Irene McCormack Catholic CollegeYear 7 Extension English
Course Outline 2021
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:
1-4
TASK 1 Narrative Study - Creative Writing 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 discuss narrative and language
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 412%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 Figurative language
Term One Education Perfect activities
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)
5-9
TASK 2 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 9. 12%Exposition – On an issue of environmental sustainability (written in timed conditions, with draft)Focus on:
Exposition conventions Introduction 3 body paragraphs of main
idea and supporting statements
Conclusion 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)
Wk 9
T1
to
Wk 1T2
TASK 3 Spelling/Grammar test preparation and NAPLAN 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)
TASK 3 (Receptive) – Week 1 10%Spelling, grammar and comprehension test
Education Perfect and various practise tasks
Term Two:
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
4-11
TASK 4 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
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 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
TASK 4 (Receptive) – Week 10/11 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’
Introduction to nominalisation and focus on formality of voice Vocabulary extension Students are allowed to bring in notes to the assessment.
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:
1-5
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)
Provide students with a practice test – work through it as a class Students sit film test
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 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)
TASK 5 : Film Conventions Test – Week 512%(Receptive)Short answer response test based on images from the film
5-9
TASK 6 Film Study (continued)
Film Storyboard
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.
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)
TASK 6: (Productive) – Week 1012%Film Storyboard – Oral presentation
Utilise film conventions Selects appropriate
convention and justifies choice
Narrative structure
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.
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)
Term Four:
1-7
TASK 7 Honey Spot
Introduction to the conventions of drama Students read and do context and comprehension questions for Honey Spot
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
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
TASK 7 (Receptive) – Week 6/715%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.
Context 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
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 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)
7-9 End of year Examination.
Exam Revision Revise concepts of the year Work through practice exam
TASK 8 EXAM (Receptive) – Week 8/9 15%
Exam covering the course content of the whole year
Top Related