IMCC Year 10 Course 1Program Outline 2020

Weeks

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

Term OnePlease 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)

1-6 Unit 1. The Blindside – Novel Study Introduce the Journal Resilience Goals for the year Strengths in English, and weaknesses What would they like to be able to achieve About Me – complete the Journal entry Introduce the text and consider the front cover and read the blurb Read the text and answer the comprehension questions Find the lyrics to a song that represent a challenge that they relate to and

share in their journal Stereotypes, Prejudice, Assumptions, Labels – what do we base ideas on? Lead into Freedom Writers

Unit 2. Freedom Writers – Film Study

• Review SWAT Codes used in film generally: Power point and worksheets on Seqta.

• Watch the film Freedom Writers (1st viewing- no input)• 2nd Viewing: stop to answer comprehension questions in the Viewing Booklet –

link on Seqta.• Discuss possible answers, guide students and assist formulation of responses.

Compare the purposes, text structures and language features of traditional and contemporary texts in different media (ACELA1566) Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)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)Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)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

TASK 1: Novel Comprehension 5%Complete the comprehension and activities

TASK 2: Language Test 5%ONGOING (throughout the year): Language convention activities

• OLNA Writing prompts

• OLNA Reading prompts

• Education Perfect Language activities

Paired work and individual responses.• Viewing 2: pay attention to film conventions and complete SWAT

worksheet/table• Explore the key social issues presented in the film – Brainstorm on board/class

discussion• Compare the social issues presented in the film to an Australian context.• Start planning for the oral presentation on a social issue presented in the film

– brainstorm possible areas to consider.• Give students a sample response sheet to guide drafting for interview

answers.

Resources:

for control of content, organisation, sentence structure, vocabulary, and/or visual features, to achieve particular purposes and effects (ACELY1757) Evaluate the social, moral and ethical positions represented in texts (ACELT1812)

TASK 3: Film Booklet5%Complete the comprehension Booklet based on their viewing of the filmComplete the character paragraphs andreflect on a character and an issue they face presented in the film ‘Freedom Writers’.

Term TwoWks 1-6

UNIT 5: Australia

Discuss and brainstorm the concept of Australian Identity. Develop a working definition as a class.

Examine a range of texts and images that demonstrate Australian Identity – Revise SWAT codes and conventions Model annotations and complete image analysis activities

Review the concept of symbolism Develop a list of items and/or phrases that symbolise Australian Identity (slang

and typical Aussie everyday things in life) Continue to annotate images and encounter texts that are inclusive of these

symbols Discuss the topic: What are some social issues surrounding the idea of

Australian Identity? Explore the colloquial aspects of Australia Explore how Australia is represented to other countries (watch opening

ceremony of Sydney Olympic Games) Discuss how the concept of identity is malleable. Will a new Australian Identity

be formed in the future? Where have we come from? How has Australia changed? How does it continue to change? What influences change in Australia?

Examine feature articles, images and other sources of information on this

Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA1563)Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)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)Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)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)Compare and evaluate a range of representations of

TASK 4: Identity Image AnalysisPoster - Present a labelled image that depicts an aspect of Australian Identity

TASK 5 : Identity Comprehension Booklet Completed 5%

TASK 6: VLOG 5%Week 6MultimodalStudents present a persuasive speech on topics related to Australian Identity.

topic and practice writing paragraph responses to sample questions Read the essay ‘True Australian identity’ and discuss the content. Use links below for initial discussions and research. http://www.civicsandcitizenship.edu.au/cce/

we_are_australian_activity_1,9210.html http://www.englishteacher.com.au/Portals/EnglishTeachers/PublicDocs/Free

%20Resources/GlobEdICDPackage.pdf http://www.yarrahealing.catholic.edu.au/_uploads/fckpg/files/Unit4-

WeAreOne.pdf http://www.australiaday.org.au/storage/trueblue_activitysheets_march.pdf What has influenced their identity? Outline key influences on personal growth,

attitudes, beliefs. How do students see themselves fitting in to Australian society and

participating in the future? What changes would they like to see? What do they hope for themselves in the future? View ‘You Can’t Ask That’ what misconceptions do we have about refugees,

indigenous Australians, Africans Use the journal to reflect on each group of people Revise conventions of speeches Scaffold how to write a speech Students plan, draft, edit and rehearse speeches View BLOGS and focus on what makes good delivery Australia Does Not Exist, Australia is Dangerous Presentations

Resources online: Australian identity.

individuals and groups in different historical, social and cultural contexts (ACELT1639)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)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)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)Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640)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)Plan, rehearse and deliver presentations selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)

7-8 Semester 1 Examination.Revision

Students revise the concepts learned over the semester Work on mind mapping and note making for novel study, narrative writing and

Hunger Games film study. Prepare revision cards. Revise Study Skills. Provide students with a practice exam in the same style as the one they will be

given and work through some practice questions.

