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Tarneit Senior College Scope and Sequence 2017 SUBJECT: English OUTCOME : 1 TERM: 3 YEAR:

Tarneit Senior College Scope and Sequence 2017

SUBJECT: English

OUTCOME:

1

TERM:

3

YEAR: 2017

‘Memorable Moment’: Reflection Activity post Prac SAC

Outcome 1 - ‘When Dogs Cry’ and ‘10 Things I Hate About You’

Key Knowledge

Key Skills

Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (VCELT460)

Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (VCELT460)

Understanding of how social, moral and ethical positions represented in texts (VCELT462)

Evaluate the social, moral and ethical positions represented in texts (VCELT462)

Understanding of how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (VCELT463)

Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (VCELT463)

Understanding of different text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (VCELT464)

Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (VCELT464)

 

Comparison Unit - ‘When Dogs Cry’ and ‘10 Things I Hate About You’

 

Week

Learning intention & Success Criteria

Key Vocabulary

Teaching & Learning Strategies (Learning tasks & activities, CITW)

Application of Learning How will you know they are learning?

Intervening Strategies Eg. CITW (Low) What will you do if they have not learned it?

Reflection/Notes Eg. Notes for review after being taught

Lesson

(specific to the lesson)

What will the students be doing in the class

Formative and Summative Tasks that will be used to monitor Student Progress. (i.e. Application Task, CFFAT, SAC, Exam)

 

(High) What will you do if they already know/can do it

Insert

Specific Key Knowledge being addressed (VCAL Elements?)

Specific Key Skills being addressed

where

 

require

Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical,

Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (VCELT460)

d

social and cultural contexts (VCELT460)

 

W 1

19/6

Lesson

1

W 1

Lesson

2

LI: to develop an understanding of the key issues/ideas/themes in WDC

SC: you will be able to:

- Identify key passages in the text and explain which ideas/issues/themes relate to the passage

- Identify key quotes within a passage and explain why they are important

LI: to develop an understanding of the key issues/ideas/themes in WDC

SC: you will be able to:

- Identify key passages in the text and explain which ideas/issues/themes relate to the passage

- Identify key quotes within a passage and explain why they are important

● Parental influence ● Lust ● Love ● Social expectations ● Masculinity ● femininity ●
● Parental influence
● Lust
● Love
● Social expectations
● Masculinity
● femininity
● Social expectations
of gender
● Constructs
● Alrightness
● Okayness
● Bildungsroman
● Parental influence ● Lust ● Love ● Social expectations ● Masculinity ● femininity ●
● Parental influence
● Lust
● Love
● Social
expectations
● Masculinity
● femininity
● Social
expectations of
gender
● Constructs
● Alrightness
● Okayness
● Bildungsroman
EXAM FEEDBACK (30 MINUTES, TEACHER CHOICE OF

EXAM FEEDBACK (30 MINUTES, TEACHER CHOICE OF

REFLECTION TASK, ETC)

EXAM FEEDBACK (30 MINUTES, TEACHER CHOICE OF REFLECTION TASK, ETC)

Teacher selection of key passages in the text that highlight

ideas/issues/themes from WDC. Discuss the significance of

these key passages and have students write a summary of

the passage explaining its importance and how it relates to the issues/ideas/themes of the text and record key quotes.

(Use the IdeasIssuesThemes document as a starting point to

guide students)

****Some suggested passages:

- Pp. 17-21 (Cameron explaining Steve and Rube)

- Pp. 24-25 (Cameron taking shots at goal)

- Pp. 28-32 (the barber)

- Pp. 43-44 (Mrs Wolfe - “you’ll rise up one day)

- Pp. 65-75 (Octavia and Cameron)

- Pp. 83-86 (Cameron outside Octavia’s house)

- Pp. 97 (Cameron giving Octavia the shell necklace)

- Pp. 102-105 (Cameron sharing his words with Octavia)

- Pp. 112-116 (Cameron + Steve)

- Pp. 142-143 (description of Rube)

- Pp. 144-145 (Wolfe family dynamic)

- Pp. 148-149 (Mrs Wolfe)

- Pp. 168-174 (Miffy’s death)

- Pp. 190-195 (Cameron carrying Rube)

- Pp. 201-202 (Rube looking up to Cameron)

Teacher selection of key passages in the text that highlight

ideas/issues/themes from WDC. Discuss the significance of

these key passages and have students write a summary of

the passage explaining its importance and how it relates to the issues/ideas/themes of the text and record key quotes.

