Irene McCormack Catholic College

Year 11 ATAR English

Course Outline 2020

Semester One:

Weeks

Teaching Content/ Focus

Course Content

Assessment

TERM ONE

1-5

Introduction to ATAR English – Students must be aware of SCSA website

Remind students that they should have finished reading The Kite Runner by Term 3 so they should start asap

TASK ONE

UNSEEN EXPOSITORY AND IMAGE COMPREHENSION

· Glossary of expository conventions

· Read and annotate short expository text ‘Killing Daniel’

· Analysis of 'Killing Daniel' focusing on issues, use of conventions, author's purpose and the impact on the reader.

· Go through correct paragraph format

· Go through examples and have students complete practice responses to questions similar to the ones they may receive in their test

· Look through sample paragraphs and students draft their own responses to practice questions

· Explain format of assessment – two persuasive texts and one still image to comprehend.

· Glossary of image analysis conventions

· Annotate sample still images as class and write paragraph responses to a range of sample questions

· Provide practice test before assessment and have students work independently

Investigate the relationships between language, context and meaning by:

analysing how language choices are made for different purposes and in different contexts using appropriate metalanguage

Examine the language, structure and features of imaginative, interpretive and persuasive texts, including:

explaining the ways language features, text structures and conventions communicate ideas and perspectives

analysing how vocabulary, idiom and rhetoric are used for different purposes and contexts

evaluating the impact of description and imagery.

Analyse and evaluate how responses to texts, including students’ own responses, are influenced by:

purpose, taking into account that a text’s purpose is often open to debate

personal, social and cultural context

the use of techniques associated with imaginative, interpretive and persuasive texts.

Create a range of texts:

using evidence-based argument

using appropriate quotation and referencing protocols

using accurate spelling, punctuation, syntax and metalanguage.

Reflect on their own and others’ texts by:

questioning responses to texts

investigating the impact and uses of imaginative, interpretive and persuasive texts.

TASK ONE:

(Responding – 10%)

Comprehending style assessment (one unseen expository text and one unseen image – paragraph response to both texts)

Term One

Wed Week 5

TERM ONE

6-10

TASK TWO

SITCOM UNIT – ESSAY

· Students are given Sitcom work booklet

· Work through activities

· Syllabus points

· Glossary / definitions

· Prediction activity with DVD covers for each show – students annotate for representation of family and gender according to context

· 1950s context information

· View first episode of ‘Father knows best’ and answer questions in booklet

· Deconstruct sample questions and write practice paragraph

· 1980s-90s context information

· Students watch episode one of ‘Full house’ and answer questions in booklet

· Deconstruct sample questions and write practice paragraph

· 2000-present context information

· Students watch episode one of ‘Modern Family’ and answer questions in booklet

· Deconstruct sample questions and write practice paragraph

· Prepare students for assessment with practice questions

· Model how to plan and structure an essay that analyses multiple texts (different comparative essay-writing structures)

· Students draft and edit their own work, the work of their peers etc. Teacher feedback throughout drafting stage

Investigate the relationships between language, context and meaning by:

explaining how texts are created in and for different contexts

analysing how language choices are made for different purposes and in different contexts using appropriate metalanguage

evaluating the choice of mode and medium in shaping the response of audiences, including digital texts.

Examine the language, structure and features of imaginative, interpretive and persuasive texts, including:

explaining the ways language features, text structures and conventions communicate ideas and perspectives

Analyse and evaluate how responses to texts, including students’ own responses, are influenced by:

purpose, taking into account that a text’s purpose is often open to debate

personal, social and cultural context

Create a range of texts:

using appropriate form, content, style and tone for different purposes and audiences in real and imagined contexts

combining visual, spoken and written elements where appropriate

using evidence-based 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 textual evidence to assess the purpose and context of texts

TASK TWO:

(Responding – 10%)

In-class essay (no notes)

Term OneThurs Week 10

TERM TWO

1-3

TASK THREE

CREATIVE WRITING

· Students will complete creative workshops on: character, setting, atmosphere, figurative language, voice and point of view.

