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Year 10 English 2024
Year 10 English 2024
Level 10 Description
In Levels 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in
familiar and unfamiliar contexts, including local community, vocational and global contexts.
Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as
texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal
texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop critical understanding of the contemporary media, and the
differences between media texts.
Literary texts that support and extend students in Levels 9 and 10 as independent readers are drawn from a range of genres and involve complex, challenging and unpredictable plot sequences
and hybrid structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas
within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a synthesis of technical and abstract information (from credible/verifiable sources)
about a wide range of specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include
successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and dense information supported by various
types of graphics and images.
Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts
and reviews.
Writing
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. They create a wide range of texts to
articulate complex ideas. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.
Edenhope College
In Year 10, students will think about the texts through concepts, known as the Framework of
Ideas
In Year 12, students will think about the texts through a Framework of Ideas of either
‘Country’, ‘Protest’, ‘Personal Journeys’, or ‘Play’. More detail about this can be found in the
Year 12 English Study Design.
While not mandatory in Year 10 (like it is in Year 12), by doing this at Year 10 we are
preparing Edenhope College students for what lies ahead in Year 12 English.
In 2024 Year 10 English, the three related concepts that students will work through for the
whole year are ‘Violence’, ‘Trauma’, and ‘Human Nature’.
A brief summary of how these concepts may connect to the Year 10 English texts is detailed
below.
Boys of Blood and Bone by David Metzenthen Discussion of war connects strongly to violence.
Term 1 Discussion of post-war connects with the trauma that persists through time.
Discussion of how humans make connections, across time and generations, and through pain
and similarity, links in with human nature.
Macbeth by William Shakespeare Murder, death, suicide, and war all connect with violence.
Term 2 Grief and loss connect with trauma.
Analysing ambition, influence, decision making, guilt, and family connect with human nature.
Lord of the Flies by William Golding The use of power and strength connects with violence.
Term 3 Separation from family and the world, and segregation and difference on the island, connects
with trauma.
Analysing the degradations of the boys’ attitudes and actions towards each other raises
questions about human nature.
Three Billboards Outside of Ebbing, Missouri written and directed by Martin McDonagh Murder as the setup for the story, as well as an aggressive parent as the protagonist, making
Term 4 violence a key concept.
The protagonist has suffered the loss of a child, and a town/wife/children suffer the loss of a
father. Their reactions, behaviours, and emotions speak significantly to the trauma they feel.
With a protagonist who is at times unlikable, and an antagonist who is very likable, good and
bad are conflated and students will realise that human nature is complicated: there’s not
always good guys and bad guys.
System Crasher written and directed by Nora Fingscheidt The extreme behaviours of the main character child, and well as her childhood experiences
Term 4 connect with violence.
The explanation of her extreme behaviours and childhood experiences with reference to a
trauma-informed understanding of her psyche connects with trauma.
Empathising with the young main character, while at the same time being taken aback at her
behaviours asks questions about how we are affected as humans by others.
Black Mirror: Beyond the Sea written by Charlie Brooker directed by John Crowley Though not violent on screen, the plot is begun and ended with two acts of violence that set
Term 4 the scene for the story.
The isolation of being in space, as well as the death of a wife and children, allows us to
explore the trauma that the characters feel.
The essence of human nature is captured in this story, with isolation, connection, love,
intimacy, rage, and jealousy all playing central roles in the development of the story.
T1 Text Themes Concepts Spelling / Vocab Assessment Materials Assessment Tasks
Whole-school
W1
community focus
Whole-school
W2
community focus
Dulce Et Decorum
Analytical Essay
W9 Est
(due TBC)
T1 Text Framework of Ideas Spelling / Vocab Writing Learning Intentions Assessment Adjustments
Whole-school
W1
community focus
Whole-school
W2
community focus
Background Violence
knowledge
W3 Trauma Yearly Overview Writing Elastiks
Boys of Blood and
Bone Ch. 1-3 (14p) Human Nature
Introduce
To set ourselves up for
Materials / set up
success in English
OneNote
I can access OneNote
Introduce
resources
3.1 Framework of Ideas
Introduce text I can explain our T1 text,
Mon Go through
how the concepts work,
assessments
how spelling/vocab will
Go through rubrics
work, and what our
and sample essays
assessments will be
Background Time for
3.2
research vocab/spelling
Tue
Vocab/spelling Layla, Ellie, Lolah out
3.3
research/study
Thur
Intro Vid Riley Out
4.1
Swimming
Mon
Read together Vocab / Spelling VET – Lolah, Carlos,
4.2
p. 20, 22, 31, 52, 67, research Lilly
Wed
73
Background Jas out
research
WW1
4.3 Read together
They Shall Not Grow Writing piece due
Thurs
Old (film)
Cornell Note-taking
template
Vocab / spelling
4.4 Read to Chapter 13
Read together test
Fri by Monday
Riley Out
5.4
Background
research
WW1
Read
They Shall Not Grow
6.1 p. 134, 142, 159,
Old (film)
169, 171, 172, 176
Cornell Note-taking
template
VET
6.2
Riley & Jas out
6.3
Vocab / Spelling
6.4 assessment
Editing Assessment
Boys of Blood and
W7 (edit someone
Bone Ch. 25-29 (51p)
else’s writing)
7.1
7.2
Riley Out
7.4
Creative Writing –
Boys of Blood and Termly piece
W8
Bone Ch. 30-37 (53p)
8.1
VET
8.2
Vocab / Spelling
8.4 assessment
W9 Analytical Essay
9.1
9.2
Riley out
9.5
T2 Text Themes Concepts Vocab Syntax Writing Learning Intentions Assessment
https://youtu.be/
I4kz-C7GryY?
