Use strategies and skills for comprehending texts, including:



46081958890000Irene McCormack Catholic College Year 12 GENERAL English Course Outline 2019 WeeksTeaching Content / FocusCourse Content AssessmentWEEKS 1-4Introduction to Course Content and ExpectationsTask 1: Autobiography (15%)“When you write about your own life, every page should contain something no one has ever heard about.” - Elias CanettiReview the meaning of Autobiography. Students learn about the purpose of an autobiography and the skills needed to write about personal experiences in an engaging and interesting manner.Class discussion - Has anyone ever read an autobiography? Students brainstorm.Explain the Greek origins of the concept: (autos - self) (bios - life) (graphein - to write) An autobiography is a book about the life of a person, written by that person.Distunguishing features of a biography vs autobiographyDiscussion of various reasons and purposes for writing an autobiography.Students look at various examples of autobiographies in the school library and participate in note-taking and class discussion about their effectiveness in achieving their purpose, as well as written comprehension questions focusing on language and generic conventions. For each autobiographical extract:Discuss the author’s purposeDiscuss how the writer conveys their personal / historical /social / political /economic context etcDiscuss how language is manipulated to appeal to a particular intended audienceHow the writing conveys the author’s beliefs, values and attitudesHow the writing constructs a sense of ‘voice’, ‘tone’ and ‘perspective’Consider narrative/language conventions – how they construct meaning and impact audience Tense / Narrative point of viewSentence structureShare autobiographical short stories or excerpts from various texts such as (at teacher’s discretion): Roald Dahl’s ‘Boy’ ‘Angela’s Ashes’ by Frank McCourt ‘I Know Why the Caged Bird Sings’ by Maya Angelou ‘Long Walk to Freedom’ by Mandela, ‘My Family and other Animals’ by Gerald Durrell, student example‘Escape from Hell’ by Adin Livnjak‘We are literally slaves’ ‘More Please’ by Barry Humphries ‘Electrical Attraction’ by Kim Maher ‘I am Malala’ – Malala Youssef ‘Open’ – by Andre Agassi (focus on shift in perspective)‘Billy Cart’ – Clive JamesPaired work - tell partner about a memorable time and describe it in detail. Partner to recount the event- memory game. What points have they missed out- was it omitted because it wasn’t told in as much detail. How could it be made memorable through description?Students reflect on key events in their lives and begin planning ideas for their own autobiographical piece. Figurative language worksheet Diction worksheet‘Show, don’t tell’ worksheet‘Opening lines’ worksheetDuring the drafting stage, teacher can provide checklist: Does the writing;Paint the picture of who, when, where, what, why?Is it well written and does it avoid run on sentences- and then, and then…?Does it have detailed descriptions using the senses?Use figurative language – simile, metaphor, personification, and onomatopoeia?Use adverbs and adjectives to create interest?Experiment with various sentence lengths?Tell events in an order that makes sense, but isn’t necessarily chronological?Demonstrate a clear narrative structure – chronological order, flashbacks?Present formal/informal language, colloquial, descriptive and emotive languageUse various tenses- present or past?Use dialogue to bring the recount to life.Revise elements of descriptive writing - focus on adverbs, adjectives, dialogue Does your writing show how your experience shaped your beliefs, values and attitudes. Provide students with the Editing ChecklistUse strategies and skills for comprehending texts, including:understanding the way attitudes and values are presentedexplaining shifts in tone and perspectives and identifying the effect of language choices on an audience. Consider how different perspectives and values are presented in texts, including:the relationships between context, purpose, and audience in literary, everyday and workplace textsthe use of narrative techniques, for example, characterisation and narrative point of view. Create a range of texts by:using appropriate vocabulary, spelling and sentence structures using personal voice and adopting different points of view and/or perspectives to influence audiences in a range of mediaselecting text structures, language features, and visual techniques to communicate and present ideas and information for different contexts and purposesusing strategies for planning, drafting, revising, editing and proofreading, and appropriate municating and interacting with others:speaking clearly and coherently about ideas, opinions and personal experiences in a range of oral contextslistening actively; being prepared to assert personal viewsUse information for specific purposes and contexts by:gathering different viewpoints, for example, through interviews, surveys, questionnaires, library and/or internet resourcesTASK ONE: (Creating 15%)Autobiography (Due Week 5, after public holiday)WEEKS5-9Task 2: Documentary Essay (10%) In Feature films, the director is God. In documentaries, God is the director’ - Alfred Hitchcock.Hand out ‘What is a documentary?’ sheet and read through as a class, highlighting and annotating key pointsBrainstorm known documentary conventions on the boardWork through the glossary of documentary techniques handout First viewing of That Sugar Film, directed by Damon Gameaufocus on perspectives: food industry, health practitioners, media, general public, patientsfocus on beliefs, values and attitudes: beliefs: about health, what’s in our foodvalues: monetary profit, health, indigenous healthattitudes: selfish/manipulative/materialistic, consumer attitudes manipulated by media, etcprivileging the health experts, silencing/discrediting media/food industry perspectivesDifferentiation of facts, opinions, evidence and bias/subjectivityBrainstorm the purpose and key assertions/themes of the doco2nd viewing of the doco with accompanying booklet with specific questions focusing on filmic techniques etc. Complete analysis booklet as a classFocus on the persuasive techniques employed to present ideas and views.Focus on the SWAT codes employed to present the issueDraft responses to the questions in the assessment taskModel responses in class and scaffold paragraph/essay structure.Students write an in-class essay analysing the issues presented in a documentary and the use of film conventions to highlight these issues.Revise film techniques – symbolic, written, audio and technical codes.Select key excerpts from the documentary that clearly present the issue.Analyse the excerpts and make notes on the SWAT codes employed to present the issues.Revise essay structure and paragraph structure.Editing and redrafting.Use strategies and skills for comprehending texts, including:distinguishing different perspectives about the main ideas in textsidentifying facts, opinions, supporting evidence and biasunderstanding the way attitudes and values are presentedexplaining shifts in tone and perspectives and identifying the effect of language choices on an audience.Consider how different perspectives and values are presented in texts, including:the use of media, types of texts, text structures and language features, for example, the selective use of fact, evidence and opinion in newspaper reports, the use of statistics and graphs in advertisements, choice of colour and font style in websites and use of questioning strategies and tone of voice in interviewsUse information for specific purposes and contexts by:categorising and integrating ideas and evidence about specific issuesCreate a range of texts by:using appropriate vocabulary, spelling and sentence structuresselecting text structures, language features, and visual techniques to communicate and present ideas and information for different contexts and purposesusing strategies for planning, drafting, revising, editing and proofreading, and appropriate referencing.TASK TWO: (Responding 10%)Essay - Documentary(Due Week 9 before Retreat)In weeks 10, students begin the next unitT1WEEK10-T2WEEK2(Early)Task 3: Short answer responses to unseen expository text (EST style assessment) 10%Revise expository, narrative and visual conventions Expository/narrative and visual conventions glossary and match-up activityInvestigate the concepts of bias and neutrality, objectivity and subjectivity and how differing perspectives are presented on different issues. EXPOSITORY: Read first article, annotate for expository techniques and make a table that summarises what perspectives are presented and how they are presented in the article, the attitudes and language features, the purpose and audience. Answer comprehension questions together as a class writing a modelled response with the direction of the teacher. When reading articles in class, do the first few together, and then follow gradual-release model, whereby emphasis is put on skills such as skim-reading (timed reading and re-call/summarise activity) ‘Two critical reasons why women don’t enter trades’ – Clare and Jessie Stephens‘Work-life balance blurs as half of Aussie workers on call’ - Lucille Keen‘Australians aresn’t better off than at the last election’ – Andrew Leigh Labour MP‘Working women, not ABCC, should be the focus of federal election’ – Anika WellsTeacher sample open letter Read and annotate each text as a class – focus on perspectives offered, bias, facts, opinions, evidence, attitudes, values, tone, impact of language choices, purpose, audience)Provide sample paragraph questions, deconstruct and give students scaffolded examples of paragraph responses. Students then write their own on each article (see booklet) Repeat the same process for narrative accounts, stories and images, looking at how elements of construction privilege certain perspectives/viewpointsDo practice EST style paragraph responses on these textsDo practice EST from SCSA as the in-class portion of the assessment. Teacher to provide feedback. Re-write opportunities to consolidate errors with spelling, sentence structure, expression, structure of argument etc. Do