Year 9 plan — Australian Curriculum: English
School name: St Luke’s College
Identify curriculum
Implementation year: 2013
Year level description
(highlighted aspects
indicate differences from
the previous year level)
In Years 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in
familiar and unfamiliar contexts, including local community, vocational and global contexts.
Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as
texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and
multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop a critical understanding of the contemporary
media, and the differences between media texts.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the
contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 9 and 10 as independent readers are drawn from a range of genres and involve complex, challenging and unpredictable plot sequences
and hybrid structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas
within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a synthesis of technical and abstract information (from credible/verifiable sources)
about a wide range of specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features
include successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and dense information supported by
various types of graphics presented in visual form.
Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of
texts and reviews.
Achievement standard
Receptive modes (listening, reading and viewing)
By the end of Year 9, students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish
the work of individual authors.
They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from the text to analyse and explain how language choices and
conventions are used to influence an audience. They listen for ways texts position an audience.
Productive modes (speaking, writing and creating)
Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the
responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts.
Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group discussions, comparing and
evaluating responses to ideas and issues. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and
punctuation.
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation–10, <www.australiancurriculum.edu.au/English/Curriculum/F-10>.
Teaching and learning
Term overview
Term 1
Term 2
Term 3
Term 4
Teenage identity
Students explore how events, situations and
people can be represented from different
perspectives and draw conclusions about
characters, events and key ideas, justifying
these with selective use of textual evidence.
Students identify, interpret and critically
evaluate how text structures and language
features of texts, including literary techniques,
are designed to appeal to audiences and
create a teenage identity.
Poetry
Students select, read and view poetry from
both our Asian neighbours and Indigenous
poets. Students explore how English is an
evolving language that embraces and values
the contributions of other languages. Students
also explore ways in which language
reinforces membership of particular
communities.
Advertising
Students learn about the components of
advertising, including use of images and
persuasive language. Students explore
language for interaction and evaluation and
examine how advertising texts make use of
devices to make meaning.
Short Story writing
Students learn about the power of creative
writing and how they can use it to express
their own imaginative stories. Students
explore the ways in which text and structure
can be used to impart meaning.
Advertising
Students learn about the components of
advertising, including use of images and
persuasive language. Students explore
language for interaction and evaluation and
examine how advertising texts make use of
devices to make meaning.
Journalism
Students will examine journalism and
photojournalism as forces that can produce
change in the world and will develop their
writing skills.
The power of language
Students examine the power of language in
terms of expressing their own thoughts and
feelings about issues in the world around
them. Students experiment with text
structures and presentation of personal points
of view.
Opportunities to engage with:
Opportunities to engage with:
Opportunities to engage with:
Shakespeare
Students are introduced to the world of
Shakespeare and Elizabethan theatre. They
explore the influence of Shakespeare’s
writings. Students identify some of the
changes in English grammar and understand
that authors innovate text structures and
language for specific purpose and effect.
Students learn to interpret traditional writing
and compare literary styles reflecting and
exploring human experience from times
different to their own.
Opportunities to engage with:
Teaching Program
Year 9 English Semester One 2013
Teaching Learning Activities
Semester One
Homework and Assessment/s
Classroom rules, overview of course and assessment requirements.
Week 1
PAT-R Tests
Weeks 2 - 4
Teen Worlds
Pearson pp 177 – 208
Focus on:

Colloquial language – discuss examples, Australia Day cartoon
Unit 15, pp 45 – 48 (Homework)
Grammar: use of the apostrophe
Week 3: Spelling - p 47
: colloquialisms
Breakaway task p 180 1 - 4

Slang

Developing characters through colloquial language
Breakaway task p 184 1 -7, 9, 10, 12, 13, 16
Grammar: Punctuation – revise use of full stop, capital letters, quotation marks, apostrophes, commas

Read and discuss novel Tomorrow when the War began
Unit 16, pp 49 – 52 (Homework)
Week 4: Spelling - p 52
Task One: Informative and Persuasive Letters
10%
Writing
Students write two letters, one to an English teacher
and one to a friend, using appropriate language for
their audience, providing feedback about the
credibility of the characters the three authors of the
given extracts have created. (p185)
Suggested conditions:
 250 – 300 words each
 Drafted and edited in class.
Good copy to be completed in class under test
conditions.
Weeks 4 - 5
Focus on:

Novel Tomorrow when the War began

Characterisation appealing to teenagers
Novel activities
Protagonists, Antagonists, Antiheroes, Family and Friends
Breakaway task p 188 1, 4
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Year 9 plan Australian Curriculum: English
Grammar: Punctuation – ellipsis, exclamation mark, question mark
Unit 17, pp 53 – 56 (Homework)
Breakaway task p 190 1- 7
Week 5: Spelling - p 56
Weeks 5 - 7
Focus on:

Novel Tomorrow when the War began

Teen themes

Teen issues

Plotline and setting
Unit 9, pp 25- 26 (Homework)
Language: Personification, Alliteration
Week 6: Spelling - p 26
NAPLAN activities
Breakaway task p 203 1 – 6 ( 6 – apply to novel)

