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Scope and Sequence: Texts, Outcomes, Tasks & Approximate Timing

Year 11:

Theme: Overcoming Conflict

Unit 1:

Outcome 1:Reading & Responding

‘Kite Runner’, KhaledHosseini

Essay Response toprompt about howtext shows thepower of reputation.

7 Weeks Vicky

Outcome 2:Creating & Presenting

‘The Rabbits’, ShaunTan + Video, EdgarAllan-Poe ‘The Tell-TaleHeart’ & ‘AmericanHistory X’

3 SACS 7 Weeks Daniel D

Outcome 3:Using Language toPersuade

Series of articles, shortdocumentaries.(Associated articles)

Oral Presentation 6 Weeks Tara

Unit 2:


‘Animal Farm’, GeorgeOrwell

Personal response tothe text

7 Weeks Daniel D


‘Macbeth’,Shakespeare +Macbeth Film, GeoffreyWright

Evaluative Essay thatcompares the twotexts and theirfeatures; how theauthor constructsmeaning.

7 Weeks Tara


‘I Have a Dream’,Martin Luther King. +Written Speech(transcript)

Role Play 7 Weeks Vicky


Year 12:Theme: Identity and Belonging

Unit 3:

Outcome 1:Reading &Responding

‘Cat’s Eye’ WrittenResponse

7 Weeks Lauren

Outcome 2:Creating &Presenting

‘Summer of theSeventeenth Doll’

ShortCollection ofWritings

6 Weeks Lauren

Outcome 3:UsingLanguage toPersuade

Various forms of Media;Digital, Print etc on anissue

OralPresentation

6 Weeks Larisa

Unit 4:

Outcome 1:Develop and Justify a DetailedInterpretation of a Text

‘Henry IV’,Shakespeare.

ExtendedWrittenResponse

6 Weeks Larisa

Outcome 2:Draw on ideas and/or argumentssuggested by a chosen Context tocreate written texts for a specifiedaudience and purpose; and todiscuss and analyse in writing theirdecisions about form, purpose,language, audience and context.

‘Skin (2008)’ WrittenResponse

6 Weeks Daniel T


Year 11:


Unit 1:




7 Weeks Vicky







Unit 2:




7 Weeks Daniel D




7 Weeks Tara






Unit 3:



7 Weeks Lauren




6 Weeks Lauren



OralPresentation

6 Weeks Larisa

Unit 4:




6 Weeks Larisa



6 Weeks Daniel T

Unit 1 – Outcome 1

Reading and Responding - The Kite Runner

Mon Tues Thurs Fri Fri

Intro/class expectations. Communicate the Instructions for assessment. Introduce to rubric. Discuss note taking tips and blog set up.

Kite Runner Kite Runner Clip (#1 see bottom of page.) Kite runner quiz. Discuss student’s likes and dislikes.

Plot lesson Study structure inc: crisis points/climax/turning points etc. Students produce a plot flow chart. Homework: write in blog-summarise climax/turning points of KR.

Linear/non-linear Discuss structures Circular/fragment Flashbacks/multi Voiced narratives. Discuss how KR is a circular structure. Write 3 sentences on the effect of circular.

Setting/Context/ Orientation Read through part of ch.15 when Amir arrives in Peshawar twenty years after he left. Summarise setting of KR and then research images on web to see how Kabul appears in the present day.

Setting/Context/ Orientation Explore Historical contexts in KR. Discuss issues that are affecting present day Afganistan. Thinkpairshare Afganistan articles researched from online newspapers. Discuss the cultural context.

Narrators Discuss KR POV. Construct an alternative scene from a different POV. Write two paragraphs. Finish for homework.

Characterization Display character word bank. Whole class discussion on unfamiliar words. Write a sentence on a chosen character from the text using 2 or 3 words from the bank.

Characterization Explore main/minor characters from KR. Group activity: Guess who game Where students

Characterization Discuss the ways in which characters change during the text. Write a paragraph on each: Did any of

Themes/Ideas Explore the central issues in a variety of texts. Discuss the themes in KR, giving examples.

Values Show Hassan’s rape scene (#2 see bottom of page). Discuss the Author’s values that

Metalanguage Choose 3 characters from KR and summarise views expressed by each which show their values. Explain the importance of

use words from bank to describe a character.

the characters surprise you? Did any characters disappoint you? Why? Collate info and draw fishbone diagram for main characters and finish for homework.

In small groups create a concept map displaying ‘big ideas’. Write quotes and page no’s.

underpin the story. Explore some values and connect them with a variety of texts.

understanding metalanguage in writing/reading short stories. In small groups, fill out the definitions in the metalanguage grid. As a whole class, communicate ideas. Homework: write in blog character summaries.

Worldview Demonstrate how authors reveal their worldview through the characters of the text. Hand out film cards to each student. Write 2/3 sentences to describe the view of the world in KR and then 2/3 sentences through the film on the card. Present to the class some of the choices.

Writing Text Responses What is a text response? Discuss different types. Read 3 selected reviews of the film KR. Who are these aimed at? Do they give an accurate account? Which is your favourite? Homework: Write your own review of the film/book and record in you blog.

Analyse Topic Read some of the film reviews from previous session. ‘The KR is a story of friendship, betrayal and redemption. Discuss’ Teach how to identify words (directional/limiting words). Students to analyse a variety of statements in groups of four.

Plan Text Response Show a sample plan sheet on whiteboard of a text response. As a whole group fill out the plan using the previous lessons statement.

Plan Text Response As a class read together the excerpt in chapter 5 where Babba introduces Hassan to a plastic surgeon. Discuss the implications of this passage. Using the statement ‘ Why did Babba pay for a surgeon to operate on Hassan’s cleft palette?’ ask students to plan a text response using the blank sheets.

Write Text Response Continue the text response plan from the previous

Write Text Response Introduce parts in a written text response:

Write Text Response Using a TEEL format instruct how to include

Write text Response Ask students to select a paragraph

Edit Text Response Discuss ‘linking words’ and the importance when

lesson.

Introduction, body paragraphs & conclusion. Using a text response sample on the WB annotate the parts and discuss with the class.

content using a paragraph from ch 8 (when Amir and Babba stay with family in Jalallabad). Ask students to annotate using Teel on the whiteboard.

From KR. In a word document, type up the paragraph and using the ‘review’ section, annotate the sections using TEEL.

writing a text response in using a variety. Display a table demonstrating linking words asking students to contribute before recording in their blog.

Building Skills Analysing the topic: Amir returns to Pakistan at the request of Rahim-why do you think he returns alone? Circle the content words, underline the directional words and highlight any limiting words. At the end rephrase the topic in your own words.

Building Skills Read ch 23 when Amir arrives at Aseef’s office. The climax of KR is when Amir and Aseef engage in a fight. Why did Amir start to laugh and how and why did this affect Aseef? Write one or two paragraphs to describe your ideas.

Annotated Samples & Rubric Focus Hand out the rubric for the assessment. Analyse the rubric for the SAC. As a class, study each point and check for understanding, asking for examples. Using a sample of a text response on the whiteboard, as a class annotate and discuss the strengths and weaknesses. Ask students for any questions on the practice SAC.

Practice SAC See attached practice SAC and rubric. ‘

Practice SAC

Analyse Practice SAC Peer marking: Swap assessments with a partner and mark using the rubric. Discuss as a group what you

Author’s Interview View Khaled Houseini talking about criticism of the work (#3 see bottom of page). In small groups, take on the persona of the author and

Conclusion View final scene (#4 see bottom of page). Discuss the ending of the story. Is it happy or sad? Could there be a KR2? Write a paragraph

SAC See attached SAC sheet and rubric

SAC

found difficult in the assessment and how this can be improved.

answer questions from a panel of journalists. Talk about your values and ideas when writing the book. Present to class.

or two changing the final scene. Justify your choices with the class.

Video clips (Too large to insert in cells)

#1 http://www.youtube.com/watch?v=xxbEHyc6UVI

#2 http://www.youtube.com/watch?v=xxbEHyc6UVI

#3 https://www.youtube.com/watch?v=TEFKuA-oGYI

#4 https://www.youtube.com/watch?v=_r3adEXhVho

http://www.youtube.com/watch?v=xxbEHyc6UVI

http://www.youtube.com/watch?v=xxbEHyc6UVI

https://www.youtube.com/watch?v=TEFKuA-oGYI

https://www.youtube.com/watch?v=_r3adEXhVho

Area Study 1

Year 11 Assessment

Reading and Responding – The Kite Runner

Practice SAC

Rahim’s letter said that Baba was a man “torn between two halves”, (378)

and that maybe Hassan was “the half who had inherited what had been pure

and noble in Baba” Discuss.

In a minimum of 1000 words write a text response to the above question.

Remember to follow the five step process when writing your response:

Identify the topic type (Where do these quotes feature in the text? Why

are they significant to the overall theme of the story? ).

Analyse the topic (Break down the quotes, look into their meanings, try

rephrasing the quotes).

Plan your text response (Organise your ideas on a planning sheet).

Write your text response (Follow TEEL when writing body paragraphs.

Make sure your Introduction and conclusion are clear and respond to

the topic well).

Attached is the marking rubric.

Area Study 1

Reading and Responding

SAC

Explore the way in which sin and redemption is portrayed in the novel The

Kite Runner. What constitutes true redemption? What are the key sinful

moments experienced by the characters and how can they redeem

themselves, if at all? Use specific examples from the text to support your

argument.

In a minimum of 1200 words write a text response to the above statement.

Remember to follow the five step process when writing your response:

Identify the topic type (Where do these quotes feature in the text? Why

are they significant to the overall theme of the story? ).

Analyse the topic (Break down the quotes, look into their meanings, try

rephrasing the quotes).

Plan your text response (Organise your ideas on a planning sheet).

Write your text response (Follow TEEL when writing body paragraphs.

Make sure your Introduction and conclusion are clear and respond to

the topic well).

Attached is the marking rubric.

Area Study 1 – Reading and Responding

Text Response Rubric

Exceeding Meeting Approaching Below

Depth of reflection

Demonstrate a conscious and thorough understanding of the prompt and subject matter.

Demonstrate a thoughtful understanding of the writing prompt and the subject matter.

Demonstrate a basic understanding of the writing prompt and subject matter.

Demonstrated little or no understanding of the writing prompt and subject matter.

Use of textual evidence

Use of specific examples from the text to support claim whilst making insightful and applicable connections between personal ideas and text.

Use of relevant examples from the text, making applicable connection between own ideas and text.

Use of some examples from the text, with some connections made between own ideas and text.

No examples from the text are used and no connections made.

Language use

Use of sophisticated language and an awareness of audience. Use of correct sentence structure.

Use of fluent language, awareness of audience and use of correct sentence structure.

Use of basic but appropriate language with some awareness of audience. Attempted correct sentence structure.

Use of imprecise or unsuitable language with no awareness of audience. Little attempt to use correct sentence structure.

Conventions

Demonstration of clear understanding of conventions with no errors.

Demonstration of clear understandings of conventions with only minor errors.

Demonstrated partial understanding of conventions with some errors.

Demonstrate little or no understanding of conventions with many errors.

Bibliography

Beardwood, Napthine & Pohl (2011). English Handbook, Australia: Insight Publications.

Beardwood, Sherman & Tulloh (2010). English In Year 11, Elsternwick: Insight Publications.

Hosseini, K. (2007). The Kite Runner, London: Bloomsbury.

VCAA (2006). VCE Study Guide, English, East Melbourne: VCAA.

Unit 1 3 MiniSacs

WeekDate fromWeek Start

Monday (50 Mins) Tuesday (50 Mins) Thursday (50 Mins) Friday (100 Mins)

8 17/3/2014

What is conflict & wheredoes it come from? Watch:

http://www.youtube.com/watch?v=egsdc7tZ_xc and ask: Who isright? What is theconflict here? Why isthere a conflict?(Allows the unpackingof the topic)

Students will discusstheir own conflicts andin doing so we willdevelop a diversifiedrange of conflicts andtheir causes.

Create Context Journaland answer keyQuestion: What does‘Encountering Conflict’mean to me?

Why do we laugh atsome conflict? Watch:

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

Discuss‘Schadenfreude’

4Corners: Is it ok tolaugh at other people’smisfortune?

Is Conflict alwaysnegative? Quote:

‘Conflict is meant torouse, notdiscourage. Thehuman spirit is togrow strong byconflict’ W.EChanning>Brainstorm responses

Lead on from quotediscussion and readPositive Effects ofConflict refer toAppendix A

Context Journal Entry:Is conflict always anegative thing? Can itever be resolved?

Taking Action: What wouldyou do? Engage students in a

conflicting role play andthe analyse & discuss theirresponses.

Students will create a listof beneficial anddetrimental behaviours inregards to resolving oraggravating conflict.

Model essay writing withprompt: If conflict iscaused by people, canthere ever be an end?

http://www.youtube.com/watch?v=egsdc7tZ_xc






9 24/3/2014

Conflict: Text Reading 1 The TellTale Heart Engage Prior

Knowledge: Show image of The

Simpsons:>http://media.avclub.com/i

mages/431/431979/16x9/627.jpg?4596

>http://s3.sidereel.com/episodes/17567/featured/55556.jpg

Ask student to recountthe episode then segueinto the short story

Watch & SummariseAnimation of TTHhttps://www.youtube.com/watch?v=W4s9V8aQu4c

Students will respond toprompt: Sometimes wereact withoutknowing why. Explainone of these times,referring to Poe’sStory.

Conflict in The TellTaleHeart Brainstorm ideas,

concepts,understandings,vocabulary etc fromprevious class.

Divide into 4 groupsand read: ‘TheTellTale Heart”

Discuss how conflictis represented in thestory and what kind ofconflict(s) exist.

Resolutions in TheTellTale Heart Pose question: Who

thinks that there wasa successfulresolution?

Pose question: Ismurder ever anacceptable resolution?

4Corners: Studentswill be split up into 4groups, each one willbe given a scenarioand will have torespond to it.

Lessons in conflict Recap on what we have

learned about conflict thusfar

Model Essay Writing deconstructing a prompt

SAC 1.1 Writing TaskPrompt: What does Poe’sstory teach us aboutconflict?

http://www.google.com/url?q=http%3A%2F%2Fmedia.avclub.com%2Fimages%2F431%2F431979%2F16x9%2F627.jpg%3F4596&sa=D&sntz=1&usg=AFQjCNFvgKDSvZG5_m76CIfOjf0isZ2KaQ



http://www.google.com/url?q=http%3A%2F%2Fs3.sidereel.com%2Fepisodes%2F17567%2Ffeatured%2F55556.jpg&sa=D&sntz=1&usg=AFQjCNH3PDSZC8qGj5sAQqM120eOAovl-w



https://www.youtube.com/watch?v=W4s9V8aQu4c



10 1/4/2014

Easter Monday Introducing Allegory &Symbolism Prior Knowledge: Ask

students to recall theevents of the classicfable/ allegory: ‘TheTortoise & the Hare’

If unknown watch;https://www.youtube.com/watch?v=2DrKmpuKhKE

Ask students toidentify the conflict inthis tale.

Key question: Whatkind of tale is this?> Explain allegories;how they; incorporatemorals, animals andsymbols.

Making Meaning Brainstorm the basics

of an allegory/fable &create a checklist foran allegory/fable

Students will be splitinto 4 groups of 5.Each will read afable/allegory

Students willdetermine:1. the meaning/moralof the tale2. the symbols used3. the conflict4. the resolution

Introducing ‘The Rabbits’ Prereading exercise:

Students will analyse thecover of the story andpredict what the conflict isin the text

Read through the story. 4 groups: students will

analyse a 12 pages of thebook and describe theimages and what theymean.> Model the first set ofpages

Context Journal: Askstudents to summarise theplot of the story andidentify possible conflict(s)

SchoolHoliday

5/4/2014 >21/4/2014

HOLIDAYS HOLIDAYS HOLIDAYS ANZAC Day

https://www.youtube.com/watch?v=2DrKmpuKhKE



11 22/4/2014

Language & Imagery in‘The Rabbits’ Students will be asked

to analyse the use oflanguage in the text

Key Question: Theauthor uses minimaltext, but they arepowerful. What kind oflanguage does he useand how does theauthor achieve this?> Create a table tovisually represent allthe current data

Show students imagewithout text, then askstudents to infermeaning. i.e.: create ashort story/scenario

Symbolism & Meaningin ‘The Rabbits’ Recap on previous

lesson and recountsummary

Key question: Is thebook really aboutrabbits?> Analyse themeaning behind theuse of the rabbits.> Read article:http://www.csiro.au/Outcomes/SafeguardingAustralia/EuropeanRabbits.aspx> Reask the questionin context of the newarticle

Key Question: Howare the rabbitsdepicted in the story?

Multimodal texts andhow they make meaning Students will watch

part 1 of YouTubeadaptation of book as aclass:www.youtube.com/watch?v=kTvXe84UqIQ

Students will be guidedin detailing tone, styleetc.

Students will be splitinto 4 groups and willstudy part 2http://www.youtube.com/watch?v=eZaROIWniN8> While watching,students will take notesas per scaffolded task

Drawing Comparisons &Conclusions Students will draw up a

visual organiser thatdetails the differences intext.> Students will evaluatethese differences> Key Question: Do thechanges/additions in themultimodal text changethe meaning of the story?

SAC 1.2 WritingTaskPersonal Response:Students will respond toprompt: Which renditionof the story is better andwhy?

http://www.google.com/url?q=http%3A%2F%2Fwww.csiro.au%2FOutcomes%2FSafeguarding-Australia%2FEuropean-Rabbits.aspx&sa=D&sntz=1&usg=AFQjCNGlN7zR-K9m7ibhRYcfJxxeCeouFA




http://www.youtube.com/watch?v=kTvXe84UqIQ%E2%80%8E

http://www.youtube.com/watch?v=kTvXe84UqIQ%E2%80%8E

http://www.youtube.com/watch?v=eZaROIWniN8



12 28/4/2014

Conflict in the RealWorld The Power ofPerspectives

Discuss students whatwe have learned so farabout conflict

Show and discusshttp://www.inwardquest.com/questions/11597/doesevilexistquotesfromeinstein

> Scenario with AlbertEinstein arguing with aprofessor Students will create a

visual table from thescenario in which theywill fill in the opposingperspectives

Conflict Resolution The Power ofPerspectives

Show studentshttp://kevinmartineau.ca/wpcontent/uploads/Howourperceptionscanleadtomisunderstandingandconflict.jpg

Discussion point; inorder for any rationaldiscussion to happen,do we need all thefacts available?

4Corners: Students will be

broken up into 4groups and willdiscuss and analysedifferent issues andcreate a visualtable that showsthe differentperspectives onthat issue.

Heroes and Villains their role in conflict

Discussion Prompt: Isconflict or tragedynecessary for a hero tobe born?

Visual Table on howHeroes and Villains’are perceived andrepresented.

Heroes and Villains Howthe deal with conflict

Identifying conflictfrom comic stripactivity

Students will create acomic strip that focuseson a conflict and aresolution

Present comic strips

http://www.google.com/url?q=http%3A%2F%2Fwww.inwardquest.com%2Fquestions%2F11597%2Fdoes-evil-exist-quotes-from-einstein&sa=D&sntz=1&usg=AFQjCNH98fHBjSYc__a8Gjy9tzX_QpHskw




http://www.google.com/url?q=http%3A%2F%2Fkevinmartineau.ca%2Fwp-content%2Fuploads%2FHow-our-perceptions-can-lead-to-misunderstanding-and-conflict.jpg&sa=D&sntz=1&usg=AFQjCNECr2lckX4XxQNWz_LWqfAuFKy-pw





13 5/5/2014

Conflict AmericanHistory X Context

Watch trailer:http://www.youtube.com/watch?v=jXaZENPQrsw

Have a think pair sharewith the students onwhat they have seen inthe film

> Predict what the film willbe about> Predict what mighthappen in the film

Writing Task:Imagine you in a worldwhere you are differentfrom everyone else.Because of this, you areconsidered beneatheveryone. How do youfeel?

