IMCC Year 9 Course 2
Program Outline 2015 - Semester 2
Term Three:
Weeks
Teaching Content/ Focus
9 (T2) –
2 (T3)
I, Robot essay
 Revision of SWAT codes
 Brainstorm the themes and warnings presented in the film.
What is its intended impact on the audience?
 With students’ second viewing of the film, they are to
complete the Viewing Booklet. The teacher should pause the
film at each question and answer the question as a class on
the board. Teachers should aim for these answers to be
written in detail, with strong analysis of film techniques
 Hand out task sheet and break down and discuss the essay
question
 As a class, brainstorm how the question can be answered,
focusing on main themes/messages, which scenes and film
techniques best deliver these messages, and how this
impacts on the viewer and resonates with their context. A
discussion of how the film (an ‘art’ medium) can imitate or
reflect on issues in our real life/world
 Provide scaffolded examples of introductions, body
paragraphs and conclusions to aid students in the drafting
process
 Students plan, draft and edit their essays and compile their
half a page of notes for the in-class essay.
Australian Curriculum strands addressed
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3-4
Persuasive speech
 Revise different types of speeches (persuasive, propaganda,
motivational etc.)
 Revise concepts of context, purpose, audience
 Students to revise persuasive language conventions (re-cap
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Assessment
Understand that authors innovate with text structures and language for specific
purposes and effects (ACELA1553)
Analyse and explain the use of symbols, icons and myth in still and moving images
and how these augment meaning (ACELA1560)
Compare and contrast the use of cohesive devices in texts, focusing on how they
serve to signpost ideas, to make connections and to build semantic associations
between ideas (ACELA1770)
Analyse how the construction and interpretation of texts, including media texts,
can be influenced by cultural perspectives and other texts (ACELY1739)
Interpret, analyse and evaluate how different perspectives of an issue, event,
situation, individuals or groups are constructed to serve specific purposes in texts
(ACELY1742)
Apply an expanding vocabulary to read increasingly complex texts with fluency
and comprehension (ACELY1743)
Use comprehension strategies to interpret and analyse texts, comparing and
evaluating representations of an event, issue, situation or character in different
texts (ACELY1744)
Explore and explain the combinations of language and visual choices that authors
make to present information, opinions and perspectives in different texts
(ACELY1745)
Create imaginative, informative and persuasive texts that present a point of view
and advance or illustrate arguments, including texts that integrate visual, print
and/or audio features (ACELY1746)
Review and edit students’ own and others’ texts to improve clarity and control
over content, organisation, paragraphing, sentence structure, vocabulary and
audio/ visual features (ACELY1747)
Present an argument about a literary text based on initial impressions and
subsequent analysis of the whole text (ACELT1771)
Explore and reflect on personal understanding of the world and significant human
experience gained from interpreting various representations of life matters in
texts (ACELT1635)
Experiment with the ways that language features, image and sound can be
adapted in literary texts (ACELT1638)
TASK FIVE:
(Receptive / Responding)
Essay – Students respond to a
seen question and have one
period in class to write their
essay. They will be permitted
a page of hand-written, dotpoint notes only)
(Due week 2)
Investigate how evaluation can be expressed directly and indirectly using devices,
for example allusion, evocative vocabulary and metaphor (ACELA1552)
Understand that authors innovate with text structures and language for specific
purposes and effects (ACELA1553)
Explain how authors creatively use the structures of sentences and clauses for
particular effects (ACELA1557)
TASK SIX:
(Productive / Creating)
Persuasive speech – Students
write a persuasive speech on
a topic of their choice (with
ONGOING:
Successful English 2:
10 minutes at the start of
each lesson.
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from knowledge gained in advertising unit)
Students read and watch/listen to a range of persuasive
speeches, annotating and analysing their structural and
stylistic language features.
Brainstorm topics/viewpoints associated with technology
and its place in our society. Students are to select a
viewpoint that they can research and form an argument for
Research their topic
Scaffold how to write an effective speech
Students plan, draft and edit their speech
Rehearse their speech. Go over importance of delivery
Students present their speeches to the class
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5- 10
Novel study - Trash
 Look at the cover page and anticipate what the novel may
be about.
