Irene McCormack Catholic CollegeYear 7 Extension English

Course Outline 2019

Weeks Teaching Content/ Focus Australian Curriculum strands addressed

Assessment

Please note: Course 3 and Extension English both share similar goals: they extend students and prepare them for an eventual ATAR pathway. As such, the course content is relatively similar, yet differentiation occurs between them 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)

Term One:

Weeks 1-6

Narrative Study Go through unit outline and expectations Ice-breaker – favourite movies, books, comics, TV shows, magazines,

websites, social media – do as a brainstorm in books. These are all text types and you will study many of these over your time at high school.

Students use parts of speech to write a sentence about themselves as an introductory activity

Grammar Basics – Nouns, Verbs, Adjectives, Adverbs Work through all activities in the Narrative Conventions booklet, completing

activities on plot, setting, character, point of view and language Harry Potter Excerpt – language activity – read through text and highlight

adjectives and descriptive passages. Expose students to various short narratives (a mixture of published works

and student writing) Story starters – exciting ways to start a story, boring ways to start a story.

Brainstorm ideas as a class. Display good ideas in class Use textbook to compliment teaching – various pages on language – parts of

speech and punctuation. Reading a number of short stories and isolate and discuss narrative

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)Understand the use of punctuation to support meaning in complex sentences with phrases and embedded clauses (ACELA1532)Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)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

TASK 1 (Productive) – Week 510%Narrative: Creative Writing based on a range of prompts:Focus on

Narrative structure Structure of writing i.e. Use

of sentences and paragraphs

Descriptive language Figuartive language

Term 1Successful English 1Part 1

conventions Deconstruct assignment and brainstorm possible ideas for each prompt. Review paragraph structure – when do we need a new paragraph? Go over how to include/format dialogue in a narrative Model/scaffold paragraphing skills, and work through planning pages. Model editing and redrafting skills with whole class. Students write their own creative piece. Peer assessment and editing checklist.

(ACELT1805)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) Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625)

6-10 Exposition Split class in half and present arguments for and against – the motor car is a

mistake. Collect points on the board. Discuss language used – emotive, modality, impersonal, facts and opinions. Modal verbs Give students 5 minutes to respond to topic ‘Dogs Are Better Than Cats’.

Discuss answers. Discuss features of an exposition, not always a letter, could be a speech or

article etc. Discuss advertisements are also expositions – they are persuasive texts. Distribute ad to discuss features – colours used, text, emotive language,

target audience, arguments made, facts and opinions etc. Use magazines and find a variety of advertisements. Paste and annotate with

the persuasive features used. Use AFOREST to go over more persuasive techniques Students write their own persuasive paragraph for a tourist attraction in

Western Australia. They must include each AFOREST technique. They may type this and include images of their attraction or handwrite and draw images. Display these in the classroom.

Introduce CHEESEBURGER structure – model on board. To help students with strengthening their main points, demonstrate how to

use CHICKEN FEET. WHOLE CLASS ACTIVITY – demonstrate how to write a simple exposition

‘Cheeseburgers are the best’. Model introduction, a body paragraph, saucy paragraph and conclusion.

CONTEXT – Our School/Community Should Be More Sustainable – possible extension - community

What did they do in Primary School that was sustainable? What do they do at home that is sustainable? Why do we need to be sustainable? What evidence

Understand how accents, styles of speech and idioms express and create personal and social identities (ACELA1529)Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531)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)Understand the use of punctuation to support meaning in complex sentences with phrases and embedded clauses (ACELA1532)Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536)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

TASK 2 (Productive) – Week 912%Exposition – On an issue of environmental sustainability (written in timed conditions, with draft)Focus on:

Exposition conventions Introduction Conclusion 3 body paragraphs of main

idea and supporting statements

Correct sentence structure

have you seen at our College that we are sustainable? Use the worksheet to guide students through learning about sustainability

and gathering some facts that they could use in their exposition. After learning about sustainability initiatives, what could be suggested that

the College/Community does? What recommendations would you make to the Principal/Local Mayor? What would be the benefits?

Check language – can you change your statements so they are higher modality, emotive, nominalised?

Model how to select 3 main points in their exposition. Use CHICKEN FEET to help the students flesh out their arguments.

Using the points put them into the scaffold. Write a draft – CHEESEBURGER structure (intro, 1st argument, 2nd argument,

3rd argument, rebuttal, conclusion) 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. IMPORTANT that drafts are read and marked to help students with the

redrafting process. Students type their final good copy and submit this in Week 9.

