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Irene McCormack Catholic CollegeYear 9 Course 1 English

Course Outline 2019

Weeks Teaching Content/ Focus/Resources Australian Curriculum strands addressed

Assessment

Please note: Course 1 English prepares students to pursue a non-ATAR pathway. As such, the course content is somewhat similar to Course 2 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:

1-5Task 1Creative writing from a multimodal stimulus 10% 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.

Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814)Create imaginative texts that make relevant thematic and inter textual connections with other texts ‐(ACELT1644)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)

TASK 1(Productive /Creating)Short story 10%Construction of a short creative writing piece (Minimum 2 pages long, size 12 font. Done in class and at home.)(Due Week 5)

Ongoing: Education Perfect

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.

6-9 Task 2Magazine Feature Article 10%

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 Annotate, label and discuss layout and language features of a feature article Differences between a newspaper and magazine article 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 How to reference authority figures or research quotes and statistics Layout features Students work on drafting, editing and formatting their feature articles

Activities for extending students Students can create other features for their magazine, including:

o Cover pageo Letters to the editoro Posterso Gameso Contents page

In Week 10 students begin preparation for Naplan

Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553)Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556)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)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)Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)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)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 2. 10%(Productive /Creating)Feature article – Construction of a persuasive feature article based on a topic of choice. (Minimum 4 pages long, including images)(Due week 9)


Weeks Teaching Content/ Focus/Resources Australian Curriculum strands addressed

Assessment

Term 2

Weeks 1-3

NAPLAN revision and preparationPrepare students for upcoming Naplan test.

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.

Work on relevant Education Perfect resources

NAPLAN ASSESSMENT(Week 3)


Weeks 4-5

BEGIN Task 4 (not assessed until after exams) Oral production. 15%Persuasive speech about Technology – details following the Examination information.

See below exams Ongoing: Education Perfect

Weeks 6-8

Task 3Semester 1 Examination 15%

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. Study skills

Review of all outcomes for Sem 1 Task 3 Examination 15%(Due Weeks 7-8)


Weeks 3-9

Task 4Oral production. 15%Persuasive speech about Technology

Revise different types of speeches (persuasive, propaganda, motivational etc.) Revise concepts of context, purpose, audience Students to revise persuasive language conventions (re-cap from knowledge gained

in advertising unit) Students read and watch/listen to a range of persuasive speeches, annotating and

analysing their structural and stylistic language features. Brainstorm topics/viewpoints associated with technology and its place in our

society. Students are to select a viewpoint that they can research and form an argument for

Research their topic Scaffold how to write an effective speech Students plan, draft and edit their speech Rehearse their speech. Go over importance of delivery Students present their speeches to the class

Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor (ACELA1552)

Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553)

Explain how authors creatively use the structures of sentences and clauses for particular effects (ACELA1557)

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

Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (ACELY1740)

Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)

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

Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)

Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)

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)

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

Task 4 (Oral Production) 15%iRobot / Technology speechStudents present their persuasive speeches about an issue pertaining to the current impact of technology(Due Week 9)


Weeks Teaching Content/ Focus/Resources Western Australian Curriculum strands addressed Assessment

Term Three:

Weeks1- 5

Task 5:I, Robot Essay 12.5% Revision of SWAT codes Discuss the concept of a dystopian film and its features; how does

the film fit this genre? Complete Dystopian worksheet. Brainstorm the themes and ideas presented in the film – discuss

the warnings the film gives viewers.What is its intended impact on the audience?

Second viewing of the film, complete the Viewing Booklet.View film, pausing at appropriate moments and discuss each question- Guide students through the answers. Analyse vocabulary in the questions. Teachers should aim for these answers to be written in detail, with strong analysis of film techniques. Focus on deconstruction of scene at every point.

Once viewing Booklet is complete: Hand out task sheet. Deconstruct the task. Focus on the

possibilities. How are students to tackle it? As a class, brainstorm how the question(s) can be answered.

Focus on main themes/messages.Which scenes and film techniques best deliver these messages?How does this impact the viewer and resonate with their context?Discuss how a fictional film can imitate or reflect on issues in our real life/world.

Provide scaffolded examples of introductions (worksheets/colour coded) 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.

Teachers assist with drafting process- focus on paragraph one for structure. Students must work on para 2/3 independently. Similarly, para one is the focus for spelling punctuation and grammatical issues – para 2/3 must be worked on independently (gives a clearer reflection of student’s ability.)


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)

Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)

Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)



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)

TASK FIVE: iRobot essay. 12.5%(Receptive / Responding)Essay – Students respond to a seen question and have one period in class to write their essay. They will be permitted a page of hand-written, dot-point notes only)

(Due week 5)

ONGOING:Education Perfect

5- 10 TASK 6Novel study – Trash SHORT ANSWER QUESTIONS (10%)

Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing

TASK 6: Short answer responses to novel Trash (10%)

Look at the cover page and anticipate what the novel may be about. Discuss as a class. Discuss blurb.

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 online. Research Manila- the setting for the text.

Complete chapter questions on the novel as the class read the text together – Teacher to read aloud to students. Some group work – reading aloud in pairs/groups together. (Course 1)

Introduce the Course Booklets, focusing on themes, characterisation, narrative voice, setting, chapter questions.

Engage students in some creative writing tasks, developing their skills in manipulating language to create atmosphere and modifying characterisation to create a sense of ‘voice’ – writing from the point of view of a Trash Child.

Go over the task with students – provide practice questions Model and provide scaffolded examples of introductions, body

paragraphs and conclusions Students are to plan, draft and edit their essays and compile their

notes for the assessment task 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 Setting booklet breaking down and

analysing significant quotes and images, and discuss how they reflect the time and place.

Students work through Novel study Chapter Questions breaking down and analysing significant quotes and how they reflect the key themes in the novel. Teachers instruct which questions to work on/when. Discuss next class putting answers on board.

Practice comprehension style answers (multi-choice, short answer and extended answer-TEELR structure)

(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)


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)

(Receptive / Responding)Unseen questions with half a page of hand-written, dot-point notes, including quotations.

(Due Week 10)

ONGOING:Education Perect

Term Four

1-6 Task 7 - Novel study- Holes (12.5%)

Students should have finished reading the novel in the holidays. Chapter questions to be completed in 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 CHARACTER BOOKLET, breaking

down and analysing significant quotes and how they reflect the growth and development of the characters

Students work through THEMES BOOKLET, breaking down and analysing significant quotes and how they reflect the key themes in the novel

Provide students with two practice 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

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.

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)


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)


Understand how certain abstract nouns can be used to summarise preceding or subsequent stretches of text (ACELA1559)






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, 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 7: Essay on the novel Holes (12.5%)Students complete an in-class essay with a ½ page of notes(Due Week 6)

ONGOING:Education Perfect

8-9 Examination (Task 8 ) Students revise the concepts learned over the year. Revision of TEEL/R/VR paragraphs Provide students with a practice exam in the same style as

the one they will be given and work through practice questions.

Review of all outcomes

Task 8: End of year examination (Week 8/9) (15%)Exam tests knowledge of spelling, grammar, comprehension and textual analysis

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