Semester 2 Program: Year 7 English 2014

Heroes & Villains

TOPIC LEARNING OBJECTIVES SUGGESTED TEXTS TEACHING – KEY CONCEPTS EXTENSION ASSESSMENT TASKS

Term 1, Weeks 1- 3

News & Current Affairs

LanguageLanguage variation and change- Understand the way language evolves to reflect a

changing world, particularly in response to the use of new technology for presenting texts and communicating (ACELA1528)

Language for interaction- Understand how accents, styles of speech and idioms

express and create personal and social identities (ACELA1529)

- Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (ACELA1782)

Text structure and organisation- 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 prepositional phrases and embedded clauses (ACELA1532)

Expressing and developing ideas

- Recognise and understand that subordinate clauses embedded within noun groups/phrases are a common feature of written sentence structures and increase the density of information(ACELA1534)

Current Affairs: Four Corners, Landline, The 7.30 ReportSBS newsstreamNews articles (SEM 1 cache):

https://newsela.com/about/

http://www.dogonews.com/

http://tweentribune.com/

http://kids.nationalgeographic.com/kids/stories/

http://www.ourlittleearth.com/

http://teachingkidsnews.com/

http://news.discovery.co

Students investigate language, format, images, structure and selection of details

Literacy sub strand: Interpreting, analysing, evaluating

- Analyse and explain the ways textstructures and language features shapemeaning and vary according to audienceand purpose.

- Use prior knowledge and text processingstrategies to interpret a range of types oftexts.

- Use comprehension strategies to interpret,analyse and synthesise ideas andinformation, critiquing ideas and issuesfrom a variety of textual sources.

- Compare the text structures and languagefeatures of multimodal texts, explaininghow they combine to influence audiences.

Experiment with more complex composition styles, esp. passive and active voice.

Consider texts from diverse contextual backgrounds.

Task 1

Analysis of texts with short answer questions (in-class).

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TOPIC LEARNING OBJECTIVES SUGGESTED TEXTS TEACHING – KEY CONCEPTS EXTENSION ASSESSMENT TASKS

Weeks 4-7 Drama

Weeks 8 – 10Short stories

- Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536)

- Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)

- Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language(ACELA1537)

- 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)

LiteratureLiterature and context

1. Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Responding to literature1. 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)

2. Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)

3. Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803)

Examining literature1. Recognise and analyse the ways that

characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)

m/

http://htekidsnews.com/

Greek drama/ theatre slideshow:https://www.haikudeck.com/greek-theatre-education-presentation-7flEzdzSdU

One Act Plays:http://www.kidsinco.com/complete-list-of-playscripts/

Kabuki

Genre

– conventions. Where do they come from? What is their purpose? etc.

Consideration of techniques

– scaffold how to identify devices, consider their use and explain the effect they might have on an audience

Practise inferential reading and justification of text interpretations

Revise argument structure/ paragraphing

Hero’s journey

Revise narrative form

- Plot structure- Setting- Characterisation- Symbolism- Point of View

Issues

Free and Online texts recommended by Flavorwire

Resources here, here

Historical & cultural differences

Reading through Context

Narratives as a record of national identity

Comparison to other cultures

Task 2

In a group, perform a scene from a selected drama. Each group member will then provide an explanation of verbal and non-verbal aspects of their character, and issues.

student negotiated

peer reviewed editing process

self-reflection

Task 3Short fiction report

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TOPIC LEARNING OBJECTIVES SUGGESTED TEXTS TEACHING – KEY CONCEPTS EXTENSION ASSESSMENT TASKS

Term 4: Weeks 1 – 5Poetry/ prose project

2. Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623)

Creating literature1. Create literary texts that adapt stylistic features

encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625)

2. 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)

LiteracyTexts in context- Analyse and explain the effect of technological

innovations on texts, particularly media texts(ACELY1765)

Interacting with others- Identify and discuss main ideas, concepts and points

of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719)

- 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)

- 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)

Interpreting, analysing, evaluating- 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

The Lion, the Witch and the Wardrobe

Playing Beattie Bow

The Little Prince

Call Of the Wild

The Old Man and

- Revise narrative conventions- Analysis of issues- Role Play – characterisation & conflict- Problem solving- Guided reading- Creative writing – journal entries eg

interpret landscape and its impact on the hero’s journey

- WebQuest investigation- Literal vs figurative language

Comparison of other narratives –indigenous, Asian etc.

Task 4

Create a trailer suitable for uploading. The trailer should include an overview of the text, as well as advertise or promote characters’ values.Notions of best work to be reinforced.

Journal entries: Creative writing and sketches/ notes

Task 5

Written response to character roles developed in the novel (In-class)

• student negotiated

• peer reviewed editing process

• self-reflection

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TOPIC LEARNING OBJECTIVES SUGGESTED TEXTS TEACHING – KEY CONCEPTS EXTENSION ASSESSMENT TASKS

Weeks 6-7Examination RevisionReading Comprehension

and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)

- Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724)

Creating texts- 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)

the Sea

Blueback

Range of poetry texts & here

ResourcesInto Poetry and Beyond, M. Manning and J. O’Neill, Oxford University Press, 1995

New Ways into Poetry, M. Manning and J. O’Neill, Oxford University Press, 1994

Revolting Rhymes, Roald Dahl, Cape, London, 1982

Revision

Exam literacy

Time management

Task 6ExaminationViewing comprehension (short answers) and short essay on a theme from the novel or drama.

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TOPIC Focus of thread within sub-strand Suggested Texts Teaching: KEY Concepts EXTENSION Assessment Task

Weeks 8-10

Film Forum

Texts in context

- Analyse and explain the effect of technological innovations on texts, particularly media texts

Interacting with others

- Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition

- 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

- 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

The Secret Life of Walter MittyThe Truman ShowEnder’s GameThe RocketShrekBran Nue DaySatellite Boy

Film

The focus of this unit should be to consider how characters are represented for a particular purpose, and also to consider the way film techniques position viewers to understand ideas.

- Narrative conventions- Film conventions - Symbolic codes

- Written codes- Audio codes- Technical codes

- Viewer positioning

- Privileging of ideas

- Complex genres

- Subversion of genres

- Blended genres

- Exploring different genres

- Cultural context

Task 7

Questions to share in class forum – oral event.

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AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – YEAR 7

Receptive modes (listening, reading & viewing)

By the end of Year 7:

- Students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.

- Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints. They listen for and explain different perspectives in texts.

Productive Modes (speaking, writing & creating)

By the end of Year 7:

- Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect.

- Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, accurate spelling and punctuation.

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