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.
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.
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)
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%
Oral presentation with class handout and formal peer evaluation
Date-Term 2 Week 10 Oral Production: Presentation in pairs.
Handout, note taking sheets and Peer Evaluation.
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
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
Expository text: Affluenza Textual conventions
variations in generic conventions among fields, discourses and/or contexts, such as tone, voice and mode of address
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.
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.
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
Class Participation and discussion
Ongoing assessment measuring student response to listening and speaking.