Irene McCormack Catholic CollegeYear 7 Course 2 English

Course Outline 2021

Weeks Teaching Content/ Focus Australian Curriculum strands addressed

Assessment

Please note: Course 2 is designed for an eventual General pathway. As such, the course content is relatively similar to Course 1, yet differentiation occurs between them 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:

Weeks 1-4

Creative Writing Go through unit outline and expectations Ice-breaker – favourite movies, books, comics, TV shows, magazines,

websites, social media – do as a brainstorm in books. These are all text types and you will study many of these over your time at high school.

Students use parts of speech to write a sentence about themselves as an introductory activity

Grammar Basics – Nouns, Verbs, Adjectives, Adverbs covered by Education Perfect.

Introductory activities to creative writing. Students are to work through a booklet comprised of narrative convention based activities.

Focus lessons on setting, point of view, characterisation, tense, plot, language.

Narrative structure – orientation, characters, setting, problem, solution, resolution

Harry Potter Excerpt – language activity – read through text and highlight adjectives and descriptive passages.

Focus on descriptive language using a variety of texts as examples. Creating themselves as a character within a film. Describing settings using descriptive language.

Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763) Understand the use of punctuation to support meaning in complex sentences with phrases and embedded clauses (ACELA1532)Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour

TASK 1 (Productive) – Week 4 - 12%Narrative: Creative Writing based on a range of prompts:Focus on

Narrative structure Structure of writing i.e. Use

of sentences and paragraphs

Descriptive language Ability to use narrative

conventions appropriately.

Term 1On going Education Perfect use. EP NAPLAN language convention practice test. EP NAPLAN reading practice test.

Students taught how to avoid clichés! Deconstruct assignment and brainstorm possible ideas for each prompt. Story starters – exciting ways to start a story, boring ways to start a story.

Brainstorm ideas as a class, display good ideas in class. Review paragraph structure – when do we need a new paragraph? Model/scaffold paragraphing skills, and work through planning pages. Model editing and redrafting skills with whole class. Students write their own creative piece to be submitted to teacher. Peer assessment and editing checklist.

(ACELT1805)Plan, draft and publish imaginative, informative and persuasive texts selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725) Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726) Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625)

5-9 Exposition Split class in half and present arguments for and against – the motor car is a

mistake. Collect points on the board. Discuss language used – emotive, modality, impersonal, facts and opinions. Introduce students to persuasive language covnentions. AFOREST. Modal verbs. Give students 5 minutes to respond to topic ‘Dogs Are Better Than Cats’.

Discuss answers. Discuss features of an exposition, not always a letter, could be a speech or

article etc. Discuss advertisements are also expositions – they are persuasive texts. Distribute ad to discuss features – colours used, text, emotive language,

target audience, arguments made, facts and opinions etc. Use magazines and find a variety of advertisements. Paste and annotate with

the persuasive features used. Students write their own persuasive paragraph for a tourist attraction in

Western Australia. They must include each AFOREST technique. They may type this and include images of their attraction or handwrite and draw images. Display these in the classroom.

Introduce CHEESEBURGER structure – model on board. WHOLE CLASS ACTIVITY – demonstrate how to write a simple exposition

‘Cheeseburgers are the best’. Model introduction, a body paragraph, saucy paragraph and conclusion.

CONTEXT – Our School/Community Should Be More Sustainable – possible extension - community

What did they do in Primary School that was sustainable? What do they do at home that is sustainable? Why do we need to be sustainable? What evidence have you seen at our College that we are sustainable?

Use the worksheet to guide students through learning about sustainability

Understand how accents, styles of speech and idioms express and create personal and social identities (ACELA1529)Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531)Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763) Understand the use of punctuation to support meaning in complex sentences with phrases and embedded clauses (ACELA1532)Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536)Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)Plan, draft and publish imaginative, informative and persuasive texts selecting aspects of subject matter and particular

TASK 2 (Productive) – Week 9 - 12%Students write an exposition speech on an issue relating to environmental sustainability (written in timed conditions, with draft)Focus on:

Exposition conventions Introduction 3 body paragraphs of main

idea and supporting statements

Conclusion Correct sentence structure

and gathering some facts that they could use in their exposition. After learning about sustainability initiatives, what could be suggested that

the College/Community does? What recommendations would you make to the Principal/Local Mayor? What would be the benefits?