Conflict StartingAmerican History X

Start a new file in thecontext section

Students watch first35 minutes of film

4Corners: How doyou feel right now?What emotions hasthis film evoked inyou? Where do youthink those feelingshave come from?What personalexperiences have beenrecalled in you?

Conflict Continuingwith American History X

Recap on film thusfar

Watch the next 35minutes

4 Corners: What kind of

conflicts arebeingdiscussed inthis film?

Conflict FinishingAmerican History X

Finish watching 35minutes

Context response: Whywas Danny shot? Doesthe fact that his shooterwas black change themeaning?

4 Corners:>Look at and analyse sampleessay>Discussion points>PMI’s> Learn how to deconstructprompts

http://www.youtube.com/watch?v=jXaZENPQrsw



14 12/5/2014

Essay Writing How tostructure an essay

Quick writing task:students are presentedwith a prompt and haveto come up with 2points for it and 2points against it

Explain the FEELstructure

4 Corners: Students willdivided into 4 groups,be given the sameessay, but will have oneparagraph missing.Their task is to reorderthe paragraphs so itflows the best, thusdetermining what ismissing and then theywill write the missingcomponent.

Essay writing Practiseessay writing

4Corners: Bring in theparagraph from theprevious activity

Recap the FEELStructure and reflecton the previouslearning task

Group Work: ChainEssay 5 groups Each group

responsible forone element of anessay

Essay Writing how toproofread and edit

Display anintroductoryparagraph with errorswhich students willhave athinkpairshare onand correct

Explain the mostcommon errors inwriting

Using the essays fromyesterday, I want youto correct them usingthe error clusteranalysis sheet

SAC

Unit 1 Outcome 2

Assessment Sheet

Date: _____________ Class: __________________

Name: ________________________________________

Task Purpose

This SAC is designed to encourage students to demonstrate their understanding of the chosen Context:Encountering Conflict

SAC Description:

Students must CHOOSE and ANSWER only ONE prompt. Either prompt requires a different form ofwriting, so ensure you follow any appropriate conventions.

Students will have 100 minutes to complete this SAC. 15 minutes of that time will be dedicated toreading and planning. 85 minutes will be dedicated to writing. There is to be no writing in the initial 15minutes unless directed by the teacher.

Students are required to:

1. Write a brief statement of explanation2. Draw up a plan for their response3. Complete a response

Students are allowed:

1. A dictionary2. A pen (blue, black and red) (No Pencils

are to be used)

Prompt 1

What does Poe’s Short Story The TellTale Heart Teach us about conflict?

OR

Prompt 2

Is it ever ok to laugh at other people’s conflict? Do you agree? Referring to Poe’s Short Story TheTell Tale Heart ,write a creative response that shows your understanding of conflict.

Unit 1 Outcome 2

RUBRIC

Assessment Criteria High Medium Low

Development of a sustainedpiece

Piece is highlysophisticated and fullycompleted

Piece is nearlycomplete

Piece is lackingmultiplecomponents

Use of appropriate textualevidence to support ideas

Highly effective use oftextual evidence tosupport piece

Good use oftextual evidence tosupport piece

Low use ofevidence tosupporttechniques

Understanding of events,ideas, context and themes

Substantial knowledgeof text shown; clearlyunderstands thecontext of the text

Good knowledgeof text is shown;the context of thetext is clear

Little to nounderstanding ofthe textdemonstrated

Analysis of the ways in whichauthors construct meaningand present a point of viewand values; Use ofappropriate metalanguage

Advancedunderstanding oftechniques shown; highand appropriate use ofmetalanguage

A goodunderstanding ofthe techniques;metalanguage wasused throughout

Littleunderstandingdemonstrated;metalanguagenot used or usedinappropriately

Expressive, Coherent andFluent Writing

Writing is highlysophisticated,expressive and clearlycarries meaning

Writing issomewhatexpressive andmeaning can beinferred

Writing is notexpressive orclear andmeaning is hardto discern

Ability to demonstrate theappropriate textualconventions

Piece clearly usesappropriate textualconventions

Piece makes anattempt to useappropriate format

Piece lacks theappropriateformat

Grade: /30

Comments and Feedback

Unit 1 Outcome 2

Assessment Sheet

Date: _____________ Class: __________________

Name: ________________________________________

Task Purpose

This SAC is designed to encourage students to demonstrate their understanding of the chosen Context:Encountering Conflict

SAC Description:



1. Write a brief statement of explanation2. Draw up a plan for their response3. Complete a response



are to be used)

Prompt

Assuming the role of a writer for a literature, you will write an extended response on which version ofthe children’s book, The Rabbits you prefer and why. Remember to follow any stylistic conventionsnecessary.

Unit 1 Outcome 2

RUBRIC


























Grade: /30


1

2014 VCE English semester planner - Unit 1

Term 2, Theme: Overcoming Conflict (Outcome 3)

Monday Single Lesson

(50 mins)

Tuesday Single Lesson

(50 mins)

Wednesday No English

lesson

Thursday Single Lesson

(50 mins)

Friday Double Lesson

(100 mins)

Week 15

19.05.2014 BOAT PEOPLE VS ASYLUM SEEKERS

ORAL PRESENTATION

Intro to Outcome 3

‘Using language to

persuade’

What is persuasion?

Communicate with

students the plan for

the unit, including dates

of SAC’s and what will

be covered throughout

the unit.

Explain that it is a

persuasive unit, which

will be issues based

around the Asylum

seeker debate.

Introduce theme and

issue that unit will be

focused around.


ORAL PRESENTATION

Persuasive types &

techniques

Class discussion about

different persuasive

types found in the

media and the

similarities in features

that each of these

hold.

Complete persuasive

types worksheet.

Go online & compile a

list of the different

persuasive types.

21.05.2014 22.05.2014 BOAT PEOPLE VS ASYLUM SEEKERS

ORAL PRESENTATION

Newspaper

articles/Media

Analyse a series of

newspaper articles

that highlight both

sides of the asylum

seeker and ‘boat

people’ debate.

What is the legal

classification of an

asylum seeker?

What does the term

‘boat people’ refer to?

Who seems to be

fuelling the debate?

Is it a political

problem?


ORAL PRESENTATION

Letters to the editor

What is a letter to the editor and how do you write one? Show examples of letters to the editor Based on the articles and information covered so far students to pick a stance and create a letter to the editor to persuade readers to take their viewpoint.

Week

16

26.05.2014 BOAT PEOPLE VS ASYLUM SEEKERS ORAL PRESENTATION

Issues analysis View a series of clips about the about the issue that demonstrate both sides of the debate. Analyse the key points addressed in each. Discuss the political decisions, political party stances and policy surrounding the issue.


ORAL PRESENTATION

Issues analysis View documentary Take notes on a table about both sides of the debate and the key points mentioned. Focus on the purpose and whom the points are directed at.


ORAL PRESENTATION

Images/cartoons View a series of images/photographs and cartoons that represent the political debate surrounding the issue. Do they persuade you

to take a particular side

of the debate?

What factors are used

to persuade your

opinion?

Analyse the key points that each image is trying to portray


ORAL PRESENTATION

Speeches – watch famous speeches View a series of famous speeches: Martin Luther King – I

have a dream

Barrack Obama – Yes we can

Winston Churchill

Analyse what the main messages are in each speech – why are they so memorable? Write a reflection of thoughts about power of persuasion in one of the speeches

2




(50 mins)


(50 mins)


lesson


(50 mins)


(100 mins)

Week 17


ORAL PRESENTATION

How to write a speech Discuss steps about how to write a good speech Complete online activity about speech writing Start formatting key ideas and tips that will enhance your oral presentation


ORAL PRESENTATION

Developing arguments

Teach how to develop a good argument Focus on key points and factors that will enhance speech and give it integrity Start developing arguments that address both sides of the debate


ORAL PRESENTATION

Developing arguments

Continue developing arguments that address both sides of the debate for use in SAC preparation Analyse a series of specific blogs and websites Do they enhance or

change your point of

view?

How do they help

develop and form an

argument and/or

opinion?

Focus on key elements

of effective persuasive

writing


ORAL PRESENTATION

Informal class debate

Class split in half and given a scenario. All students must speak at least once. Students must write at least three key points about their opinion

Scenario: Side one:

Imagine you are a refugee fleeing a war torn country and are hoping for asylum in Australia – you came via boat and could not be accepted into the country – how does this affect you & your family’s wellbeing? Side two: Imagine you are an immigration official dealing with these refugees

Week

18

09.06.2014

QUEENS BIRTHDAY PUBLIC HOLIDAY

(NO LESSON)


ORAL PRESENTATION

Presenting a viewpoint

Teach students how to present their point of view Who do you agree with & why? Look at all viewpoints in a fair & even way Cover six key questions about use of contention, audience, form, tone, counter arguments & persona


ORAL PRESENTATION

What is a debate? What are the key points and factors of a debate Work in groups of 3 on a debate issue related to asylum seeker issue – one side will be negative & one affirmative. Each debate will be given a different argument to cover.


ORAL PRESENTATION

Work in groups on debate Work in groups to research and collate information Assign speaker one, two & three etc & start putting debate speeches together Make a list of possible rebuttal arguments and how they will rebut them.

3




(50 mins)


(50 mins)


lesson


(50 mins)


(100 mins)

Week 19


ORAL PRESENTATION

Practice SAC - Debates

Go through peer

assessment process

Students present

prepared debates to

class

Debates will be peer

assessed and feedback

given from class.

Encourage students to

have an opinion and

remind students that

they need to learn to

disagree in the right

way


ORAL PRESENTATION

Feedback from debates

Provide feedback to the class about debates. Encourage students to give positive and constructive feedback to their peers. Allow for questioning regarding feedback and debate.


ORAL PRESENTATION

Research & Collate

Give students a copy of

the SAC criteria

Students use this

lesson to prepare ideas

into a speech plan

Research using various

sources to support

arguments

Compile a list of

arguments you wish to

include in your speech

– ensure there is

evidence to support

both sides of the

argument.


ORAL PRESENTATION

Research & Collate

Research using various

sources to support

arguments

Compile a list of

arguments you wish to

include in your speech

– ensure there is

evidence to support

both sides of the

argument.

Students begin to plot

arguments into an

order to expand into a

speech.

Week

20


ORAL PRESENTATION

SAC Preparation Students use this time to work on compiling their speech and expanding their arguments Questioning about SAC Practice for oral presentation


ORAL PRESENTATION

SAC Preparation Students use this time to work on compiling their speech and expanding their arguments Questioning about SAC Practice for oral presentation


ORAL PRESENTATION

SAC – 5 min Speech Students complete oral presentation Remaining class act as audience *See Appendix A for copy of SAC **See Appendix B for corresponding assessment rubric


ORAL PRESENTATION

SAC – 5 min Speech Continued…Students complete oral presentation Remaining class act as audience *See Appendix A for copy of SAC **See Appendix B for corresponding assessment rubric

4

Appendix A

English Unit 1 Area Of Study 3: SAC – Using Language to persuade

Asylum seekers Oral Presentation

Prepare an individual oral presentation/speech taking a stance on the Asylum seeker debate

that has been researched during class. Ensure you create a strong argument highlighting a

particular viewpoint surrounding the issue. Be creative in your pursuits for information and

supporting evidence to strengthen your case.

Your presentation must be 4-5 minutes long responding to one of the stances surrounding the

above-mentioned asylum seeker issue. You must use at least one example from the media, a

piece of government documentation, a website and an academic source to demonstrate your

understanding.

You must consider the effects of language, purpose and audience when planning and writing

your speech.

SAC CONDITIONS:

You will prepare a 4-5 minute persuasive speech to be delivered as an oral presentation

This is an individual presentation

You will be given the SAC questions to prepare your oral presentation one week before

your scheduled class presentation.

You will be given 4 lessons to research, plan and construct your speech.

You may plan/write your oral presentation at home as well as class.

You may use cue cards and props to aid you in your presentation.

This SAC will be completed during class time during one singe and one double period.

Names will be drawn randomly on the date, so all students must be prepared to present during

the first presentation date.

This SAC is worth 30 marks

5

Appendix B

Unit 1: Outcome 3 – completion of an oral presentation SAC Assessment sheet Student name: Date:

Assessment Criteria Level of performance

High <--------------------------------------------> Low

1. Presentation of a sustained, coherent and logical argument, presenting both sides of the argument but taking a solid viewpoint. (10 marks)

2. Expressive, coherent, fluent and effective use of oral language conventions. (10 marks)

3. Accurate and detailed sources are used to support argument. (5 Marks)

4. Ability to engage audience with minimal use of cue cards for prompting. (5 Marks)

Teacher comments/areas for improvement:

A+ A B+ B C+ C D+ D E+ E UG MARK

Unit 3 30-28 27-25 24-22 21-19 18-16 15-13 12-10 9-7 6-5 4-3 2-0 /30


Year 11:


Unit 1:




7 Weeks Vicky







Unit 2:




7 Weeks Daniel D




7 Weeks Tara






Unit 3:



7 Weeks Lauren




6 Weeks Lauren



OralPresentation

6 Weeks Larisa

Unit 4:




6 Weeks Larisa



6 Weeks Daniel T

Unit 2 Outcome 1: Reading and Responding

Week Week Start Monday (50 Mins) Tuesday (50 Mins) Thursday (50 Mins) Friday (100 Mins)

1 14/7/2014

Introducing the ‘Utopia’ Teacher will read:

Harrison Bergeron to theclass

Key Question: What kindof society is presented inthis story? What are thepositives and negatives?

Create Text ResponseFile

Understanding Allegory Read them ‘The

Tortoise and the Hare’ Define allegories and

create a checklist Test famous

fables/allegories

Reading Animal Farm Pose the question:

Can we all be trulyequal?

Read the first chapterof the text

Analyse ‘Beasts ofEngland’

Reading Animal Farm Pose question:

Who makes the rules inan equal society?

Read chapters 23 Analyse, interpret and

reinvent the 7Commandments

2 21/7/2104

Reading Animal Farm Pose Question: Do

differences of opinionlead to conflict?

Read chapter 4 Analyse and Discuss:

“The only good humanbeing is a dead one”

Propaganda in AnimalFarm Pose question:

What happens whenthere are opposingideas?

Read Chapter 5 Show image:

http://fc09.deviantart.net/fs14/f/2007/036/1/f/ape_propaganda_by_Satansgoalie.jpg

Power in Animal Farm Display and

deconstruct prompt:Power corrupts,and absolute powercorrupts absolutely.

Read chapter 5 Writing Task: Predict

the results of

Snowball’s exile.

Power and Hypocrisy Show and Discuss:

https://www.youtube.com/watch?v=izlJLW8ALBM

Read Chapters 6 & 7 List, Discuss &

Analyse the changes inthe Commandmentsand have the studentsrewrite school rules in asimilar matter.

http://www.google.com/url?q=http%3A%2F%2Ffc09.deviantart.net%2Ffs14%2Ff%2F2007%2F036%2F1%2Ff%2Fape_propaganda_by_Satansgoalie.jpg&sa=D&sntz=1&usg=AFQjCNGmECMtC29R-MmUsJ-f-c6WU-wtNA







3 28/7/2014

Reading Animal Farm Show video and discuss

how it relates tomanipulation of thepeople.:https://www.youtube.com/watch?v=_JmylSHuPvg

Read half of chapter 8 Analyse Poem,

‘Comrade Napoleon’

Reading Animal Farm Read the rest of

chapter 8 What is the

significance of thelatest commandmentchange?

Personal writing task:What will happen toBoxer?

Reading Animal Farm Read Chapter 9 Pose Question: Why

did they send Boxerto the Knackers?

Creative writing:Create a journalentry from either theperspective ofNapoleon orBenjamin aboutBoxer’s death.

Reading Animal Farm Read Chapter 10 Write up a list of the

original and alteredCommandments andanalyse the differences

Model essay writing:Respond to prompt;Does power corrupt?write a paragraph withthe students drawingfrom the text.

4 4/8/2014

Remembering AnimalFarm Students will brainstorm

the text Students will divide into

5 groups and be given achapter each that theywill have to:a) Summariseb) Develop a short quiz

Students will swap theirquiz with another group,complete it and markthemselves.

Plotting Animal Farm Watch: Summary Using their chapter

from the previous class,students will usehttp://www.softschools.com/teacher_resources/timeline_maker/ tocreate a timeline for thetext incorporating keyquotes

Show all timelines togive generalunderstanding

Evaluating Animal Farm Students will recall the

definition of anallegory and test thechecklist against thetext

Written response: Isthere a moral to thestory?

Collect context files

Watching Animal Farm Students will watch the

movie adaption of thetext.

Using the samechapters from theprevious class, studentswill use a visualorganiser to comparethe text to the film

Stop the film short,allow a debrief of whathas been seen

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



http://www.youtube.com/watch?v=_dI1YO3EGYs

http://www.google.com/url?q=http%3A%2F%2Fwww.softschools.com%2Fteacher_resources%2Ftimeline_maker%2F&sa=D&sntz=1&usg=AFQjCNEzvC3yP2yYnIU1F_uNxJFMg86WLQ



5 11/8/2014

Finishing Animal Farm Students will finish

watching movie Students will take

comparative notes, as perlast lesson

Students will discuss whatthey have seen andcreate an overall visualorganiser of similaritiesvs. differences

Understanding AnimalFarm Students will work in

groups Students will answer

question sheet Students will play the

“Who said that? game”(Identify key quotes)

Responding to AnimalFarm Model letter writing Discuss how Mr.

Jones feels about theevents

Plan a creativeresponse: A journalentry from eitherNapoleon or Snowballabout the events inAnimal Farm

Creative Responses Proofreading exercise Discuss plans Writing

task In groupsstudents will come upwith an explanation fortheir chosenperspective

Writing Task Studentswill write a journalentry about the eventsin Animal Farm from aperspective

6 18/8/2014

Preparing for the SAC Students will review

another student’s letterand complete a PMI on it.

Students will thenproofread the work

Students will be givenback their original work toreview and redo

Writing Skills Intro’s Students will be given a

bad example of anintroduction and discussit with a class

In a 4Corners exercise,students will either editor redo the introduction

Students will be guidedon how to do anintroduction from aprompt.

Writing Skills: Body Scaffolding of

structure of a bodyparagraph

Students will be givenslips of paper withdifferent portions of abody paragraph and ingroups will have toorganise them

Students to explaintheir rationale

Practice SAC Scaffold deconstruction

of prompt:“Which of the animals orpeople do you thinkcome(s) closest toachieving Orwell’sperspective on AnimalFarm?” Writing Task

Students will write anessay response

7 25/8/2014

Preparing for the SAC Students will review

another student’s essayand complete a PMI on it.

Students will thenproofread the work

Students will be givenback their original work toreview and redo

Writing Skills Conclusions Scaffold the structure

of a conclusion Students will be given

slips of paper withdifferent portions of aconclusion and ingroups will have toorganise them

Students to explain theirrationale

Writing Skills Understanding Prompts Watch video on

Prompts(https://www.youtube.com/watch?v=6sdnw6W3Xjs)

Break up students intogroups of 45 andprovide each with aprompt that they willhave to deconstruct

Those groups will thenhave to draw up aplan on how theywould respond to thatprompt

SAC Essay Students will be given

a selection ofprompts

They will completethe essay

Help students asallowed

https://www.youtube.com/watch?v=6sdnw6W3Xjs




Unit 2 Outcome 1 SAC & Rubric

Assessment Sheet

Date: _____________ Class: __________________

Name: ________________________________________

Task Purpose

This SAC is designed to encourage students to demonstrate their knowledge of the chosen Text(Animal Farm by George Orwell) for Unit 2, Outcome 1 Reading & Responding.

