Tempe High School Year 7 Scope and Sequence for 2016 Title of Unit I-Dentity Convince Me: Persuasive Writing Intro to Shakespeare Close Study of a Novel: The Outsider in Chinese Cinderella Outcomes Literature Artistry, crafting, point of view, voice, creativity, interpretation EN4-1A, EN4-3B, EN4-5C, EN4-6C, EN4-7D, EN4-8D Suite of identity poems. Critical reflection statement on composition and choices. Selection of poems that explore cultural, environment, gendered and personal identities; autobiographical extracts: Boy Roald Dahl; 20 Little Australians SMH The Good Weekend. Jan 24, 2009; DVD: I Am Eleven poetry, autobiographies, music clips, feature articles, diary/journal simile, metaphor, personification, alliteration, onomatopoeia, assonance, imagery, connotations, tone, mood, atmosphere This unit introduces students to poetry and how it can be used to represent themselves and the world they identify with. They will develop an understanding of representing self through the use of poetic techniques and learn how this platform can be used to represent relationships to people and place. rhetoric, positioning of audience, bias, subjectivity, sustainability EN4-1A, EN4-2A,EN4-3B, EN4-4B,EN4-5C,EN4-6C,EN4-7D,EN4-8D,EN4-9E Choice of persuasive writing after reading a novel and picture book on conservation A selection of contemporary articles and persuasive texts teacher choice advertisements, speeches, feature articles, news reports, letters to the editor, visual literacy emotive words, rhetoric, metaphor, simile, analogies, statistics, credibility, appeals, values, contrast, tone We will consider how persuasion is constructed in media texts and how it can be used to position the reader. Attention will be given to rhetorical devices across a range of media texts Students will work on applying their knowledge of persuasive devices to their own media text in response to an issue pertaining to sustainability. Representation, characterisation, setting and atmosphere, interpretation and creativity, appropriation and adaption EN4-1A, EN4-2A, EN4-3B, EN4-4B, EN4-5C, EN4-6C, EN4-8D Performance and critical evaluation Midsummer Night s Dream or another appropriate Shakespearian text play (Shakespeare) and other related texts, graphic novel interpretations, animated tales characterisation, tone, body language, contrast, projection, conflict, gestures, symbolism Students will examine language features, ideas and the form and structure of soliloquies. They will concentrate on rhyming and poetic language. They will be exposed to the context of the Elizabethan age and form major ideas from viewing other texts. Students will be required to perform one of the soliloquies and write a critical evaluation of their chosen soliloquy. representation, style, characterisation, context, point of view, voice EN4-1A, EN4-2A,EN4-3B, EN4-4B,EN4-5C,EN4-6C,EN4-7D,EN4-8D,EN4-9E Exam - to be advised ICT group work on Chinese Cinderella Chinese Cinderella Extract from Wild Swans I am Thomas picture book and/or teacher choices novel, non-fiction texts based on research, YouTube clips protagonist, antagonist, anecdotal, narrative voice, constructed, characterisation, positioning, parallel Students will examine the key moments in Chinese Cinderella where the protagonist experiences alienation and consider why she has been mistreated. Students will be placed in pairs and, after planning and research, present a PowerPoint on the representation of the outsider in this novel and one other chosen text.
