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Irene McCormack Catholic College Year 11 English Foundation/General Course Outline 2018 Semester One Term One: Weeks Teaching Content/ Focus English syllabus Assessment 1-5 Introduce the course putting emphisis on the relevance and importance of General English in terms of real life expectations, career pathways and options. Focus on grammar resources provided and their relevance and importance Go through scheme of assessment and explain the course content. Ensure students all know the novels they must have for later in the year. Ensure they all know classroom expectations. Go through the Assessment Policy with regards to late assessments. Use strategies and skills for comprehending texts, including: relating texts to personal life and other texts Use information for specific purposes and contexts by: locating and extracting information and ideas from texts, for example, skimming and scanning Communicating and interacting with others by: communicating ideas and TASK ONE: (Responding) 15% Advertisement analysis (Assessment Week 5) Students will have one period to respond to an unseen advertisements in extended paragraph form.

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Irene McCormack Catholic CollegeYear 11 English Foundation/General

Course Outline 2018Semester One Term One:

Weeks Teaching Content/ Focus English syllabus Assessment

1-5 Introduce the course putting emphisis on the relevance and importance of General English in terms of real life expectations, career pathways and options. Focus on grammar resources provided and their relevance and importance

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

Advertising

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

Identify purpose of Advertising. View Advertising PP. Recognise skills used to present an Advertisement (AIDA

Use strategies and skills for comprehending texts, including: relating texts to personal life and other texts

Use information for specific purposes and contexts by:

locating and extracting information and ideas from texts, for example, skimming and scanning

Communicating and interacting with others by:

communicating ideas and information clearly

adapting listening and analysing behaviours to different contexts

Consider the ways in which texts

TASK ONE:(Responding) 15%Advertisement analysis

(Assessment Week 5)

Students will have one period to respond to an unseen advertisements in extended paragraph form.

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theory). Target audience. Technical and symbolic codes. Shot type and angles, colours and objects. Written codes, headlines and captions, persuasive

language. Explain desire and action created by advertisements. Analysing conventions used in Advertisements. Identify the purpose and power of celebrities in

Advertisements. Completion of AIDA table. Research skills in investigating a well-known celebrity. Revise persuasive language skills. Revise paragraph structure (TEELR) and be able to write

coherent extended written responses. Scaffold and practice responding to unseen advertisements

as a class an individually Complete advertisement analysis.

communicate ideas, attitudes and values, including: how social, community and workplace texts

are constructed for particular purposes, audiences and contexts

the ways text structures and written and visual language features are used to communicate information and influence audiences

how conventions of written and visual language shape audience response

Create a range of texts by:

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

consolidating literacy skills for the workforce or further training

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

Use information for specific purposes and contexts by:

understanding how texts are structured to organise and communicate information

6-9 Sustainability advertisement Research sustainability issues. Make notes of three areas of interest. Select one to focus on for their sustainability print

advertisement. Use computers to prepare images and texts for advert, making

sure the advertisement techniques were employed.

Create a range of texts by:

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

using strategies for planning, recording

TASK TWO:(Creating) 10%Sustainability Advertisement and Rationale

Students will submit:

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Revision of TEEL paragraph structure and AIDA theory. Scaffolded responses justifying the choices made in

advertisement, taking context, audience and purpose into consideration

Completion in class of assessment questions about their advertisement.

Start reading biographical excerpts of controversial people during Week 10 - 11.

sources of information and proofreading.

Use information for specific purposes and contexts by:

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

a) Week 8 - print advertisement promoting their chosen sustainability cause

b) Week 9 - 500-word rationale justifying the significance of design choices

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Term Two

Weeks 1-3

Biographical oral presentation

What is a biography? Students learn about the purpose of a biography and the skills needed to write about another’s experiences in an engaging and interesting manner.

What is an oral presentation? Students list: what makes an oral presentation interesting? What makes a presentation less engaging?

Help students build presentation confidence by playing speaking games for 5 – 10 minutes daily.

Students define “controversial” and brainstorm all the controversial people they know.

Teacher explains what is an acceptable “controversial person” who has made an “impact on society” and what is not.

Students learn about values and attitudes (short PPT available)

Students view sample teacher PPT on the controversial life of Martin Bryant. Students take notes on: controversial nature, impact on society and values and attitudes.

Students present their 5 – 10 minute biographical presentation to class.

Students work on tasks: research controversial person, plan PPT structure, write palm cards etc.

Discuss ways to source and extract relevant information from online sources

Students rehearse in front of a partner and work collaboratively to fill in the feedback sheet, looking for areas of strength and areas that need improvement in terms of delivery

Students present to class from Monday week 5.

Use strategies and skills for comprehending texts, including: relating texts to personal life and other texts

Use information for specific purposes and contexts by:

locating and extracting information and ideas from texts, for example, skimming and scanning

Communicating and interacting with others by:

communicating ideas and information clearly

adapting listening behaviours to different contexts

working collaboratively and cooperatively.