unseen article comprehension assessment.Use strategies and skills for comprehending texts, including:applying different reading strategies (such as reviewing, skimming, and scanning) according to the nature of the task, gaining a broad overview, reading for specific details, identifying what the reader already knows about the topicdistinguishing different perspectives about the main ideas in texts identifying facts, opinions, supporting evidence and bias understanding the way attitudes and values are presentedexplaining shifts in tone and perspectives and identifying the effect of language choices on an audience. Consider how different perspectives and values are presented in texts, including:the relationships between context, purpose, and audience in literary, everyday and workplace textsthe use of media, types of texts, text structures and language features, for example, the selective use of fact, evidence and opinion in newspaper reports, the use of statistics and graphs in advertisements, choice of colour and font style in websites and use of questioning strategies and tone of voice in interviewsCreate a range of texts by:using appropriate vocabulary, spelling and sentence structures using strategies for planning, drafting, revising, editing and proofreading, and appropriate referencingTASK THREE: (Responding 10%)EST style short paragraph answer test on unseen text(Due early Week 2)Task 4: Externally Set Task (EST) will take place in Term 2, Week 3 (15%)A written task or set of tasks developed by SCSA. One hour duration.Exam break weeks 5 & 6.Term 2Weeks 2-5Task 5: Oral Presentation regarding social issues (15%)‘ It’s not the years in your life that matter, but the life in your years.’Divide board in half - Brainstorm typical social issuesResearch topics: Ageism and discriminationViolence/abusePoverty and homelessnessAn ageing population in Australia and its impact on societyRacial discriminationStereotypesAbuse of the elderly in institutions and domestic abuse in the homeDepression and mental healthSocial isolationPhysical and cognitive challengesLoss of independenceVictims of scams, salespeople, etcSocial media pressuresStudents allocated one of the above topics. Research and feedback with articles, story, song, videos, news reports etc. Students must assert their response to the texts and explain how/if it challenged or endorsed their perspective on the particular social issueVocab: representation, challenge, endorse, stereotypeView images that present the social issue in different lights - focusing on their loneliness, their love of life, surprising hobbies etc. How has the image been constructed to position viewers?Read articles and short stories that present different representations of the social issue and discuss the written techniques used to position readers.Focus on how the different perspectives and attitudes about the issue are conveyed.Teach the format and style of an open letter. Scaffold how to write one, model as a class and provide examples. Consideration of voice in open letters – students are encouraged to take on the perspective of an elderly person. Consideration of how diction, sentence structure, expression etc help to construct convincing voiceStudents draft their own open letter – all drafts to be posted on the forum for teacher and peer evaluation, editing and review. Students must each give feedback on the work of at least three other students. Collaborative peer-evaluation: Students are to work in pairs and help each other correct any issues gained from feedback on the forumDiscussion: conventions of good oral communication and the delivery of the perfect speechBibliography format – students are to be shown how to appropriately reference source material and researchUse strategies and skills for comprehending texts, including:understanding the way attitudes and values are presentedConsider how different perspectives and values are presented in texts, including:the relationships between context, purpose, and audience in literary, everyday and workplace textsthe use of media, types of texts, text structures and language features, for example, the selective use of fact, evidence and opinion in newspaper reports, the use of statistics and graphs in advertisements, choice of colour and font style in websites and use of questioning strategies and tone of voice in interviewsthe use of narrative techniques, for example, characterisation and narrative point of view. Use information for specific purposes and contexts by:gathering different viewpoints, for example, through interviews, surveys, questionnaires, library and/or internet resourcescategorising and integrating ideas and evidence about specific issues employing ethical research practices such as acknowledging sources, and avoiding plagiarism and collusion. Create a range of texts by:using personal voice and adopting different points of view and/or perspectives to influence audiences in a range of mediaselecting text structures, language features, and visual techniques to communicate and present ideas and information for different contexts and