Tempe High School Year 8 Scope and Sequence for 2016 Title of Unit Advertising The Hero s Journey Film Study Myths and Legends Speeches Outcomes Representation, aesthetics, values, Belonging, Consumerism, Genre, interpretation, perspective EN4-1A; EN4-2A ; EN4-3B; EN4-4B, EN4-5C, EN4-7D EN4-8D adaptation, appropriation, genre, humour, intertextuality, satire, transformation appropriation, characterisation, gender, narrative style, perspective, style, tone aesthetician, appropriation, interpretation, perspective ENA4: 1A, 3B, 4B, 5C ENA4: 1A, 4B, 5C, 6C, 8D ENA4: 3B, 4B, 5C, 7D, 8D, 9E Read novel and advertise to TWO different audiences Short Film/Scene Analysis with Questions and Review Speech from the perspective of the antagonist using S.C.A.M.P.E.R Exam on elements of units studied throughout the year Collection of multimodal and print texts Student choice of wide reading Literature Advertisements, websites, critical analysis, novels Teacher chooses from one: Big Hero Six Shrek Mulan Rabbit Proof Fence Life of Pi feature films and short films, reviews, trailers, YouTube clips A range of Aboriginal Dreamtime myths, Persephone and Demeter, The Raven and the Moon, Pygmalion, Narcissus, Prometheus and Pandora, Odysseus, Hercules, Robin Hood, William Tell, Joan of Arc short stories, ballads, graphic novels, websites, short films, advertisements Exam: to be advised speeches, news articles, audio Rhetorical techniques, layout, AIDA theory, metaphor, symbolism, analogy, contrast, slogan, jingle, consumer, target audience, gaze, layout, design elements, salience, proportion, imagery, bias, product placement, critical literacy We will consider the purpose and processes of advertising to specific and general audiences. We will deconstruct advertising to determine how perspective is constructed and what factors determine persuasion. Students will then advertise to two different audiences to apply their understanding of how positioning occurs. appropriation, characterisation, context, culture, gender, humour, narrative, perspective, place, point of view, satire, setting, subvert We will consider the commonality between the characteristics and mythic steps of the hero s journey. The universality of the hero construct and the path the hero takes to realise his or her destiny as well as the role of gender will be explored. The students will write a film review utilising the framework of the hero s journey. adage, analyse, appropriation, characterisation, complication, describe, entertain, evaluation, explain, foreshadowing, inference, inform, moral, oral tradition, orientation, persuade, point of view, purpose, recount, resolution We will introduce myths and legends as a form of oral and written storytelling with a focus on cultural, etiological and moral lessons. Students consider the appropriation and universality of these narratives. Students will construct a myth or legend from the perspective of a villain or minor character. analyse, appeal, emotive, entertain, evaluation, explain, inform, manipulate, perspective, point of view, persuasive, tone, rhetorical We will assess the power of language and how it can be used to inspire, teach and persuade. Students focus on a selection of speeches from famous people throughout the 20th and 21st century, analysing the use of language and features. Students will write a speech and then critically evaluate their own writing.
Tempe High School Year 9 Scope and Sequence for 2016 Title of Unit Shakespeare: Then and Now Stories Worth Sharing: An Exploration of Non-Fiction contextualisation, artistry, appropriations identity, connection, belonging, representation, point of view Outcomes EN5-1A, EN5-3B, EN5-5C, EN5-9E EN5-1A, EN5-2A, EN5-3B, EN5-6C, EN5-8D Literature Comparative Essay Shakespeare s Romeo and Juliet/Westside Story, Taming of the Shrew/10 Things I Hate About You, A Comedy of Errors/Big Business, 12th Night/She s the Man or teacher s choice Shakespearean drama, film, graphic novel representations, sonnets/poetic forms soliloquies, conflict, aside, subversion, tragedy, hamartia, juxtaposition Students explore the ways in which aspects of texts from the past have been appropriated into popular culture. Through the close study of a Shakespeare play and its film appropriation they examine how the process of appropriation allows new insights into the original text and emphasises contextual differences between the two. They consider the ways and reasons the original and later manifestation of the text are valued. Research and analysis of a life story presented as an interview in pairs The Happiest Refugee (memoir), poem People by Yevgeny Yevtushenko. Digital story The Little Frenchman Kylie Kwong is a Chef : web magazine article, episodes of ABC Australian Story and teacher s choice memoirs, autobiographies, biographies, interviews-print and visual, documentaries objective, subjective, point of view, contextual, intimate, confessional Students explore and evaluate nonfictional texts composed in a range of media that represent lives or aspects of lives. Students will consider the value of the stories of others. Study of the core text will develop appreciation