imcc.wa.edu.au · Web view2021. 4. 18. · Teachers should aim for these answers to be written in detail, with strong analysis of film techniques Hand out task sheet and break down

Irene McCormack Catholic CollegeYear 9 Extension English

Course Outline 2021

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:

1-5Creative writing from a multimodal stimulus Immerse students in reading a range of creative writing texts. Expose students to a collection of short stories and discern what makes a

successful short story. Discuss generic features of a short story. Work through a booklet of short narrative texts with a range of activities on

plot, setting, character, pov, motif and language. Create plot graphs for short stories read in class, then create a plot graph for

their own short story when the assessment planning begins. 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 1:(Productive /Creating) 15%Short story – Construction of a short creative writing piece based on a choice of stimuli (Minimum 2 pages long, size 12 font. Done at home.)(Due Week 5)

ONGOING: Education Perfect

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)

5-9Expository Writing 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 to learn what a persuasive essay is. Students to view a range of persuasive essays and to analyse the

conventions. Students select a topic that they are interested in writing about. Researching for information on their given topic and an argument they

would construct in relation to it. Planning logical flow of arguments. Complete the provided drafting booklet. Students work on their persuasive essay.



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)



Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)



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) 15%Expository writing: persuasive essay – Construction of a persuasive essay based on a topic of choice. (Due Week 9)


Term Two:

Week1-3

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

Week4-8

I Robot essay Revision of SWAT codes Discuss genre of Science Fiction. Briefly discuss the concept of a dystopian film and its features; how does the

film fit this genre?


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

TASK THREE: (Receptive /Responding) 15%Essay – Students respond to a seen question and have one

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.

on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (ACELA1770)


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)





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)


period in class to write their essay. They will be permitted half a page of hand-written, dot-point notes only) (Due Week 8)

Week9-11

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.

How to deliver a debate speech – presentation skills Drafting of debate speech Rehearsal and peer feedback on effective oral delivery






TASK FOUR: (Productive /Oral) 15%Debate – Students respond to a given question, arguing a position allocated by their teacher in a formal debate style. will be permitted to use palm cards. (Due Week 11)


Term Three:Pygmalion

1-8 Biography of George Bernard Shaw. Context: Victorian Era, British Empire, First Wave Feminism, The British

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. Annotate quotations relating to costume and set design. Brainstorm and planning for essay Drafting, focus on sentence construction and paragraph construction.

Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633)


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)


TASK FIVE:(Receptive / Responding) 15%In-class essay – No notes. Students write a full essay, from a choice of questions(Due Week 7/8)


Term Four:

Term 39-10

+

Term 41-6

The White Girl Look at the cover page and anticipate what the novel may be about. Introduce students to the reality of ‘the stolen generation’ and the

Aboriginal missions in Australia. Complete chapter questions on the novel both in class and for homework at

teacher discretion. Work through booklets focusing on themes, characterisation, narrative

voice, setting, etc. . Students to understand the concepts of marginalisation, oppression and

subjugation. Students to study the impact of colonisation and applying a post-colonial

reading to a text. Students to become familiar with performing a close reading Go over the task with students – provide practice questions. Practice paragraphs. Model and provide scaffolded examples of close-reading paragraphs /

paragraphs.

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)




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)





Interpret and compare how representations of people and

TASK SIX:(Receptive / Responding) 10%Close reading – No notes. Students write one close-reading paragraph on a passage extract (Given 10 mins reading and 30 mins working time). (Due Week 5/6)


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)

7-8 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 SEVEN(Receptive / Productive) 15% Examination – students complete an exam that tests their knowledge of comprehension, textual analysis and paragraph writing. (Exams Week 8)

Documents

imcc.wa.edu.au · Web view2021. 4. 18. · Teachers should aim for these answers to be written in detail, with strong analysis of film techniques Hand out task sheet and break down