Irene McCormack Catholic CollegeYear 7 Course 1 English

Course Outline 2019

Semester One – 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 chartsWeeks Teaching Content/ Focus Australian Curriculum Strands Assessment

1-5

CREATIVE WRITING Introductory activities to creative writing. Use laminated short story starters for students to use for free-writing

activity. Think of 5 sentences to describe first few days at IMCC Brainstorm- What makes a good story? Use ideas from brainstorm to transition into introduction to narrative and language conventions.

Character Plot Setting Point of View Literal and figurative language

- Figurative language (similes)- Literal language (nouns, verbs, adjectives and adverbs)- Harry Potter excerpt language activity

Introduce plot diagram (orientation, rising action, climax, falling action and resolution) Read ‘Robin Hood meets Little John’ and draw a plot diagram for the storyline Discuss point of view (first person, second person and third person).

Words to use when writing in each (I, me, my, you, your, him, her, their…) Look at specific examples of short stories that effectively use language. Practice creative writing skills Use ‘My first day as a taxi driver’ as model Students plan, draft and edit their work

Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536)Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803)Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623)Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721) Plan, draft and publish imaginative, informative and persuasive texts selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725) Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)

TASK 1 (Productive) – Week 7

Weighting 10%

Short Story- My First Day as a…

Focus on: Narrative structure Sentence structure Effective use of descriptive language

6-10 EXPOSTION Class discussion- split class in half and present arguments for and against- Long Weekends or Lengthy Lunch or

Understand and explain how the text structures and language features of texts become more complex in

TASK 2 (Productive) – Week 10

Computer Chaos. Collect points on the board. Identify the difference between facts and opinions. Qualify the importance of both in persuading people. Brainstorm- How do we persuade people? Use points from brainstorm to introduce the idea of an expository text

and connect this with being persuasive Discuss features of an exposition. Identify that expositions can come in different forms. Identify a range of texts that are expository (advertisements, biographies, documentaries…) have students discuss

the purpose of each type of expository text. Discuss the features they have in common? Introduce AFOREST (alliteration, facts, opinions, rhetorical questions, exaggeration, statistics and tripling)

Spend a lesson each on alliteration, rhetorical questions, exaggeration and tripling Model use of these new persuasive techniques then students practice both identifying and using

them Look at example of persuasive paragraph on Blue Reef tourist attraction.

Identify the persuasive techniques being used throughout the paragraph Identify the purpose of the text and how the writing seeks to achieve that purpose Remind students about the importance of adjectives to enhance the creativity of writing Students write their own persuasive paragraph for a tourist attraction in Western Australia. They

will do a draft using the sheet then type up and add pictures from the Internet. Display these in the classroom.

Give students persuasive writing activities (Improving persuasive texts) to practice writing persuasively and to action their understanding of AFOREST

Begin closer analysis of structure of persuasive texts. Introduce cheeseburger structure on the board. Use a persuasive text sample and annotate for cheeseburger structure.

Introduce chicken feet structure as a way to strengthen main arguments. Conduct a whole class writing activity (two lessons) – how to write a simple exposition ‘Weekends should be

increased to three days’. Model introduction, a body paragraph, saucy paragraph and conclusion. Introduce the assessment (My home needs to be more environmentally friendly persuasive text)

Conduct context activities for environmentally friendly practices. Have students consider what they did in primary school and what they may already do in their home.

Conduct a research lesson with communal brainstorming on the board (or possibly a Google doc.) to find information on what makes an environmentally friendly home.

Write a draft – CHEESEBURGER structure (intro, 1st argument, 2nd argument, 3rd argument, rebuttal, conclusion) Spend lesson researching to find facts to back up argument. Using previous lessons work ask students what further research they could do to improve their argument. What

facts might be useful? Focus on emotive and descriptive language. Where can they add this to their exposition? Can they make their

statements/arguments stronger? Give students class time to work on their arguments. Students to use letter writing frame to complete draft IMPORTANT that drafts are read and marked to help students with the redrafting process. FOCUS on redrafting.

informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531)Understand the use of punctuation to support meaning in complex sentences with phrases and embedded clauses (ACELA1532)Recognise and understand that subordinate clauses embedded within noun groups/phrases are a common feature of written sentence structures and increase the density of information (ACELA1534)Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (ACELA1537)Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803)Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623)Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719)Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722) Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)Plan, draft and publish imaginative, informative and persuasive texts selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725) Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)

Weighting 12%

Persuasive Text- My home needs to be more environmentally friendly.

