IMCC Year 10 Course 2
Program Outline 2015 – Semester 1
Term One:
Weeks
Term 4
2014:
2-4
Teaching Content/ Focus
Short Stories
The Hunger Games reading and chapter questions to be set for homework.
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5-9
Work through theory on Prose Conventions and Short Story Conventions: Point of view,
characterisation, plot, diction, style, tone, setting, etc
Annotate, analyse and answer questions on short stories dealing with the issue of race
such as: "The Test" and "The Only One who Forgot", "After you my dear Alphonse"
Questions must be in short answers in a similar style to the Week 4 Assessment.
Review and model correct paragraph writing structure, going beyond TEEL, focusing on
students lengthening their analysis and aiming to include multiple quotes where
possible.
Practice Questions:
 Discuss who point of view has been used to offer different perspectives in the
short story.
 Discuss how the characters are representative of particular values and attitudes.
 Discuss how symbolic settings have been used to comment on the nature of the
society in which the story is set?
 Discuss how the author's style and tone in this text privileges particular ways of
thinking?
 Explain how the author has selected their language carefully in order to present
a particular perspective.
 Discuss the use of conventions to centralise particular ideas.
 Discuss how tone and style have been manipulated in order to promote
particular ideas.
 Discuss how particular values and attitudes are reflected in this text through the
author's choice of content.
The Hunger Games
 The Hunger Games reading and chapter questions to be set for homework. Go
through answers in class.
Australian Curriculum strands
addressed
Understand how language use can have
inclusive and exclusive social effects, and can
empower or disempower people (ACELA1564)
Understand conventions for citing others, and
how to reference these in different ways
(ACELA1568) 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)
Identify and analyse implicit or explicit values,
beliefs and assumptions in texts and how these
are influenced by purposes and likely
audiences (ACELY1752) 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) 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) Understand how paragraphs and images
can be arranged for different purposes,
Assessment
TASK ONE:
(Receptive/Responding)
Short Story Comprehension –
Extended paragraph responses to 3
questions, two on an unseen short
story and one on a short story
studied in class (1 page notes
permitted)
(Due week 4)
Term 1
2015:
1-2
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Introduction to Dsytopian Texts and their purpose and characteristics.
Students are to complete work on Setting in the Hunger Games.
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Investigation of Symbols and Motifs in the text.
Characterisation Activities – Katniss and Peeta
Point of View Activities on the novel.
Activities on Themes and Issues in the novel.
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Introduce to the essay question and assist them with planning their response.
Drafting and Preparation of notes for In-class Essay
In- Class Essay on the novel.
Introduction to Shakespeare and Elizabethan context
 Discuss any prior knowledge about Shakespearean context
 Introductory PowerPoint to Shakespeare
 Research activities
 Watch Documentaries – ‘Elizabethan Rich’ and ‘Elizabethan Poor’
 Discuss dramatic conventions
 Discuss Shakespeare’s literature – introduce his plays: histories, tragedies and
comedies
 Discuss the organisation of his plays; five acts
 Shakespearean language PowerPoint
Functional Literacy – Successful English 3 Grammar and Spelling Units 1-9 to be completed
throughout the term.
3-5
Romeo and Juliet
 Read the play as a class, discussing issues and explaining conflicts in the plot, allow
students to ask questions
 Comprehension Booklet, Questions after each Act/Scene
 Watch excerpts from Zefferilli’s Romeo & Juliet after the conclusion of each act to
ensure student understanding
audiences, perspectives and stylistic effects
(ACELA1567)
Analyse how higher order concepts are
developed in complex texts through language
features including nominalisation, clause
combinations, technicality and abstraction
(ACELA1570) Use comprehension strategies to compare
and contrast information within and between
texts, identifying and analysing embedded
perspectives, and evaluating supporting
evidence (ACELY1754) 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) Identify, explain and discuss how narrative
viewpoint, structure, characterisation and
devices including analogy and satire shape
different interpretations and responses to a
text (ACELT1642) Understand that Standard Australian English in
its spoken and written forms has a history of
evolution and change and continues to evolve
(ACELA1563)
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) Plan, rehearse and deliver presentations
selecting and sequencing appropriate content
and multimodal elements to influence a
course of action (ACELY1751) Identify and analyse implicit or explicit
values, beliefs and assumptions in texts and
how these are influenced by purposes and
likely audiences (ACELY1752) Choose a reading technique and reading
path appropriate for the type of text, to
retrieve and connect ideas within and
between texts (ACELY1753) Create sustained texts, including texts that
combine specific digital or media content, for
imaginative, informative, or persuasive
TASK TWO:
(Receptive/ Responding)
Novel Essay– Seen question on The
Hunger Games, 1 page of notes
permitted in class.
