IMCC Year 10 Literature
Program Outline 2015 – Semester 2
Term Three:
Weeks
8-11
Teaching Content/ Focus
Australian Curriculum strands
addressed
War Unit
This unit will explore various text types related to different wars.
Texts to analyse:
First World War Poetry
 ‘Dulce Et Decorum Est’ Wilfred Owen
 ‘Mental Cases’ Wilfred Owen
Vietnam War
 Short Story – ‘Love and Honour and Pity and Pride and
Compassion and Sacrifice’ by Nam Le
 Drama - ‘Bringing it All Back Home’ by Terrence McNally
Modern Conflict
 ‘War Photographer’ by Carol Ann Duffy
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Teach different readings of each text and how to construct a
reading.
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Compare the purposes, text structures and
language features of traditional and
contemporary texts in different media
(ACELA1566)
Understand how paragraphs and images
can be arranged for different purposes,
audiences, perspectives and stylistic
effects (ACELA1567)
Evaluate the impact on audiences of
different choices in the representation of
still and moving images (ACELA1572)
Refine vocabulary choices to discriminate
between shades of meaning, with
deliberate attention to the effect on
audiences (ACELA1571)
Analyse and evaluate how people,
cultures, places, events, objects and
concepts are represented in texts,
including media texts, through language,
structural and/or visual choices
(ACELY1749)
Choose a reading technique and reading
path appropriate for the type of text, to
retrieve and connect ideas within and
between texts (ACELY1753)
Compare and evaluate a range of
representations of individuals and groups
in different historical, social and cultural
contexts (ACELT1639)
Identify, explain and discuss how narrative
viewpoint, structure, characterisation and
devices including analogy and satire
shape different interpretations and
responses to a text (ACELT1642)
Compare and evaluate how ‘voice’ as a
literary device can be used in a range of
different types of texts such as poetry to
evoke particular emotional responses
(ACELT1643)
Analyse and evaluate text structures and
language features of literary texts and
make relevant thematic and intertextual
connections with other texts (ACELT1774)
Assessment
ONGOING:
Task 1: Class
Participation
(Receptive & Productive
5%)
This includes a
combination of meaningful
contribution to class
discussion, homework
completion and
preparedness.
Task 2: In-Class
Unseen Reading
(SWR – Receptive 20%)
Students to construct a
reading of an unseen text
related to the content
studied in the war unit.
(Due Week 11)
Term Four:
1-4
Film Study: Pleasantville
 Watch film
 VISUAL CONVENTIONS GLOSSARY
 Second viewing of film – complete film analysis booklet
 Focus on how the portrayal of humans in the film
 Themes
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5-9
Australian Poetry
 Poetic devices
 Look at a range of different Australian poems
 In depth poetry analysis
Poetry Creation
 Students to explore different types of poetry – write a
different type of poem each lesson (15 min creativity per
lesson – teacher led)
 Work on writing their own poem based on the Australian
poetry studied in class.
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When finished, they must construct two readings of their poem.
Present to the class.
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Understand how language use can have
inclusive and exclusive social effects, and
can empower or disempower people
(ACELA1564)
Understand that people’s evaluations of
texts are influenced by their value
systems, the context and the purpose and
mode of communication (ACELA1565)
Evaluate the impact on audiences of
different choices in the representation of
still and moving images (ACELA1572)
evaluate a range of representations of
individuals and groups in different
historical, social and cultural contexts
(ACELT1639)
Analyse and explain how text structures,
language features and visual features of
texts and the context in which texts are
experienced may influence audience
response (ACELT1641)
Evaluate the social, moral and ethical
positions represented in texts
(ACELT1812)
TASK 3:
(SWR – Receptive 10%)
In-Class Analysis Test–
Student to be assessed on
their knowledge of visual
conventions as well as
their close analysis skills.
Refine vocabulary choices to discriminate
between shades of meaning, with
deliberate attention to the effect on
audiences (ACELA1571)
Identify and explore the purposes and
effects of different text structures and
language features of spoken texts, and
use this knowledge to create purposeful
texts that inform, persuade and engage
(ACELY1750)
Create literary texts that reflect an
emerging sense of personal style and
evaluate the effectiveness of these texts
(ACELT1814)
Create imaginative texts that make
relevant thematic and intertextual
connections with other texts (ACELT1644)
Analyse and evaluate the effectiveness of
a wide range of sentence and clause
structures as authors design and craft
texts (ACELA1569)
Create literary texts with a sustained
‘voice’, selecting and adapting appropriate
text structures, literary devices, language,
auditory and visual structures and features
for a specific purpose and intended
audience (ACELT1815)
Review, edit and refine students’ own and
others’ texts for control of content,
Task 4 A and B:
(SWR/OP - Productive
10% each part)
Original Poem Creation
and Presentation
Students to construct an
original poem based on the
Australian poetry unit.
They are then to present
two readings of their poem
to the class.
(Due Week 8/9)
(Due: Week 4)
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organisation, sentence structure,
vocabulary, and/or visual features to
achieve particular purposes and effects
(ACELY1757)
Compare and evaluate how ‘voice’ as a
literary device can be used in a range of
different types of texts such as poetry to
evoke particular emotional responses
(ACELT1643)
Term Five:
1-5
Novel Study: Balzac and the Little Chinese Seamstress
Context:
 China’s Cultural Revolution 1970’s
 Define ‘re-education’
Characters
Themes:
 Knowledge (Academic and Practical)
 Maturity
 The beauty of storytelling
 The West
 Culture
 Re-education
 Beauty
Analyse:
 Inter-textuality – Freud, The Count of Monte Cristo and the
beauty of literature
 Tone – romantic, comic
 Language
Essay Writing:
 Plan, draft and edit EWR – seen question
 Essay will be completed in class over 2 periods
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Analyse and evaluate how people,
cultures, places, events, objects and
concepts are represented in texts,
including media texts, through language,
structural and/or visual choices
(ACELY1749)
Choose a reading technique and reading
path appropriate for the type of text, to
retrieve and connect ideas within and
between texts (ACELY1753)
Compare and evaluate a range of
representations of individuals and groups
in different historical, social and cultural
contexts (ACELT1639)
Understand conventions for citing others,
and how to reference these in different
ways (ACELA1568)
Analyse how higher order concepts are
developed in complex texts through
language features including
nominalisation, clause combinations,
technicality and abstraction (ACELA1570)
Choose a reading technique and reading
path appropriate for the type of text, to
retrieve and connect ideas within and
between texts (ACELY1753)
Use comprehension strategies to compare
and contrast information within and
between texts, identifying and analysing
embedded perspectives, and evaluating
supporting evidence (ACELY1754)
Reflect on, extend, endorse or refute
others’ interpretations of and responses to
literature (ACELT1640)
Analyse and evaluate text structures and
language features of literary texts and
make relevant thematic and intertextual
connections with other texts (ACELT1774)
Task 5:
(EWR – Receptive 25%)
In-Class Essay
Students will research,
draft and compile a page
of notes on a seen
question. They will
complete the essay in
class over two periods.
(Due Week 5)
6-7
Examination Revision
 Revise previous texts, topics, terminology and good
answers
END OF SEMESTER TWO
Task 6:
(Receptive 20%)
Semester Examination –
Students to complete an
in-class exam, which
covers a range of topics
from the semester.
(Week 7)