 Introduce students to the reality of ‘dumpsite kids’ in poorer
countries, like India, where children pick through garbage to
survive. Students could look at a range of images, articles,
etc.
 Complete chapter questions on the novel
 Work through booklets focusing on themes,
characterisation, narrative voice, setting, etc.
 Go over the task with students – provide practice questions
 Model and provide scaffolded examples of introductions,
body paragraphs and conclusions
 Students are to plan, draft and edit their essays and compile
their notes for the assessment task
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Identify how vocabulary choices contribute to specificity, abstraction and stylistic
effectiveness (ACELA1561)
Listen to spoken texts constructed for different purposes, for example to entertain
and to persuade, and analyse how language features of these texts position
listeners to respond in particular ways (ACELY1740)
Use interaction skills to present and discuss an idea and to influence and engage
an audience by selecting persuasive language, varying voice tone, pitch, and pace,
and using elements such as music and sound effects (ACELY1811)
Plan, rehearse and deliver presentations, selecting and sequencing appropriate
content and multimodal elements for aesthetic and playful purposes (ACELY1741)
Analyse how the construction and interpretation of texts, including media texts,
can be influenced by cultural perspectives and other texts (ACELY1739)
Explore and explain the combinations of language and visual choices that authors
make to present information, opinions and perspectives in different texts
(ACELY1745)
Create imaginative, informative and persuasive texts that present a point of view
and advance or illustrate arguments, including texts that integrate visual, print
and/or audio features (ACELY1746)
Review and edit students’ own and others’ texts to improve clarity and control
over content, organisation, paragraphing, sentence structure, vocabulary and
audio/ visual features (ACELY1747)
Experiment with the ways that language features, image and sound can be
adapted in literary texts (ACELT1638)
some connection to the use
of technology)
(Due Week 4)
Understand that Standard Australian English is a living language within which the
creation and loss of words and the evolution of usage is ongoing (ACELA1550)
Understand that authors innovate with text structures and language for specific
purposes and effects (ACELA1553)
Compare and contrast the use of cohesive devices in texts, focusing on how they
serve to signpost ideas, to make connections and to build semantic associations
between ideas (ACELA1770)
Understand how punctuation is used along with layout and font variations in
constructing texts for different audiences and purposes (ACELA1556)
Explain how authors creatively use the structures of sentences and clauses for
particular effects (ACELA1557)
Understand how certain abstract nouns can be used to summarise preceding or
subsequent stretches of text (ACELA1559)
Analyse how the construction and interpretation of texts, including media texts,
can be influenced by cultural perspectives and other texts (ACELY1739)
Use comprehension strategies to interpret and analyse texts, comparing and
evaluating representations of an event, issue, situation or character in different
texts (ACELY1744)
Create imaginative, informative and persuasive texts that present a point of view
and advance or illustrate arguments, including texts that integrate visual, print
and/or audio features (ACELY1746)
Review and edit students’ own and others’ texts to improve clarity and control
over content, organisation, paragraphing, sentence structure, vocabulary and
audio/ visual features (ACELY1747)
Interpret and compare how representations of people and culture in literary texts
are drawn from different historical, social and cultural contexts (ACELT1633)
Investigate and experiment with the use and effect of extended metaphor,
metonymy, allegory, icons, myths and symbolism in texts, for example poetry,
short films, graphic novels and plays on similar themes (ACELT1637)
TASK SEVEN:
(Receptive / Responding)
Essay – Students write about
the novel in response to an
unseen question (choice of 2)
with a page of hand-written,
dot-point notes. A total of 70
mins permitted.
(Due Week 10)
ONGOING:
Successful English 2:
10 minutes at the start of
each lesson.
ONGOING:
Successful English 2:
10 minutes at the start of
each lesson.
Term Four
1-3
Creative writing from a multimodal stimulus
 Go through the task sheet
 Immerse students in reading a range of creative writing texts
 Expose students to a collection of short stories (preferably
student-written) and discern what makes a successful short
story
 Discuss generic features of a short story
 Discuss how to “add the meat” to a story, first by mapping
the basic plot and then adding nuances and idiosyncrasies to
the characterisation to make more unique and ‘real’
characters
 Explore notions of a central motif, subtle references in the
plot that later reveal their significance, etc.