SAC Description:

All students must choose ONE of the following prompts to answer. Each prompt requires a differentform of writing. Each one of these forms will have been covered at some point in the study of the text.



1. Indicate which prompt they chose2. Write a brief statement of explanation3. Draw up a plan for their response4. Complete a response



are to be used)

Prompt 1

Animal Farm is a story that reflects a certain history. What is this history and how is this shown?

Prompt 2

Animal Farm teaches us that power corrupts. Do you agree?

Prompt 3

The events in Animal Farm could only lead to tragedy. Create a series of journal entries that showthe events of Animal Farm and explain why each event happened and how it is important.

Unit 2 Outcome 1 SAC & Rubric

RUBRIC


























Grade: / 30


1


Term 3 & 4 , Theme: Overcoming Conflict (Outcome 2)


(50 mins)


(50 mins)


lesson


(50 mins)


(100 mins)

Week 8

01.09.2014 MACBETH

TEXT RESPONSE

Introduction to

Outcome 2 (Creating &

Presenting) – Macbeth

Communicate with

students the plan for

the unit, including dates

of SAC’s and what will

be covered throughout

the unit.

Introduce theme:

“Overcoming Conflict”

What is context?

Introduction into the

different contexts in

Macbeth.

02.09.2014 MACBETH

TEXT RESPONSE

Background about

Shakespeare and

Macbeth

Who is William

Shakespeare?

When was the play first performed?

Where is the play set? What do students

already know about Macbeth or Shakespeare

Inform of background

about the political

state of Scotland.

Discuss Macbeth as an

historical character and

as a villain/creator of

conflict?

03.09.2014 04.09.2014 MACBETH

TEXT RESPONSE

Audience, purpose &

context

Discuss audience and

purpose of Macbeth.

Discuss different

contexts found within

Macbeth.

Focus on ‘Overcoming Conflict’ as a lens for focus when commencing reading and viewing the play.

View clip ‘Intro to

Macbeth’ http://www.youtube.com/

watch?v=eWVEGqyqNjI&list

=PLZY2RLUYN3IgvCKDxO-

pCEoY1wTMP3taD

05.09.2014 MACBETH

TEXT RESPONSE

Read through Act 1 of the play “Macbeth, Shakespeare” as a class. Allocate students to each of the characters. Understanding of the

characters that are introduced.

Analysis of the background content in relation to what is happening in the play.

What are the themes emerging?

What is the role of the witches - Are the witches predicting the future or making it happen? (Informal class debate)

Week

9

08.09.2014 MACBETH

TEXT RESPONSE

Continue reading “Macbeth” Act 2 Allocate students to each of the characters. Understanding of the

new characters that are introduced.



Can students make connection between the themes and symbols used throughout?

09.09.2014 MACBETH

TEXT RESPONSE






10.09.2014 11.09.2014 MACBETH

TEXT RESPONSE






12.09.2014 MACBETH

TEXT RESPONSE






http://www.youtube.com/watch?v=eWVEGqyqNjI&list=PLZY2RLUYN3IgvCKDxO-pCEoY1wTMP3taD




2




(50 mins)


(50 mins)


lesson


(50 mins)


(100 mins)

Week 10

15.09.2014 MACBETH

TEXT RESPONSE

Character analysis

Complete a full character analysis of the main characters in the play in small groups (3-4). Focus on character traits and attitudes that contribute to actions and themes that are presented in the play. Small groups to present to class the key points they analysed in a specific character.

16.09.2014 MACBETH

TEXT RESPONSE

Themes and Values Discuss themes and values that have emerged in the play Are these themes explicit, symbolic, Visual etc? Focus on how the theme of conflict presented throughout the play? Complete worksheet on themes & values. Encourage use of quotes to support answers.

17.09.2014 18.09.2014 MACBETH

TEXT RESPONSE

Motifs & Symbols Discuss the motifs and symbols that have emerged throughout the play, eg. blood. What purpose do these symbols provide? Complete a short written analysis of the importance of one of the symbols in relation to the theme of conflict. Focus on student use of quotes to support their argument.

19.09.2014 MACBETH

TEXT RESPONSE

Watch film “Macbeth” 2006, Geoffrey Wright Explain that it is a modern take on the play but the language is the same. Give students a comparison sheet to make comparison between key scenes in play and film. Encourage students to make real world connection between the themes as they are presented in the film.

School Holidays 20.09.2014 – 05.10.2014

3




(50 mins)


(50 mins)


lesson


(50 mins)


(100 mins)

Week 11

06.10.2014 MACBETH

TEXT RESPONSE

Review what was covered prior to holidays with a focus on conflict. Class discussion about plot, characters, themes covered View film Act 1 & commence comparison What connections can

be made between the play and film?

Are there similarities or differences?

Is it easier or harder to understand the characters roles?

07.10.2014 MACBETH

TEXT RESPONSE

View film Act 2 & Comparison How does Geoffrey

Wright portray conflict in the film? What techniques does he use to enhance this?

What connections can be made between the play and film?



08.10.2014 09.10.2014 MACBETH

TEXT RESPONSE

View film Act 3 & Comparison What connections can

be made between the play and film in these scenes?



Does the modern take on the film allow for advanced understanding of the play?

10.10.2014 MACBETH

TEXT RESPONSE

View film Act 4 & 5 Comparison What connections can

be made between the play and film in these scenes?



Does the modern take on the film allow for advanced understanding of the play?

Class brainstorm about overarching themes and the role that conflict plays.

Week

12

13.10.2014 MACBETH

TEXT RESPONSE

View film trailer and make comparison with play. What effect does this have on the viewer? View Geoffrey Wright interview about the film (http://www.youtube.com/watch?v=H2ienX67AmY). Discuss whether his intentions for the film appear to enhance the themes presented in the written version of the play.

14.10.2014 MACBETH

TEXT RESPONSE

Group work based on class discussion of other movies based on historical plays/books, which have been re-made in modern times. eg, Romeo & Juliet

Think/Pair/Share What is the significance

of a remake?

Does this allow the viewer to understand the play in a different way?

How does a modern remake encourage connection and understanding of content for its audience?

Does a modern remake change the language of the original play?

15.10.2014 16.10.2014 MACBETH

TEXT RESPONSE

Evaluative Essay Go over “What is an Evaluative Essay?” and what it means in the context of this outcome. Encourage use of TEEL paragraphing to create clear essay arguments. Focus on key points of an evaluative essay that students should include. Create essay maps to give students an understanding of how to plan out their essay.

17.10.2014 MACBETH

TEXT RESPONSE

Practice SAC Create a brochure using

a multimedia program that serves as a purpose for advertisement for the film & play. It must make comparison between the play & film based around the theme of conflict. Students to focus on language, purpose & audience when creating.

Seat students individually and complete under test SAC conditions. Encourage all students to commence their SAC with a planning process for their ideas.

http://www.youtube.com/watch?v=H2ienX67AmY



4




(50 mins)


(50 mins)


lesson


(50 mins)


(100 mins)

Week 13

20.10.2014 MACBETH

TEXT RESPONSE

Comparison/Key Scenes Complete question and analysis handout on ‘The Banquet Scene’ Complete the ‘Role of the witches’ activity

Make a list of the conflict scenes in the play and rank in order of importance. Present ideas to class in informal discussion.

21.10.2014 MACBETH

TEXT RESPONSE

Comparison Questions/Activities Complete comparison questions (see worksheet) If students complete early complete worksheet on themes Students must complete for homework if not completed during class time.

22.10.2014 23.10.2014 MACBETH

TEXT RESPONSE

Focus on Soliloquies in play What is a soliloquy? What is the importance of a soliloquy /particularly in Macbeth? Hand students a copy of Macbeth’s soliloquy ‘Is this a dagger which I see before me’ (Act II, scene I) to unpack, breakdown and analyse. Hand back practice SAC’s

24.10.2014 MACBETH

TEXT RESPONSE

Translate key scenes into modern English. Create and adapt scenes using the Macbeth characters and themes, but set within the students own world, eg. Set in a school, at a party etc Focus on overcoming

conflict as an overarching theme.

Get students to act out scenes in the revised version and video record for students to watch back at end of term.

Supply a box of basic costumes & props for use (eg dagger, crown)

Week

14

27.10.2014 MACBETH

TEXT RESPONSE

Revision Provide opportunity for feedback & questioning regarding practice SAC Go through rubric for the SAC. Go through statement of intention and importance of ensuring students are well prepared and read SAC instructions thoroughly.

28.10.2014 MACBETH

TEXT RESPONSE

Revision Play ‘Macbeth review’ card game. View enotes revision clips: Macbeth themes/characters/summary & quotations clips - http://www.youtube.com/watch?v=JOztkiogc3Q&list=PLZY2RLUYN3IgvCKDxO-pCEoY1wTMP3taD Commence creation of key point revision sheets.

29.10.2014 30.10.2014 MACBETH

TEXT RESPONSE

SAC Preparation Students are handed a copy of SAC and given one single lesson to plan their SAC essay. Students use an essay map to plan their essay. Students commence key point planning sheet for SAC.

31.10.2014 MACBETH

TEXT RESPONSE

Complete final SAC for Outcome 2 Unit 2. Students to complete SAC under test conditions. Complete an evaluative essay comparing the text and film versions of Macbeth. *See Appendix A for copy of SAC **See Appendix B for corresponding assessment rubric

http://www.youtube.com/watch?v=JOztkiogc3Q&list=PLZY2RLUYN3IgvCKDxO-pCEoY1wTMP3taD





5

Appendix A

English Unit 2 Area Of Study 2: SAC – Creating and presenting Macbeth Evaluative Essay

Write an evaluative essay that compares the print and film versions of Macbeth and the

features of each; demonstrating how the author constructs meaning. Focus predominantly on

the overall context of ‘overcoming conflict’ as you evaluate and compare the two versions of

Macbeth. Choose one of the prompts below and construct your essay using examples from the

two text types to support your argument.

SAC CONDITIONS:

You will be given these questions one day before your SAC.

You can plan your essay at home.

You can bring a single sided A4 planning sheet (hand-written) into the SAC. This must

be written in short points and cannot include large sections of writing. (Topic sentences

and dot points are allowed)

This SAC will be written under strict exam conditions in a double period. You are allowed to use your plan, your text, a dictionary and writing materials. No other materials will be brought into the room. You will plan for the essay in a single lesson. You will write the essay in the following double.

This SAC is worth 30 marks

6

Your essay must be 800 to 1000 words responding one of the below prompts. You must use

examples from both film and text versions of Macbeth to make comparison and demonstrate

your understanding. You must consider the effects of form, purpose, audience and context when

planning and writing your essay. Your essay must include quotations to support your arguments

and/or ideas that you present in your essay.

Please choose to write on one of the following prompts:

Conflict is necessary for change to take place

Inner conflict is an outcome of external conflict

Power, greed and success create conflict

Overcoming conflict requires bravery and courage

There is more to be gained in the face of defeat than in the perils of victory

7

Appendix B

Unit 2: Outcome 2 – completion of one written text - Macbeth SAC Assessment sheet Student name: Date:

Assessment Criteria Level of performance

High <--------------------------------------------> Low

1. Use of ideas, arguments and language appropriate to an evaluative essay. Ensure the form, audience, purpose, and context are clear. (10 marks)

2. Understanding of ideas and/or arguments relevant to the context ‘overcoming conflict’ as presented in the play and film versions of Macbeth, and ability to draw on these in the creation of evaluative essay. (10 marks)

3. Fluent, expressive and coherent writing; control of the conventions of written English. (5 Marks)

4. An effective explanation of personal choices relating to form, language, audience, purpose and context, with use of appropriate metalanguage. (5 Marks)

Teacher comments/areas for improvement:

A+ A B+ B C+ C D+ D E+ E UG MARK

Unit 3 30-28 27-25 24-22 21-19 18-16 15-13 12-10 9-7 6-5 4-3 2-0 /30

Victoria DeRome

Unit 2 – Outcome 3

Using Language to Persuade

Mon Tues Thurs Fri Fri

Introduction to persuasive text. Discuss assessment & rubric for this unit. Discuss the structure of the unit and persuade students to activate a blog. Advice on note taking and blog set up.

Audience & Purpose Understanding the importance of audience discussion. Know your audience. Match audience to purpose activity.

Main contention Read a passage from a newspaper and display on whiteboard. Explore the main topic as well as intended audience. Answer 5 questions regarding the contention and audience of the piece.

Tone & Voice Analyse different tonal words in a table. Model selecting the words before asking students to place certain words in the table. Everyone in class should participate. Discuss active/passive voice.

Word choice Discuss connotations. Think pair share activity: Create positive/negative or neutral statements from a variety of topics given. Explore how celebrities endorse products. Homework: collect two headlines from a newspaper to analyse next session.

Newspapers Explore the differences of broadsheet/tabloid papers. Place headlines in a box and in groups take it in turn to select a headline before establishing: Topic, techniques and any other info. Present to class.

Editorials Discuss the features/functions of editorials. Ask students to find an editorial piece on an online newspaper. Choose examples of persuasive language from the piece and share with the class to see if any ideas differ. Select a variety of newspapers/magazines (online) and discuss the editors. Are they mainly men or women and what topics are they writing

Opinion pieces Analyse an opinion piece displayed on the web. Ask students to: Describe the tone. Target audience. Explain the contention. Write five sentences on how persuasive language has been used.

Letters to the editor Discuss the purpose, features and language used in letters to the editor. Write a letter to the editor of a fictional newspaper/magazine on any subject you are interested in. Use persuasive language and tone. Analyse a couple of letters to the editor shown on the whiteboard.

Cartoons Read the handout ‘Australian political cartooning – a rich tradition’. Students to gain an understanding of how the political cartoon originated. Ask students to create a cartoon-political or otherwise and discuss ways in which

Victoria DeRome

about and why? Discuss your findings with the rest of the class.

they would present their POV.

Photographs Present two very different articles which contain photos. Discuss why photography is important to audience and what kind of photos sell which type of publication (e Nat Geo vs OK). What issues do celebrity photographers encounter? Explore the legalities of taking photos.

Online newspapers Consider the advantages and disadvantages of online and printed newspapers. Explore which newspapers have an online version and research into how many readers each gets. Design a poll to be taken in school (for teachers and students) on whether the online newspapers should replace printed versions. Present your findings back to the class.

Current Affair shows Consider persuasive techniques used in TV and current affair shows. Eg Set/backdrops/lighting/presenters etc Compare TV news and current affair shows. Watch clips from both whilst taking notes on their structure and effectiveness. Research News and current affair shows and how many are broadcast and when etc. Write a summary of your findings.

Radio news & talkback Discuss the term ‘shock jocks’. Why do these DJ’s behave in this way? What is their purpose? Play the interview with Julia Gillard and Howard Sattler (#1). Why was Sattler suspended? What other cases have been in the media concerning ‘shock jocks’ in recent years?

Internet based texts Analysing the Wiki which was produced in the first term (The Kite Runner). What could be done to improve the site? Research websites and explore elements used to inform their audience eg layout, format, illustrations, add-ons. Using the site Weebly.com Create your own website.

Speeches Introduce the elements of speech. Show Steve Jobs “inspirational speech” (#2). Discuss the importance of voice/body language & gestures in the speech. What is the tone?

Persuasive techniques: Anecdote Why are anecdotal techniques in persuasive language so effective. Find three speeches which use anecdotes. Analyse the three speeches and discuss their effectiveness.

Persuasive techniques: Attack Analyse two articles which attacks an individual or group (eg letter to the editor). Discuss the technique and the emotion it creates. Write your own letter to the editor on a topic which is important to you.

Persuasive techniques: Fear/Patriotism Analyse the speech given by Winston Churchill (#3). Discuss techniques used. Highlight words which appeal to the audience. Devise your own speech which contains Patriotism techniques and read to the rest of the class.

Persuasive techniques: Emotive Analyse the effectiveness of emotive techniques used in PETA advertisements. Highlight effective words and explore emotions that the reader my feel. What

Victoria DeRome

imagery might PETA advertisers use to appeal to their audiences? Explore some examples.

Persuasive techniques: Graphs/charts diagrams Analyse Aleph Molinari’s Speech on TedTalk (#4). How does his use of graphs and diagrams persuade his audience? Does reason and logic only appeal to certain audiences? Discuss. How do we personally relate to graphs and charts?

Persuasive techniques: Rhetorical questions Explore the meaning of ‘rhetorical’. Study some sentences with rhetorical meanings in them. Write a one minute speech using as many rhetorical meanings as possible. Perform during class.

Persuasive techniques Form groups and create a forum on an issue such as “Immigration laws in Australia’. Instruct individuals to take the roles of the stakeholders. Use some of the techniques studied to present your case. Present to the class in a Q & A session.

Writing a language analysis: Planning Discuss the importance of planning for the written analysis. Ask students to design their own plan on a word document which captures key information. Title/author/source/main contention/tone/persuasive techniques used and effect on reader. Use the plan to write an analysis on an opinion piece in a newspaper.

Writing a language analysis Analyse a persuasive piece and then rework the article to deliver to two different audiences. Write an analysis of why certain features on the piece were changed by you.

POV: research & develop an issue Chose a current issue from the media looking at several different view points. Draw up a table to organise the different POV’s.

POV issue Using the heading: ‘All trains and buses should be free for everyone’, form a debate team for and against the issue. The class should be divided into two with the chance for everyone to speak.

Perform point of view. Get together with your group and discuss your written analysis before deciding who will put forward which point. The second part of the class is given to the debate and the teacher who is providing feedback decides on the winner. At the end, students

Practice SAC See attached SAC and rubric

Practice SAC

Victoria DeRome

Drawing on the table information answer questions such as: Who are the experts on this issue? What facts/evidence do you have on the issue? etc

Spend time developing your point of view to perform in the following class. Write your piece using an introduction/body and conclusion paying particular attention to the use of persuasive techniques learnt in class.

evaluate their performance.

Peer marking and feedback on practice SAC We will review the practice SAC role plays using the rubric as a class. Individual feedback for students who are concerned on their performance.

Famous speeches: Analyse techniques used in historical speeches. Screen Martin Luther King’s I have a Dream speech (#5). Consider the overall effect on the audience. Why is this classed as an historical speech? Use the table designed in the earlier class to record findings.

Famous speeches continued. Analyse Kevin Rudd’s ‘Sorry’ speech (#6). Consider his tone/appearance and the techniques he uses. Is this speech heartfelt? Research reactions felt by Aborigine people.

SAC See attached SAC And Rubric

SAC

#1 Julia Gillard & Howard Sattler https://www.youtube.com/watch?v=flAJmIs1d1I

#2 Steve Jobs speech https://www.youtube.com/watch?v=a5SMyfbWYyE

#3 Winston Churchill https://www.youtube.com/watch?v=MkTw3_PmKtc

#4 Aleph Molinari https://www.youtube.com/watch?v=kaxCRnZ_CLg

#5 Martin Luther King https://www.youtube.com/watch?v=smEqnnklfYs

#6 Kevin Rudd https://www.youtube.com/watch?v=b3TZOGpG6cM

https://www.youtube.com/watch?v=flAJmIs1d1I

https://www.youtube.com/watch?v=a5SMyfbWYyE

https://www.youtube.com/watch?v=MkTw3_PmKtc

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

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

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Area Study 3

Using Language to Persuade – Role Play

Practice SAC

After analysing several inspirational speeches in class, you were given a

scenario handout prior the SAC to prepare for your role play. (eg ‘Modern

society is too dependent on digital technology’ assume the role of the CEO of

a digital gaming company- your apposing character will be an aged non user

of technology).

