Irene McCormack Catholic CollegeYear 10 Course 3 English

Course Outline 2018 (Semester 1)Term One:

Weeks Teaching Content/ Focus Australian Curriculum strands addressed

Assessment

Please 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)

1-5 Dystopian Creative Writing

Work through Dystopian Genre booklet Read through and complete activities in Dystopian Fiction extracts booklet Expose students to a variety of short stories (such as Ray Bradbury’s ‘The

Pedestrian’) that fit the dystopian genre (Short Story Booklet) Creative writing activities, focusing on the establishment of characterisation,

setting, plot development and figurative language Scaffold how to plan and write a short story Descriptive and figurative language activities How to create vivid settings and interesting character sheets Work through a range of stimuli Introduce creative writing task - Work on it in class for FOUR-FIVE lessons in class

only, remainder of task should be done at home. Students draft, edit, peer edit their work

*** First ten minutes of every lesson with students reading The Hunger Games and answering chapter questions. Students are allocated 2 chapters per lesson and must finish the questions for these chapters each night for homework.

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) Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814) Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features and for a specific purpose and intended audience (ACELT1815) Create imaginative texts that make relevant thematic and inter textual connections with other ‐texts (ACELT1644)

TASK ONE:(Productive /Creating)10%Creative writing based on dystopian genre.(Due week 5)

6-10 The Hunger Games Define dystopia and examine its purpose and characteristics. Brainstorm of central themes/issues Students are to complete work on Setting in the Hunger Games (A3 table) Investigation of Symbols and Motifs in the text. Characterisation Activities – Katniss and Peeta Point of View Activities on the novel. Activities on Themes and Issues in the novel. Focus on essay writing techniques and structure Introduce a practice essay question and assist them with planning their essays Drafting and preparation of notes for in-class essay

In- Class Essay on the novel.

***Begin first viewing of Slumdog Millionaire in Week 11

Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567) Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction (ACELA1570) Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754) Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)Evaluate the social, moral and ethical positions represented in texts (ACELT1812) Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)

TASK TWO:(Receptive/Responding)Novel Essay 10%In class essay on The Hunger Games. Unseen, choice of 2 questions, 1 page of notes permitted.(Due week 10)

Term Two

1-4 Film study – Slumdog Millionaire Revise Film Codes and Conventions First viewing of the film Brainstorm the themes and issues presented in the film. Discuss the intended impact

on the audience. Begin second viewing of the film Answer questions in Viewing Booklet analysing the use of SWAT codes, regularly

pausing the film to discuss the answers to questions. Teachers should aim for these answers to be written in detail, with strong analysis of film techniques

Review essay structure Practice essay questions

Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572) Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750) Evaluate the social, moral and ethical positions represented in texts (ACELT1812)

TASK THREE:(Receptive/ Responding)Film Essay 10%Seen question on Slumdog Millionaire, 1/2 page of notes permitted in class.(Due week 4)

5 Begin Short Stories Introduce context of race issues in literature Revise short written response and paragraph structure

6-7 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 FOUR: (Receptive / Creating & Responding)Examination – 12.5% students complete an exam that tests their knowledge of spelling, grammar, comprehension and analysis.(Exams start Week 7)

8-10 Short Stories (continued) Work through theory on Prose Conventions and Short Story Conventions: Point of view,

characterisation, plot, diction, style, tone, setting, etc. Annotate, analyse and answer questions on short stories dealing with the issue of race

such as: "The Test", "The Only One Who Forgot" and "After you my dear Alphonse" Questions must be in short answers in a similar style to the assessment. Review and model correct paragraph writing structure, going beyond TEEL, focusing on

students lengthening their analysis and aiming to include multiple quotes where possible.

Practice Questions: Discuss whose point of view has been used to offer different perspectives in the

short story. Discuss how the characters are representative of particular values and attitudes. Discuss how symbolic settings have been used to comment on the nature of the

society in which the story is set? Discuss how the author's style and tone in this text privileges particular ways of

thinking? Explain how the author has selected their language carefully in order to present

a particular perspective. Discuss the use of conventions to centralise particular ideas. Discuss how tone and style have been manipulated in order to promote

particular ideas. Discuss how particular values and attitudes are reflected in this text through the

author's choice of content.

Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564) Understand conventions for citing others, and how to reference these in different ways (ACELA1568) Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752) Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753) Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754) Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639) Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642) Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)

TASK FIVE:(Receptive/Responding)Short Story Comprehension 10%Extended paragraph responses to 3 questions, two on an unseen short story and one on a short story studied in class (1/2 page notes permitted)(Due Week 10)

Irene McCormack Catholic CollegeYear 10 Course 3 English

Course Outline 2018 (Semester 2)Term Three:

Weeks Teaching Content/ Focus Australian Curriculum strands addressed

Assessment

Please 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)

1-2

3-5

7-10

Introduction to Shakespeare and Elizabethan context Discuss any prior knowledge about Shakespearean context Introductory PowerPoint to Shakespeare Research activities Watch Documentaries – ‘Elizabethan Rich’ and ‘Elizabethan Poor’ Discuss dramatic conventions Discuss Shakespeare’s literature – introduce his plays: histories, tragedies and

comedies (on Shakespeare PP.) Discuss the organisation of his plays; five acts Shakespearean language PowerPoint -

http://www.slideshare.net/esalona/shakespeares-language-4138776?related=1

Romeo and Juliet Start reading the play as a class, discussing issues and explaining conflicts in the plot,

allow students to ask questions Comprehension Booklet, Questions after each Act/Scene Watch excerpts from Zefferilli’s Romeo & Juliet and/or Baz Luhrmann’s Romeo & Juliet

after the conclusion of each act to consolidate student understanding Discuss themes present in the play Analysis of characters, plot, language Practice questions to prepare for the assessment

Current Affairs

Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA1563) Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750) Plan, rehearse and deliver presentations selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751) Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752) Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753) 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) Understand how language use can have inclusive and exclusive social effects, and can

TASK SIX:(Receptive/Responding) 10%Short Answer Test – Students are to complete an unseen short answer test, assessing their comprehension and understanding of the text. No notes permitted.(Due week 6/7)

TASK SEVEN:

Discuss characteristics Difference to news - https://www.youtube.com/watch?v=V67AXzcu83I compare

to Bully hits back (video on PP) Current Affairs PowerPoint - focusing on the use of language, the construction of

reality, music, authority figures, interviews, dramatic re-enactments, graphics and character archetypes

Discuss newsworthiness, subjectivity, conventions, media bias View examples of current affairs to demonstrate principles Hand out task sheet and allow students time to prepare their group presentation. View Performances

empower or disempower people (ACELA1564) Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572) Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571) Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749) Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750) Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813) 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) Evaluate the social, moral and ethical positions represented in texts (ACELT1812) Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643) Analyse and evaluate text structures and language features of literary texts and make relevant thematic and inter textual ‐connections with other texts (ACELT1774)

(Productive /Creating) 10%Current Affairs Segment on an issue in Romeo & Juliet – In groups, students will construct a multimedia presentation utilising current affairs conventions to explore an issue/plot event in Shakespeare’s Romeo & Juliet. Students will have to submit their completed script and perform/present their current affairs segment.(Due week 10)

Term Four

1-5Animal Farm

Students will read novel at home throughout the first 2 weeks of the term, limited time in class

Students are to complete chapter questions

Go through simple animal fables. Students can deduce the moral. Discuss why

using animals makes the message easier to understand and more accessible.

Complete Pre‐Reading activities where students look at a synopsis of the novel

and match it up to a particular historical context from the selection provided

.Contextual research of the Russian Revolution using worksheets and the documentary ‘Red Terror’

Introduce the concept of fables/allegories. Discuss how and why animal

characters are used in stories to symbolise meaning or to convey a moral/

message.

Go over important literary and political terminology

Introduce concept of Satire and how it applies to novel. Students are to be taught definitions and apply these to various examples.

Focus on characters – analysing the comments made about human nature through each character/animal

Complete other resources/ worksheets, which demonstrate understanding of plot, setting, symbolism and themes in novels.

Go through practice essay questions and start drafting

Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565) Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction (ACELA1570) Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749) Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752) Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754) Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639) Evaluate the social, moral and ethical positions represented in texts (ACELT1812) Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)

TASK EIGHT:(Receptive/Responding) 12.5%Essay – In class essay. Unseen question, from 2 choices. No notes permitted.(Due week 5)

6 Exam 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 TASK NINE: (Receptive / Creating & Responding)Examination – students complete an exam that tests their knowledge of spelling, grammar, comprehension and analysis.(Exams Week 7)