Westlake Girls High School

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YEAR 9 ENGLISH COURSE OUTLINEThis course aims to provide many exciting learning opportunities that will further extend your skills in listening, reading and viewing established in Year 8.

This year you will:

Complete a study on the theme of ‘Courage’ Study a selection of texts ranging from: Novels, Short stories, Poetry, Non-fiction,

Shakespeare and Film. Read widely and record your personal responses Write regularly in a journal to develop written expression Produce various pieces of writing in a range of styles (creative, formal) Extend your knowledge of grammar, syntax and language techniques in order to

write and communicate effectively. Use the various Habits of Mind to improve your learning and self-awareness. Deliver a speech Create a static image

Homework:You will be expected to complete a minimum of 30 minutes of English homework daily. This will be checked by your English teacher. If no homework is set, you may continue to work through the activities in your Year 9 Learning Workbook or personal reading.

Competition / Assessment Dates:Term 1: Week 8 Grammar/Syntax CAT

Term 2: Week 2 Literature Response CATWeek 5 Static Image competition CAT

Term 3: Week 5 Film viewing CATWeek 9 Speech CATWeek 10 Speech competition

Term 4: Weeks 4-5 School Examinations (approximately)Week 6 Reading Certificate dueWeek 7 Personal Response competition

End of Year Examination:

The Year 9 End of Year Examination will be 2 hours in duration and consist of the following:

Literature essay Prose Close Reading Poetry Close Reading Static Image Close Reading Grammar / Syntax / Punctuation skills

Year 9 Planner 2015 Assessment

Weeks TERM 1 UNIT

1 Jan 28-30Introduction Activity: Bio Box "Getting to Know You"

2 Feb 2-5 Courage Unit / Grammar Skills3 Feb 9-134 Feb 16-205 Feb 23-276 Mar 2- 6 Text 1 Issued7 Mar 9-138 Mar 16-20 Grammar / Syntax CAT9 Mar 23-27

10 Mar 30- Apr 2TERM 2 Holidays

1 April 20-242 April 28-1 May Literature Response CAT3 May 4-84 May 11-155 May 18-22 Static Image CAT/Comp.6 May 25-297 Jun 2-58 Jun 8-129 Jun 15-19

10 Jun 22-2611 Jun 29- July 3

TERM 3 Holidays1 Jul 20-24 Film Study2 Jul 27-313 Aug 3-7 1.10 Response # 44 Aug 10-145 Aug 17-21 Film Viewing CAT6 Aug 24-287 Aug 31- Sep 48 Sep 7-119 Sep 14-18 Speech Assessment Speech CAT

10 Sep 21-25 Speech CompetitionTERM 4 Holidays

1 Oct 12-162 Oct 19-233 Oct 27-304 Nov 2-6 Junior Examinations APPROX5 Nov 9-13 Junior Examinations APPROX6 Nov 16-20 Reading Certificate Due7 Nov 23-27 Personal Response Comp8 Nov 30- Dec 49 Dec 7-8

Classroom Materials:

Each student should have TWO exercise books, one for classroom notes and the second to be used as a journal. Students are also to have bought the Year 9 Learning Workbook.

Students should also have a 20 page clear-file each to keep a portfolio of their work.

Sustained Silent Reading / Journal writing:

All classes will begin each lesson with 10 minutes of sustained silent reading and/or journal writing. Your teacher will decide how this is organised. Journals are to remain in class.

Spelling / Vocabulary:

All students are encouraged to work on improving the range and sophistication of their vocabulary. Please use the common errors list in this booklet in conjunction with teacher led activities to help improve both your spelling and vocabulary.

Year 9 Reading Certificate:

All students are expected to complete the Year 9 Reading certificate. This will involve recording the texts you read throughout the year and writing a number of personal responses in your journal.

A junior reading log and reading certificate instruction sheet will be given to you by your English teacher. Please paste these in the first pages of your journal. A reading certificate instruction sheet and cover page will also be provided. Teachers are to sign and date this sheet as tasks are completed.

Four personal responses minimum should be written in your journal throughout the year and marked by your teacher. This can be simply in the form of feedback as to the quality of your response. Responses will be completed during class time or for homework, as directed by your teacher.

At the end of the year teachers will sign off students who have completed these tasks and certificates will be awarded. This task is essential in preparing you for the Level 1 Wide Reading NCEA assessment covered in Year 10.