Focus on: Exposition conventions (AFOREST) Effectively structuring information

Term TwoWeeks Teaching Content Australian Curriculum Strands Assessment

1-3

Spelling and Grammar test and NAPLAN PREPARATION Language and grammar activities Parts of speech and punctuation revision Comprehension activities Creative writing – review narrative conventions and structure

Potential teaching and learning activity: Students work in pairs. Each complete an orientation and an initial conflict then they swap and complete each other’s story.

Expository writing – review expository conventions and structure Practice spelling and grammar test – go through as a class and students use as a revision tool Naplan practice tests – review for Naplan

Understand the use of punctuation to support meaning in complex sentences with phrases and embedded clauses (ACELA1532) Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them (ACELA1539) Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

TASK 3 (Receptive) – Week 2

Weighting 10%

Spelling, Grammar and Comprehension Test

Focus on: Understanding of nouns, verbs, adjectives and

adverbs Spelling Comprehension

NAPLAN TESTING – Week 3

4-5

Honey Spot

Introduction to Plays Read as an introduction 'My First Ever Go At Bomb Disposal' Discuss features and why it is interesting. What do they know about plays? Have they seen a play? http://www.slideshare.net/suelewington/dramatic-features-of-a-play

Features of a Script Use worksheet ‘Features of a Script’ and follow through. Students will use their devices to complete the terminology. Discuss any they could not find

How We Speak Speech directions tell the actor they way in which the character should be speaking. Brainstorm a variety of ways in

which people speak eg. whisper, shout, stutter, etc…

Context Complete the worksheets ‘Nyoongar People’ and ‘People of Kings Park’ Ask students to write down 5 facts about the Nyoongar people. Complete the worksheet ‘Two Sides’ to introduce students to Aboriginal History. Discuss answers. Presentation from Ms Donella Brown (TBC)

Read through play and complete comprehension questions. Annotate a sections of the script from Honey Spot with the features of a script Complete language and image matching activity

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803)

Assessed after exams

6-7 Exam revision Students revise the concepts learned over semester one

Narrative Exposition Parts of Speech Structure and conventions of a play script

Provide students with a practice exam in the same style as the one they will be given and work through practice questions

TASK 4 (Receptive) – Week 7

Weighting 12%

Semester One Examination

Focus on:• Narrative conventions

• Language conventions• Expository conventions• Features of a play script

8-10

Honey Spot

Theme discussion Honey Spot presents ideas of racism and prejudice. It explores the dangers of stereotyping and labelling. It shows how

friendship can grow despite ignorance. Ask the students to write down a definition of racism. Discuss and ideas to page then ask them to research a definition.

Have they ever experienced racism? Read excerpt from the play about Bees (Plura) and the Nyoongah way. Discuss the way that Tim looks after bees in the play Discuss the excerpt of William p48 where he suggests that we stop using and owning the land.

How does this speech represent Aboriginal beliefs and values? Discuss the differences in how Aboriginal people care for their land as opposed to Rangers in National Parks

around Australia. Develop a list of themes in the play Students identify evidence of themes in the play and are able to explain how the evidence presents the theme Which character changes in the play? Students plan and draft their new scene Self, peer and teacher editing

Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (ACELA1782)Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623)Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625)Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722) Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)Plan, draft and publish imaginative, informative and persuasive texts selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725) Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)

TASK 5 (Productive) – Week 10

Weighting 12%

New Scene Submission

Focus on:• Maintaining a particular theme from the

original plot• Continuity between the original and created

text• Language use• Script structure

Semester Two – Term ThreeWeeks Teaching Content Australian Curriculum Strands Assessment