TASK THREE:(Responding - Oral) 15%

Students will deliver a 5-10 minute biographical presentation on a controversial person, who made a significant impact on society, to the class.

Biographical Presentations to commence Monday Week 3

4-8 Film study – The Pursuit of Happyness Use strategies and skills for comprehending texts, TASK FOUR:

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Revise film conventions, SWAT codes. Contextual knowledge of film. Understand how film codes and conventions shapes our

viewing of a film. Understand how themes can be represented through film

codes to make a comment on an issue. Recognise and identify film genre and language. SWAT codes and narrative codes and conventions. First viewing of film. Complete comprehension activities of film and activities. Deconstruction of certain scenes. Look at portrayal of characters and issues. Revision of TEEL paragraph structure. Scaffolded examples of paragraph writing, and practice

responses done as a class on the board Students answer in paragraphs, questions about three film

elements – plot, technical codes and characters.

** Start reading Tom Brennan Week 9**

including:

predicting meaning by interpreting text structures, language features and aural and visual cues

posing and answering questions that clarify meaning and promote deeper understanding of the text.

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

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

the ways text structures and written and visual language features are used to communicate information and influence audiences

how conventions of written and visual language shape audience response

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

Use information for specific purposes and contexts by:

understanding how texts are structured to organise and communicate information

using strategies and tools for collecting and processing information, for example, informational organisers

(Responding) 15%

Whilst watching film students fill out comprehension booklet (not formally assessed)

Week 8: Students respond to three unseen questions about film conventions.

Semester Two.Term Three

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1-6 Novel study – The Story of Tom Brennan Students will be reading the text in class. Study the differences between a novel and an expository

text. Exploration of context including the history of alcohol abuse

amongst teenagers and the effects of drink driving. Chapter summaries and activities. Comprehension activities based on narrative elements such

as character, plot, setting and dialogue. Study of themes and symbolism. Complete some creative writing –style activities on the text. Short written responses relating to the text.

In class short answer responsel Students to answer questons in class..

Use strategies and skills for comprehending texts, including:

consolidating comprehension strategies

making inferences from content, text structures and language features

summarising ideas and information presented in texts

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

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

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

Create a range of texts:

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

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

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

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

TASK FIVE: (Responding) 15%

A) Complete novel response booklet and character journal (not formally assessed)

B) In class response to short answer questions) (Week 6)

7-10 Creative Writing Review narrative conventions including point of view, title,

symbolism, characterisation, language, plot.

Use strategies and skills for comprehending texts, including:

TASK SIX (Creating) 15%

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

various studied texts. Students write a short story of their own on a Fantasy

theme, applying the short story conventions that have been studied in class.

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

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

Brainstorm to come up with short story ideas. Students decide on one idea for their story. Short story draft Proofread draft and edit by using a coloured pen. Changes

are to be evident.

Submitted short story is to be typed.Draft and brainstorming page to be included in the submitted assessment.

consolidating comprehension strategies

making inferences from content, text structures and language features

summarising ideas and information presented in texts

identifying similarities and differences between own response to texts and responses of others.

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

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

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

Create a range of texts:

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

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

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

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

Creative Writing-(Week 10)

Students write a short story from the point of view of a chosen character from the novel ‘Tom Brennan’, or rewrite a particular event, or a sequel /alternate ending to the story

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

Term Four

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1-5 Documentary Presentation. Revise SWAT codes and conventions. Discuss the purpose of documentaries is to intended to

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

Provide context on documentary TBA. Students watch documentary twice. First viewing is

primarily for observation of text followed by a second viewing with comprehension questions for the students to complete while watching text.

Students answer questions that demonstrate their understanding of the documentary’s purpose and intended audience, the different characters and their roles, film codes and conventions and the themes within the text.

Scaffold the format for an oral documentary ‘pitch’ – students must come up with a topic, research their topic, create a pitch to sell the idea of their doco to a producer

Students to peer-edit their drafts and rehearse in front of a partner and provide constructive feedback to each other

Students write their response in class in one lesson.

**** STUDENTS LEAVE END OF WEEK 5 ****

Use strategies and skills for comprehending texts, including:

identifying facts, opinions, supporting evidence and bias

making inferences from content, text structures and language features

identifying similarities and differences between own response to texts and responses of others.

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

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

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

Using information for specific purposes and contexts by:

locating and selecting information from a range of sources

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

using a range of strategies for finding information.

Create a range of texts:

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

Communicating and interacting with others

TASK SEVEN: (Creating - oral) 15%

Documentary Presentation(Week 5)

Pick one documentary and discuss use of documentary conventions to present a point of view on an issue.

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by:

speaking coherently and with confidence for different audiences and purposes

being receptive to others’ ways of thinking and learning

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

interacting confidently with others.