INSTRUCTIONAL PATHWAY
Unit 3A: Cultural
Week
Instructional Pathway
Overview of unit and assessment requirements
A View from the Bridge by Arthur Miller
1
Contextual Considerations
Theatre: conventions and audience considerations
 Historical, political and sociological contexts and their influence on the construction and
reception of texts
 The language of stage drama narratives (conventions)
 Differences between this genre and other genres
 Performance and its influence on structure and content
 Performance readings and presentations
 Polysemy – constructing meanings from the text
 How historical context changes readings
Teaching Points
to
5
Short and Extended Written Comprehension and Oral and Practical exercises
 Features of short responses
 Features of extended responses
 Deconstructing questions and tasks
 Developing a thesis
 Paragraph construction
 Substantiation
 Linking content to purpose or task
 Group readings (guided)
 Performance
Developing character through speech in stage drama via:
 Dialogue
 Movement
 Body language
 Costume
 Gesture
Varied tasks from the set Reference Text
Writing Comment Responses
 Features of extended responses
 Deconstructing questions and tasks
 Developing a thesis
 Paragraph construction
 Substantiation
Task 1 Presentation of a Scene from the Play
Students will present a scene from the play. Refer to the specific Task Sheet for details.
Administrative and Planning Points


Ensure students present speeches under the same conditions – no exceptions unless
HOLA authorised
Videotape all speeches for recording and moderation purposes.
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Task 2 Comment Response
Task 3 Discussion Forum
Refer to specific details from the Task Sheets.
Branded by Alissa Quart
Assumptions, Contexts and Audiences of Non-Fiction Print Texts
6
Organisation and Structure of Expository Texts
 Sequencing of information
 Main ideas and supporting details
 Fact and Opinion
 Sources of credibility: experts, statistics, graphical presentations, anecdote, diction, tone,
syntactical technique etc.
 Arguments: process and presentation
 Techniques of persuasion
Short and extended comprehension responses
In-class comprehension tasks using examination format and conditions
Composing mock chapter in expository style
to
9
Completion of retrieval chart
Writing Comment Responses
 Features of extended responses
 Deconstructing questions and tasks
 Developing a thesis
 Paragraph construction
 Substantiation
Formal speech preparation and presentation
 Purpose and context of speeches
 Audience and language/content
 Expectations and key assessment requirements
 Use of aides
Teaching Points


Revisit essay writing with particular focus on:
a) Development of thesis
b) Sequencing of evidence (points)
c) Discussion of evidence (analysis of language/text in relation to thesis)
d) Basic parts of a paragraph
e) Proofreading
f) Editing
Use sample essays from TEE Good Answers
Teaching Resources


Task 4
Task 5
TEE Good Answers Guide
Essay Writing sections from Gateways in English, Readings and Responses
See specific information from the Task Sheets.
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The Medium and Context of Film (Documentary Film Study)
Teaching Points
9
The Medium and Context of Film
Distinguishing Features and Assumptions of Documentary Films
Filmic Language and the Shaping of Meaning
 Written, audio and technical and symbolic codes
 The conventions of documentary films
 Objectivity – myth, illusion or reality
to
Viewing, discussion and analysis of film/films
Reading Films
 Processes of textual analysis – values, attitudes, ideology, positioning
Assumptions, Contexts and Target Audiences of Non-Fiction Print Texts
Organisation and Structure of Feature Articles
 Sequencing of information
 Arguments: process and presentation
 Techniques of persuasion: focalisers, sources of information, filmic codes etc.
12
Activities
Comprehension and Comment Writing
 Short Analytical Responses
 Longer Analytical Responses
 Retrieval charts
 Reference text reading and activities
 Sample essay questions
 Planning responses
 Argument
 Discussion forum
Task 6
Timed, in-class essay response. See Task Sheet for specific details.
12
to
14
Short Story
Elements of the Narrative Revisited
 Causal and thematic links between setting, characters, conflict and resolution
 Techniques of character development: dialogue, narration, angle of vision, point of view
 Traditional structures and conventions of story telling: imagery, tone, symbolism, metaphor,
and other techniques covered in the building tasks
 Traditional structures and organisation
 Point of View – reader positioning
 Resistant reader positions
 Polysemy – multiple readings of the text: gender and class
 Values, attitudes, issues, themes
Presentation of Detail
 Reading practices and the construction of meaning
 Ideology
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12
Short and Extended Written Comprehension and Oral and Practical exercises
 Features of short responses
 Features of extended responses
 Deconstructing questions and tasks
 Role plays
 Character profiles
to
Nominated reading and activities from Reference text
Readings from reference sources
Comment writing
Synthesising texts across genre
Sample Questions and Model Responses
14
Task 7
Task 8
Written Comprehension
Composition
Review
Examination Preparation
Task 9
Examination
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