Year 12 ATAR English Unit 3 & 4

Course Outline 2019

 

Week Content Assessment

Term 1

1

Saving Francesca by Melinda Marchetta

Identifying and, if appropriate, challenging dominant ways of thinking about a topic.

· Prejudice and Metal illness

· Microcosms

· Setting and time period

· Historical context

o Australia and Italian communities

· Social context

o Metal Illness

o Depression

· Cultural Context

o The impact of prejudice

 
2

Character profiles: examine the discursive and generic conventions, approaches to interpretation

· Relationship between characters.

· Protagonist and antagonist character traits.

· Attitude and values the characters challenge in the audience.

Activity: Note-making, planning and drafting.

Identifying and critiquing attitudes, values, and beliefs associated with particular representations; challenging representations.

Task 1: Oral Presentation (Responding) handed out
3

Saving Francesca

Note-making, planning and drafting:

Evaluate whether the choice of language might imply particular attitudes; the way knowledge is presented might be the product of particular values; and the way an idea is represented in a text might have been influenced by a particular ideology

Practice Essay
4

Ideas: Themes.

Students consider the possible assumptions underlying the way in which language is used, in which knowledge is presented and in which ideas are represented.

o Friendship

o Depression

Motifs

o Family

o Feminism

o Memory

Identity

Protagonists vs. antagonist qualities.

Task 1: Oral Presentation (Responding) Commences

Weighting: 7.5%

5

Language. Shaping language for persuasive effect for different audiences

· Values and beliefs of society

· Representation of sub-cultures (Political groups, women, war veterans, etc…).

· Impact of Popular Culture

Conventions: Identify nuances of connotation.

· Review different techniques used in expository texts language

Review structure of expository essays

Task 2: Create a text that embodies the same themes as a bildungsroman.

(8.5%)

6

Othello by William Shakespeare

Course outline, assessment tasks and WACE requirements.

Class discussion worksheets on the context for Hamlet. Identifying and, if appropriate, challenging dominant ways of thinking about a topic.

· Elizabethan period

· Conventions

o Setting

o Time

o Historical context

§ Elizabethan England.

§ Cyprus

o Social context

§ Political power as a corrupting force.

o Cultural Context

 
7

· Character profiles

o Relationship between characters.

o Protagonist and antagonist character traits.

o Attitude and values the characters challenge in the audience.

· Background to Shakespeare

Activity: Note-making, planning and drafting.

Identifying and critiquing attitudes, values, and beliefs associated with particular representations; challenging representations.

· Read as a class Act 1 and Act 2.

o Highlight how Shakespeare introduces the context, themes, and characters.

· Generic conventions associated with texts used to affect attitudes and effect social action.

· Significance of Othello as a play.

o Importance of stage directions.

Breaking the 4th wall to convey emotions and thoughts.

 
8

Othello

Analysis of ideas and identity in text. Contextual power relationships reflected, reinforced or challenged by particular uses of language.

· Ideas: Themes.

Review whether they are predetermined or can be altered.

Motifs + symbols

· Identity: examine constructions of identity, those associated with gender, class, and occupation that are intimately related to social, cultural, political and linguistic contexts.

o Insanity vs. Sanity

o Protagonists – Othello and Desdemona (

o Antagonist – Iago/Othello?

· Language: Shaping language for persuasive effect for different audiences.

o Iambic Pentameter

o Imagery

o Similes/ metaphors

o Soliloquy

Task 3: Write a Sonnet that could be naturalised into Othello.

(8.5%)

9

Oral work

Reading the end of Act 3 – Act 5

· Vocal skills – pronunciation

Essay structure

· Elements of a Drama Text

· Essay plans – paragraph work

o Critical analysis of quotations.

o Developing TEET / SEEK paragraph structured effectively.

· Using stage directions vs. Dialogue.

Review author of the novel: How does it influence the way the book is written?

 
10

Conventions: Students learn that their own texts promote and are influenced by particular attitudes, values and ideologies.

· Setting and time period

· Historical context

· Social context

· Cultural Context

Task 4: In class essay (unseen question)

(7.5%)

Term 2

1

   
2  

Task 5: Short answer questions in relation to Slumdog Millionaire.

(7.5%)

3

Exam Revision

Focus on the Comprehending section of the exam.

Focus on the Creating section of the exam.

 
4

Exam Revision

Focus on the Responding section of the exam.

Revision of texts.

 
5 Exams

Task 6: Mid Semester Examinations (10%)

All texts from Unit 3

6

Exams

End of Unit 3

 
7

1984 by George Orwell

Identifying and, if appropriate, challenging dominant ways of thinking about a topic.