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) Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (ACELY1727)

Weeks10T1

to

Week 1T2

NAPLAN and Spelling/Grammar test preparation Language and grammar activities – review Term 1 Parts of Speech Grammar Punctuation Comprehension activities Spelling, Grammar and Comprehension Test Week 1 next term (try to provide

feedback and review prior to NAPLAN) Plenty of resources in the storeroom that have NAPLAN practice questions

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)

Assessed next term

Term 2Successful English 1, Part 2

Term Two:

1 NAPLAN Preparation and Practice Creative writing – review Narrative structure, provide a stimulus, could complete

orientation and problem and a partner completes the story Expository writing – review Exposition structure, provide an idea, working in pairs

provide opposing arguments

Weeks 2-3 spent revising for Naplan

TASK 3 (Receptive) – Week 1 Term 210%Spelling, Grammar and Comprehension Test

Assess retention of concepts taught during Term 1

Provide feedback for future language lessons

3 NAPLAN NAPLAN TESTING – Week 3

4-5 Introduction to the conventions of drama Students read and do context and comprehension questions for Honey Spot

6 EXAM REVISION

EXAM

TASK 4: EXAM (12%)(Receptive and Creative)Week 7/8

7-9 HoneySpot 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 Go through Dramatic Conventions glossary

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

Students to take turns reading the same sentence in different ways and with different emotions

Context

Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531)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)Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from

TASK 5 (responding) – Week 912%Students must write two response paragraphs, which analyse the characters and themes present in the original text.

Dramatic Conventions Characterisation Theme Sentence structure

Using the College body paragraph structure template, students are expected to provide two pieces of evidence per paragraph.

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. In pairs students could write a short paragraph from the perspective of an Aboriginal and Explorer.

Image analysis of iconic images of Aboriginal Australians ie. Tent embassy, stolen generation

Reading of poems from Aboriginal poets.

Read through play and complete comprehension questions. Ensure themes are covered. Brainstorm themes as a class Work through quote analysis booklet as a class, deconstructing quotes and

considering how dramatic and language conventions work to produce meaning and illustrate themes

Work through assessment – model paragraph writing structure Show students a number of model paragraph responses and guide studnets

through the process of writing their own. Give feedback on at least one paragraph before assessment

Work throughpractice test

Start next unit in Week 10

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)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)

Term Three:

Weeks1-6

Film Conventions Test ( Up) Introduce SWAT Codes Work through all PowerPoint slideshows on SWAT and complete the activities that

go with them What makes a film good? Soundtrack, effects, action, actors? Brainstorm in books. Add to their brainstorm what techniques are considered when constructing a film.

Pretend you are a director, behind the camera and you are filming an action shot what is going to be important? When filming a sad scene? A happy scene at the end of a movie?

Work through SWAT code worksheets and PowerPoints Watch the film ‘Up’ and complete activities on construction, analysing using the

viewing booklet Write a paragraph that outlines the techniques used in the scene and the effect it

has on the audience – scaffolded, using body paragraph structure. Practice this a number of times so students become familiar with the process (scaffolded examples, class samples on the board, paired and then individual paragraphs)

Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724)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 how accents, styles of speech and idioms express and create

TASK 6 : Film Conventions Test – Week 610%(Receptive)Short answer response test based on images from the film

Provide students with a practice test – work through it as a class Students sit film test

personal and social identities (ACELA1529) Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)

Weeks7-9

Film Study (continued) Assessment – Film Storyboard Presentation (in small groups) Planning process in small groups – plan ideas for story, beginning, middle, end.

Plan problem, climax, solution and resolution. Show example storyboard using the opening of Spiderman Students can then use iPads and laptops 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 2.) Describe SWAT technique/s used and effect it has on the audience eg. Positioning towards character, emphasis to storyline/plot.

Start reading Once in Week 10 and finish over the holidays

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)Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724)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)Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)

TASK 7: (Productive) – Week 912%Film Storyboard – Oral presentation

Utilise film conventions Selects appropriate

convention and justifies choice

Narrative structure

Term 4Successful English 1, Part 4

Term Four:

Weeks1-6

Once – Novel Study Pre-reading and context PowerPoint

Reading of novel and completion of comprehension activities Students read through Once during lessons and at home Class discusses events of chapter then completes comprehension questions

culminating in a test at end of reading text. Teach concepts of plot, setting, character and themes in novels. Complete

activities including:o Elements of novel worksheeto Character profileo Point of view exerciseso Symbols worksheeto Themes worksheeto Close reading of quotes and passages and analysis of how they contribute

to themeo Discussion of values and attitudes appealed to and affected in the novel

Developing essay format, drafting and editing. Essay and paragraph structure Preparation for Once In-class Essay with a seen question Unpack the question and isolate key words, synonym finding Teach essay format: Introduction, Body Paragraphs and Conclusion. Paragraph Structure Examples of quote integration to enhance flow of body paragraph Introduction to nominalisation and focus on formality of voice Vocabulary extension Students are allowed to bring in notes to the assessment.

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)Understand the use of punctuation to support meaning in complex sentences with phrases and embedded clauses (ACELA1532)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)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) 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)Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (ACELY1727)Use a range of software, including word processing programs, to confidently

TASK 8 (Receptive) – Week 6 12%Write an essay to a seen question in class with one page of notes

Paragraph structure Sentence structure Knowledge of narrative

conventions Knowledge of text ‘Once’

Term 3Successful English 1, Part 3

create, edit and publish written and multimodal texts (ACELY1728)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)Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625)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)

Weeks 6-8

Exam Revision Revise concepts of the year Work through practice exam

TASK 9 EXAM (Receptive) – Week 8 12%Exam covering the course content of the whole year