Background Violence, Human si=l7xwzWG0e9gfNL
W1 09
knowledge - Macbeth Nature Trauma
(introduces iambic
pentameter)
https://youtu.be/ https://youtu.be/
Macbeth (with audio) rD5goS69LT4? VPYOs0EGgJk?
si=QEkLw_OiOcRPQ si=ODi-
W2 A1, S1-7 (21p) 5qP 4tJlCwklmhDv
A2, S1-4 (15p) (watch start at start,
watch rest later)
The Tragedy of
W5
Macbeth (2021) - Film
Macbeth
(independent)
W6 A1, S1-7 (21p) Interim report
Analytical
W8 A5, S1-9 (17p) Performance &
Response (video)
W9 Persuasive Essay
Creative Writing –
Termly piece
W10
W11
https://youtu.be/
I4kz-C7GryY?
Background Violence, Human si=l7xwzWG0e9gfNL
W1 09
knowledge - Macbeth Nature Trauma
(introduces iambic
pentameter)
https://youtu.be/ https://youtu.be/
Macbeth (with audio) rD5goS69LT4? VPYOs0EGgJk?
si=QEkLw_OiOcRPQ si=ODi-
W2 A1, S1-7 (21p) 5qP 4tJlCwklmhDv
A2, S1-4 (15p) (watch start at start,
watch rest later)
The Tragedy of
W5
Macbeth (2021) - Film
Macbeth
(independent)
W6 A1, S1-7 (21p) Interim report
Analytical
W8 A5, S1-9 (17p) Performance &
Response (video)
W9 Persuasive Essay
Creative Writing –
Termly piece
W10
W11
T3 Text Themes Concepts Vocab Syntax Writing Learning Intentions Assessment
Background
Violence, Human
W1 knowledge – Lord of
Nature Trauma
the Flies
https://youtu.be/
WfNiQBXmPw8?
W2 Lord of the Flies si=VRw306OWWl8J
OMoG
W3
W4
Creative Writing –
W5
Termly piece
W6 Interim report
Analytical Essay
W7
W8 Editing Assessment
W9
Comparative Essay
W10 (w/ Macbeth)
T4 Text Themes Concepts Vocab Syntax Writing Learning Intentions Assessment
Summary, Theme,
W2 System Crasher and Texts
Connections
Summary, Theme,
Black Mirror: Beyond
W3 and Texts
the Sea
Connections
W4 Editing Assessment
Researched
Persuasive essay on
W5
themes, and at least
2 texts
Interim report
W6 Creative Writing –
Termly piece
W7 Exams
W8 Headstart>>>
W9
W10
Week 1
Week 2
Background
knowledge -To write about the
Start of the year Begin reading study Vocabulary Building Discussion about the
Week 3 Boys of Blood holidays and/or Writing (elastiks)
Expectations text Questions on text holidays
leadership school.
and Bone Ch.
1-3 (14p)
Boys of Blood -To build our Reading text Vocabulary Building Discuss elements of
Week 5 and Bone Ch. Characters in text understanding of our Character Profile
Questions on text Questions on text text – characters
14-18 (57p) text.
Background
knowledge -To build our
Text Response Vocabulary Building Text Response
Boys of Blood understanding of our Questions on text
Writing Text Response Writing Passage Analysis
text.
and Bone Ch.
1-3 (14p)
Text
Comparison: -To enhance our ability
Comparison of
Week 9 ‘Boys of Blood to compare texts and the Text Comparison Text Comparison Text Comparison Text Comparison
texts and ideas
and Bone’ and events that occur.
‘1917’
Text
comparison: -To enhance our ability
Comparison of
Week 10 ‘Boys of Blood to compare texts and the Text Comparison Text Comparison Text Comparison Film Review
texts and ideas
and Bone’ and events that occur.
