Irene McCormack Catholic College Year 11 General English Program Outline 2016 – Units 1 and 2



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Irene McCormack Catholic College

Year 11 General English

Program Outline 2016 – Units 1 and 2



Weeks

Teaching Focus

Content Addressed

Assessment


Term One


1-5



Advertising

  • WEEK ONE - Go through scheme of assessment and explain the course content. Ensure students all know the novels they must have for later in the year. Ensure they all know classroom expectations. Go through the Assessment Policy with regards to late assessments.

  • Students will be recognising and applying the skills needed for Advertising.

  • Identify purpose of Advertising.

  • View Advertising PP.

  • Recognise skills used to present an Advertisement (AIDA theory).

  • Target audience.

  • Technical and symbolic codes.

  • Shot type and angles, colours and objects.

  • Written codes, headlines and captions, persuasive language.

  • Explain desire and action created by advertisements.

  • Analysing conventions used in Advertisements.

  • Identify the purpose and power of celebrities in Advertisements.

  • Completion of AIDA table.


  • Research skills in investigating a well-known celebrity.

  • Revise persuasive language skills.

  • Revise paragraph structure (TEELR) and be able to write coherent extended written responses.

  • Complete advertisement analysis.




Consider the ways in which texts communicate ideas, attitudes and values, including:

  How text structures and written and visual language features are used to communicate information and influence audiences

  How conventions of written and visual language shape audience response


  • How social, community and workplace texts are constructed for particular purposes, audiences and contexts


Create a range of texts by:

  Using text structures and language features to communicate ideas and information in a range of media and digital technologies


Use strategies and skills for comprehending texts, including:

  Posing and answering questions that clarify meaning and promote deeper understanding of the text


Use information for specific purposes and contexts by:

  Understanding how texts are structured to organise and communicate information





Term 1

Week 4/5

Short Answer Response

6-9




Sustainability advertisement

  • Research sustainability issues.

  • Made note of three areas of interest.
  • Selected one to focus on for their sustainability advertisement.


  • Use computers to prepare images and texts for advert, making sure the advertisement techniques were employed.

  • Revision of TEEL paragraph structure and AIDA theory.

  • Completion in class of assessment questions about their advertisement.



Start Reading excerpts from autobiographies in Week 10.



Create a range of texts by:

  Use appropriate language, content and mode for different purposes and audiences in everyday, community, social, further education, training and workplace contexts

  Use strategies for planning, recording sources of information and proofreading.

  Developing appropriate vocabulary and sentence structures and using accurate spelling, punctuation and grammar

  Consolidating literacy skills for the workforce or further training


Use information for specific purposes and contexts by:

  Use strategies and tools for collecting and processing information, for example, informational organisers.

  Locating and extracting information and ideas from texts, for example, skimming and scanning

  Understanding how texts are structured to organise and communicate information


Consider the ways in which texts communicate ideas, attitudes and values, including:

  How social, community and workplace texts are constructed for particular purposes, audiences and contexts





Term 1

Week 8

Creating a sustainability advert.

Term 1

Week 9

In-class response to their sustainability advert



Term Two


Weeks 1-5




BIOGRAPHY oral presentation


  • What is a biography? Students learn about the purpose of a biography and the skills needed to write about personal experiences of someone else in an engaging and interesting manner.

  • Class discussion - Has anyone ever read a biography? Students brainstorm.

  • In pairs, share some ideas about why people might write a biography. Feedback ideas to the class.

  • Discussion of various reasons and purposes for writing a biography.

  • Students look at examples of biographies

  • Students explore what makes a good biography/3rd person narrative by examining various examples.

  • Revise elements of descriptive writing - focus on adverbs, adjectives, dialogue etc.

  • Paired 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 compose a 4-minute presentation on a person that inspires them (can be someone famous, or someone they know.)

  • Research skills and interview skills

  • Students compile a PowerPoint presentation to accompany their assessment




Use strategies and skills for comprehending texts, including:

  Relate texts to personal life and other texts

Communicating and interacting with others by:

  Communicate ideas and information clearly

  Adapt listening behaviours to different contexts

  Working collaboratively and cooperatively


Use information for specific purposes and contexts by:

  Locating and extracting information and ideas from texts, for example, skimming and scanning

  Understanding how texts are structured to organise and communicate information



Term 2

Week 5

Oral

6-9



Film study – The Pursuit of Happyness

  • Revise film conventions, SWAT codes.

  • Contextual knowledge of film.

  • Understand how film codes and conventions shapes out viewing of a film.

  • Understand how themes can be represented through film codes to make a comment on an issue.

  • Recognise and identify film genre and language.

  • SWAT codes and narrative codes and conventions.

  • First viewing of film.

  • Complete comprehension activities of film and activities.

  • Deconstruction of certain scenes.

  • Look at portrayal of characters and issues.

  • Revision of TEEL paragraph structure.

  • Students answer in paragraphs, questions about three film elements – plot, technical codes and characters.

*** In Week 10, students are to begin reading The Story of Tom Brennan and answering chapter questions on it. Some reading should be set for homework over the holidays, if not completed before the end of term.



