Irene McCormack Catholic CollegeYear 10 Course 3 English

Course Outline 2021

Weeks Teaching Content/ Focus Australian Curriculum strands addressed Assessment

Term One:

Term 11-6

Film study – Dystopian Genre (Film TBA) Revise film codes and conventions Dystopian genre – features (difference between utopia and dystopia) First viewing of the film Brainstorm the themes and issues presented in the film. Discuss the intended

impact on the audience. Begin second viewing of the film Answer questions in Viewing Booklet analysing the use of SWAT codes, regularly

pausing the film to discuss the answers to questions. Teachers should aim for these answers to be written in detail, with strong analysis of film techniques

Review essay structure Scaffold and break down essay question Students begin drafting Creation of ½ page of notes using notes template

Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)

Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572)

Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)

Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750)

Evaluate the social, moral and ethical positions represented in texts (ACELT1812)

TASK ONE:(Receptive/ Responding)Film Essay 15%

Seen question, 1/2 page of notes permitted in class.

(Due Week 10)

Term 17-9

Term 21/2

Dystopian Creative Writing

Work through Dystopian Short Story booklet Read through and complete activities in Dystopian Fiction extracts booklet Expose students to a variety of short stories (such as Ray Bradbury’s ‘The

Pedestrian’) that fit the dystopian genre (Short Story Booklet) Creative writing activities, focusing on the establishment of characterisation,

setting, plot development and figurative language Scaffold how to plan and write a short story Choose your own dystopia activity Descriptive and figurative language activities

Create sustained texts, including texts thatcombine specific digital or media content, for imaginative, informative, or persuasive purposes, and that reflect upon challenging and complex issues (ACELY1756) Review, edit and refine students’ own andothers’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features, to achieve particular purposes and effects (ACELY1757) Use a range of software, including wordprocessing programs, confidently, flexibly and imaginatively to publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)

TASK TWO:(Productive / Creating)In-class creative writing assessment 15%

Choice of unseen stimuli. Students create a dystopian short story

(Due Week 5)

How to create vivid settings and interesting character sheets Work through a range of practice stimuli Receive feedback on practice creative writing and apply feedback to further drafts Students draft, edit, and peer edit their work This will be assessed in class, choosing from a range of unseen stimuli to construct

their own dystopian narrative.

Create literary texts that reflect an emergingsense of personal style and evaluate the effectiveness of these texts (ACELT1814) Create literary texts with a sustained ‘voice’,selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features and for a specific purpose and intended audience (ACELT1815) Create imaginative texts that make relevant

thematic and inter textual connections with other texts‐ (ACELT1644)

Term Two:

Term 23- 7

Expository Texts – Gun Control Introduce expository text genre and revise expository conventions Revise visual conventions Contextual information about gun laws in the USA vs Australia Annotate / Analyse a range of different speeches, both pro and anti-guns,

considering how differing perspectives, ideologies, representations, values and attitudes are promoted. Discuss the use of conventions to persuade

Annotate / Analyse a range of different images/ad campaigns, both pro and anti-guns, considering how differing perspectives, ideologies, values and attitudes are promoted. Discuss the use of visual language conventions to persuade

Complete practice paragraphs in response to a variety of questions Graffiti lesson on images Teach comparative paragraph structure, focusing on how to compare and contrast

the impact, purpose, perspectives etc in two texts, even of different modes. Revise comprehension skills and well as structure for comprehension responses Complete analysis of unseen texts to practice comprehension test Go through practice assessment (which will be part of their practice exam)

Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565) Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749) Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752) Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754) Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639) Evaluate the social, moral and ethical positions represented in texts (ACELT1812) Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)

This unit will be assessed in the Semester 1 exam

Term 27

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.

All course contentTASK THREE / FOUR: (Receptive)Examination – 15%

Students complete an exam that tests their knowledge of spelling, grammar, Term 2 Semester 1 Examination

8 comprehension and analysis.

(Exams start Week 8)

Term 29-11

Term 31-2

Animal Farm

Go through simple animal fables. Students can deduce the moral. Discuss why

using animals makes the message easier to understand and more accessible.

Complete Pre Reading activities where students look at a synopsis of the novel ‐and match it up to a particular historical context from the selection provided

Students will read the novel during class time

Contextual research of the Russian Revolution using worksheets and the

documentary ‘Red Terror’

Complete plot graph matching events of the Russian Revolution to plot points in

the novel

Introduce the concept of fables/allegories. Discuss how and why animal

characters are used in stories to symbolise meaning or to convey a moral/

message.