‘1917’
Reading and Speaking and
Term 2 Topic(s) Key Ideas Learning Intentions Writing Assessment
Viewing Listening
Background to text -To gain a basic
understanding of the
Understanding Background to text
Play: background of our text. Facts about
Week 1 Shakespeare Reading text in class and author Reading text in class
‘Macbeth’ -To gain a base Shakespeare
Timeline understanding of our Vocabulary building
Creative Writing
Creative Writing -To build on our
Play: Statements of
Week 4 understanding of our Text questions Responding to text Creative Writing
‘Macbeth’ Themes Intention
text
Vocabulary building
Text Comparisons
-To consolidate our Watch ‘Macbeth’
Play:
Week 9 Film techniques comparisons between Film Review Text Comparisons Film Review
‘Macbeth’ Film techniques
texts.
Vocabulary building
Issues in the Language Analysis -To better understand A range of texts from Annotations of Presentation of an Presentation of an
Week 8
Media Taster what language analysis is the media language analysis issue in the media issue in the media
Annotations of
-To better understand Discussion of issues
Issues in the Language Analysis A range of texts from language analysis and
Week 9 how language can and how they
Media Taster the media how language
manipulate/persuade influence; podcasts
persuaded
Discussion of issues
Issues in the Language Analysis -To be able to write A range of texts from Writing language Writing Analysis
Week 10 and how they
Media Taster language analysis pieces the media analysis pieces Piece (short)
influence
Reading and Speaking and
Term 4 Topic(s) Key Ideas Learning Intentions Writing Assessment
Viewing Listening
-To gain an
‘Lord of the Discussion on
Week 1 Background to text understanding of the Reading Text Questions on text
Flies’ background of text
background of our text
‘Lord of the
Finalise text work
Week 7 Flies’ Questions on text Exam Revision
Exam Revision
Exam Revision
Week 8 Exams (Monday – Wednesday) and Head Start (TBC)
Text Structure1. Compare the purposes, text structures and language features of traditional and contemporary texts in
different media (VCELA458)
and X X X X
Organisation
1. Evaluate the impact on audiences of different choices in the representation of still and moving
Expressing and
images (VCELA459)
developing X X
Ideas
Literature Literature and Compare and evaluate a range of representations of individuals and groups in different historical,
social and cultural contexts (VCELT460) X X X X
Context
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 (VCELT461) X X X X
Responding to
Literature
1. Evaluate the social, moral and ethical positions represented in texts (VCELT462) X X X X
Examining 1. Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including
X X X X
analogy and satire shape different interpretations and responses to a text (VCELT463)
Literature
2. Analyse and evaluate text structures and language features of literary texts and make relevant
X X
thematic and intertextual connections with other texts (VCELT464)
X X
3. 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 (VCELT465)
Literacy Texts in 1. 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 (VCELY466) X X X X
context
Interpreting, 1. Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are X X X X
influenced by purposes and likely audiences (VCELY467)
analysing,
evaluating Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect
ideas within and between texts (VCELY468) X X X X
2. Use comprehension strategies to compare and contrast information within and between texts,
X X X X
identifying and analysing embedded perspectives, and evaluating supporting evidence (VCELY469)
Language Text Structure and 1. Understand how paragraphs and images can be arranged for different purposes, audiences, X X X X
perspectives and stylistic effects (VCELA470)
organisation
2. Understand conventions for citing others, and how to reference these in different ways (VCELA471) X
Expressing and 1. Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors
X X X X
design and craft texts (VCELA472)
developing ideas
2. Analyse how higher order concepts are developed in complex texts through language features
X X X X
including nominalisation, clause combinations, technicality and abstraction (VCELA473)
3. Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the
X X X X
effect on audiences (VCELA474)
Phonics and word 1. Understand how to use knowledge of the spelling system to spell unusual and technical words X X X X
knowledge accurately (VCELA475)
Literature Creating Literature1. Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of X X X X
these texts (VCELT476)
2. 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 X X X
audience (VCELT477)
3. Create imaginative texts that make relevant thematic and intertextual connections with other
X X X X
texts (VCELT478)
Literacy Creating Texts 1. Create sustained texts, including texts that combine specific digital or media content, for imaginative,
X X X
informative, or persuasive purposes that reflect upon challenging and complex issues (VCELY479)
2. Review, edit and refine own and others’ texts for control of content, organisation, sentence structure,
X X X X
vocabulary, and/or visual features to achieve particular purposes and effects (VCELY480)
3. 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 X X X X
user (VCELY481)
Language Language Understand that Standard Australian English in its spoken and written forms has a history of evolution
and change and continues to evolve (VCELA482)
Variation and X X X X
Change
Language for 1. Understand how language use can have inclusive and exclusive social effects, and can empower or
disempower people (VCELA483) X X
Interaction
Literature Responding to1. Reflect on, extend, endorse or refute others’ interpretations of and responses to
literature (VCELT484)
Literature X X X X
Literacy Interacting 1. 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
with others X X X X
audiences, using organisation patterns, voice and language conventions to present a coherent point
of view on a subject (VCELY485)
2. Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and
multimodal elements to influence a course of action, speaking clearly and using logic, imagery and X X X
rhetorical devices in order to engage audiences (VCELY486)
Term 1
Lesson 2 To show our opinion So if it was another day – is there a day that you would have?
