IMCC Year 9 Course 3
Program Outline 2015 – Semester 1
Term One:
Weeks
1-3
Teaching Content/ Focus
Print Advertising
 Go through scheme of assessment
 Show examples of magazines made by students last year to explain the focus of this
term and what they are aiming to create
 Hand out advertising booklets and work through definitions are key conventions as
well as AIDA principle
 Brainstorm popular magazines and magazine genres
 Give groups a magazine and get them to go through it and write down all the features
that make up a magazine (sections, set pages, stylistic features, etc.) Brainstorm on the
board and students can copy down any features they missed
 Discuss important concepts: context, purpose, audience (handout about target
audience)
 Go through first task sheet (advertisements)
 Pick out some good ads from magazines and photocopy for the class (or put on
plasma) and go through them as a class. How are the written and visual elements
encouraging me to buy the product? What are the techniques used to sell to the
reader? Etc. Brainstorm as many advertising conventions as possible. Students must
copy these down. Prompt students where needed and write on the board.
 Go through advertising conventions worksheet. (Use as a glossary for future reference)
 In groups, students can make a poster of advertising conventions. They can find a
minimum of 10 conventions from ads in the magazine and must cut them out, stick
them on the poster and label them.
 Bring in chocolate block and give students 5-10 minutes to write something to sell you
the product using as many conventions (found on the glossary) to sell the product. Get
students to volunteer to read to the class. Either judge on the spot or take home to
read and decide on the winner; they win the chocolate bar.
 As a class, do analysis and annotations of a variety of advertisements, focusing on
persuasive language techniques.
 Students start brainstorming what type of magazine they will be creating. Brainstorm
genres – fashion, health, surfing, sport, music etc.
 Students brainstorm possible products they could advertise in their mag (Product,
name of product, features, celeb endorsement, colour theme of ad, key adjectives,
price, target buyer, slogan, etc.)
 Students draft the written element of their ad and get it checked before starting to
Australian Curriculum strands
addressed
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Understand that authors innovate with text
structures and language for specific purposes
and effects (ACELA1553)
Understand how punctuation is used along
with layout and font variations in constructing
texts for different audiences and purposes
(ACELA1556)
Analyse and explain the use of symbols, icons
and myth in still and moving images and how
these augment meaning (ACELA1560)
Identify how vocabulary choices contribute to
specificity, abstraction and stylistic
effectiveness (ACELA1561)
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)
Use a range of software, including word
processing programs, flexibly and imaginatively
to publish texts (ACELY1748)
Experiment with the ways that language
features, image and sound can be adapted in
literary texts (ACELT1638)
Assessment
TASK ONE:
(Productive /Creating)
Advertisement – Construction
of two advertisements for
different products/services
(Due week 3)
ONGOING:
Successful English 2:
10 minutes at the start of each
lesson. Relevant pages include:
p. 7 Adjectives
p. 8 Adverbs
p. 10 Adverbs and adjectives
p. 25 Synonyms
p. 43 The power of words
p. 114 Using better words
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4-7
create the ad on their Mac
Once checked by teacher, students use Macs or IPads to create ads – due week 3.
Magazine Feature Article
 Go through the task sheet
 Immerse students in reading feature articles on a range of topics
 Group work to identify key characteristics/features of a feature article
 Annotate, label and discuss layout and language features of a feature article
 Differences between a newspaper and magazine article
 Re-cap the concepts of purpose, context and audience, as well as persuasive language
devices
 Students select a topic that they are interested in writing about
 Researching for information
 Planning logical flow of arguments
 Fill in drafting booklet
 Write an example of each form of persuasive language as a class and then one for each
students’ article and help them incorporate
 How to reference authority figures or research quotes and statistics
 Layout features
 Students work on drafting, editing and formatting their feature articles
Activities for Extension
 Students can create other features for their magazine, including:
o Cover page
o Letters to the editor
o Posters
o Games
o Contents page
o Etc.
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7-9
Weeks 7, 8, 9 – start reading and comprehending the novel,
Tomorrow, when the war began.
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Complete comprehension questions as students read through the novel and go over
them as a class.
If the novel is read before the end of term, watch the film and/or start working on
Character and Theme booklets
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Understand that authors innovate with text
structures and language for specific purposes
and effects (ACELA1553)
Understand how punctuation is used along
with layout and font variations in constructing
texts for different audiences and purposes
(ACELA1556)
Analyse and explain the use of symbols, icons
and myth in still and moving images and how
these augment meaning (ACELA1560)
Identify how vocabulary choices contribute to
specificity, abstraction and stylistic
effectiveness (ACELA1561)
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)
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)
Use a range of software, including word
processing programs, flexibly and imaginatively
to publish texts (ACELY1748)
Experiment with the ways that language
features, image and sound can be adapted in
literary texts (ACELT1638)
TASK TWO:
(Productive /Creating)
Feature article – Construction
of a persuasive feature article
based on a topic of choice.
(Minimum 3 pages long,
including images)
(Due week 7)
ONGOING:
Successful English 2:
10 minutes at the start of each
lesson. Relevant pages include:
p. 106 Star Shrek
p. 118 Film review
p. 138 Letters to the editor
p. 140 Proof reading for
punctuation and paragraphing
Term Two
Weeks
7 (T1) –
6 (T2)
Novel study – Tomorrow, when the war began
 Students should have finished reading the novel and answering chapter
questions
 Class brainstorm of the key themes in the novel
 Map on the board the growth and changes of each of the main characters
 Students work through CHARACTER BOOKLET, breaking down and analysing
significant quotes and how they reflect the growth and development of the
characters
 Students work through THEMES BOOKLET, breaking down and analysing
significant quotes and how they reflect the key themes in the novel
 Provide students with two practice questions, one with a focus on
characters and one on themes. Students must select which focus they want
to write about for their essay and plan accordingly
 Students plan essay and select key quotes
 Revise and scaffold essay and paragraph structure. Go through examples of
strong paragraphs and do some paragraph writing as a class on the board
 Students draft and edit their work and then create notes for their essays.
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WEEKS 2-3 (Interrupt study of the novel)
NAPLAN revision and preparation
 Revise concepts studied (spelling/grammar/comprehension/persuasive and
creative writing
 Students work through past NAPLAN tests in preparation for their NAPLAN,
which is in Week 3
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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)
Identify how vocabulary choices contribute to
specificity, abstraction and stylistic effectiveness
(ACELA1561)
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)
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)
TASK THREE:
(Receptive /Responding)
Essay – Students prepare for a
seen question (similar to the
practice ones) and complete an
in-class essay. Students are
permitted one page of handwritten, dot-point notes.
(Due: Week 6)
ONGOING:
Successful English 2:
10 minutes at the start of each
lesson.
NAPLAN TESTING – Week 3
7- 8
Exam revision
 Students revise the concepts learned over the semester
 Provide students with a practice exam in the same style as the one they
will be given and work through some practice questions, etc.
WEEK 9-11 (First viewing of the film, I,Robot, and making a start on the notetaking booklet for the film)
Review of all outcomes
TASK FOUR: (Receptive /
Creating & Responding)
Examination – students
complete an exam that tests
their knowledge of spelling,
grammar, comprehension
and analysis.
(Exams Week 8)