Check language – can you change your statements so they are higher modality, emotive, nominalised?

Model how to select 3 main points in their exposition. Use CHICKEN FEET to help the students flesh out their arguments.

Write a draft – CHEESEBURGER structure (intro, 1st argument, 2nd argument, 3rd argument, rebuttal, conclusion)

Using previous lessons’ work, ask students what further research they could do to improve their argument. What facts might be useful?

Focus on emotive and descriptive language. Where can they add this to their exposition? Can they make their statements/arguments stronger?

Give students class time to work on their arguments. IMPORTANT that drafts are read and marked to help students with the

redrafting process – specific due date to be set by individual teacher. Students type their final good copy and submit this in Week 9.

language, visual, and audio features to convey information and ideas (ACELY1725)Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726) Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (ACELY1727)

Term Two:

1-2Spelling and Grammar Focus and NAPLAN Preparation

Language and grammar activities Education Perfect Parts of Speech Grammar Punctuation Comprehension activities Spelling, Grammar and Comprehension Test Week 11 (try to provide feedback and

review prior to NAPLAN) NAPLAN practice questions NAPLAN Preparation and Practice. Focus on parts of speech, grammar and punctuation using Education Perfect. Creative writing – review Narrative structure, provide a stimulus. Students to

individually complete orientation and problem and a partner completes the story. Expository writing – review Exposition structure, provide an idea, working in pairs

provide opposing arguments. Give students a practice test and deconstruct and go through it as a class –

students to use this as a study tool.

Understand the use of punctuation to support meaning in complex sentences with phrases and embedded clauses (ACELA1532) Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them (ACELA1539) Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

TASK 3 (Receptive) – Week 2 10%Spelling, Grammar and Comprehension Test

Assess retention of concepts taught during Term 1

3 NAPLAN NAPLAN TESTING – Week 3

4-11 Once – Novel Study Pre-reading and context PowerPoint.

Researching and developing knowledge of the Holocaust Read through either “Life in the Shadows” and “World War 2” booklet highlighting

key points and mentioned events in Once. Students create timeline of significant events.

Contextual research task. Use device. Students go to US Holocaust Museum website http://www.ushmm.org/

Go to Introduction to the Holocaust Museum on the left hand side. Make notes on the following key points:

The meaning of the term Holocaust and why the Nazis felt it was needed. Who were the groups mainly persecuted by the Nazis? Approximately how many people died during the Holocaust, and by what

methods? Describe the purposes and conditions of the Concentration Camps. How did they

get worse in the last few years of the war? What happened to some of the survivors after the Holocaust?

Reading of novel and completion of comprehension activities Students read through Once during lessons and at home as prescribed by a

teacher. Class discusses events of chapter then completes comprehension questions

culminating in a test at end of reading text. Teach concepts of plot, setting, character and themes in novels. Complete activities including: Elements of novel worksheet. Character profile. Point of view exercises. Symbols worksheet. Themes worksheet. Close reading of quotes and passages and analysis of how they contribute to

theme. Discussion of values and attitudes appealed to and affected in the novel.

Developing essay format, drafting and editing. Powerpoint on T-Share, show in class and print off for students. Preparation for Once In-class Essay: Discuss how narrative elements have revealed

the themes in the novel Once by Morris Gleitzman. Unpacking question and isolating key words, synonym finding Narrative elements Plot Setting Character Point of View

Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)Understand the use of punctuation to support meaning in complex sentences with phrases and embedded clauses (ACELA1532)Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721) Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722) Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723) Plan, draft and publish imaginative, informative and persuasive texts selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725) Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726) Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (ACELY1727) Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)Identify and explore ideas and viewpoints about events, issues and characters

TASK 4: (Receptive) – Week 10/11 12%Write an essay on narrative conventions and theme.

Paragraph structure Sentence structure Knowledge of narrative

conventions Knowledge of text ‘Once’

Teach essay format: Introduction, Body Paragraphs and Conclusion. Paragraph Structure- focus on the cheeseburger body paragraph structure. Examples of quote integration to enhance flow of body paragraph. Introduction to nominalisation and focus on formality of voice. Vocabulary extension. Students are allowed to bring in notes to the assessment.

represented in texts drawn from different historical, social and cultural contexts (ACELT1619)Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621) Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803)Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625) Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)

Term Three:

Weeks 1-4

Film Conventions Test - Up Introduce SWAT Codes. Work through all PowerPoint slideshows on SWAT and complete the activities that

go with them. What makes a film good? Soundtrack, effects, action, actors? Brainstorm in books. Add to their brainstorm what techniques are considered when constructing a film.