A Bronze award requires – 10 texts read and 4 personal responses.A Silver award requires – 15 texts read and 6 personal responses.A Gold award requires – 20 texts read and 8 personal responses.

www.wghsenglish.weebly.comYEAR 9 PERSONAL RESPONSES:

See the English Weebly site for news, key dates, and all you need to know about

English at WGHS

Personal Responses will involve the following:

A short description as to what the text is about Two personal opinions about the text Each opinion should be a paragraph in length and begin using an “I” statement Each opinion should be justified and explained in depth Each opinion should be supported with quotation evidence or details from the text

Following are some questions to help you think about the texts you read and watch:

What interested you about this text? Why? Did the text have any characters you found interesting or unusual? Did the text have any characters you particularly disliked? Did the text have a particular event that you found exciting or shocking? What surprised you in the text? Why? What was new to you in the text? What did you learn from this text? Did the text use language in any interesting or effective way? Did the text have an interesting or unusual structure or style of writing?

To show perception students could discuss:

How this text made you reflect on your own life and why The ideas/themes in the text and why they are relevant today How the text changed your views or informed them you a particular subject Interesting techniques used by the author What you might do the same/differently if in the position of a character in the text

Personal Response Planning GridText title:Author/Director:Text Type:Date Read:Plot Summary: (Brief 2-3 lines)

Personal response ideas: Examples of evidence supporting ideas1)

2)

3)

Moderation Statement

Each assessment for Year 9 is controlled by a marking schedule. The marking schedule grids for the common assessment tasks (CATS) are posted on the Year 9 English Weebly site. Mark schedules have also been included in this booklet. Teachers submit a range of scripts to the co-ordinator of the level or moderating panel who check for consistency.

When scripts are handed back, teachers go over the marking schedule with the class. The mark schedule will also be discussed with the class before starting the unit or task to be assessed. Once returned, students have the opportunity within that review hour to consider how to improve their responses and ask their teacher for clarification. In the case of essay responses teachers will make generalised comments and give feed forward. Students are encouraged to rewrite essays attempted throughout the year and make the improvements suggested by their teacher.

In the case of the mid -year test and end of year examination, once the review process is over, the scripts go home and there will be no further opportunity to change the marking.

All students are individually responsible for the English texts books issued to them throughout the year and the return of these texts once the unit is completed. Lost text books will be charged for and reimbursement paid to the English department.

Misconduct/ Authenticity of Student WorkPlagiarism is the practice of taking someone else's work or ideas and passing them off as one's own. The consequences of submitting copied work or plagiarised material of any form will result in the student receiving a “Not Achieved” grade.

Students must acknowledge all resources used whether quotes, paraphrased, or summarised (e.g. reference within their assessment, footnotes, supply a bibliography, etc.)

If misconduct is suspected, the initial investigation will be undertaken by the HOD or TIC of the subject. This may be followed up with a further investigation by senior management. If misconduct is found to have occurred then the student will have a ‘Not Achieved’ grade recorded and no further assessment opportunity will be offered. House deans and parents will be notified by the teacher and examination misconduct will be recorded on the school student management system to help prevent repetition.

TIC of Junior EnglishJulie Brown

jbrown@westlakegirls.school.nz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DECLARATION:

I have read and understood the marking and moderation process. I understand what plagiarism is and that I am responsible for any texts issued to me throughout the year.

Student Signature: ___________________________________ Date:____________________

Year 9 Skills Checklist

The following elements will be taught throughout the year, in preparation for the end of year examination. PARTS OF SPEECH, SYNTAX and PUNCTUATION will be tested as a common assessment towards the end of Term 1.

Please tick these elements off as you become confident with them.

PARTS OF SPEECH

Common noun Proper noun Abstract noun Collective noun Pronoun Adjective Verb Adverb Verb Tense – past, present, future Conjunction Preposition Article

PUNCTUATION

Capital letter Full stop Question Mark Exclamation mark Comma Apostrophe Inverted commas

SYNTAX

Minor sentence Simple sentence Compound sentence Complex sentence Compound-complex sentence Imperative sentence Exclamatory sentence Rhetorical question

FIGURES OF SPEECH

Simile Metaphor Personification Alliteration Assonance Onomatopoeia Rhythm Rhyme Emotive language / Connotations Colloquial language (slang) Jargon

SPEECHES – LANGUAGE TECHNIQUES

Rhetorical question Listing Imperative statements Emotive words Quotations Personal pronouns Statistics Anecdotes Humour / pun Repetition Figurative language – e.g. simile Slang Exaggeration (Hyperbole)