Go over important literary and political terminology

Introduce concept of Satire and how it applies to novel. Students are to be taught definitions and apply these to various examples.

Focus on characters – analysing the comments made about human nature through each character/animal

Complete other resources/ worksheets, which demonstrate understanding of plot, setting, symbolism and themes in novels.

Go through practice essay questions and start drafting

Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565) Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction (ACELA1570) Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749) Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752) Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754) Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639) Evaluate the social, moral and ethical positions represented in texts (ACELT1812)

Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text

(ACELT1642)

TASK FIVE:(Receptive/Responding) 15%

Essay – In class essay. Unseen question, from 2 choices. No notes permitted.

(Due Week 2)

Term Three:

Term 33-7

Introduction to Shakespeare and Elizabethan context Discuss any prior knowledge about Shakespearean context Introductory PowerPoint to Shakespeare Research activities Watch Documentaries – ‘Elizabethan Rich’ and ‘Elizabethan Poor’ Discuss dramatic conventions Discuss Shakespeare’s literature – introduce his plays: histories, tragedies and

comedies (on Shakespeare PP)

Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA1563) Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750) Plan, rehearse and deliver presentations selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)

TASK SIX: (Productive / Creating)Creative Writing Comprehension activities – 7.5%

Students create short imaginative texts that

Discuss the organisation of his plays; five acts

Shakespearean language PowerPoint - http://www.slideshare.net/esalona/shakespeares-language-4138776?related=1

Romeo and Juliet Start reading the play as a class, discussing issues and explaining conflicts in the

plot, allow students to ask questions Watch excerpts from Zefferilli’s Romeo & Juliet and/or Baz Luhrmann’s Romeo &

Juliet after the conclusion of each act to consolidate student understanding Students complete a variety of comprehension and composing activities on key

scenes (i.e. a horoscope, a diary entry, a Facebook post etc)

Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752) Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753) Evaluate the social, moral and ethical positions represented in texts (ACELT1812) Analyse and evaluate text structures and language features of literary texts and make relevant

thematic and inter textual connections with other texts ‐(ACELT1774)

demonstrate comprehension of key scenes

(Due Week 7)

Term 38-10

Term 41

Current Affairs Discuss characteristics Difference to news - https://www.youtube.com/watch?v=V67AXzcu83I

compare to Bully hits back (video on PP) Current Affairs PowerPoint - focusing on the use of language, the construction

of reality, music, authority figures, interviews, dramatic re-enactments, graphics and character archetypes

Discuss newsworthiness, subjectivity, conventions, media bias View examples of current affairs to demonstrate principles Workshop on sensationalised language, bias, engaging use of language

conventions Hand out task sheet and allow students time to prepare their group

presentation. View Performances

Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes, and that reflect upon challenging and complex issues (ACELY1756) Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564) Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572) Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571) Analyse and evaluate how people, cultures, places, events, objects and concepts are requested in texts, including media texts, through language, structural and/or visual choices (ACELY1749) Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750) Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813) Use a range of software, including wordprocessing programs, confidently, flexibly and imaginatively to publish texts, considering the identified purpose and the characteristics of the user (ACELY1776) Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643)

TASK SEVEN:(Productive /Creating) 12.5%

Current Affairs Segment on an issue in Romeo & Juliet – In groups, students will construct a multimedia presentation utilising current affairs conventions to explore an issue/plot event in Shakespeare’s Romeo & Juliet. Students will have to submit their completed script and perform/present their current affairs segment.

(Due Week 1)

Term Four:

Term 42-6

The Curious Incident of the Dog in the Night-time Define ‘voice’ and examine its usage and purpose Autism information Read the novel during class time and for homework (at the discretion of classroom

teacher) Brainstorm central themes/issues Characterisation activities Point of View and Voice activities Define ‘multi-modal texts’ and examine usage and purpose Analyse multi-modal component of the novel and discuss purpose and impact Plot structure activities Activities on themes and issues in the novel Revise essay writing techniques and structure Introduce practice essay questions and begin planning responses Drafting and preparation for essay in exam Fill out notes template to be used in exam

Understand how paragraphs and images can bearranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567) Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction (ACELA1570) Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754) Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641) Evaluate the social, moral and ethical positionsrepresented in texts (ACELT1812) Identify, explain and discuss how narrativeviewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)

This unit will be assessed as part of the Semester 2 exam

Term 46-7

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.

Semester 2 Examination

All course content TASK EIGHT / NINE: (Receptive / Comprehending & Responding)

Examination – 20%Students complete an exam that tests their knowledge of spelling, grammar, comprehension and analysis.

(Exams start Week 7)