The written preparation is to be completed as an individual task however when

the role play scenario takes place you will be partnered up with someone who

is opposing your view on the selected issue. The role play will last 6-8 minutes

per character where you will present your point of view in front of your

audience (rest of class).

It is important that you

Have an understanding of the use of language in the presentation of

ideas, arguments and evidence

Develop strategies and appropriate metalanguage for identifying and

analysing the ways in which verbal and non-verbal (including visual)

language is used to persuade viewers in particular ways.

Plan a logical and coherent point of view firstly in written and then in

oral form.

Listen actively and respond constructively to others’ views during

discussion.

To role-play:

o Identify the situation. o Add details. o Assign roles. o Act out the scenario. o Discuss what you have learned.

Assessment rubric is attached.

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Area Study 3


SAC

After analysing several inspirational speeches in class you understand the

effect a good speech can have on an audience. With powerful words and an

ability to read your audience a speech can change a person’s point of view.

In this assessment you are given a scenario where you must get into character

and write and deliver a 3 minute inspirational speech to an audience.

The scenario: In a terrorist attack several thousand people have been killed

by an extreme group. As Prime Minister to your country you have the chance

to make a 3 minute film to appeal directly to the terrorist leader before

another attack takes place. How do you plan your speech?

The written preparation is to be completed in the first half of the lesson and

the performance will take place in the second half.

It is important that you

Have an understanding of the use of language in the presentation of

ideas, arguments and evidence.

Develop strategies and appropriate metalanguage for identifying and

analysing the ways in which verbal and non-verbal (including visual)

language is used to persuade viewers in particular ways.

Plan a logical and coherent point of view firstly in written and then in

oral form.

Listen actively and respond constructively to others’ views during

discussion.

To role-play:

o Identify the situation. o Add details. o Assign roles. o Act out the scenario.

Victoria DeRome

o Discuss what you have learned.

Assessment rubric is attached.

Area Study 3


Assessment Rubric

Exceeding Meeting Approaching Below

Evidence of preparation and planning 10

Role play was well prepared and organised. Time limit adhered to.

Role play was planned and organised. Time limit slightly over/under.

Basic planning and organisation for the role play. Time limit not adhered to.

Little or no planning and organisation for the role play. Time limit not considered.

Use of persuasive techniques and appropriate metalanguage 10

Clear evidence of persuasive strategies and use of meta language used to influence audience.

Evidence of persuasive strategies and use of metalanguage used to influence audience.

Basic persuasive strategies and some use of meta language used to influence audience.

Little evidence of persuasive strategies and no use of meta language when influencing audience.

Presentation of point of view 5

Arguments and viewpoints expressed in a clear and precise manner.

Arguments and viewpoints presented well.

Arguments and viewpoints are unclear and leave the audience slightly confused.

Arguments and viewpoints do not make sense.

Ability to listen and respond 5

Demonstrated excellent listening and responding ability.

Evidence of listening and responding to discussion.

Basic evidence of ability to listen and respond.

Little or no evidence of ability to listen or respond to discussion.

Victoria DeRome

Bibliography

Beardwood, Napthine & Pohl (2011). English Handbook, Australia: Insight Publications.

Beardwood, Sherman & Tulloh (2010). English In Year 11, Elsternwick: Insight Publications.

VCAA (2006). VCE Study Guide, English, East Melbourne: VCAA.


Year 11:


Unit 1:




7 Weeks Vicky







Unit 2:




7 Weeks Daniel D




7 Weeks Tara






Unit 3:



7 Weeks Lauren




6 Weeks Lauren



OralPresentation

6 Weeks Larisa

Unit 4:




6 Weeks Larisa



6 Weeks Daniel T

Unit 3: Weeks 1-10 are Term 1, Weeks 11-20 are Term 2; Outcomes 1 & 2

Week Date from

Week Start Monday (50 Mins) Tuesday (50 Mins) Thursday (50 Mins) Friday (100 Mins)

1 28/1/2014 > No School < > Student Free Day < > School Officially Starts <

Text Response – Cat’s Eye

Introduce self to class

Outline plan for the

year briefly. Provide a

more detailed plan for

the first outcome.

Outline expectations for

the class.

Discuss the novel. Get

students to outline a

brief synopsis verbally.


Develop a section

summary for section one

as a class. Include Key

events, characters, issues

etc.

Students to then work on

a summary for section 2

independently or in small

groups.

Ensure students are able

to effectively develop

these section summaries

as these will be important

revision resources.

2 3/2/2014 Text Response – Cat’s Eye

Start introducing

vocabulary to discuss

the plot through

discussion and

activities. Students to

consider how and why

the plot is structured


Focus on narrative

structure. A section to

explore key questions

and then extrapolate

across novel.

Key questions: What

questions does the


Focus on narrative

viewpoint. First person

and third person

narrator.

Writing task: students

to attempt to write a

scene from third person


Focus on the contexts.

Discussion on the context

– the two time periods

this novel is set in. How

does this contribute to our

interpretation of the

novel?

in this way.

Discuss the two time

periods in this novel

and impact of the time

shifts on the readers

understanding and

interpretation of

events.

Ask students to

analyse the vocabulary

an writing techniques

the author uses to

separate the two time

periods.

plot ask at the

beginning? What crisis

and turning points

take place? What is

the climax of this

issue? How is it

resolved? Are our

questions answered?

Discussion on: What

impact do these

structural components

have on the audience?

Do they have a

positive or negative

impact.

viewpoint.

Discussion on how this

changes the meaning or

changes the impact of

the event.

Key question: why did

Attwood chose to write

Cats Eye with a first

person narrator?

Identify: Social context,

cultural context, historical

context.

Discuss the role/impact of

the author’s context (the

time the novel was written

in, the authors biography

etc)


Focus on themes and

how language and

imagery develop

symbols and connect

these themes.

Use concept maps the

develop ideas and to

locate related

examples within the

text.

Connect these themes


Explicit focus on the

academic vocabulary

required to discuss

novels.

Use a list of basic or

simple words and ask

students to identify

alternate words which

would be more

appropriate for a

formal writing task or,


Focus on characters.

Identify key characters.

In pairs develop profile

of a character.

Key questions: What do

they look like? What

type of person are

they? How does their

personality develop

across the novel? Must

find examples to


Match each pair with

another with the same

character to discuss and

modify the profile. (these

to be shared with entire

class)

As a class develop a

relationship concept map.

Connecting characters and

identifying key events for

each relationship.

to a wider context and

purpose.

use a list of definitions

and ask students to

identify the

corresponding word.

Give students a

prompt regarding one

or two of the focus

areas covered and ask

them to respond using

some of the words.

support ideas. Identify the key

relationships for the novel

and the relevant conflicts,

events and changes that

take place.


Focus is exploring the

themes in relation to

the characters and

how we can identify

themes.

Key question does the

novel just explore a

theme or does it also

offer a contention

about it?

Discussion on identity

and how the

characters develop

and modify their

identities. Identify

positive and negative


Build on discussion of

identity by introducing

concept of belonging.

Key question: Is

belonging important

to identity? Do the

character’s identities

change in relation to

their belonging to

different groups?

(Friendships, family

etc)

Identify specific

examples in the text

to support ideas.


Focus on values.

Establish prior

knowledge and

understanding of

values.

Identify values that are

held by certain

characters and add to

character profiles.

Are values consistent in

the novel? Use two

time periods as a

comparison.


Discussion: What do the values

held at different time periods

tell us about how people were

living and interacting during

the different time periods of

the novel?

relationships with

identity.


Focus on different

interpretations.

Compare scenes from

the movie with

individuals

interpretations.

Discussion points: Is

one interpretation

right? What is

important when

offering your own

interpretation of a

text? – using examples

and evidence.


Watch a range of

interviews with

Margaret Atwood.

Discuss her view of

her book and how this

supports or doesn’t,

student

interpretations.

Ask students to focus

on the language she

uses to discuss her

own work.


Watch a range of

interviews with other

people who offer an

interpretation or an

opinion on the novel.

Compare and contrast

with author’s views.

Ask students to reflect

on whether these

perspectives have

influenced their own

interpretation and

how?


Analyse effectiveness of

novel’s ending.

Focus on how themes and

conflict points are

resolved.

Discuss and compare with

alternate possible endings.


Outline SAC details.

Essay format text

response.

Use examples of text

responses from other

texts (Preferably ones

studied in earlier

years) to model


Revision focus:

Writing Essays.

Format: Use TEEL

model to reinforce

essay structure.

Content: Essay must

have an argument –

They must be offering


Revision focus:

Vocabulary for text

response.

Give students list of

words ask them to

define and put in a

sentence that fits the

context of analysing


Mini practice SAC using an

example prompt or

question in first half of

double.

Peer assess using a rubric

in second half of double.

Provide students with

another practice prompt

format, content, etc.

Give students a quiz

on content of novel to

establish that all

students have a good

basic knowledge of

novel before more

detailed revision.

up their own

interpretation of novel

and justifying it.

Cat’s Eye.

Write a paragraph

about a character or

theme using language

and swap with a

partner and peer

assess.

or question for weekend.

7 10/3/2014 Labour Day

> No School < Text Response – Cat’s Eye

Revision focus:

Students to complete

a test on the novel’s

themes, values,

characters and

language which asks

for examples.

After completing test

students to self

identify weak areas

and revise accordingly.

Students who require

one on one assistance

to have mini

conferences with

teacher.


Self-directed revision.

Student to be provided

with practice prompts if

they wish to complete

another practice

response.

Students who require

one on one assistance

to have mini

conferences with

teacher.

SAC

Students are given 90

minutes to produce a

written text response in

essay format.

The prompt or question

given will require them to

demonstrate their ability

to interpret and analyse

the text Cats Eye.

SAC instructions will be

handed to students day

before.

8 17/3/2014 Identity and Belonging Identity and Belonging Identity and Belonging Identity and Belonging

Following on from

Area of Study one.

Break down the idea

of Identity and

Belonging.

Get students to

formulate questions

about this context.

Ask students to write

a paragraph about

what this context

means to them at this

point in time.

Begin reading Summer

of the 17th Doll. Read

all of scene one.

Discuss components

of plays and what is

important when

reading them.

Watch the second

scene from an

adaptation.

Discuss how ideas

about identity and

belonging are

introduced in the play.

Identifying evidence

and quotes.

Students investigate

historical context of

play.

Connect to the play in

terms of events and

activities of the

characters.

Focus on second act of

play. Read through as a

class.

Discuss the role of Pearl

Cunningham. Investigate

why she behaves the way

she does.

Extrapolate these ideas

into a wider context –

Does society frown upon

those whose identities

don’t conform to the

norm?

9 24/3/2014 Identity and Belonging

Students investigate

the cultural context in

which the play is set.

Connect to the

context more broadly

through discussion of

male and female roles

in society.

Students to complete

a writing activity

connecting Identity to

cultural context of

play.

Identity and Belonging

Focus on third act of

play. Read through as

a class.

Discuss and explore

the concept of

belonging.

Identify the different

groups that characters

belong to in the play

and discuss the

conflict between

them.


Focus on Identity and

belonging in students

own world.

Brainstorm what factors

in the world influence

students own sense of

identity and belonging.

Research how these

components are

represented in the

media and in popular

culture.


Students continue to

research how identity and

belonging are represented

within their own world.

Students to collect

written, visual and audio

examples.

Students to identify issues

and crisis points within the

discussion on identity and

belonging.


Focus on expository

writing.

Show examples of this

style including essays,

feature articles, letters

and journal entries.

Ask students to

identify their own

examples from their

own research.


Using examples

identified in previous

lesson identify

characteristics of texts

that make them

expository writing.

Identify specific

examples of structure

and vocabulary.

Summarise how these

examples contribute

to understanding of

context focus.


Focus on audience.

Identify and match

audience types to

different forms of

expository writing.

Evaluate effectiveness

of different samples of

expository pieces on

their audience.


Focus on planning

processes.

Teacher to model planning

process for SAC’s.

Students to plan

responses to example

prompts.

School

Holiday 5/4/2014 >

21/4/2014


Students to review

and modify their

plans.

Students to attempt to

write one of their

planned responses.

Students to rely on the

material collected in

the unit to support


Teacher to model self-

editing process.

Focussing on

structure, content and

spelling and grammar.

Students to review

and edit own work.


Students to peer assess

each other’s work.

Focussing on language

and consistently

address audience and

purpose.

Students to review and

edit their own work in

response to peer


Part A of SAC:

Students are given prompt

and 10 Planning minutes.

Students then given 60

Minutes to write an

expository piece.

Students then given 10

minutes to edit and review

their work. assessment comments. work.

All done under exam

conditions.

12 28//2014 Identity and Belonging

Key focus: Nature or

nurture - what makes

us who we are?

Look at some

examples of Twins

(video links below) as

discussion prompts.

Self-reflection:

Students to consider if

they had been

brought up in a

different society

would they be

different?


Key focus: Defining

ourselves through

others – the paradox

of belonging

Look at some Short

film (video links

below) as discussion

prompt.

Class reflection:

Students to consider

what groups exist

within their

environment. What

makes someone a

member and others

not.


Key focus: The cost of

belonging – sacrificing

the self

Discuss this focus in

context of family.

Belonging within a

family is challenging

when it conflicts with an

individual’s identity. IE

the Christian family with

the homosexual child.

Discuss sacrifice of

parents or children for

wellbeing of all. Why do

we do this for family?


Key focus 1: Challenging

and developing our

identity

Student self-reflection:

Students to define own

identity and then define a

partner’s. Swap and

compare.

Key Focus 2: Choosing not

to belong.

Is this more difficult than

complying? Discuss in

context of bullying. Do

you belong with the bully

of you don’t step in?

Discuss in context of Nancy

in Summer of 17th Doll.

Was her choice to leave

the group brave?


Focus: Imaginative


Students to be given a


Students to write a


SAC

Students to be given a

writing.

Look at a variety of

clips on You tube of

victims of cyber

bullying. Link below.

Review sample of

related Eulogy, diary

entry and personal

letter.

variety of sample

letters, eulogies and

diary entries.

Students to identify

standard conventions

and structure of each.

Students to write an

alternate version of

one of the examples.

practice response for

SAC. They are to be

given prompt from

below.


and edit their story.

Students to revise and

collate all work on

context in preparation

for SAC.

prompt and 10 minutes to

select and plan a response

type.

Students given 60 minutes

to write a response.


to review and edit work.


Focus: Imaginative

writing.

Look at a short story

from E book linked

below and discuss in

relation to context.

How do stories help us

to understand our

context?

Class debate: Is

Identity fixed or can it

change?


Focus on Story

structures.

Short stories: minimal

characters, beginning

– create a problem,

middle – explore

problem build tension,

Finish – Climax and

resolution of issue.

Planning a short story.


Students to write a

practice story for SAC.

They are to be given

quote 1 below as a

prompt for story.


and edit their story.

Students to revise and

collate all work on

context in preparation

for SAC.


SAC C– short story

Students to be given

prompt, quote 2 from

below, and 10 minutes

planning time.


writing time under exam

conditions.

Students to be given 10

minutes review and

editing time.

Resources:

Short film: https://www.youtube.com/watch?v=oeB6uxu57ss

twins video: https://www.youtube.com/watch?v=1gwnzW4jOMI

https://www.youtube.com/watch?v=8bB9PPjp04o

Sacrifice of self: https://www.youtube.com/watch?v=HcEjWHZtlic

Bullying clips:

https://www.youtube.com/results?search_query=bystander+bullying&oq=Bystander&gs_l=youtube.3.2.0l10.497554.499120.0.501969.9.7.0.2.2

.1.266.1089.2j3j2.7.0...0.0...1ac.1.11.youtube._PFqIKVoDkw

Imaginative writing:

http://www.scribd.com/doc/9414835/Stories-of-Identity-Religion-Migration-and-Belonging-in-a-Changing-World

Quotes for imaginative writing SAC part C:

1: "To be yourself in a world that is constantly trying to make you something else is the greatest accomplishment."

~ Ralph Waldo Emerson

2: "Be who you are and say what you feel because those who mind don't matter and those who matter don't mind."

~ Dr. Seuss

Cyber Bullying:

https://www.youtube.com/watch?v=oeB6uxu57ss

https://www.youtube.com/watch?v=1gwnzW4jOMI

https://www.youtube.com/watch?v=8bB9PPjp04o

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

https://www.youtube.com/results?search_query=bystander+bullying&oq=Bystander&gs_l=youtube.3.2.0l10.497554.499120.0.501969.9.7.0.2.2.1.266.1089.2j3j2.7.0...0.0...1ac.1.11.youtube._PFqIKVoDkw

https://www.youtube.com/results?search_query=bystander+bullying&oq=Bystander&gs_l=youtube.3.2.0l10.497554.499120.0.501969.9.7.0.2.2.1.266.1089.2j3j2.7.0...0.0...1ac.1.11.youtube._PFqIKVoDkw

http://www.scribd.com/doc/9414835/Stories-of-Identity-Religion-Migration-and-Belonging-in-a-Changing-World

https://www.youtube.com/results?search_query=cyber+bullying+story&oq=Cyber+bullying+&gs_l=youtube.3.6.0j0i10j0l8.3185653.3191758.0.3

195797.15.14.0.0.0.0.587.4850.2j0j5j0j3j4.14.0...0.0...1ac.1.11.youtube.lza9nxZMto4

Prompt for SAC part b

http://www.theaustralian.com.au/national-affairs/policy/family-of-suicide-teen-urge-parents-to-watch-childrens-internet-use/story-fn59nokw-

1226242931928

https://www.youtube.com/results?search_query=cyber+bullying+story&oq=Cyber+bullying+&gs_l=youtube.3.6.0j0i10j0l8.3185653.3191758.0.3195797.15.14.0.0.0.0.587.4850.2j0j5j0j3j4.14.0...0.0...1ac.1.11.youtube.lza9nxZMto4

https://www.youtube.com/results?search_query=cyber+bullying+story&oq=Cyber+bullying+&gs_l=youtube.3.6.0j0i10j0l8.3185653.3191758.0.3195797.15.14.0.0.0.0.587.4850.2j0j5j0j3j4.14.0...0.0...1ac.1.11.youtube.lza9nxZMto4

http://www.theaustralian.com.au/national-affairs/policy/family-of-suicide-teen-urge-parents-to-watch-childrens-internet-use/story-fn59nokw-1226242931928


School Assessed Coursework: VCE English, Unit 3, Area of Study 1.

Text: Cat’s Eye

Teacher Instructions:

This SAC is to be conducted in exam like conditions as outlined in the instructions below. Students

are to be given their instruction sheet the day before. Students should be encouraged to develop a

plan for their essay on receiving the prompt.

Student Instructions:

For this SAC you will be required to complete a text response in essay format. You have been given a

prompt question to respond to which is outlined below, this will also be written on the board.

Guidelines for completing the text response are as follows:

- You will be given 90 minutes to complete your essay,

- The prompt will relate to the novel Cat’s Eye by Margaret Atwood which we have been

studying.

- The response must be in essay format and students should follow the TEEL structure,

- The response must be hand written,

- You are able to bring a copy of the novel, pens and blank paper into the SAC. No other

materials are permitted.

- Students are reminded that no talking is allowed for the duration of the SAC and no student

may leave early.

- Should you have any issues during the SAC raise your hand and your teacher will come and

assist.

As you have been given this a day in advance it is recommended that you develop a simple plan for

your essay that you can remember and write out at the start of the SAC. If you do not have a plan

you are strongly encouraged to make this your first step when the SAC commences.

SAC prompt question:

To what extent have cruelty and kindness shaped the relationships in Cat’s Eye? Discuss.