(Use the IdeasIssuesThemes document as a starting point to

guide students)

****Some suggested passages:

- Pp. 17-21 (Cameron explaining Steve and Rube)

- Pp. 24-25 (Cameron taking shots at goal)

- Pp. 28-32 (the barber)

- Pp. 43-44 (Mrs Wolfe - “you’ll rise up one day)

- Pp. 65-75 (Octavia and Cameron)

- Pp. 83-86 (Cameron outside Octavia’s house)

- Pp. 97 (Cameron giving Octavia the shell necklace)

- Pp. 102-105 (Cameron sharing his words with Octavia)

- Pp. 112-116 (Cameron + Steve)

- Pp. 142-143 (description of Rube)

- Pp. 144-145 (Wolfe family dynamic)

- Pp. 148-149 (Mrs Wolfe)

- Pp. 168-174 (Miffy’s death)

- Pp. 190-195 (Cameron carrying Rube)

- Pp. 201-202 (Rube looking up to Cameron)

Application Task/s Students are to summarise the key passages, explaining the importance of the passage, the key issues/ideas/theme it demonstrates and make note of any key quotes.

Application Task/s Students are to summarise the key passages, explaining the importance of the passage, the key issues/ideas/theme it demonstrates and make note of any key quotes.

High

Low

High

Low

of the passage, the key issues/ideas/theme it demonstrates and make note of any key quotes. High
of the passage, the key issues/ideas/theme it demonstrates and make note of any key quotes. High
W 1 LI: to develop an understanding of the plot of WDC and the significance
W
1
LI: to develop an understanding
of the plot of WDC and the
significance of particular events in
● Parental influence
Teacher selection of key passages in the text that highlight
High
● Lust
ideas/issues/themes from WDC. Discuss the significance of
Lesson
● Love
these key passages and have students write a summary of
relation to issues/ideas/themes
● Social
3+4
expectations
the passage explaining its importance and how it relates to
the issues/ideas/themes of the text and record key quotes
● Masculinity
Application Task
Class discussion of the events and
characters in WDC (Brainstorm in
groups and then collaboratively on
whiteboard to review and ensure
students understand the text)
● femininity
(Use the IdeasIssuesThemes document as a starting point to
SC: you will be able to:
● Social
Low
-
Explain the importance
of events in WDC and
how they demonstrate
the issues/ideas/themes
central to the text
expectations of
gender
guide students)
Class discussion of the events and characters in WDC
(Brainstorm in groups and then collaboratively on whiteboard
● Constructs
to review and ensure students understand the text)
● Alrightness
● Okayness
● Bildungsroman
HOLIDAY HOMEWORK
- Comprehension questions
- Students complete the Relationship Table Activity
- Themes table
Insert
Specific Key Knowledge being addressed (VCAL Elements?)
Specific Key Skills being addressed
where
require
● Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical,
d
social and cultural contexts (VCELT460)
● Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural
contexts (VCELT460)
● Understanding of how narrative viewpoint, structure, characterisation and devices including analogy and satire shape
different interpretations and responses to a text (VCELT463)
● Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and
satire shape different interpretations and responses to a text (VCELT463)
W
2
LI: to develop an understanding
● Parental influence
Students complete the WDC Plot Images Activity
Application Tasks
High
17/7
of the plot and characters in WDC
● Lust
For each character, write a description in 3-6 sentences of
Students complete the WDC Plot
Lesson
● Love
what they are like (physically and in terms of their personality),
Images Activity
● Social
as well as finding quotes for each character (as indicated by
Character List Activity
1
SC: you will be able to:
expectations
the number of quotes in brackets):
Themes
-
explain the plot of WDC
● Masculinity
- Cameron (5 quotes)
Low
and describe each of the
● femininity
- Rube (5 quotes)
Blank Character Cube Printable
main characters, using
● Social
- Octavia (5 quotes)
CFFAT
quotes.
expectations of
- Steve (4 quotes)
Next lesson
gender
- Mrs Wolfe (3 quotes)
● Constructs
- Sarah (3 quotes)
● Alrightness
- Clifford Wolfe (2 quotes)
● Okayness
- Julia (2 quotes)
● Bildungsroman
Themes
W2
LI: to consolidate understanding
of the events WDC and the
importance of the different
● Relationships
Students complete the WDC Quiz in test conditions
Application Task/s
High
● Sibling
Lesson
● Romantic
Continue with themes
Themes
2+3
relationships in the text and how
they change over the course of
the novel
● Friendship
● Parental influence
● Lust
CFFAT
● Love
WDC Quiz
● Social
Low
SC: you will be able to:
expectations
-
correctly answer
questions about the plot
of WDC and explain
(using quotes) the
different types of
relationship in the text
and their importance in
character development.
● Masculinity
● femininity
● Social
expectations of
gender
● Constructs
● Alrightness
● Okayness
● Bildungsroman
W 2 Lesson 4
W
2
Lesson
4

