Irene McCormack Catholic College Year 8 Course 1 English

Course Outline 2019 (Semester 1)Term One:

Weeks Teaching Content/ Focus Assessment

Please note: Course 1 English prepares students to pursue a non-ATAR pathway. As such, the course content is somewhat similar to Course 2 English but is modified  to meet  the needs of  students.  Differentiation occurs  between these courses   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 are 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)

1-6 Go through scheme of assessment

1. Graphic Novel study – Parvana by Deborah Ellis

Research: Locate Afghanistan on a world map, name and locate the capital of Afghanistan; what languages are spoken in Afghanistan, what was the Silk Road and why is it important in Afghanistan’s history, who are the Taliban, what role do the Taliban believe women should play in society, who invaded Afghanistan this century, how has life changed for women in Afghanistan since the Taliban left?. Use Resource Sheet.

http://education.abc.net.au/home#!/media/598705/escape-from-kabul http://www.abc.net.au/btn/classroom/afghanistan/10532786 http://education.abc.net.au/home#!/media/1164134/razia-s-refuge Based on the information gathered in these links and discussions, students are to create

an infographic about life in Afghanistan focusing on Women, Children, Religion, Education, Taliban, War, Identity and Freedom. Display the ‘best bits’ in the classroom.

Explain the link between Deborah Ellis, Nora Twomey and Angelia Jolie. Show trailer of

Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766)

Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)

Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view (ACELY1734)

Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural

Task 1: Parvana Booklet (receptive/responding). 10%

Research activity booklet.Short answer booklet to cover character, setting, plot, themes and graphic novel conventions. Include a paragraph response to a question.

(Due start of week 6)

6-10

The Breadwinner. https://www.youtube.com/watch?v=ZKxzlNE9_7Y Read the graphic novel as a class and complete comprehension questions. Introduce the term ‘narrative conventions. Students create a graphic organiser/mind map

summarising each. Narrative and graphic novel conventions: Refers to the elements and techniques

employed by the writer to make meaning in a story Setting, Point of view, Plot conflict, Characterisation Themes/Issues (2 only for C1) Colour Shot/angle Symbolic codes

Take students to the library to read a variety of graphic novels and highlight particular features they find effective

Work through the Parvana work booklet as a class. This booklet guides students through the graphic novel, looking at narrative and graphic novel conventions.

2. Two Weeks with the Queen

Students will watch an abridged version of the text as performed by Year 8 drama class in week 8/9.

Discuss dramatic conventions specific actions and techniques the actor, writer or director has employed to create a desired dramatic effect/style.

Structure: Discuss the use of speaker, stage direction, dialogue. Introduce them to a script and highlight each feature.

Expression: (Facial expression to show emotions). Convey emotions, develop the story and communicate the feelings and thoughts of the characters to the audience.

Tone: Does your voice sounds appropriate - perhaps harsh or soft, angry or happy?

Pace: Speed in which you speak. It may show that you are nervous if you speak fast.

contexts may reflect or challenge the values of individuals and groups (ACELT1626)

Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)

Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)

Understand how conventions of speech adopted by communities influence the identities of people in those communities (ACELA1541)Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730) Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731) Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810) Explore the ways that ideas and viewpoints in literary texts drawn from

ONGOING:Education Perfect

TASK 2:(Productive/Creating) 15%Group performance

Group performance of a scene in the play

(Due end of week 10)

ONGOING:Education Perfect

Volume: The loudness or quietness speech. What does this tell us about what the character is feeling or trying to say?

Body language: body language plays a crucial part in telling the audience about the character they are playing.

Props/Set: the items that are held or used by an actor in a scene to make it more realistic/ help create the background to a drama.

Students to create a mind map/graphic organiser/infographic explaining each and coming up with examples they already know if for each.

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). Complete comprehension questions related to the plot of the play. Complete characterisation chart, collecting evidence from the play. After each scene discussing dramatic conventions present. Why are these

conventions used here? What do we learn about the scene by using these?

Week 8 Introduce assignment Place students into groups, allocate scenes and allow time for writing and

rehearsing

different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626) Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630) Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767)

Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632)

Term Two:

Weeks 1-5

3. Myths and Legends analysis test

Introduce the features of a myths and legends and how they differ from other genres. (Re-cap narrative conventions, plot, setting, characterisation, point of view, etc. for a comparison)

Features: Short Single focus (characters, setting, themes) Few characters (2/3) Usually 1 setting Ends after the climax

Go through a variety of myths and legends in class, modelling annotations, analysis and example responses

Annotations – refer to ‘annotation worksheet’. Model this. Focus should be on themes, representations, etc. Inform students about the upcoming test and work through sample questions and model with the

class how to write concise and well-supported/articulated responses that address the question

Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542)

Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766)

Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)

Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)

Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)

Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767)

TASK 3: (Receptive/respondin). Myth or Legend analysis test 10%

Comprehension of an unseen myth or legend. Short answer responses required.

