· Web viewCinderella is a woman repressed, abused and reduced to domestic work. Her only way out...

Irene McCormack Catholic CollegeYear 10 Literature

Course Outline 2021Weeks Teaching Focus Content Addressed Assessment

Term 1Week 1

Introduction to CourseDiscussion of Syllabus, assessment policy and course requirementsWhat is Literature and how is different to English? (Brian Moon Booklet)

Weeks1-6

Fairytale Unit

What is a reading? Create a definition and define the structure for writing a reading.

This unit will focus on determining readings – dominant, resistant: feminist, Marxist and psychoanalytic

Example: Cinderella

Dominant Reading – ideal romantic love. It shows that true love will prevail no matter what the odds. It offers an optimistic outlook on life.

Resistant Reading – the story is about the shallowness of men who judge women solely on the basis of their attractiveness.Conflict and a change of attitude can influence the reading of the text

Feminist Reading – women have either been empowered or disempowered by the masculine in the text.Cinderella is a woman repressed, abused and reduced to domestic work. Her only way out of this is to seduce and snare a man.

Marxist Reading – Karl Marx’s description of society as consisting of class struggles. Cinderella is representative of a repressed class – reduced to unskilled and demeaning labour.

Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)

Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)

Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)

Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)

Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)

Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640)

Evaluate the social, moral and ethical positions represented in texts (ACELT1812)

Use comprehension strategies to compare and

Task 1:Close Reading - Receptive 12.5%

Students to construct a reading of a fairy-tale.

(Due Week 6)



Her struggles represent class struggles throughout history. Psychoanalytic Reading – Freudian theories of psychology:

Freud asserted that people's behavior is affected by their unconscious: "...the notion that human beings are motivated, even driven, by desires, fears, needs, and conflicts of which they are unaware.

Read and annotate ‘Cinderella’, read model reading and add a paragraph.

Read and annotate ‘Little Red Riding Hood’ and add another paragraph.

Match up the characters from ‘The Princess and the Pea’ with the elements of the Freudian psyche.

Students are to write a full practice reading on ONE of the fairy tales already studied and get feedback from their teacher.

Read the short story ‘The Garden Party’ by Katherine Mansfield and ‘The Butler’ by Roald Dahl and annotate.

PPT on Marxist readings Write Marxist reading of ‘The Garden Party’

contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)

http://www.scootle.edu.au/ec/search?accContentId=ACELY1754



Term 1Weeks

7-9

Term 2Week 1

A Doll’s House – Henrik Ibsen

Historical, Social and Cultural Context of the play Authorial Context—Ibsen Ibsen’s Influences and generic considerations –

naturalism, realism and modernism Performance history, criticism and significance to

meaning of play The role of men and women at the time Students to read play in class Teacher to provide link to students to watch play on

YouTube: http://www.youtube.com/watch?v=m81oiq5yvCc

Focus on the conventions of theatre – how Ibsen adapted the conventions of the well-made play – the idealistic storyline popular at the height of the Romantic period – and adopted the conventions to serve his purpose.

Analysis worksheets on characterisation, themes, symbolism etc.

Significance of language and author’s style in the play – imperial voice, colloquial ease and naturalistic dialogue

Plot structure and staging Readings of the play: Marxist, Feminist, Gendered

Criticism Discussion of discourse and ideology – patriarchal,

feminist, etc.

Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts (ACELA1569)

Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)

Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)


Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)


Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565)

Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects

Task 2:Students will script their own, three-scene play

Creative Writing 7.5%

Students will script their own, three-scene play.

(Due Term 2, Week 1)

http://www.youtube.com/watch?v=m81oiq5yvCc

http://www.youtube.com/watch?v=m81oiq5yvCc



Focus on reception of play in different contexts – audience expectations

Articles to be studied:o “Human Rights: Children and Patriarchy in Ibsen’s

A Doll’s House” by Joshua Kerro “A Doll’s House and a Marxist perspective in its

evening”o “Tarantism and Tarantella in A Doll’s House” by

Sandra Colellao “The Identity In-Between: The Enquiry of Apathy

and Existential Anguish in Henrik Ibsen’s A Doll’s House” by Abdur Rahman Shahin

Focus on representations in the play: power, wealth, privilege, social class, modernism and modern life, femininity, masculinity, gender, family life, marriage, gender roles, characters, money.

Relationship of representations with context – of production, reception, etc.

Do the representations in the play reinforce habitual ways of thinking about the world or challenge popular ways of thinking and in doing so reshape values, attitudes and beliefs?

Focus as a whole class on three lenses:1. New Historicism: Completion of activities in critical

perspective booklet.2. Psychoanalytical: Completion of activities in critical

(ACELY1757)



perspective booklet.3. Marxist: Completion of activities in critical

perspective booklet. Students are to complete practice paragraphs based on

the readings above Students are to prepare their own drama script

Revise conventions of script writing – allow students some time in class to work through their ideas

Term 2Week 2-6

The Secret River Reading and chapter questions to be completed Defining the historical fiction genre and other relevant sub-

genres In depth exploration of author, Kate Grenville’s, context,

context of the setting of the novel (colonial Australia) and understand notion of context of reception and the way this affects the reading of the text

Discussion of narrative conventions and themes Fill table regarding key symbols in the novel Introduce Post-Colonial Criticism and conduct post-colonial

readings of the text Construct alternative readings Review the creative writing process and the use of symbolism

to enhance meaning in a short narrative Students to explore social issues and vices in Australia that may

be the subject of their own narrative


Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA1563)


Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572)

evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)

Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may

Task 3:

Short Written Response12.5%Students will construct an essay response, in class on an unseen question, based on their study of The Secret River and their understanding of the novel’s context.

