HEDLAND SENIOR HIGH SCHOOL
ENGLISH LEARNING AREA
GENERAL ENGLISH YEAR 12
Semester 1
2016
English – General Year 12
The English General course focuses on consolidating and refining the skills and knowledge needed by students to become competent, confident and engaged users of English in everyday, community, social, further education, training and workplace contexts. The English General course is designed to provide students with the skills that will empower them to succeed in a wide range of post-secondary pathways.
The course develops students’ language, literacy and literary skills to enable them to communicate successfully both orally and in writing and to enjoy and value using language for both imaginative and practical purposes.
Students comprehend, analyse, interpret and evaluate the content, structure and style of a wide variety of oral, written, multimodal, digital and media texts. Students learn how the interaction of structure, language, audience and context helps to shape how the audience makes meaning. Both independently and collaboratively, they apply their knowledge to create analytical, imaginative, interpretive and persuasive texts in different modes and media.
Unit 3 – Semester 1
Unit 3 focuses on exploring different perspectives presented in a range of texts and contexts. Students:
· explore attitudes, text structures and language features to understand a text’s meaning and purpose
· examine relationships between context, purpose and audience in different language modes and types of texts, and their impact on meaning
· consider how perspectives and values are presented in texts to influence specific audiences
· develop and justify their own interpretations when responding to texts
· learn how to communicate logically, persuasively and imaginatively in different contexts, for different purposes, using a variety of types of texts.
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Weeks / Key teaching points / Syllabus Content / Suggested Resources/activities / Assessment task
T1, wk 1-4 / Exploring Different Perspectives
Heywire is about giving Australia a window on your life and/or your community. You are unique and the place where you live is unique, and that makes your story fascinating. Personal stories are the most compelling. Ask yourself these questions and come up with as many answers as you can. One of them is bound to make an excellent yarn.
- What's a challenge you've overcome?
- What are you passionate about?
- What makes you or your town unique?
- Why do you like living where you do?
- What recent event has had a big impact on your life?
/ Create a range of texts by:
>using appropriate vocabulary, spelling and sentence structures
>using personal voice and adopting different points of view and/or perspectives to influence audiences in a range of media
>selecting text structures, language features, and visual techniques to communicate and present ideas and information for different contexts and purposes
>using strategies for planning, drafting, revising, editing and proofreading, and appropriate referencing.
Consider how different perspectives and values are presented in texts, including:
>the relationships between context, purpose, and audience in literary, everyday and workplace texts
>the use of media, types of texts, text structures and language features, for example, the selective use of fact, evidence and opinion in newspaper reports, the use of statistics and graphs in advertisements, choice of colour and font style in websites and use of questioning strategies and tone of voice in interviews
the use of narrative techniques, for example, characterisation and narrative point of view. / http://www.abc.net.au/heywire/
Read the former stories available online. / Task 1: 10%
Creating (either a written text: 400 words, a 2-4 min video, photo story: 10 images, 2-4 min audio)
Students must submit planning and final project.
*Please be aware that students will attend TAFE weeks 3&4.
TTC students attend TAFE week 5&6
T1, wk 5-9 / Narrative Perspective
Students take part in a teacher led reading of a class novel. The will examine the text to consider how the narrative perspective influences the engagement of the reader. They will examine the social issues represented in the text and consider how perspectives and values are presented in texts to influence specific audiences.
***OLNA, week 6*** / apply different reading strategies
explore attitudes, text structures and language features to understand a text’s meaning and purpose
use information for specific purposes and contexts
examine relationships between context, purpose and audience in different language modes and types of texts, and their impact on meaning
explaining shifts in tone and perspectives and identifying the effect of language choices on an audience / The Story of Tom Brennan
Destroying Avalon / Task 2: 10%
Responding (In class, unseen, students may use text, 2 periods only)
Short answer responses to questions based on studied texts.
Task 3: 10%
Creating
Perspective Writing – allow two weeks to complete in class.
Part A: Students choose a setting in the novel and write a description of it to help someone visualise it.
Part B: Students write a paragraph from the point of view of a secondary character in the novel that commented on the main characters.
Part C: Students write a journal entry from the perspective of the main character. (600 words)
T1, wk 10-T2, wk 2 / Unreal TV
Students explore the extent to which the world is depicted in a realistic way in a selected mainstream television series. Students focus on how different perspectives and values are presented in one series and how these views are communicated, presenting their findings in a comprehensive feature article. (Some areas to consider: Is mainstream drama too ‘Americanised’; do the police and lawyers always get the bad guys/girls in police/law dramas; are nerds misrepresented in The Big Bang Theory; how close is CSI to real-life policing; is crime portrayal realistic; is the world really this violent?)
/ • select text structures, language features and visual techniques to communicate and present ideas and information
• categorise and integrate ideas and evidence about specific issues
• employ ethical research practices such as acknowledging sources, and avoiding plagiarism and collusion
• use strategies for planning, drafting, revising, editing and proofreading, and appropriate referencing
• learn how to communicate logically, persuasively and imaginatively for different purposes
consider how different perspectives and values are presented in texts including relationships between context, purpose and audience
• use appropriate vocabulary, spelling and sentence structures / YouTube excerpts from CSI, The Big Bang Theory / Task 4: 10%
Creating: (In class and at home) Create a digital or print multimodal oral presentation for a peer group exploring how one television series/program presents the world in a particular way.