Your text response should demonstrate your ability to:

- Critically analyse the text by including a discussion about how Atwood constructs meaning in

Cat’s Eye,

- Understand the social, historical and cultural values embodied in the text.

- Compare different interpretations of the text.

- Use appropriate metalanguage required by a text analysis.

- Include examples from the text and connect them to your points.

- Write a cohesive piece of writing that flows and engages your audience.

It should also demonstrate you in depth knowledge of the themes, characters, contexts and ides

presented and discussed in the text.

School Assessed Coursework: VCE English, Unit 3, Area of Study 1. Text: Cat’s Eye Rubric

High 20 - 17

Medium 16 - 14

Low 13 - 10

Unsatisfactory 9 - 0

Criteria 1: Demonstration if in depth knowledge of the themes, characters and ideas presented and discussed in the text.

Thorough and insightful understanding of the themes, characters and ideas presented in the text.

Thorough knowledge and some understanding of the themes, characters and ideas presented in the text.

Some knowledge and understanding of the themes, characters and ideas presented in the text.

Little knowledge of the themes, characters and ideas presented in the text.

Criteria 2: Critical analysis of the text by including a discussion about how Atwood constructs meaning in Cat’s Eye

Complex discussion and critical analysis of the structures, features and conventions used by the author to construct meaning.

Detailed discussion and analysis of the structures, features and conventions used by the author to construct meaning.

Discussion and some analysis of the structures, features and conventions used by the author to construct meaning.

Little, if any, identification of the structures or features or conventions used by the author to construct meaning.

Criteria 3: Compare different interpretations of the text.

Construction of a well-developed interpretation which demonstrates knowledge of ways in which the text is open to different interpretations.

Construction of own interpretation and a demonstration of ways in which the text is open to different interpretations.

Some identification of ways in which the text is open to different interpretations by different readers.

Little evidence of ability to construct a general response to the text or to identify an interpretation.

Criteria 4: Understand the social, historical and cultural values embodied in the text.

Thoughtful consideration of the ways in which social, historical and/or cultural values are embodied in the text.

Detailed consideration of the ways in which social, historical and/or cultural values are embodied in the text.

Understanding of the ways in which social, historical and/or cultural values are embodied in the text.

Little, if any, identification of a way in which social, historical and/or cultural values are embodied in the text.

Criteria 5: Used appropriate metalanguage required by a text analysis. Wrote a cohesive piece of writing that flows and engages

Appropriate and diverse use of a wide variety of metalanguage. Highly organised, fluent and sustained writing with

Appropriate use of some metalanguage. Organised and relevant writing with sound control

Some accurate use of some metalanguage. Some organisation and control of English writing

Little or consistently inaccurate use of metalanguage. Limited if any organisation and some control of English

the audience. Include examples from the text and connect them to your points.

excellent control of English writing conventions. Considered selection and use of significant textual evidence.

of English writing conventions. Suitable use of a variety of textual evidence to support analysis.

conventions. Some use of relevant textual examples.

language conventions. Minimal use of relevant textual examples.

Overall grades:

High 81 - 100

Medium 66 - 80

Low 50 - 65


School Assessed Coursework: VCE English, Unit 3, Area of Study 2.

Text: Summer of the 17th Doll

Teacher Instructions:

This SAC is to be conducted in exam conditions over three different lessons. Students are to be given

the overall instructions at start of area of study. Individual prompts to be given only on day of SACs.

Student Instructions:

For this SAC you will be required to complete three short pieces of writing in response to a series of

prompts all relating to the key context of Identity and Belonging. The three SACS will take place on

the following dates:

SAC a: Short Expository Essay – 600 words – 26 April 2014

SAC b: Imaginative Eulogy, Letter or Diary Entry – 450 words – 10 May 2014

SAC c: Short Story – 450 words – 16 May 2014

SAC A Instructions:

You must write a short expository essay in response to the following prompt:

What happens to individuals when the group they belong to defines their identity? Discuss

with reference to the Ray Lawler play Summer of the Seventeenth Doll.

Guidelines for completing the essay are as follows:

- You will be given 10 minutes to plan your essay,

- You will be given 60 minutes to write the essay,

- You will be given 10 minutes to review and edit the essay,

- Essay should be no less than 550 words in length and no more than 650.

- The response must be in essay format and students should follow the TEEL structure,


- You are able to bring a copy of the play, pens and blank paper into the SAC. No other



may leave early.


assist.

As you will be given planning time during this SAC it is recommended that you develop a plan as

detailed as possible.

SAC B Instructions:

Students must write an imaginative piece in the format of either a Letter, a Eulogy or a Diary Entry.

The prompt is the following article:

http://www.theaustralian.com.au/national-affairs/policy/family-of-suicide-teen-urge-parents-to-

watch-childrens-internet-use/story-fn59nokw-1226242931928

Guidelines for completing the SAC are as follows:

- You will be given 10 minutes to read the prompt

- You will be given 10 minutes to select your format and plan your writing,

- You will be given 60 minutes writing time,

- You will be given 10 minutes to review and edit your writing,

- Your response should be no less than 400 words in length and no more than 500.





may leave early.


assist.

SAC C Instructions:

You must write a short story that explores the ideas discussed in this unit surrounding the context of

Identity and Belonging. The following quote is given as a starting point for your planning:

"To be yourself in a world that is constantly trying to make you something else is the greatest

accomplishment."

~ Ralph Waldo Emerson

Guidelines for completing the essay are as follows:

- You will be given 10 minutes to plan your short story,

- You will be given 60 minutes to write your short story,

- You will be given 10 minutes to review and edit your short story,

- Short Story should be no less than 400 words in length and no more than 500.





may leave early.


assist.

As you will be given planning time during this SAC it is recommended that you develop a plan as

detailed as possible.



Your pieces of writing should demonstrate your ability to:

SAC a:

- use strategies and appropriate metalanguage for identifying, analysing and comparing the

use of verbal and non-verbal (including visual) language to position readers in particular

ways;

- gather, organise, analyse and synthesise information and ideas into a sustained, coherent

and logical

argument;

- use the conventions of spelling, punctuation and syntax of Standard Australian English

- use examples to support and explain ideas.

SAC b:

- identify the structures, features and conventions of a range of persuasive texts from the

Australian media – print, non-print and multimodal – constructed for different audiences

and contexts;



ways;

- gather, organise, analyse and synthesise information and ideas into a sustained, coherent

and logical argument;

- Use examples to support and explain ideas.

- Presents information in a format consistent with the style selected.

- use the conventions of spelling, punctuation and syntax of Standard Australian English

SAC c:

- identify the structures, features and conventions of a range of persuasive texts from the

Australian media – print, non-print and multimodal – constructed for different audiences

and contexts;



ways;

- Is able to effectively imbed ideas about identity and belonging into the story.

- Is consistent with the conventions of a short story.

It should also demonstrate your in depth knowledge of the context - Identity and Belonging.

School Assessed Coursework: VCE English, Unit 3, Area of Study 1. Text: Cat’s Eye Rubrics

High 20 - 17

Medium 16 - 14

Low 13 - 10


Criteria 1: Uses strategies and appropriate metalanguage for identifying, analysing and comparing the use of language to position readers in particular ways.

Appropriate and diverse use of a wide variety of metalanguage effectively linking use to audience.

Appropriate use of some metalanguage which is linked to audience.

Some accurate use of some metalanguage sometimes linked to audience.

Little or consistently inaccurate use of metalanguage which is not linked to audience.

Criteria 2: Have gathered, organised, analysed and synthesised information and ideas into a sustained, coherent and logical piece of writing.

Has clearly gathered, organised, analysed and synthesised relevant information and ideas into a sustained, coherent and logical piece of writing.

Has gathered, organised, analysed and synthesised some information and ideas into a mostly sustained, coherent and logical piece of writing.

Has clearly gathered, organised, analysed and synthesised some mostly relevant information and ideas into a somewhat sustained, coherent and logical piece of writing.

Has gathered some relevant information but has failed to organise, analyse or synthesise that information in a sustained, coherent and logical piece of writing.

Criteria 3: Used examples to support and explain ideas.

Considered selection and use of significant evidence.

Suitable use of a variety of evidence to support analysis.

Some use of relevant textual examples.

Minimal use of relevant textual examples.

Criteria 4: Demonstrates a knowledge and understanding of the context – Identity and Belonging.

Thorough and insightful understanding of the context.

Thorough knowledge and some understanding of the context.

Some knowledge and understanding of the context.

Little knowledge of the context.

Criteria 5: Used the conventions of spelling, punctuation and syntax of Standard Australian English

Highly organised, fluent and sustained writing with excellent control of English writing conventions.

Organised and relevant writing with sound control of English writing conventions.

Some organisation and control of English writing conventions.

Limited if any organisation and some control of English language conventions.

Overall grades:

High 81 – 100 Medium 66 - 80 Low 50 – 65 Unsatisfactory 49 - 0

Unit 3: AOS3 - Using Language to Persuade

(Completed by Larisa Perera)

MONDAY

(50 mins)

TUESDAY

(50 mins)

THURSDAY

(50 mins)

FRIDAY

(100 mins)

Wee

k 1

: (1

9th

– 2

3rd o

f M

ay)

Introduction to Using Language to Persuade.

Students are to determine the Persuasive Language features implemented in the following examples;

Visual Image (Cartoon)

Opinion Piece YouTube Clip:

The Dark Knight Trailer

Essential Questions:

How do you write something that will persuade others?

What techniques do you use to emphasis or express your point of view? (Tone, body language, mannerisms, etc)

Persuasive Techniques.

Students will learn how to appropriately present their point of view/opinion to their peers.

Students will learn how to effectively share their ideas with others in a verbal context.


How do you persuade your friends/parents?

What persuasive techniques do you use unconsciously to give your opinion?


Discussion and looking at more examples of metalanguage within feature articles, opinion pieces.

The different forms of vocabulary, emotive language, tone, appealing to the audience/reader.

Emphasis the importance of CONTEXT and AUDIENCE.


Why is an audience important? Why do we use persuasive language in the first place?

How is context important? (Ask students to define context in their own words.)


Students to watch and read over famous speeches. Martin Luther King’s ‘I Dream Speech’ and John F Kennedy.

Discuss Persuasive Techniques used in the different types of speeches, forms of music (Where is the Love?, Black or White) and debates.

Activity: Students to do a mock debate in small groups, based on topics such as; AFL, Women regarded in Sports, Capital Punishment, etc. The task is designed so students can incorporate their current knowledge of persuasive techniques as well their previous knowledge.

Wee

k 2

: (2

6th

– 3

0th

of

May

)

Introduce students to the oral presentation task.

Students are to implement their knowledge and understanding of persuasive techniques and provide a 5 minute presentation.

Scaffold structure for oral presentation;

Powerful opening Transition of

body paragraphs. Use of evidence

to substantiate point of view (i.e. use of statistics appropriately)

Strong Conclusion.

Oral Presentation.

Discuss the use and implementation of statistics and experiences as forms of evidence to support arguments.

Use Asylum Seekers as an example and discuss as a class how the media exacerbates the situation, and the importance of context.

Students will be given the instructions for the SAC and are to start thinking of potential topics and ideas they wish to present an oral presentation on.

Oral Presentation.

The importance of appealing to the audience –

Students will use their own experiences. Implement relevant words and phrases.

Students researching ideas for their topics.

Consider your Audience:

Students determine their audience for the persuasive piece of writing.

Student’s peers and teacher will be the audience.

Creative Writing Activity.

1

st Period:

Students are to complete a writing task, where they write (500 – 800 words) as to why they chose their intended course/career path after Year 12.

This activity will endeavor to stimulate students knowledge and skills of persuasive techniques.

Students are to be persuasive in their writing and appeal to their audience (i.e. teacher).


Think how you would persuade your parents/friends as to why you have chosen your intended course or career path.

How would you persuade someone to give you a job?

2nd

Period: Students to work on their oral presentations.

Wee

k 3

: (2

nd –

6

th o

f Ju

ne)

Oral Presentation.

Students working on their oral presentations.

Oral Presentation.


Oral Presentation.


SAC

Oral Presentation (AOS3: Part 1)

Wee

k 4

: (9

th –

13

th o

f Ju

ne)

PUBLIC HOLIDAY:

QUEEN’S BIRTHDAY

Newspaper Analysis.

Students will complete a newspaper analysis task as a class. Students will be able to determine the following;

- Emotive Language

- Rhetorical Questions

- Tone - Audience - Context - Inclusive and

Exclusive Language

- Evidence (Statistics)


What language is appropriate to use when sharing an opinion?

How can you most appropriately address your audience?

How can you most effectively support your opinion with evidence from the text and/or your experience or prior knowledge?

Creative Writing Task.

Continuation of analysis of newspaper article, identifying the persuasive techniques used.

Creative writing task: Students are to write their own opinion piece (200- 300 words) in response to the article.

Once completed, they give the swamp their opinion pieces with a partner. Each student will then identify for their partners if they were persuaded or what they found appealing in their peer’s response.

Essential skills component:

Encouraging students to be inquiry thinkers and critics in a collaborative setting.

Written Response.

Scaffold and go through the methodology of writing an extended written response.

Construct a mind-map with students and collaboratively discuss what would be written in the;

Introduction

3 Body Paragraphs

Rebuttal

Conclusion

Wee

k 5

: (1

6th

– 2

0th

of

Jun

e)

Written Response.

Review and revise the structure of a written response.

Activity: Provide students with a sample article and ask them to write 3 brief arguments. Students are to then get into groups of 4 and discuss and debate their arguments as to why they believe their argument is valid.

Review of Sample SAC.

Provide students with a copy of a past SAC, one that was average and one that received high marks.

Students are to go through the SACs in their pairs and identify what the student did well/included and what they should have included.

Conduct classroom discussion and identify the key criteria the sample students exceeded in or why they did not meet the criteria.

Introduce Mock SAC.

Provide students with the Mock SAC instructions and articles.

Discuss the criterion for the SAC and the requirements expected for the SAC.

Students will be given the opportunity to prepare for the Mock SAC the following day.

Mock SAC.

Students will undertake a ‘Mock SAC’ throughout the entire lesson.

Students will be given 3 articles to choose from.

Wee

k 6

: (2

3rd

– 2

7th

o

f Ju

ne)

Mock SAC Review/Reflect:

Return students mock SACs and go through the feedback.

Discuss and explicitly show students the rubric for the mock SAC.

SAC Preparation.

Students practicing for SAC.

SAC Preparation.

Students practicing for SAC.

SAC Written Response

(AOS3 – Part 2)

VCE English UNIT 3

AOS3: Using Language to Persuade – MOCK SAC (20 marks)

Friday the 20th of June (2014)

Instructions:

Students are required to analyse the ways in which language and visual features are used to present a point of view.

Read the speech Taking Stock and then complete the task below.

Write you analysis as a coherently structured piece of prose.

Your response will be assessed to the criteria on the last page.

TASK:

How is written and visual language used to attempt to persuade the audience to share the point of view of the speaker in his speech Taking

Stock?

Background Information Biodiversity is the term used to describe life on earth – the variety of living things, the places they inhabit and the interactions between them. The transcript of the keynote speech given by Professor Chris Lee at the International Biodiversity Conference 2010 held in Nagoya, Japan, from 25 to 27 October, is printed on pages 12 and 13. In 2002 a commitment was made to achieve ‘a significant reduction in the rate of biodiversity loss as a contribution to poverty alleviation and to the benefit of all life on earth’ by 2010. The purpose of this Nagoya conference was to review progress towards achieving the target and to look beyond 2010.

International Biodiversity Conference

TAKING STOCK

Ladies and Gentlemen,

Opening slide of speaker’s presentation

This is a year of vital significance to our world. In declaring 2010 to be the International Year of Biodiversity, the United Nations stated: “It is a celebration of life on earth and of the value of biodiversity in our lives. The world is invited to take action in 2010 to safeguard the variety of life on earth: biodiversity”.

Has this been a year of celebration of life on earth? Has this, in fact, been a year of action?

Eight years ago – in April 2002 – many of our countries made a commitment to achieve a significant reduction in the rate of biodiversity loss. Over the next two days we will be reviewing our progress in this area. Honestly, how well have we done?

It is with great pleasure – though not without a tinge of sadness – that I address you on this occasion and work with you to re-establish, indeed to strengthen, our goals for the next decade.

One may justly ask: how far have we really come in our commitment to achieve a significant reduction in the rate of biodiversity loss as a contribution to poverty alleviation and to ensure the preservation of life on earth? For, perhaps idealistically, this is exactly what we set out to do.

Sadly, over the last one hundred years, we have lost 35% of mangroves, 40% of forests and 50% of wetlands. Due to our own thoughtless human actions, species are being lost at a rate that is estimated to be up to 100 times the natural rate of extinction. Of the IUCN (International Union for Conservation of Nature) Red List of 44 837 species assessed, 38% are today threatened and 804 already extinct. It is too

late for them.

In truth, for the first time since the dinosaurs disappeared, animals and plants are being driven towards extinction faster than new species can evolve. We are in the grip of a species extinction being driven by the destruction of natural habitats, hunting, the spread of alien predators, disease and climate change. Reversing this negative trend is not only possible, but essential to human wellbeing.

We know this. We are, in truth, the most educated generation of any to date. We have no excuse for inaction. Clearly it is our lack of unity and lack of genuine commitment to action that have led us to this grim situation.

For too long our approach has been haphazard. Wonderful words, glossy brochures, inspiring documentaries are no substitute for real action. It is one thing to mouth platitudes in the comfort of an air-conditioned and sumptuously catered conference hall and quite another to produce concrete results. A zoo here, a national park there, faint promises at conferences such as ours, a talk-fest of targets. What have WE – what have YOU and YOUR country – actually done since 2002 to contribute to the achievement of our goals?

There is no need to remind you why biological diversity is so important. As we all well know, our failure to conserve and use biological diversity in a sustainable manner is resulting in environmental degradation, new and more rampant illnesses, deepening poverty and a continuing pattern of inequitable and untenable growth on a global scale. Healthy ecosystems are vital to regulating the global climate. Poor rural communities depend on biodiversity for health and nutrition, for crop development, and as a safety net when faced with climate variability and natural disasters. Indeed, the poor are particularly vulnerable because they are directly dependent on biodiversity for their very survival, yet they are not in a position to do anything about it.

Species diversity affects the quantity and quality of human food supply. Biodiversity loss undermines the food security, nutrition and health of the rural poor and even increases their vulnerability. More than 1.1 billion people remain in extreme poverty and, while the wellbeing of all people is dependent on ecosystem services, it is the dependence of the poor on these services which is most crucial. Poverty eradication is crucial to a global action plan, yet the needs of the poor are often subordinated to the interests of us, the powerful economic giants. It is time we stopped kidding ourselves that the epidemic of affluenza is having little effect upon fragile ecosystems across our planet. We affluent hunters and gatherers must hunt less, gather less, conserve more and preserve more before it is too late!

Is any of this new information? Of course not! As leaders in the area of biodiversity, we know what damage our lifestyle is doing to our world. The time for talk is over: now, truly, is the time for serious action. We must reinforce this message to those in power: to the politicians, to the corporate leaders, even to the everyday householder.

I leave you with the words of the ecologist Thomas Eisner: “Biodiversity is the greatest treasure we have . . . Its diminishment is to be prevented at all costs”.

Thank you.

Biodiversity is the greatest treasure we have . . . Its diminishment is to be prevented at all costs.

Thomas Eisner

Closing slide of speaker’s presentation

Source: 2010 VCE English Exam (Victorian Curriculum and Assessment Authority (VCAA), 2013) – Using Language to Persuade Section C.

VCE English UNIT 3

AOS3: Using Language to Persuade – MOCK SAC (20 marks)

Analyse the use of language in texts that present a point of view on an issue currently debate in the Australian media.

