Irene McCormack Catholic CollegeYear 12 ATAR English

Course Outline 2020 – Semesters 1 and 2

Semester OneTerm One:Weeks Teaching Content/ Focus Syllabus Content Assessment

1

2-5

Introduce the Composing Folio Inform student about course expectations, after school workshops

and the Kate McCaffrey workshop in Week 2. Explain the difference between imaginative, interpretive or

persuasive texts. Use news stories such as ‘Vegan sues neighbours for BBQ’ and ‘Thai soccer team rescued’ as stimuli for different texts.

Define audience, context, purpose and form, using resources from the 2019 Good Answer Guide

Use samples of blogs, open letters, speeches, short stories. Help students select a topic/issue to research as their basis for the

composing section/folio

Short story responses (Australian Identity) Australian identity powerpoint examing dominantrepresentations of

Australian Identity. Revise narrative conventions. Read through the short story, Christmas Spirit, by Jennifer Dabbs,

first. Annotate, discuss the dichotomous representations of identity offered and how they reflect the context of the story and how a text can challenge or endorse dominant understandings and views. Complete relevant worksheets and practice paragraphs.

Follow the same process for the short story, Neighbours, by Tim Winton. Focus particularly on how the structure and character development in the text not only reflects contextual factors related to its textual context, but also how it can shape attitudes and endorse particular values relating to Australian identity in the current context of readers. Complete worksheets on Teachers’ Drive.

Create a range of texts: transforming and adapting texts for different purposes, contexts and

audiences making innovative and imaginative use of language features using and experimenting with text structures and language features related

to specific genres for particular effects

Reflect on their own and others’ texts by: analysing and evaluating how different texts represent similar ideas in

different ways explaining how meaning changes when texts are transformed into a different

genre or medium comparing and evaluating the impact of language conventions used in a

variety of texts and genres.

Compare texts from similar or different genres and contexts by: analysing language, structural and stylistic choices analysing and evaluating how similar themes, issues, ideas and concepts are

treated in different texts.

Compare and contrast distinctive features of genres by: analysing the techniques and conventions used in different genres, media

and modes considering how the conventions of genres can be challenged, manipulated

or subverted

Analyse and critically appraise how the conventions of texts influence

Hand out the Composing Folio to students, so they can commence working on this task. Once a fortnight (Friday of even weeks – 2, 4, 6, etc.) students will be given time in class to respond to a stimulus and provide feedback on a peer’s composition.

Follow the same process for the short story, Growing Up, by Anthony Hill. Focus particularly on how the resolution of the story mirrors contextual factors at the time of the story’s production and how it may shape values and attitudes of readers. Consider the representation of indigenous and white Australians offered.

Students can work through practice essay-style paragraphs on all of these texts, with a focus on how conventions are used to create a representation of Australian identity. Consider context, purpose and audience for each text, and how readers from different contexts may have responded differently to the text

Go over the concept of a comparative essay. Alternatively they can structure their essay around three ideas/issues and provide an example from each short story in each body paragraph.

Scaffold and model example paragraphs

responses, including: the ways language patterns can create meaning the role of the audience in making meaning.

Evaluate different perspectives, attitudes and values represented in texts by: analysing content, purpose and choice of language analysing the use of voice and narrative point of view

Create a range of texts: sustaining analysis and argument using appropriate quotation and referencing protocols using strategies for planning, drafting, editing and proofreading using accurate spelling, punctuation, syntax and metalanguage.

Reflect on their own and others’ texts by: analysing and evaluating how different texts represent similar ideas in

different ways explaining how meaning changes when texts are transformed into a different

genre or medium comparing and evaluating the impact of language conventions used in a

variety of texts and genres.

TASK ONE: (Responding – 5%)In-class unseen comparative essay – Students write a comparative essay (no notes) on two of the short stories studied, focusing on the ways in which Australian identity is represented.(Due: Week 6)

6-10 Film Study: Wonder Woman (2017)

Students revise film conventions Introduce the conventions and expectations of the ‘superhero’ genre Explore the context of feminism and how context has influenced the

development of the superhero genre Watch a variety of clips from the superhero genre, focusing on the

representation of women Discuss the evolution of female characters as damsel in distress

tropes, to the femme fatale archetype to modern emporwered female heroes.

