Irene McCormack Catholic CollegeYear 11 English General

Course Outline 2021Semester One: Term One

Lesson 1: Introduce the course putting emphasis on the relevance and importance of General English in terms of real life expectations, career pathways and options. Go through Assessment Outline and explain the course content. Go through the Assessment Policy and Feedback Policy.

Week Teaching Content/ Focus English syllabus Assessment

1-6 The Evolution of Gender Revise visual conventions with character visual techniques

w/sheet (shot type and angles, colours, props, body language, facial expression etc written codes, headlines and captions, persuasive language etc) and test knowledge with Kahoot.

Complete “Evolution of Gender” w/sheet with corresponding PPT. Students will learn: the difference between sex and gender; common gender roles relevant to men and women; links between stereotypes and sexism and how gender stereotypes limit the potential of men and women.

Sign onto ClickView Exchange start watching “Back in time for Dinner” Season 1 Episode 1 (1950s). Answer comprehension questions. Teacher answers provided. Video explores society’s expectations of each gender in the 1950s. Women were to be well presented, submissive, family orientated and domestic workers etc. Men were authority figures in the workplace and in the home. They were not required to care of the home unless something

Use strategies and skills for comprehending texts, including:

predicting meaning by interpreting text structures, language features and aural and visual cues

relating texts to personal life and other texts

posing and answering questions that clarify meaning and promote deeper understanding of the text

Use information for specific purposes and contexts by:

locating and extracting information and ideas from texts, for example, skimming and scanning

Communicating and interacting with others by:

communicating ideas and information clearly

adapting listening and analysing behaviours to different contexts

Consider the ways in which texts communicate ideas, attitudes and values, including: how social, community and workplace texts are constructed for particular

TASK ONE: (Responding) 7.5%The Evolution of Gender

(Assessment Week 6)

Students are given 55 minutes to respond to two previously seen questions, in reference to two unseen images, in paragraph form.

needed fixing. Fathers barely had the time to interact with their families. As the sole breadwinner of the family, their job was to provide enough money for their families to survive on.

Teacher leads visual annotations of Mr Leggs 1950s advertisement and helps students construct paragraph on whiteboard in response to representation of gender related question. Students copy down.

In small groups, students annotate own 1950s image and complete individual paragraphs with guidance from teacher.

Sign onto ClickView Exchange start watching “Back in time for Dinner” Season 1 Episode 4 (1980s).

Teacher lead visual annotations of 1980s gender related image. Help students construct paragraph on whiteboard in response to gender representation question. Students copy down.

In pairs, students attempt to annotate own 1980s image. After viewing No Doubt’s “I’m Just a Girl” video clip,

students analyse how Stefani challenges gendered assumptions about women.

In pairs, students source and print three images/advertisements from the 50s, 80s and contemporary era. Students annotate all images explicitly identifying the techniques used and meaning associated

Students complete practice test. Students complete official test and are given 55 minutes to

respond to two seen questions, in reference to two unseen images, in paragraph form.

purposes, audiences and contexts

the ways text structures and written and visual language features are used to communicate information and influence audiences

how conventions of written and visual language shape audience response

Create a range of texts by:

developing appropriate vocabulary and sentence structures and using accurate spelling, punctuation and grammar

consolidating literacy skills for the workforce or further training

using text structures and language features to communicate ideas and information in a range of media and digital technologies

Use information for specific purposes and contexts by:

understanding how texts are structured to organise and communicate information

7-8 Making an Infographic Why do infographics matter? Conventions: focused, factual and relevant data; simple

graphics; simple colour palette; hierarchy of information; sharable story etc.

The 7 types of infographic. Marketing an Infographic. Building, structuring and designing an infographic Students annotate infographics provided by teacher and

comment on effectiveness of each. Students explore The Australian Bureau of Statistics website

Use strategies and skills for comprehending texts, including:

predicting meaning by interpreting text structures, language features and aural and visual cues

relating texts to personal life and other texts

posing and answering questions that clarify meaning and promote deeper understanding of the text

Consider the ways in which texts communicate ideas, attitudes and values, including:

TASK TWO: (Creating) 10%Making an Infographic(Due Week 8)Students submitinfographic raising awareness of an issue of their choice.

and shortlist potential topics of interest from available statistics on economy, people, industry, labour, environment, health etc.

Select final infographic area of focus and print relevant statistical study from The Australian Bureau of Statistics website.

Read information from statistical study and highlight key points.

Consider highlighted points and formulate clear intention to be communicated in infographic.

Share ideas with two other people in class and receive feedback on how to improve infographic.

Use IT programmes like canva.com.au to complete task.

how social, community and workplace texts are constructed for particular purposes, audiences and contexts

the ways text structures and written and visual language features are used to communicate information and influence audiences

how conventions of written and visual language shape audience response

Use information for specific purposes and contexts by:

locating and extracting information and ideas from texts, for example, skimming and scanning

Create a range of texts by:

developing appropriate vocabulary and sentence structures and using accurate spelling, punctuation and grammar

consolidating literacy skills for the workforce or further training

using appropriate language, content and mode for different purposes and audiences in everyday, community, social, further education, training and workplace contexts

using text structures and language features to communicate ideas and information in a range of media and digital technologies

using strategies for planning, recording sources of information and proofreading.