· 1984 London, England

o Airstrip One

· Prejudice and Racism.

· Microcosms

Conventions: explore the way language is used to present ideas and how this varies among particular fields, genres and discourses.

· Setting and time period

· Context

o Historical

o Social

o Cultural

 
8

· Themes:

o The Dangers of Totalitarianism

o Psychological Manipulation

o Physical Control

o Control of Information and History

o Technology

o Language as Mind Control

Character profiles: examine the discursive and generic conventions, approaches to interpretation

· Relationship between characters.

· Protagonist and antagonist character traits.

 
9

1984

Note-making, planning and drafting:

Evaluate whether the choice of language might imply particular attitudes; the way knowledge is presented might be the product of particular values; and the way an idea is represented in a text might have been influenced by a particular ideology.

Ideas: Themes.

Students consider the possible assumptions underlying the way in which language is used, in which knowledge is presented and in which ideas are represented.

  • Motifs:
    • Doublethink
    • Urban Decay
  • Symbols:
    • Big Brother
    • The Glass Paperweight and St. Clement’s Church
    • The Place Where There Is No Darkness
    • The Telescreens
    • The Red-Armed Prole Woman

Identity

  • Protagonists vs. antagonist qualities.

Language. Shaping language for persuasive effect for different audiences

  • Values and beliefs of society
  • Representation of sub-cultures (Political groups, women, war veterans, etc…).
 
10

Conventions: Identify nuances of connotation.

  • Review different techniques used in expository texts language
  • Review structure of expository essays

Summary of text ‘1984’

  • Do any characters manage to change their destiny?
  • Are they any parallels that you can draw from the text with other texts studied in the course?

How does the novel impact you?

Task 7: In class essay (unseen question)

(7.5%)

Term 3

1

Life of Pi (Film)

Note-making, planning and drafting:

Film codes: Explore the way language is used to present ideas and how this varies among particular fields, genres and discourses.

· SWAT (Symbolic, Written, Audio, Technical)

o Difference between still images and films

Ideas:

Students consider the possible assumptions underlying the way in which language is used, in which knowledge is presented and in which ideas are represented.

· Themes

· Motifs

· Symbols

 
2

Life of Pi (Film)

Identity: They examine the relationships between people’s sense of identity, ideas and the way in which the director uses language to position the audience.

· Protagonists vs. antagonist qualities.

Language: Shaping language for persuasive effect for different audiences

· Values and beliefs of society

· Representation of sub-cultures (Social class, women, poverty, etc…).

Conventions: Identify nuances of connotation.

· Review different techniques used in film language

Task 8: students will construct an imaginative text inspired by written and visual prompts.

(9%)

3

Cloudstreet by Tim Winton

Conventions: explore the way language is used to present ideas and how this varies among particular fields, genres and discourses.

· Setting and time period

· Social context

o Racial Tension

o White Australia Policy

· Cultural Context

o Australian Identity

Character profiles: examine the discursive and generic conventions, approaches to interpretation

· Relationship between characters.

· Protagonist character traits.

· Attitude and values the characters challenge in the audience.

 
4

Activity: Note-making, planning and drafting.

Identifying and critiquing attitudes, values, and beliefs associated with particular representations; challenging representations.

· Read as a class

Generic conventions associated with texts used to affect attitudes and effect social action.

Task 9: Oral Presentation on Cloudstreet issues, themes, motif and the larger questions the text raises.

(7.5%)

5

Analysis of ideas and identity in text. Contextual power relationships reflected, reinforced or challenged by particular uses of language.

  • Ideas: Themes.

Taking into account context when attempting to influence attitudes and to effect social change within a community.

Motifs

Symbols: Review whether they are predetermined or can be altered.

  • Identity: examine constructions of identity, those associated with gender, class, and occupation that are intimately related to social, cultural, political and linguistic contexts.
  • Language: Discuss how language empowers and/or disempowers the protagonist
    • Descriptive language
    • Imagery
    • Similes/ metaphors
 
6

Investigation into post-modernist literature.

What makes something post-modern?

What elements of the text are post modern?

Summary of text.

Task 10: Cloudstreet Students will answer a prompt for creative writing that will lend itself to short-story writing.

(9%)

7 Exam Revision  
8 Exam Revision  
9

Exam

End of Unit 4

Task 11: Exams

(20%)

Term 4

1

Revision of Content  
2 Revision of Content  
3 Revision of Content  

 

This document is subject to revision.

The Year 12 Syllabus for English ATAR can be found on the SCSA website.

http://www.scsa.wa.edu.au/