Irene McCormack Catholic College Year 8 Course 1 English

Course Outline 2020 (Semester 1)

Weeks Teaching Content/ Focus Assessment

Please 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 are 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:

1-3

3-6

1. Language Test

Go through scheme of assessment Start testing to identify reading and comprehension ages. Map during the year for comparative

purposes. Testing will include Australian Spelling Test, Schonell and Torch. Refer to ON GOING work Do on-line assessment on Spelling, Punctuation, Grammar and Comprehension. Set remedial work

based on assessment and re sit exam before the end of the term. Map results.

2. Graphic Novel study – Parvana by Deborah Ellis

Research: Locate Afghanistan on a world map, name and locate the capital of Afghanistan; what languages are spoken in Afghanistan, what was the Silk Road and why is it important in Afghanistan’s history, who are the Taliban, what role do the Taliban believe women should play in society, who invaded Afghanistan this century, how has life changed for women in Afghanistan since the Taliban left?. Use Resource Sheet.

http://education.abc.net.au/home#!/media/598705/escape-from-kabul http://www.abc.net.au/btn/classroom/afghanistan/10532786 http://education.abc.net.au/home#!/media/1164134/razia-s-refuge Based on the information gathered in these links and discussions, students are to create an

infographic about life in Afghanistan focusing on Women, Children, Religion, Education, Taliban, War, Identity and Freedom. Display the ‘best bits’ in the classroom.

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

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)

Task 1: Language Test on Education Perfect (DUE: Week 3)

Task 2: Parvana Booklet (receptive/responding). 5%Research/activity booklet.Short answer booklet to cover character, setting, plot and themes. Include a paragraph response to a question. (DUE: Week 6)

6-10

Explain the link between Deborah Ellis, Nora Twomey and Angelia Jolie. Show trailer of The Breadwinner. https://www.youtube.com/watch?v=ZKxzlNE9_7Y

Read the graphic novel as a class and complete comprehension questions. Introduce the term ‘narrative conventions. Students create a graphic organiser/mind map

summarising each. Narrative conventions: Refers to the elements and techniques employed by the writer to make

meaning in a story Setting, Plot conflict, Characterisation Themes/Issues (2 only for C1)

Work through the Parvana work booklet as a class. This booklet guides students through the graphic novel, looking at narrative conventions. Students to write a body paragraph in response to a question based on SETTING, PLOT/CONFLICT, CHARACERISATION, THEMES, ISSUES. Guided response using close test style scaffolding and colour coding.

3. The Breadwinner: Film Convention assessment

Discuss Film ConventionsCreate assessment on Education Perfect to examine students’ knowledge of film conventions.Students will watch the movie version of Parvana

4. BLOG Introduce a BLOG and its structure

Structure: Discuss the use of speaker, dialogue. Introduce them to a script and highlight each feature.

Expression: (Facial expression to show emotions). Convey emotions, develop the story and communicate the feelings and thoughts of the characters to the audience.

Tone: Does your voice sounds appropriate - perhaps harsh or soft, angry or happy? Pace: Speed in which you speak. It may show that you are nervous if you speak fast. Volume: The loudness or quietness speech. What does this tell us about what the character is

feeling or trying to say?

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 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)

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

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

ONGOING: Education Perfect- Spelling, punctuation, Grammar and Comprehension.Epic/ reading and Reading log.Writing Journal.

TASK 3: EP assessment on Film Conventions (DUE: Week 7)

TASK 4: Blog Characters interpretation of what life in Afghanistan is like.(DUE: Week 10)

ONGOING: Education Perfect- Spelling, punctuation, Grammar and

Body language: body language plays a crucial part in telling the audience about the character they are playing.

Props/Set: the items that are held or used by an actor in a scene to make it more realistic/ help create the background to a drama.

Introduce assignment and allocate class time to produce

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)

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)

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

Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and

Comprehension.Epic/ reading and Reading log.Writing Journal.

cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)

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

Term Two:

Weeks

1-55. Black Cockatoo

Introduce the features of a narrative, plot, setting, characterisation to convey a theme/ message Context:

Aboriginal context Culture Totem Language Glossary: students to create a glossary of terms of Aboriginal Language and Culture.

Focus should be on themes, representations, etc. Comprehension booklet and sample questions on THEME, CHARACTERISATION, PLOT, ABORIGINAL

CULTURE and model with the class how to write concise and well-supported/articulated responses that address the question through the use of colour coded and cloze response.

