imcc.wa.edu.au · Web viewCourse 3 and Extension English both share similar goals: they extend students and prepare them for an eventual ATAR pathway. As such, the course content

Irene McCormack Catholic CollegeYear 9 Course 3 English

Course Outline 2021

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.

Term One:1-6

Expository Writing/Blog Creation Immerse students in reading blogs on a range of topics Students are to learn the generic conventions of a blog Revise expository conventions Identify key characteristics/features of a blog Annotate, label and discuss layout and language features of blogs 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 Discuss the presentation of a blog (images, capitions, comments, etc) Drafting, editing, peer reviewing

Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553)

Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556)

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)

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)

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

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

TASK ONE: (Productive /Creating 12.5%)

Blog creation – Construction of a persuasive blog article based on a topic of choices. (Minimum 3 pages long, including images)

(Due: Week 6)

ONGOING: Education Perfect

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)

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)

6-8

Novel Study - Trash Look at the cover page and anticipate what the novel may be about. Context activites about author and poverty around the world Introduce students to the reality of ‘dumpsite kids’ in poorer countries, like India,

where children pick through garbage to survive. Complete chapter questions on the novel Work through booklets focusing on themes, characterisation, setting, etc.

Unit to continue in Term 2

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)




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)


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 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)

UNIT TO BE ASSESSED IN TERM 2


Term Two:


Assessment

1-3 Novel Study – Trash (continued)

Go over the task with students – provide practice questions Model and provide scaffolded examples of body paragraphs Students to write their own paragraphs bringing together their knowledge of social

issues in the text and narrative conventions Students are to receive a practice test that reflects the actual assessment

TASK TWO(Receptive /Responding 12.5%)

Short Answer Test – Students prepare for a short answer response and comprehension test on the narrative Trash. No notes permitted.

(Due: Early Week 3)

Ongoing Education Perfect work prepares students for NAPLAN Week 3

4-7 Creative Writing Immerse students in reading a range of creative writing texts Expose students to a collection of short stories and discern what makes a successful

short story Discuss generic features of a short story: narrative and language conventions 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 how certain abstract nouns can be used to summarise preceding or subsequent stretches of text (ACELA1559)




Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and

TASK THREE:(Productive /Creating 12.5%)

Short story – Construction of a short creative writing piece (minimum two pages long, size 12 font)

(Due: Week 7)


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)

8-11Novel study – The Sky So Heavy Introduce the Post-Apocalyptic genre Complete comprehension questions as students read through the novel and go over

them as a class. Class brainstorm of the key themes in the novel Identify conventions of the post-apocalyptic genre in the novel Discuss bildungsroman and the journey narrative in relation to the novel Students to work through SETTING and POINT OF VIEW worksheet, breaking down

and analysing significant quotes Students work through CHARACTER BOOKLET, breaking down and analysing

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

Students work through THEMES BOOKLET, breaking down and analysing significant quotes and how they reflect the key themes in the novel

Unit to continue in Term 3




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)




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)

UNIT TO BE ASSESSED IN TERM 3


Term Three:


Assessment

Week OneDebate Presentations

1-4Novel study – The Sky So Heavy Provide students with two practice questions, one with a focus on characters and one

on themes. Students must select which focus they want to write about for their essay and plan accordingly

Students plan essay and select key quotes 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 draft and edit their work and then create notes for their essays.

See Curriculum strands above TASK FOUR:(Receptive / Responding 15%)

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 3/4)

5-8 Debate Revise concepts of context, purpose, audience Students to revise persuasive language conventions (re-cap from knowledge

gained in expository 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

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)


Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)



Experiment with the ways that language features, image and sound can be adapted in literary texts (ACELT1638)

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




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)

TASK FIVE:(Produtive/ Creating 12.5%)

Oral Presentation- Students are to debate a topic about technology in society

(Due: Week 7/8)

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)


WEEK 9-10Complete first viewing of iRobot and brainstorm themes

Term Four:Weeks Teaching Content/ Focus Australian Curriculum strands addressed Assessment

1-5 I, Robot essay 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.

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




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)


TASK SIX:(Receptive / Responding 15%)

Essay – Students respond to a question and have one period in class to write their essay. They will be permitted half a page of hand-written, dot-point notes only.

(Due: Week 5)

Week 6Camino Camp

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

Review of all outcomes TASK SEVEN: (Productive & Receptive / Creating & Responding) 20%

given and work through some practice questions, etc.Examination – students complete an exam that tests their knowledge of spelling, grammar, comprehension and textual analysis.

(Exams Weeks 8 and 9)

Documents

imcc.wa.edu.au · Web viewCourse 3 and Extension English both share similar goals: they extend students and prepare them for an eventual ATAR pathway. As such, the course content