of complex issues about behaviour, identity, traditions and social mores through narrative features and style. Feature article may be considered as a class task. A Picture Tells a Thousand Words creativity, social responsibility, sustainability EN5-1A, EN5-4B, EN5-5C, EN5-7D, EN5-9E Picture Book and journal that documents the processes of investigation and composition The works of Shaun Tan, Gary Crew, Graeme Base, Anthony Browne and other authors. Excerpts from the graphic novel Rapunzel s Revenge may be considered. picture books, short films, graphic novels, advertisements visual literature focus salience, vectors, camera shots and angles, layout, proportion, values Students will develop their understanding of how stories can be communicated and crafted by engaging in a close study of picture books. They will engage in interpretation of the settings, events, characters and themes expressed. They will also learn the visual codes and conventions used by illustrators to communicate their stories and engage with their audience. All the World s a Stage AND a Genre Study stagecraft and artistry, representation, genre and interpretation EN5-1A, EN5-4B, EN5-6C, EN5-7D, EN5-9E Genre: EN5-1A, EN5-4B, EN5-6C, EN5-7D, EN5-9E Exam on elements of units studied throughout the year Exam - to be advised Australian/Indigenous play /excerpts preferred lighting, SFX, character positioning, conventions, archetypal characters Weeks 1-4: Students appreciate how a drama text differs from other kinds of text and understand and appreciate the difference between reading the text and seeing it performed. Weeks 5-10: Students will explore the role of the story teller through the study of the conventions of a crime or science fiction novel. Students will experience developing engaging and characters and powerful settings.
Tempe High School Year 10 Scope and Sequence for 2016 Title of Unit The Author s Milieu Short Stories: Stories Connected by a Theme context and perspective, style, representation, appreciation Belonging: An exploration of a poet Exam Revision followed by The Auteur study artistry/crafting, point of view/voice representation and perspective representation, interpretation and creativity, style Outcomes EN5-1A, EN5-3B, EN5-7D, EN5-8D EN5-1A, EN5-3B, EN5-5C, EN5-4B, EN5-9E EN5-1A, EN5-3B, EN5-5C, EN5-6C, EN5-7D, Speech Short story submission and critical reflection statement Essay in class EN5-1A, EN5-2A, EN5-3B, EN5-4B, EN5-5C, EN5-6C Exam - texts to be advised F. Scott Fitzgerald s The Great Gatsby Cormac McCarthy s The Road Victor Kelleher s Taronga Harper Lee s To Kill a Mockingbird Suzanne Collins The Hunger Games The Necklace by Guy The Highway Man by Alfred Noyes The Black Veil by Dickens Sand by Tim Winton Shooting an Elephant by Orwell And modern tales by Horowitz and Gary Crewe Literature novel or novella, critical essays short stories, representations of ballads based on short story structures based on a specific theme context, dystopian and utopian, short story conventions, dominant and materialistic, indicative, symbolic By the end of this unit, students will have an understanding of how an author s personal, social, economic and political context can inform a composer s textual construct. Specifically, students will learn how to identify representations of an author s historic environment within the text, whilst also evaluating the composer s perspectives on paradigms of the time. resistant readings, craft This unit focuses on the art of creating a short story. Students will examine the conventions of short stories as well as language features and how they are used to convey meaning. They will learn to appropriate elements of short story writing by experimenting with narrative techniques, drafting ideas, editing their writing and demonstrating an ability to reflect on and evaluate their own and others writing. Skrzynecki s poems include: 10 Mary street Feliks Skrzynecki St Patrick s College Migrant Hostel Postcard In the Folk Museum poetry, short films, picture books, advertisements, short stories and other determined by teacher choice representational, poetry features and conventions, canonical, thematic This unit will introduce students to the idea of studying the representation of Belonging. Students will examine how various composers represent belonging through connections to people, places, groups, communities and the larger world in texts whilst formulating their own perspectives on Belonging. Students will further examine how composers use textual form and features to convey meaning. One of the following directors: Tim Burton Baz Lurhman Alfred Hitchcock Peter Weir David Lynch film, news articles, biographies, critical essays, websites filmic language, stylistic, resonance, intertextual, allusion In this unit students will focus on engaging with a body of work from a particular film director. Students will have the opportunity to engage with a particular director s body of work in order to identify stylistic choices favoured by that director. Students will also learn to evaluate how directors styles can work in distinctive ways to present ideas and information in texts they compose.