web viewcourse 3 and extension english both share similar goals: they extend students and prepare...

IMCC Year 9 ExtensionProgramme Outline 2017

Weeks Teaching Content/ Focus Western 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

Term One:

1-5 Creative writing from a multimodal stimulus 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 Create plot graphs for short stories read in class, then create a plot graph for their 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. 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.

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)

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)

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

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

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

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

Create imaginative, informative and persuasive texts

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

ONGOING:Successful English 3

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)

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)

5-10 Magazine Feature Article/ Expository Writing 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/ Letters to the

editor Annotate, label and discuss layout and language features of a feature article/ Letter to

the editor 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 Write an example of each form of persuasive language as a class and then one for each

students’ article and help them incorporate How to reference authority figures or research quotes and statistics Layout features Students work on drafting, editing and formatting their feature articles

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

o Cover pageo Letters to the editoro Posterso Gameso Contents pageo Etc.



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)



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)


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 TWO:(Productive /Creating) 10%Feature article – Construction of a persuasive feature article based on a topic of choice. (Minimum 3 pages long, including images)(Due week 10)


Term Two:

Week1-3

NAPLAN revision and preparation 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

Week4/5

Debate 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 with a practice partner. Go over importance of delivery Students present their speeches to the class Practice rebuttal skills with everyday topics

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



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)

To be assessed after the exams


Week 6 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

Week 7 EXAM TASK THREE: Creating & Response to Expository text: Examination 15%(Exams Week 7)

Analyse how the construction and interpretation of

Weeks8-10

Debate Continued Work in groups on debate speeches and preparation of rebuttals Carry out debates for assessment

Week 10 First Viewing of I-Robot.

texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)





TASK FOUR: Debates/ Oral Presentation 10%Week 9


Term Three:

Weeks1-5

I, Robot essay Revision of SWAT codes Discuss what is Science Fiction. Briefly discuss the concept of a dystopian film and its features; how does the film fit this

genre? Brainstorm the themes and warnings presented in the film. What is its intended impact

on the audience? With students’ second viewing of the film, they are to complete the Viewing Booklet.

The teacher should pause the film at each question and answer the question as a class on the board. Teachers should aim for these answers to be written in detail, with strong analysis of film techniques

Hand out task sheet and break down and discuss the essay question As a class, brainstorm how the question can be answered, focusing on main

themes/messages, which scenes and film techniques best deliver these messages, and how this impacts on the viewer and resonates with their context. A discussion of how the film (an ‘art’ medium) can imitate or reflect on issues in our real life/world

Provide scaffolded examples of introductions, 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.


Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning (ACELA1560)



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)




Review and edit students’ own and others’ texts to

TASK FIVE:(Receptive / Responding) 15%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)


improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/ visual features (ACELY1747)

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)


6- 10 Novel study - Trash Look at the cover page and anticipate what the novel may be about. 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, etc.

Complete chapter questions on the novel Work through booklets focusing on themes, characterisation, narrative voice, setting,

etc. 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’

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

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)





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

TASK SIX:(Receptive / Responding) 10%Essay – Students write about the novel in response to an unseen question (choice of 2) with half a page of hand-written, dot-point notes.(Due Week 10)


(ACELT1637)

Term Four:

Week1-6

Pygmalion Biography of George Bernard Shaw Context: Victorian Era, British Empire, First Wave Feminism, The British Class system Revision of dramatic conventions Genre: comedy of manners, satire Read the play as a class and annotate Character profiles considering the methods of characterisation in drama Brainstorm of themes and issues and the dramatic conventions which help to make

them evident Research and sketching of costume and set design Brainstorm and planning for essay Drafting, focus on sentence construction and paragraph construction In-class essay with notes



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)

Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style (ACELT1636)

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)


TASK SEVENEssay on the play -15%(Due Week 6)


7-9 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.

EXAM

Review of all outcomes TASK EIGHT: Receptive / Creating & Responding 15% Examination – students complete an exam that tests their knowledge of spelling, grammar, comprehension and textual analysis.(Exams Week 8/9)

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