IMCC Year 7 English Academic Extension
Program Outline 2015 – Semester 1 & 2
Term One
Weeks
1-3
4-9
Teaching Content/ Focus
CREATIVE WRITING
 Go through unit outline and expectations
 Ice-breaker – favourite movies, books, comics, TV shows, magazines, websites, social media – do as a brainstorm in books. These are all text
types and you will study many of these over your time at high school.
 Introductory activities to creative writing
 Harry Potter Excerpt – language activity – read through text and highlight adjectives and descriptive passages.
 Brainstorm feelings about their first day at IMCC.
 Focus on descriptive language using a variety of texts as examples – check textbook
 Work through additional descriptive language forms such as superlative adjectives, similes, metaphors, adverbs, personification, onomatopoeia
etc
 Read short story “Umbrella” and discuss the use of descriptive and figurative language
 Vocabulary exercises to extend language
 Discuss different forms and styles of first person
 Example of First person narrative – “My First Day as a … Taxi Driver”
 Story starters – exciting ways to start a story, boring ways to start a story. Brainstorm ideas as a class, display good ideas in class
 Use textbook to compliment teaching – various pages on language – parts of speech and punctuation.
 Narrative structure – orientation, characters, setting, problem, solution, resolution
 Deconstruct assignment and brainstorm possible ideas for task.
 Examples:
 Creative writing skills - brainstorm ideas for own story - My First Day at Summer Camp, on a Spaceship, on a deserted island etc .
 Review paragraph structure – when do we need a new paragraph?
 Model/scaffold paragraphing skills, and work through planning pages.
 Model editing and redrafting skills with whole class.
 Students write their own creative piece.
 Peer assessment and editing checklist.
EXPOSTION
 Split class in half and present arguments for and against – the motor car is a mistake. Collect points on the board.
 Discuss language used – emotive, modality, impersonal, facts and opinions.
 Modal verbs
 Give students 5 minutes to respond to topic ‘Dogs Are Better Than Cats’. Discuss answers.
 Discuss features of an exposition, not always a letter, could be forms discussed previously, speech/article etc.
 Discuss advertisements are also expositions – they are persuasive texts.
 Watch Question Time and discuss emotive and rhetorical language present
 View some current public addresses on topical issues and have students write down the loaded and connotative language
 Distribute ad to discuss features – colours used, text, emotive language, target audience, arguments made, facts and opinions etc.
 Use magazines and find a variety of advertisements. Paste and annotate with the persuasive features used.
 Use Aquarium activity and AFOREST to go over more persuasive techniques
 Connotations table – how to apply positive and negative connotations to the same topic
 T-Chart comparing two articles on the same issue and find the terms and sentences which create the differing point of view
 Students write their own persuasive paragraph for a tourist attraction in Western Australia. They must include each AFOREST technique. They
may type this and include images of their attraction or handwrite and draw images.
 Demonstrate how to use CHICKEN FEET
 CONTEXT – Our School/Community Should Be More Sustainable – possible extension - community
 What did they do in Primary School that was sustainable? What do they do at home that is sustainable? Why do we need to be sustainable?
What evidence have you seen at our College that we are sustainable?
 Use the worksheet to guide students through learning about sustainability and gathering some facts that they could use in their exposition.