purposesusing strategies for planning, drafting, revising, editing and proofreading, and appropriate municating and interacting with others:speaking clearly and coherently about ideas, opinions and personal experiences in a range of oral contextsplanning and carrying out projects in small groups, sharing tasks and responsibilities, for example, collaborating using email and discussion forumslistening actively; being prepared to assert personal viewsapplying critical thinking and problem solving cooperatively.TASK FIVE: (Creating 15%)Oral presentation of open letter – based on social issues(Due Week 8)Term 2WEEKS7-9to Term 3 Week 3Task 6: Film Study - Billy Elliot (10%)‘Just because I like ballet, doesn’t mean I’m a poof you know’ - Billy Elliot.Prior to class activities, become familiar with 1984 Miners strike in UK and complete the Context and Setting activity booklet. Annotate still images from the era.View BBC report and complete a vocabulary exercise at Iron Lady: Margaret Thatcher Economic Policy, Privatisation, Social Mobility and Classes in BritainThe Ballet – research famous male ballerinas, traditions behind ballet and attitudes towards male ballet dancers. Sexist attitudes at that time.Context: Northeast England, traditional coal mining area, regional accents from County Durham. Complete booklet on context and accents/colloquial language and expressions.Discuss stereotypes associated with film – father as sole provider, grandmother and senility, the male community and their attitudes towards work, patriarchal values -teenage boys and their attitudes towards dance and homosexuality.Discuss the messages conveyed through the use of filmic conventions using stills from the film that demonstrate the themes and issues.First viewing of film. Revise film codes and conventions. Complete conventions booklet. Brainstorm themes – friendship, loss, family, goals and targets, determination, the traditional role of the male in society. Introduce main characters; discuss main character’s qualities, relationships and issues.Analyse symbolic relevance of the music in the filmComprehension booklet on film. Second viewing of film. Complete class activities/ discussions closely linked to the in class comprehension assessment. Revise extended paragraph response structure for assessmentProvide students with assessment sheetScaffold how to break down each questionProvide students with sample body paragraph responsesBrainstorm scenes that could be analysed in each paragraph responseStudents draft and edit their responsesPeer-editing through forum Use strategies and skills for comprehending texts, including:understanding the way attitudes and values are presentedexplaining shifts in tone and perspectives and identifying the effect of language choices on an audience.Consider how different perspectives and values are presented in texts, including:the relationships between context, purpose, and audience in literary, everyday and workplace textsCreate a range of texts by:using appropriate vocabulary, spelling and sentence structuresselecting text structures, language features, and visual techniques to communicate and present ideas and information for different contexts and purposesusing strategies for planning, drafting, revising, editing and proofreading, and appropriate referencing.TASK SIX: (Responding 10%)paragraph answer responses on the film ‘Billy Elliot’ – 2 seen questions (take-home task)(Due Term 3, early Wk 3)WEEKS3-7 Task 7: Novel study – The absolutely true diary of a part-time Indian (10%)‘I grabbed my book and opened it up. I wanted to smell it. Heck, I wanted to kiss it. Yes, kiss it. That’s right. I’m a book kisser!’ Sherman AlexieHand out context booklet - Exploration of context including the history and culture of the Spokan or Spokane people, a Native American Plateau tribe who inhabited the eastern portion of the Washington state and parts of northern Idaho. Students use booklet to guide their research of context. Revision of note-taking, skimming, evaluation of relevance of source material etc. Students record a bibliography of where they sourced research informationIn a multi-modal format of their choice, students are to research a context topic in more depth and must present a short one-minute presentation to the classStudents complete genre and structure/style section of bookletStudents complete themes brainstorm (class activity) Students finish reading novel in class and answer chapter questions as they go. Discuss responses as class. Ensure full answers.Map on the board the growth and changes of each of the main characters. Which perspectives are privileged/silenced? As a class, work on activities in study booklet about themes and issues, breaking down and analysing significant quotes and how they reflect the key themes/issues in the novel. With the above booklet, analysis of quotes is to tie in with how reader values and attitudes are challenged/endorsed and how that shapes responseDiscussion of author’s choice to intersperse images/cartoons throughout the text to supplement the narrative – analysis of imagesComprehension