce the essay question – go through the process of preparing a response explicitly (i.e: unpacking the question, planning a response)
Model writing an introduction, and allow students time to draft and edit their work
Model essay body paragraphs, and allow students time to draft and edit their work
Model writing a conclusion for essays, and allow students time to draft and edit their work
Give students a lesson to prepare their notes
Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766)
Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)
Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view (ACELY1734)
Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)
Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)
Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)
TASK 3:(Receptive /Responding) 15%Essay – Students prepare an essay to a seen essay question. They are permitted to bring in one page of notes with them on the day of the in-class essay (55 mins).(3 body paragraphs, 1-2 quotes in each)(Due: Start Week 5)
ONGOING:Successful English 2:One day a week
Weeks 6-8
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.
***During the exam weeks when we see students in class and for the remainder of the term, classes are to begin the next unit
Review of all outcomes TASK 4: (Receptive) 10%Examination – students complete an exam that tests their knowledge of spelling, grammar, comprehension of a short story and analysis of a novel.(Exams Weeks 7 & 8)
Term 28-10
Term 31-2 T3
Short story Construction.
Revise narrative conventions studied in Term 1 Look at, and annotate a few short narrative texts,
including ones written by students. Use marking keys to assess, so students get a feel for how marks are discerned
Work through a number of creative writing sheets, focusing on voice, figurative language, creating characters and unique settings and ‘show, don’t tell’ activities
Ongoing practice with varied prompts (visual, auditory and tactile) – practice short, timed writing
Provide students with a number of stimuli – give students time to plan and draft their creative writing piece
Emphasise self, peer and teacher editing
Students are to start reading the novel Crow Country over the holidays.
Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542)
Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766)
Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)
Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)
Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)
Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767)
Assessment next term
ONGOING:Successful English 2:One day a week
Weeks Teaching Content/ Focus Australian Curriculum strands addressed Assessment
Term Three.
1-2 Short story unit continues
Students spend 10 mins of every lesson reading ‘Crow Country’ and completing chapter questions. They are to be allocated 2 chapters per night for homework.
Same as aboveTASK 5:(Productive/Creating) 5%Short story composition– Students write their own original story based on a choice of stimuli (Due Week 2)
Weeks 3-10
Novel study – Crow Country by Kate Constable Read the remainder of the novel in class Complete comprehension questions Discuss narrative conventions used in the novel, including
setting, characterisation, symbolism, point of view and style/language
Students complete the vocabulary/definitions cut-out activity in pairs
Work through the Crow Country analysis booklet, which guides students through the narrative conventions, themes and analysis of relevant quotes
After every section of the booklet, complete a sample paragraph as a class on the board, and then have students practice their own. These are collected and marked informally out of 10. Photocopy top paragraphs and discuss with the class
Focus on issues in Australia’s past, and the text’s comment on the continuation of colonial attitudes and values in our modern context
Explore values and attitudes presented in the text Review essay and paragraph structure. Model example
introduction, body paragraph and conclusion Allow students to draft and prepare their essays
Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766)
Understand the effect of nominalisation in the writing of informative and persuasive texts (ACELA1546)
Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547)
Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)
Explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806)
Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)
Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)
Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767)
TASK 6:(Receptive /Responding) 15%Essay – Students prepare an essay to a seen essay question. They are permitted to bring half a page of notes with them on the day of the in-class essay (55 mins).(Due: Week 10)
ONGOING:Successful English 2:One day a week
Weeks Teaching Content/ Focus Australian Curriculum strands addressed Assessment
Term Four.
6-8 Exam revision Students revise the concepts learned over the
Review of all outcomes TASK 7: (Receptive) 15%Examination – students
1-6Film Study: Wall-e
Revise SWAT codes Watch the film all the way through Brainstorm the main themes/issues explored in the film Work through the analysis booklet, looking out how film
codes are utilised to convey meaning, stopping and answering every question as a class on the board
Graffiti lesson: print off the collection of key film stills. Annotate one as a class, focusing on visual conventions
Spread all other images around the class and in groups of 2-3, students make their way around to the various stills in 5 minutes slots and add to the annotations. Once all groups are back at the start, collect and photocopy
Go through class annotations, and add any other relevant annotations together
Revise paragraph structure and scaffold a number of practice questions in the lead up to the exam, with reference to different still images from the film
Content for this unit will be assessed in the exam
Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766)
Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view (ACELY1734)
Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)
Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735)
Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication (ACELA1543)
Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548)
Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)
Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)
Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)
Content for this unit will be assessed in the exam
ONGOING:Successful English 2:One day a week
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.
complete an exam that tests their knowledge of spelling, grammar, comprehension of a short story and understanding of a novel or and/or film.(Exam Week 8)
*** For the remainder of the term, students will work through a non-assessed unit on Newspapers (Fairy-tale/Christmas themed)/ Reading Log.. Please see Jess Stylianou for resources.