Use strategies and skills for comprehending texts, including:

  Predict meaning by interpreting text structures, language features and aural and visual cues.

  Posing and answering questions that clarify meaning and promote deeper understanding of the text
Consider the ways in which texts communicate ideas, attitudes and values, including:

  The use of narrative techniques, for example, characterisation and narrative point of view.




Term 2

Week 8

Booklet
Week 9

3 Comprehension questions unseen.



Term Three

1-4


4-6


Novel study – The Story of Tom Brennan

Students will be reading the text in class.

-Study the differences between a novel and an expository text.

-Exploration of context including, the history of alcohol abuse amongst teenagers and the effects of drink driving.

-Chapter summaries and activities.

-Comprehension activities based on narrative elements such as character, plot, setting and dialogue.

-Study of themes and symbolism.

-Complete some creative writing –style activities on the text.

-Short written responses relating to the text.


Character Journal

Complete character profile sheet.

Students complete one of the following three tasks – rewrite a major event from the novel from their chosen characters POV, create of plan for a sequel to the story from the POV of their chosen character or to create an alternate ending for the story from the POV of their character.

Students work on task in class.

Front and back covers are to be included.





Use strategies and skills for comprehending texts, including:


consolidating comprehension strategies

making inferences from content, text structures and language features

summarising ideas and information presented in texts

Consider the ways in which context, purpose and audience influence meaning, including:


the effects of media, types of texts and text structures on audiences

Using information for specific purposes and contexts by:


using a range of strategies for finding information

Create a range of texts:


using appropriate vocabulary, sentence structures, accurate spelling, punctuation and grammar

using persuasive, visual and literary techniques to engage audiences in a range of modes and media






Term 3

Week 5

Novel study booklet
Week 7

Character Journal

7-11



Creative Writing

  • Review narrative conventions including point of view, title, symbolism, characterisation, language, plot.

  • Students read and review a variety of short stories in class.
  • Comprehension and other activities to be completed on the various studied texts.


  • Students write a short story of your own on a Fantasy theme, applying the short story conventions that have been studied in class.

  • Students think of the usual “wh” –questions: Who says what, to whom, when, how and why?

  • Asking such questions involves asking: What is the story about? Which point of view is the story told from? Who are the characters? When does the story take place? Where does the story take place?

  • Brainstorm to come up with short story ideas.

  • Students decide on one idea for their story.

  • Short story draft

  • Proofread draft and edit by using a coloured pen. Changes are to be evident.

Submitted short story is to be typed.

Draft and brainstorming page to be included in the submitted assessment.





Use strategies and skills for comprehending texts, including:


consolidating comprehension strategies

making inferences from content, text structures and language features

summarising ideas and information presented in texts

Consider the ways in which context, purpose and audience influence meaning, including:


the use of language features, such as tone, register and style to influence responses.

Create a range of texts:

using appropriate vocabulary, sentence structures, accurate spelling, punctuation and grammar

using persuasive, visual and literary techniques to engage audiences in a range of modes and media

selecting text structures, including introductions and conclusions, paragraphs, topic sentences, connectives, and logical sequencing of ideas and events to communicate ideas in written texts

planning, organising, drafting and presenting information or arguments for particular purposes and audiences.





Term 3

Week 10

Creative Story

Fantasy theme


Students can watch a selection of documentaries of their choice during the holidays and make brief notes on a Response sheet in the holidays.
Term Four

1-5



Documentary Pitch

  • Revise documentary codes and conventions.

  • Discuss the purpose of documentaries is to intended to document some aspect of reality, primarily for the purposes of instruction or maintaining a historical record and that it is a "film-making practice, a cinematic tradition, and mode of audience reception" that is continually evolving and is without clear boundaries.

  • Show students documentary excerpts or whole texts to show examples of conventions and how they persuade and provide a version of reality

  • Students put into groups to devise a concept for their own documentary and what version of reality they want to persuade viewers of. Groups have to come up with a storyboard ‘pitch’ to a producer that would explore their application of conventions to persuade viewers (what interviews, what shots, statistics, locations? etc.?)

  • Scaffold the planning and drafting for the oral presentation and how to create a documentary ‘pitch’ storyboard on PowerPoint. Provide scaffolded example of a pitch.

  • Rehearse and offer feedback to a partner




Consider the ways in which context, purpose and audience influence meaning, including:

the ways in which main ideas, values and supporting details are presented in social, community and workplace texts

the effects of media, types of texts and text structures on audiences

the use of language features, such as tone, register and style to influence responses.

Using information for specific purposes and contexts by:


locating and selecting information from a range of sources

identifying the relevance and usefulness of each source depending on the context in which used

using a range of strategies for finding information.

Create a range of texts:


planning, organising, drafting and presenting information or arguments for particular purposes and audiences.

Communicating and interacting with others by:


speaking coherently and with confidence for different audiences and purposes

being receptive to others’ ways of thinking and learning

evaluating the effectiveness of their own contribution to group tasks and activities

interacting confidently with others.






Term 4

Week 6

Oral Task






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