€¦ · Web viewEstablishment of essay structure expectations using modelled responses Planning and drafting in-class Citing drama quotations Understand that Standard Australian

Irene McCormack Catholic CollegeYear 10 Literature

Course Outline 2020Weeks Teaching Focus Content Addressed Assessment

Term 1Week 1

Introduction to CourseDiscussion of Syllabus, assessment policy and course requirementsWhat is Literature and how is different to English? (Brian Moon Booklet)

Week1-5

Fairytale Unit

What is a reading? Create a definition and define the structure for writing a reading.

Read the poem ‘The Flea’, and read discussion model reading This unit will focus on determining readings – dominant,

resistant: feminist, gender, Marxist and psychoanalytic.

Example: Cinderella

Dominant Reading – ideal romantic love. It shows that true love will prevail no matter what the odds. It offers an optimistic outlook on life.

Resistant Reading – the story is about the shallowness of men who judge women solely on the basis of their attractiveness.Conflict and a change of attitude can influence the reading of the text,

Feminist Reading – women have either been empowered or disempowered by the masculine in the text.Cinderella is a woman repressed, abused and reduced to domestic work. Her only way out of this is to seduce and snare a

Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)

Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)

Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)

Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)

Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)

Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640)

Task 1:SWR - Receptive 10%ReadingStudents to construct a reading of a fairy-tale.

(Due Week 5)



man. Marxist Reading – Karl Marx’s description of society as

consisting of class struggles. Cinderella is representative of a repressed class – reduced to unskilled and demeaning labour. Her struggles represent class struggles throughout history.

Psychoanalytic Reading – Freudian theories of psychology: Freud asserted that people's behavior is affected by their unconscious: "...the notion that human beings are motivated, even driven, by desires, fears, needs, and conflicts of which they are unaware.

Read and annotate ‘Cinderella’, read model reading and add a paragraph.

Read and annotate ‘Little Red Riding Hood’ and add another paragraph.

Match up the characters from ‘The Princess and the Pea’ with the elements of the Freudian psyche.

Students are to write a full practice reading on ONE of the fairy tales already studied and get feedback from their teacher.

Read the short story ‘The Garden Party’ by Katherine Mansfield and annotate.

PPT on Marxist readings Write Marxist reading of ‘The Garden Party’

Evaluate the social, moral and ethical positions represented in texts (ACELT1812)



6-10 Drama Study: MacbethIntroduction to the context: Elizabethan England

Watch documentary: Elizabethan England The Poor – students to complete comprehension questions

Watch documentary: Elizabethan England The Rich – students to complete comprehension questions

Work through context section in Macbeth text – complete handout

Context quiz (non-assessed)

Introduction to Shakespearean Language Students to experiment with language

READ PLAY AS A CLASS – annotate and analyse together

DRAMA STUDY: Revise narrative conventions Dramatic conventions glossary Complete writing techniques booklet Gender reading Brainstorm of themes as a class Fill in table discussing how dominant contextual attitudes and

ideologies are reflected in the play Character profiling relating to the key characters and the traits

they embody: evil and ambition. Deconstruct essay questions as a class

Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA1563)


Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565)

Understand conventions for citing others, and how to reference these in different ways (ACELA1568)

Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts (ACELA1569)

Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction (ACELA1570)

Understand how to use knowledge of the spelling system to spell unusual and technical words accurately, for example those based on uncommon Greek and Latin roots (ACELA1573)

Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts

TASK 1:EWR – Receptive 12.5%Students will construct a take-home essay response based on their reading of Macbeth and their understanding of the play’s context. At least four body paragraphs.

(Due: Week 9/10)



Establishment of essay structure expectations using modelled responses

Planning and drafting in-class Citing drama quotations

(ACELY1753) Review, edit and refine students’ own and others’

texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)

Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)

Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)




Term 2Week 1-5

Animal Farm Reading and chapter questions to be completed Defining the allegory genre and other relevant sub-genres Author biography research Research into Russian Revolution context Discussion of narrative conventions and themes Fill table regarding key symbols in the novel Create character profiles which align with historical figures Create a timeline of key historical events in WWII/Russian

Revolution and find the corresponding events from the novel. Construct alternative readings Students are to research one of the allegorical perspectives in

the novel and write practice body paragraphs List the conventions of the allegorical fiction Reading other examples of allegory, fables etc. Writing allegorical fiction



Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572)

evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)



Task 3Creative Writing10%Students are to create their own allegorical short story.(Due Week 5)



6-8 Examination RevisionSTUDY 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)

Revise previous texts, topics, terminology and good answers

Task 4:(Receptive 12.5%)Semester 1 Examination – Students to complete an in-class exam, which covers a range of topics from the semester.

