Home - Irene McCormack Catholic College · Web viewDefine HYBRID: The Cove is a non-fiction documentary that plays out like a spy thriller; thus, utilises narrative and film conventions

Irene McCormack Catholic College Year 11 ATAR EnglishCourse Outline 2019

Semester One:

WeeksTeaching Content/ Focus Course Content Assessment

TERM ONE

1-3

Introduction to ATAR English – Students must be aware of SCSA website

Remind students that they should have finished reading The Kite Runner by Week 5

TASK ONEUNSEEN EXPOSITORY AND IMAGE COMPREHENSION

Glossary of expository conventions Read and annotate short expository text ‘Killing Daniel’ Analysis of 'Killing Daniel' focusing on issues, use of conventions, author's purpose and the

impact on the reader. Go through correct paragraph format Go through examples and have students complete practice responses to questions similar to

the ones they may receive in their test Look through sample paragraphs and students draft their own responses to practice questions Explain format of assessment – two persuasive texts and one still image to comprehend. Glossary of image analysis conventions Annotate sample still images as class Provide practice test before assessment and have students work independently

Investigate the relationships between language, context and meaning by:

analysing how language choices are made for different purposes and in different contexts using appropriate metalanguage

evaluating the choice of mode and medium in shaping the response of audiences, including digital texts.

Examine the language, structure and features of imaginative, interpretive and persuasive texts, including:

explaining the ways language features, text structures and conventions communicate ideas and perspectives

explaining the ways text structures, language features and stylistic choices are used in different types of texts

analysing how vocabulary, idiom and rhetoric are used for different purposes and contexts

Analyse and evaluate how responses to texts, including students’ own responses, are influenced by:

purpose, taking into account that a text’s purpose is often open to debate

personal, social and cultural context

the use of techniques associated with imaginative, interpretive and persuasive texts.

Create a range of texts:

using evidence-based argument

using appropriate quotation and referencing protocols

Reflect on their own and others’ texts by:

analysing textual evidence to assess the purpose and context of texts

questioning responses to texts

investigating the impact and uses of imaginative, interpretive and persuasive texts.

TASK ONE:(Responding – 7.5%)

Two persuasive comprehendingone still image comprehending

Term OneThurs Week 3

TERM ONE

4-6

TASK TWOUNSEEN STIMULUS CREATIVE WRITING

Students will complete creative workshops on: character, setting, atmosphere, figurative language, voice and point of view.

Expose students to a collection of short stories (preferably student-written and also from past exam papers, where students have responded to a stimulus etc.) and discern what makes a successful short story

Discuss generic features of a short story Discuss how to add effective figurative and descriptive language to a story, how to create a

clear sense of voice etc. Revise figurative language techniques and show examples of stories that utilise this language

effectively to engage the reader or create atmosphere. Also teach how to integrate dialogue. 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. Expose students to stories that have been adapted into another genre (i.e. re-writes of fairy-

tales) WACE good answers – show how students can have a different interpretation of a stimulus The piece that is submitted must be original and unique with a strong sense of voice Hand out the task sheet – students select the stimuli they prefer and begin planning for their

assessment.





evaluating the impact of description and imagery.


using appropriate form, content, style and tone for different purposes and audiences in real and imagined contexts

drawing on a range of technologies

combining visual, spoken and written elements where appropriate

using strategies for planning, drafting, editing and proofreading

using accurate spelling, punctuation, syntax and metalanguage.




TASK TWO:(Creating – 12.5%)

Unseen stimulus creative writing

Term OneThurs Week 6

TERM ONE

7-10

CONT TERMTWO

1-3

TASK THREEUNSEEN THE KITE RUNNER ESSAY

CONTEXT Afghanistan (past to modern day) Focus on issues, attitudes, values, reader response, varying interpretations, different voices

and contextANALYSIS

Complete comprehension style activities on the novel, focusing on narrative voice, setting, character, themes, context, figurative language etc.

Complete A3 theme booklets where significant quotes for key themes are analysed in depth Complete setting handout Teacher to provide model paragraphs and scaffold essay writing on the board Students complete a number of practice paragraphs that are peer marked and looked at by the

teacher to prepare them for the assessment Teacher to provide practice essay questions




evaluating the impact of description and imagery.



personal, social and cultural context



using evidence-based argument

using appropriate quotation and referencing protocols


using accurate spelling, punctuation, syntax and metalanguage.

