Grading cup to disc ratio

IMCC Year 11 ATAR EnglishProgram Outline2015–Semester 1Term One:WeeksTeaching Content/ FocusCourse ContentAssessment1-3Introduction to ATAR English–Students must be aware of SCSA website.EXPOSITORY UNITGlossary of expository conventionsRead and annotate short text ‘Killing Daniel’Read and discuss supplementary texts to ‘Killing Daniel’-'Killer Stole My Childhood' & "Hiding behind dark glasses and fake tatts, Daniel Valerio's killer walks free".Analysis of 'Killing Daniel'focusing on issues, use of conventions, author's purpose and the effect on the reader.Explain format of assessment -short, unseen comprehension style questions andtwo paragraph responses. (1/2 page of notes permitted).Go through correct paragraph formatGo through examples and have students complete practice responses to questions similar to the ones they may receive in their test.Examine the language, structure and features of imaginative, interpretive and persuasive texts, including:explainingthe ways language features, text structures and conventions communicate ideas and perspectivesexplaining the ways text structures, language features and stylistic choices are used in different types of texts analysing how vocabulary, idiom and rhetoric are used for different purposes and contexts evaluating the impact of description and imagery.Create a range of texts:using appropriate form, content, style and tone for different purposes and audiences in real and imagined contexts using evidence-based argumentusing appropriate quotation and referencing protocolsTASK ONE:(Responding –15%)Short Answers–‘Killing Daniel’(Due start of Week 4)4-8FILM STUDYBegin The Black BalloonunitRevise film techniques.View filmComplete A3 sheet about the characteristics of Autism, focusing on behavioural traits, common misconceptions and stereotypes etc.Read VITA Magazine articleWatch the film in its entirety and then brainstorm key issuesView the film a second time, filling out the viewing PowerPoint booklet as you go -stopat relevant points and discuss as a classComplete viewing questions on the filmGo through the assessment task -students should start drafting their responsesAnalyse and evaluate how responses to texts, including students’ own responses, are influenced by:personal, social and cultural contextthe use of techniques associated with imaginative, interpretive and persuasive texts.Create a range of texts:using evidence-based argumentusing appropriate quotation and referencing protocolsusing strategies for planning, drafting, TASK TWO:(Responding –20%)Essay–The Black BalloonQUESTION: Visual texts invite us to experience the lives of others. Discuss with reference to The

Summer holidays –read novel Jasper Jonesediting and proofreading Reflect on their own and others’ texts by:analysing textual evidence to assess the purpose and context of textsquestioning responses to texts Black Balloon.(Due Week 8)Term Two:WeeksTeaching Content/ FocusCourse ContentAssessment1-4Introduction to novel Jasper Jones –context 1960’s AustraliaIntroduce task: details belowSpend approximately 2/3 lessons on each of the 3 contextual factors.ISSUE 1: The Treatment of Indigenous AustraliaWatch SBS documentary First Australians Episode 6 –‘A Fair Deal for a Dark Race’ –complete handout and discussAboriginal poem –use as a stimulus for the reflection/blogDiscuss the 1967 ReferendumStudents must complete their HOME PAGE for their website by Week 2 –groups must be allocated class time to complete this task.ISSUE 2: The Impact of the Vietnam WarAnalyse a selection of images/short texts –use as a stimulus for the reflection/blogISSUE 3: The Factors that Influenced Society in both City and Rural AreasReadarticles/excerpts on Eric Edgar Cooke and how his reign of terror changed Perth in the sixtiesInvestigate the relationships between language, context and meaning by:evaluating the choice of mode and medium in shaping the response of audiences, including digital texts.Examine the language, structure and features of imaginative, interpretive and persuasive texts, including:explainingthe ways text structures, language features and stylistic choices are used in different types of texts Analyse and evaluate how responses to texts, including students’ own responses, are influenced by:purpose, taking into account that a text’s purpose is often open to debate Create a range of texts:using appropriate form, content, style and tone for different purposes and audiences in real and imagined contexts drawing on a range of technologies combining visual, spoken and written elements where appropriateReflect on their own and others’ texts by:investigating the impact and uses of imaginative, interpretive and persuasive texts.Ongoing: Read novel Jasper Jones(must be read by Week 5)TASK THREE:(Responding –20%)Multimodal context website–1960’s Australia (small group assessment)(Due Tuesday Week 5)Guidelines for multimodal assessment:Groups must complete their HOME PAGE for their website by Week 2.The aim of this task is to consolidate research practice and reflect on the contextual factors in Jasper Jonesin the form of a persuasive blog.In small groups (preferably 3 students), you will research the 3 contextual issuesin 1960’s Western Australia: THE TREATMENT OF INDIGENOUS AUSTRALIANS, THE IMPACT OF THE VIETNAM WAR and THE FACTORS THAT INFLUENCED SOCIETY IN BOTH CITY AND RURAL AREAS. This must be presented in the form of a multimodal WIX webpage: www.wix.comThe webpage should be informative, reflective and engaging. A sample WIX webpage can be found at http://mongerfiona.wix.com/jasperjonescontext. Your group’s webpage should be an equal contribution of all members and must incorporate persuasive language, images and be visually appealing. You are also encouraged to be creative and could include videos, audios or graphics.The link to your webpage must be emailed to your English teacher by the due date.monger.fiona@imcc.wa.edu.auwingham.simone@imcc.edu.au