· Web viewCourse 2 English typically prepares students to pursue a non-ATAR pathway, although there is some opportunity for students to move into an ATAR pathway if they achieve

Irene McCormack Catholic CollegeYear 10 Course 2 English

Course Outline 2019

Weeks Teaching Content/ Focus Western Australian Curriculum strands addressed Assessment

Please note: Course 2 English typically prepares students to pursue a non-ATAR pathway, although there is some opportunity for students to move into an ATAR pathway if they achieve excellent results in the course. As such, the course content is relatively similar to Course 3 English, but is modified to meet the needs of students. Differentiation occurs between these courses 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 11-5 Short Stories

Work through theory on Prose Conventions and Short Story Conventions: Point of view, characterisation, plot, diction, style, tone, setting, etc.

Annotate, analyse and answer questions on short stories dealing with the issue of race such as:

o “Sticks and stones and such like” - Sunil Badami”

o “Arrangement in black and white,” Dorothy Parker

o “The Test" – Angela Gibbso “The only one who Forgot"o "After you my dear Alphonse"

Discuss which/whose point of view has been used to offer different perspectives in the short

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

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

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

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

Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)

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

TASK ONE: (Productive/ Creating) 15%COMPOSITION OF SHORT STORY Composition of an original short story based on selection of stimuli. 2 pages minimum length- focus on genre and understanding of racial and cultural issues.

(Due week 5)

5-11

story. Discuss how the characters are representative of

particular values and attitudes. Discuss how symbolic settings have been used to

comment on the nature of the society in which the story is set?

Discuss how the author's style and tone in this text privileges particular ways of thinking?

Explain how the author has selected their language carefully in order to present a particular perspective.

Discuss the use of conventions to centralise particular ideas.

Discuss how tone and style have been manipulated in order to promote particular ideas.

Discuss how particular values and attitudes are reflected in this text through the author's choice of content.

Scaffold how to plan and write a short story Descriptive and figurative language activities How to create vivid settings and interesting

character sheets Work through a range of stimuli Students draft, edit, peer edit their work

Film study – Slumdog Millionaire First viewing of the film Slumdog Millionaire Complete comprehension questions focusing on the

narrative and filmic conventions present in the film Brainstorm the themes and issues presented in the

film. Discuss the intended impact on the audience. Begin second viewing of the film Revise SWAT codes and film techniques Answer questions in Viewing Booklet analysing the use

of SWAT codes, regularly pausing the film to discuss the answers to questions. Teachers should aim for these answers to be written in detail, with strong analysis of film techniques

Review essay structure and paragraph format of1. Engaging topic sentence

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


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

Understand how to use knowledge of the spelling system to spell unusual and technical wordsaccurately, for example those based on uncommon Greek and Latin roots (ACELA 1563)

Use organization patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY 1813)

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)

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 sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes, and that reflect upon challenging and complex issues (ACELY1756)

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) Use a range of software, including word processing programs, confidently, flexibly and imaginatively to publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)

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

TASK TWO: (Receptive/Responding) 12.5%ESSAY-STYLE BODY PARAGRAPHS (Due week 10)

2. Thesis statement3. Introduction to evidence4. Evidence5. Analysis6. Introduction to second evidence7. Second evidence8. Analysis9. Viewer response

Explain the requirements of the essay and provide students with a practise to prepare.

Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814)

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

Create imaginative texts that make relevant thematic and inter textual connections with other texts ‐(ACELT1644)

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)


Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT 1640)

TERM 21-5 NOVEL STUDY: A New Kind Of Dreaming

Students to read and analyse novel, answering a range of novel study comprehension questions relating to themes, characters and setting.

Novel will be read in class and at home Focus on characterisation and setting to produce

meaning Focus on the bildungsroman genre and what it

means to come of age and grow up Focus on spiritual connection to land, culture and

history Focus on point of view, diction and tone used to

produce suspense. Discussion of essay structure: Review the

paragraph structure, ensuring reader response is an asserted part of each paragraph.

Practice essay questions


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



Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)


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


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

Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT 1640)


TASK THREE:IN-CLASS DOUBLE PERIOD ESSAY- 7.5%Students are to write an in-class essay on an unseen question relating to their novel study. They are permitted one page of notes for this task.

(Due week 5)

6-8Exam revision & exam

Students revise the concepts learned over the semester

Provide students with a practice exam in the same style as the one they will be given and work through some practice questions, etc.

TASK FOUR:EXAM- 15%Examination of Semester 1 content.

(Due week 7/8)

TERM 31-5 Documentary study- Salam Neighbour

Teach SWAT codes and documentary conventions Students watch documentary Discuss messages and themes/ central premise of

the documentary View documentary for the second time and

complete comprehension questions focusing on the documentary conventions present in the text

Review essay structure and paragraph format1. Engaging topic sentence2. Thesis statement3. Introduction to evidence4. Evidence5. Analysis6. Introduction to second evidence7. Second evidence8. Analysis9. Viewer response

Explain the requirements of the essay and provide students with a practise question.

Revise expectations of a documentary Class brainstorm of possible topics Research topic, conduct interviews etc.

Understand that in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA 1563)

Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA 1567)


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

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)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)


TASK FIVE: (Receptive/Responding) 10%IN-CLASS ESSAY-

Students to write an essay based on codes and conventions present within the text to produce meaning.

(Due week 5)

TASK SIX:ORAL PRESENTATION- 15%(Productive/ Creating)

Students storyboard/plan their documentary Class time for scripting and filming

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)


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






In groups, students are to create their own documentary about a contentious/ topical issue in society

(Due week 10)

TERM 41-5 Expository comprehension- feature articles and blogs

Students are taught expository conventions within writing and introduced to the conventional elements of expository texts such as feature articles and blogs.

Students read and annotate a range of expository articles, identifying representations of refugees and culture.

Students look at an extract from Anh Doh ‘The Happiest Refugee’ and answer questions regarding the use of conventions in conveying representations.

Revise paragraph structure and scaffold sample responses to texts done in class on the board and then gradual release until students work independently

Understand that in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA 1563)


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

Compare the purposes, text structures and language features of traditional and contemporary texts in different media (ACELA1566)

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




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

TASK SEVEN: EXPOSITORY COMPREHENSION TEST(Receptive/Responding) 10%Students are given two lessons for this assessment. The first lesson is allocated for annotating the test article, the second period is designed for completing the test, which asks students to analyse the use of conventions in creating meaning.

(Due week 5)

6-7 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.




TASK EIGHT:EXAM- 15%Examination of full year content.

(Exams week 7)

Documents

· Web viewCourse 2 English typically prepares students to pursue a non-ATAR pathway, although there is some opportunity for students to move into an ATAR pathway if they achieve