TASK THREE:(Responding – 7.5%)

Unseen The Kite Runner essay

Term TwoThurs Week 3


analysing textual evidence to assess the purpose and context of texts

questioning responses to texts

investigating the impact and uses of imaginative, interpretive and persuasive texts.

TERM TWO

4

EXAM REVISION

TERM TWO

5-6

TASK FOURSEMESTER ONE EXAMINATION

Review of all content TASK FOUR:(Examination – 10%)

Review all content

Term TwoWeek 5 & 6

TERM TWO

7-9

TASK FIVETHE KITE RUNNER MONOLOGUEThe aim of the assessment is for students to research, write and then present a monologue of a ‘voice’ from a different context. The ‘person’ that is presented can be a character from The Kite Runner, a real person or an imaginary person based on research. To introduce the context of Afghanistan, consider and analyse the following texts with the class:

Expository text – ‘Veiled Courage’ – read and annotate Documentary – ‘Beneath the Veil’ – view and discuss Brainstorm different perspectives students could base their monologue on Show examples of monologues Students begin to plan and draft their monologues Go over the important facets of oral presentation / manner Students rehearse

Investigate the relationships between language, context and meaning by:

explaining how texts are created in and for different contexts

analysing how language choices are made for different purposes and in different contexts using appropriate metalanguage

evaluating the choice of mode and medium in shaping the response of audiences, including digital texts.






using appropriate form, content, style and tone for different purposes and audiences in real and imagined contexts

drawing on a range of technologies

combining visual, spoken and written elements where appropriate


TASK FIVE:(Creating – 12.5%)

Monologue – ‘A Different Voice’

Monday Week 9

TERM TWO

10

START READING JASPER JONESFINISH READING DURING HOLIDAYS

Semester Two:TERM THREE

1-2TASK SIXJASPER JONES CONTEXT VLOG

Introduce task (details below)

Introduction to novel Jasper Jones – context 1960s Australia. Spend approximately 2/3 lessons on each of the 3 contextual factors:

ISSUE 1: The treatment of indigenous Australia Watch SBS documentary First Australians Episode 6 – ‘A Fair Deal for a Dark Race’ –

complete handout and discuss Aboriginal poem – use as a stimulus for the reflection/blog Discuss the 1967 Referendum The Stolen Generation White Australia policy- Racial Attitude and treatment by Whites- citizens & Govt Reserves like Cumraganja and the abuse, intimidation used Proposed change to the Constitution and the 1967 Referendum Kevin Rudd Sorry Speech 2008 & National Sorry Day- timely? Overdue? Enough?

Compare texts in a variety of contexts, media and modes by:

explaining the relationship between purpose and context

Investigate the representation of ideas, attitudes and voices in texts, including:

analysing the ways language features, text structures and stylistic choices shape perspectives and interpretations

evaluating the effects of rhetorical devices

analysing the effects of using multimodal and digital conventions


using imaginative, interpretive and persuasive elements for different purposes, contexts and audiences

experimenting with text structures, language features and multimodal devices

developing and sustaining voice, tone and style


using accurate spelling, punctuation, syntax and metalanguage

using appropriate quotation and referencing protocols.


analysing the values and attitudes expressed in texts

evaluating the effectiveness of texts in representing ideas, attitudes and voices

critically examining how and why texts position readers and viewers.

TASK SIX:(Creating – 12.5%)

Jasper Jones Vlog

Thursday Week 2This task requires you to research the contextual factors in Jasper Jones (1960s Western Australia) and present an argument on your given topic in the form of a persuasive vlog.

You will be allocated either:THE TREATMENT OF INDIGENOUS AUSTRALIANS

THE IMPACT OF THE VIETNAM WARTHE FACTORS THAT INFLUENCED SOCIETY IN BOTH CITY AND RURAL AREAS

Your vlog should be recorded digitally and should be informative, reflective and engaging. You will be assessed on your content, use of persuasive language and presentation skills.

