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Irene McCormack Catholic CollegeYEAR 8 EXTENSION ENGLISH

Course Outline 2019

Weeks Teaching Content/ Focus Australian Curriculum strands addressed AssessmentPlease note: Course 3 and Extension English both share similar goals: they extend students and prepare them for an eventual ATAR pathway. As such, the course content is relatively similar, 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:

1-6 Poetry Comprehension

Introduction to poetry – Define differences between poetry and prose (i.e. Rhythm)

Define, identify and use adjectives in writing Define figurative language/figures of speech – similes, metaphors,

personification, onomatopoeia, alliteration and assonance. Complete activities on these to develop students’ skills in using figurative language in the relevant booklet

Identify examples of figurative language techniques from famous poems.

Possible Resources: Chapter 11 from National English Skills (previous textbook, copies in the storeroom)

Work through poetry booklet looking at different forms of poetry Discuss the structure associated with acrostics, cinquains, haikus and

tankas Possible Resources: Poetry Anthology resources (on Groups) Discuss tone, mood and atmosphere created in poetry (resource on

Groups)

Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542)

Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766)

Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)

Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)

Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)

TASK 1:(Receptive /Responding)Comprehension Test 12.5%Read and analyse the techniques used in two unseen poems. Respond with short answers or paragraphs. (Due: Start Week 6)

ONGOING:Successful English 2:10 minutes at the start of each lesson.

Go through a variety of poems in class, modelling annotations, analysis and example responses

Discuss the language of style How to choose ideas, evidence and create adequate justification Focus should be on themes, representations, etc. Inform students about the upcoming test and work through sample

questions and model with the class how to write concise and well-supported/articulated responses that address the question

Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767)

6-10 Two Weeks With the Queen

Discuss dramatic conventions Research background of the play, defining AIDS and Leukaemia Read the play aloud in class, discussing dramatic conventions such as

expression, tone, pace and volume Complete comprehension questions related to the plot of the play Complete characterisation chart, collecting evidence from the play Complete drama activities that explore the importance of verbal and

non-verbal communication Introduce assignment and explore the idea of a character

monologue. Scaffold how to write a script/monologue Read and analyse famous dramatic monologues Allow time for writing and rehearsing

Understand how conventions of speech adopted by communities influence the identities of people in those communities (ACELA1541)

Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)

Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731)

Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)


Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)


Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632)

TASK 2:(Productive/Creating)Character Monologue – 10% Compose an original monologue, from the perspective of one character from the play. Perform in front of the class(Due week 10)


Term Two

1-5 Novel study – Parvana, by Deborah Ellis

Students are guided through some background information on the historical, religious, political and social contexts of Afghanistan

Read the novel and complete comprehension questions Introduce the term ‘narrative conventions’ – discuss setting, point of

view, plot conflict, characterisation, style/language etc. Work through the Parvana work booklet as a class. This booklet

guides students through the novel, looking at narrative conventions, themes, analysis of quotes, etc. Students will focus on issues relating to gender and political oppression in Afghanistan, ideological differences in values/attitudes and consider how these differ from our own context.

Review paragraph format, and complete practice paragraph responses using quotes in relation to narrative conventions and themes. Encourage students in to use two quotes per paragraph.

Work on quote integration Introduce the essay question – go through the process of preparing a

response explicitly (i.e.: unpacking the question, planning a response) Model writing an introduction, and allow students time to draft and

edit their work Model essay body paragraphs, and allow students time to draft and

edit their work Model writing a conclusion for essays, and allow students time to

draft and edit their work Give students a lesson to prepare their notes


Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)

Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view (ACELY1734)


Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)

Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)

TASK 3:(Receptive /Responding)Essay – 15%Students prepare an essay to a seen essay question. They are permitted to bring in one page of notes with them on the day of the in-class essay (55 mins).(3 body paragraphs, 2 quotes in each)(Due: Start Week 5)


Weeks 6 - 8

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.

Review of all outcomes TASK 4: (Receptive)Examination – 15%students complete an exam that tests their knowledge of spelling, grammar, comprehension of a short story and

analysis of a novel.(Exams Weeks 7 & 8)

Term 29-10

Term 3Week

1/2

Poetry Anthology

Re-cap figurative language and poetry conventions Students can write their own poems (in their books) under each form Students can learn practice writing a metaphor poem, simile poem,

personification poem, alliteration poem, and onomatopoeia poem using the relevant booklet

Having fun with poetry: Discuss shape and limerick poems. Students can choose one to write their own on.

Introduce the assessment – Writing two original poems Ballads: discuss the structure and give examples to the students.

Allow students time in class to draft their assessment, encouraging them to use figurative language where possible.

Free Verse poetry: discuss the characteristics of this form of poetry and provide examples. Allow students time in class to draft their assessment, encouraging them to use figurative language where possible. Focus should also be on layout and sentence structure to convey meaning.

Writing of Shakespearean Sonnet.

Students need to read ‘Crow Country’ over the holidays

Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547)

Create imaginative, informative and persuasive texts that raise issues, report events, and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)

Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)

Use a range of software, including word processing programs to create, edit and publish texts imaginatively (ACELY1738)

Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632)

TASK 5:(Productive /Creating)Poetry Anthology – 15%Construction of an original tanka, limerick, ballad and free verse poem and Sonnet(Due next term)

ONGOING:Successful English 2:10 minutes at the start of each lesson. Relevant pages include:

p.2 Parts of Speechp.20 Punctuationp.25 Synonyms

Term Three:

Poetry Anthology due Week 1/2

2-10 Novel study – Crow Country by Kate Constable Complete comprehension questions Discuss narrative conventions used in the novel, including setting,

characterisation, symbolism, point of view and style/language Students complete the vocabulary/definitions cut-out activity in pairs Work through the Crow Country analysis booklet, which guides students

through the narrative conventions, themes and analysis of relevant quotes Focus on issues in Australia’s past, and the text’s comment on the continuation

of colonial attitudes and values in our modern context Define the terms values and attitudes Explore values and attitudes presented in the text Review essay and paragraph structure Model example introduction, body paragraph and conclusion Allow students to draft and prepare their essays


Understand the effect of nominalisation in the writing of informative and persuasive texts (ACELA1546)

Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547)


Explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806)

Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)

Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)


TASK 6:(Receptive /Responding)Essay – 15%Students prepare an essay to a seen essay question. They are permitted to bring half a page of notes with them on the day of the in-class essay (55 mins).(Due: Week 10)

ONGOING:Successful English 2:10 minutes at the start of each lesson. Relevant pages include:p.22 – Paragraphs revisionp.32 – Common Mistakesp.28-29 – Prefixes and Suffixes

Term Four:

Weeks Film Study: Wall-e Understand how cohesion in texts is improved This unit will be assessed in

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