Semester 1 Program: Year 7 English 2014

Journeys

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

Term 1, Weeks 1- 4

Persuasion:

Letters, blogs, news & diaries

Writers’ CircleCreative processes

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)

Beach Bodies (spoken word) here

Why the News Isn’t Really the News 2.22 min video here

This is a Robot (Sydney Morning Herald) video

Advert for Guardian newspaper here

Dear Photograph blog here

Epistolary excerpts eg Angus, Thongs & Full Frontal Snogging by Louise Rennison; The Boy Next Door by Meg Cabot;Letters found at a coffee shop here

The Secret Diary of Adrian Mole

The Princess Diaries by Meg Cabot

News articles:

https://newsela.com/about/

Persuasion/ Writers’ Circles

Students investigate the power of persuasive features and devices to shape meaning and influence others to understand and accept a particular point of view.Students develop an understanding of, and ability to use: persuasive language features to shape meaning persuasive devices to influence an audience supporting evidence from texts to promote a

point of view.Inquiry questions for the unit: What language features and text structures do

writers use in creating persuasive texts? What is an extended metaphor? What are rhetorical devices?

What interaction skills contribute to an interesting and effective persuasive speech?The creative task should also be a close study of how events are told. Students should have the opportunity to experiment with language and structural features. The unit will end with an extended piece of creative writing that will demonstrate their understanding of this.

The focus is on explicit teaching of: the ways persuasive texts shape meaning and

vary according to audience and purpose comparing texts and interpreting and analysing a

range of written, spoken and multimodal persuasive texts, figurative and rhetorical language and devices, using evidence from

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)

Task 2

Compose a persuasive text

student negotiated

peer reviewed editing process

self-reflection

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

- 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)

http://www.dogonews.com/

http://tweentribune.com/

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

http://www.ourlittleearth.com/

http://teachingkidsnews.com/

http://news.discovery.com/

http://htekidsnews.com/

texts to support a persuasive speech.

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.

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

Weeks 5 – 8Comics/ Graphic tales

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

For Teachers: Scott McLeod’s Understanding Comics (TED talks video)

For Students: Buzz Feed – This Is Why We Love Comics

Digital comic museum: http://digitalcomicmuseum.com/

Once Upon A Time The Superheroes(10 minutes)

Comics/ graphic tales

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

Consideration of analysis 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 paragraph structure

Outline design strategies for Task 4.

Hero’s journey

Reading through Context

Comics as a record of national identity

Comparison to other cultures

Task 3

Comic investigation

Task 4

Comic production/ folio

Checklists to be provided for Cyber Café; modelling and review to refine processes. Notions of best work to be reinforced.

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

Weeks 10 – 11Book Club

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)

Ender’s Game

Introduce narrative form

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

Theme

Comparison of other narratives –indigenous, Asian etc.

Journal entries: Creative writing and sketches/ notes

Preparation for Task 5

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

Term 2, Weeks – 1-4

Travel brochure/ Advertising

Text structure and organisation

- Understand and explain how the textstructures and language featuresof texts become more complex in

informative and persuasive texts andidentify underlying structures such

as taxonomies, cause and effect, andextended metaphors

- Understand that the coherence ofmore complex texts relies on devicesthat signal text structure and guide

readers, for example overviews, initialand concluding paragraphs and topicsentences, indexes or site maps orbreadcrumb trails for online texts

- Understand the use of punctuation tosupport meaning in complex sentenceswith phrases and embedded clauses

Layout – graphic, visuals, font, design features

Content – persuasive language

Task 5

Tour Guide – partner oral presentation

• student negotiated

• peer reviewed editing process

• self-reflection

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TOPIC FOCUS OF THREAD WITHIN SUB-STRAND

SUGGESTED TEXTS TEACHING – KEY CONCEPTS EXTENSION ASSESSMENT TASKS

Weeks 5-8

Journey - Film Study

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

Spirited AwayBend It Like BeckhamGalaxy Quest

Journey with Film

The focus of this unit should be to consider how journeys 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 6 Character archetype storyboard/ poster/ multimedia text

Task 7Film response (in-class). Notes and planning allowed.

Weeks 8-9Examination RevisionReading Comprehension

. Task 8- Examination

Reading comprehension (short answers) and short composition with clear guidelines of genre, style and length.

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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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