ISSUE 2: The impact of the Vietnam War Analyse a selection of images/short texts – use as a stimulus for the reflection/blog Conscription and national service Australia’s involvement Horrifying reality of war- physical (death & injury) Psychological effects for years Treatment of the Vets when they came home Innocent victims, children and villagers Use of chemical warfare- Agent Orange, Napalm Protests at home when the war was on

ISSUE 3: The factors that influenced society in both city and rural areas Read articles/excerpts on Eric Edgar Cooke and how his reign of terror changed Perth in the

sixties What he did to his victims and why he did it How his crimes changed Perth forever View images and short extracts on city and rural living Influx of migrants, mainly English, coming here during Cooke’s time of terror. Think about

new cultures brought to Australia and how this changed our landscape. Desensitization to crime now as we are exposed to it so often- decline in society? Perth’s growth in population- loss of country town and homely feel.

Vlog What is a vlog? Conventions hand out. Look at example vlogs Teacher to allocate topics to students Task sheet handed out and explained View example vlogs relevant to topic Time to individually write and prepare vlog

TERM 33-7

TASK SEVENJASPER JONES ESSAY

Comprehension questions Revise narrative conventions

THEMES – complete A3 charts on each theme Morality and Ethics Scapegoats Atonement Law and Legality

Discuss context, quotations, values and attitudes, language conventions and the message presented

Complete worksheet ‘More Themes and Characters in Jasper Jones’ CHARACTERS – narrative conventions used to construct characters SETTING – look at the significance of this and how it becomes a character in itself Focus questions which require an extended paragraph response Provide students with practice questions

NO NOTES PERMITTED FOR THIS ASSESSMENT



analysing the style and structure of texts



analysing how attitude and mood are shaped.

Analyse and evaluate how and why responses to texts vary through:

the impact of language and structural choices on shaping own and others’ interpretations

the ways ideas, attitudes and voices are represented

the interplay between imaginative, interpretive and persuasive techniques

analysing changing responses to texts over time and in different cultural contexts.


selecting and applying appropriate textual evidence to support arguments



using appropriate quotation and referencing protocols.




critically examining how and why texts position readers and viewers.s 9-10 Students begin unit on THE COVE

TASK SEVEN:(Responding – 7.5%)

Jasper Jones Essay

Thurs Week 7

Weeks 8-10 Students begin unit on THE COVE

TERM THREE 8-10

TERM 41

TASK EIGHTTHE COVE (DOCUMENTARY AND HYBRID TEXTS) SHORT ANSWERSDefine HYBRID: The Cove is a non-fiction documentary that plays out like a spy thriller; thus, utilises narrative and film conventions.

Introduce documentary conventions Discuss differences between film and documentary conventions Analyse documentary/hybrid text using the comprehension booklet, closely analysing a

series of scenes, and paying attention to conventions, genre, context, audience and purpose Complete practice test, before students sit the actual test.




evaluating the construction of hybrid texts.



analysing the effects of using multimodal and digital conventions

TASK EIGHT:(Responding – 7.5%)

The Cove Short Answers

Thurs Week 1







critically examining how and why texts position readers and viewers.

2-4 UNSEEN COMPARATIVE COMPREHENSION (NARRATIVE/PERSUASIVE)

Review Narrative and Expository techniques Look at a series of narrative extracts and expository extracts and annotate thoroughly as a

class Introduce comparative paragraph structure Practice Comprehending-style assessment where links and comparisons can be made

between texts of different genres/text forms Complete assessment






evaluating the effects of rhetorical devices

analysing how attitude and mood are shaped.


the impact of language and structural choices on shaping own and others’ interpretations




selecting and applying appropriate textual evidence to support arguments





TASK NINE:(Responding/Comprehending – 7.5%) (Due Week 4)

5-7 EXAMINATION REVISION - Y11 Exams in weeks 6 and 7Give students practice examination and sectional break down of exam.

Review of all outcomes TASK TEN: EXAM(Semester 2 Examination – 15%)

Documents

Home - Irene McCormack Catholic College · Web viewDefine HYBRID: The Cove is a non-fiction documentary that plays out like a spy thriller; thus, utilises narrative and film conventions