Point of view
Week 7: Spelling – words from novel
Subjective, Objective
Breakaway task p 205 1, 2, 3 (also apply to novel)
Task 2: Introductory page for a teen novel
20%
Writing
 Students will study the novel Tomorrow when
the War began for this task. Students to
establish time and place for the reader of the
story as well as introduce the main character
in a creative way.(p208)
Suggested conditions:
 200 – 300 words
 Drafting and editing in class
 Good copy to be typed in class.
Weeks 8 - 10
Focus on:

Feature Film Ferris Bueller’s Day Off

Teenage stereotypes

Teenagers past and present

Being a teen today
Breakaway task p 194 1 – 4, 9

The teen film genre
Common themes
Common settings
Common characters
Plotlines
Breakaway tasks p 198 1 - 11
NAPLAN Activities
Week 8: Spelling - Film Jargon
Week 9: Spelling – Film Jargon
Task 3: Design a movie magazine front cover that
includes a then and now poster of a fictional teen
movie.
20%
Viewing
 Students to view Ferris Bueller’s Day off for
this task. They will need to use a software
program to create their cover page. Their
target audience will be teenagers and must
include the theme that teenagers like to push
the boundaries.(p 199)
Suggested conditions:
 One A4 page
 Use of laptop computers
 Produced in class and at home.
11 - 13
Persuasive Writing
NAPLAN activities
Pearson pp 97 - 108
Focus on
Unit 13 pp 37 – 40 (Homework)

NAPLAN activities
Spelling test: Week 11 p 38

Persuasive Writing
Guidelines for Speaking up
Breakaway tasks p 100 1 – 6
Breakaway tasks p 102 1 – 8
Task 4: Write a persuasive argument/speech on
the topic:
‘Teenagers are rebels who question the
boundaries of society.’
20%
Breakaway tasks p 104 1 - 9

Students to use given questions (p 208 Core
Tasks # 4) to interview six students. Students
to evaluate responses and together with other
data, utilise to compose a persuasive
argument on their view of the above topic.
Suggested conditions:
14 – 18
Plan, draft in class.

One period in-class hand-written argument.
Poetry
*When power leads man towards arrogance poetyr reminds him of his limitations. When power narrows, the
area of mans concern, poetry reminds him of the richness and the diversity of existence. When power corrupts,
poetry cleanses.”
14

Pearson English 8 pp. 226-229
Pearson English 9 pp. 162-165
Breakaway Task Q 1, 2 and 3 (p.165) poem is on p
163
Unit 7 pp 21, 22 (Homework)
Spelling Test: Week 14 p 22
Focus on
 Poetic devices revision
 STEP UP analysis (p. 162)
 Student response (p.164)
 Rhyming scheme (p.164) and applied to several poems as a class
15
Pearson English 9 pp. 165-167
Focus on
 The Tribal Ghost p. 165 identify poetic techniques and analyse poem using STEP UP method from
previous week
 Breakaway tasks – The Tribal Ghost p. 166
 No Disgrace and Extension Task p. 166
 Song lyrics – Kev Carmody (pp. 1667-168) complete Quick 5 activity *create a virual collage
 Breakaway Tasks p. 167
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Year 9 plan Australian Curriculum: English
Unit 8 pp 23, 24 (Homework)
Spelling test: Week 15 p 24
5%
Grammar Test
5%
16
Pearson English 9 pp. 169-175
Focus on
 New Zealand poetry/lyrics pp. 169-171
 Hawaii poetry and Breakaway Tasks pp.172-173
 Quick 5 activity p. 172 (Q 1 and 2 – symbols and landscape)
 EAL/D support scaffolding task
 Questioning activity p. 174
 Homework Task p. 175
17, 18
Spelling Test: Week 16
Poetry jargon
Pearson English 9 pp. 174-176
Quick 5 Q 2
Focus on
 Korean poetry and the Breakaway Task p. 174
 Vietman poetry and Breakaway Tasks p. 175-176
 Core Task 2 p. 176
 Extra Task 2 p. 176
 Assessment preparation

Semester Two
1–6
Present Oral presentations
Spelling Test: Week 17
Task 5: Oral presentation
20%
Oral presentation – Extension Task p. 168
Use a mind map to construct a poem about what
being an Australian means to you. Present an oral
explaining your mind map, read your poem and show
the use of poetic devices.
Advertising
Pearson pp 2 – 32
Focus on:
Task 6: Oral presentation
10%
And annotation

Goals of advertising ; Breakaway tasks p 4; Core tasks # 1 + 2 p 5

Colourful copy

Catchphrases or slogans

Persuasive language: Breakaway tasks p. 9 # 1 – 11

Vibrant visuals: Breakaway tasks p 12 # 1 – 4

Visual techniques; Breakaway tasks p 13 #1 – 13

Targeting your audience: Breakaway tasks p 14 # 1 – 4

Celebrities and spokespeople: Breakaway tasks p 15 # 1 – 15

Targeting genders: Breakaway tasks p 17 # 1 – 8
Unit 18 pp 57 - 60 (Homework)

