IMCC Year 7 English Extension2017 Programme.

Weeks Teaching Content/ Focus Western Australian Curriculum strands addressed

Assessment

Please note: Course 3 and Extension English both share similar goals: they extend students and prepare them for an eventual ATAR pathway. As such, the course content is relatively similar, yet differentiation occurs between them 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 is 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)

Term One:

Term One

Weeks 1-4

Narrative Study Go through unit outline and expectations Ice-breaker – favourite movies, books, comics, TV shows, magazines,

websites, social media – do as a brainstorm in books. These are all text types and you will study many of these over your time at high school.

Grammar Basics – Nouns, Verbs, Adjectives, Adverbs Introductory activities to creative writing Harry Potter Excerpt – language activity – read through text and highlight

adjectives and descriptive passages. What adjectives were used to describe how the students’ were feeling? Brainstorm feelings about their first day at IMCC. Focus on descriptive language using a variety of texts as examples – check

textbook Example paragraphs. Story starters – exciting ways to start a story, boring ways to start a story.

Brainstorm ideas as a class, display good ideas in class Use textbook to compliment teaching – various pages on language – parts of

speech and punctuation. Narrative structure – orientation, characters, setting, problem, solution,

resolution Deconstruct assignment and brainstorm possible ideas for task - My First Day

at Summer Camp, on a Spaceship, on a deserted island etc .

Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)Understand the use of punctuation to support meaning in complex sentences with phrases and embedded clauses (ACELA1532)Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)Plan, draft and publish imaginative, informative and persuasive texts selecting aspects of subject matter and

ONGOING:SPELLING – PATHWAYS TO LITERACY EXCELLENCE (photocopied resource)Units 1 – 8 in Term 1

TASK 1 (Productive) – Week 4Narrative – My First Day As A…Focus on:

Narrative structure Structure of writing ie. Use

of sentences and paragraphs

Descriptive language

Term 1Successful EnglishPart 1

Review paragraph structure – when do we need a new paragraph? Model/scaffold paragraphing skills, and work through planning pages. Model editing and redrafting skills with whole class. Students write their own creative piece. Peer assessment and editing checklist.

particular language, visual, and audio features to convey information and ideas (ACELY1725)

Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)

Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625)

4-9 Exposition Split class in half and present arguments for and against – the motor car is a

mistake. Collect points on the board. Discuss language used – emotive, modality, impersonal, facts and opinions. Modal verbs Give students 5 minutes to respond to topic ‘Dogs Are Better Than Cats’.

Discuss answers. Discuss features of an exposition, not always a letter, could be a speech or

article etc. Discuss advertisements are also expositions – they are persuasive texts. Distribute ad to discuss features – colours used, text, emotive language,

target audience, arguments made, facts and opinions etc. Use magazines and find a variety of advertisements. Paste and annotate with

the persuasive features used. Use Aquarium activity and AFOREST to go over more persuasive techniques Students write their own persuasive paragraph for a tourist attraction in

Western Australia. They must include each AFOREST technique. They may type this and include images of their attraction or handwrite and draw images. Display these in the classroom.

Introduce CHEESEBURGER structure – model on board. To help students with strengthening their main points, demonstrate how to

use CHICKEN FEET. WHOLE CLASS ACTIVITY – demonstrate how to write a simple exposition

‘Cheeseburgers are the best’. Model introduction, a body paragraph, saucy paragraph and conclusion.

CONTEXT – Our School/Community Should Be More Sustainable – possible extension - community

What did they do in Primary School that was sustainable? What do they do at home that is sustainable? Why do we need to be sustainable? What evidence have you seen at our College that we are sustainable?

Use the worksheet to guide students through learning about sustainability and gathering some facts that they could use in their exposition.

After learning about sustainability initiatives, what could be suggested that

Understand how accents, styles of speech and idioms express and create personal and social identities (ACELA1529)Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531)Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763) Understand the use of punctuation to support meaning in complex sentences with phrases and embedded clauses (ACELA1532)Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536)Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)Plan, draft and publish imaginative, informative and persuasive texts selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)Edit for meaning by removing repetition,

TASK 2 (Productive) – Week 9/10Exposition – On an issue of environmental sustainability (written in timed conditions, with draft)Focus on:

Exposition conventions Introduction Conclusion 3 body paragraphs of main

idea and supporting statements

Correct sentence structure

the College/Community does? What recommendations would you make to the Principal/Local Mayor? What would be the benefits?

Check language – can you change your statements so they are higher modality, emotive, nominalised?

Model how to select 3 main points in their exposition. Use CHICKEN FEET to help the students flesh out their arguments.