(Due Week 7)

Term 2Weeks 8-

10

Australian Poetry Poetic devices, create a glossary of poetic terms Create a list of tone words with definitions Look at a range of different Australian poems In depth poetry analysis Annotation of “My Country” as a class

Read model reading and highlight thesis and also how many conventions have been discussed

Read and annotate ‘South Country’, read model reading,

Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)

Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750)

Create literary texts that reflect an emerging sense

Task 5:(Productive 10%)Original Poem CreationStudents to construct an original poem based on the Australian poetry



Term 3Weeks

1-3

students to add another body paragraph Poetry revision quiz at the beginning of Term 3 Read and annotate “Cheap White Goods at a Dreamtime Sale”

and read model reading. Highlight helpful phrasing for constructing readings.

Poetry Creation Work on writing their own poem based on the Australian

poetry studied in class. Annotate and create multiple thesis statements for different

reading practice and lenses; ‘Bora Ring’, ‘Be Good Little Migrants’, ‘Municipal Gum’, ‘Weapons Training’.

Poetry Tutorial In pairs students are allocated a poem. They are to develop a

reading tutorial for the class, presenting one reading each.

of personal style and evaluate the effectiveness of these texts (ACELT1814)

Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644)


Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (ACELT1815)

Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)

Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643)

unit.

(Due Week 3)

Task 6:(Speaking and Listening 10%)Poem TutorialStudents are to deliver a reading tutorial of an allocated poem. The group will establish two different readings of their poem.

(Due Week 5)

Term 36- 10

Novel Study: Wife of Martin Guerre

Introduction to the context: The Middle Ages

Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA1563)

Task 7:SWR on WOMG– Receptive 10%



Define context:The environment in which a text is produced or received. Context can include the general social, historical and cultural conditions in which a text is produced or received or the specific features of its immediate environment. The term is also used to refer to the wording surrounding an unfamiliar word that a reader or listener uses to understand its meaning.

Historical Context: The conditions, events, values, and beliefs of a specific time period.

Cultural Context: Culture is all aspects of life, the totality of meanings, ideas and beliefs shared by individuals within a group of people.

Social Context: The social environment consisting of stable and dynamic factors such as social network, and support resources. This also refers to the way characters interact with each other according to the norms of the time period.

Research activity: Feudal life, religion, homes, clothing, health, women’s work, women’s education and marriage.

Genre: Historical Fiction works often adapt narrative conventions such as plot, setting, characterization, etc. to blend actual historical facts with fiction.

Novel study – ongoing comprehension of novel and chapter summaries


Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)



Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)



Students compile ½ page of notes and construct an essay in class(Due Week 10)



Deconstructing essay questions How to produce an effective thesis (building vocabulary) Writing an extended response

Planning, drafting and editing

Term 4Week 1-5

Film Study: Pleasantville Research context of 1950’s and conservative values. Annotation of stereotypical still images from the 1950’s VISUAL CONVENTIONS GLOSSARY, revise as a class Watch film- complete film analysis booklet Focus on the portrayal of humanity in the film Discussion of the representation of women, men, sexuality,

domesticity etc. Themes Define discourse and then establish the dominant and

alternate discourse of the 1950’s conservative context using examples from the film.

Using stills from the film, create detailed character profiles Using stills from the film, annotate and discuss the use of

symbolic codes. Fill out a table which helps build different readings of the film. PPT on values and attitudes, then practice paragraph Practice writing extended paragraph responses discussing

visual conventions. Test



Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572)

evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)



TASK 8:(SWR – Receptive 10%)In-Class Analysis Test–Student to be assessed on their knowledge of visual conventions as well as their close analysis skills in a short-answer test

(Due Week 5)



Term 4Week 6-7

Exam revision 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)

EXAM

EXAM 15%Week 7

Documents

€¦ · Web viewEstablishment of essay structure expectations using modelled responses Planning and drafting in-class Citing drama quotations Understand that Standard Australian