Irene McCormack Catholic CollegeYear 8 Course 2 English

Course Outline 2019 – Semester 1

Weeks Teaching Content/ Focus Australian Curriculum strands addressed Assessment

Please note: Course 2 English typically prepares students to pursue a non-ATAR pathway, although there is some opportunity for students to move into an ATAR pathway if  they achieve excellent results in the course. As such, the course content is relatively similar to Course 3 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, practice exams and sample responses)

Term One:1-6 Short story analysis test

Introduce yourself - ‘What a bunch of characters’ activity Introduce the features of a short story and how it differs to a novel

by using ‘Short Story Genre’ PowerPoint Re-cap narrative conventions (plot, setting, characterisation, point

of view, style/language) with the narrative conventions glossary table and the ‘What are narrative conventions?’ sheet

Go through a variety of short stories in class, modelling annotations, analysis and example responses

o Destroying Avalon (Kate McCaffrey) o Only Ten (Allan Baillie) o Catapult (J. A. McLeod) o The Spillway (Melanie Kirkwood)

Focus should be on themes, representations, etc. Inform students about the upcoming test and work through sample

questions and model with the class how to write concise and well-

Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542)

Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766)

Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)

Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)

Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)

Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short

TASK 1: (Receptive /Responding)Short story comprehension test – Read and analyse the techniques used in one short story. Respond with short answers and paragraphs. (Due start of week 6)

ONGOING: Successful English 2: One day a week

supported/articulated responses that address the question stories, literary essays and plays (ACELT1767)

6-10 Two Weeks With the Queen

Discuss dramatic conventions Research background of the play, defining AIDS and Leukaemia. Fill

in research worksheet Read the play aloud in class, discussing dramatic conventions such

as expression, tone, pace and volume Complete comprehension questions related to the plot of the play Complete characterisation chart, collecting evidence from the play Complete drama activities that explore the importance of verbal

and non-verbal communication (letter-box activity etc.) Introduce assignment and assign groups and scenes Allow time for rehearsing. Teacher to go to groups and provide

constructive feedback and advice on how to improve performances

Understand how conventions of speech adopted by communities influence the identities of people in those communities (ACELA1541)

Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)

Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731)

TASK 2: (Productive/Creating)Group Performance of a Scene – Group performance of a scene from the play. Perform in front of the class(Due week 10)

Students begin reading Parvana over the holidays

Term Two:

1-5Novel study – Parvana, by Deborah Ellis

Students are guided through some background information on the historical, religious, political and social contexts of Afghanistan

Read the novel as a class and complete comprehension questions. Some chapters may be set for homework reading.

Introduce the term ‘narrative conventions’ – discuss setting, point of view, plot conflict, characterisation, style/language etc.

Work through the Parvana work booklet as a class. This booklet guides students through the novel, looking at narrative conventions, themes, analysis of quotes, etc. Students will focus on issues relating to gender and political oppression in Afghanistan, ideological differences in

Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766)

Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)

Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view (ACELY1734)

Explore the ways that ideas and viewpoints in literary texts

TASK 3: (Receptive /Responding)Essay – Students prepare an essay to a seen essay question. They are permitted to bring in one page of notes with them on the day of the in-class essay (55 mins). (Intro, 3 body paragraphs, conclusion, 1 quote in each body para)(Due: Week 5)

values/attitudes and consider how these differ from our own context. Review paragraph format, and complete practice paragraph responses

using quotes in relation to narrative conventions and themes. Introduce the essay question – go through the process of preparing a

response explicitly (i.e: unpacking the question, planning a response) Model writing an introduction, and allow students time to draft and edit

their work Model essay body paragraphs, and allow students time to draft and edit

their work Model writing a conclusion for essays, and allow students time to draft

and edit their work Give students a lesson to prepare their notes

drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)

Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)

Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)

ONGOING: Successful English 2: One day a week

Weeks 6 - 8

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.***During the exam weeks when we see students in class and for the remainder of the term, classes are to begin the next task with some

creative writing prompts and activities.