Using the points put them into the scaffold. Write a draft – CHEESEBURGER structure (intro, 1st argument, 2nd argument,

3rd argument, rebuttal, conclusion) Using previous lessons work ask students what further research they could do

to improve their argument. What facts might be useful? Focus on emotive and descriptive language. Where can they add this to their

exposition? Can they make their statements/arguments stronger? Give students class time to work on their arguments. IMPORTANT that drafts are read and marked to help students with the

redrafting process. Students type their final good copy and submit this in Week 9.

Week 10 – complete grammar and comprehension lessons to prepare for Naplan (also go through past NAPLAN tests)

refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726) Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (ACELY1727)

Term Two:

TERM TWO

Weeks1-2

NAPLAN Preparation Language and grammar activities – review Term 1 Comprehension activities Creative writing – review Narrative structure, provide a stimulus, could

complete orientation and problem and a partner completes the story Expository writing – review Exposition structure, provide an idea, working

in pairs provide opposing arguments Spelling, Grammar and Comprehension Test Week 2 (try to provide

feedback and review prior to NAPLAN) Plenty of resources in the storeroom that have NAPLAN practice questions

Understand the use of punctuation to support meaning in complex sentences with phrases and embedded clauses (ACELA1532) Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them (ACELA1539) Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

ONGOING:SPELLING – PATHWAYS TO LITERACY EXCELLENCE (photocopied resource)Units 9 – 18 in Term 2

TASK 3 (Receptive) – Week 2Spelling, Grammar and Comprehension Test

Assess retention of concepts taught during Term 1

Provide feedback for future language lessons

Term 2Successful English Part 2

3NAPLAN NAPLAN TESTING – Week 3

4-5 Students read and do context and comprehension questions for ‘Honey Spot’

6 EXAM REVISION

EXAM

TASK 4: EXAM - Week 7/8(Receptive and Creative)

Weeks7-10

HoneySpotIntroduction to Plays

Read as an introduction 'My First Ever Go At Bomb Disposal' Discuss features and why it is interesting What do they know about plays? Have they seen a play?

http://www.slideshare.net/suelewington/dramatic-features-of-a-play

Features of a Script Use worksheet ‘Features of a Script’ and follow through. Students will use

their MACs to complete the terminology. Discuss any they could not find Annotate a section of script from Honey Spot with the features Compare to a section from Taming of the Shrew Discussion of the

evolution of drama

How We Speak Speech directions tell the actor they way in which the character should be

speaking. Brainstorm a variety of ways in which people speak eg. Whisper, shout, stutter etc

Students to take turns reading the same sentence in different ways and with different emotions

Context Complete the worksheets ‘Nyoongar People’ and ‘People of Kings Park’ Ask students to write down 5 facts about the Nyoongar people. Complete the worksheet ‘Two Sides’ to introduce students to Aboriginal

History. Discuss answers. In pairs students could write a short paragraph from the perspective of an Aboriginal and Explorer.

Image analysis of iconic images of Aboriginal Australians ie. Tent embassy, stolen generation

Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531)Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)Plan, draft and publish imaginative,

TASK 5 (Productive) – Week 10Students create an additional scene for the play and analyse the characters and themes present.

Dramatic Conventions Characterisation Theme Sentence structure

Reading of poems from Aboriginal poets.

Read through play and complete comprehension questions. Ensure themes are covered.

Create table of themes with quotations to support each theme Create a guide to symbolism in the play Create a mindmap with examples of each dramatic convention

Themes Honey Spot presents ideas of racism and prejudice. It explores the dangers

of stereoptyping and labelling. It shows how friendship can grow despite ignorance.

Ask the students to write down a definition of racism. Discuss and ideas to page then ask them to research a definition. Have they ever experienced racism?

A totem is an object or thing in nature that is adopted as a family or clan emblem. Different clans are assigned different totems and in some cases individuals are given personal totems at birth. Their totems can identify some Aboriginal and Torres Strait Islander people, which can be birds, reptiles, sharks crocodiles or fish. They are an important part of their cultural identity and are especially significant in song, music or dance. Some clans forbid their individuals from eating the animal that is their totem. All Aboriginal people have totems, or animals that they care for.

Read excerpt from the play about Bees (Plura) and the Nyoongah way. Discuss the way that Tim looks after bees in the play Discuss the excerpt of William p48 where he suggests that we stop using

and owning the land. How does this speech represent Aboriginal beliefs and values? Discuss the differences in how Aboriginal people care for their land as

opposed to Rangers in National Parks around Australia.