Watch significant scenes from the film Wonder Woman that demonstrate the adaptation of the genre and how the heroic female protaganist subverts the expectations of the superhero genre, with a particular focus on use of film conventions to portray key issues, character representations, and to reflect contextual issues pertaining especially to gender

Students prepare to write an analytical response on the film

Watch and read a variety ot critical reviews on Wonder Woman (2017) and other popular films from the superhero genre

Explain the structure of the film review vlog and how to write a transcript

Students prepare their own review in the form of a vlog (video blog)

Compare and contrast distinctive features of genres by: analysing the techniques and conventions used in different genres, media

and modes considering how the conventions of genres can be challenged, manipulated

or subverted examining how genres and their conventions have changed and been

adapted over time.

Analyse and critically appraise how the conventions of texts influence responses, including: how expectations of genres have developed and the effect when those

expectations are met or not met, extended or subverted

Investigate and evaluate the relationships between texts and contexts by: undertaking close analysis of texts examining how each text relates to a particular context or contexts comparing the contexts in which texts are created and received.

Evaluate different perspectives, attitudes and values represented in texts by: analysing content, purpose and choice of language exploring other interpretations and aspects of context to develop a

considered response.

Evaluate how texts offer perspectives through: the selection of mode, medium, genre and type of text the ways viewpoints and values are represented the selection of language features that generate empathy or controversy.Create a range of texts: using appropriate language and stylistic features to sustain a personal voice

TASK TWO: (Responding – 5%)In-class unseen essay – Students write an analytical essay from a choice of 2 questions.(Due: Week 10)

and perspective using nuanced languge synthesising ideas and opinions to develop complex argument substantiating and justifying their own responses using textual evidence using appropriate quotation and referencing protocols using strategies for planning, drafting, editing and proofreading using accurate spelling, punctuation, syntax and metalanguage

Reflect on their own and others’ texts by: analysing and evaluating how different attitudes and perspectives underpin

texts questioning the assumptions and values in texts identifying omissions, inclusions, emphases and marginalisations discussing andevaluating different readings of texts

TASK THREE: (Creating – 10%)Film Study Vlog – Students create an individual video blog critically reviewing a film that has been watched during the film unit. Vlog and transcript must be submitted.(Due: Term 2 Week 2)

Term Two:1-3 Expository texts

Students revise expository/feature article conventions and the conventions/stylistic features of this genre

Go over a practice article “Why sustainability is bad for the environment” by Paul Kingsnorth and annotate (conventions, meaning etc.) Focus on the representation of issues pertaining to sustainability through expository conventions. Also focus on the values and attitudes that are endorsed or subverted in the text

Work through annotations of similar articles on other topics (“Why we still deny alien’s existence” and “Sorry officer I’m drinking for Australia”)

Consider more recent texts on similar topics such as speeches by Greta Thunberg and Leonardo Di Caprio

Prepare for short-answer responses on unseen feature article by providing students with a similar questions to practise with, scaffolded sample paragraphs etc.

Compare texts from similar or different genres and contexts by: analysing language, structural and stylistic choices explaining how each text conforms to or challenges the conventions of

particular genres or modes analysing and evaluating how similar themes, issues, ideas and concepts are

treated in different texts.

Compare and contrast distinctive features of genres by: analysing the techniques and conventions used in different genres, media

and modes

Analyse and critically appraise how the conventions of texts influence responses, including: the ways language patterns can create meaning

Create a range of texts: sustaining analysis and argument using appropriate quotation and referencing protocols using accurate spelling, punctuation, syntax and metalanguage.