Communicating and interacting with others by:

communicating ideas and information clearly

adapting listening and analysing behaviours to different contexts

working collaboratively and cooperatively

Term Two

Week 1-5

Film study – The Pursuit of Happyness Revise film conventions, SWAT codes. Contextual knowledge of film. Understand how film codes and conventions shape our

viewing of a film. Understand how themes can be represented through film

codes to make pass comment on an issue. Recognise and identify film genre and language. SWAT codes and narrative codes and conventions. First viewing of film. Complete comprehension activities of film and activities. Deconstruction of certain scenes. Look at portrayal of characters and issues. Revision of paragraph structure. Scaffolded examples of paragraph writing, and practice

responses done as a class on the board

Use strategies and skills for comprehending texts, including:

predicting meaning by interpreting text structures, language features and aural and visual cues

posing and answering questions that clarify meaning and promote deeper understanding of the text.

Consider the ways in which texts communicate ideas, attitudes and values, including:

how social, community and workplace texts are constructed for particular purposes, audiences and contexts

the ways text structures and written and visual language features are used to communicate information and influence audiences

how conventions of written and visual language shape audience response

the use of narrative techniques, for example, characterisation and narrative point of view.

Use information for specific purposes and contexts by:

understanding how texts are structured to organise and communicate information

using strategies and tools for collecting and processing information, for example, informational organisers

TASK THREE: (Responding) 7.5%

Week 5: After analysing Muccino’s The Pursuit of Happyness in class, students will respond to two unseen questions in body paragraph form.

NO CLASSES WEEKS SIX AND SEVENWhilst Year 11 General students do not sit an English exam, students are expected to begin composing their Infamous Person Biographical Presentation.Distribute task sheet before exam break.

Week 5-11

Biographical Infamous Person Oral Presentation

What is a biography? Students learn about the purpose of a biography and the skills needed to write about another’s experiences in an engaging and interesting manner.

Students define “infamous” and brainstorm all the infamous people they know who have made a significant impact on society.

Students learn about values and attitudes (short PPT available)

Students view sample teacher PPT on the infamous Martin Bryant. Students take notes on infamous nature, impact on society and values and attitudes.

Students record their 5 – 10-minute biographical presentation on their computers and send digitally to teacher.

Students work on tasks: research controversial person, plan PPT structure, write palm cards etc.

Discuss ways to source and extract relevant information from online sources

Students rehearse in front of a partner and work collaboratively to fill in the feedback sheet, looking for areas of strength and areas that need improvement in terms of delivery

Use information for specific purposes and contexts by:

locating and extracting information and ideas from texts, for example, skimming and scanning

understanding how texts are structured to organise and communicate information

using strategies and tools for collecting and processing information, for example, informational organisers.

Create a range of texts by:

developing appropriate vocabulary and sentence structures and using accurate spelling, punctuation and grammar

consolidating literacy skills for the workforce or further training

using appropriate language, content and mode for different purposes and audiences in everyday, community, social, further education, training and workplace contexts

using text structures and language features to communicate ideas and information in a range of media and digital technologies

using strategies for planning, recording sources of information and proofreading.

Communicating and interacting with others by:

communicating ideas and information clearly

adapting listening behaviours to different contexts working collaboratively and cooperatively.

TASK FOUR: (Responding - Oral) 7.5%Week 11

Students will record there 5–10-minute biographical presentation on an infamous person who has made a significant impact on society.

Semester Two

Term Three

1-4 Horror in Film Extracts Students revise narrative conventions and

characteristics of a short story Students learn generic features of the horror genre Students read and annotate three teacher selected

stories. Students also answer comprehension questions.

Distribute task sheet and deconstruct sample paragraph questions.

Revise paragraph structure Start drafting and note taking

Use strategies and skills for comprehending texts, including:

• consolidating comprehension strategies • making inferences from content, text structures and language features• summarising ideas and information presented in texts• identifying similarities and differences between own response to texts and responses of others. Consider the ways in which context, purpose and audience influence meaning, including:

• the use of language features, such as tone, register and style to influence responses.

TASK FIVE: (Responding) 10%

Week 4After learning the generic conventions of horror (extracts from film), students will respond to two unseen questions in body paragraph form.

5-7 Creative Horror Short Story

Students recall narrative conventions, characteristics of a short story and generic features of the horror genre.

Teacher presents students with a practice prompt, and students attempt to create tension and suspense.

Distribute task sheet. With the aim of creating tension and suspense, discuss

potential stimuli on task sheet with individual students in regard to plot structure, point-of-view, setting, characters etc.