1-7

Once – Novel StudyResearching and developing knowledge of the Holocaust

Read through either “Life in the Shadows” or “World War 2” booklet. Students create timeline of significant events. Contextual research task. Use device. Students go to US Holocaust Museum website http://www.ushmm.org/ Go to Introduction to the Holocaust Museum on the left hand side. Guided note-taking on the following areas:

1. The meaning of the term Holocaust and why the Nazis felt it was needed.2. Who were the groups mainly persecuted by the Nazis?3. Approximately how many people died during the Holocaust, and by what methods?4. Describe the purposes and conditions of the Concentration Camps. How did they get worse in the last few

years of the war?5. What happened to some of the survivors after the Holocaust?

Reading of novel and completion of comprehension activities Students read through Once during lessons Class discusses events of chapter then completes comprehension questions Introduce concepts of plot, setting, character, point of view and themes in novels. Complete activities including:

Elements of novel worksheet1. Character profile (possible activity: wanted posters)2. Point of view exercises3. Symbols worksheet4. Themes worksheet

Developing paragraph answers, drafting and editing. Preparation for Once In-class paragraph on character construction. Discuss how narrative elements have revealed the themes in the novel Once by Morris Gleitzman.

Narrative elements1. Plot2. Setting3. Character

Teach paragraph format format Paragraph Structure should follow TEEL format.

T: Topic SentenceE: Elaborate and Expand on the topic of subject of your paragraphE: Example from novelL: Concluding sentence links back to the topic of your paragraphR: Reader response

Students work on their paragraph draft with peer reviewing. Students review their comprehension booklets and lesson notes and activities related to theme development

Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (ACELA1782)Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)Recognise and understand that subordinate clauses embedded within noun groups/phrases are a common feature of written sentence structures and increase the density of information (ACELA1534)Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (ACELA1537)Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621) Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803)Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721) Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722) Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)

TASK 6 (Receptive) – Week 7

Weighting 15%

Short Guided Essay

Focus on:• Knowledge of themes• Analysis of evidence• Paragraph structure

8-10Film SWAT Codes

Introduce SWAT codes

Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)Discuss aspects of texts, for example their aesthetic

Task 7 (Receptive)- Week 10

Weighting 5%

Brainstorm the features of a ‘good film’ e.g. Sound track, sound effects, actions, actors… Refer to SWAT. Create direct links between points from the brainstorm and SWAT codes

Activity: students pretend they are the director of a film. What will they need to consider to make each scene successful?

Consider the construction of a sad scene Consider the construction of a happy scene to end the movie

Work through SWAT code worksheets and PowerPoint slideshows (see Jess Stylianou for these)

and social value, using relevant and appropriate metalanguage (ACELT1803)Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)

Test- SWAT Codes

Focus on:• Symbolic codes, their purpose and effect• Written codes, their purpose and effect• Audio codes, their purpose and effect• Technical codes, their purpose and effect

Term FourWeeks Teaching Content Australian Curriculum Strands Assessment

1-6

Film study of ‘Up’ and construction of film storyboard Watch the film ‘Up’ Re-watch the film completing the analysis booklet, focusing on how film conventions create meaning/themes Begin task five: Film Storyboard Presentation (in small groups) Planning process in small groups – plan ideas for story, beginning, middle, end. Plan problem, climax, solution and

resolution. Students can then use their devices to create pictures for their Storyboard. Students will need to plan captions, can be in bullet points

1.) A brief description of what is happening in the scene and reasons for techniques uses2.) Describe technique used and effect it has on the audience e.g. Positioning towards character, emphasis to

storyline/plot.

Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621) Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623)Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625)Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)Plan, draft and publish imaginative, informative and persuasive texts selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725) Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)

TASK 8 (Productive) – Week 6

Weighting 12%

Oral presentation- Film Storyboard: Sequel to the film Up

Focus on: Purposeful use of film conventions

7-9

Exam Revision Revise concepts of the year, particularly semester two Work through practice exam

TASK 9 (Receptive)- Week 8

Weighting 12%

Exam