SPEECHES – DELIVERY TECHNIQUES

Gesture Eye Contact Stance Pace Pitch / tone Emphasis Enunciation Volume Cue cards

STATIC IMAGE - VERBAL

Slogan Imperative Statement Repetition Alliteration Assonance Emotive language (Connotations) Listing Quote Anecdote Exaggeration (Hyperbole) Rhetorical Question Personal Pronoun

STATIC IMAGE – VISUAL

Colour Contrast Endorsement Reverse Print Bold Lettering Font – size, style Symbols Logo Border Empty Space Dominant Visual Image (DVI) Balance Rule of Thirds

FILM - VERBAL

Diegetic sound Non-diegetic sound Dialogue Music / soundtrack Voiceover Sound effects

FILM – OTHER TERMS

Director Cinematography Frame Shot Scene

FILM - VISUAL

Establishing shot Extreme long shot Long shot Medium shot Close-up Extreme close-up Over the shoulder shot Point of view shot

High angle Low angle Eye level

Panning Tracking Tilt Zoom

Fade Dissolve Cut Editing pace Flashback Flashforward Montage

High-key lighting Low-key lighting

Costume Props

Marking Schedule: Year 9 Literary EssayNot Achieved1-4

Achieved5-6

Merit7-8

Excellence9-10

Content Very little knowledge of the text.Mostly plot summary and/or question not addressed.Lack of quotations or details from the text.Short.

Basic knowledge of the text.Attempts to answer the question.Some supporting quotations and/or details.Satisfactory length

Familiar with the text.Answers the question directly.May be unbalanced.Relevant, supporting quotations/details/ examples.Good length.

Comprehensive knowledge of the text.All parts of the question addressed.Key events chosen. Well supported with relevant examples/ quotations/details.Responsive.

Structure and Paragraphing

Few or no paragraphs.Unstructured.

Paragraphs attempted.Basic essay structure used.

Well-structured paragraphs that are logically sequenced.Content is organised.

Well-structured paragraphs.Ideas are linked smoothly and in a logical sequence.

Style Errors are intrusive: Run-on sentences, spelling/punctuation/ grammatical errors.Meaning is often vague.Expression is limited.

Basic sentence structure and punctuation used.Unintrusive minor errors in spelling/ punctuation/grammar.Some ideas expressed clearly, however some points may still be vague.

Sentences and punctuation used confidently.Occasional errors.Able to use terminology where appropriate.Ideas expressed clearly. Details explained with confidence.

Sophisticated sentence structure.Rare errors.Controlled writing with appropriate language choices.Complex ideas expressed clearly and concisely.

Marking Schedule: Year 9 Literary Essay ParagraphNot Achieved1-4

Achieved5-6

Merit7-8

Excellence9-10

Content Topic sentence not used.Argument unclear.Key words not used.Very little knowledge of the text.

Mostly plot summary and/or question not addressed.

Lack of quotation or detail from the text.

Short.

Topic sentence is attempted.Attempt at addressing and/or using key words.Basic knowledge of the text.

Attempts to answer the question.

Some supporting quotation and/or detail.

Satisfactory length.

Topic sentence is used.Key words addressed and used in response.Familiar with the text.

Answers the question directly.May be unbalanced.

Relevant, supporting quotation/detail/ example.

Good length.

Topic sentence is used to effect. Key words addressed and used in response convincingly. Comprehensive knowledge of the text.

Answers the question directly.

Key event chosen. Well supported with a relevant example/ quotation/detail.

Responsive.

Structure and Paragraphing

Sentences are not ordered logically.

An attempt has been made to put sentences into a logical order.

Sentences are logically sequenced to create fluent expression of ideas.

Sentences are well sequenced to create fluent and concise expression of ideas

Style Errors are intrusive: Run-on sentences, spelling/punctuation/ grammatical errors.

Meaning is often vague.Expression is limited.

Basic sentence structure and punctuation used.

Unintrusive minor errors in spelling/punctuation/grammar.

Some ideas expressed clearly, however some points may still be vague.

Sentences and punctuation used confidently.

Occasional errors. Able to use terminology where appropriate.

Ideas expressed clearly. Details explained with

Sophisticated sentence structure.

Rare errors. Controlled writing with appropriate language choices.

Complex ideas expressed clearly and concisely.

confidence.