TAFE: TERM 2, WEEK 3-4
T2, 4-7 / Not fair
Students work in groups to research the chocolate industry, investigating the exploitation in the industry, and how it affects young workers. / Communicating and interacting with others:
>planning and carrying out projects in small groups, sharing tasks and responsibilities, for example, collaborating using email and discussion forums
>listening actively; being prepared to assert personal views
>applying critical thinking and problem solving cooperatively. / Chocolate: The Bitter Truth
Stop the Traffik
Chocolate Handouts / Task 5: 15%
Externally set task
Task 6: 10%
Responding
Students to write a blogpost outlining concerns of chocolate production, using data, statistics etc.
REPORTING
HEDLAND SENIOR HIGH SCHOOL
ENGLISH LEARNING AREA
GENERAL ENGLISH YEAR 12
Semester 2: 2016
Unit 4 – Semester 2
Unit 4 focuses on community, local or global issues and ideas presented in texts and on developing students’ reasoned responses to them. Students:
· explore how ideas, attitudes and values are presented by synthesizing information from a range of sources to develop independent perspectives
· analyse the ways in which authors influence and position audiences
· investigate differing perspectives and develop reasoned responses to these in a range of text forms for a variety of audiences
· construct and clearly express coherent, logical and sustained arguments and demonstrate an understanding of purpose, audience and context
· consider intended purpose and audience response when creating their own persuasive, analytical, imaginative, and interpretive texts.
Time Allocation / Key Teaching Points / Syllabus Content / Suggested Resources / Assessment taskT2, wk 7 / Unit 4: Community, local or global issues
Students watch a film examining how a character challenges gender stereotypes in a workplace. / Consider how attitudes and assumptions are presented in texts, including:
· community, local or global issues in literary, everyday and workplace texts
· the use of media, types of texts, text structures and language features
· how some perspectives are privileged while others are marginalised or silenced.
Use strategies and skills for comprehending texts, including:
· analysing issues and ideas in texts and explaining perspectives and implications
· evaluating the evidence upon which different views are based
· explaining how texts use language to appeal to the beliefs, attitudes and values of an audience
· discuss the way ideas and information are presented in texts. / Legally Blonde
Men of Honour / Task 7: 10%
Responding: (In class and at home)
Write a series of journal entries/a diary entry/an extract from the autobiography of a character in the visual text to provide a perspective on an event or events in the text to appeal to the beliefs, attitudes and values of a particular audience.
COUNTRY WEEK, TERM 2: WEEK 10
T3 / The Hedland Community
Students are encouraged to think about the issues affecting their own local community.
Students work cooperatively and collaboratively to create a Hedland Expo, inviting guest speakers to discuss issues related to a social issue in Hedland. They will target a specified audience to communicate a range of relevant information using different types of texts, including original photographs and advertising. Students have the opportunity to create a wide range of text types and forms in a range of language modes.
A focus of this activity is fostering effective group work practices. The project encourages individual initiative, independence and interdependence and provides opportunities for students to learn from each other. / Create a range of texts:
· using appropriate vocabulary, spelling and sentence structures
· expressing a logical point of view about an idea, issue or event in a range of media and digital technologies
· integrating text structures, language features and visual techniques to engage and persuade audiences, for example, creating a multimedia advertising campaign, presenting a slideshow presentation, writing and illustrating a picture book and recording a radio talkback program
· using editing processes and appropriate referencing
· using and adapting text structures and language features to communicate ideas in a range of media.
· consider how attitudes and assumptions are presented in texts, including the use of media, types of texts, text structures and language features
· employ ethical research practices such as acknowledging sources and avoiding plagiarism and collusion
· integrate text structures, language features and visual techniques to engage and persuade audiences
· use editing processes and appropriate referencing.
· use and adapt text structures and language features to communicate ideas in a range of media
· recognise when to work with others and when to work independently
• use the language of negotiation, problem solving and conflict resolution / Task 8: 15%
Creating: (In class and at home)
Working cooperatively and collaboratively in groups, students create a social issue expo, targeting a specified audience. Communicate to this audience a range of relevant information using different types of texts and including original photographs and advertising. Students will be required to submit three texts:
A letter inviting speaker
An advert for the event
A mock radio interview
Hip-hopping mad
Students explore an issue in popular music culture and examine the role of social media in communicating perspectives and shaping viewpoints. (Issues may include Iggy Azalea/Azealia Banks/Eminem lyrics conflicts; the cultural appropriation issue; the treatment of females as objects in music video clips; the sexualising of male and female stars such as Justin Bieber and Miley Cyrus and their influence on adolescent attitudes.) / Communicating and interacting with others:
creating oral texts that communicate ideas and perspectives
recognising when to work with others and when to work independently
using the language of negotiation, problem solving and conflict resolution. / Task 9: 10%
Responding: (Oral) Individually or in pairs, research a range of different viewpoints on a controversial issue in popular music culture and examine the role of social media in communicating perspectives and shaping viewpoints. Your presentation to the class may include video clips, recorded music or printed lyrics and should consider how and why some viewpoints are given preference over others.
Weightings of assessment tasks:
Task Type / Semester 1 / Semester 2 / WeightingResponding / Task 2 (10%), Task 6 (10%), / Task 7 (10%), Task 9 (10%) / 40%
Creating / Task 1 (10%), Task 3 (10%), Task 4 (10%) / Task 8 (15%) / 45%
External Task / Task 5 (15%) / N/A / 15%
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