about the date of
(Tuesday 31/1, Australia Day. ‘That the date of Australia Day should be changed’
P2)
How do we write a formal letter? Put up notes onto the board.
Mr Anthony Albanese, Prime Minister of Australia c/- Parliament House, Parliament Drive Canberra ACT
2600
Lesson 3 To complete our Letter writing: criteria. Show what is being assessed.
formal letter showing
(Wednesday Students to write their letter and hand i.
our opinion.
1/2, P1)
If finished early: keep reading text
*Collect letters that were not finished yesterday: James, Darius, Kaidee, Sierra.
Lessons 4 and 5 To begin our study on Discuss the two covers of our text – which is the most appealing? Why?
our text.
What have we noticed about our text so far? Split storyline?!
(Thursday 2/2, Set up journal to start with – what events occur with Henry and Andy (split page)?
P1 and P2)
What do we find out about Henry? What sort of person is he? How would we describe him? Why? Start a
character profile of him in our books.
To build on our Starter: Add to lists of Henry, Andy (parallel story) and Character Profile (Henry Lyon)
vocabulary; to
Lesson 6 Spelling/vocabulary words (from BoBaB, Chpts 1-5):
enhance our
(Monday 6/2, understanding of 1. bitumen (2) 2. diagnosis (3) 3. obediently (5) 4. ignorance (6) 5. manoeuvring (7) 6. optimistically
P5) WW1 (10) 7. decommissioned (11) 8. involuntarily (18) 9. subtle (23) 10. impenetrable (26)
Lesson 7 To build on our Give back letter task: fix up errors and write a brief reflection.
understanding of
(Tuesday 7/2, Add to lists of Henry/Andy and also Character Profile of Henry Lyon
Avenues of Honour
P2)
From 34 mins: WW1: (49 mins) https://www.youtube.com/watch?v=3ypFeoDIsns
Research on Avenues of Honour. Analysis of passage (Page 5) – what is the bigger meaning here?
If this is the first thing you see coming into a town, what would you think?
What is the idea of mateship? What does this mean? What does it look like? Is it different for different
genders? Why/why not?
If time: Reading and/or adding to list of work (split chart, character profile)
Reading text – spend some time just reading and then adding to lists of work (split chart)
Starter: What did you do for Henley? How does this fit into our small town?/What is the significance of
it? Why?
Lesson 10 To better understand
the big ideas within ”I’m in the country all right, he thought.” (page 10) Why? What gives it away? How do you KNOW?
(Monday 13/2,
our text.
P5) Is it good that people look out for each other? Why/why not?
Reading text – spend some time just reading and then adding to lists of work (split chart)
What is Valentine’s Day all about? Is it just a commercialized celebration? Quick Valentine’s Day Task.
Lesson 12 To use our text to Starter: Picture of trench warfare – can we really describe this? Do words adequately describe this?
build our
(Wednesday Analysis of text – what impression do we get of Andy through Henry?
understanding.
15/2, P1)
Significant Section of text – put it on a sheet and submit.
Tell the person next to you the events of the text that you know about – what happens? What do you
know? How does it end? What do you think of it?
Lesson 15 To build on our
knowledge of the Summary of our text – put it all out there to build on our knowledge (into OneNote). Students can ask
characters of our text. questions and take notes of the events that occur. Discuss this with groups. Add to notes and/or build
understanding.
(Monday 20/2, Characters – move through stations in small groups (3 or 4) and answers some questions and/or find out
P5) more about them from our text.
Lesson 17 To build on our Characters – discuss more about each of them (from slides). Discuss details and put this into notes so Fact Sheet on
knowledge of the that we have this information in our notes. WW1
characters of our text;
Discuss the two different writing styles and what the author might be trying to do with this. Why use
(Thursday 23/2, to think about the big
them? What are they for?
P1) ideas in our text
Themes/big ideas – make a list of what you think these might be in our text.
Lesson 18 To build on our Pick up the big ideas and work on these a little more – pull them apart of the board and discuss what we
understanding of the could put into each one.