(Due week 5)

ONGOING:Education Perfect

6- 8 4. Exam revision Students revise the concepts learned over the semester Provide students with a practice exam in the same style as the one they will be given and work

through some practice questions, etc.

***During the exam weeks when we see students in class and for the remainder of the term, classes are to begin working on and researching poetry.

Review of all outcomesTASK 4: (Receptive) 15%Examination – Week 8

WEEK 9-10 Begin Poetry unit.

SEMESTER TWO

Weeks Teaching Content/ Focus Western Australian Curriculum strands addressed

Assessment

Term Three:

1-5 5. Writing Poetry

Introduction to poetry – Define differences between poetry and prose. (i.e. Rhythm)

Poetry – Poetry is more rhythmical, formal and metered in terms of structure. Lines are considered to be the basic units of poetry (not sentences). Poetry often has some rhymes and relationships between its words.

Prose – form of language that has no formal metrical structure. It applies a natural flow of speech, and ordinary grammatical structure rather than rhythmic structure

Class discussion about what rhythm is and examples of where rhythm can be found (poetry, music). Play examples of some songs and students try to identify the beat/rhythm in a song. Do the same with poetry (Iambic pentameter – 10 syllables total – 5 stressed).

http://www.literarydevices.com/pentameter/ http://www.literarydevices.com/rhythm/

Define, identify and use adjectives and adverbs in writing.

Understand how conventions of speech adopted by communities influence the identities of people in those communities (ACELA1541)Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730) Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731) Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810) Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626) Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630) Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767) Create literary texts that draw upon text structures and language features of other texts for

TASK 5:(Productive /Creating)Poetry Anthology 10%Construction of original poetry covering *Rhyming couplet * Simile/metaphor *Personification *Onomatopoeia *AlliterationPresent the 6 poems in a Poetry Anthology booklet.

(Due week 5)

ONGOING:Education Perfect

Adjective – descriptive word that describes a noun.

Adverb – describes, modifies or provides more information about a verb in a sentence. Usually ends in ‘ly’. (see example sheet).

Example: "I have the most beautiful dog," the dog is the noun, beautiful is the adjective describing the noun, and most is the adverb describing beautiful.

Students are given written samples (written work/poetry) and need to identify the adjectives and adverbs present. Students then complete sentences/construct their own sentences with given adverbs/adjectives. Students then compose their own sentences (based on topics of interest to them) that must include adjectives, adverbs of their own choice.

http://grammar.yourdictionary.com/parts-of-speech/adverbs/what-is-an-adverb.html

Define figurative language/figures of speech - similes, metaphors, personification, onomatopoeia, and alliteration. Create a graphic organiser/mind map that highlights each figure of speech with an example. Watch the video as an introduction to different types of figurative language and create their mind maps.https://www.youtube.com/watch?v=1hrmJs_5yfI

Provide examples of poems/songs where students identify which figure of speech is present.

Simile – A simile is a figure of speech that compares two things that are alike in some way. To help you identify a simile the words “like” or “as” are typically used in a simile.

Metaphor - a figure of speech containing an implied comparison, in which a word or phrase ordinarily and primarily used of one thing is applied to another.

Complete activities on these to develop students’ skills in using figurative

particular purposes and effects (ACELT1632)

language in the relevant booklet.

Show students examples of metaphors and similes in poetry and ask them to identify the simile/metaphors in each. Possibly give students some examples of metaphors (website below) and see if they can explain the meaning of it.

http://examples.yourdictionary.com/examples-of-simile-poems.html http://examples.yourdictionary.com/metaphor-examples.html

Students practice writing their own poems (simile and metaphor). Brainstorm topic/theme of interest to them and write down some key things they would like to write about that theme/topic. Students then come up with a list of words/sentences that they could use in their poem for that theme/topic. You may want to do a whole class example (Topic could be school).

Save the best simile and metaphor poem for their assessment booklet – hand it in to the teacher, to be returned when compiling the anthology booklet.

http://www.poetry4kids.com/blog/news/simile-and-metaphor-poetry-lesson/

Extension activity: complete worksheets for similes and metaphors.

