English – General Year 11- 2015
Unit 2- Ideas and Arguments
Focus – Change
Course Outline
Unit 2 focuses on interpreting ideas and arguments in a range of texts and contexts.
Students:

analyse text structures and language features and identify the ideas, arguments and values expressed

consider the purposes and possible audiences of texts

examine the connections between purpose and structure and how a text’s meaning is influenced by the context in which it is created and received

integrate relevant information and ideas from texts to develop their own interpretations

learn to interact effectively in a range of contexts

create texts using persuasive, visual and literary techniques to engage audiences in a range of modes and media.
Week
1
Key teaching points
 Unit overview
 Task expectations
 Written and oral communication standards

Introduction to the concept of change and how ideas
and arguments can bring about change
Introduction to Task 1 English Journal
 task outline and marking rubric to be glued into English
Journal
 discuss possible number and range of tasks that will be
covered
 expectations of work standard
 homework expectations
Syllabus content
Use strategies and skills for comprehending texts, including:

consolidating comprehension strategies

identifying facts, opinions, supporting evidence and bias

making inferences from content, text structures and language features

summarising ideas and information presented in texts

identifying similarities and differences between own response to texts and
responses of others.
Consider the ways in which context, purpose and audience influence meaning,
including:

the ways in which main ideas, values and supporting details are presented
in social, community and workplace texts

the effects of media, types of texts and text structures on audiences

the use of language features, such as tone, register and style to influence
responses.
Create a range of texts:

using appropriate vocabulary, sentence structures, accurate spelling,
punctuation and grammar

using persuasive, visual and literary techniques to engage audiences in a
range of modes and media

selecting text structures, including introductions and conclusions,
paragraphs, topic sentences, connectives, and logical sequencing of ideas
and events to communicate ideas in written texts

planning, organising, drafting and presenting information or arguments for
particular purposes and audiencesusing strategies for planning,
recording sources of information and proofreading.
Assessment Tasks
Semester 2, Week 1
 introduce Task 1,
English Journal
2-4
Bias in the media (a look at current affairs television
programs)

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



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discuss the difference between fact, opinion and bias
using a range of different text exemplars
difference between current affairs and television news.
features of current affairs programmes
role of presenters - anchor man, reporters
film techniques used
- audio codes: voice over, music, interviews, sound effects
- technical codes: camera angles, shots, movement, shot
juxtaposition
- symbolic codes – lighting, body language, costume etc.
watch, discuss and analyse several current affair segments
Use strategies and skills for comprehending texts, including:

consolidating comprehension strategies

identifying facts, opinions, supporting evidence and bias

making inferences from content, text structures and language features

summarising ideas and information presented in texts

identifying similarities and differences between own response to texts and
responses of others.
Semester 2, Week 2
 introduce Task 2
Semester 2, Week 4
 Task 2
In-class assessment
Consider the ways in which context, purpose and audience influence meaning,
including:

the ways in which main ideas, values and supporting details are presented in
social, community and workplace texts

the effects of media, types of texts and text structures on audiences

the use of language features, such as tone, register and style to influence
responses.
Introduction to Task 2: In-class assessment
 Formal assessment – essay analysis




5-7
watch segment chosen for analysis – show it twice
students to take notes
provide a planning framework for response
students to prepare for their in-class writing assessment
Deliver assessment
Influence of Current Affairs programmes (values and attitudes)
English Journal –on going
Introduction to Task 3: Letters to the Editor
Writing to argue a point of view
 revision of persuasive techniques
 purpose of Letters to the Editor
 common features of these letters
 deconstruction and response to a range of ‘Letters to
the editor’
 brainstorm of current issues – international, national,
state and local (discuss these terms) – skim newspapers
 provide a framework and planning document for Task 3
 students to research, plan and draft their letters
 final copies produced
English Journal –on going
Use strategies and skills for comprehending texts, including:

consolidating comprehension strategies

identifying facts, opinions, supporting evidence and bias

making inferences from content, text structures and language features

summarising ideas and information presented in texts

identifying similarities and differences between own response to texts and
responses of others.
Consider the ways in which context, purpose and audience influence meaning,
including:

the ways in which main ideas, values and supporting details are presented in
social, community and workplace texts

the effects of media, types of texts and text structures on audiences

the use of language features, such as tone, register and style to influence
responses.
Create a range of texts:

using appropriate vocabulary, sentence structures, accurate spelling,
punctuation and grammar

using persuasive, visual and literary techniques to engage audiences in a range
of modes and media

selecting text structures, including introductions and conclusions, paragraphs,
topic sentences, connectives, and logical sequencing of ideas and events to
communicate ideas in written texts

planning, organising, drafting and presenting information or arguments for
particular purposes and audiences.
Semester 2, Week 5
 introduce Task 3,
Letters to the Editor
Semester 2, Week 7
 collect Task 3
8-10
Introduction to Task 4 : Speaking to argue a point of view
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