TASK FOUR: (Responding – 5%)In-class short answer analysis test– 3 Short answer and paragraph responses to an unseen article (unseen questions) in one period.(Due week 3)

Week 4: Exam preparation

Weeks 5 and 6: Semester 1 exams (TASK FIVE - 15%)

Semester Two

7-10 Documentary study: Before the Flood (2016, Leonardo Dicaprio)

Go over documentary and expository language conventions, paying attention to different styles of documentary and how the genre can be adapted for different purposes

Watch the documentary all the way through Brainstorm the main issues/ideas in the text Begin second viewing and start working through analysis questions

(booklet), with focus on manipulation of language/structural and stylistic techniques/conventions, themes/ideas, representations, perspectives, context, audience, purpose etc.

Revise essay writing scaffold, do sample paragraphs on the board with the class, and then students can write their own

Practice drafting essay with sample questions

Compare texts from similar or different genres and contexts by: analysing language, structural and stylistic choices explaining how each text conforms to or challenges the conventions of

particular genres or modes

Compare and contrast distinctive features of genres by: analysing the techniques and conventions used in different genres, media and

modes considering how the conventions of genres can be challenged, manipulated or

subverted

Analyse and critically appraise how the conventions of texts influence responses, including: how expectations of genres have developed and the effect when those

expectations are met or not met, extended or subverted the role of the audience in making meaning

Investigate and evaluate the relationships between texts and contexts by: undertaking close analysis of texts examining how each text relates to a particular context or contexts

Evaluate different perspectives, attitudes and values represented in texts by: analysing content, purpose and choice of language

Evaluate how texts offer perspectives through: the selection of mode, medium, genre and type of text the ways viewpoints and values are represented the selection of language features that generate empathy or controversy.

Create a range of texts: sustaining analysis and argument using appropriate quotation and referencing protocols using strategies for planning, drafting, editing and proofreading using accurate spelling, punctuation, syntax and metalanguage.

Reflect on their own and others’ texts by: analysing and evaluating how different attitudes and perspectives underpin

texts questioning the assumptions and values in texts identifying omissions, inclusions, emphases and marginalisations

TASK SIX: (Responding – 5%)In-class essay – Essay from a choice of 2 possible unseen questions. (Due week 10)

10 Composing Folio: Students are to finalise their folio (research, 8 drafts to each of the

fortnightly stimuli and peer review feedback)

Evaluate how texts offer perspectives through: the selection of mode, medium, genre and type of text the ways viewpoints and values are represented the selection of language features that generate empathy or controversy.

TASK SEVEN:(Creating – 12.5%)Composing Folio – Students submit their favourite

They must have selected one as their best piece to complete in full, which will be marked by the teacher Create a range of texts:

transforming and adapting texts for different purposes, contexts and audiences making innovative and imaginative use of language features using and experimenting with text structures and language features related to

specifc genres for particular effects using appropriate language and stylistic features to sustain a personal voice

and perspective using nuanced language synthesising ideas and opinions to develop complex argument using strategies for planning, drafting, editing and proofreading using accurate spelling, punctuation, syntax and metalanguage.

composition (minimum 2 pages long, size 12 typed font), as well as the entire folio. Missing elements of the folio will result in a penalty being applied to the final submission.(Due Term 3, Week 1)

Term Three:

1-7

Novel study: The Book Thief (Markus Zusak) Go through comprehension questions Begin context on WW2 – retrieval chart and discussion Read through contextual information booklet Discuss the expectations of the historical fiction genre Distribute student workbook and commence working through the

analysis of the novel Themes focused on are The Power or Words, War & Suffering, Love,

Nazi Socialism, Guilt and the dilemma of the persecuted, The duality of human identity, Gender etc.

Model close analysis of the text Students are assigned a specific extract from the novel in which to

prepare an indepth presentation closely analysing the construction of the novel.

Students share their presentation with the class. The annotations from each group will be photocopied and distributed to the class.

Work through sheet on ideologies, scaffolded sample paragraphs and then students write their own. Focus on how the ideologies/values/attitudes of the context represented in the text (Nazi Germany) challenges the ideologies/values/attitudes of modern Australian readers. Do sample paragraph writing on a question focusing on the idea of contexts.