Review of all outcomes TASK 4: (Receptive)Examination – students complete an exam that tests their knowledge of spelling, grammar, comprehension of a short story and analysis of a novel. (Exams Weeks 7 & 8)

Term 28-10

Term 31-2

Short Story Construction Revise narrative conventions studied in Term 1 Look at, and annotate a few short narrative texts, including ones written

by students. Use marking keys to assess, so students get a feel for how marks are discerned

Work through a number of creative writing sheets, focusing on voice, figurative language, creating characters and unique settings and ‘show, don’t tell’ activities

Ongoing practice with varied prompts (visual, auditory and tactile) – practice short, timed writing

Provide students with a number of stimuli – give students time to plan and draft their creative writing piece

Emphasise self, peer and teacher editing

Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766)

Understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives (ACELA1809)

Understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts (ACELA1544)

Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause (ACELA1545)

Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547)

Understand and explain how combinations of words and images

TASK 5: (Productive/Creating)Short story construction – Students will produce their own original short narrative(Due: Term 3, Week 2)

ONGOING: Successful English 2: One day a week

in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)

Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)

Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767)

Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632)

Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)

Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)

Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)

Students are to begin reading ‘Crow Country’ over the holidays

Assessment for short story unit is due after the holidays

Irene McCormack Catholic College Year 8 Course 2 English

Program Outline 2019 – Semester 2

Term Three:

Weeks 1-2: Continue short story unit and reading of Crow Country in some lessons and for HW. Hand in short story assessment in Week 2

Weeks

3-10Novel study – Crow Country by Kate Constable Complete comprehension questions Discuss narrative conventions used in the novel,

including setting, characterisation, symbolism, point of view and style/language

Students complete the vocabulary/definitions cut-out activity in pairs

Work through the Crow Country analysis booklet, which guides students through the narrative conventions, themes and analysis of relevant quotes

After every section of the booklet, complete a sample paragraph as a class on the board, and then have students practice their own. These are collected and marked informally out of 10. Photocopy top paragraphs and discuss with the class

Focus on issues in Australia’s past, and the text’s comment on the continuation of colonial attitudes and values in our modern context

Explore values and attitudes presented in the text Review essay and paragraph structure. Model example

Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766)

Understand the effect of nominalisation in the writing of informative and persuasive texts (ACELA1546)

Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547)

Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)

Explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806)

Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)

Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)

Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays

TASK 6: (Receptive /Responding)Essay – Students prepare an essay to a seen essay question. They are permitted to bring a page of notes with them on the day of the in-class essay (55 mins). (Due: Week 10)

ONGOING: Successful English 2: One day a week

introduction, body paragraph and conclusion Allow students to draft and prepare their essays

(ACELT1767)

Term Four:1-6 Film Study: Wall-e

Revise SWAT codes Watch the film all the way through Brainstorm the main themes/issues explored in the

film Work through the analysis booklet, looking at how film

codes are utilised to convey meaning, stopping and answering every question as a class on the board

Graffiti lesson: print off the collection of key film stills. Annotate one as a class, focusing on visual conventions

Spread all other images around the class and in groups of 2-3, students make their way around to the various stills in 5 minutes slots and add to the annotations. Once all groups are back at the start, collect and photocopy

Go through class annotations, and add any other relevant annotations together

Revise paragraph structure and scaffold a number of practice questions in the lead up to the Exam, with reference to different still images from the film

Content for this unit will be assessed in the exam

Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766)

Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view (ACELY1734)

Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)

Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735)

Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication (ACELA1543)

Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548)

Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)

Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)

Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)

Content for this unit will be assessed in the exam

ONGOING: Successful English 2: One day a week

7-8 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.

*** For the remainder of the term, students will work through a non-assessed unit on Newspapers (Fairy-tale/Christmas themed). Please see Jess Stylianou for resources.

Review of all outcomes TASK 7: (Receptive)Examination – Students complete an exam that tests their knowledge of spelling, grammar, comprehension of a short story and understanding of a novel and/or film. (Exam Week 8)