6-8 Examination Revision 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 Examination – Students to complete an exam, which covers a range of topics from the semester. (Due Week 7) Term 2 Weeks Term 3 Weeks 1-3 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 Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences 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 Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts Task 5: (Productive 10%) Original Poem Creation Students to construct an original poem based on the Australian poetry unit.
Poetry revision quiz at the beginning of Term 3 Read and annotate “Cheap White Goods at a Dreamtime Sale” and read model reading. Highlight helpful phrasing for constructing readings. Poetry Creation Work on writing their own poem based on the Australian poetry studied in class. Annotate and create multiple thesis statements for different reading practice and lenses; ‘Bora Ring’, ‘Be Good Little Migrants’, ‘Municipal Gum’, ‘Weapons Training’. Poetry Tutorial In pairs students are allocated a poem. They are to develop a reading tutorial for the class, present one reading each. Create imaginative texts that make relevant thematic and intertextual connections with other texts Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts 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 Review, edit and refine students’ own and others’ for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects 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 (Due Week 3) Task 6: (Speaking and Listening 10%) Poem Tutorial Students are to deliver a reading tutorial of an allocated poem. The group will establish two different readings of their poem. (Due Week 5) Term 3 10 Novel Study: Wife of Martin Guerre Introduction to the context: The Middle Ages Define context: The environment in a text is produced or received. Context can include the general social, historical and cultural conditions in which a text is produced or received or the specific features of its immediate environment. The term is also used to refer to the wording surrounding an unfamiliar word that a reader or listener uses to understand its Understand that Standard Australian English in its spoken and written has a history of evolution and change and continues to evolve Analyse and evaluate the effectiveness of a wide of sentence and clause structures as authors design and craft texts Compare and evaluate a of representations of individuals and groups in different historical, social and cultural contexts Task 7: In- class Essay WOMG EWR – Receptive 10% Students compile ½ page of and construct an essay in class (Due Week 10)
meaning. Historical Context: The conditions, events, values, and beliefs of a specific time period. Cultural Context: Culture is all aspects of life, the totality of meanings, ideas and beliefs shared by individuals within a group of people. Social Context: The social environment consisting of stable and dynamic factors such as social network, and support resources. This also refers to the way characters interact with each other according to the norms of the time period. Research activity: Feudal life, religion, homes, clothing, health, women’s work, women’s education and marriage. Genre: Historical Fiction works often adapt narrative conventions such as plot, setting, characterization, etc. to blend actual historical facts with fiction. Novel study – ongoing comprehension of novel and chapter summaries Deconstructing essay questions How to produce an effective thesis (building vocabulary) Writing an extended response Planning, drafting and editing 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 Evaluate the social, moral and ethical positions represented in texts Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication Week 1-5 Film Study: Pleasantville Research context of 1950’s conservative values. Annotation of stereotypical still images from the 1950’s VISUAL CONVENTIONS GLOSSARY, revise as a class Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people TASK 8: (SWR – Receptive 10%)