LI: to develop an understanding

 

of the literary devices used in

 

WDC and how these contribute to

the creation of meaning in the

 

text

 

SC: you will be able to:

- identify and provide

examples of different

literary devices from

WDC and explain the

evolution of Cameron’s

character

-

● Evolution ● Allegory ● Symbolism ● Development ● representation
Evolution
Allegory
Symbolism
Development
representation

Read all of the “words” as one piece and chart the evolution of

Cameron’s character - this can be done individually or as a

 

class (teacher choice of activity)

 

Application Task/s

 

Read all of the “words” as one piece and

chart the evolution of Cameron’s

 

character - this can be done individually

or as a class (teacher choice of activity)

 
- this can be done individually or as a class (teacher choice of activity)   Literary
- this can be done individually or as a class (teacher choice of activity)   Literary

Insert

Specific Key Knowledge being addressed (VCAL Elements?)

Specific Key Skills being addressed

where

require

Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical,

Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (VCELT460)

d

social and cultural contexts (VCELT460)

Understanding of how social, moral and ethical positions represented in texts (VCELT462)

Evaluate the social, moral and ethical positions represented in texts (VCELT462)

Understanding of how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (VCELT463)

Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (VCELT463)

W 3 24/7 Lesson 1+2
W
3
24/7
Lesson
1+2
W 3 Lesson 3
W
3
Lesson
3

W3

Lesson

4

LI: develop an understanding of

 

author’s intent.in WDC and how

Zusak uses characters and events

to communcate ideas

 

SC: you will be able to:

- explain what Zusak is

trying to communicate in

relation to specific

ideas/issues identified

from WDC using quotes,

characters and events as

evidence

LI: to consolidate understanding

of how to structure a text

 

response essay

 

SC: you will be able to:

- Complete a text

response essay

LI: to consolidate understanding of how to structure a text response essay

SC: you will be able to:

Demonstrates

 

Emphasises

 

Highlights

Explories

 

Shows

 

Portrays

 

Communicates

Relationships

 

Sibling

 

Romantic

 

Friendship

 

Parental

 
 

influence

Lust

 

Love

Social

 
 

expectations

 

Masculinity

femininity

Social

 
 

expectations of

gender

 

Constructs

 

Alrightness

Okayness

Bildungsroman

 
● DEPENDEN T ON WRITING TOPIC GIVEN TO STUDENTS
DEPENDEN
T
ON
WRITING
TOPIC
GIVEN TO
STUDENTS

-

DEPENDEN

T ON

WRITING

TOPIC

GIVEN TO

STUDENTS

Students complete the WDC Author's Intent Activity in detail. Be

 

sure to stress the importance of this activity and provide students

who are struggling with sentence starters, eg:

 
 

-

Zusak demonstrates…

 

-

Zusak shows….

 

-

Zusak highlights….

 

-

Through the character of

 

and

 
 

Zusak emphasises the difference….

 
 

-

The idea of

is explored by Zusak through….

