Irene McCormack Catholic CollegeYear 12 ATAR English

Course Outline 2019 – Semesters 1 and 2

Semester OneTerm One:Ongoing Task: In preparation for the Writing Composition Folio due at the end of Term 2 and the Composing Section of the exam, students are to be given TWO creative or expository writing stimuli in class (10 minutes on one of these) once a week (alternating between narrative and expository). They must then develop that writing further and complete that for the following week. That piece is peer marked the following week. At the end of Term 2, they will select one composition to be elaborated upon and marked by the teacher (12.5%), along with the submission of all other writing drafts throughout the year, failure to do so will result in a penalty being applied.

Weeks Teaching Content/ Focus Syllabus Content Assessment

1-4 Short story responses (Australian Identity) Brainstorm on board what Australian Identity is, and common

stereotypes that are associated with it. Create an explosion chart with input from the class on their understanding of a dominant Australian Identity.

Revise short story 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.

Follow the same process for the short story, Neighbours, by Tim Winton. Focus particularly on how the structure, motifs, language patterns (seasons etc) 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.

Follow the same process for the short story, Growing Up, by Anthony

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 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: the ways language patterns can create shades of meaning how responses to texts and genres may change over time and in different

cultural contexts the role of the audience in making meaning.

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 4)

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. Strong focus on VOICE using ‘Voice’ handout. Consider the representation of indigenous and white Australians offered.

Other texts include: ‘The Angry Kettle,’ ‘Hook’s Mountain’ (comparison to how narrative genre deals with issue of sustainability differently to previously studied expository texts), excerpts from ‘Cloudstreet’, ‘The Secret River,’ and ‘No Sugar.’

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. Explain to students that they will need to write 1-2 paragraphs on a text they’ve studied and 1-2 paras on the unseen text, comparing the way the texts convey ideas about Australian identity. 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

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.

5-10 Film Study: Wonder Woman (2017)

Students revise film conventions and watch the film in its entirety Introduce the conventions and expectations of the ‘superhero’ genre

(‘Superhero Genre’ PowerPoint) Watch a variety of clips from the superhero genre and work through

‘Adaption of the superhero film genre over time’ booklet as a class, answering questions on each clip

Explore the context of feminism and how changes in context have influenced the development of the superhero genre and the represenration of men and women in films. Consider the 4 waves of Feminism and have students research and fill in table

Re-watch the film whilst stopping throughout during significant scenes, with a particular focus on use of film conventions to portray key issues, character representations, adaptations of genre and to reflect contextual issues pertaining especially to gender. As a class, work through the analysis booklet, answering questions on the important scenes in the film. (Teacher answers avaialable)

Students prepare to write an analytical response on the film. Go over practice questions and practice paragraphs as a class.

Read sample response from Good Answer Guide Students write in-class essay (no notes)

Continued …

For Task Three:

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 points of view 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

and perspective using nuanced language 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

TASK TWO: (Responding – 5%)In-class unseen essay – Students write an analytical essay from a choice of 2 questions.(Due: Week 8)

Continued …

TASK THREE: (Creating – 10%)

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

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

Go over conventions of vlogs and show examples

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

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

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: Week 10)

Term Two:1-3 Expository texts

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

Go over the concept of sustainability (PowerPoint), representations, etc.

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”)

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 shades of 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

7-9 Documentary study: Teenage Paparazzo (Adrian Grenier)

Go over documentary conventions sheet, paying attention to different styles of documentary and how the genre is adapted for different purposes over time

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 (of identity and different social/cultural groups), context, audience, purpose etc.

Go through the assessment task sheet Practice drafting the essay with sample questions Revise essay writing scaffold, do sample paragraphs on the board

with the class, and then students can write their own

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 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

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.

TASK SIX: (Responding – 5%)In-class essay – Essay from a choice of 2 possible unseen questions. (Due Week 9)

10 Creative Writing Folio: Students are to finalise their folio (all the weekly creative and

expository writing pieces they have done throughout the year – and must select one as their best piece to complete in full, which will be marked by the teacher

Students begin work on the novel, ‘The Book Thief’, by introducing context

***STUDENTS ARE TO READ ‘THE BOOK THIEF’ OVER THE HOLIDAYS AND COMPLETE THE RELEVANT CHAPTER QUESTIONS

Evaluate how texts offer perspectives through: the selection of mode, medium, genre and type of text the ways points of view 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

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.

TASK SEVEN:(Creating – 12.5%)Narrative and expository writing folio – Students submit their favourite 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 Week 10)

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 Work through Characterisation table as a class, deconstructing and

analysing key character quotes Complete Point of View table as a class, analysing key quotes Braistorm of central issues/ideas Hand out task sheet Model the annotation process for ‘The Road of Yellow Stars’ quote

on A3 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 in Week 3 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’

Read through Good Answer Guide essays on 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 for 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 point of view exploring other interpretations and aspects of context to develop a considered

response.

Evaluate how texts offer perspectives through: the ways points of view 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

and perspective 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

TASK EIGHT:(Responding-7.5%)Individual Close Analysis Presentations– Students 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 7)

8-9 Creative Writing: Short story production Go through the upcoming task To prepare students for both, complete the following … Immerse students in reading a range of creative writing texts Expose students to a collection of short stories (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

Discuss generic features of a 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 with a

Evaluate how texts offer perspectives through: the selection of mode, medium, genre and type of text the ways points of view 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 using appropriate language and stylistic features to sustain a personal voice

and perspective using nuanced language using strategies for planning, drafting, editing and proofreading

TASK TEN: (Creating – 12.5%)In-class task: Creative short story based on stimulus – Students create a short story – choice of unseen stimuli in one period.(Due Week 9)

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 stories

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

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.

Expose students to 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

Students complete unseen creative writing piece based on an unseen stimulus in class in one period

using accurate spelling, punctuation, syntax and metalanguage.

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)