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


11-13
view a range of speeches looking for common elements
discuss “What makes a good speaker?” and “What
makes a good speech?”
watch “An audience in the palm of your hand” or similar
and take notes on key elements of public speaking
put class into groups of two and provide each group
with a topic
each pair to decide who will argue for the affirmative
and who will argue for the negative
pairs to work together researching to find relevant
information, supporting evidence and to take notes
revisit persuasive techniques
students to write up their arguments into a five minute
speech
presentation of debates
English Journal –on going
Introduction to Task 5 : Public service advertising
 advertising
- definitions
- types
- audience and purpose
- effects of
 print advertisements
- appeals and techniques
- language features
- Structure


revision of visual codes and conventions
deconstruction and analysis of a range of public service
print advertisements eg. Salvation Army, Cancer
Council, SunScreen Australia – provide framework for
deconstruction
English Journal –on going
Consider the ways in which context, purpose and audience influence meaning,
including:

the ways in which main ideas, values and supporting details are presented in
social, community and workplace texts

the effects of media, types of texts and text structures on audiences

the use of language features, such as tone, register and style to influence
responses.
Using information for specific purposes and contexts by:

locating and selecting information from a range of sources

identifying the relevance and usefulness of each source depending on the
context in which used

using a range of strategies for finding information.
Create a range of texts:

using appropriate vocabulary, sentence structures, accurate spelling,
punctuation and grammar

using persuasive, visual and literary techniques to engage audiences in a range
of modes and media

selecting text structures, including introductions and conclusions, paragraphs,
topic sentences, connectives, and logical sequencing of ideas and events to
communicate ideas in written texts

planning, organising, drafting and presenting information or arguments for
particular purposes and audiences.
Communicating and interacting with others by:

speaking coherently and with confidence for different audiences and purposes

being receptive to others’ ways of thinking and learning

evaluating the effectiveness of their own contribution to group tasks and
activities
interacting confidently with others.
Using information for specific purposes and contexts by:

locating and selecting information from a range of sources

identifying the relevance and usefulness of each source depending on the
context in which used

using a range of strategies for finding information.
Create a range of texts:

using appropriate vocabulary, sentence structures, accurate spelling,
punctuation and grammar

using persuasive, visual and literary techniques to engage audiences in a range
of modes and media

selecting text structures, including introductions and conclusions, paragraphs,
topic sentences, connectives, and logical sequencing of ideas and events to
communicate ideas in written texts

planning, organising, drafting and presenting information or arguments for
particular purposes and audiences.
Semester 2, Week 8
 introduce Task 4,
Speaking to argue a
point of view
Semester 2, Week 10
 Task 4 to be presented to
class
Semester 2, Week 11
 introduce Task 5,
Public service advertising
Semester 2, Week 12
 Collect English Journal
Semester 2, Week 13
 Collect Task 5
14-15
Introduction to Task 6 : Print Advertising analysis
revisiting of teaching points above, focus on audience
and purpose
 view a range of advertisements- deconstruct and
analyse
 practise writing a print advertisement analysis
 Formal assessment –print advertising analysis
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


Provide a copy of advertisement to each student
Individual deconstruction
Provide a planning framework for response
Students to prepare for their in-class assessment
Deliver assessment
English Journal –on going
Use strategies and skills for comprehending texts, including:

consolidating comprehension strategies

identifying facts, opinions, supporting evidence and bias

making inferences from content, text structures and language features

summarising ideas and information presented in texts

identifying similarities and differences between own response to texts and
responses of others.
Consider the ways in which context, purpose and audience influence meaning,
including:

the ways in which main ideas, values and supporting details are presented in
social, community and workplace texts

the effects of media, types of texts and text structures on audiences

the use of language features, such as tone, register and style to influence
responses.
Semester 2, Week 14
 introduce Task 6,
Print advertising analysis
Semester 2, Week 14
 In-class assessment