 

Students are given an essay topic. Brainstorm and discuss as a

 

class possible ideas for body paragraphs and quotes. Students

 

are to produce an essay (which incorporates the feedback from

their prac SAC)

 

Students are given an essay topic. Brainstorm and

discuss as a class possible ideas for body paragraphs

and quotes. Students are to produce an essay (which

incorporates the feedback from their prac SAC)

Application Tasks

Application Tasks WDC Author's Intent Activity
Application task: Writing an essay
Application task:
Writing an essay

Application task:

Writing an essay

High Low
High
Low
WDC Author's Intent Activity Application task: Writing an essay Application task: Writing an essay High Low
WDC Author's Intent Activity Application task: Writing an essay Application task: Writing an essay High Low
WDC Author's Intent Activity Application task: Writing an essay Application task: Writing an essay High Low
WDC Author's Intent Activity Application task: Writing an essay Application task: Writing an essay High Low
WDC Author's Intent Activity Application task: Writing an essay Application task: Writing an essay High Low
- Complete a text response essay

-

Complete a text response essay

- Complete a text response essay
- Complete a text response essay
- Complete a text response essay
- Complete a text response essay
- Complete a text response essay

Insert

Specific Key Knowledge being addressed (VCAL Elements?)

 

Specific Key Skills being addressed

where

 

require

 

Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical,

Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (VCELT460)

d

social and cultural contexts (VCELT460)

 

Understanding of how social, moral and ethical positions represented in texts (VCELT462)

Evaluate the social, moral and ethical positions represented in texts (VCELT462)

 

Understanding of how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (VCELT463)

Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (VCELT463)

Understanding of different text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (VCELT464)

Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (VCELT464)

W

4

LI: To develop an understanding of how to answer the Practice SAC questions effectively

-

DEPENDENT ON PRAC SAC PROMPTS

Students are given the prompts for the Practice SAC. These are discussed as a class and broken down.

Application Tasks Discussion of prac SAC prompts and planning

   

31/7

Lesson

1

   

Students have the remainder of the lesson to begin

 

SC: you will be able to:

 

-

plan an appropriate response to the Practice SAC prompts

 

preparing for the Practice SAC (no notes sheets are to be taken into the Practice SAC)

W4

-

Practice SAC this lesson

     

L2&3

W

4

LI: to develop an understanding of the common mistakes and areas for improvement from the

DEPENDENT

Practice SAC feedback session

Application Task/s Practice SAC feedback session

High

 
 

ON COMMON

- Students are to read through the comments on their Practice SAC essays and highlight the things they did well and the things they did poorly

Lesson

AREAS FOR

- Students are to read through the comments on their Practice SAC essays and highlight the things they did well and the things they did poorly

4

Practice SAC

IMPROVEMENT

SC: you will be able to:

 

- Find all of your spelling errors and incorrect capital letters

Low

-

Identify the things you did well and poorly in your Practice SAC

- Class feedback - what were the common errors? What did we do well as a class?

- Choose one of your body paragraphs and re-write the paragraph incorporating the feedback (add in any of the literary devices covered in the previous lesson)

- Find all of your spelling errors and incorrect capital letters

- Class feedback - what were the common errors? What did we do well as a class?

   

- Choose one of your body paragraphs and re-write the paragraph incorporating the feedback

Insert

Specific Key Knowledge being addressed

Specific Key Skills being addressed

where

require

Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical,

Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (VCELT460)

d

social and cultural contexts (VCELT460)

Understanding of how social, moral and ethical positions represented in texts (VCELT462)

Evaluate the social, moral and ethical positions represented in texts (VCELT462)

Understanding of how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (VCELT463)

Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (VCELT463)

Understanding of different text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (VCELT464)

Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (VCELT464)

W

5

LI: to develop an understanding of the strengths and weaknesses of their text response writing

DEPENDENT

Peer and self-marking activity Students self mark their essays using the rubric before swapping with a partner:

Application Task/s Peer and self marking activity

High

7/8

ON WRITING

L1

TOPIC GIVEN

 
 

TO STUDENTS

- Mark your partner’s essay on the rubric

SC: you will be able to:

 

- What did your partner do well? Write comments

 

-

identify the strengths and weaknesses in their partner’s text response essays and explain how these are shown/can be improved

- What do they need to improve on? Write comments

Low

 

- Compare the score you gave with the score your partner gave. What are the differences?

- Reflection: think back to your OMAM piece. How have you improved???? If you haven’t improved, why do you think that might be?

W

5

LI: to develop and understanding of the characters and events in the film 10 Things I Hate ABout

Relationships

Watch the film ‘10 Things I Hate About You’

Application Task Discuss/brainstorm how the film is similar/different to WDC (similar characters? ideas/issues/themes?)

