IMCC Year 12 ATAR English

IMCC Year 12 ATAR English Program Outline 2017 – Semester 1 Term One:

Weeks Teaching Content/ Focus Syllabus Content Assessment

Ongoing Task: In preparation for the Creative Writing Folio due Term 3 and the Composing Section of the exam, students are to be given TWO writing stimuli in class (10 minutes on one of these) once a fortnight. They will be a mix of narrative and expository stimuli. Students must then develop that writing further and complete that for the following fortnight. That piece is peer marked and put into their folio. Towards Term 3, they will select their favourite piece of writing to be developed in full and marked by the teacher (7.5%), along with the submission of all other creative writing drafts throughout the year (2.5%)

Expository texts Compare texts from similar or different genres and contexts by: TASK ONE: analysing language, structural and stylistic choices (Responding) explaining how each text conforms to or challenges the  Students revise expository/feature article conventions and the conventions/stylistic In-class short answer analysis conventions of particular genres or modes features of this genre test– 4 Short answer and analysing and evaluating how similar themes, issues, ideas and  Go over the concept of sustainability (PowerPoint), representations, etc. paragraph responses to an 1-3 concepts are treated in different texts. unseen article (unseen questions)  Go over a practice article “Why sustainability is bad for the environment” by Paul in one period. Kingsnorth and annotate (conventions, meaning etc.) Focus on the representation of Compare and contrast distinctive features of genres by: (Due week 3) issues pertaining to sustainability through expository conventions. Also focus on the analysing the techniques and conventions used in different values and attitudes that are endorsed or subverted in the text genres, media and modes

 Work through annotations of similar articles on other topics (“Why we still deny Analyse and critically appraise how the conventions of texts alien’s existence” and “Sorry officer I’m drinking for Australia”) influence responses, including: the ways language patterns can create shades of meaning  Prepare for short-answer responses on unseen feature article by providing students with a similar questions to practise with, scaffolded sample paragraphs etc. Create a range of texts: sustaining analysis and argument using appropriate quotation and referencing protocols using accurate spelling, punctuation, syntax and metalanguage.

3-6 Documentary study: Teenage Paparazzo (Adrian Grenier) Compare texts from similar or different genres and contexts by: TASK TWO: analysing language, structural and stylistic choices (Responding)  Go over documentary conventions sheet, paying attention to different styles of explaining how each text conforms to or challenges the In-class unseen essay – Essay documentary and how the genre is adapted for different purposes over time conventions of particular genres or modes from a choice of 2 possible  Watch the documentary all the way through unseen questions. 1 period in  Brainstorm the main issues/ideas in the text Compare and contrast distinctive features of genres by: class to complete with no notes analysing the techniques and conventions used in different permitted  Begin second viewing and start working through analysis questions (booklet), with genres, media and modes (Due start week 6) focus on manipulation of language/structural and stylistic techniques/conventions, considering how the conventions of genres can be challenged, themes/ideas, representations (of identity and different social/cultural groups), manipulated or subverted context, audience, purpose etc. examining how genres and their conventions have changed and  Go through the assessment task sheet been adapted over time.  Practice drafting the essay with sample questions  Revise essay writing scaffold, do sample paragraphs on the board with the class, and Analyse and critically appraise how the conventions of texts then students can write their own influence responses, including: how expectations of genres have developed and the effect when those expectations are met or not met, extended or subverted

Create a range of texts: sustaining analysis and argument using appropriate quotation and referencing protocols using strategies for planning, drafting, editing and proofreading using accurate spelling, punctuation, syntax and metalanguage.

Short story responses (Australian Identity) Compare texts from similar or different genres and contexts by: TASK THREE: (Responding) analysing language, structural and stylistic choices  Brainstorm on board what Australian Identity is, and common stereotypes that are In-class unseen comparative analysing and evaluating how similar themes, issues, ideas and associated with it. Create an explosion chart with input from the class on their essay – students read an unseen concepts are treated in different texts. 6-10 understanding of a dominant Australian Identity. text and compare the way it  Revise short story conventions. represents Australian identity, Compare and contrast distinctive features of genres by: contrasting it to a text they have  Read through the short story, Christmas Spirit, by Jennifer Dabbs, first. Annotate, analysing the techniques and conventions used in different discuss the dichotomous representations of identity offered and how they reflect the studied in class (one period) genres, media and modes (Due: Week 10) context of the story and how a text can challenge or endorse dominant considering how the conventions of genres can be challenged, understandings and views. Complete relevant worksheets. manipulated or subverted  Follow the same process for the short story, Neighbours, by Tim Winton. Focus examining how genres and their conventions have changed and particularly on how the structure and character development in the text not only been adapted over time. reflects contextual factors related to its textual context, but also how it can shape attitudes and endorse particular values relating to Australian identity in the current Analyse and critically appraise how the conventions of texts context of readers. Complete worksheets on Teachers’ Drive. influence responses, including:  Follow the same process for the short story, Growing Up, by Anthony Hill. Focus the ways language patterns can create shades of meaning particularly on how the resolution of the story mirrors contextual factors at the time how responses to texts and genres may change over time and in of the story’s production and how it may shape values and attitudes of readers. different cultural contexts Consider the representation of indigenous and white Australians offered. the role of the audience in making meaning.  Other texts include: ‘The Angry Kettle,’ ‘Hook’s Mountain’ (comparison to how narrative genre deals with issue of sustainability differently to previously studied Create a range of texts: expository texts), excerpts from ‘Cloudstreet’, ‘The Secret River,’ and ‘No Sugar.’ sustaining analysis and argument  Students can work through practice essay-style paragraphs on all of these texts, with using appropriate quotation and referencing protocols a focus on how conventions are used to create a representation of Australian using strategies for planning, drafting, editing and proofreading identity. Consider context, purpose and audience for each text, and how readers using accurate spelling, punctuation, syntax and metalanguage. from different contexts may have responded differently to the text Reflect on their own and others’ texts by:  Go over the concept of a comparative essay. Explain to students that they will need analysing and evaluating how different texts represent similar to write 1-2 paragraphs on a text they’ve studied and 1-2 paras on the unseen text, ideas in different ways comparing the way the texts convey ideas about Australian identity explaining how meaning changes when texts are transformed into  Scaffold and model example paragraphs a different genre or medium comparing and evaluating the impact of language conventions used in a variety of texts and genres. Term Two:

1-4 Group Oral Performance: Create a range of texts: TASK FOUR: (Creating) transforming and adapting texts for different purposes, contexts  Following the unit on Australian identity, students are to form groups of 3-5 and are Group oral presentation – and audiences to create an oral presentation that explores issues about Australian identity, race or students must create a 5-7 making innovative and imaginative use of language features multiculturalism. minute oral presentation that using and experimenting with text structures and language  explores or offers some insight Students may wish to create a stage drama, panel discussion, current affairs features related to specific genres for particular effects program, speech or multimodal presentation. The presentation must be didactic, about Australian culture and/or using strategies for planning, drafting, editing and proofreading insightful and/or engaging. identity. This can be in the form  A range of texts can be drawn on for inspiration and discussed in class, i.e. feature of a current affairs segment, articles about Adam Goodes or our response to refugees, memes, previously studied panel discussion, stage drama, short stories, songs, poems, Kath and Kim, etc. speech or multimodal presentation (with songs, images,  Revise concepts of context, audience and purpose, and the style of language that can videos, etc) be manipulated to achieve purpose (Due: Week 4)  Discuss the features of each possible mode of presentations. Watch excerpts of panel style forums on Youtube or TV  Form groups, decide on the topic for discussion or performance, decide on roles etc.  Students start drafting and rehearsing their performance.

Week 5: Exam preparation

Weeks 6 and 7: Semester 1 exams (TASK FIVE)

IMCC Year 12 ATAR English Program Outline 2017 – Semester 2

Term 2 Creative Writing: Short story production TASK SIX: Evaluate how texts offer perspectives through: 8-10  Go through the upcoming task (in-class creative piece and also the folio which is due (Creating) the selection of mode, medium, genre and type of text after the holidays In-class task: Creative short the ways points of view and values are represented  story based on stimulus – To prepare students for both, complete the following … the selection of language features that generate empathy or  Immerse students in reading a range of creative writing texts Students create a short story – controversy. choice of unseen stimuli in one  Expose students to a collection of short stories (preferably student-written and also period from past WACE exam papers, where students have responded to a stimulus etc.) Create a range of texts: (Due week 10) and discern what makes a successful short story using appropriate language and stylistic features to sustain a  Discuss generic features of a short story personal voice and perspective  Discuss how to “add the meat” to a story, first by mapping the basic plot and then using nuanced language adding nuances and idiosyncrasies to the characterisation to make more unique and using strategies for planning, drafting, editing and proofreading ‘real’ characters with a clear sense of voice using accurate spelling, punctuation, syntax and metalanguage.  Explore notions of a central motif, subtle references in the plot that later reveal their significance, 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, etc.)  Activities on creation of ‘voice’ in a story, and how that voice shapes our response to the text’s central themes  Students complete unseen creative writing piece based on an unseen stimulus in class in one period  The class can finalise their creative writing folio, which is due after the holidays

***STUDENTS ARE TO READ ‘THE BOOK THIEF’ OVER THE HOLIDAYS AND COMPLETE THE RELEVANT CHAPTER QUESTIONS

Term Three (final term)

1 Creative Writing Folio: Evaluate how texts offer perspectives through: TASK SEVEN:  Students are to finalise their folio (all the fortnightly creative and expository writing the selection of mode, medium, genre and type of text (Creating) pieces they have done throughout the year – worth 2.5% for submission of all of the ways points of view and values are represented Creative writing folio – them) and must select one as their best piece to complete in full, which will be the selection of language features that generate empathy or Students submit their work and marked by the teacher (worth 7.5%) controversy. choose one story to be marked  Students begin work on the novel, ‘The Book Thief’ by the teacher – minimum 2 Create a range of texts: pages long, size 12 typed font using appropriate language and stylistic features to sustain a (Due week 1) personal voice and perspective using nuanced language using strategies for planning, drafting, editing and proofreading using accurate spelling, punctuation, syntax and metalanguage.