Work sheet on the narrator, Death, and how Zusak establishes his unique narrative ‘voice’

Work through gender representations handout and again practice writing after looking at sample paragraphs

Go through sample essay questions and paragraphs – break down the question, plan possible responses, scaffold essay writing practice paragraphs on the board as a class etc

Students can start drafting their essay

Investigate and evaluate the relationships between texts and contexts by: undertaking close analysis of texts examining how each text relates to a particular context or contexts comparing the contexts in which texts are created and received.

Evaluate different perspectives, attitudes and values represented in texts by: analysing content, purpose and choice of language analysing the use of voice and narrative point of view exploring other interpretations and aspects of context to develop a considered

response.

Evaluate how texts offer perspectives through: the ways viewpoints and values are represented the selection of language features that generate empathy or controversy.

Create a range of texts: synthesising ideas and opinions to develop complex argument substantiating and justifying their own responses using textual evidence using appropriate quotation and referencing protocols using strategies for planning, drafting, editing and proofreading using accurate spelling, punctuation, syntax and metalanguage.

Reflect on their own and others’ texts by: analysing and evaluating how different attitudes and perspectives underpin

texts identifying omissions, inclusions, emphases and marginalisations discussing and evaluating different readings of texts.

TASK EIGHT:(Responding - 7.5%)Individual Close Analysis Presentations– In pairs tudents present a presentation of a close analysis of a specified extract from the novel. (Due week 3)

TASK NINE:(Responding –7.5%)In-class essay – Students complete an essay from a choice of three questions (no notes permitted) (Due week 8)

8-9 Composing Revision Go through the feedback on the Composing Folio assessment task Review the difference between imaginative, interpretive and

persuasive texts Review the importance of context, audience, purpose in

compositions Immerse students in reading and writing a range of creative texts Expose students to a a variety of compositiong(preferably student-

written and also from past WACE exam papers, where students have responded to a stimulus etc.) and discern what makes a successful short story, open letter, blog, speech, diary, etc.

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 with a clear sense of voice

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 texts that utilise this language effectively to engage the reader or create atmosphere. Also teach how to integrate dialogue in imaginative texts.

Look at examples of texts that vary sentence structure for impact. Expose students to short stories that have been adapted into another

genre (i.e. re-writes of fairy-tales, etc.) Activities on creation of ‘voice’ in a story, and how that voice shapes

our response to the text’s central themes, ideas, issues, etc. Students complete unseen compsotion based on an unseen stimulus

in class in one period

Evaluate different perspectives, attitudes and values represented in texts by: analysing content, purpose and choice of language analysing the use of voice and narrative point of view

Evaluate how texts offer perspectives through: the selection of mode, medium, genre and type of text the ways viewpoints and values are represented the selection of language features that generate empathy or controversy.

Create a range of texts: transforming and adapting texts for different purposes, contexts and audiences making innovative and imaginative use of language features using and experimenting with text structures and language features related to

specific genres for particular effects using appropriate language and stylistic features to sustain a personal voice

and perspective using nuanced language using strategies for planning, drafting, editing and proofreading using accurate spelling, punctuation, syntax and metalanguage.

Reflect on their own and others’ texts by: analysing and evaluating how different texts represent similar ideas in different

ways explaining how meaning changes when texts are transformed into a different

genre or medium comparing and evaluating the imact of language features used in a variety of

texts and genres analysing and evaluating how different attitudes and perspectives underpin

texts identifying omissions, inclusions, emphases and marginalisations

TASK TEN: (Creating – 12.5%)In-class task: Composing based on stimulus – Students write either an imaginative, interpretive or persusive text in class under timed conditions, from a choice of unseen stimuli.(Due week 9)

10 - holidays

Mock Examination

Week 10: Students revise course content for Semester One and Two Practice exam paper and look at past responses Student revision seminar to be conducted to revise key concepts and

texts

All syllabus points revised TASK ELEVEN: (Exam – 15%)3 hour examination that tests students on knowledge of Semester 1 and 2 content in preparation for the WACE Exams.(Exams: Term 3 Holidays)