Finish TEEEL
big ideas in our text;
Discuss Duty and where this fits. Students to come up with some notes and/or ideas about Henry/Andy. paragraph (if not
(Monday 27/2, to write about one
Students are to pick one idea on it and write a TEEEL paragraph. done).
P3) idea.
Discuss TEEEL structure and how this works.
Lesson 19 To build on our Starter: Quote from the text – pick one and describe why it is significant (on blue paper)
understanding of the
(Tuesday, 28/2, TEEEL paragraph – thoughts? What could be improved/changed/enhanced?
big ideas in our text.
P3)
Read their TEEEL paragraphs and check understanding – what did they come up with?
What do we know about war memorials? Why do we have them? Why do we want to remember those
who have died?
Lesson 20 To build on our
understanding of the Research War Memorials – Think you know, Questions chart
(Wednesday
big ideas in our text.
1/3, P1) Places of Pride (2mins): https://www.youtube.com/watch?v=KNl3-u0q_2o
Lessons 21 and To write about what Visit the War Memorial in town – what sense do we get when we visit it? How do you feel? Why?
22 we experience when
What would we say about this?
we visit the war
(Thursday 2/3,
memorial. What information can we find out about this? How can we broaden our knowledge of this?
P1 and P2)
Re-write a description of it when we get back to school.
Lesson 23 To build on our Starter: Vocabulary (12 words to write definitions and/or sentences for)
vocabulary; to
(Monday 6/3, Continue work on themes – Death. Where do we see this in our text? What does this look like? Write WW1 Fact Sheet
continue work on
P5) about an element of this in our text. What does this look like/what do we see?
themes in the text.
Build understanding of where we see this in our text – try to think bigger and beyond the basics.
If need more: WW1 fact sheet – determine a due date for this.
Lesson 25 To build on our ability Re-cap what we did yesterday and how to write TEEEL paragraphs.
to write TEEEL
(Wednesday Check on TEEEL paragraphs – how are we going with these? Give feedback and have a read.
paragraphs.
8/3, P1)
If time left: finish off their WW1 Fact Sheet.
Lesson 30 To build on our Starter: Significant Section of text – add to these to build understanding.
understanding of how
While students are doing this, check in with TEEEL paragraphs – how did we go with these? Where they
to write a text
easy or hard? Were they easy to do? What did we find challenging? Discuss: Family and the ANZAC spirit.
(Monday 20/3, response essay.
P5) Discuss Introduction and Conclusion for text response essay and how we write these. Put them together.
Lesson 31 To continue writing Quick re-cap of structure and what we need to do.
our text response
essay.
‘Boys of Blood and Bone’ – continue writing text response essay.
(Tuesday 21/3, Give students scaffold and work through this – some will find this easier than others. They can use it if
P2) they want, or not if they don’t want to.
Lesson 32 To continue writing Quick re-cap of structure and what we need to do.
our text response
(Wednesday ‘Boys of Blood and Bone’ – continue writing text response essay.
essay.
22/3, P1)
Check how students are progressing with this task and read through their paragraphs.
Lesson 33 *Check in with Sierra about Interviews – check in with other students too*
To finalise our text ‘Boys of Blood and Bone’ – try to finish writing text response essay. Proofread when finished.
response essay.
(Thursday 23/3, Photocopy what the students have completed at the end of the lesson.
P1)
If finished: Passage analysis (pick one of the two options)
Lesson 34 To check how we went Spend some time proofreading essays – what could we improve on?
with our text response
(Wednesday Collect essays and see what the students have done 😊
essays.
29/3, P1)
Spelling words for this week – put these out to students for them to have a look at.
Lessons 35 and To build on our Any students who have not finished their essay, they are to complete this.
36 understanding of the
Begin watching ‘1917’
events of WW1
(Thursday 30/3,
through a film text Blooket on our text – either do this in between lessons, or can do at the start of the lesson
P1 and P2)
If students need a break: discuss why our text is called what it is/Passage analysis
To finish off required Blooket on our text – spend the lesson seeing if we can build our knowledge of this (those that have
assessments. finished their essays)
(Monday 3/4, If they have had enough of this, they can complete the ‘Passage Analysis’ task.
P5)
Lesson 39 To finish off our film Continue watching ‘1917’ from 1:42 – finish it off
text.
(Thursday 6/4, If time: why is our text called ‘Boys of Blood and Bone’? What does it symbolise/represent?
P1)
Give back essays to students and discuss results and how we went
Crisis – what is this? What does it look like? Brainstorm on the first page in their books. What are
examples of it? What can it include? Why? Think bigger…
Term 2
Lesson 2 *Hunter, Buzz and Mattea out Wednesday-Friday at Rural Youth Ambassador Forum**
To build on our Starter: 10 things we can find out about Shakespeare. Ss to complete some research and write down
understanding of what they can come up with.