(Due week 9)
TASK THREE:
(Productive /Creating)
Rewrite of Scenes from Romeo
& Juliet – In groups rewrite
(modernise) a scene from
Shakespeare’s Romeo & Juliet.
Students will have to submit
their completed script and
perform their scenes.
(Due week 6/7)
TASK FOUR:
(Receptive/Responding)
Essay – Students choose one
essay question from a selection
and are permitted one page of
notes and 55 mins in class to
write their essay.
(Due week 9)
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6-7
8-9
Show an excerpt from West Side Story to show how the plot was transformed into a
musical
Watch Baz Luhrmann’s Romeo & Juliet, to demonstrate how it has been modernised
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Hand out task sheets (Group sizes may vary depending on scenes)
Give students time to write their scripts and rehearse
View Performances
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Discuss themes present in the play
Introduce the essay questions, allow students to pick one to prepare for
Review Essay structure
Give students time to draft and prepare notes, providing examples of intros, body
paragraphs and a conclusion.
purposes, and that reflect upon challenging
and complex issues (ACELY1756) Evaluate the social, moral and ethical positions
represented in texts (ACELT1812) 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 inter‐textual
connections with other texts (ACELT1774) Create literary texts with a sustained ‘voice’,
selecting and adapting appropriate text
structures, literary devices, language, auditory
and visual structures and features and for a
specific purpose and intended audience
(ACELT1815) ONGOING:
Successful English 3:
10 minutes at the start of each
lesson. Relevant pages include:
p.2 Parts of Speech
p.10 Subject/Verb Agreement
p.41 Take care
p.43 Say what you mean
Term Two
Term 2
2015:
1-4
5-7
Film study – Slumdog Millionaire
 First viewing of the film Slumdog Millionaire
 Complete Comprehension questions focusing on the Narrative Conventions
present in the film
 Brainstorm the themes and issues presented in the film. Discuss the
intended impact on the audience.
 Handout task sheet with stimulus for creative writing (a journal entry from
another character’s perspective, a short story expressing a similar issue, an
alternative ending, etc.)
 Allow students 4 lessons in class to draft their creative piece. Remainder to
be finished at home by the due date specified by the classroom teacher.
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Begin second viewing of the film
Revise SWAT codes and film techniques
Answer questions in Viewing Booklet analysing the use of SWAT codes,
regularly pausing the film to discuss the answers to questions. Teachers
should aim for these answers to be written in detail, with strong analysis of
film techniques
Explain the requirements of the Viewing Test and provide students with a
practise test to prepare – no notes permitted. Test to be completed at the
Understand how language use can have inclusive
and exclusive social effects, and can empower or
disempower people (ACELA1564) Evaluate the impact on audiences of different
choices in the representation of still and moving
images (ACELA1572) 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)
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 sustained texts, including texts that
combine specific digital or media content, for
imaginative, informative, or persuasive purposes,
and that reflect upon challenging and complex
issues (ACELY1756) Review, edit and refine students’ own and others’
texts for control of content, organisation, sentence
structure, vocabulary, and/or visual features, to
achieve particular purposes and effects
(ACELY1757) TASK FIVE:
(Productive /Creating)
Creative writing based on Asian
film study, Slumdog Millionaire
(Due week 6)
TASK SIX:
(Receptive/Responding)
Viewing Test – In class test on
film codes and conventions
present in the film. Seen
questions. ½ page notes
permitted.
(Due week 7)
start of Week 7 (at the latest)
Functional Literacy – Successful English 3 Grammar and Spelling Units 10-20 to
be completed throughout the term.
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 (Start study of Guantanamo Boy – See programme for Semester 2)
Use a range of software, including word processing
programs, confidently, flexibly and imaginatively to
publish texts, considering the identified purpose
and the characteristics of the user (ACELY1776) Evaluate the social, moral and ethical positions
represented in texts (ACELT1812) Create literary texts that reflect an emerging sense
of personal style and evaluate the effectiveness of
these texts (ACELT1814) Create literary texts with a sustained ‘voice’,
selecting and adapting appropriate text structures,
literary devices, language, auditory and visual
structures and features and for a specific
purpose and intended audience (ACELT1815) Create imaginative texts that make relevant
thematic and inter‐textual connections with other
texts (ACELT1644) Review of all outcomes
ONGOING:
Successful English 2:
10 minutes at the start of each
lesson. Relevant pages include:
p.12 Active and passive voice
p.14 Parts of Speech revision
p.17 Conjunctions and commas
p.21 Quotation marks
p.48 ‘ious’ and ‘uous’ suffixes
p.49 ‘ible’ suffixes
p.51 Suffixes
TASK SEVEN: (Receptive /
Creating & Responding)
Examination – students
complete an exam that tests
their knowledge of spelling,
grammar, comprehension
and analysis.
(Exams Week 8)