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 stories, literary essays and plays (ACELT1767)

TASK 5: (Receptive/responding). Black Cockatoo Comprehension booklet and body paragraph response.(DUE: Week 3)

ONGOING: Education Perfect- Spelling, punctuation, Grammar and Comprehension.Epic/ reading and Reading log.Writing Journal.

6- 8 6. 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.

Review of all outcomesTASK 6: Examination To take place Week 7-8

9-107. Language Test 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.

Review of all grammar outcomesTASK 7: Language Test on Education Perfect(DUE: Week 10)

9-108. Journal Writing Student are to hand up their Bell Ringing/Journal activities from the Semester for marking Review of all Journal outcomes

TASK 8: Journal Writing(DUE: Week 10)

Irene McCormack Catholic College Year 8 Course 1 English

Course Outline 2020 (Semester 2)

Weeks Teaching Content/ Focus Western Australian Curriculum strands addressed

Assessment

Term Three:

1-5 9. Writing Poetry

Introduction to poetry – Define differences between poetry and prose. (i.e. Rhythm)

Poetry – Poetry is more rhythmical, formal and metered in terms of structure. Lines are considered to be the basic units of poetry (not sentences). Poetry often has some rhymes and relationships between its words.

Prose – form of language that has no formal metrical structure. It applies a natural flow of speech, and ordinary grammatical structure rather than rhythmic structure

Class discussion about what rhythm is and examples of where rhythm can be found (poetry, music). Play examples of some songs and students try to identify the beat/rhythm in a song. Do the same with poetry

http://www.literarydevices.com/pentameter/ http://www.literarydevices.com/rhythm/

Define, identify and use adjectives and adverbs in writing.

Adjective – descriptive word that describes a noun.

Adverb – describes, modifies or provides more information about a verb in a sentence. Usually ends in ‘ly’. (see example sheet).

Example: "I have the most beautiful dog," the dog is the noun, beautiful is the adjective describing the noun, and most is the adverb describing beautiful.

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) Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810) Explore the ways that ideas and viewpoints in literary texts drawn from different historical,

TASK 9: (Productive /Creating)Poetry Anthology 10%Construction of original poetry covering *Rhyming * Simile/metaphor *Personification *Onomatopoeia *AlliterationPresent the 6 poetry types, Hailu, Limerick, Cinquain, Acrostic, Shape Poem and Tanka in a Poetry Anthology booklet.Make artwork out of one of the poems and do exhibition.Create presentation for the library.(DUE: Week 6)

ONGOING: Education Perfect- Spelling, punctuation, Grammar and Comprehension.Epic/ reading and Reading log.Writing Journal

Students are given written samples (written work/poetry) and need to identify the adjectives and adverbs present. Students then complete sentences/construct their own sentences with given adverbs/adjectives. Students then compose their own sentences (based on topics of interest to them) that must include adjectives, adverbs of their own choice.

http://grammar.yourdictionary.com/parts-of-speech/adverbs/what-is-an-adverb.html

Define figurative language/figures of speech - similes, metaphors, personification, onomatopoeia, and alliteration. Create a graphic organiser/mind map that highlights each figure of speech with an example. Watch the video as an introduction to different types of figurative language and create their mind maps.https://www.youtube.com/watch?v=1hrmJs_5yfI

Provide examples of poems/songs where students identify which figure of speech is present.

Simile – A simile is a figure of speech that compares two things that are alike in some way. To help you identify a simile the words “like” or “as” are typically used in a simile.

Metaphor - a figure of speech containing an implied comparison, in which a word or phrase ordinarily and primarily used of one thing is applied to another.

Complete activities on these to develop students’ skills in using figurative language in the relevant booklet.

Show students examples of metaphors and similes in poetry and ask them to identify the simile/metaphors in each. Possibly give students some examples of metaphors (website below) and see if they can explain the meaning of it.

http://examples.yourdictionary.com/examples-of-simile-poems.html http://examples.yourdictionary.com/metaphor-examples.html

Students practice writing their own poems (simile and metaphor). Brainstorm topic/theme of interest to them and write down some key things they would like to write about that theme/topic. Students then come up with a list of words/sentences that they could use in their poem for that theme/topic. You may want to do a whole class example (Topic could be school).

Save the best simile and metaphor poem for their assessment booklet – hand it in to the teacher, to be returned when compiling the anthology booklet.

http://www.poetry4kids.com/blog/news/simile-and-metaphor-poetry-lesson/

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 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)

Extension activity: complete worksheets for similes and metaphors.