Optional activities: Brainstorm a list of native Australian animals and record in books or create

a collage on MACs or research totems further Choose a totem and draw it in Earth colours – browns, yellows, reds, white

– could do on black paper – would look good. Why did they choose this animal as their totem? Why is it symbolic for them? What characteristics does the animal portray that they can see reflected in their own personality? Or you could pair students up and they need to select an animal for their partner and justify their choice. Their partner then evaluates the choice.

informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)

Reconciliation Visit Reconciliation website www.reconciliation.org.au What is the theme for the next Reconciliation Day? What does this mean? What does reconciliation mean? What have some past themes been? Walking together, Sharing our Future,

Communities working Together. Can you think of a theme for a future Reconciliation week? Why is it important to Reconcile? Why is it important for Aboriginal people? Which character changes in the play? Students to write a ‘blog’ about equality Work through assessment – scene creation and analysis

Term Three:

Term 3Weeks

1-7

Once – Novel Study Pre-reading and context Powerpoint

Researching and developing knowledge of the Holocaust Read through either “Life in the Shadows” and “World War 2” booklet

highlighting key points and mentioned events in Once. Students create timeline of significant events.

Contextual research task. Use device. Students go to US Holocaust Museum website http://www.ushmm.org/

Go to Introduction to the Holocaust Museum on the left hand side. Make notes on the following key points:

The meaning of the term Holocaust and why the Nazis felt it was needed. Who were the groups mainly persecuted by the Nazis? Approximately how many people died during the Holocaust, and by what

methods? Describe the purposes and conditions of the Concentration Camps. How

did they get worse in the last few years of the war? What happened to some of the survivors after the Holocaust?

Reading of novel and completion of comprehension activities Students read through Once during lessons and at home. Class discusses events of chapter then completes comprehension

questions culminating in a test at end of reading text. Teach concepts of plot, setting, character and themes in novels. Complete

Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)Understand the use of punctuation to support meaning in complex sentences with phrases and embedded clauses (ACELA1532)Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources

TASK 6 (Receptive) – Week 7Write an essay on narrative conventions and theme.

Paragraph structure Sentence structure Knowledge of narrative

conventions Knowledge of text ‘Once’

Term 3Successful English Part 3

activities including: Elements of novel worksheet Character profile Point of view exercises Symbols worksheet Themes worksheet Close reading of quotes and passages and analysis of how they contribute

to theme Discussion of values and attitudes appealed to and affected in the novel

Developing essay format, drafting and editing. Powerpoint on T-Share, show in class and print off for students. Preparation for Once In-class Essay: Discuss how narrative elements have

revealed the themes in the novel Once by Morris Gleitzman. Unpacking question and isolating key words, synonym finding Narrative elements Plot Setting Character Point of View Teach essay format: Introduction, Body Paragraphs and Conclusion. Paragraph Structure should follow TEEL format.T: Topic SentenceE: Elaborate and Expand on the topic of subject of your paragraphE: Example from novelE: Explanation and analysis of the exampleL: Concluding sentence links back to the topic of your paragraph Students work on their essay draft with peer reviewing Examples of quote integration to enhance flow of body paragraph Introduction to nominalisation and focus on formality of voice Vocabulary extension Students are allowed to bring in notes to the assessment.

(ACELY1723) Plan, draft and publish imaginative, informative and persuasive texts selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (ACELY1727)Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803)Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625)Experiment with text structures and language features and their effects in creating literary texts, for example, using

rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)

Term 3Weeks 7-10

Film Study - Up End of Week 3, once NAPLAN is finished, watch Up Introduce SWAT Codes What makes a film good? Soundtrack, effects, action, actors? Brainstorm in books. Add to their brainstorm what techniques are considered when constructing a film.

Pretend you are a director, behind the camera and you are filming an action shot what is going to be important? When filming a sad scene? A happy scene at the end of a movie?

Watch ‘Lord of the Rings’ clip highlighting some important film techniques and their effect and complete the worksheet

Work through SWAT code worksheets Watch the film ‘Up’ and complete activities on construction Write a paragraph that outlines the techniques used in the scene and the effect it

has on the audience – scaffolded, exam preparation, TEEL structure If time allows, you can start the Film Assessment

Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724)Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)

TASK 7: Film Conventions Test(Receptive) – Week 10 (T3)

Term Four:

Term 4Weeks1-6

Film Study (continued) Assessment 4 – Film Storyboard Presentation (in small groups) Planning process in small groups – plan ideas for story, beginning, middle, end.

Plan problem, climax, solution and resolution. Students can then use iPads and laptops to create pictures for their Storyboard. Students will need to plan captions, can be in bullet points 1.) A brief description

of what is happening in the scene and 2.) Describe SWAT technique/s used and effect it has on the audience eg. Positioning towards character, emphasis to storyline/plot.

Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)Plan, draft and publish imaginative, informative and persuasive texts selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)

TASK 8 (Productive) – Week 6 (T4)Film Storyboard – Oral presentation

Utilise film conventions Selects appropriate

convention and justifies choice

Narrative structure

Term 4Successful English Part 4

Weeks 6-8

Exam Revision Revise concepts of the year Work through practice booklet

EXAM

TASK 9 EXAM (Receptive) – Week 8Exam covering the course content of the whole year