(Wednesday
William Shakespeare.
26/4, P2) Give task – students need to choose two tasks to complete (half a page each).
Compare five different adaptations of the start of the play (movie versions):
https://www.youtube.com/watch?v=UWyegNZOqQE
Which of the visual versions is your favourite? Why? Which one did you dislike the most? Why? Students to
complete questions on these. Discuss the importance of building our own interpretation/perspective on the play
and events. Characters need to be envisioned independently, in order to really grasp the play.
Continue reading the play – get students to write summaries of each act and scene in their books (Act 1,
Scenes 1, 2, 3)
Lesson 6 To continue to build Continue reading through the play from Act 1, Scene 4.
on our understanding
(Tuesday 2/5, of our play. Add to our act and scene summaries as we go and discuss elements that come up as we go.
P4)
Discuss the important elements of each art as we go.
To continue to build Discuss what has happened in Act 1. Write a summary of what has happened so far.
on our understanding
(Thursday 4/5, Discuss the different characters that we have seen so far.
of our play.
P1)
‘Macbeth’ Act 1 questions – give these to students to begin to complete. Other students can work on
these in class next week when students are on camp.
Lesson 8 **Students out Mon-Wed: Buzz, Charlotte, Darius, Izzy, Kaidee, Hunter
(Mon 8/5, P4) To show our Students to complete questions on Act 1. Aim to put in as much detail as possible into their answers
knowledge of our play and/or use the text as much as possible.
Lessons 9 & 10
so far; to begin
If finished/bored, students can start thinking about creative writing for this text. Who is our favourite
(Tues 9/5, P4 thinking about
character so far? What do we like about them? Why?
and P5) creative writing.
What are some creative writing pieces/text types that we enjoy writing and/or think we are good at.
Lesson 11
Think about some of the big elements: greed, wanting more, power
(Wed 10/5, P2)
Give outline for events to students who need it – James, Sierra, Darius?!
Lesson 12 To build on our Recap what has happened in the play so far.
understanding of our
(Thursday 11/5, Continue reading from Act 2, Scene 4
play.
P1)
Build understanding of the play.
(Monday 15/5, **No class for Mental Health First Aid course**
P3 and P4)
Lesson 13 To build on our Give Act 2 questions for students to complete in their own time. Quick discussion of these.
understanding of our
(Tuesday 15/5, play. Continue reading ‘Macbeth’ from Act 3, Scene 4 Act 2 questions
P4)
Discuss elements as we go and build understanding.
Lesson 15 To build on our Give exam details for English. Discuss these and what students need to do for this task to be successful.
understanding of our Go through outline sheet for tasks.
(Monday 22/5,
exam and play.
P4) Continue working on ‘Macbeth’ from Act 4, Scene 3
Lesson 19 To build on our text Continue working on ‘Macbeth’ from Act 5, Scene 2
and exam
(Thursday 25/5, Discuss exam details and/or answer any questions. Give students time to enhance their work.
understandings.
P1)
Go through marking – rubric for creative piece and marks for questions/TEEEL paragraph
Lessons 20 and To build on our text Continue working on ‘Macbeth’ from Act 5, Scene 5 – finish it off and discuss the details.
21 and exam
Give James a “snapshot” of ‘Macbeth’. Give outline of what happens to other students if they need
understandings.
it/want it when finished to help build understanding.
(Monday 29/5, Exam revision – check in and see where we are at and/or any questions that students have with this.
P3 and P4)
Lesson 23 To gain understanding Give exams back to students – discuss answers and details
from what we
‘Macbeth’: brainstorming about characters – words that describe them? Why do these words fit with
completed in our
who they are?
(Monday 5/6, exam.
P4) Give quote sheet for students to work through and complete.
Lessons 24 and **Girls out at Netball: Merrin, Charlotte, Mattea, Izzy, Kaidee** - Hunter, Buzz, James and Sierra present
25
To build on our core Options:
(Tuesday 6/6, understanding of
- Quote chart
P4 and P5) ‘Macbeth’
- Research task: The Gunpowder Plot, James I of England (or James VI of Scotland), Witches and
Witchcraft – put together a fact sheet?
Lessons 27 To build on our core Starter: Quiz on ‘Macbeth’ to complete with a partner/individually
understanding of
(Thursday 8/6, Options from above – students can choose which one they would like to work on/complete to build their
‘Macbeth’
P1) knowledge/understanding.
Lesson 28 To better understand Starter: Building the big ideas of the text: Ambition, Guilt, Corrupting Power, etc.
the themes in
(Tuesday 13/6, Students to pick one and/or select one as a class and explore it in more detail. Put together ideas and
‘Macbeth’.
P4 where we see this/who is involved.
Give list of essay topics – students are to use this next lesson and do some planning on some of these.
