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

IMCC Year 9 English Course 2Program Outline 2017

Term One: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)

1 - 5 Creative writing from a multimodal stimulus Go through the task sheet Immerse students in reading a range of creative writing texts Expose students to a collection of short stories (preferably student-

written) and discern what makes a successful short story Discuss generic features of a short story 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)

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)

TASK ONE:12.5%(Productive /Creating)Short story – Construction of a short creative writing piece (700 – 1000 words. Completed at home.)(Due T1 Week 5)

ONGOING:Successful English 3 once a week

5-10 Magazine Feature Article/ Expository Writing Go through the task sheet 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 select a topic that they are interested in writing about Researching for information 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 Layout features Students work on drafting, editing and formatting their feature

articles

Week 10 – students begin preparing for NAPLAN



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 feature article based on a topic of choice. (Minimum 1500 words plus images)(Due T1 Week 9)


Term Two

1-3 WEEKS 1-3NAPLAN 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

REVIEW ALL CONCEPTS NAPLANT2 Week 30% (No School weighting)

4 -5 Introduction to persuasive speeches

Watch Charles Chaplin’s film The Great Dictator (1940) and discuss what makes Chaplin’s speech persuasive.

Discuss concepts of context, purpose, audience

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

Assessed later in the term


Students to revise persuasive language conventions (re-cap from knowledge gained in persuasive writing)

Students read and watch/listen to a range of persuasive speeches, annotating and analysing their structural and stylistic language features.

Scaffold how to write an effective speech Research their topic Students plan, draft and edit their speech

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 T2 Week 7(Receptive / Creating & Responding)

8 - 10 Persuasive Speech Continued Students finalise speeches Rehearse their speech with a practice partner. Go over importance

of delivery First viewing of I,Robot during week 10.





Experiment with the ways that language features, image and sound can be adapted in literary texts (ACELT1638)

TASK FOUR: Debates/ Oral Presentation12.5%Due T2 Week 9


Term Three:

I, Robot essay Understand that authors innovate with text structures and language TASK FIVE:

1-5 Revision of SWAT 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

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.

for specific purposes and effects (ACELA1553) 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

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)

Experiment with the ways that language features, image and sound can be adapted in literary texts (ACELT1638)

12.5%(Receptive / Responding)Essay – Students respond to a seen question and have one period in class to write their essay.Due T3 Week 5


6-10 Novel 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.

Complete chapter questions on the novel Work through booklets focusing on themes, characterisation,

narrative voice, setting, etc. Go over the task with students – provide practice questions Model and provide scaffolded examples of introductions, body

paragraphs and conclusions

Comprehension test preparation Expose students to a range of text types (articles, speeches, short

stories, etc.) and practice comprehension style answers (multi-choice, short answer and extended answer)

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)



TASK SIX: 12.5%(Receptive /Responding)Comprehension test – Students respond to unseen passages from their novel study (no notes, unseen texts)Due T3 Week 10




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

Term Four

1-6 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 worksheets and booklets

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 SEVEN: 12.5%(Receptive /Responding)Essay – Students select one question out of two seen questions (similar to the practice ones) and complete an in-class essay. Students are permitted one page of hand-written notes.Due T4 Week 6


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

9 EXAM TASK EIGHT:15%(Receptive / Creating & Responding)Examination)T4 Week 9

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