€¦ · Web view2020. 4. 17. · Course 2 English typically prepares students to pursue a non-ATAR pathway, although there is some opportunity for students to move into an ATAR

Irene McCormack Catholic CollegeYear 9 Course 2 English

Course Outline 2020

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 One

1 - 5 Creative writing from a multimodal stimulus Expose students to a collection of short stories (including ‘Lamb to

the Slaughter’, ‘V8 Music’, ‘The Last Spin’ and ‘Last Train’) and discern what makes a successful short story. Ensure comprehension questions are answered after each story to develop reading practices

Discuss generic convnetions of a short story, focusing on character, setting, plot, point of view and langugae

Explore notions of a ‘plot twist’ and discuss why a surprise ending is effective

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)

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)

ONGOING: Education Perfect, at least 15 mins twice a week. Complete pre test and diagnostic tests early to gauge student’s current understanding of grammar, punctuation and spelling. Use this to set relevant units of work.

TASK ONE:12.5%(Productive /Creating)Short story – Construction of a short creative writing piece (1 ½ -2 pages. Completed in class and at home.)(Due Term 1 Week 5)

5-10 Expository Writing Introduce expository language conventions including:

facts/statistics, enumeration, expert opinion, rhetorical questions, anecdotes, exaggeration/hyperbole, second person point of view and repetition, etc.

Immerse students in reading persuasive texts on a range of topics, including: feature articles, open letters/letterto the editor, blogs, etc.

Group work to identify key characteristics/features Annotate, label and discuss layout and language features of a letter

or a blog Discuss the concepts of purpose, context and audience Students select a topic that they are interested in writing about,

task sheet will offer some suggestions. Researching relevant information for their selected topic Planning logical flow of arguments Fill in drafting booklet Write an example of each form of persuasive language as a class

and then one for each students’ article and help them incorporate How to reference authority figures or research quotes and statistics Students practice writing their persuasive texts



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: 12.5%(Productive /Creating)Feature article – Construction of a persuasive letter or blog based on a topic of their choice. (In class timed assessment, however students can bring in one page of notes/research to assist them.)(Due Term 1 Week 10)

ONGOING: Education Perfect, at least 15 mins twice a week. Focus on preparing for NAPLAN early next term.

Term Two1-3 NAPLAN revision and preparation

Revise knowledge of spelling, grammar and punctuation. Practice comprehension skills and reading strategies Review persuasive and creative writing. Students work through past NAPLAN tests, and use Education

Perfect, in preparation for their NAPLAN tests.

REVIEW ALL CONCEPTS NAPLANTerm 2 Week 3(No school weighting)

4 -5 Introduction to persuasive speeches

Watch, read and discuss modern persuasive speeches (Eg: Donald Trump, Barack Obama, Greta Thunberg, etc.)

Discuss concepts of context, purpose, audience Students to revise persuasive language conventions (re-cap from

knowledge gained in expository writing) Students read and watch/listen to a range of persuasive speeches,

annotating and analysing their structural and stylistic language



Assessed later in the term

ONGOING: Education Perfect, at least 15 mins twice a week

features.

6 Exam revision 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.

REVISE: spelling, grammar, comprehension and analysis.

Review of all outcomes


7 EXAM TASK THREE:Examination 10%Due Term 2 Week 7(Receptive / Creating & Responding)

8 - 9 Persuasive Speech Continued Scaffold how to write an effective speech Research their topic Students plan, draft and edit their speech Students finalise speeches Rehearse their speech with a practice partner. Go over importance

of delivery

Week 10 – Once each pair has presented. Students are to watch the first viewing of I, Robot




Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)

TASK FOUR: Oral Presentation/ Persuasive Speech12.5%In pairs, students construct and present a persuasive speech arguing for or against an issue relating to technology.Due Term 2 Week 9


Term Three:

1-5 I, Robot film analysis Revision of SWAT film codes 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

Practice analysing still images from the film Teach body paragraph structure and provide scaffolded examples for

students of short answer and paragraph responses


Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning (ACELA1560)



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)

TASK FIVE: 12.5%(Receptive / Responding)Film Analysis – Students write three paragraph responses on the conventions and themes in the film. Due Term 3 Week 5

ONGOING: Education Perfect, at least 15 mins twice

Practice paragraph responses Practice test





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)


a week

6-10 Novel study: Holes Complete comprehension questions as students read through the

novel and go over them as a class. Class brainstorm of the key themes in the novel Map on the board the growth and changes of each of the main

characters Students work through a selection of activities designed to target

understanding of characterisation, point of view, setting and themes, breaking down and analysing significant quotes and how they reflect the growth and development of the characters and central ideas throughout the text.

Provide students with two practice essay questions, one with a focus on characters and one on themes. Students must select which focus they want to write about for their essay and plan accordingly- they will be allowed a page of notes, which must be pre prepared in class.

Students plan essay and select key quotes Revise and scaffold essay and paragraph structure. Go through

examples of strong paragraphs and do some paragraph writing as a class on the board

Students draft and edit their work and then create notes for their essays, which are due to be written in class in week 10.



Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (ACELA1561)






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)

TASK SIX: 5%(Receptive/Responding)Comprehension Booklet – Students submit their comprehension booklet on Holes.Due Term 3 Week 7

TASK 7 SEVEN: 12.5%(Receptive /Responding)Comprehension test – Essay on Holes in class with 1 page of notesDue Term 3 Week 10


Term Four

1-6 Film study - Trash

Introduce students to the reality of ‘dumpsite kids’ in poorer countries, like India, where children pick through garbage to survive. Students could look at a range of images, articles, etc.

Revision of filmic conventions Initial viewing of film Re-watch the film, going through the booklet and deconstructing key

scenes, looking at how film codes work to explore issues Go over the task with students – provide practice questions Model and provide scaffolded examples of paragraph responses Go through practice test

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 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)





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

No formal assessment for Trash, it will be assessed in the exam. However, students will have the opportunity to do practice tasks in order to have feedback on their progress.


7-8Exam 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.

Review of all outcomes

8-9 EXAM TASK EIGHT:20%(Receptive / Creating & Responding)Examination)Term 4 Week 8/9

Documents

€¦ · Web view2020. 4. 17. · Course 2 English typically prepares students to pursue a non-ATAR pathway, although there is some opportunity for students to move into an ATAR