NAME:

Very High (9-10) High (7-8) Medium (5-6) Low (3-4) Very Low (3-4)

Analysis and Comparison of Language.

Sophisticated analysis and insightful comparison of the ways in which the language of selected persuasive texts is used to position readers in particular ways.

Detailed analysis and careful comparison of the ways in which the language of selected persuasive texts is used to position readers in particular ways.

Analysis and some comparison of the ways in which the language of selected persuasive texts is used to position readers in particular ways.

Some analysis and limited comparison of the ways in which the language of selected persuasive texts is used to position readers in particular ways.

Little analysis or comparison of the ways in which the language of selected persuasive texts is used to position readers in particular ways.

Expression, fluency, cohesion.

Highly expressive and coherent writing with confident use of highly appropriate metalanguage.

Expressive, coherent and fluent writing and relevant use of appropriate metalanguage.

Generally expressive, fluent and coherent writing and mostly relevant use of appropriate metalanguage.

Clear written expression and some use of appropriate metalanguage.

Simple written expression and limited use of appropriate metalanguage.

Total: /20

COMMENTS:

VCE English UNIT 3

AOS3: Using Language to Persuade – Part 2 (20 marks)


Using Language to Persuade: Analysis of the use of language

Friday the 27th of June (2014)

Write one essay in which you compare the way written, and/or visual language is used to persuade in the compulsory article, with one of the two optional texts given.

You have one lesson to complete this task.

You may use a dictionary.

You must include the article appearing below in your analysis:

You must compare the compulsory article on the previous page with one of the texts appearing below:

The Age – 28/09/2013

The Age – 29/09/2013

VCE English UNIT 3



NAME:














Total: /20

COMMENTS:

VCE English UNIT 3



Using Language to Persuade: Construct orally a sustained and reasoned point of view on the selected issue.

Presenting on the Friday the 6th of June 2014.

5 minute presentation

You need to pick a current Australian issue and present a point of

view.

You can draw on as many or as few articles as you feel necessary.

Include a bibliography.

You may use a power point (maximum of 5 slides) or video clips.

Examples of Issues:

Capital Punishment

Binge Drinking

IVF access

Schoolies

Driving Age

Carbon trading and the emissions scheme

Street Violence

Asylum Seekers

Key Components of an Oral Presentation: Engage your readers.

State your contention in your introduction.

Briefly explain any necessary key terms.

Structure for your Oral Presentation should consist of:

Contention

Supporting Argument 1


Counter Argument and Rebuttal (Support Argument 3)


Conclusion

Remember…

State with your least strong argument and build up to your

strongest!

Paragraphs should begin with a supporting argument

Begin with an assertion about the topic;

Use of Tone

Evidence from reliable experts

Appeals to emotions

Appeals to values and beliefs

Rhetorical Questions

Repetition

Anecdotes

Allusions to films, books, people.

And most importantly appeal to your audience!!!

VCE English UNIT 3



NAME:














Total: /20

COMMENTS:


Year 11:


Unit 1:




7 Weeks Vicky







Unit 2:




7 Weeks Daniel D




7 Weeks Tara






Unit 3:



7 Weeks Lauren




6 Weeks Lauren



OralPresentation

6 Weeks Larisa

Unit 4:




6 Weeks Larisa



6 Weeks Daniel T

Unit 4: AOS1 – Reading & Responding


MONDAY

(50 mins)

TUESDAY

(50 mins)

THURSDAY

(50 mins)

FRIDAY

(100 mins)

Wee

k 1

: 14

th –

18

th o

f Ju

ly)

Introduction to Henry IV.

Introduction to William Shakespeare and background on Henry IV (power point presentation).

Provide students with document based on background of the play; ‘A Subversive Play: Henry IV, Part I’ - by Brian McFarlane (Insight Document)

Read ACT 1, Scene 1 of Henry IV.

Reading Henry IV.

Read ACT 1, Scenes 2 and 3.

Collaborative class discussion based on current readings and understandings of the play thus far.

Students are to complete questions regarding ACT 1, Scenes 2 and 3.

Students are to write a summary for ACT 1.

Reading Henry IV and Characters.

Discuss the characters introduced in ACT 1. Students are to start working on character profiles.

Read ACT 2, Scenes 1, 2 and 3.

Students are to start working on character profiles.

Reading Henry IV.

Read ACT 2, Scene 4.

Watch the BBC Production of Henry IV (ACT 1 and ACT 2). Homework: Students are to write a summary for ACT 2.

Students’ ongoing character profile/quote banks should be worked on in every class.

Wee

k 2

: (2

1st

– 2

5th

of

July

)

Reading Henry IV.

Creative writing task. Students are to rewrite the ACT 1, Scene 1 in their own words. (A Modern Take).

Students are to complete summaries for ACT 1 and ACT 2.


Reading Henry IV.

Introduce and discuss the Metalanguage within Henry IV.

Activity: Students are to work collaboratively in groups of 4 and create a mind-map, analyzing and interpreting, for example the conflict within the play.

Reading Henry IV.

Read through ACT 3, Scene 1, 2 and 3.

Watch the BBC Production of Henry IV (ACT 3)

Homework: Students to do a summary of ACT 3.

Reading Henry IV.

Writing Activity: Students to write their own perspective of Henry IV (based on what they have read thus far).


Wee

k 3

: (2

8th

of

July–

1st

of

Au

gust

)

Themes and Symbolism.

Introduce themes, motifs and symbolism.

Students to create a mind-map based on themes presented within the play and finding quotes to support their ideas; Honor, Leadership, Family, Order/Disorder and Magic.

Identifying the importance of themes as a reoccurring motif throughout Shakespeare’s plays; i.e. The importance of honor, Power and politics and Important of courage and determination.

Identifying CONTEXT; Political Social Educational Religious Family Influential People

The use of tone within Shakespeare’s plays.

Use a sample SAC topic to create links between the relevant themes and quotes.

Reading Henry IV and Writing Task.

Independent writing task on the progression of Henry IV as a character through an interpretation task. Topic: Do King Henry’s past actions indicate untrustworthiness?

Read through ACT 4, Scene 1 and 2.

Identify key themes within the play and ask students to highlight any quotes or references to characters/themes they find important.


Reading Henry IV and Debate.

Students to read through document together as a class.

Setup a classroom debate, providing a topic from Henry IV. Students are to provide 3 key arguments as well as evidence from the play.

Essential Knowledge Component:

Students are reiterating and solidifying their knowledge in a verbal context with their pieces. A collaborative forum will allow students knowledge to be reaffirmed and make them question their own opinions and validity of characters and ideologies within the play.

Reading Henry IV.


Watch BBC Adaption of ACT 4.

Homework: Students to do a summary of ACT 4.



Wee

k 4

: (4

th –

8th

of

Au

gust

)

Reading Henry IV.


Students are to complete summaries for each of the ACTs and answer the necessary text book questions provided.


Students ongoing character profile/quote banks should be worked on in every class.


What have we learnt as an audience now?

In what position is Henry in now? Good/Bad?

How has the character of Henry transpired throughout the course of the play thus far?

Understanding the language of plays.

Define key terms soliloquy, stage directions and other key features within the play.

Scaffold and take students through a passage analysis. (The first soliloquy. from ACT 1, Scene 1).


What do we understand and learn about the story about to unfold within the play and its characters?

Which verse or words give us an audience an insight into the character’s personality?

What is your understanding of the soliloquy as an audience/reader?

Reading Henry IV.


Watch BBC Adaptation of ACT 5.

Homework: Students to do their own passage analysis for ACT 5, Scene 1. Read through ACT 5, Scene 5.


Reading Henry IV and Writing a Text Response Essay.

Methodically set out and introduce the steps for a written response.

Complete an example of an Introduction for a written response. Show students samples of work.

Scaffold and go through the methodology of writing an extended written response.

Construct a mind-map with students and collaboratively discuss what would be written in the

Introduction

3 Body

Paragraphs Conclusion.

Wee

k 5

: (1

1th

– 1

5th

of

Au

gust

)

Writing a Text Response Essay.

Review Introduction and scaffold body paragraphs for a written response. (Use Webspiration as a visual tool to engage and conceptualize the body paragraphs for a written response).

Scaffold TEEL/PEEL to students.

Emphasis the importance of using evidence appropriately.

Students will learn how to write a conclusion.

Students are to get into groups and discuss/list possible arguments and ideas that could be used as body paragraphs for the list of topics provided (Henry IV).

Review of past student SAC responses.

Provide students with past sample SAC responses and criteria sheet; one average and one at a high standard. Ask students to highlight key aspects they found met the criteria highly or poorly. Stimulate class discussion and discuss why/why not they found either of the samples met the criteria accordingly.

Mock SAC preparation.

Students will be provided with an outline of the ‘Mock SAC’ and topics for SAC on Friday (15

th of

August).

Students to continue planning and brainstorming for ‘Mock Sac’ topics.

Review Criteria.

Allow students to practice written responses and reviewing of the material in class.

Mock SAC.

Students will undertake a ‘Mock SAC’ throughout the entire lesson. Students will be given 2 topics to choose from.

Wee

k 6

: (1

8th

– 2

2nd o

f A

ugu

st)

Review of MOCK SAC and preparation.

Return students mock SACs and go through the feedback.

Discuss and explicitly show students the rubric for the mock SAC.

Students to continue practicing/studying for Friday’s SAC.

Preparation for SAC.

Students studying and practicing for SAC.

SAC.

Students studying and practicing for SAC.

SAC Text Response (AOS1 – Unit 4)

VCE English UNIT 4

AOS1: Reading & Responding – (50 marks)


Written Examination

Friday the 22nd of August, 2014

Text SAC

Reading Time: 5 minutes Writing Time: 1 hour 40 minutes

TASK BOOK Directions to students

Materials You may use an English and/or bilingual dictionary. You may use a copy of the text, Henry IV. The task This examination consists of one Text Response essay. All answers should be written in English on lined paper. Text Response Essay There are two text response essay questions from which you choose one. You must complete ONE text response essay. You should include reference to some or all of the following features of the text: symbolism, imagery, characterization, narrative structure and setting. Write your name and your teacher’s name on each page. Also write the question number on each page. At the end of the task You may retain this task book.

Text Response Essay

Choose ONE of the following two questions to write a Text Response Essay.

Question One:

Some argue that honor is the central theme of the play. Do you agree, and, if so, why?

OR

Question Two:

Prince Hal’s motivations change from the beginning of the play to the end? How do they change and why?

VCE English UNIT 4

AOS1: Reading & Responding – (50 marks) NAME:


Interpretation and evidence.

A highly-developed and well-sustained interpretation of a selected text supported by the considered selection and use of highly appropriate textual evidence.

A well-developed and sustained interpretation of a selected text supported by the careful selection and use of appropriate textual evidence.

A generally well-sustained interpretation of a selected text supported by textual evidence.

Limited interpretation of a selected text supported by some use of textual evidence.

Little if any, interpretation of a selected text, with minimal textual evidence offered in support.

Understanding of ideas, characters and themes.

Thorough and insightful understanding of the ideas, characters and themes constructed and presented in the selected text.

Thorough knowledge of the ideas, characters and themes constructed and presented in the selected text.

Knowledge of the ideas, characters and themes constructed and presented in the selected text.

Some knowledge of the ideas, characters and themes constructed and presented in the selected text.

Limited knowledge of the ideas, characters and themes constructed and presented in the selected text.

Discussion and analysis of the ways in which the author constructs meaning, point of view and values.

Complex discussion and critical analysis of the ways in which the author constructs meaning and expresses or implies a point of view and values.

Well developed discussion and sound analysis of the ways in which the author constructs meaning and expresses or implies a point of view and values.

Discussion and some analysis of the ways in which the author constructs meaning and expresses or implies a point of view and values.

Generalised discussion of the ways in which the author constructs meaning and expresses or implies a point of view and values.

Little, if any, discussion of the ways in which the author constructs meaning and expresses or implies a point of view and values.

Use of relevant metalanguage to support analysis.

Highly appropriate use of relevant metalanguage to support analysis.

Appopriate use of relevant metalanguage to support analysis.

Use of mainly relevant metalanguage to support analysis.

Use of some metalanguage to support analysis.

Little or no use of relevant metalanguage to support analysis.

Expressiveness, fluency, coherence.

Highly expressive, fluent and coherent writing.

Expressive, fluent and coherent writing.

Generally expressive, fluent and coherent writing.

Clear expression of ideas in writing.

Simple expression of ideas in writing.

Total: /50

COMMENTS:

UNIT 4 OUTCOME 2

Monday Tuesday Thursday Friday

25/8/14 Week 1

Apartheid history: It will be essential to go through the history of the Apartheid in South Africa. Discuss the purpose of it, negative impact and greater world context. Racism: The topic of racism is closely linked with the movie skin. Any discussion of this topic will need to have scaffolding and outlines. Appearance/Identity and Belonging: Will ask students to articulate, after some thought, what they believe their identity is and where do they best belong. This will provide context for the unit and the movie.

Character Profiles: Before the movie is watched, students will need to setup character profiles to ensure while they're watching the movie, they're taking notice of key moments, characters and events. Commence watching Skin: Students will start watching the movie. While they watch, it will be essential they add to their character profiles they have setup previously. Refresh Apartheid: It will so important for students to have an understanding of this topic so revisiting it will be highly beneficial.

Discuss Acceptance: After covering identity and belonging, The next step is to look at acceptance. Students will need to be aware of all the aspects that allow individuals to be accepted. Identity writing activity: Students will need to answer the question 'What does it mean to belong? Does simply looking the same mean you belong?'. Students will create a written response to the above questions. Movie: The movie will continue to be watched and character profiles will continued to be filled out.

Movie: The movie will be finished and the students will need to complete the character profiles too. This will allow students to see the bigger picture of the movie and provide context for characters. Research Activity: I will ask students to research the rebel cricket tours that occurred during the time of the apartheid. It will give students a chance to see how other countries felt about South Africa and aspects like sport were still affected. Opinion Piece: You are a journalist writing for the sports page of a metropolitan newspaper. Write a 400-word opinion piece on the rebel tours. This will give students some independence and a chance to have an opinion.

1/9/14 Week 2

Essay structure: I will go the TEEL structure of essays and how each section works.

Important figures (2): Students would need to select one of the important figures they

BBC DOCUMENTRY: http://www.youtube.com/watch?v=OfNNaW1bR_Q

Important figures presentations(2): Students will be asked to present what they

This will be extremely important as the SAC for this unit is a written response in relation to a prompt. Important figures: I will go through the key people who helped to abolish the apartheid. These figures would be Nelson Mandela, Steve Biko, Winnie Madikizela-Mandela, F.W. de Klerk, Pik Botha. Australian history: I will ask students if Australia has ever put in place regimes that were anything like the apartheid seen in South Africa. The students will also need to do research if they have no prior knowledge on the topic. This will make it more contextualised considering Australia has not always been the most hospitable towards the indigenous community.

looked at previous and complete one of the following activities: 1. Imagine you're part of the segregated community in South Africa. You need to write a letter to your figure outlining your feelings and what you think of your figures actions during the apartheid. 2. You're part of the white community who are in full support of the apartheid. Construct 4 propaganda posters trying to persuade the community that your figure is evil. 3. You're the Prime Minister of Australia and you have to address the country in relation to Australia's stance on the apartheid. write a formal address that you will present to the class outlining your position. should last 5 minutes. BBC DOCUMENTRY: http://www.youtube.com/watch?v=OfNNaW1bR_Q I will start to show students the beginning of this documentary so they can hear multiple perspectives on the issue from multiple sources. Apartheid: Why did it happen?: Before the documentary is watched, the students

The students will complete viewing the documentary and should be able to answer the question relating to the reason for the apartheid according the white community. Point Of View: I will discuss the reasons why the apartheid was started and asked did they justify such an action. It will provide students a chance to assess if the motives behind the actions were done in good faith or with negative intentions. Segregation Research: I will ask students to research segregation as a concept and see if they can find examples where it has worked successfully. If they find examples, they will need to articulate why it worked.

had created about their important figure. This give students a chance to hear varied accounts and opinions from their peers Peer Review: I will get 2 or 3 students to peer review each person's presentation. This will give an indication of how much the reviewers have listened and how much knowledge the possess in relation to the topic. This will push students to critically think and evaluate. Debate Topic: I will set students up into groups of 6 (3 members for the affirmative and 3 for the negative). They will debate the White Australia Policy. This will be a test for a lot of students if they have to debate a point of view they disagree with.

will be asked to work out the answer to this question from the white communities perspective.

8/9/14 Week 3

Debates: I will allow this lesson to be used for the debates. The students will be completing the peer reviews and learning more about the topic from their peers. PMI Chart: Every student will complete this chart about the debate. They will need to fill in the positives about doing a debate on this topic, the negatives about a debate on the topic and anything they found interesting during the debate. Multiculturalism: Australia prides itself on being racially harmonious and having an integrated society. Find examples of how current society helps maintain this image.

Film Analysis: I will dissect the film with the students at this point of the unit. The reason is because they have been given some background and context so that the movie can have meaning. I will ask students to big questions and they are: 1. How is the apartheid and racial segregation shown in the film Skin? 2. List the ways the blacks and whites are shown to be segregated in the film?

Motivation for making the film: Ask the students to work out what the motivation for making this film would be. It would be important to evaluate the producers ideals. Perspective of film: Why was the film shot in the way it was? who was it suppose to highlight and why? I would give students a chance to critique the film and how it was put together as a whole. The students could discuss if there was a hidden agenda behind the film or if it was suppose to be an

Identity vs Society: I will get students thinking about how society can often dictate how we as individual behave. I will discuss why this is and is it because of social norms, laws, morals, ethics or a combination of all of the above. Situational Identity: I will provide students with five examples of different scenarios. The scenarios would be a football club, fashion show, the bush, building site and a chemistry laboratory. Then students would need to say if they belonged or didn't belong in that situation and why? It would give students a chance to assess their identity and work out where they best fit. Assignment: Students would be asked to start working on an assignment. They would need to complete this at home.

Create ONE (1) piece of writing using ideas drawn from the Context :

Interpreting skin: Creatively describe your skin- try to be precise. Imagine your skin as a map to your life and experiences and explore its marks, colours and calluses. This activity discussion and activity will be a great way for students to look in further depth and what our skin represents. Individuality represented in skin: What clues might your skin reveal about your interests and enthusiasms, your sporting activities or mishaps, for example? What scars, if any, does your skin carry and of what stories do they remind you? This would help highlight that even though people may have the same skin colour, the skin can still help differentiate people and bring into focus individuality. Tattoos: What do they represent? What about tattos? What other forms of ‘decoration’, if any, does your skin carry, or do

unbiased depiction. Identity and Belonging: text Skin.

Draw on ideas and/or arguments suggested by a chosen Context to create written texts for a specified audience and purpose; and to discuss and analyse in writing their decisions about form, purpose, language, audience and context.

PROMPT: “To be truly happy and to find our place in the world we must be aware of our own identity.”

you wish it carried? With the popularity of tattoos so popularity in modern society, this would be a great way of making the topic very modern and give it a relevant angle. Will help to show how skin is treated differently by different people.

15/9/14 Week 4

Character Analysis: Students will be asked to select one character from the film and complete the following activity: Write a 200 word piece outlining what you see as the major strengths in the performance of the character you have chosen Symbolism: I will ask students to identify symbols throughout the film that were important in the progression of the film. Camera angles, character development, buildings, surrounding and language would be examples I will ask students to analyse. Authenticity: Students will call into

Belonging/ Identity: I will visit this topic again but from a slightly different angle. I will ask students to write down everything that is an integral part of their own identity. Once they did this, I would ask them to write down where they feel most comfortable. Contrast and change: I will ask students to have a think about everything they have written down that makes up who they are. I will then ask them to pick out any characteristics that don't quite fit in with the place they said they feel most comfortable. They then need to say why

Oral presentation: If Australia was to enforce an apartheid, what would you do? I would ask students to voice their opinions as a protest. Students would be in groups of 5 or 6 and would need to create 3 things: 1. Chant 2. Poster 3. Flyer with major interests and points of view on it. Reporter and Actor: It will be the students turn to become a reporter or an actor. In pairs, one student will become an actor from the film and one student will become a reporter.