Novel study: The Book Thief (Markus Zusak) Investigate and evaluate the relationships between texts and TASK EIGHT: (Responding) contexts by:  Go through comprehension questions In-class essay – students undertaking close analysis of texts  complete an essay from a Begin context on WW2 – retrieval chart and discussion examining how each text relates to a particular context or contexts  Read through contextual information booklet choice of three questions (no comparing the contexts in which texts are created and received. notes permitted)  Distribute student workbook and commence working through the analysis of the 1-5 (Due: Mid week 5) novel Evaluate different perspectives, attitudes and values represented  Themes focused on are The Power or Words, War & Suffering, Love, Nazi Socialism, in texts by: Guilt and the dilemma of the persecuted, The duality of human identity, Gender etc. analysing content, purpose and choice of language  Graffit lessons where significant quotes are annotated by pairs for 4 minutes, and analysing the use of voice and point of view then the pairs rotate to the next quote (A3 pages) – these are photocopied and exploring other interpretations and aspects of context to develop a added to with additional class discussion considered response.  Work through sheet on ideologies, scaffolded sample paragraphs and then students write their own. Focus on how the ideologies/values/attitudes of the context Evaluate how texts offer perspectives through: represented in the text (Nazi Germany) challenges the ideologies/values/attitudes of the ways points of view and values are represented modern Australian readers. Do sample paragraph writing on a question focusing on the selection of language features that generate empathy or the idea of contexts controversy.  Work sheet on the narrator, Death, and how Zusak establishes his unique narrative Create a range of texts: ‘voice’ using appropriate language and stylistic features to sustain a  Work through gender representations handout and again practice writing after personal voice and perspective looking at sample paragraphs synthesising ideas and opinions to develop complex argument  Go through sample essay questions and paragraphs – break down the question, plan substantiating and justifying their own responses using textual possible responses, scaffold essay writing practice paragraphs on the board as a class evidence etc using appropriate quotation and referencing protocols  Students can start drafting for their essay using strategies for planning, drafting, editing and proofreading using accurate spelling, punctuation, syntax and metalanguage.

Reflect on their own and others’ texts by: analysing and evaluating how different attitudes and perspectives underpin texts identifying omissions, inclusions, emphases and marginalisations

6-9 Film Study: Gran Torino (Oral presentation) Investigate and evaluate the relationships between texts and TASK NINE: (Responding) contexts by: Group Debate – students must  Students watch the film in its entirety undertaking close analysis of texts create a 5-7 minute oral  Brainstorm: Discuss prominent themes and issues that are explored in the film examining how each text relates to a particular context or contexts presentation that explores two  Re-watch the film whilst stopping throughout during significant scenes, with a comparing the contexts in which texts are created and received. readings of the film, focusing particular focus on use of film conventions to portray key issues, character primarily on class/gender. representations and reflect contextual issues pertaining especially to gender and race Evaluate different perspectives, attitudes and values represented (Due: Week 9) in texts by:  Discuss ideologies in the film and how they are endorsed or subverted through the analysing content, purpose and choice of language characters and their experiences analysing the use of voice and point of view  Apply reading lenses to the text – discussion of how gender and race is constructed, exploring other interpretations and aspects of context to develop a the representations of class etc., and how these representations empower or considered response. disempower those groups through their portrayal in the film  Discussion of reading practices – how our own context or privileging of certain Evaluate how texts offer perspectives through: reading strategies can help viewers develop their understanding of the film the selection of mode, medium, genre and type of text (dominant, resistant, feminist, Marxist reading practices) the ways points of view and values are represented  Go through the task with students, scaffolding how they can showcase dominant and the selection of language features that generate empathy or resistant readings of the film controversy.  Students are put in groups and given a debate topic. There debate will either focus on gender or class, with opposing teams taking an affirmative or negative stance, Create a range of texts: which will thus showcase how to explore two readings of the film, using evidence using appropriate language and stylistic features to sustain a from the film to support their assertions. personal voice and perspective  Students begin working on their presentations synthesising ideas and opinions to develop complex argument substantiating and justifying their own responses using textual evidence using appropriate quotation and referencing protocols using strategies for planning, drafting, editing and proofreading

Reflect on their own and others’ texts by: analysing and evaluating how different attitudes and perspectives underpin texts questioning the assumptions and values in texts identifying omissions, inclusions, emphases and marginalisations discussing and evaluating different readings of texts.

10 - Mock Examination All syllabus points revised TASK TEN: holidays (Responding/Creating) Week 10: Exam – 3 hour examination  Students revise course content for Semester One and Two that tests students on  Practice exam paper and look at past responses knowledge of Semester 1 and 2  Student revision seminar to be conducted to revise key concepts and texts content (Exams: Term 3 Holidays)