High

 

Sibling

Lesson

Romantic

Discuss/brainstorm how the film is similar/different to WDC

2+3

You

Friendship

(similar characters? ideas/issues/themes?)

Parental influence

 

SC: you will be able to:

Lust

Low

 

-

identify the main characters and events in the film 10 Things I Hate About You and discuss how these link to WDC

Love

 

Social

 

expectations

Masculinity

femininity

 

Social

 

expectations of

gender

Constructs

Alrightness

Okayness

Bildungsroman

W5

LI: to develop an understanding of the events in the plot of 10 Things I Hate About You and how

Sibling

Students are given a copy of the 10 Things Plot Images

Application Task/s 10 Things Plot Images Activity

 

Romantic

Activity. For each of the images, students need to answer the

Lesson

Friendship

following questions:

 

4

the film is similar/different to WDC

Parental influence

- What is happening in the image?

Lust

- How is the image similar and/or different to WDC?

 

Love

SC: you will be able to:

Social

- Pick one of the Ideas/Issues that we have discussed and write 2-3 sentences explaining how the image demonstrates the issue/idea

 

-

explain the events in 10 Things I Hate About You and identify the similarities and differences with the text WDC (characters and issues/ideas)

 

expectations

 

Masculinity

femininity

Social

 
 

expectations of

gender

Constructs

 

Alrightness

Okayness

Insert

Specific Key Knowledge being addressed (VCAL Elements?)

Specific Key Skills being addressed

where

require

Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical,

Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (VCELT460)

d

social and cultural contexts (VCELT460)

Understanding of how social, moral and ethical positions represented in texts (VCELT462)

Evaluate the social, moral and ethical positions represented in texts (VCELT462)

Understanding of how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (VCELT463)

Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (VCELT463)

Understanding of different text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (VCELT464)

Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (VCELT464)

W

6

LI: to develop an understanding of how to formulate their text response essay in relation to the

DEPENDENT

Students are given the SAC prompts. Brainstorm/discuss as a class Students spend the remainder of the lesson preparing

Application Task:

 

14/8

ON SAC

Discussion of SAC prompts and planning

Lesson

TOPICS

1

SAC prompts

   

SC: you will be able to:

 

-

identify appropriate quotes and ideas to form the basis of their body paragraphs in response to the SAC prompts

 

LI: to consolidate understanding

DEPENDENT ON SAC TOPIC

Students complete the WDC SAC (75 minutes)

SAC Students complete the WDC Text Response SAC (75 minutes)

High

W

6

of how to successfully complete

 

a

text response essay

 

Lesson

 

2+3

SC: you will be able to:

 

-

Successfully complete text response essay on WDC

Low

W6

LI: to consolidate understanding of the characters in 10 Things I Hate About You and how the film

Sibling

Students complete the 10 Things I Hate About You character

Application Tasks Students complete the 10 Things I Hate About You character table

 

Romantic

Lesson

Friendship

4

is

similar/different to WDC

Parental influence

 

Lust

SC: you will be able to:

Love

 

-

Explain the importance of each of the characters in 10 Things

Social

 

expectations

Masculinity

 

femininity

Social

expectations of

gender

Constructs

Alrightness

Okayness

Insert

Specific Key Knowledge being addressed (VCAL Elements?)

Specific Key Skills being addressed

where

require

Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical,

Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (VCELT460)

d

social and cultural contexts (VCELT460)

Understanding of how social, moral and ethical positions represented in texts (VCELT462)

Evaluate the social, moral and ethical positions represented in texts (VCELT462)

Understanding of how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (VCELT463)

Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (VCELT463)

Understanding of different text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (VCELT464)

Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (VCELT464)

W

7

LI: to develop an understanding of author’s intent in 10 Things in relation to the ideas/issues

Masculinity

Students complete the Author's Intent 10 Things Activity using

High

21/8

Parental influences

quotes/evidence. Provide students with a list of possible

Lesson

Lust vs Love

words to discuss author’s intent:

 

1

present in the film

Sibling relationships

 

- Junger explores…

Comparing oneself to others

- Junger discusses…

- Junger demonstrates…

SC: you will be able to:

Expectations

- Junger highlights…

-

describe author’s intent in 10 Things in relation to specific ideas/issues identified in the film

Importance of family

- Junger emphasises…

Low

W

7

LI: to develop an understanding of the similarities and differences between WDC and 10 Things in