SCSA & Assessment
Understand that the coherence of more complex texts relies on devices that signal text structure and
guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes
or site maps or breadcrumb trails for online texts (ACELA1763)
Understand the use of punctuation to support meaning in complex sentences with phrases and
embedded clauses (ACELA1532)
Recognise and analyse the ways that characterisation, events and settings are combined in
narratives, and discuss the purposes and appeal of different approaches (ACELT1622)
Experiment with text structures and language features and their effects in creating literary texts, for
example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)
TASK 1 (Productive) – week 3
Narrative – My First Day As A…
Focus on:
 Narrative structure
 Structure of writing ie. Use of sentences and paragraphs
 Descriptive language
 Imagery and figurative language – simile, metaphor, personification,
onomatopoeia
 Dialogue
ONGOING:
SPELLING – PATHWAYS TO LITERACY EXCELLENCE
Unit 1 – 6
SUCCESSFUL ENGLISH
Nouns
Adjectives
Verbs
Adverbs
(Supplement with Pearson text)
Understand how accents, styles of speech and idioms express and create personal and social identities
(ACELA1529)
Understand and explain how the text structures and language features of texts become more complex
in informative and persuasive texts and identify underlying structures such as taxonomies, cause and
effect, and extended metaphors (ACELA1531)
Understand that the coherence of more complex texts relies on devices that signal text structure and
guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes
or site maps or br
Understand the use of punctuation to support meaning in complex sentences with phrases and
embedded clauses (ACELA1532)
Understand how modality is achieved through discriminating choices in modal verbs, adverbs,
adjectives and nouns (ACELA1536)
Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing
ideas and issues from a variety of textual sources (ACELY1723)
Plan, draft and publish imaginative, informative and persuasive texts selecting aspects of subject
matter and particular language, visual, and audio features to convey information and ideas
(ACELY1725)
Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or
substituting words for impact (ACELY1726) Consolidate a personal handwriting style that is legible,
fluent and automatic and supports writing for extended periods (ACELY1727)
TASK 2 (Productive) – week 8
Exposition – Our School Should Be More Sustainable
Focus on:
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After learning about sustainability initiatives, what could be suggested that the College/Community does? What recommendations would you
make to the Principal/Local Mayor? What would be the benefits?
Check language – can you change your statements so they are higher modality, emotive, nominalised?
Model how to select 3 main points in their exposition. Use CHICKEN FEET to help the students flesh out their arguments.
Using the points put them into the scaffold.
Write a draft – EXPOSITION structure (intro, 1st argument, 2nd argument, 3rd argument, rebuttal, conclusion)
Using previous lessons work ask students what further research they could do to improve their argument. What facts might be useful?
Focus on emotive and descriptive language. Where can they add this to their exposition? Can they make their statements/arguments stronger?
Give students class time to work on their arguments.
IMPORTANT that drafts are read and marked to help students with the redrafting process.
FOCUS on redrafting.
Students type their final good copy and submit this in Week 8. Select some/excerpts to be published in the school newsletter.
Week 9 – complete language lessons.
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Exposition conventions
Introduction
Conclusion
3 body paragraphs of main idea and supporting statements
Correct sentence structure
Term Two
Weeks
Weeks
1-2
Weeks
3-7
Week
7-8
COURSE 2 - Teaching Content/ Focus
NAPLAN PREPARATION
 Language and grammar activities – review Term 1
 Comprehension activities
 Students to write and quiz their peers using NAPLAN style questions and content
 Creative writing – review Narrative structure, provide a stimulus, could complete orientation and problem and a partner completes the story
 Expository writing – review Exposition structure, provide an idea, working in pairs provide opposing arguments
 Spelling, Grammar and Comprehension Test Week 3 (Early in the week, mark and go through answers to provide feedback and review prior to
NAPLAN)
 Plenty of resources that have NAPLAN practice questions
Film SWAT Codes
 What makes a film good? Soundtrack, effects, action, actors? Brainstorm in books.
 Add to their brainstorm what techniques are considered when constructing a film. Pretend you are a director, behind the camera and you are
filming an action shot what is going to be important? When filming a sad scene? A happy scene at the end of a movie?
 Watch ‘Lord of the Rings’ clip highlighting some important film techniques and their effect and complete the worksheet
 Work through SWAT code worksheets
 Create a glossary of film codes and conventions using famous film stills
 Watch the film ‘Up’ and complete activities
 Image analysis of selected film stills from UP
 Write a paragraph that outlines the techniques used in the scene and the effect it has on the audience – scaffolded, exam preparation, TEEL
structure
 Reading of example essay on film analysis
 Write a second TEEL paragraph on how the used of film conventions centralises certain themes and values.
 Assessment 4 – Film Storyboard Presentation
 Planning process in small groups – plan ideas for story, beginning, middle, end. Plan problem, climax, solution and resolution.