Students decide on one idea for their story. Short story draft. Submitted short story is to be typed.

Create a range of texts:

using appropriate vocabulary, sentence structures, accurate spelling, punctuation and grammar

using persuasive, visual and literary techniques to engage audiences in a range of modes and media

selecting text structures, including introductions and conclusions, paragraphs, topic sentences, connectives, and logical sequencing of ideas and events to communicate ideas in written texts

planning, organising, drafting and presenting information or arguments for particular purposes and audiences.

TASK SIX: (Creating) 15%

Creative Writing- (Week 7)

Students aim to create tension and suspense in their own original horror short story.

600 - 800-word short story

8-9 Cover Letter What is a cover letter? Why you should write a cover letter Tone Content Writing Skills Enthusiasm and passion Dos and don’ts Provide students with examples of cover letters Model cover letter with template Provide students with a choice of jobs to apply for

Use strategies and skills for comprehending texts, including:

• consolidating comprehension strategies

• making inferences from content, text structures and language features

Consider the ways in which context, purpose and audience influence meaning:

• the ways in which main ideas, values and supporting details are presented in social, community and workplace texts

• the use of language features, such as tone, register and style to influence responses

Create a range of texts by:

developing appropriate vocabulary and sentence structures and using accurate spelling, punctuation and grammar

consolidating literacy skills for the workforce or further training

using appropriate language, content and mode for different purposes and audiences in everyday, community, social, further education, training and workplace contexts

using text structures and language features to communicate ideas and information in a range of media and digital technologies

TASK SEVEN(Responding) 12.5%

Cover Letter(Week 9)

Using the techniques learned in class, students write a cover letter in response to their choice of three teacher selected job advertisements.

10 Documentary Study Start first viewing of The Final Quarter (75 minutes) Discuss the purpose of the documentary Revise documentary conventions.

Term Four

1 – 3 Continue Documentary Study Contextual knowledge of film. https://www.youtube.com/watch?v=xXow7olFyIM

Identify three feelings the white people in the video experience when discussing race.List three reasons why the white people in the video are so reluctant to discuss race.

https://www.youtube.com/watch?v=kzLT54QjclA What does Dr DiAngelo teach the viewer about racism?

Racism can be unconscious and unintentional. White fragility, in reluctance to address racism, stems from shame or guilt

Use strategies and skills for comprehending texts, including:

• identifying facts, opinions, supporting evidence and bias

• making inferences from content, text structures and language features

Consider the ways in which context, purpose and audience influence meaning, including:

• the ways in which main ideas, values and supporting details are presented in social, community and workplace texts

• the effects of media, types of texts and text structures on audiences

Using information for specific purposes and contexts by:

locating and selecting information from a range of sources

• identifying the relevance and usefulness of each source depending on the context in

TASK EIGHT:Responding15%

Week 2/3

After watching The Final Quarter, students will write two paragraphs in response to one unseen question.

which in turn causes racial silencing and control. Excuses like “focusing on race divides us” and “I have lots of friends of colour” have failed to eliminate racism and function to silence victims and protect the privileged white position.

Quote the below individuals focusing specifically on their reactions to McGuire’s King Kong comment: Andrew Demetriou, Richard Colless, Adam Goodes, Mark Robinsonn and Harry O’Brien.https://vimeo.com/353513965/06769ca9a2

Start second viewing of The Final Quarter Revision of paragraph structure. Scaffolded examples of paragraph writing, and practice

responses done as a class on the board

which used

• using a range of strategies for finding information.

Communicating and interacting with others by:

• being receptive to others’ ways of thinking and learning

• evaluating the effectiveness of their own contribution to group tasks and activities

• interacting confidently with others.

4-5Documentary Presentation Scaffold the format for an oral documentary ‘pitch’ –

students must devise and research their topic and create a pitch to sell the idea of their documentary to a producer

Show an example of a sales pitch on “Shark Tank” Students rehearse in front of a partner and provide

constructive feedback to each other

Use strategies and skills for comprehending texts, including:

identifying facts, opinions, supporting evidence and bias

making inferences from content, text structures and language features

identifying similarities and differences between own response to texts and responses of others.

Consider the ways in which context, purpose and audience influence meaning, including:

the ways in which main ideas, values and supporting details are presented in social, community and workplace texts

the effects of media, types of texts and text structures on audiences

Using information for specific purposes and contexts by:

locating and selecting information from a range of sources

identifying the relevance and usefulness of each source depending on the context in which used

using a range of strategies for finding information.

Create a range of texts:

planning, organising, drafting and presenting information or arguments for particular purposes and audiences.

Communicating and interacting with others by:

speaking coherently and with confidence for different audiences and purposes

being receptive to others’ ways of thinking and learning

evaluating the effectiveness of their own contribution to group tasks and activities

interacting confidently with others.

TASK NINE: (Responding - oral) 15%

Week 5

Students work in groups and pitch their documentary proposal to Warner Brothers and explain how conventions are used to achieve their purpose