Pretend you are a director, behind the camera and you are filming an action shot what is going to be important? When filming a sad scene? A happy scene at the end of a movie?

Watch ‘Lord of the Rings’ clip highlighting some important film techniques and

Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences

TASK 5: Film Conventions Test – Week 4/5 12%(Receptive)Short answer response and one paragraph test based on images from the film.

Term 3On going Education Perfect use

their effect and complete the worksheet Work through SWAT code worksheets Watch the film ‘Up’ and complete activities on construction, analysing using the

viewing booklet. Revisit analytical paragraph structure. Write a paragraph that outlines the techniques used in the scene and the effect it

has on the audience – scaffolded, exam preparation, using body paragraph structure. Practice this a number of times so students become familiar with the process (scaffolded examples, class samples on the board, paired and then individual paragraphs).

Provide students with a practice test – work through it as a class Students sit film test. Extension task- after finishing their film study, and remembering the exposition

construction skills taught in term 1, students could complete a persuasive paragraph on what is better- film or books?

(ACELY1724)Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)Understand how accents, styles of speech and idioms express and create personal and social identities (ACELA1529) Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)

Weeks

5-10Film Study (continued)

Assessment 4 – Film Storyboard Presentation (in small groups). Planning process in small groups – plan ideas for story, beginning, middle, end.

Plan problem, climax, solution and resolution. Show example storyboard using the opening of Spiderman. Students can then use iPads and laptops to create pictures for their Storyboard. Students will need to plan captions, can be in bullet points 1.) A brief description

of what is happening in the scene and 2.) Describe SWAT technique/s used and effect it has on the audience eg. Positioning towards character, emphasis to storyline/plot.

Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724)Plan, draft and publish imaginative, informative and persuasive texts selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)

TASK 6: (Productive) – Week 9 12%Group oral presentation with accompanying PowerPoint of their film storyboard

Utilise film conventions Selects appropriate

convention and justifies choice

Narrative structure

Term Four:

Weeks1-6

HoneySpotIntroduction to Plays

Read as an introduction 'My First Ever Go At Bomb Disposal' Discuss features and why it is interesting

http://www.slideshare.net/suelewington/dramatic-features-of-a-play

Features of a Script Use worksheet ‘Features of a Script’ and follow through. Students will use their

MACs to complete the terminology. Discuss any they could not find Annotate a section of script from Honey Spot with the features Compare to a section from Taming of the Shrew Discussion of the evolution of

drama

How We Speak Speech directions tell the actor they way in which the character should be

speaking. Brainstorm a variety of ways in which people speak eg. Whisper, shout, stutter etc.

Students to take turns reading the same sentence in different ways and with different emotions.

Context Complete the worksheets ‘Nyoongar People’ and ‘People of Kings Park’. Ask students to write down 5 facts about the Nyoongar people. Complete the worksheet ‘Two Sides’ to introduce students to Aboriginal History.

Discuss answers. In pairs students could write a short paragraph from the perspective of an Aboriginal and Explorer.

Image analysis of iconic images of Aboriginal Australians ie. Tent embassy, stolen generation.

Reading of poems from Aboriginal poets.

Read through play and complete comprehension questions. Ensure themes are covered. Create table of themes with quotations to support each theme. Create a guide to symbolism in the play. Create a mindmap with examples of each dramatic convention.

Themes Make students familiar with College body paragraph writing structure using

models and sentence starts.

Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531)Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)

TASK 7 (Receptive) – Week 6/7 - 15%X2 analytical paragraphs which analyse how dramatic conventions present themes in the text.

Dramatic conventions Characterisation Theme Sentence structure

Term 4On going Education Perfect use

Students are to deconstruct theme paragraph question as a class and then brainstorm possible themes and conventions to be addressed.

Drafting of response paragraphs

Weeks 7-9

Exam Revision Revise concepts of the year. Work through practice booklet.

EXAM

TASK 8 EXAM: (Receptive) 15%

Exam Week 8/9Exam covering the course content of the whole year