 Students can then use iPads and laptops to create pictures for their Storyboard.
 Selection of music for famous film scenes to add the correct mood/ atmosphere
 Students are to add dialogue to their storyboard
 Students will need to plan captions, can be in bullet points 1.) A brief description of what is happening in the scene and 2.) Describe technique used
and effect it has on the audience eg. Positioning towards character, emphasis to storyline/plot.
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.
SCSA & Assessment
TASK 3 (Receptive) – Week 3
Spelling, Grammar and Comprehension Test
 Assess retention of concepts taught during Term 1
 Provide feedback for future language lessons
NAPLAN TESTING – Week 4
Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle
and social distance (ACELA1764)
Use interaction skills when discussing and presenting ideas and information, selecting body language,
voice qualities and other elements, (for example music and sound) to add interest and meaning
(ACELY1804)
Analyse and explain the ways text structures and language features shape meaning and vary according
to audience and purpose (ACELY1721)
Compare the text structures and language features of multimodal texts, explaining how they combine
to influence audiences (ACELY1724)
Plan, draft and publish imaginative, informative and persuasive texts selecting aspects of subject
matter and particular language, visual, and audio features to convey information and ideas
(ACELY1725)
Use a range of software, including word processing programs, to confidently create, edit and publish
written and multimodal texts (ACELY1728)
Compare the ways that language and images are used to create character, and to influence emotions
and opinions in different types of texts (ACELT1621)
TASK 4 (Productive)
Complete media week 8, plan presentation week 9, present week 10
Film Storyboard – Oral presentation
 Utilise film conventions
 Selects appropriate convention and justifies choice
 Narrative structure
Week 9
Exam
Classwork
 Allow time to prepare for presentations
Week
10
Presentations of Film Storyboards
Week
10-11
Complete language activities from text book
TASK 5 - (Receptive / Creating & Responding)
Examination – students complete an exam that tests their knowledge of spelling, grammar,
comprehension and analysis.
(Exams Week 9)
Review of all outcomes
TASK 4 - Presentations
Term 3
Weeks
Weeks
1-10
COURSE 2 - Teaching Content/ Focus
SCSA & Assessment
Once – Novel Study
Reading of novel and completion of comprehension activities
 Pre-reading and context powerpoint
 Students read through Once during lessons and at home.
 Class discusses events of chapter then completes comprehension questions culminating in a test at end of reading text.
 Teach concepts of plot, setting, character and themes in novels. Complete activities including:
 Elements of novel worksheet
 Character profile
 Point of view exercises
 Symbols worksheet
 Themes worksheet
Understand that the coherence of more complex texts relies on devices that signal text structure and
guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes
or site maps or breadcrumb trails for online texts (ACELA1763) Understand the use of punctuation to
support meaning in complex sentences with phrases and embedded clauses (ACELA1532)
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and
multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)
Analyse and explain the ways text structures and language features shape meaning and vary
according to audience and purpose (ACELY1721)
Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)
Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing
ideas and issu
language features of multimodal texts, explaining how they combine to influence audiences
(ACELY1724)
Plan, draft and publish imaginative, informative and persuasive texts selecting aspects of subject
matter and particular language, visual, and audio features to convey information and ideas
(ACELY1725)
Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or
substituting words for impact (ACELY1726)
Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for
extended periods (ACELY1727)
Use a range of software, including word processing programs, to confidently create, edit and publish
written and multimodal texts (ACELY1728)
Identify and explore ideas and viewpoints about events, issues and characters represented in texts
drawn from different historical, social and cultural contexts (ACELT1619)
Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas
of agreement and difference with others and justifying a point of view (ACELT1620)
Compare the ways that language and images are used to create character, and to influence emotions
and opinions in different types of texts (ACELT1621)
Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate
metalanguage (ACELT1803)
Recognise and analyse the ways that characterisation, events and settings are combined in
narratives, and discuss the purposes and appeal of different approaches (ACELT1622)
Create literary texts that adapt stylistic features encountered in other texts, for example, narrative
viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625)
Experiment with text structures and language features and their effects in creating literary texts, for
example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)
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Close reading of quotes and passages and analysis of how they contribute to theme
 Discussion of values and attitudes appealed to and affected in the novel
Researching and developing knowledge of the Holocaust
 Read through either “Life in the Shadows” and “World War 2” booklet highlighting key points and mentioned events in Once. Students create
timeline of significant events.