· Expose students to a collection of short stories (preferably student-written and also from past 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 effective figurative and descriptive language to a story, how to create a clear sense of voice 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)

· WACE good answers – show how students can have a different interpretation of a stimulus

· Students select 1-2 topics to research extensively. They will attempt to use their knowledge of these topics to help them respond to one of the imaginative writing stimuli. These topics will continue into Task 5 (oral delivery of a speech based on this topic)

· The piece that is submitted must be original and unique with a strong sense of voice

· In-class assessment (Composing-style assessment with multiple stimuli)

Investigate the relationships between language, context and meaning by:

analysing how language choices are made for different purposes and in different contexts using appropriate metalanguage

evaluating the choice of mode and medium in shaping the response of audiences, including digital texts.

Create a range of texts:

using appropriate form, content, style and tone for different purposes and audiences in real and imagined contexts

drawing on a range of technologies

combining visual, spoken and written elements where appropriate

using strategies for planning, drafting, editing and proofreading

using accurate spelling, punctuation, syntax and metalanguage.

Reflect on their own and others’ texts by:

investigating the impact and uses of imaginative, interpretive and persuasive texts.

TASK THREE:

(Creating – 12.5%)

Unseen stimulus creative writing

Term TwoWeek 3

TERM TWO

4

EXAM REVISION

· Students are to revise all texts studied

· Students are to be given past exams

· Teacher directed modelling of question deconstruction, planning and paragraph writing

· Students are to complete A3 revision chart with any quotes being memorised for the exam, to practice applying quotes to multiple syllabus points/concepts

· Students complete practice paragraphs under timed conditions

Review of all content

TERM TWO

5-6

TASK FOUR

SEMESTER ONE EXAMINATION

Review of all content

TASK FOUR:

(Examination – 10%)

Review all content

Term Two

Week 5 & 6

Semester Two

TERM TWO

7-9

TASK FIVE

ORAL – EXPOSITORY SPEECH (USING SAME RESEARCH TOPIC FROM TASK 3)

· Students extend their research on two topics of their choice

· Revise expository conventions

· Students read, annotate, analyse, and respond to a series of expository texts (speeches, open letters, blogs etc)

· Workshop how to create each text type, using sample composing section exam questions to prepare them for the exam

· Students work on constructing their own speech

· Go over delivery pointers for engaging presentation

· Rehearsal and delivery in front of class

Investigate the representation of ideas, attitudes and voices in texts, including:

analysing the ways language features, text structures and stylistic choices shape perspectives and interpretations

evaluating the effects of rhetorical devices

analysing how attitude and mood are shaped.

Analyse and evaluate how and why responses to texts vary through:

the impact of language and structural choices on shaping own and others’ interpretations

the ways ideas, attitudes and voices are represented

the interplay between imaginative, interpretive and persuasive techniques

Create a range of texts:

using imaginative, interpretive and persuasive elements for different purposes, contexts and audiences

experimenting with text structures, language features and multimodal devices

developing and sustaining voice, tone and style

using strategies for planning, drafting, editing and proofreading

using accurate spelling, punctuation, syntax and metalanguage

using appropriate quotation and referencing protocols.

Reflect on their own and others’ texts by:

analysing the values and attitudes expressed in texts

evaluating the effectiveness of texts in representing ideas, attitudes and voices

critically examining how and why texts position readers and viewers.

TASK FIVE:

(Creating – 12.5%)

Oral presentation – students deliver a speech on a topic of their choice

Term Two

Week 9

Students will begin reading The Kite Runner in Week 10 and will be expected to finish it over the holidays

TERM THREE

1-6

TASK SIX

UNSEEN ESSAY - THE KITE RUNNER

· Context of Afghanistan (past to modern day)

· Complete comprehension style activities on the novel, completing activities on the following:

· narrative voice

· setting

· character development and journey (bildungsroman genre)

· context and issues

· language, style and structure

· values and attitudes

· perspectives

· Teacher to provide model paragraphs and scaffold essay writing on the board

· Students complete a number of practice paragraphs that are peer marked and looked at by the teacher to prepare them for the assessment

· Teacher to provide practice essay questions

Compare texts in a variety of contexts, media and modes by:

analysing the style and structure of texts

Investigate the representation of ideas, attitudes and voices in texts, including:

analysing the ways language features, text structures and stylistic choices shape perspectives and interpretations

Analyse and evaluate how and why responses to texts vary through:

the impact of language and structural choices on shaping own and others’ interpretations

the ways ideas, attitudes and voices are represented

the interplay between imaginative, interpretive and persuasive techniques

Create a range of texts:

selecting and applying appropriate textual evidence to support arguments

using strategies for planning, drafting, editing and proofreading

using accurate spelling, punctuation, syntax and metalanguage

using appropriate quotation and referencing protocols.