What is racism to you?: This will be a role playing activity where in groups of 5 I will provide a scenario and they need to act it out as it would be happen in society. The scenario wouldn't have a completed script so it would be up to each group to determine an ending. It will all about how each person responds to racism. Violence: I would bring up how often violence is associated with act of racism or segregation. It would lead to a discussion about whether or not it is right to use violence as a way of protesting. The whole two wrongs

question the authentic nature of the film and whether it not is has effectively portrayed the harsh times found throughout the apartheid.

they selected those characteristics. Essay practice: I will get students to select any part of the film and construct their own prompt. I would be sure to explain what a prompt is.

Each pair will need to create a script and a set of questions that highlight the important information found in the film. Language Analysis: English is not the only language used in the film. How does the film maker integrate other languages into the film. What role does this play and what affect does it have on the audience? I will ask students to evaluate this very question.

don't make a right concept will be dissected. Personal Response: Students will be asked to complete a written piece outlining how they would behave if they were segregated based on their appearance. Would they respond with violence or be suppressed?

20/9-5/10 holidays

6/10/14

Create your own film: Students will be asked to come up with their own film idea based around either Identity and belonging or segregation. This will be done as an individual task as a way to help get their ideas together on either topic. Practice SAC topic: I will give students the topic of their practice SAC so they have time to plan at home. I will also go through it in class to help unpack it. Inclusive and Emotive Language: I will discuss with the students how

Storyboard: Students will be giving time to create a storyboard for the film they are planning on creating. They won't be expected to create the movie, but they will need to do a complete plan and outline the topics covered in the film if it was to be created. Evidence and Quotes: I will be sure to go through the importance of evidence and using quotes to help support their topic sentences found in their essays. I will provide examples of

Completion of film script: I will allow students to finish off their scripts and film plans so that they can be collected and assessed. Introduction Examples: Throughout the week, students should have been planning for their practice SAC. With this is mind, I will go through how to go about writing an introduction and what needs to be included. Revision of Apartheid and

SAC Topic: Students will be given the topic for their upcoming SAC that would be started on the Friday. This will give students a chance to plan. Revision/Preparation: I will give students time to read over their notes and plan to ensure they can complete the practice SAC to the best of their ability. Practice SAC: Students will complete a practice SAC as a way of getting prepared for their real SAC that will occur in the following

important these two aspect of language are in relation to the film Skin and the concept of belonging/identity. I will highlight how these two aspects of language can help the reader feel exactly how you feel as the author.

how to use quotes and how to reference sections of the film correctly. Quote Collection: I will ask students to locate major quotes they could use relating to the practice SAC and to the real SAC. It would be important to emphasize that the quotes would need to have the ability to be applied in multiple circumstances.

Identity: I will go through these major topics briefly just to ensure the students knew this is what their essays should revolve around. Students will need to have a clear idea of these concepts in order to write a high quality essay.

week.

13/10/14

Revisit of TEEL/ SAC topic: I will go through the essay structure and the topic at the beginning of the double period. This will help eliminate any confusion or issues students have. SAC Planning: Students will get time to plan what they want to write and ask any questions they want the answers to. Film Quiz: I will give students a quiz relating back to Skin as a way of assessing how ready students were for the SAC.

GAT Explanation: I will explain to the students what they need to do with the GAT. It will be important students fully understand what they will be expected to do. Identify the most important scene: Students will need to pick just one scene that they believe is the most important to movie or the scene the movie can't be without. Identify the most important character: I will ask students to determine which character is most important to the film and articulate why they believe this to be true.

GAT SAC

20/10/20

14

SWAT VAC

SWAT VAC

SWAT VAC

SWAT VAC

27/10/20

14

SWAT VAC

SWAT VAC

English Exam

YEAR 12 ENGLISH 2013 Unit 4

AREA OF STUDY TWO - OUTCOME TWO CREATING AND PRESENTING:

ISSUES OF IDENTITY AND BELONGING

Focus Text: “Skin”

UNIT 4 SAC

For your Creating and Presenting SAC, you will be required to submit one piece of writing in response to a selected prompt. Your aim will be to demonstrate an understanding of the ideas and/or arguments relevant to the Context of Issues of Identity and Belonging and presented in the text,”Skin”. In your SAC, you will need to draw on these ideas in the creation of your own texts. Your written explanation will outline why you have made certain authorial choices connected with grammar, form, purpose, audience and language. You will need to discuss and analyse, in writing, and using appropriate meta-language, choices made in regard to form, purpose, language, audience and context. You will receive your SAC topics one week in advance of the drafting lesson. You are not able to bring any plans or drafts to the drafting lessons with you. You may bring a dictionary. You will have a single lesson to draft each piece. You will need to demonstrate that you have worked on this in front of your teacher. Your teacher will authenticate your work and complete the VCAA Authentication Sheet. In the end, you will have finished one piece of writing, which should be between 800-1000 words in total. You will have two periods in total to develop and create your three pieces and write your written explanation, which means you will need to plan your time carefully. You will be required to hand in your work at the end of each session and your teacher will hand your pieces back to you when the next SAC session commences. At the conclusion of the week your teacher will return all drafts to you with their signature and authentication sheet completed. You will then have the weekend to complete final copies. Submission of SAC You will be expected to submit the SAC at the end of the double period. All material that has been written on or any notes that have been made will also be handed in as part of the SAC.

You are expected to respond to only one prompt throughout your essay .

All prompts will be presented in written format.

You will be allowed to bring a dictionary into your SAC classes but no other textbook.

You should bring loose-leaf paper (at least 10 sheets) and writing materials with you.

Failure to attend the two sessions must be supported with medical certificates in order for you to apply for any extension of time.

All pages of your SAC are to be clearly named and numbered.

PROMPTS

1. It is only when we understand our own identity that we can have a sense of belonging.

2. To be truely happy and to find our place in the world we must be aware of our own identity.

3. Our sense of belonging is bound with our understanding of ourselves

4. We only find belonging when we find our sense of self.

Student Name: ____________________________ Teacher: ________________________ VCAA ASSESSMENT CRITERIA:

UNIT 3 CONTEXT SAC: Identity & Belonging

Draw on ideas and/or arguments suggested by a chosen Context to create written texts for a specified audience and purpose; and to discuss and analyse in writing their decisions about form, purpose, language, audience and context.

Focus Text: “Skin”

MARK RANGE DESCRIPTOR: typical performance in each range

25–30 marks

Skillful shaping of ideas, arguments and language appropriate to the chosen form, audience,

purpose and context. Sophisticated understanding of complex ideas and/or arguments relevant

to the chosen Context and presented in selected text/s; a demonstrated ability to draw on and

develop these in the creation of own text/s. Highly expressive, fluent and coherent writing. Use

of appropriate metalanguage to present an insightful, highly expressive and coherent written

explanation of personal authorial choices.

19–24 marks Considered use of ideas, arguments and language appropriate to the chosen form, audience,

purpose and context. Thorough understanding of ideas and/or arguments relevant to the chosen

Context and presented in selected text/s; a demonstrated ability to draw purposefully on these in

the creation of own text/s. Expressive, fluent and coherent writing. Use of appropriate

metalanguage to present a considered, expressive and coherent written explanation of personal

authorial choices.

13–18 marks Suitable use of ideas, arguments and language appropriate to the chosen form, audience,

purpose and context. Clear understanding of basic ideas and/or arguments relevant to the chosen

Context and presented in selected texts; a demonstrated ability to draw on these to some degree

in the creation of own text/s. Generally expressive, fluent and coherent writing. Use of

metalanguage to present a clear, coherent and general explanation of personal authorial choices.

7–12 marks Use of ideas, arguments and language generally appropriate to the chosen form, audience,

purpose and context. Some understanding of basic ideas and/or arguments relevant to the

chosen Context and presented in selected texts; some evidence of an ability to draw on these in

the creation of own text/s. Clear expression of ideas in writing. Use of limited metalanguage to

present a general explanation of personal authorial choices.

1–6 marks Little evidence of an ability to use ideas, arguments and language appropriate to the chosen

form, audience, purpose and context. Limited understanding of basic ideas and/or arguments

relevant to the chosen Context and presented in selected texts; little evidence of an ability to

draw on these in the creation of own text/s. Simple expression of ideas in writing. Little use of

metalanguage and minimal discussion of authorial choices.

Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Victorian Certificate of Education

2014

ENGLISH Written examination

Thursday 29 October 2014 Reading time: 9.00 am to 9.15 am (15 minutes)

Writing time: 9.15 am to 12.15 pm (3 hours)

TASK BOOK

Section Number of questions Number of questions Marks

To be answered

A – Text response 20 1 20

B – Writing in Context 4 1 20

C – Analysis of language use 1 1 20

Total 60

• Students are to write in blue or black pen.

• Students are permitted to bring into the examination room: pens, pencils, highlighters, erasers, rulers

and an English and/or bilingual printed dictionary.

• Students are NOT permitted to bring into the examination room: blank sheets of paper and/or white

out liquid/tape.

• No calculator is allowed in this examination.

Materials supplied

• Task book of 14 pages, including Examination assessment criteria on page 14.

• One answer book.

Instructions

• Write your student number and name on the front cover of the answer book.

• Complete each of the following in the answer book.

– Section A: Text response

– Section B: Writing in Context

– Section C: Analysis of language use

• Each section should be completed in the correct part of the answer book.

• All written responses must be in English.

• If you write on a film text in Section A, you must not write on a film text in Section B.

• You may ask the supervisor for extra answer books.

At the end of the task

• Enclose any extra answer books inside the front cover of the first answer book.

• You may keep this task book

Students are NOT permitted to bring mobile phones and/or any other unauthorised electronic

devices into the examination room.

SECTION A – Text response (Reading and responding)

Instructions for Section A Section A requires students to complete one analytical/expository piece of writing in response to one

topic (either i. or ii.) on one selected text.

Indicate in the box on the first line of the script book whether you are answering i. or ii.

In your response you must develop a sustained discussion of one selected text from the Text list

below.

Your response must be supported by close reference to and analysis of the selected text.

For collections of poetry or short stories, you may choose to write on several poems or short stories,

or

on one or two in very close detail, depending on what you think is appropriate.

Your response will be assessed according to the criteria set out on page 14 of this book.

Section A is worth one-third of the total assessment for the examination.

If you write on a film text in Section A, you must not write on a film text in Section B.

Text list

1. A Christmas Carol...................................................................................................Charles Dickens

2. A Farewell to Arms..............................................................................................Ernest Hemingway

3. A Human Pattern: Selected Poems..............................................................................Judith Wright

4. Bypass: the story of a road.......................................................................................Michael McGirr

5.Così.................................................................................................................................Louis Nowra

6. Dear America – Letters Home from Vietnam........................................Edited by: Bernard Edelman

7. Dreams from My Father.............................................................................................Barack Obama

8. Great Short Works....................................................................................................Edgar Allan Poe

9. Henry IV, Part I ..................................................................................................William Shakespeare

10. Interpreter of Maladies ............................................................................................... Jhumpa Lahiri

11. Life of Pi ........................................................................................................................Yann Martel

12. On the Waterfront ....................................................................................... Directed by Elia Kazan

13. Ransom .......................................................................................................................David Malouf

14. The Old Man Who Read Love Stories........................................................ Directed by Rolf de Heer

15. The Reluctant Fundamentalist .................................................................................. Mohsin Hamid

16. The War Poems ...........................................................................................................Wilfred Owen

17. Things We Didn’t See Coming .............................................................................Steven Amsterdam

18. Twelve Angry Men ....................................................................................................Reginald Rose

19. Will You Please Be Quiet, Please? ......................................................................... Raymond Carver

20. Year of Wonders .....................................................................................................Geraldine Brooks

SECTION A – continued

TURN OVER

1. A Christmas Carol

i. “And every man on board, waking or sleeping, good or bad, had had a kinder word for another on

that day than on any day in the year.” In what ways is this story about the power of the Christmas

spirit?

OR

ii. ‘Although Dickens’ story is entertaining, even enthralling, it is mainly intended to educate.’

Discuss.

2. A Farewell to Arms

i. Rinaldi tells Frederic: “Underneath we are the same. We are war brothers”. Is the seemingly endless

war in A Farewell to Arms more important than the relationships between the characters?

OR

ii. In what ways might A Farewell to Arms be described as an anti-war novel?

3. A Human Pattern: Selected Poems

i. ‘The past is always a disturbing presence in Wright’s poems.' Discuss.

OR

ii. ‘Wright sees the pain in life but also its joy.’ Discuss.

4. Bypass: the story of a road

i. How is McGirr’s own character revealed in his book Bypass: the story of a road?

OR

ii. ‘The idea of life as a journey is an ancient one: McGirr gives it an Australian quality in Bypass: the

story of a road.’ Discuss.

5. Così

i. ‘Roy is the most effective manipulator in the play.’

Discuss.

OR

ii. Discuss how Louis Nowra uses the opera Così Fan Tutte within his play.

6. Dear America – Letters Home from Vietnam

i. ‘In Dear America – Letters Home from Vietnam, everyday details feature as often as expressions of

deep emotions.’ Why might this be so?

OR

ii. ‘In war, there are no unwounded soldiers.’ To what extent do the letters in Dear America – Letters

Home from Vietnam support this view?

7. Dreams from My Father

i. ‘You have to know where you have been if you want to know where you are going.’

To what extent does this reflect the experiences of people in Dreams from My Father?

OR

ii. “What is a family? Is it just a genetic chain, parents and offspring, people like me? . . . Or is it

something else entirely . . .?” What does family mean to Obama?

8. Great Short Works (Edgar Allen Poe)

i. How does Poe use both suspense and the macabre to engage the reader?

OR

ii. ‘Poe’s stories reveal that obsessive self-interest destroys relationships.’

Discuss.

9. Henry IV, Part I by William Shakespeare

i. “Thou art not what thou seemest.”

‘Playing a part is the only way to gain power in Henry IV, Part I.’ Discuss.

OR

ii. ‘Shakespeare’s Henry IV, Part I explores what it means to be an honest and honourable man.’

Discuss.

10. Interpreter of Maladies by Jhumpa Lahiri

i. ‘Poor communication and unexpressed feelings cause distress for characters in these stories.’

Discuss.

OR

ii. ‘Lahiri’s stories suggest that it is diffi cult to maintain happiness in close relationships.’ Discuss.

11. Life of Pi by Yann Martel

i. ‘The reader prefers to believe Pi’s original version of events rather than the later version.’

OR

ii. ‘Life of Pi suggests that life demands a choice between resistance and surrender.’

Discuss.

12. On the Waterfront directed by Elia Kazan

i. How does Kazan create tension and suspense in On the Waterfront?

OR

ii. ‘It is not only through physical violence that the mob maintains its power.’

Do you agree?

13. Ransom by David Malouf

i. ‘Ransom demonstrates that it is a man’s actions that defi ne him.’ Discuss.

OR

ii. ‘Despite the violence in Ransom, the reader is left with a sense of optimism.’ Discuss.

14. The Old Man Who Read Love Stories directed by Rolf de Heer

i. ‘Antonio is an exile from both of the worlds depicted in The Old Man Who Read Love Stories.’

Discuss.

OR

ii. How does de Heer use Antonio’s memories in The Old Man Who Read Love Stories?

15. The Reluctant Fundamentalist by Mohsin Hamid

i. ‘Changez is gradually revealed as an unreliable narrator.’ Discuss.

OR

ii. Why does Changez feel out of place in both America and Pakistan?

16. The War Poems by Wilfred Owen

i. ‘Owen’s poems reveal tenderness and compassion towards those whose lives have been destroyed

by the war.’ Discuss.

OR

ii. ‘The poems condemn those who encourage young men to go to war.’ Discuss.

17. Things We Didn’t See Coming by Steven Amsterdam

i. ‘To survive in the situations depicted in Things We Didn’t See Coming, people need to be

adaptable.’ Discuss.

OR

ii. ‘Amsterdam’s characters are motivated by self-interest.’

Discuss.

18. Twelve Angry Men by Reginald Rose

i. ‘Twelve Angry Men highlights the importance of seeing things from more than one perspective.’

Discuss.

OR

ii. ‘Twelve Angry Men is a play about how power can be misused.’ Discuss.

19. Will You Please Be Quiet, Please? by Raymond Carver

i. ‘In these stories, Carver shows more sympathy for men than for women.’ Discuss.

OR

ii. ‘In Will You Please Be Quiet, Please?, Carver presents lives that seem hopeless.’ Discuss.

20. Year of Wonders by Geraldine Brooks

i. ‘In the face of the plague, the characters’ beliefs disintegrate.’ Discuss.

OR

ii. ‘The ignorance of the villagers is more powerful than Anna’s growing knowledge.’

Discuss.

SECTION B- Writing in context

Instructions for Section B Section B requires students to complete an extended written response.

Indicate the Context and the main text drawn upon in the answer book.

In your writing, you must draw on ideas suggested by one of the four Contexts.

Your writing must draw directly from at least one selected text that you have studied for this Context

and be based on the ideas in the prompt.

Your response may be an expository, persuasive or imaginative piece of writing.

If you write on a selected fi lm text in Section A, you must not write on a selected fi lm text in

Section B.

Section B is worth one-third of the total assessment for the examination.


Context 1 – The imaginative landscape Island...........................................................................................................................Alistair MacLeod

One Night the Moon ..................................................................................... Directed by Rachel Perkins

Peripheral Light – Selected and New Poems ................................................................... John Kinsella

Tirra Lirra by the River................................................................................................. Jessica Anderson

Prompt

‘The ways in which we understand a landscape and respond to it can

change over time.’

Task

Complete an extended written response in expository, persuasive or imaginative style. Your writing

must

draw from at least one selected text for this Context and explore the idea that ‘the ways in which we

understand a landscape and respond to it can change over time’.

OR

Context 2 – Whose reality? A Streetcar Named Desire ........................................................................................Tennessee Williams

Spies ..................................................................................................................................Michael Frayn

The Lot: In Words ............................................................................................................Michael Leunig

The Player .....................................................................................................Directed by Robert Altman

Prompt

‘Our fantasies can be more powerful than our reality.’

Task


must draw from at least one selected text for this Context and explore the idea that ‘our fantasies

can be more powerful than our reality’.

OR

Context 3 – Encountering conflict Paradise Road ............................................................................................ Directed by Bruce Beresford

The Crucible ........................................................................................................................Arthur Miller

The Quiet American .........................................................................................................Graham Greene

The Rugmaker of Mazar-e-Sharif .......................................................Najaf Mazari and Robert Hillman

Prompt

‘The experience of conflict changes people’s priorities.’

Task


must draw from at least one selected text for this Context and explore the idea that ‘the experience

of conflict changes people’s priorities’.

OR

Context 4 – Exploring issues of identity and belonging Growing up Asian in Australia ............................................................................. Edited by Alice Pung

Skin .............................................................................................................Directed by Anthony Fabian

Sometimes Gladness ..............................................................................................................Bruce Dawe

The Member of the Wedding ....................................................................................... Carson McCullers

Prompt

‘Each person has multiple identities that are determined by their surroundings

and people that they interact with’

Task


must draw from at least one selected text for this Context and explore the idea that ‘each person has

different identities for different relationships and situations’.