Masculinity

Using all of their notes, students complete the WDC and 10

High

 

Parental influences

Lesson

Lust vs Love

 

2

relation to specific issues/ideas

Sibling relationships

SC: you will be able to:

Comparing oneself to others

Low

-

explain how Zusak and Junger’s arguments are similar/different in relation to specific ideas/issues identified in the texts

Okayness/Alrightne ss

Romantic relationships

Expectations

Importance of family

W7

LI: to develop an understanding of what makes a strong comparison essay

Bildungsroman

Read through the 2 WDC and 10 Things sample essays

Application Tasks

 

Relationships

-

Students must write down 4 things the student did

Read through the 2 WDC and 10 Things sample essays

Lesson

Okayness/Alrightn ess

well and 4 things the student could have improved on. Discuss as a class (points for discussion may be

3

 

-

Students must write down 4 things the student did well and 4 things the student could have improved on. Discuss as a class (points for discussion may be intro, structure of body paragraphs, use of evidence, appropriate choice of topic for body paragraphs/response to essay topic, conclusion). COMPLETE THIS FOR BOTH ESSAYS

SC: you will be able to:

Sibling relationships

intro, structure of body paragraphs, use of evidence, appropriate choice of topic for body

-

Identify things done well and things done poorly in the writing of others and compare/explain why one piece is better than the other

Romantic relationships

paragraphs/response to essay topic, conclusion). COMPLETE THIS FOR BOTH ESSAYS

Coming of age

 

Identity

Compare the two essays. Overall which was better? Why?

Similarities

differences

W7

LI: to develop an understanding of how to structure a comparative essay

Bildungsroman

Application Tasks Introduction and first body paragraph using scaffold

 

Relationships

with students

Lesson

Okayness/Alrightn ess

4

 

Students are provided with an essay prompt. Discuss as a

 

SC: you will be able to:

Sibling

class and have students attempt to write an introduction and first body paragraph using the scaffold (to be completed in

-

construct a comparative essay using the scaffold sheet highlighting the similarities and differences between Junger and Zusak’s interpretation of specific issues/ideas

relationships

Romantic relationships

the following lesson)

Coming of age

Identity

Similarities

differences

Insert

Specific Key Knowledge being addressed (VCAL Elements?)

Specific Key Skills being addressed

where

require

Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical,

Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (VCELT460)

d

social and cultural contexts (VCELT460)

Understanding of how social, moral and ethical positions represented in texts (VCELT462)

Evaluate the social, moral and ethical positions represented in texts (VCELT462)

Understanding of how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (VCELT463)

Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (VCELT463)

 

Understanding of different text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (VCELT464)

Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (VCELT464)

W

8

LI: to develop an understanding of how to structure a comparative essay and the strengths and

Bildungsroman

Students complete the essays (using the scaffold) from last

Application Task/s Completion of scaffolded comparison essay

High

 

28/8

Relationships

lesson

Lesson

Okayness/Alrightn ess

1

weaknesses of their writing

Students then swap their scaffolded essays and discuss with

 

SC: you will be able to:

Sibling relationships

their partner what was done well and what could be improved

Peer marking activity

-

construct a comparative essay using the scaffold sheet highlighting the similarities and differences between Junger and Zusak’s interpretation of specific issues/ideas, as well as identifying strengths and weaknesses in their work

Romantic relationships

Low

Coming of age

Identity

Similarities

differences

W

8

LI: to develop an understanding of how to accurately respond to the Practice SAC prompts

DEPENDENT ON PRAC SAC prompts

Students are given the prompts for the Practice SAC. These are discussed as a class with possible options for body paragraphs given

Application Task/s Prac SAC preparation (A4, one sided set of notes)

High

 

Lesson

2

       

SC: you will be able to:

-

identify appropriate quotes and ideas to form the basis of your body paragraphs for the Practice SAC

Students then begin preparing their notes sheet for the Practice SAC (one sided, A4 with dot pointed notes)

Low

W8

LI: to develop an understanding of how to successfully complete a comparative essay

DEPENDENT ON PRAC SAC prompts

Comparison Prac SAC (75 minutes)

SAC Prac SAC (75 minutes)

   

Lesson

3

     

SC: you will be able to:

-

Complete a comparison essay in response to a specific topic

Insert

Specific Key Knowledge being addressed (VCAL Elements?)