Marking Schedule: Year 9 Formal WritingNot Achieved1-4

Achieved5-6

Merit7-8

Excellence9-10

Content Poor ideas that are not directly related to the topic.

Probably repetitious

Short.

Some ideas, possibly generalized and simple, with limited explanation or evidence to support them.Satisfactory length.

Several relevant ideas that have some explanation or evidence to support them.Good length.

Several mature ideas that cover a range of issues to do with the topic.Each idea is well supported with both explanation and evidence.Responsive.

Structureand Paragraphing

Few or no paragraphs.Unstructured.

Paragraphs attempted.Basic essay structure followed.

Well-structured paragraphs that are logically sequenced.Content is organized.

Well-structured paragraphs.Ideas are linked smoothly and in a logical sequence.

Style An informal tone with many colloquial phrases. Errors are intrusive: run-on sentences /spelling /punctuation / grammatical errors.Meaning is often vague.Expression is limited.

Attempts a formal tone. Basic sentence structure and punctuation used. Un-intrusive minor errors in spelling / punctuation / grammar.Some ideas expressed clearly, however some points may still be vague.

Uses a formal tone consistently. Sentences and punctuation used confidently. Occasional errors.Ideas expressed clearly.Details explained with confidence.

Uses formal tone with confidence.Sophisticated sentence structure. Rare errors.Controlled writing with appropriate language choices.Complex ideas expressed clearly and concisely.Persuasive.

Marking Schedule: Year 9 Static ImageNot Achieved1-4

Achieved5-6

Merit7-8

Excellence9-10

Ideas Beginning to use elements of design to communicate a message. The image does not clearly communicate ideas from the text

Creates an image using elements of design to communicate a clear message from the text. The image may be straightforward and show a narrative approach to the text

Creates an image with controlled use of elements of design to communicate a clear message. The image will attempt a symbolic rather than narrative approach and show good understanding of key ideas in the text.

Creates an image with confidence, taking into account of the purposeful use of symbolism, colour and unity of design in order to communicate a clear, insightful message. The image will show insight and perceptive understanding of key ideas in the text.

Language

(Written Response)

Poor explanation of visual and verbal techniques. Shows a lack of understanding.OR no explanation provided of techniques used in constructing the image.

Attempts to identify and explain visual and verbal techniques used.Attempts to explain their intended effect.

Identifies and describes the visual and verbal techniques used.Correctly explains their intended effect.

Identifies and describes in detail the visual and verbal techniques used.Confident explanation given as to their intended effect.

Presentation The image appears unfinished and may show a lack of effort.Greater understanding of balance, layout and visual impact needed.

The image shows some thought but lacks visual impact. The image may appear cluttered, or unbalanced. Some understanding of layout

The image shows imagination and is mainly original. The image is well constructed and visually effective.

The image shows originality and imagination Visual and Verbal techniques are integrated to create an image with impact.

and visual impact shown.

Marking Schedule: Year 9 Creative WritingNot Achieved1-4

Achieved5-6

Merit7-8

Excellence9-10

Ideas Contains weak and poorly developed ideas. Lacks detail

A flat account.Contains good ideas. Some details have been developed and described

The writer’s “voice” may be evident. Some life in the telling Develops ideas with significant descriptive detail.

The text engages audience and sustains reader attention. The writer’s “voice” permeates the text. Fully develops connected ideas. Ideas are original and show flair.

Structure Ideas lack clear structure. Paragraphs are not used. Short or appears incomplete.

Beginning provides orientation and context. Simple story elements managed well but beginning and end may not connect. Paragraphs are attempted.

Clearly organized. Paragraphs used to develop the story. Beginning/end are linked clearly. Paragraphs are logically sequenced and a sense of wholeness is achieved.

Organises and develops ideas for a particular purpose or effect using a range of sentence beginnings and lengths. Writing is fluent and achieves a sense of coherence or wholeness.

Language Vocabulary choice is simplistic and awkward at times. Incorrect word choice used.

Begins to use descriptive vocabulary to convey ideas, thoughts and feelings. Some attempt at using language features. Uses basic sentence structure.

Uses a range of language features and vocabulary to convey ideas, thoughts and feelings. Attempts to use a variety of sentence types.

Incorporates a wide range of language features and sophisticated vocabulary effectively and with confidence to convey ideas, thoughts and feelings. Uses a variety of sentence types to create pace and mood.

Accuracy Errors are intrusive. Run-on sentences, spelling, punctuation and grammar errors throughout. Meaning is often vague. Expression is limited.

