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Jayden Fischer

Year 10 English
The Wave

English Unit Plan


Title of The Wave / Power Year 10
Unit / Big
Idea
Curriculum English Time Frame 8 Weeks
Area
Developed Jayden Fischer
By
Identify Desired Results (Stage 1)
Content Descriptions
Language
Text Structure and Organisation
Understand how paragraphs and images can be arranged for different purposes, audiences,
perspectives and stylistic effects (ACELA1567).
Expressing and Developing Ideas
Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the
effect on audiences (ACELA1571).

Literature
Literature and Context
Compare and evaluate a range of representations of individuals and groups in different historical,
social and cultural contexts (ACELT1639).
Responding to Literature
Reflect on, extend, endorse or refute others interpretations of and responses to literature
(ACELT1640).
Examining Literature
Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including
analogy and satire shape different interpretations and responses to a text (ACELT1642).
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 intertextual connections with other texts (ACELT1774).
Creating Literature
Create literary texts with a sustained voice, selecting and adapting appropriate text structures,
literary devices, language, auditory and visual structures and features for a specific purpose and
intended audience (ACELT1815)

Literacy
Interacting With Others
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and
multimodal elements to influence a course of action (ACELY1751).

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Jayden Fischer
Year 10 English
The Wave

Interpreting, Analysing, Evaluating


Use comprehension strategies to compare and contrast information within and between texts,
identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754).
Creating Texts
Create sustained texts, including texts that combine specific digital or media content, for imaginative,
informative, or persuasive purposes 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).
Use a range of software, including word processing programs, confidently, flexibly and imaginatively to
create, edit and publish texts, considering the identified purpose and the characteristics of the user
(ACELY1776).

Student Achievement Standards


Receptive modes (listening, reading and viewing).
Explain how the choice of language features, images and vocabulary contributes to the development of
individual style.
Listen for ways features within texts can be manipulated to achieve particular effects.

Productive modes (speaking, writing and creating)


Students show how the selection of language features can achieve precision and stylistic effect. They
explain different viewpoints, attitudes and perspectives through the development of cohesive and
logical arguments. They develop their own style by experimenting with language features, stylistic
devices, text structures and images.
Demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use
spelling and punctuation when creating and editing texts.

Understand:
Students will understand the implications of themes and context within literature.

Know:
Students will know persuasive techniques and writing strategies to win the reader to their way
of thinking.
Students will know the structure of persuasive pieces.

Be Able To:
Students will be able to construct a coherent argument.
Students will be able to identify persuasive techniques and hoe they are used to persuade the
reader.

Assessment Evidence (Stage 2)


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Jayden Fischer
Year 10 English
The Wave

Performance Task Description


Assessm
ent Task Students will be required to complete a mind-map throughout the guided reading classes.
1- The These journals will be used to record critical information from the novel, giving students an
Wave extra resource for Assessment 3, and the future. Students will be assessed on the breadth
Mind of information they record.
Maps
Assessm
ent Task Students will be required to complete a presentation on one of the characters from either
2 The The Wave OR Easy A. The focus of this task is for students to understand how each
Wave/Ea character contributes to power and conflict in their respective stories. Students will then
sy A present their findings to the rest of the class, using PowerPoint or Prezi to assist if they
Characte desire.
r Speech

Students will be required to produce a Context (Encountering Conflict) Essay in response to


Assessm
a prompt provided. It is mandatory for students to use The Wave OR Schindlers List as
ent Task example of conflict for their prompt. Students will be assessed on their ability to relate
3 Essay
back to the text, quality of argument and structure.

Other Evidence
Contribution to class discussion.
Draft essay.
Learning Plan (Stage 3)

Week 3 Double:
Narrative

Single:
Narrative

Double:
The Wave
Students will be required to read the blurb and analyse the cover. From these
resources, what do they expect the book to be about?
Begin reading text.
Start creating mind-maps for chapters in pairs. What are some possible
branches you could include?
o Characters.
o Themes.
o Locations.
o Relationships

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Jayden Fischer
Year 10 English
The Wave

Week 4 Double:
The Wave
Continue reading the text.
Continue with mind maps for new chapters.

Single:
RAFT Exercises
Students are to complete a writing task using a RAFT as direction.
Role School Presidency Candidate.
Audience Student Body.
Form Speech.
Topic School Presidency.

Double:
The Wave
Continue reading the text.
Continue with mind maps for new chapters.
Each student presents their ideas from their mind map to the classroom.
Create a whole-class mind tree based on The Wave.

Week 5 Double:
The Wave
Finish creating mind tree if necessary.
Character analysis. The novel produces a number of stereotypical characters;
why do they do this?
o Select a character and create a profile for them.
o Wave Member?
o Role in the novel?
o Stereotype?
Stereotyping and the Simpsons.
o Present Prezi presentation on stereotypes in the Simpsons.
o http://prezi.com/vcfc0vqhbc28/?utm_campaign=share&utm_medium=copy&rc=
ex0share

Single:
RAFT Exercises
Students are to complete a writing task using a RAFT as direction.
Role Indigenous Australian.
Audience Readers.
Form Newspaper Report.
Topic The Arrival of the First Fleet.

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Jayden Fischer
Year 10 English
The Wave

Double:
Easy A
Watch Easy A

Week 6 Double:
Easy A
Watch Easy A

The Wave/Easy A
Explore the theme of POWER, and its relation to conflict, The Wave & Easy A.
They will then produce a short oral presentation on a character from either the
novel or the movie to present to the class.
Visual aid may be used to assist.

Single:
RAFT Exercises
Students are to complete a writing task using a RAFT as direction.
Role Katniss Everdeen.
Audience Diary
Form Diary Entry.
Topic Day 3 of being part of The Hunger Games.

Double:
The Wave/Easy A
Students to present character presentations to the class.
Introduce Assessment Task 3 Conflict Essay.
o What is a conflict essay?
Strand of persuasive piece.
o Structure of conflict essay?
Introduction prompt, examples.
Body Paragraphs Examples in relation to prompt.
Conclusion Summarise examples.
o Provide some examples.
o Create key for marking others.
Prompt.
Argument.
Examples.
Persuasive Language.
Start conflict essays.

Week 7 Double:
The Wave/Easy A

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Jayden Fischer
Year 10 English
The Wave

Class time to work on conflict essays.


o Answer any questions and queries students have.
o Help with drafting.
o Provide more examples.
o Draft essays due in single.
Peer-assessment Task.
o Use key to mark other students work.
o Mark grammar and spelling errors.

Single:
RAFT Exercises
Students are to complete a writing task using a RAFT as direction.
Role Chef.
Audience Dingoes.
Form Recipe.
Topic Wombat Stew.

Double:
The Wave/Easy A
Students have class time to work on their conflict essay.
o Go over draft essays with students.

Week 8 Double:
The Wave/Easy A
Students have class time to work on their conflict essay.
o Go over draft essays with students.
o Assignment 3 is due this class.

Single:
Student Free Day

Double:
Student Free Day

Supplied Prompts for Context Essay

1. Conflict is about justice and wrongdoing.


2. The way in which a person encounters conflict determines the outcome.
3. Conflict occurs due to a clash of beliefs.

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Jayden Fischer
Year 10 English
The Wave

4. Conflict occurs when the powerful conquer the powerless.


5. Conflict doesnt just affect those involved, but even generations to come.
6. People learn and grow from encountering conflict.

Students will be supplied with prompts prior to starting the essay.