 

Specific Key Skills being addressed

where

 

require

Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical,

Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (VCELT460)

d

 

social and cultural contexts (VCELT460)

 

Understanding of how social, moral and ethical positions represented in texts (VCELT462)

Evaluate the social, moral and ethical positions represented in texts (VCELT462)

 

Understanding of how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (VCELT463)

Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (VCELT463)

Understanding of different text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (VCELT464)

Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (VCELT464)

W

9

LI: to develop the ability to write coherently under timed conditions

Bildungsroman

Feedback from Practice SACs (what was done well overall?

Application Task/s Prac SAC feedback

High

 

4/9

Relationships

What needs to be improved?)

Lesson

Okayness/Alrightn ess

- Students are to read through the comments on their Practice SAC essays and highlight the things they did

 

1

 

Timed writing activity

Sibling relationships

well and the things they did poorly

SC: you will be able to:

- Class feedback - what were the common errors?

-

complete an introduction and body paragraph under time constraints using your notes

Romantic relationships

What did we do well as a class?

Low

Coming of age

Provide students with a prompt and have them complete a

Identity

timed writing activity (40 minutes to write introduction and

Similarities

body 1 paragraph, using notes in SAC conditions)

 

differences

*Note: for the above activity, it is the teacher’s choice whether they would like for students to re-write their paragraph or write an intro and paragraph for a new topic

W 9

LI: to develop the ability to write coherently under timed conditions

Bildungsroman

Following on from the previous lesson, students complete the

Application Task/s Timed writing activity

High

 

Relationships

remainder of the timed writing activity producing body par 2,

Lesson

Okayness/Alrightn ess

body par 3 and conclusion in the hour

 
 

2

 
 

SC: you will be able to:

Sibling relationships

Low

-

complete two body paragraphs and a conclusion under time constraints using your notes

Romantic relationships

Coming of age

Identity

Similarities

 

differences

W9

LI: to develop an understanding of the strengths and weaknesses in comparison essay writing

Author’s intent

Peer marking activity - swap timed essays and answer the

Application Tasks Peer marking activity

   

Director’s intent

following for your partner:

Lesson

Comparison

- Does the intro introduce both texts and the

 
 

3

 

Similarities

author/director?

 

SC: you will be able to:

differences

- Does the intro introduce the topics for the 3 body paragraphs?

-

Identify the important features of a comparison essay and incorporate these into your own writing

- Do each of the paragraphs have a topic sentence? Highlight them

- Do each of the paragraphs have a sum up/linking sentence? Highlight them

 

- Do all of the paragraphs have both snippet and line quotes? Highlight them

- Is author’s/director’s intent shown in every paragraph? Highlight

- Is there a clear comparison in each paragraph which discusses both similarities and differences? Highlight

W9

   

Teacher choice of activity based on areas of weakness

     

Lesson

 

4

Insert

Specific Key Knowledge being addressed (VCAL Elements?)

 

Specific Key Skills being addressed

where

 

require

 

Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical,

Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (VCELT460)

 

d

social and cultural contexts (VCELT460)

 
 

Understanding of how social, moral and ethical positions represented in texts (VCELT462)

Evaluate the social, moral and ethical positions represented in texts (VCELT462)

 

Understanding of how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (VCELT463)

Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (VCELT463)

Understanding of different text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (VCELT464)

Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (VCELT464)

W

10

LI: to develop an understanding of how to accurately respond to the SAC prompts

DEPENDENT

Students are given the prompts for the SAC. These are discussed as a class with possible options for body paragraphs given

Application Task/s SAC preparation (A4, one sided set of notes)

High

 

9/9

ON SAC

Lesson

prompts

 

1

     
 

SC: you will be able to:

-

identify appropriate quotes and ideas to form the basis of your body paragraphs for the SAC

Students then begin preparing their notes sheet for the SAC (one sided, A4 with dot pointed notes)

Low

W

10

LI: to develop an understanding of how to successfully complete a comparative essay

DEPENDENT

Comparison SAC (75 minutes)

SAC SAC (75 minutes)

High

 
 

ON SAC

Lesson

prompts

 

2&3

 

Low

SC: you will be able to:

-

Complete a comparison essay in response to a specific topic