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YEAR 12 ENGLISH UNIT OVERVIEW: THE POWER OF THE INDIVIDUAL In this unit students will be exposed to a variety of specific Australian and global issues where key individuals have been marginalised because of their religion, ethnicity, politics or support thereof. In order to realise the power an individual possesses, students will examine a number of individuals who have brought about change or made a positive difference in the world. ASSESSMENT: Short Story (test Conditions) LEARNING GOAL SUCCESS CRITERIA To identify individuals who have made a positive contribution to the world (recognise the distinctive features) (List of individuals such as Nelson Mandela, Rosa Parks, Gandhi, Martin Luther King etc.) To define associated vocabulary to describe these people and their values e.g. altruistic, compassionate…. Term+ classification+ special feature Can I: brainstorm a number of individuals who have made a contribution to the world as well as identify their main characteristics (mind map) define key attributes of these people using a glossary (term, classification, special feature, + synonyms, antonyms) use the glossary words in sentences/paragraphs to describe a number of these individuals using set structure (e.g. complex sentences, TEEL paragraph). To summarise the achievements and key biographical information of significant individuals. Complete the retrieval chart by researching one individual. Share your research with the class-students to complete the retrieval chart for individuals listed. Do you understand how/why this

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YEAR 12 ENGLISH

UNIT OVERVIEW: THE POWER OF THE INDIVIDUAL

In this unit students will be exposed to a variety of specific Australian and global issues where key individuals have been marginalised because of their religion, ethnicity, politics or support thereof. In order to realise the power an individual possesses, students will examine a number of individuals who have brought about change or made a positive difference in the world.

ASSESSMENT: Short Story (test Conditions)

LEARNING GOAL SUCCESS CRITERIA

To identify individuals who have made a positive contribution to the world(recognise the distinctive features)(List of individuals such as Nelson Mandela, Rosa Parks, Gandhi, Martin Luther King etc.)

To define associated vocabulary to describe these people and their values e.g. altruistic, compassionate….

Term+ classification+ special feature

Can I:

brainstorm a number of individuals who have made a contribution to the world as well as identify their main characteristics (mind map)

define key attributes of these people using a glossary (term, classification, special feature, + synonyms, antonyms)

use the glossary words in sentences/paragraphs to describe a number of these individuals using set structure (e.g. complex sentences, TEEL paragraph).

To summarise the achievements and key biographical information of significant individuals.

Complete the retrieval chart by researching one individual.

Share your research with the class-students to complete the retrieval chart for individuals listed.

Do you understand how/why this individual became an instrument of social change?

To identify and explain the key information and characteristics associated with altruism.

Identify the key events, values, attitudes and beliefs in a printed text, film or documentary e.g. “Invictus” multiple choice answers

Write a TEEEEEEL paragraph explaining the contribution this individual has made.

To recall and identify the generic structure of the short story (language features and structure) and how foreshadowing is created.DK:Story Graph, The Wedge

recall short story features and structure from prior knowledge

identify examples of vocabulary that establishes mood, representation etc.

fill in gaps by reading a short story- add to list

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Structure-Orientation, Complication, Resolution, coda.Features:°Read in a single sitting°Concisely expressed-every word counts towards meaning°One single impression/ message°Only main characters developed-few° Introduction established the mood and setting°Ends at the climax (traditional)° snippet in time°uses foreshadowing

(pairs-share) identify the tone and message of the short

story and highlight specific language use that helps to achieve this purpose

Identify foreshadowing -add a definition to glossary and identify the clues throughout the story

To define and identify the figurative language used in short stories to help create concise meaning

Simile, metaphor, extended metaphor, personification, allusion, onomatopoeia, hyperbole.

brainstorm figurative language devices and definitions from a cloze glossary (prior knowledge).

read a number of short stories that use these devices and explain the meaning they help to create.

To analyse the use of grammar, language structures and cohesive devices in short stories to position readers.

review short stories read in prior lessons and identify :

use of different types of sentences and paragraphs for specific effect

identify key vocabulary and how this constructs representations etc.….selection of specific vocab.

use of third person and impact on the reader/viewer

correct use of punctuation such as direct speech, apostrophe, dash, parenthesis, colon, comma and semi-colon etc.

identify the values, attitudes and beliefs drawn on in the story to position readers to accept the invited reading.

To evaluate the use of structure, vocabulary and aesthetic features in achieving purpose in short stories.

read, discuss and evaluate a number of texts about and by individuals who have made a positive difference in the world.

evaluate the impact aesthetic features and vocabulary choice on the reader and how this influences their attitudes and perspectives

To construct a short story plan that reflects the power of individual

CONSTRUCT/PRODUCE

To assemble, build or create something by

placing parts together for a particular

1. What do I have to make?2. What are the individual

parts I need to make it?3. Arrange the parts in

correct sequence.4. Join the parts together.

plan your story using the Story graph, wedge or graphic organiser on your task sheet by filling in the details in the appropriate section

if you are using a real person, consider which main event might be best to use for your story or whether you will invent one to achieve your purpose.

include key clues for the reader to use in

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purpose. piecing together the puzzle

To construct a short story about the power of the individual.

construct each section of your story:Orientation-setting, mood ,main characterComplication (conflict, rising action/climax) Resolution and Coda (optional)-resolve conflict and reiterate message

To evaluate the features and techniques used in student short stories.

Draft –revise (use checklist-retrieval chart) evaluate a student short story using the peer

conferencing sheet.