Program Outline 2017 Semester 2

IMCC Year 8 Course 1 Program Outline 2017 – Semester 2 Term Three:

Weeks Teaching Content/ Focus Western Australian Curriculum strands Assessment addressed

1-3 Two Weeks With the Queen Understand how conventions of speech adopted by TASK 5: communities influence the identities of people in those (Productive/Creating) 15% Week 1-2 communities (ACELA1541) Group performance/Character analysis. • Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge Show a PowerPoint that goes through a feeling/emotion and ask students what we Recreate a scene from the play/create a different perspectives (ACELY1730) can learn about the situation. Example - Sad expression, frowning, crying, pat on • Use interaction skills for identified purposes, using voice character (3D), role of character, the shoulder etc. and language conventions to suit different situations, personality of the character. selecting vocabulary, modulating voice and using  Discuss dramatic conventions  specific actions and techniques the actor, elements such as music, images and sound for specific Group performance - TBA writer or director has employed to create a desired dramatic effect/style. effects (ACELY1808) • Plan, rehearse and deliver presentations, selecting and (Due end of week 3) Expression: (Facial expression to show emotions). Convey emotions, develop the sequencing appropriate content, including multimodal story and communicate the feelings and thoughts of the characters to the elements, to reflect a diversity of viewpoints ONGOING: audience. (ACELY1731) Successful English 2: • Experiment with text structures and language features 15 minutes at the start of each lesson. to refine and clarify ideas to improve the effectiveness Tone: Does your voice sounds appropriate - perhaps harsh or soft, angry or happy? of students’ own texts (ACELY1810) • Explore the ways that ideas and viewpoints in literary Pace: Speed in which you speak. It may show that you are nervous if you speak texts drawn from different historical, social and cultural fast. contexts may reflect or challenge the values of individuals and groups (ACELT1626) Volume: The loudness or quietness speech. What does this tell us about what the • Identify and evaluate devices that create tone, for character is feeling or trying to say? example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts Body language: body language plays a crucial part in telling the audience about (ACELT1630) the character they are playing. • Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and Props/Set: the items that are held or used by an actor in a scene to make it more plays (ACELT1767) realistic/ help create the background to a drama. • Create literary texts that draw upon text structures and language features of other texts for particular purposes Students to create a mind map/graphic organiser explaining each and coming up and effects (ACELT1632) with examples they already know if for each.

Dramatic convention:

 Research background of the play, defining AIDS and Leukaemia  Read the play aloud in class (if students wish to play a part, allow them to do so).  After each scene discussing dramatic conventions present. Why are these conventions used here? What do we learn about the scene by using these? Students may want to document this.

 Complete comprehension questions related to the plot of the play. Resource?  Complete characterisation chart, collecting evidence from the play. Resource?

Week 3  Introduce assignment  Allow time for writing and rehearsing

4 - 9 Film Study – Wall-e Analyse how the text structures and language features TASK 6: of persuasive texts, including media texts, vary according to the medium and mode of communication (Receptive/Responding) 10% SWAT CODES – (ACELA1543) Film Image Analysis & viewing  Symbolic (lighting, colour) Investigate how visual and multimodal texts allude to or booklet.  Written (anything you need to read on screen – newspaper) draw on other texts or images to enhance and layer  Audio (dialogue, music) meaning (ACELA1548) Students complete an SEEN viewing Interpret the stated and implied meanings in spoken  Technical (camera angles/shots – high/low, birds eye, extreme texts, and use evidence to support or challenge different test on visual conventions used in close up/close up/mid-shot/long shot/extreme LS) perspectives (ACELY1730) stills from the film Understand and explain how combinations of words and images in texts are used to represent particular Completed viewing booklet from the  Students will view a feature film twice and on the second viewing groups in society, and how texts position readers in class. relation to those groups (ACELT1628) complete a Viewing Booklet, with comprehension questions Recognise and explain differing viewpoints about the  Complete practice questions, similar to those in the viewing test world, cultures, individual people and concerns (Due: Week 9)  Discussion point – sustainability. represented in texts (ACELT1807)

https://www.youtube.com/watch?v=vMSLgxj2dxk

Week 10 Read Crow Country Term Four:

1-6 Novel study – Crow Country by Kate Constable Understand how cohesion in texts is improved by TASK 7: strengthening the internal structure of paragraphs (Receptive /Responding) 15% through the use of examples, quotations and Assessment Essay response.  Complete Comprehension questions. Resources substantiation of claims (ACELA1766)  Discuss narrative conventions used in the novel • Understand the effect of nominalisation in the writing Students prepare their responses in class  Setting of informative and persuasive texts (ACELA1546) and at home to questions about • Recognise that vocabulary choices contribute to the  Characterisation (2) character, and how the character shows  Point of view specificity, abstraction and style of texts (ACELA1547) • the theme/message presented in the  Plot Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural text. Seen essay question. Drafting in  Theme/messages (narrative conventions show the theme) contexts may reflect or challenge the values of class. Students can bring in their 2 individuals and groups (ACELT1626) quotes and drafts. 2 lessons if needed.  Complete activities on themes and issues presented in the text. • Explore the interconnectedness of Country and Place,  Model how to write a paragraph using TEELR. Students write two People, Identity and Culture in texts including those by (Due: Week 6) Aboriginal and Torres Strait Islander authors paragraphs to a practice question in class. (ACELT1806)  May want to use a fill in the blanks strategy and slowly encourage • Understand and explain how combinations of words students to write full sentences to full paragraphs on their own. and images in texts are used to represent particular  Allow time for drafting and editing to the assessed essay question groups in society, and how texts position readers in relation to those groups (ACELT1628) ONGOING: (planning for the intro and 1 one body paragraph only). Successful English 2: • Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807) Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767) Review of all outcomes TASK 8: (Receptive) 7- 9 Exam revision Examination 15%  Students revise the concepts learned over the semester  Provide students with a practice exam in the same style as the one Students complete an exam that they will be given and work through some practice questions, etc. tests their knowledge of spelling, grammar, comprehension of a poem and the novel.

(Exams Week 9)