Irene McCormack Catholic CollegeYear 10 Course 1 English

Course Outline 2019

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 TASK 1. The Hunger Games – Film Study 10%

• Review SWAT Codes used in film: Power point and worksheets on Seqta.• Watch the film The Hunger Games (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. 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.• Discuss the meaning of Dystopia and how this film presents a dystopian

view of the world. Link on Seqta.• Dystopia vs Utopia – discuss films that present Utopia.

• What are the differences? • Activity - Write a descriptive paragraph for each of a setting for both

genres.• Go through Task sheet and discuss requirements.• Start planning for the oral presentation on a social issue presented in the

film – brainstorm possible areas to consider.

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)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

TASK ONE: (Receptive) 10%Oral Presentation

DUE WEEK 5Prepare an oral response on a social issue presented in the film ‘The Hunger Games’ and discuss the use of film conventions employed by the director to achieve this.

ONGOING (throughout the year): Language convention activities

• Successful English • OLNA Writing

prompts• OLNA Reading

• Give students a sample response sheet to guide drafting for interview answers.

Resources:https://historytech.files.wordpress.com/2013/10/gender-empowerment-and-the-hunger-games.pdf

https://prezi.com/vlkmkkjwzypj/the-hunger-games-inequity-social-injustice-and-action/

elements to influence a course of action (ACELY1751)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 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)

prompts• Five Senses

Comprehension• Spelling activities

6-10 TASK 2. Creative Writing – Dystopian Fiction 15%

• The Hunger Games: a stimulus for writing a narrative.• As an introduction complete reading and working on responses to ‘The

Assassin’ as a whole class/paired writing activity• Read short stories that are examples of dystopian genre: The Pedestrian

Ray Bradbury, The Star- Esther Claes.• Students will be provided with stimulus ideas – quotes, images, the

orientation of a short story – to write their own narrative• Use Dystopian images saved to Teacher Drive as stimulus for stories.• Students plan the narrative using a mind map activity, structured

worksheet – orientation, development, conflict, climax, resolution.• Narratives are to be written of a dystopian style and utilise some key

features of dystopian genre: Those who have vs those who have not, sacrifice, discrimination, monitoring, no individuality, control, no freedom.

• 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.

Begin reading Fighting Reuben Wolfe as a class in the final week of this term.

Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814)Create imaginative texts that make relevant thematic and inter textual connections with other texts ‐(ACELT1644)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 for control of content, organisation, sentence structure, vocabulary, and/or visual features, to achieve particular purposes and effects (ACELY1757) Use a range of software, including word processing programs, confidently, flexibly and imaginatively to publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)

TASK TWO: (Productive) 15% Creative writing – Dystopian Narrative

Students will write a short story within the boundaries of the dystopian genre.

DUE WEEK 10

Term Two

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

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

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

• 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, 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.

• 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 ideas within and between texts (ACELY1753)

TASK THREE: 10% (Receptive) Guided Essay Discuss a key theme and the narrative conventions used to present it.

DUE WEEK 6

7-8 Task 4. 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

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

be given and work through some practice questions.

Begin next unit after exams

grammar, comprehension and analysis.

EXAMS WEEK 7/8

Term Three

T2- 8-10-T3 – 1

Task 5. Comic Creation 5%

Comic conventions- Symbolism – colours, symbols, representation of stereotypes, link to ‘Wolf’ Create a short comic of ‘Fighting Reuben Wolfe’ – due following the

holidays in Week 1.

Resource links:

http://www.readwritethink.org/files/resources/interactives/comic/comicdefinitions-text.pdfhttp://www.readwritethink.org/files/resources/interactives/comic/comicdefinitions-design.pdfhttp://www.readwritethink.org/files/resources/interactives/comic/comicdefinitions-angles.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson195/comic-strip-planning.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson921/ComicBookPrimer.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson921/ScriptingHandout.pdf

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)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)

TASK FIVE: (Productive) Comic Creation5%Students to transform an important conflict in the text into a six frame comic strip ensuring all comic strip conventions are utilised.

DUE WEEK 1

2-6 TASK 6. Text and Image Analysis – ‘Australia’ 10%

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

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)

TASK SIX: (Responding)In-class viewing comprehension test 10%

In-class viewing

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 topic and practice writing paragraph responses to sample questions

Resources online: Australian identity.

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

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 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)

comprehension assessment on Australian identity.

DUE WEEK 6

7-9 TASK 7. Identity Speech 15%

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? Revise conventions of speeches Scaffold how to write a speech Student analyse speeches Students plan, draft, edit and rehearse speeches Show speeches and focus on what makes good delivery Presentations

Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565)Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction (ACELA1570)Plan, rehearse and deliver presentations selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)

TASK SEVEN: (Creating) Identity Speech 15%

Students present a speech on the construction of their own personal identity.

DUE WEEK 10

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

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)

TASK EIGHT:(Responding) Film Study – Short answer response 15%

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

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.

Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)

DUE WEEK 5

7-9 TASK 9. EXAM REVISION

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

Review of all outcomes TASK NINE: 10%(Receptive / Creating & Responding)Examination – students complete an exam that tests their knowledge of spelling, grammar, comprehension, Australian Identity and analysis of film and image.

EXAMS WEEKS 7/8