Lesson 30 To consolidate our Starter: "Macbeth is a play about courage, which asserts the triumph of good over evil."
understanding of
(Monday 19/6, How did we go with our work on Thursday? Did we come up with some great responses to the essay
‘Macbeth’.
P4) topics? Were there any that we found hard?
Planning of topic: ‘The only interesting character in the play is Macbeth himself.’ Do you agree?
Lesson 31 To consolidate our Discuss what we would/could do with this topic. It seems quite easy and straightforward, but is it? TEEEL paragraph
understanding of
(Wednesday What do we need to do with this, as a “Do you agree?” question?
‘Macbeth’.
21/6, P2)
Continue writing TEEEL paragraph for chosen topic – finish these off.
If time: Why is ‘Macbeth’ still studied today? What about it makes it something that is still relevant?
Planning of topic: ‘Shakespeare wrote Macbeth to show that justice does exist.’ Discuss.
Lesson 32 To consolidate our Discuss what this topic is and how we would respond to it.
understanding of
(Thursday 22/6, Finish off TEEEL paragraph for chosen topic (if not done) and/or response to why is ‘Macbeth’ still studied
‘Macbeth’.
P1) today?
Term 3
Is it our environment or our experiences that shape who we are? Can you actually clone a person to be
an exact replica? Why/why not?
What colour would your shadow be if it were a colour? Why do you think this? ½ page description for
me. Explain it/write about it.
If time: Issues: What happened in the world over the holidays? What did we see in the media?
How do we feel about change/when things don’t go the way that we would like them to?
Lesson 5 To think about **Hunter and Buzz out – leadership school**Mattea and Sierra out (funeral)**
elements that connect
(Thursday 13/7, Students to spend some time looking through the different books that fit with identity and belonging and
our identity.
P3) see if there are texts that interest them that they could read/use.
Students to see if there is a text(s) that they could use that would fit with our current study.
Lesson 6 To develop our What is Apartheid? Students to do some research, then give information and read through together.
understanding of our
- What? - Where - When?
identity and how this
(Monday 17/7,
connects with Understanding of Apartheid (3 mins): https://www.youtube.com/watch?v=XA7oQXrPaOA
P2)
belonging.
Discuss and answer questions about this.
Lesson 7 To develop our Reading of information about Apartheid. Read and discuss the information.
understanding of our
Continue on from 4:49 mins – keep watching and writing notes as we go (put some up to begin with:
film text.
Sandra Laing, Leon Laing, etc.)
Lesson 8 To develop our Starter: give the person next to you a run-down of the events of our text so far.
(Wednesday understanding of our
Continue film from 27 minutes
19/7, P1) film text.
Add to notes as we go for the events that occur. Build understanding of how this fits with identity and
belonging.
Lesson 9 To develop our Starter: What have we seen about Sandra and her life thus far? Check in on notes – students can update
understanding of our these quickly if they didn’t get to do so yesterday.
film text.
Break up text: Give information about Sigrid E Johnson: Are we really who we think we are? What do you
(Thursday 20/7,
think about yourself? Do you feel that you are?
P4)
Continue watching movie from 55 minutes
Period 2: Starter: ball game with information from our text thus far: sentences
Lessons 10 and To build on our Tasks on paper (with partner)– pass them around so students have to add as much information as they
11 understanding of our can to each one.
text.
(Monday 24/7, Continue watching from 1:11:49 and from 1:19
P2 and P6)
1. Did we like the ending? Did it end in the way we wanted/expected it to? Why/why not?
2. How do you feel about Sandra’s life? Does it shock/surprise/scare/upset, etc. you that Sandra’s
life played out in the way that it did?
Reading about Sandra’s life – what differences exist between what we saw and what is reality?
Lesson 13 To build on our Starter: How does the text fit with identity and belonging?
understanding of the
‘We cannot always be ourselves in the company of others.’
text types with
(Wednesday context writing. Pull this topic apart – what does it mean?
26/7, P5)
Which text types work with this? What could we come up with to use this?
Lessons 15 and To write our piece Quick recap of work from last lesson and what we need to do:
16 showing our
- Prompt
understanding of text
types with context - Text type
(Mon 31/7, P2 writing.
- Ideas/examples
& Tues 1/8, P1)
- Write
Check in with students and see how they are going. Encourage effective use of time.
Lesson 17 To better understand Go through criteria for students – pull these apart and discuss. Put more elaboration onto the board and
the criteria we are
(Wednesday being assessed on. discuss what each one means. What can we come up with?
2/8, P1)
Continue writing – see if we can get this finished this week…
To finish writing our Starter: Blooket – students can have a play with this. Finish off written
assessment piece. piece
(Thursday 3/8, Finish writing task on ‘Skin’ – context writing.
