TERM ONE WEEKS 1-4 WEEKS 5-6 CONTENT Unit Focus: Genre Study Consider how certain conventions that texts use allow us to group texts into genres Examine the conventions associated with different text types There are similarities and differences in the conventions and language of literary texts and these allow us to identify genres Read a series of texts considering how the conventions and language features have been used in each of the studied texts in constructing their main ideas and position readers Read texts, identify purpose, techniques in construction and consider overall meaning Consider how tone and persona impact meaning Understand the concept of context (reader-writer) Short stories from various genres including science fiction, fantasy, romance, western, crime, thriller/suspense, horror, ghost, adventure, humour, war etc.) Texts: Science Fiction: Impostor by Philip K. Dick in Spectrum Two Suspense: Listen to the End by Tony Hunter in Reading Fictions Adventure: To Build a Fire by Jack London in Spectrum One War: The Upturned Face by Stephen Crane in Men, Women and Boats http://www.gutenberg.org/files/7239/7239.txt Unit Focus: Multi-Modal - Representations When we refer to a text, we are referring to the meaning that we can make of a text Reading a literary text involves considering social, cultural and historical contexts Compare familiar texts with unfamiliar ones, including those from other times and places Read in terms of representation, looking at the ways of thinking about the world (for example, about individuals, groups and ideas) ASSESSMENT Task 1: Responding Explore and discuss the language, the language devices and the generic conventions used in a series of text forms discussing how form may influence a readers response. Due date: Week 4 Task 2: Responding Discuss your reading or interpretation of Calvin and Hobbes comic strips or Leunig cartoons. Pay particular attention to the contexts in which those strips or cartoons were produced or received originally and explain your interpretation of them is influenced by your own context as a reader. Due: Week 6
WEEKS 7-9 Unit Focus: Poetry Representations Examine how different sorts of texts might use language in different ways; for example, literal, figurative, connotative, denotative, emotive Readers experience of language; for example, readers understanding of particular words has an effect on how readers respond to literary texts Task 3: Responding Choose three poems from the anthology, Top Lines; discuss the different ways language is used and how your responses to each poem are affected by your understanding of particular words. Due: Week 9 Unit Focus: Novel Study To Kill a Mockingbird When we read in terms of representation, we look at the ways of thinking about the world (for example about individuals, groups and ideas) Language has grammatical and stylistic elements that produce certain effects grammatical elements include use of tense and development of sentence structure. Stylistic elements include use of first, second or third person narrative; development of tone; and creation of imagery Examine the use of characterisation and consider the representations of characters in the text Consider the voice of the text as well as use of literary devices, language and structure for effect Learn about historical and social context of the novel and compare it to modern society Analyse how people, culture, places and events are represented in text Explore a variety of themes and issues within the text; discuss and evaluate perspectives. Discuss how dialogue creates a sense of realism in the novel Evaluate the social, moral and ethical positions represented in text Revision and Semester One Exams Task 4: Responding Discuss the representation of a particular group within TKAM. How relevant to you and your social and cultural context are issues raised in this novel? Due: Week 12 Semester One Exam Weighting: 15%
Unit Focus: Composing Reading intertexually involves relating new texts to other texts we have read through a discussion of language, generic conventions and the understandings of the world that other texts offer Students are to produce a variety of creative texts focusing on the key themes/concepts. The text created is to be multimodal Language is a medium which can be used for a variety of purposes, including stating information, expressing ideas and telling stories Language has grammatical and stylistic elements that produce certain effects grammatical elements include use of tense and development of sentence structure. Stylistic elements include use of first, second or third person narrative; development of tone; and creation of imagery. Task 5: Oral As part of a panel, present a multimodal, intertextual discussion of the representation of class, identity or gender, in any literary text you have read, listened to or viewed this semester. Support your arguments by referring to evidence; quotes, examples, images, footage, excerpts from texts. Due: Week 13 Task 6: Creation Write a story using one of the following grammatical styles: a) A first-person narrative in future tense b) A second-person narrative in present tense c) A third person narrative in past tense In an accompanying paragraph, comment on the tone you were attempting to develop and what you consider to be the most important images in your story. Due: Week 4 (Semester 2) Unit Focus: Multimodal Texts http://www.freecomicbookday.com/home/1/1/27/992 there are similarities and differences in the conventions and language of literary texts, and these allow us to identify genres different sorts of texts might use language in different ways, for example, literal, figurative, connotative, denotative, emotive when we read in terms of representation, we look at the ways of thinking about the world Task 7: Extended written response Write an opinion piece discussing the purpose behind Free Comic Book Day and explaining your thoughts on whether comic books have a place in the Literature course. Due: Week 15
(for example, about individuals, groups and ideas) that are constructed in the text develop a vocabulary to articulate understandings of literary texts. Unit Focus: Multimodal and poetry Text: Picture book Enormous Smallness: A Story of E.E. Cummings and poems by e e cummings different sorts of texts might use language in different ways, for example, literal, figurative, connotative, denotative, emotive readers experience of language, for example, readers understanding of particular words, has an effect on how readers respond to literary texts when we refer to reading a text, we are referring to the meaning that we can make of a text reading intertextually involves relating new texts to other texts we have read through a discussion of language, generic conventions and the understandings of the world that other texts offer develop a vocabulary to articulate understandings of literary texts develop an understanding of the processes of textual production and describe those processes in reflecting upon their work Unit Focus: Context Shifting Syllabus Content: Learn about the contextual information of the play and research the biography of William Shakespeare. Different sorts of texts might use language in different ways; for example, literal, figurative, connotative, denotative, emotive Readers experience of language; for examples, readers understanding of particular words, has an effect on how readers respond to literary texts Read the play with a focus on language and meaning. View key scenes of film versions of the play and watch scenes from the cartoon version of the play Shakespeare in Bits Focus on the key themes and issues presented in the play Task 8: Short Written Response Close reading of a selected e e cummings poem. (In-class, Week 12) Creative Production (Not assessed) Part A: You are to create four pages from a picture book based on the life and work of a selected poet incorporating poetry, illustrations and biographical details. Part B: Write a reflection on the creation of your picture book, reflecting on the strengths and weaknesses of your work, as well as explaining which biographical details and poetry you chose to include. You should discuss your use of language, conventions and context. This response should be approximately 250 words. (Due Week 15) Task 9: Short Written Response Discuss your interpretation of the text R&J. Pay particular attention to the historical context in which the text was written, the cultural context represented within the text and the social context in which you are reading the play.
Examine the use of characterisation and the representations that are made through key characters Understand the generic conventions of drama and how text structures and language can be used for effect. Understand the evaluations of texts are influenced by readers values, context and own experiences Compare and evaluate a range of representations of individuals and groups in different historical and cultural contexts Create literary texts that make relevant thematic and intertextual connections between texts Reading intertextually involves relating new texts to other texts we have read through a discussion of language, generic conventions and the understandings of the world that other texts offer Unit Focus: Composing Music Videos Language is a medium which can be used for a variety of purposes, including stating information, expressing ideas and telling stories Language has grammatical and stylistic elements that produce certain effects Task 10: Creative Composing Construct a multimodal article, intertextual discussion of the representation of conflict and love in the text R&J and Ten Things I Hate About You. You may also refer intertextually to any other literary texts that you have read, listened to or viewed during this year. Task 11: Creative production of a literary text Create a multimodal (one that uses at least two of the three components, text, image and sound) that tells a story and expresses ideas. In an accompanying se of paragraphs, discuss the ideas that you were trying to express. Revision and Semester Two exams Semester Two Examination Weighting : 15% Introduction to Year 11 English key concepts