Course outline



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ENGLISH COURSE OF STUDY 3B: Language and Ideas 2011

COURSE OUTLINE


The following outline is for the Course of Study that you will undertake in Semester Two. It is your responsibility to follow this outline and the tasks set. All students must meet the same conditions for the tasks that have been set. At times it may be necessary to make adjustments to the tasks, conditions or timing. You will be informed by your classroom teacher if any adjustments have been made. It is expected that any written or film text mentioned here will read or viewed by you before we study the text in class. English lessons Mon-Thur every week. It is your responsibility to plan your study around school events. Refer to the Upper School Academic Policy for more information.


Week/s

Learning

Text/s

Weighting & Strands

Assessment Tasks

Term 2

Week 7-10


14 lessons

Introduce 3B CoS. This unit is designed to give students the opportunity to explore how language is used in relation to ideas and the influence of context on attitudes, values and ideologies.
Expectations (homework readings, late submissions etc.) Revisit upper school assessment policy.
Return exams and distribute novels (Affleunza).
Students are encouraged to keep a section of their journal for new vocabulary, including correct spelling of a word, its origin, meaning and synonyms. These new words should become a part of their vocabulary and be used regularly in the course of this unit.
Reinforce conventions of documentary and feature film + examples of intertextuality. Reflection of ‘contemporary issues’ in connection with expository texts.
Revisit intertextuality: interconnectedness / no text is unique or original / mapping connections between texts.
Discussion of codes and conventions of feature film and documentary. Look at various shots from these texts: mis-en-scene and montage…discuss narrative elements.
Viewing of documentary twice (When we were Kings) and close analysis of selected scenes:

  • Note-taking from the film

  • Themes, issues raised, ideas, views of human experience

  • Explore the attitudes and values underlying the themes, issues, ideas

  • Beliefs / values, supported / challenged

  • Film language: music, silence, lighting, camera work, sets, montage, performances etc. (Also revisit S.W.A.T.)

  • Narrative conventions: (same as prose fiction) and how these shape the film.

  • Generic conventions: archival footage, voice-over narration, music, dialogue etc.

  • Make intertextual links to other texts studied so far.

“Affluenza” by Hamilton & Denniss (class set to hand out to students)
“When we were Kings” Documentary, directed by Leon Gast (1994)
Handouts:


  • Curriculum Documentation from ECC & CC

  • Expectations for 3B

  • Reading & Viewing Journal – 10 points to consider

  • WWWK – Journal Questions

  • Documentary – Core Concepts

“New Directions: English course of study 3A & 3B” (Munro, 2010) pages 62-66 (Feature Film and Documentary) & 77-82 (Textual Reading Practises)


“What does it mean? An introduction to text, context, values” (Robinson & Robinson, 2010) Chapter 5 (p.53-72)


Viewing, Speaking, Listening 10%
Writing 5%


Task 1

Oral presentation with class handout and formal peer evaluation

Date-Term 2 Week 10
Oral Production: Presentation in pairs.

Written Production:

Handout, note taking sheets and Peer Evaluation.




Term3

Weeks 1-3


7 lessons

Understanding different text types: Comprehension (Reading section of exam)
Selected activities from “New Directions: English course of study 3A & 3B” (Munro, 2010) Chapter 4 Response – Comprehension and Interpretation (p.20-84).
Go through the reading section of the 2010 Stage 3 WACE examination and discuss in relation to 2009 Good Answers Guide pages 26-27 “What does the reading section aim to do?”
Distribute Creative Writing task (task 4) on Tuesday 2nd of August.
Two lessons required for in-class essay


“New Directions: English course of study 3A & 3B” (Munro, 2010)
Reading section of 2010 WACE examination
Three texts (unseen) chosen by classroom teacher

15%
Reading, Writing

Task 2

In-class essay (over 2 lessons)

Date – Term 3 Week 2
Wed 10th Aug: Text 1

Thu 11th Aug: Text 2 & 3
Task 4 (15%)

Creative writing (take home)

Date – Term 3 Week 5
Tue 2nd Aug: Question given

Thu 25th Aug: Task due




Term 3

Weeks 4-5


8 lessons

Expository text: Affluenza
Textual conventions

  • variations in generic conventions among fields, discourses and/or contexts, such as tone, voice and mode of address


Context

  • relationship between context and specialist language

  • effect of context on approaches to ideas such as its role in valuing particular areas of investigation, forms of evidence and modes of presentation.


Purpose

  • purpose/s of texts associated with particular fields, discourses and/or contexts

  • influence of particular approaches to ideas and uses of language on the circulation of ideas in society and in creating dominant and subordinate understandings of the nature of the world

  • relationships among approaches to ideas, language and ideology

  • variations in what are considered appropriate sources of information and forms of evaluation among different fields, discourses and/or contexts.




Main text: “Affluenza” by Hamilton & Denniss
“What does it mean? An introduction to text, context, values” (Robinson & Robinson, 2010) Chapter 2 (p.15-28)
There are a range of handouts, activities and other expository texts in the Stage 3 file under “Expository Texts”. Based on students’ level of understanding and needs, teacher can choose appropriate teaching materials and relate it to the outcomes listed in column on the left.
Students could also be given time in class to complete their journal activities (reading program), and creative writing task during this segment of the course.
Two lessons required for in-class essay; one for preparation, one for the actual assessment.

10%

Reading, Writing
15% Writing

Task 3

In-class essay (prepared)

Date – Term 3 Week 5
Wed 24th Aug: Question given

Thu 25th Aug: In-class essay
Task 4

Creative writing (take home)

Date – Term 3 Week 5
Tue 2nd Aug: Question given

Thu 25th Aug: Task due


Term 3

Weeks 6-7


8 lessons

Expository writing (continued)
Accessing and generating ideas and information

  • variations in definitions of what constitutes an object of inquiry or problem among different fields, discourses and/ or contexts

  • assessing authority and reliability of sources


Processing and organising ideas and information

  • adopting different reading practices

  • identifying and using specialist generic conventions

  • synthesising ideas from a range of sources

  • identifying gaps and silences.




10%

Writing

Reading Program (Journal)

PARTS A+B

Date – Term 2 Week 8
Thu 15th Sept: Journal due

Term 3 Week 8-9
7 lessons


Revision (Units A and B)

Yr12 Study Day - Thu 22 September



Curriculum Council past exam paper(s)
“Year 12 Survival Guide” (distributed to students at the start of the year)
Stage 3 Good Answers Guide (2010 version unavailable at time of programming, use 2009 version)
Student journals and portfolios








On-going

Class Participation and discussion

Ongoing assessment measuring student response to listening and speaking.






5%

Listening & Speaking

Task 5

On-going teacher observation

Term 3 Week 10

Examination (Mocks – 3A+3B)
Exam

3 hours and 10 minutes reading time



3 sections – Reading, Writing and Viewing





30%
Reading

Writing

Viewing


Task 6

Mock Exam



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