Review of all outcomes.TASK 7: WEEK 7/8(Receptive / Creating & Responding)Sem 1 Examination 10% Students complete an exam that tests their knowledge of spelling, grammar,

comprehension and analysis.

T2- 8-10-T3

– 1

Unit 4: MY FUTURE- Create a portfolio to address their interests in future career paths- Aim of assisting in subject selection for next year- Ask Erin to come and discuss Careers pathways with them- Ask Erin to workshop with students.- Students complete the booklet- Students complete the reflection

TASK 8: MY FUTURE5%Students to complete the booklet and produce a poster for a career

Term Three

1-6 Unit 3. Novel study – Fighting Reuben Wolfe 10%

• Students are given context behind the novel Fighting Reuben Wolfe by Marcus Zusak.

• Discuss the author and his previous works. What do students know already?• Students predict the plot of the text based on the title and cover images. • In class and at home, students read novel and complete comprehension

questions.• Revise the concept of a theme.• 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 table, breaking down and analysing

significant quotes and how they reflect the growth and development of the characters.

• Students write at least two practice paragraphs about characters- revise TEELR structure and how to use quotations as evidence.

• 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 write at least two practice paragraphs about Themes- TEELR structure.

• Provide students with two further practice questions prior to the final assessment, with a focus on characters and themes. Students must select which focus they want to write about for their essay and plan accordingly.

• Use the planning sheet for bullet point notes, select key quotations and write 1st draft.

• Revise editing skills and the expectations regarding editing- not just copying up neatly.

• Students create a page of A4, bullet-point notes for the in-class essays.

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) 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)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)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)Understand conventions for citing others, and how to reference these in different ways (ACELA1568)Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect

TASK 9: Language Test5%Week 5Revision for OLNAEducation Perfect

TASK 10: Week 6 5% Comprehension Booklet Completed

TASK 11: WEEK 6 5% (Receptive) Guided Essay Discuss a key theme and the narrative conventions used to present it.

ideas within and between texts (ACELY1753)

8-10 TASK 2. Narrative Writing – 5%

• Students will be provided with stimulus ideas – quotes, images, the orientation of a short story – to write their own narrative

• Students plan the narrative using a mind map activity, structured worksheet – orientation, development, conflict, climax, resolution.

• Students will use devices to write the final copy of the short story- along with front, back cover (images and title) and blurb, presented as a booklet.

https://www.youtube.com/watch?v=77ECDkjQXtQhttps://www.youtube.com/watch?v=n3GNRPjnSms

TASK 12: Narrative Australia5%Image Stimulus

Term Four

1-5 TASK 8. Film Study – Avatar

Review film codes and conventions – SWAT power point on Seqta and worksheets on film codes and conventions.

View the film and answer questions in booklet What social issues are presented in the film – sustainability, racism/oppression

by power, technology Link to current context View feature articles and documentaries on the issues presented in the film Compare and contrast Students are to research the issues with Standing Rock USA and Roe 8 WA for

similar situations regarding land reclamation and community oppression/ environmental issues.

Students are to research similar stories in the news. What social issues are presented in the film? – how does the film relate to

present day? (Sustainability, racism/oppression by power, technology)

Link to current context View feature articles and documentaries on the issues presented in the film Compare and contrast. Revise TEELR structure to paragraphs and respond to various practise

questions prior to the final assessment.

Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)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)Evaluate the social, moral and ethical positions represented in texts (ACELT1812)Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)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)Plan, rehearse and deliver presentations selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)

TASK 13:Film Booklet – Completion of comprehension5%

TASK 14: Film Study – Short answer response 5%Week 5

Students respond to various questions that test their knowledge of film conventions and the issues presented within the film.

TASK 15 – AVATAR REVIEW – VLOG – Why Avatar serves as a warning to us all

Multimedia presentation

7-9 TASK 9. EXAM REVISION

Revise all concepts learnt this year – work on Study Skills. Revision cards. Work through practice booklets and worksheets. Revise TEEL R /VR Deconstruct practice questions and make notes on the possible responses.

Review of all outcomes TASK 16: ExaminationWeek 610% – students complete an exam that tests their knowledge of spelling, grammar, comprehension, Australian Identity and analysis of film and image.

JOURNAL WRITING 5%