(Due Week 6)



influence audience response (ACELT1641) Evaluate the social, moral and ethical positions

represented in texts (ACELT1812)

Term 2 Weeks

7-8

Examination RevisionSTUDY SKILLS will be embedded throughout the year, including the use of graphic organisers, colour coding, mind maps, note-taking and mnemonics, revision questions, flash cards, retrieval charts)

Revise previous texts, topics, terminology and good answers

Task 4:

Receptive 12.5%Semester 1 Examination – Students to complete an in-class exam, which covers a range of topics from the semester.

(Due Week 7/8)



Term 2Weeks 8-

11

Prose Construction Unit

Students are to compose either a short narrative in relation to an issue of their choice (approved by teacher) that makes a social commentary

Students begin each lesson looking at narrative extracts and discussing what makes them engaging and effective

Students are given time to draft

Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814)

Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644)

Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (ACELT1815)

Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)

Task 5:

Creative Writing 10%

(Due Week 11)



Term 21-6

Drama Study: MacbethIntroduction to the context: Elizabethan England

Watch documentary: Elizabethan England The Poor – students to complete comprehension questions

Watch documentary: Elizabethan England The Rich – students to complete comprehension questions

Work through context section in Macbeth text – complete handout

Context quiz (non-assessed)

Introduction to Shakespearean Language Students to experiment with language

READ PLAY AS A CLASS – annotate and analyse together

DRAMA STUDY: Revise narrative conventions Dramatic conventions glossary Complete writing techniques booklet Gender reading Brainstorm of themes as a class Fill in table discussing how dominant contextual attitudes and

ideologies are reflected in the play Character profiling relating to the key characters and the traits

they embody: evil and ambition. Deconstruct essay questions as a class Establishment of essay structure expectations using modelled

responses

Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA1563)



Understand conventions for citing others, and how to reference these in different ways (ACELA1568)


Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction (ACELA1570)

Understand how to use knowledge of the spelling system to spell unusual and technical words accurately, for example those based on uncommon Greek and Latin roots (ACELA1573)

Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)

Review, edit and refine students’ own and others’

Task 6:

EWR – Receptive 10%Students will construct a take-home essay response based on their reading of Macbeth and their understanding of the play’s context. At least four body paragraphs.

(Due: Week 6)



Planning and drafting in-class Citing drama quotations

texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)

Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)



Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)

Term 2Weeks 9-

11

Term 3Weeks 1-

2

Australian Poetry Poetic devices, create a glossary of poetic terms Create a list of tone words with definitions Look at a range of different Australian poems In depth poetry analysis Annotation of “My Country” as a class

Read model reading and highlight thesis and also how many conventions have been discussed

Read and annotate ‘South Country’, read model reading, students to add another body paragraph

Poetry revision quiz at the beginning of Term 3

Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)

Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750)


Task 7:

Oral presentation 10%In pairs, students to deliver a reading tutorial of an allocated poem. The group will establish two different readings of their




Read and annotate “Cheap White Goods at a Dreamtime Sale” and read model reading. Highlight helpful phrasing for constructing readings.

Annotate and create multiple thesis statements for different reading practice and lenses; ‘Bora Ring’, ‘Be Good Little Migrants’, ‘Municipal Gum’, ‘Weapons Training’.

Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643)

Compare the purposes, text structures and language features of traditional and contemporary texts in different media (ACELA1566)

Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774)

Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)

Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)

poem and present these ideas to the class in the form of an oral presentation.(Due Term 3, Week 2)

Film Study: Pleasantville Understand how language use can have inclusive TASK 8:




http://www.scootle.edu.au/ec/search?accContentId=ACELT1774



Term 4Week 1-5

Research context of 1950’s and conservative values. Annotation of stereotypical still images from the 1950’s VISUAL CONVENTIONS GLOSSARY, revise as a class Watch film- complete film analysis booklet Focus on the portrayal of humanity in the film Discussion of the representation of women, men, sexuality,

domesticity etc. Themes Define discourse and then establish the dominant and

alternate discourse of the 1950’s conservative context using examples from the film.

Using stills from the film, create detailed character profiles Using stills from the film, annotate and discuss the use of

symbolic codes. Fill out a table which helps build different readings of the film. PPT on values and attitudes, then practice paragraph Practice writing extended paragraph responses discussing

visual conventions. Test

and exclusive social effects, and can empower or disempower people (ACELA1564)


Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572)

evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)



(SWR – Receptive 10%)In-Class Analysis Test–Student to be assessed on their knowledge of visual conventions as well as their close analysis skills in a short-answer test

(Due Week 5)

Term 4Week 6-7

Semester Two Examination STUDY SKILLS will be embedded throughout the year, including

the use of graphic organisers, colour coding, mind maps, note-taking and mnemonics, revision questions, flash cards, retrieval charts)

Task 9:

Examination

End of Year

· Web viewCinderella is a woman repressed, abused and reduced to domestic work. Her only way out...

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