Writing conventions are used accurately most of the time. There are still some errors to correct.

Writing conventions are used with confidence. There are a few errors to correct but fluency is not disrupted.

Writing conventions are used with confidence. Sustained control of tense and sentence structures. There are few or no errors. Grammatical and spelling conventions are used effectively and with accuracy.

Marking Schedule: Year 9 SpeechNot Achieved1-4

Achieved5-6

Merit7-8

Excellence9-10

Ideas Contains weak and poorly developed ideas. Lacks detail or examples.

Contains good ideas. Most points have been supported by examples or evidence.

Develops thoughtful ideas which are well supported with appropriate examples.

Fully develops original and comprehensive ideas. Ideas are supported with relevant examples and clearly explained.

Language Vocabulary choice is simplistic. Language is too informal. Understanding of oral language features is still developing.

Vocabulary and tone is suited to the topic. Begins to use oral language features for a particular purpose.

Uses a range of oral language features and vocabulary with confidence.

Integrates a wide range of oral language features and sophisticated vocabulary effectively and with confidence to create impact.

Structure Ideas lack clear structure. May not have an introduction or conclusion. Short or appears incomplete.

Organises ideas into separate points. Introduction and conclusion are attempted.

Organises ideas effectively into separate points. Some attempt made to link ideas together. Introduction and conclusion are clear and linked to the main ideas.

Organises ideas effectively into separate points. Each point is well linked and in a logical order. Introduction and conclusion are attention grabbing and clearly linked to the main ideas.

Delivery Little eye contact used. Voice has little variation (monotone) in tone/pitch and may be too quiet. Speech is read rather than learnt. Lacking in confidence.

Some eye contact throughout, reliant on cue cards at times. Some variation in tone and volume. Well practised and shows some confidence in delivery. Good stance and pace.

Eye contact sustained most of the time and cue cards used in moderation. Variety of tone of voice and volume used for effect. Speech is well practiced and confidently delivered. Strong stance, appropriate gestures and facial expressions used.

Eye contact sustained consistently throughout. Cue cards rarely used. Tone, volume and pace used for emphasis of important points and to maintain audience engagement. Speech is well practised and confidently delivered. Strong stance, appropriate gestures and facial expressions used.

Marking Schedule: Year 9 Courage AssignmentNot Achieved 1-4

Achieved 5-6

Merit 7-8

Excellence 9-10

Ideas I have not completed the set task required. Ideas are too vague and lack supporting evidence.

I have completed the set task and made a personal statement about courage. I have good basic ideas but need to explain them in greater depth. Some evidence is used to support ideas.

I have completed the set task and made a thoughtful personal statement about courage. My ideas are developed and well supported with evidence.

I have completed the set task to the highest standard. I have made a perceptive and original comment about courage. My ideas are insightful, fully developed and supported with relevant evidence.

PresentationMy presentation is untidy and shows a lack of effort.

I have presented most of my work in a tidy manner.

I have presented all of my work in tidy, organised and creative manner.

I have presented all of my work in an organised, creative and original manner.

Accuracy I have intrusive errors throughout. Writing contains run-on sentences, grammar/punctuation and spelling errors.

I have drafted my work but still have a number of errors in spelling and punctuation.

I have carefully drafted my work but have some errors in spelling or punctuation.

I have thoroughly drafted my work and have very few errors in spelling and punctuation.

Spelling

The following list of spellings has been identified by secondary schools as common errors among your age group. Can you spell them all correctly?

accommodation consequence industrial people sequenceactually continuous interesting performance shoulderalcohol creation interrupt permanent sincerelyalthough daughter issue persuade/persuasion skilfulanalyse/analysis disappoint jealous physical soldierargument definitely knowledge possession stomachassessment embarrass listening potential straightatmosphere energy lonely preparation strategyaudible engagement library prioritise strengthaudience enquire marriage process successautumn environment material proportion surelybeautiful evaluation meanwhile proposition surprisebeginning evidence miscellaneous questionnaire surveybelieve explanation Mischief queue techniquebeneath February Modern reaction technologyburied fierce moreover receive texturebusiness forty Murmur reference tomorrowcaught fulfil necessary relief Wednesdaychocolate furthermore nervous remember weightclimb guard original research weirdcolumn happened outrageous resources womenconcentration health parallel safety unfortunatelyconclusion height participation Saturdayconscience imaginary pattern secondaryconscious improvise peaceful separate

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