Rhyming couplets, personification

Rhyming Couplets – is two line of the same length that rhyme and complete one thought. (student to focus on the meter/number of syllables present in given examples)

Personification - Giving human characteristics to non-human things, such as animals, inanimate objects, or ideas. For example, “The sun smiled down on the beach.”

Show students examples of Rhyming couplers and personification in poetry and ask them to identify them. Give students some examples of rhyming couplets and ask them to count the number of syllables present (link below). Ask students to choose 5 items from their pencil cases/classroom and give them an opportunity to personify them. http://examples.yourdictionary.com/examples-of-rhyming-couplets.html

Students practice writing an example poem for each type figure of speech.

Save the best rhyming couplet and personification poems for assessment booklet – hand it in to the teacher, to be returned when compiling the anthology booklet.

http://www.poetry4kids.com/blog/lessons/poetry-writing-lessons/

Onomatopoeia, alliteration Onomatopoeia – is a word that actually looks like the sound it makes, and we can almost hear those sounds as we read. Here are some words that are used as examples of onomatopoeia: slam, splash, bam, babble.Alliteration - Repeating the consonant sounds at the beginnings of nearby words, such as the “p” sound in the words “My puppy makes pizza” in the poem

Show students examples of onomatopoeia (link below) and highlight the onomatopoeia. Show students examples of alliteration in poetry (link below) and highlight the alliteration present. Complete alliteration worksheets (extension). http://examples.yourdictionary.com/5-examples-of-onomatopoeia.html http://examples.yourdictionary.com/examples-of-alliteration-poems.html http://www.poetry4kids.com/blog/lessons/poetry-writing-lessons/

Presentation and compilation Allow student to edit/finish their poems and to add images to each poem and complete a front cover and contents page. Students can practice writing a metaphor poem, simile poem, personification poem,

alliteration poem, and onomatopoeia poem using the relevant booklet

Resources: Complete activity sheets on simile, metaphor, personification, alliteration

etcYou tube links:

Students write their own poems for each form Extra activities: shape, acrostic, limerick, rap.

7 10. Film Conventions: Discuss Film ConventionsCreate assessment on Education Perfect to examine students’ knowledge of film conventions.

Students create and write their own story board based on a very short narrative Using Lego figures create and employing as many SWAT codes as possible, they

create their narrative in a multi-modal medium of their choice This is presented to the class

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

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)

TASK 10: EP assessment on Film Conventions (DUE: Week 7)

7-1011. Film Study – Wall-e

SWAT CODES – Symbolic (lighting, colour) Written (anything you need to read on screen – newspaper) Audio (dialogue, music) Technical (camera angles/shots – high/low, bird's eye, extreme close up/close

up/mid-shot/long shot/extreme LS) Graffiti Lesson

Students will view a feature film twice and on the second viewing complete a Viewing Booklet, with comprehension questions

Discussion point – sustainability.

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)

TASK 11: Film Image Analysis & viewing booklet with body paragraph response.(DUE: Week 10)

Term Four:

1-5 12. Speeches and Persuasive texts Understand how cohesion in texts is improved by strengthening the internal TASK 12: Persuasive Oral

Watch and read a variety of speeches and persuasive texts. Discuss conventions used in the text;

Main contention Evidence Attacks Emotive language/appeal Anecdote Tone Rhetorical Question Facts/stats Expert opinion

Complete activities on issues and conventions presented in the persuasive speeches. Model how to write a persuasive speech PEASTORM Students brainstorm, plan, draft and finalise their speeches in pairs or small groups Revise oral delivery skills Students practice and rehearse, and peer review to provide feedback on delivery

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 (ACELT1767)

Production.Students research and prepare a persuasive speech in pairs/small groups on Why ADP should invest $1million into their product.(DUE: Week 5)

ONGOING: Education Perfect- Spelling, punctuation, Grammar and Comprehension.Epic/ reading and Reading log.Writing Journal.

613. Language Test 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.

Review of all grammar outcomesTask 13: Language Test on Education Perfect(DUE: Week 6)

7- 9 14. Exam revision Review of all outcomes TASK 14: Examination

Students complete an exam that

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

tests their knowledge of spelling, grammar, comprehension of a poem and the novel. To take place between Week 7/8

9-1015. Journal Writing

Student are to hand up their Bell Ringing/Journal activities from the Semester for marking Review of all Journal outcomesTask 15: Journal Writing(DUE: Week 10)