Reflect on their own and others’ texts by:

analysing the values and attitudes expressed in texts

evaluating the effectiveness of texts in representing ideas, attitudes and voices

critically examining how and why texts position readers and viewers.

TASK SIX:

(Responding – 10%)

Unseen Essay- The Kite Runner

Term Three

Week 6

TERM THREE

7- 10

TASK SEVEN

DOCUMENTARY STUDY (TBA) – COMPREHENDING-STYLE ASSESSMENT (COMPARING TEXTS OF DIFFERENT MODES)

· Documentary conventions glossary

· Students view documentary (first viewing)

· Complete analysis booklet, focusing on multimodality, hybridity, structure, purpose, perspectives, and conventions)

· Students work on a number of practice paragraph responses to a range of questions

· Introduce students to texts of other modes that address the same issue – analyse and compare

· Comparative writing structure

· Practice test

Compare texts in a variety of contexts, media and modes by:

explaining the relationship between purpose and context

analysing the style and structure of texts

evaluating the construction of hybrid texts.

Investigate the representation of ideas, attitudes and voices in texts, including:

analysing the ways language features, text structures and stylistic choices shape perspectives and interpretations

evaluating the effects of rhetorical devices

analysing the effects of using multimodal and digital features

Analyse and evaluate how and why responses to texts vary through:

the impact of language and structural choices on shaping own and others’ interpretations

the ways ideas, attitudes and voices are represented

the interplay between imaginative, interpretive and persuasive techniques

Create a range of texts:

selecting and applying appropriate textual evidence to support arguments

using strategies for planning, drafting, editing and proofreading

using accurate spelling, punctuation, syntax and metalanguage

using appropriate quotation and referencing protocols.

Reflect on their own and others’ texts by:

analysing the values and attitudes expressed in texts

evaluating the effectiveness of texts in representing ideas, attitudes and voices

critically examining how and why texts position readers and viewers.

TASK SEVEN:

(Responding – 10%)

Comprehending-style assessment (DOCO and a text of a different mode)

Term Three

Week 10

TERM

FOUR

1-4

TASK EIGHT

ORAL – GROUP PANEL DISCUSSION BASED ON DOCUMENTARY UNIT

· Students are to study the features / structure of a panel discussion

· Developing a persona, a voice and a perspective – workshop how to write and sustain a voice that conveys certain values, attitudes, perspectives etc. The group must include a variety of conflicting voices/perspectives on the issue.

· Students view panel style shows (I.e. The View)

· Students work on drafting their panel discussion in groups

· Consider costuming, vocal delivery, body language, props etc.

· Rehearsal and performance for class

Investigate the representation of ideas, attitudes and voices in texts, including:

evaluating the effects of rhetorical devices

analysing the effects of using multimodal and digital features

analysing how attitude and mood are shaped.

Analyse and evaluate how and why responses to texts vary through:

the impact of language and structural choices on shaping own and others’ interpretations

the ways ideas, attitudes and voices are represented

the interplay between imaginative, interpretive and persuasive techniques

Create a range of texts:

using imaginative, interpretive and persuasive elements for different purposes, contexts and audiences

experimenting with text structures, language features and multimodal devices

developing and sustaining voice, tone and style

using strategies for planning, drafting, editing and proofreading

Reflect on their own and others’ texts by:

analysing the values and attitudes expressed in texts

evaluating the effectiveness of texts in representing ideas, attitudes and voices

critically examining how and why texts position readers and viewers.

TASK EIGHT:

(Creating – 10%)

Oral – Group panel discussion on an issue from the documentary

Term Four

Week 4

TERM FOUR

5

EXAM REVISION WEEK

· Students are to revise all texts studied

· Students are to be given past exams

· Teacher directed modelling of question deconstruction, planning and paragraph writing

· Students are to complete A3 revision chart with any quotes being memorised for the exam, to practice applying quotes to multiple syllabus points/concepts

· Students complete practice paragraphs under timed conditions

REVISE ALL CONTENT

TERM FOUR

6-7

SEMESTER TWO EXAMINATION

ALL COURSE CONTENT

TASK TEN:

(Examination – 15%)

Term Four

Weeks 6-7