activities based on narrative elements such as character, plot, setting and point of view. Model paragraph responses. Provide students with scaffolded examples. Complete some paragraphs as a class, some in pairs and some individuallyStudents complete practice test – go through answers. Students have time to re-write, edit and reviseStudents complete comprehension test with answers in the form of 2 paragraph responses in one period.Use strategies and skills for comprehending texts, including:analysing issues and ideas in texts and explaining perspectives and implicationsexplaining how texts use language to appeal to the beliefs, attitudes and values of an audiencediscuss the way ideas and information are presented in texts.Consider how attitudes and assumptions are presented in texts, including:community, local or global issues in literary, everyday and workplace textsthe use of media, types of texts, text structures and language featureshow some perspectives are privileged while others are marginalised or silencedUse information for specific purposes and contexts by:determining the relevance of source material to the context and topicinvestigating and synthesising ideas and collating appropriate information from a range of source materialemploying ethical research practices such as acknowledging sources, and avoiding plagiarism and collusion.Create a range of texts:using appropriate vocabulary, spelling and sentence structuresexpressing a logical point of view about an idea, issue or event in a range of media and digital technologiesusing editing processes and appropriate referencingusing and adapting text structures and language features to communicate ideas in a range of municating and interacting with others:recognising when to work with others and when to work independentlyTASK SEVEN: (Responding 10%)Extended response – 2 unseen questions in relation to the novel done in-class(Due Week 7)WEEKS7-10 Task 8: Persuasive Speeches (15%) ‘A good speech is like a pencil. It has to have a point.’Create a working list of persuasive language techniques and persuasive speaking techniques and hand-out glossary for future referenceView videos of effective persuasive speakers; Severn Suzuki and Martin Luther King, Rostrum videos Students to create a comparative PMI chart which contrasts the use of verbal language and non-verbal language by these speakers. Brainstorm of social issues which interest and motivate the classStudents are to do comprehension of the structure and language devices used in written scripts of famous speeches, focusing on context, audience and purpose, as well as persuasive conventionsStudents are to choose a topic and write their own persuasive speech. They must research their topic thoroughly and include a bibliography. Scaffold activities about how to plan and organise arguments logically Scaffold writing a persuasive paragraph Practice presentation without non-verbal techniques and then with non-verbal techniques in pairs and have their partner give feedback one that was most effective. Students may also create a PowerPoint or use other visuals during their speechPresent to the class.Use strategies and skills for comprehending texts, including:analysing issues and ideas in texts and explaining perspectives and implicationsevaluating the evidence upon which different views are basedexplaining how texts use language to appeal to the beliefs, attitudes and values of an audiencediscuss the way ideas and information are presented in texts.Consider how attitudes and assumptions are presented in texts, including:community, local or global issues in literary, everyday and workplace textsthe use of media, types of texts, text structures and language featureshow some perspectives are privileged while others are marginalised or silenced.Use information for specific purposes and contexts by:determining the relevance of source material to the context and topicinvestigating and synthesising ideas and collating appropriate information from a range of source materialemploying ethical research practices such as acknowledging sources, and avoiding plagiarism and collusion.Create a range of texts:using appropriate vocabulary, spelling and sentence structuresexpressing a logical point of view about an idea, issue or event in a range of media and digital technologiesintegrating text structures, language features and visual techniques to engage and persuade audiences, for example, creating a multimedia advertising campaign, presenting a slideshow presentation, writing and illustrating a picture book and recording a radio talkback programusing editing processes and appropriate referencingusing and adapting text structures and language features to communicate ideas in a range of municating and interacting with others:creating oral texts that communicate ideas and perspectivesrecognising when to work with others and when to work independentlyusing the language of negotiation, problem solving and conflict resolution.TASK EIGHT: (Creating 15%)Persuasive Speech(Due Week 9-10) ................
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