SECTION C – Analysis of language use

Instructions for Section C Section C requires students to analyse the ways in which language and visual features are used to

present a point of view.

Section C is worth one-third of the total assessment for the examination.

Read the material on pages 12 and 13 and then complete the task below.

Write your analysis as a coherently structured piece of prose.


TASK How is written and visual language used to attempt to persuade the audience to share the point of

view of the speaker?

Background information

Biodiversity is the term used to describe life on earth – the variety of living things, the places they

inhabit

and the interactions between them.

The transcript of the keynote speech given by Professor Chris Lee at the International

Biodiversity

Conference 2010 held in Nagoya, Japan, from 25 to 27 October, is printed on pages 12 and 13.

In 2002 a commitment was made to achieve ‘a significant reduction in the rate of biodiversity loss as

a contribution to poverty alleviation and to the benefit of all life on earth’ by 2010. The purpose of

this

Nagoya conference was to review progress towards achieving the target and to look beyond 2010.

International Biodiversity Conference

TAKING STOCK Opening slide of speaker’s presentation

Ladies and Gentlemen,

This is a year of vital significance to our world. In declaring 2010 to be the International Year of

Biodiversity, the United Nations stated: “It is a celebration of life on earth and of the value of

biodiversity in our lives. The world is invited to take action in 2010 to safeguard the variety of life on

earth: biodiversity”.

this been a year of celebration of life on earth?

Has this, in fact, been a year of action? Eight years ago – in April 2002 – many of our countries made

a commitment to achieve a significant reduction in the rate of biodiversity loss. Over the next two

days we will be reviewing our progress in this area.

Honestly, how well have we done? It is with great pleasure – though not without a tinge of sadness –

that I address you on this occasion and work with you to re-establish, indeed to strengthen, our goals

for the next decade.

One may justly ask: how far have we really come in our commitment to achieve a significant

reduction in the rate of biodiversity loss as a contribution to poverty alleviation and to ensure the

preservation of life on earth?

For, perhaps idealistically, this is exactly what we set out to do.Sadly, over the last one hundred years,

we have lost 35% of mangroves, 40% of forests and 50% of wetlands. Due to our own thoughtless

human actions, species are being lost at a rate that is estimated to be up to 100 times the natural rate of

extinction.

Of the IUCN (International Union for Conservation of Nature) Red List of 44 837 species assessed,

38% are today threatened and 804 already extinct. It is too late for them. In truth, for the first time

since the dinosaurs disappeared, animals and plants are being driven towards extinction faster than

new species can evolve.

We are in the grip of a species extinction being driven by the destruction of natural habitats, hunting,

the spread of alien predators, disease and climate change. Reversing this negative trend is not only

possible, but essential to human wellbeing.

We know this. We are, in truth, the most educated generation of any to date. We have no excuse for

inaction. Clearly it is our lack of unity and lack of genuine commitment to action that have led us to

this grim situation.

For too long our approach has been haphazard. Wonderful words, glossy brochures, inspiring

documentaries are no substitute for real action. It is one thing to mouth platitudes in the comfort of an

air-conditioned and sumptuously catered conference hall and quite another to produce concrete

results.

A zoo here, a national park there, faint promises at conferences such as ours, a talk-fest of targets.

What have WE – what have YOU and YOUR country – actually done since 2002 to contribute to the

achievement of our goals? There is no need to remind you why biological diversity is so important.

As we all well know, our failure to conserve and use biological diversity in a sustainable manner is

resulting in environmental degradation, new and more rampant illnesses, deepening poverty and a

continuing pattern of inequitable and untenable growth on a global scale.

Healthy ecosystems are vital to regulating the global climate. Poor rural communities depend on

biodiversity for health and nutrition, for crop development, and as a safety net when faced with

climate variability and natural disasters. Indeed, the poor are particularly vulnerable because they are

directly dependent on biodiversity for their very survival, yet they are not in a position to do anything

about it.

Species diversity affects the quantity and quality of human food supply. Biodiversity loss undermines

the food security, nutrition and health of the rural poor and even increases their vulnerability. More

than 1.1 billion people remain in extreme poverty and, while the wellbeing of all people is dependent

on ecosystem services, it is the dependence of the poor on these services which is most crucial.

Poverty eradication is crucial to a global action plan, yet the needs of the poor are often subordinated

to the interests of us, the powerful economic giants. It is time we stopped kidding ourselves that the

epidemic of affluenza is having little effect upon fragile ecosystems across our planet.

We affluent hunters and gatherers must hunt less, gather less, conserve more and preserve more

before it is too late! Is any of this new information? Of course not! As leaders in the area of

biodiversity, we know what damage our lifestyle is doing to our world. The time for talk is over: now,

truly, is the time for serious action.

We must reinforce this message to those in power: to the politicians, to the corporate leaders, even to

the everyday householder. I leave you with the words of the ecologist Thomas Eisner: “Biodiversity is

the greatest treasure we have . . . Its diminishment is to be prevented at all costs”.

Thank you.

Closing slide Biodiversity is the greatest treasure we have . . .

Its diminishment is to be prevented at all costs. Thomas Eisner

MARKING RUBRIC

A+ - A (20-16 marks)

B+ - B (15-12 marks)

C+ - C (11-8 marks)

D+ - D (7-4marks)

E+ - E (4-1 marks)

SECTION

A

Illustrated

detailed

knowledge and

understanding

of selected text,

that was

demonstrated in

response to

topic.

Developed

writing that was

coherent and an

effective

discussion in

response to the

task. Controlled

use of

expressive and

effective

language

appropriate to

the task.

Illustrated

detailed

knowledge and

understanding

of selected text,

that was

demonstrated

for the most

part in response

to topic.

Developed

writing that was

mostly coherent

and an effective

discussion in

response to the

task. Controlled

use in the

majority of

expressive and

effective

language

appropriate to

the task.

Illustrated

knowledge

and

understanding

of selected

text, that was

demonstrated

in part in

response to

topic.

Developed

writing that

was coherent

in part and a

relatively

effective

discussion in

response to

the task.

Controlled use

in part of

expressive and

effective

language

appropriate to

the task.

Illustrated

some

knowledge

and

understanding

of selected

text, that was

demonstrated

sometimes in

response to

topic.

Developed

writing that

was

sometimes

coherent and

a partly

effective

discussion in

response to

the task.

Controlled

use

sometimes of

expressive

and effective

language

appropriate to

the task.

Illustrated

limited

knowledge

and

understanding

of selected

text, that was

rarely

demonstrated

in response to

topic.

Developed

writing that

was rarely

coherent and

a partly

effective

discussion in

response to

the task.

Controlled

use rarely of

expressive

and effective

language

appropriate to

task.

SECTION B

Demonstrated a

high level of

understanding

and effective

exploration of

the ideas and/or

arguments

relevant to the

prompt material.

Effective use of

details and ideas

drawn from the

selected text as

appropriate to

task. Writing is

highly coherent

and has

effective

structure for the

task.

Relationship

Demonstrated a

good quality

level of

understanding

and effective

exploration of

ideas and/or

arguments

relevant to the

prompt

material.

Effective use

for the most

part of details

and ideas drawn

from the

selected text as

appropriate to

task. Writing is

coherent and

has effective

Demonstrated

an adequate

level of

understanding

and a

relatively

effective

exploration of

ideas and/or

arguments

relevant to the

prompt

material.

Effective use

in part of

details and

ideas drawn

from the

selected text

as appropriate

to task. In

Demonstrated

a poor level

of

understanding

and at times

an effective

exploration of

ideas and/or

arguments

relevant to

the prompt

material.

Effective use

sometimes of

details and

ideas drawn

from the

selected text

as appropriate

to task.

Sometimes

Demonstrated

an inadequate

level of

understanding

and an

inadequate

exploration of

ideas and/or

arguments

relevant to

the prompt

material.

Ineffective

use of details

and ideas

drawn from

the selected

text as

appropriate to

task. Writing

was

between

purpose, form,

language and

audience clear.

Controlled use

of language

appropriate to

the purpose,

form and

audience.

structure for the

task.

Relationship

between

purpose, form,

language and

audience clear

in most parts.

Controlled use

of language for

the most part

appropriate to

the purpose,

form and

audience.

part, the

writing is

coherent and

has a partly

effective

structure for

the task.

Relationship

between

purpose, form,

language and

audience clear

in some parts.

Controlled use

of language in

part

appropriate to

the purpose,

form and

audience.

the writing

was coherent

and

sometimes

had effective

structure for

the task.

Relationship

between

purpose,

form,

language and

audience

clear rarely.

Controlled

use of

language

rarely

appropriate to

purpose, form

and audience.

incoherent

and lacked

effective

structure for

the task.

Relationship

between

purpose,

form,

language and

audience

unclear.

Uncontrolled

use of

language

appropriate to

purpose, form

and audience.

SECTION C

Demonstrated

high level of

understanding

of the ideas and

points of view

in the material

presented.

Analysis of

ways language

and visual

features are

used to persuade

reader/viewer

and present

point of view

was of high

quality.

Controlled and

effective use of

language

appropriate to

task.

Demonstrated a

good quality

level of

understanding

of the ideas and

points of view

in the materials

presented.

Analysis of

ways language

and visual

features are

used to

persuade

reader/viewer

and present

point of view

was of good

quality.

Controlled and

effective for the

most part of

language

appropriate to

task.

Demonstrated

an adequate

level of

understanding

of the ideas

and points of

view in the

materials

presented.

Analysis of

ways language

and visual

features are

used to

persuade

reader/viewer

and present

point of view

was of

sufficient

quality.

Controlled

and effective

in parts of

language

appropriate to

task.

Demonstrated

a poor level

of

understanding

of the ideas

and points of

view in the

materials

presented.

Analysis of

ways

language and

visual

features are

used to

persuade

reader/viewer

and present

point of view

was of poor

quality.

Controlled

and effective

language

used

sometimes

appropriate to

task.

Demonstrated

an inadequate

level of

understanding

of the ideas

and points of

view in the

materials

presented.

Analysis of

ways

language and

visual

features are

used to

persuade

reader/viewer

and present

point of view

was

inadequate

and lacked

detail.

Controlled

and effective

language

rarely used

appropriate to

task.

Name:Daniel De Vuono

Class:Year 12

Date:24/7/2014

Theme:Outcome 1 - Reading &Responding

Title:Power in Animal Farm

Time:50 minutes

VCE Key Knowledge and Skills:

1. The structures, features and conventions used by authors to constructmeaning in a range of text types and genres, including print, non-print andmultimodal texts

2. Identify and analyse how the structures, features and conventions of a rangeof text types and genres are used by the authors to construct meaning

Lesson Specific Learning Outcomes (ILO’s):

1. Students develop and refine ability to make predictions based on evidence2. Students develop and demonstrate ability to work in groups to make meaning

Assessment:

Formative:

1. Think-pair-share of quote2. Whole Class Reading3. Discussion - 4 Corners

Summative:

1. Not applicable in this lesson

Resources:

Student:

1. Copy of Animal Farm2. Workbooks3. Context File4. Laptops with Internet Access

(optional)

Teacher:

1. Personal Copy of Text2. Spare copies of text (just in case)3. Laptop connected to projector4. Markers

1

Plan:

ApproxTime(minutes)

LessonElements

Teaching and Learning Activity

3 LessonIntroduction

“Today we’re going to continue with our work onAnimal Farm. Yesterday we read part of Chapter5, today we’ll finish it, discuss it and then do acreative writing exercise. For this lesson you’llneed your books and your laptops. Our focustoday is on Power, so to start us off, I’m going toshow you one of my favorite quotes”

5 Hook ⇒Bring up quote on screen:“Power corrupts, and absolute power corruptsabsolutely”.

1. What we’re going to do with this quote is have athink-pair-share2. Establish expectations for students unfamiliarwith the process.3. Student to read out quote and discuss it withthe person next to them

⇒ Take roll as students discuss

4. Ask, ‘Who can tell me who said this? Someonefind it quickly on their laptops. In the meantime,let’s discuss what your thoughts on the quotewere. Who wants to start us off?”

⇒ Desired Responses:1. That power changes people2. That people who gain power might forget

what they were meant to do3. That people who are given power over

others may take advantage⇒ Check if student has found the author yet

2

10 ClassCentredActivity

Whole Class Reading1. Assign students roles to act out/read dialogue(don’t use the same as the previous lesson)2. Ask student to set up the context ⇒ What have we seen so far? ⇒ What is the main thing that happened?3. Dramatically read the text to set the mood andthen have students take over

10 StudentCentredActivity

Discussion - 4 Corners⇒ Set up stations for the key questions.⇒ Restate expectations of students in this activity.

Students will need a book to write in After 2-3 minutes they will change stations At the end of the task, we’ll come back

together as a class and compare notes1. What have we seen so far?2. Do we have any evidence that proves our quotetrue?3. What do you think of “4 legs good, 2 legs bad?”4. What might the role of Minimus be?

⇒ During this task rove and ensure all studentsare on task and understand⇒ Keep students moving⇒ Discuss results with studentsSample Desired Responses:

We have seen Napoleon try to cover up andtake credit for Snowball’s idea

The animals seem to like song. Napoleonknows this and might use it to control theanimals

The problem with 4 legs good, 2 legs bad isthat some animals don’t have 4 legs, somehave 4, but use 2.

etc

3


Making Predictions⇒ In their groups, students will write/type acreative response that illustrates theirunderstanding of events in the book anddemonstrate an ability to show cause and effect.

“Now, in your groups, I want you to answer thisprompt. Why was Snowball exiled and whatmight the results be of this act? Refer to the bookand your notes.

⇒ Rove⇒ Discuss progress/mini-conferences

3 Conclusion Wrap up1. Settle the class down with a rendition of Beastsof England2. Discuss what was done in class.

Did we cover our goals? Do we need to revise over anything? Homework - Add all todays notes and the

writing task to our context file

4


Class:Year 12

Date:25/7/2014 (Part 1)


Title:Power, Hypocrisy &Corruption in AnimalFarm

Time:50 minutes

** Note: This is lesson 1 of 2 (i.e.: This is intended to be a double lesson). Pleaserefer to lesson 3 for the remainder of this lesson **


1. Take notes while reading, viewing or listening for use in writing about ordiscussing texts

2. Gather evidence from the text to support different interpretations of thesame text

Lesson Specific Learning Outcomes (ILO’s):

1. Students develop and refine their ability to act/read dramatically2. Students learn how to manipulate language to their own benefit3. Students learn how to effectively summarise

Assessment:

Formative:

1. Hook (Video) Discussion2. Discussion of Text3. Recreation of School Rules

Activity

Summative:


Resources:

Student:

1. Copy of Text2. Workbook/Context Fike

Teacher:

1. Laptop with Projector2. Copy of text (Bring Spares)3. List of school rules

1

Plan:

ApproxTime(minutes)

LessonElements



“Today, we’re going to continue our discussionon Power and how it corrupts. You’ll need yourcopy of the text, your laptops and a copy of theschool rules. Our focus today will be to rewritethe school rules to give us the advantage. Tostart us off, we’ll watch a clip from one of myfavourite films”

5 Hook ⇒Set up laptop with clip⇒ Ask, “Hands up those that have seen StarWars?”⇒ Set up expectations:

During this task I need you to identify 2things:

What is the main message here How does the Emperor manipulate

language?


⇒ Play video⇒ Discuss their thoughts on the clipSample desired responses:

1. The Jedi control others to keep their power2. That people with power do anything to

keep it3. etc

10 Class CentredActivity

Dramatic Readings⇒ Set sections to students⇒ Ask student(s) to provide us with a context.

What have we read so far? What has happened? Why? What do we think will happen next?

Read Chapter 6

2




Understanding Chapter 6

⇒ Scaffold student writing task:1. With the person next to you, write down

3-5 events that you consider essential tothat chapter

⇒ Discuss the events as a class2. Students will write down 3 sentences that

summarise the chapter ⇒ Discuss the summaries, make sure they are effective

⇒ Explain and Scaffold Effective SummaryWriting

15 Class-CentredActivity

How to Summarise Effectively

Ask students to open their laptops up andaccess this page:http://thestudybuddy.weebly.com/summarising-so-what-happened.html

⇒ Guide students through the page⇒ Use the visual guide to break down theChapter 6 events⇒ Assign task: Article Summary

Students will use the article provided inthe website and complete a writtensummary

3 Conclusion Wrap up of Lesson 2 (1 lesson out of a double)

⇒ Assign the Article Summary as homework ifnot yet completed.

3

http://www.google.com/url?q=http%3A%2F%2Fthestudybuddy.weebly.com%2Fsummarising-so-what-happened.html&sa=D&sntz=1&usg=AFQjCNGFQ3hz85AknMrW21-kd-VNVq9jtQ

http://www.google.com/url?q=http%3A%2F%2Fthestudybuddy.weebly.com%2Fsummarising-so-what-happened.html&sa=D&sntz=1&usg=AFQjCNGFQ3hz85AknMrW21-kd-VNVq9jtQ


Class:Year 12

Date:25/7/2014


Title:Power, Hypocrisy andCorruption in AnimalFarm

Time:50 minutes


1. Take notes while reading, viewing or listening for use in writing about ordiscussing texts

2. Gather evidence from the text to support different interpretations of thesame text

Lesson Specific Learning Outcomes (ILO’s)

1. Students develop and refine their ability to act/read dramatically2. Students learn how to manipulate language to their own benefit3. Students learn how to effectively summarise

Assessment:

Formative:

1. Reading of Chapter 72. Recall of previous chapters3. Rule Rewriting exercise

Summative:


Resources:

Student:

1. Copy of Animal Farm2. Laptops

Teacher:

1. Copy(ies) of Animal Farm2. Copies of School Rules3. Butcher’s (A3) paper and

markers

1

Plan:

ApproxTime(minutes)

LessonElements



“The focus of this half of the lesson will bedealing with Chapter 7 of Animal Farm and thepolitical subtleties that lie underneath.”

5 Hook Commandments Game

⇒ On the board write the numbers 1 through 7 ina vertical line.

“What I’ve got here are 7 whiteboard markers,for 7 people. Those 7 people have to be able towrite up the 7 commandments on the board.Look through your book, or your notes and tellme one.”

⇒ Students go back over notes to find requiredinformation

⇒ Discuss with students that did it the fastest themethods they used (Metacognitive)


Dramatic Reading

⇒ Assign sections to students⇒ Read through Chapter 7⇒ Make it explicit how students need to be takingnotes as they go along.

Sample Strategies: Post it notes Highlighters Dog-ears etc


Quick Summary

⇒ In 5 sentences or less, students will summarisethe events of Chapter 7⇒ Discuss these as a class and include strategies

2


Change

⇒ Students will now be asked to refer to the 7Commandments on the board and asked to findany changes to them.

“Right, now on the board we’ve got our 7Commandments. Your job now is, working withthe person next to you, find any changes oradditions to these rules and write them down. Ialso want you to think about why they areimportant.”

⇒ Get students to write the additions on theboard and explain their reason as to why theyare important

Sample Desired Responses:1. .... with sheets. This is important because

the pigs put themselves above the otheranimals and justify it with a threat

2. etc

⇒ Explain how qualifications can make a hugedifference


Rules are Made to be Broken

⇒ Students will now be given a list of schoolrules, also found in their diaries and will beasked to make amendments to them that favourthe students.

“Right, now I’m going to pass around a copy ofthe school rules and a sheet of A3 paper. Whatyour task is, is to qualify these rules so that theyfavour you; the students. At the end of the 15minutes we’ll read a few of them out.”

⇒ Rove⇒ Keep all students on track⇒ Keep note of the more subtle changes

⇒ Discuss them as a class

3

3 Conclusion Wrap up

⇒ Assign homework Complete the Article Summary Add all notes to the context file

4

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