 Contextual research task. Use device. Students go to US Holocaust Museum website http://www.ushmm.org/
 Go to Introduction to the Holocaust Museum on the left hand side. Make notes on the following key points:
 The meaning of the term Holocaust and why the Nazis felt it was needed.
 Who were the groups mainly persecuted by the Nazis?
 Approximately how many people died during the Holocaust, and by what methods?
 Describe the purposes and conditions of the Concentration Camps. How did they get worse in the last few years of the war?
 What happened to some of the survivors after the Holocaust?
Developing essay format, drafting and editing.
 Powerpoint on T-Share, show in class and print off for students.
 Preparation for Once In-class Essay: Discuss how narrative elements have revealed the themes in the novel Once by Morris Gleitzman.
 Unpacking question and isolating key words, synonym finding
 Narrative elements
 Plot
TASK 6 – Productive – Multimedia week 5
Create a PowerPoint based on context of the novel ‘Once’.
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T:
E:
Setting
Character
Point of View
Teach essay format: Introduction, Body Paragraphs and Conclusion.
Paragraph Structure should follow TEEL format.
Topic Sentence
Elaborate and Expand on the
topic of subject of your
paragraph
E:
Example from novel
E:
Explanation and analysis of the example
L:
Concluding sentence links
back to the topic of your
paragraph
 Students work on their essay draft with peer reviewing
 Examples of quote integration to enhance flow of body paragraph
 Introduction to nominalisation and focus on formality of voice
 Vocabulary extension
 Students are allowed to bring in notes to the assessment.
Present to the class.
 Multimedia text – images, text, sound
 Research context of ‘Once’
 Speaking
TASK 7 – Receptive – Essay week 9
Write an essay on narrative conventions and theme.
 Paragraph structure
 Sentence structure
 Knowledge of narrative conventions
 Knowledge of text ‘Once’
Term 4
Weeks
1-6
HoneySpot
Introduction to Plays
 Read as an introduction 'My First Ever Go At Bomb Disposal'
 Discuss features and why it is interestingWhat do they know about plays? Have they seen a play?
http://www.slideshare.net/suelewington/dramatic-features-of-a-play
Features of a Script
 Use worksheet ‘Features of a Script’ and follow through. Students will use their MACs to complete the terminology.
 Discuss any they could not find
 Annotate a section of script from Honey Spot with the features
 Compare to a section from Taming of the Shrew Discussion of the evolution of drama
How We Speak
 Speech directions tell the actor they way in which the character should be speaking. Brainstorm a variety of ways in which people speak eg.
Whisper, shout, stutter etc
 Students to take turns reading the same sentence in different ways and with different emotions
Context
 Complete the worksheets ‘Nyoongar People’ and ‘People of Kings Park’
 Ask students to write down 5 facts about the Nyoongar people.
 Complete the worksheet ‘Two Sides’ to introduce students to Aboriginal History. Discuss answers. In pairs students could write a short paragraph
from the perspective of an Aboriginal and Explorer.
 Image analysis of iconic images of Aboriginal Australians ie. Tent embassy, stolen generation
 Reading of poems from Aboriginal poets.
Read through play and complete comprehension questions. Ensure themes are covered.