Rhyming couplets, personification

Rhyming Couplets – is two line of the same length that rhyme and complete one thought. (student to focus on the meter/number of syllables present in given examples)

Personification - Giving human characteristics to non-human things, such as animals, inanimate objects, or ideas. For example, “The sun smiled down on the beach.”

Show students examples of Rhyming couplers and personification in poetry

and ask them to identify them. Give students some examples of rhyming couplets and ask them to count the number of syllables present (link below). Ask students to choose 5 items from their pencil cases/classroom and give them an opportunity to personify them.

http://examples.yourdictionary.com/examples-of-rhyming-couplets.html

Students practice writing an example poem for each type figure of speech.

Save the best rhyming couplet and personification poems for assessment booklet – hand it in to the teacher, to be returned when compiling the anthology booklet.

http://www.poetry4kids.com/blog/lessons/poetry-writing-lessons/

Onomatopoeia, alliteration

Onomatopoeia – is a word that actually looks like the sound it makes, and we can almost hear those sounds as we read. Here are some words that are used as examples of onomatopoeia: slam, splash, bam, babble.

Alliteration - Repeating the consonant sounds at the beginnings of nearby words, such as the “p” sound in the words “My puppy makes pizza” in the poem

Show students examples of onomatopoeia (link below) and highlight the onomatopoeia. Show students examples of alliteration in poetry (link below) and highlight the alliteration present. Complete alliteration worksheets (extension).http://examples.yourdictionary.com/5-examples-of-onomatopoeia.htmlhttp://examples.yourdictionary.com/examples-of-alliteration-poems.htmlhttp://www.poetry4kids.com/blog/lessons/poetry-writing-lessons/

Presentation and compilationAllow student to edit/finish their poems and to add images to each poem and complete a front cover and contents page.

Students can practice writing a metaphor poem, simile poem, personification poem, alliteration poem, and onomatopoeia poem using the relevant booklet

Resources: Complete activity sheets on simile, metaphor, personification, alliteration etcYou tube links:

Students write their own poems for each form Extra activities: shape, acrostic, limerick, rap. Introduce the assessment – Task One in assessment section.

Term 36 - 10

and

Term 4Week

1-2

6. Film Study – Wall-e

SWAT CODES – Symbolic (lighting, colour) Written (anything you need to read on screen – newspaper) Audio (dialogue, music) Technical (camera angles/shots – high/low, bird's eye, extreme close

up/close up/mid-shot/long shot/extreme LS)

Students will view a feature film twice and on the second viewing complete a Viewing Booklet, with comprehension questions

Complete practice questions, similar to those in the viewing test Discussion point – sustainability.

Students create and write their own storyboard based on a very short narrative. Then using Lego Figures, they employ as many SWAT codes as possible to convey the narrative. This is then presented to the class.

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

Assessment next term

Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication (ACELA1543) Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548) Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730) Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628) Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)

TASK 6:(Receptive/Responding) 10%Film Image Analysis & viewing booklet.

Students complete a SEEN viewing test on visual conventions used in stills from the film

Completed viewing booklet from the class.

(Due: Term 4, Week 1/2 )Unit continues after the holidays and is assessed next term

Term Four:

2-6 7. Speeches and Persuasive texts

Watch and read a variety of speeches and persuasive texts. R Discuss conventions used in the text;

Main contention Evidence Attacks Emotive language/appeal Anecdote Tone Rhetorical Question Facts/stats Expert opinion

https://smithsystem.com/smithfiles/2017/11/29/top-10-benefits-flexible-seating-classroom/#Class to use this link for research purposes.

Complete activities on issues and conventions presented in the persuasive speeches.

Model how to write a persuasive speech Students brainstorm, plan, draft and finalise their speeches in pairs or small

groups Revise oral delivery skills Students practice and rehearse, and peer review to provide feedback on

delivery

Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766) Understand the effect of nominalisation in the writing of informative and persuasive texts (ACELA1546) Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547) Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626) Explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806) Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628) 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)

TASK 7: 15%(Receptive /Responding)Assessment Oral Production.

Students research and prepare a persuasive speech in pairs/small groups on Why IMCC should have open learning areas/ flexible class rooms.

(Due T4 Week 6)

ONGOING:Education Perfect

7- 9 8. Exam revision Students revise the concepts learned over the semester Provide students with a practice exam in the same style as the one they

will be given and work through some practice questions, etc.

Review of all outcomes TASK 8: (Receptive)Examination 15%Students complete an exam that tests their knowledge of spelling, grammar, comprehension of a poem and the novel.

(Exams Week 9)