 Revise figurative language techniques and show examples of
stories that utilise this language effectively to engage the
reader or create atmosphere
 Look at examples of short texts that vary sentence structure
for impact.
 Teach students how “show” the reader, rather than “tell”
the reader by working through short examples as a class to
model the editing process.
 Students select one stimulus that they will base their
creative piece on
 Brainstorm various interpretations of each stimulus
 Students plan and draft their creative piece.
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Understand that Standard Australian English is a living language within which the
creation and loss of words and the evolution of usage is ongoing (ACELA1550)
Understand that authors innovate with text structures and language for specific
purposes and effects (ACELA1553)
Compare and contrast the use of cohesive devices in texts, focusing on how they
serve to signpost ideas, to make connections and to build semantic associations
between ideas (ACELA1770)
Understand how punctuation is used along with layout and font variations in
constructing texts for different audiences and purposes (ACELA1556)
Explain how authors creatively use the structures of sentences and clauses for
particular effects (ACELA1557)
Understand how certain abstract nouns can be used to summarise preceding or
subsequent stretches of text (ACELA1559)
Analyse how the construction and interpretation of texts, including media texts,
can be influenced by cultural perspectives and other texts (ACELY1739)
Use comprehension strategies to interpret and analyse texts, comparing and
evaluating representations of an event, issue, situation or character in different
texts (ACELY1744)
Create imaginative, informative and persuasive texts that present a point of view
and advance or illustrate arguments, including texts that integrate visual, print
and/or audio features (ACELY1746)
Review and edit students’ own and others’ texts to improve clarity and control
over content, organisation, paragraphing, sentence structure, vocabulary and
audio/ visual features (ACELY1747)
Interpret and compare how representations of people and culture in literary texts
are drawn from different historical, social and cultural contexts (ACELT1633)
Investigate and experiment with the use and effect of extended metaphor,
metonymy, allegory, icons, myths and symbolism in texts, for example poetry,
short films, graphic novels and plays on similar themes (ACELT1637)
TASK EIGHT:
(Productive /Creating)
Short story – Construction of
a short creative writing piece
(Minimum 1 ½ pages long,
size 12 font. Done at home.)
(Due end Week 3)
Interpret, analyse and evaluate how different perspectives of an issue, event,
situation, individuals or groups are constructed to serve specific purposes in texts
(ACELY1742)
Apply an expanding vocabulary to read increasingly complex texts with fluency
and comprehension (ACELY1743)
Understand that authors innovate with text structures and language for specific
TASK NINE:
(Receptive /Responding)
Comprehension test –
Students respond to unseen
passages (no notes, unseen
Camps run Week 4 and 6 (During those
weeks, complete comprehension activities to
prepare students for next task and exam)
4-7
Comprehension test
 Expose students to a range of text types (articles,
speeches, short stories, etc.) and practice
comprehension style answers (multi-choice, short
answer and extended answer)
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ONGOING:
Successful English 2: 10
minutes at the start of each
lesson. Relevant pages
include:
p. 21 Punctuating direct
speech
p. 74-75 Boy
P. 78 The silver fox
P. 84 Far over the misty
mountains
P. 88 Scam
p. 94 The fat man
p. 110 Introductions
p. 112 Conclusions
p. 116 Using better words:
Imagery
p. 124 Describing a place
p. 130 Plot development
p. 142 Proof-reading for
grammar
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7-9
Exam revision
 Students revise the concepts learned over the year
 Provide students with a practice exam in the same style
as the one they will be given and work through some
practice questions, etc.
purposes and effects (ACELA1553)
Use comprehension strategies to interpret and analyse texts, comparing and
evaluating representations of an event, issue, situation or character in different
texts (ACELY1744)
Interpret and compare how representations of people and culture in literary texts
are drawn from different historical, social and cultural contexts (ACELT1633)
Review of all outcomes
texts)
(Due: Week 7)
ONGOING:
Successful English 2:
10 minutes at the start of
each lesson.
TASK TEN: (Receptive /
Creating & Responding)
Examination – students
complete an exam that tests
their knowledge of spelling,
grammar, comprehension and
textual analysis.
(Exams Week 9)