 Create table of themes with quotations to support each theme
 Create a guide to symbolism in the play
 Create a mindmap with examples of each dramatic convention
Themes
Understand and explain how the text structures and language features of texts become
more complex in informative and persuasive texts and identify underlying structures such
as taxonomies, cause and effect, and extended metaphors (ACELA1531)
 Identify language features in a text
 Use strategies to understand meaning - research terms on internet
Understand that the coherence of more complex texts relies on devices that signal text
structure and guide readers, for example overviews, initial and concluding paragraphs and
topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)
 Identifies the features of a script
 Utilises these features in own writing
Identify and explore ideas and viewpoints about events, issues and characters represented
in texts drawn from different historical, social and cultural contexts (ACELT1619)
 Develops a point of view on a topic and uses ideas to support their argument
 Discusses how past events can shape opinions
 Provides ideas for change
Reflect on ideas and opinions about characters, settings and events in literary texts,
identifying areas of agreement and difference with others and justifying a point of view
(ACELT1620)
 Participate in role plays
 Justifies a point of view with evidence
 Makes inferences
Use comprehension strategies to interpret, analyse and synthesise ideas and information,
critiquing ideas and issues from a variety of textual sources (ACELY1723)
 Contributes to class discussion following reading/viewing
 Reacts to texts that express a point of view using supportive arguments
Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of
subject matter and particular language, visual, and audio features to convey information
and ideas (ACELY1725)
 Employs techniques and structures of a script
Task 8 – Receptive - Spelling, Grammar and Comprehension Test - week 2
Evaluate concepts learnt over the last two terms. Guide teaching for Term 4 in preparation
for exams.
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Honey Spot presents ideas of racism and prejudice. It explores the dangers of stereoptyping and labelling. It shows how friendship can grow despite
ignorance.
Ask the students to write down a definition of racism. Discuss and ideas to page then ask them to research a definition. Have they ever experienced
racism?
A totem is an object or thing in nature that is adopted as a family or clan emblem. Different clans are assigned different totems and in some cases
individuals are given personal totems at birth. Their totems can identify some Aboriginal and Torres Strait Islander people, which can be birds,
reptiles, sharks crocodiles or fish. They are an important part of their cultural identity and are especially significant in song, music or dance. Some
clans forbid their individuals from eating the animal that is their totem. All Aboriginal people have totems, or animals that they care for.
Read excerpt from the play about Bees (Plura) and the Nyoongah way.
Discuss the way that Tim looks after bees in the play
Discuss the excerpt of William p48 where he suggests that we stop using and owning the land.
How does this speech represent Aboriginal beliefs and values?
Discuss the differences in how Aboriginal people care for their land as opposed to Rangers in National Parks around Australia.
Brainstorm a list of native Australian animals and record in books or create a collage on MACs or research totems further
Choose a totem and draw it in Earth colours – browns, yellows, reds, white – could do on black paper – would look good. Why did they choose this
animal as their totem? Why is it symbolic for them? What characteristics does the animal portray that they can see reflected in their own
personality? Or you could pair students up and they need to select an animal for their partner and justify their choice. Their partner then evaluates
the choice.
Reconciliation
Visit Reconciliation website www.reconciliation.org.au
What is the theme for the next Reconciliation Day?
What does this mean?
What does reconciliation mean?
What have some past themes been? Walking together, Sharing our Future, Communities working Together.
Can you think of a theme for a future Reconciliation week?
Why is it important to Reconcile?
Why is it important for Aboriginal people?
Which character changes in the play?
Task 9 – Productive – Website about ‘Honey Spot’ – week 7
Students create a multi-media website to inform others about the play ‘Honey Spot’
 Extra scene!
 Director’s note
 Character description & costumes
 Music to accompany characters
 Stage diagram
 Themes in HoneySpot (extension), images and music to accompany
Students to write a ‘blog’ about equality
Work through director’s portfolio and website
Weeks
6-8
Exam Revision
 Revise concepts of the year
 Work through practice booklet
Weeks
8-9
Dot and Circle Art
 Complete the worksheets and use knowledge to create own artwork that tells a story.
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The worksheets work through progressively the features of circle art, use of symbols and how the art tells a story.
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What purpose would this artwork be used for?
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You could complete the series of work sheets individually or get students to work together in small groups for something different (I did this last
year and it worked really well).
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At the end of the sequence the students create their own artwork, using symbols, which tells a story. The kids really enjoyed this and it was a nice
way to end the term.
TASK 10 – Receptive – Exam
Cover course content of the whole year