Deconstructing advertisements: Breakaway tasks p 19 # 1 – 9; Extra Tasks p 20 # 1, 2
Spelling Test: Week 20 - 26 p 59
Choose a common object and sell it to the class in
three minutes or less. Making sure to use specific
techniques applied in advertising.
Choose an advertisement from a newspaper or
magazine to deconstruct. Your advertisement needs
to include both visual and copy elements. Place your
advertisement on poster paper and write your
deconstruction around it.
Unit 11 pp 31 – 34 (Homework)
Advertising jargon.
7 - 10
11-16
Photojournalism
Task 7: Response and investigation
Pearson pp 33 – 64
10% Writing
Focus on:
10% Viewing

Mass media

Deconstructing images

Visual language of photojournalism

Iconic images

Photographic essays

Defining journalism

Blogs

Defining news

Journalists and audiences.
Short Stories
Pearson pp 209 -240
Choose images that: reflect true happiness; what the
Pilbara means to you; an issue for Australia reflecting
multiculturalism.
Complete a paragraph on each photo explaining how
it makes you fell and why you chose the picture.
Then write another paragraph explaining how other
people may respond differently to the picture focusing
on values and attitudes.
Spelling Test : Week 27 – 30 p59
Task 8: Create a short story utilising techniques
and following correct narrative structure.
20% writing
Focus on:
16 - 20

history of stories

Imagination

Construction of stories

Points of view

Engaging the audience

Dialogue
Spelling test: Week 31 – 36 p 59
Shakespeare
Task 9: Response and recall
Pearson pg 65 – 96
Comprehension tasks
25% Reading
Focus on:
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Year 9 plan Australian Curriculum: English

Language and differences of Elizabethan times

Poetic devices
Spelling test :Week 37 – 40 p 59

Translation
Spelling: 5% over semester.

Shakespeare’s plays

Themes
Year 9 English: review for balance and coverage of content descriptions
Language
1
2
3
4
Language variation and change
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)
1
2
3
4
Literature and context
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Language for interaction
Interpret and compare how representations of
people and culture in literary texts are drawn from
different historical, social and cultural contexts
(ACELT1633)


Investigate how evaluation can be expressed
directly and indirectly using devices, for
example allusion, evocative vocabulary and
metaphor (ACELA1552)

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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)



Explore and reflect on personal understanding of
the world and significant human experience gained
from interpreting various representations of life
matters in texts (ACELT1635)
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Examining literature
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Expressing and developing ideas

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Analyse texts from familiar and unfamiliar
contexts, and discuss and evaluate their content
and the appeal of an individual author’s literary
style (ACELT1636)

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Creating literature

Understand how certain abstract nouns can
be used to summarise preceding or
subsequent stretches of text (ACELA1559)


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)



Understand how spelling is used creatively in
texts for particular effects, for example
characterisation and humour and to represent
accents and styles of speech (ACELA1562)




Create literary texts, including hybrid texts, that
innovate on aspects of other texts, for example by
using parody, allusion and appropriation
(ACELT1773)
Experiment with the ways that language features,
image and sound can be adapted in literary texts,
for example the effects of stereotypical characters
and settings, the playfulness of humour and pun
and the use of hyperlink (ACELT1638)
2
3

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
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)
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4
Analyse how the construction and interpretation of
texts, including media texts, can be influenced by
cultural perspectives and other texts (ACELY1739)
Plan, rehearse and deliver presentations, selecting
and sequencing appropriate content and
multimodal elements for aesthetic and playful
purposes (ACELY1741)
Interpreting, analysing, evaluating
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)
Analyse text structures and language features of
literary texts, and make relevant comparisons with
other texts (ACELT1772)
1
Interacting with others
Reflect on, discuss and explore notions of literary
value and how and why such notions vary
according to context (ACELT1634)
Text structure and organisation
Understand that authors innovate with text
structures and language for specific purposes
and effects (ACELA1553)
Present an argument about a literary text based on
initial impressions and subsequent analysis of the
whole text (ACELT1771)
Literacy
Texts in context
Responding to literature
Understand that roles and relationships are
developed and challenged through language
and interpersonal skills (ACELA1551)
Explain how authors creatively use the
structures of sentences and clauses for
particular effects (ACELA1557)
Literature


Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation–10, <www.australiancurriculum.edu.au/English/Curriculum/F-10>.
Interpret, analyse and evaluate how different
perspectives of issue, event, situation, individuals
or groups are constructed to serve specific
purposes in texts (ACELY1742)
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Apply an expanding vocabulary to read
increasingly complex texts with fluency and
comprehension (ACELY1743)
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Use comprehension strategies to interpret and
analyse texts, comparing and evaluating
representations of an event, issue, situation or
character in different texts (ACELY1744)
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Explore and explain the combinations of language
and visual choices that authors make to present
information, opinions and perspectives in different
texts (ACELY1745)
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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)
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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)
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Use a range of software, including word
processing programs, flexibly and imaginatively to
publish texts (ACELY1748)
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Creating texts
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