P4)
Check in with students to see how they are going and whether they will finish today. If not, they can
complete for homework over the weekend.
Written Explanation – go through what is required for this. Discuss different elements and how this is the
easiest 5 marks to get in your writing. Needs to accompany our written piece. Students to write this to
Lessons 19 and
accompany their piece.
20
To understand what is
required to write a
written explanation Sample piece on first topic given: what do we think of this piece of writing? Why? Do we agree with what
(Monday 7/8,
with our piece; to it uses? Why/why not? Thoughts/comments?
P2 and P6)
build on our
understanding of
what is required in Identity and Belonging – ideas, elements that could accompany this work. What other examples can we
writing. come up with for world examples and also self-examples. Brainstorm and make a list of these in our
books.
Text types: What ideas/planning can we come up with for three different topics?
Lesson 21 Identity and Belonging – ideas, elements that could accompany this work. What other examples can we
come up with for world examples and also self-examples. Brainstorm and make a list of these in our
To build on our
books. Discuss what we could do with this/where we could head.
understanding of
(Tuesday 8/8,
identity and Watch the headlines from the news from last night: https://www.youtube.com/watch?v=3gOj7pApS1Y
P5)
belonging.
What can we use from this as ideas/stimulation?
Text types: What ideas/planning can we come up with for three different topics?
If students are present (James, Sierra), they can work through writing another piece of work based on sample sheet (3 x prompts, 3 x text types)
Lessons 24 and *Hunter, Charlotte, Kaidee out Monday, Tuesday on Work Experience* *James on Work Experience*
25
To build on our Starter: apart/a part – what is the difference between these?
understanding of
Check in with previous work, then give sheet with 3 x prompts on it and 3 x text types
identity and
(Monday 21/8,
belonging. Give back tasks with marks on them
P2 and P6)
Give students a copy of the scaffold if they need/want it
Students need to write another piece – what can they come up with?
Lesson 26 To write more about *Hunter, Charlotte, Kaidee out Monday, Tuesday on Work Experience* *James on Work Experience*
identity and
(Tuesday 22/8, Check in with plans for writing next piece
belonging.
P5)
Continue with our pieces of writing – check in and see how we are going, write plan and/or write piece.
Lesson 27 To write more about *James and Charlotte on Work Experience* *Mattea out*
identity and
(Wednesday Catch up Hunter and Kaidee on where we are up to and what she needs to do.
belonging.
23/8, P5)
Continue with our pieces of writing – check in and see how we are going, write plan and/or write piece –
see if we can get these finished by the end of the week.
Lesson 28 To write more about *James on Work Experience* *Mattea out*
identity and
(Thursday 24/8, Continue with our pieces of writing – check in and see how we are going, write plan and/or write piece –
belonging.
P3) see if we can get these finished by the end of today?!
Lesson 29 To write more about Catch up Charlotte on where we are up to and what she needs to do.
identity and
(Monday 28/8, Finish off writing task – check in with students and see what we can come up with.
belonging.
P2)
If finished, students need to write their Written Explanation that accompanies their piece.
Lesson 30 To write about Aim to finish off their writing task today in class, including written explanation that accompanies piece.
identity and
(Tuesday 29/8, If finished, are there any other prompts that they would like to write about from their purple sheet?
belonging.
P1) Planning om tasks.
Reading ‘Mission Australia’s Youth Survey and deciphering the information given in it.
Lessons 33 and To show our Students to write about their own skin – they need to be as creative as they can be with it.
34 knowledge of our own
They can have two lessons if they need it – need to fill up both sides of the sheet.
“skin”; to enhance our
(Monday 4/9,
understanding of the Go through information from Mission Australia: find at least 15 things that are interesting and list them
P2 and P6)
issues facing young in books.
people today.
Write about what is the biggest issue facing young people today (1/2 page). Why do they think this is the
case? Why does it affect them? Is this an issue in Australia/the world? Does it vary in city or regional
areas? Why/why not?
Lesson 35 To build on our Check in with where the students are at after yesterday – what did we complete? What didn’t we finish?
understanding of
(Tuesday 5/9, Give some time to finish off the three tasks (if required).
issues facing young
P5)
people today. If done, discussion about what is the biggest issue facing young people today – this will turn into an oral
presentation to the class.
Encourage them to finish their writing piece and/or written explanation from our second AT as well.
Lesson 36 To show our Work still to finish: ‘Writing Task’, ‘Skin’ task, work from Monday.
understanding of
Discuss elements that we found as interesting in the Mission Australia document – what are issues that
issues by putting
young people are facing. Complete quiz on this information?
(Wednesday together an oral
6/9, P5) presentation. Oral Presentation: What is the biggest issue facing young people today? Why?
Lesson 37 To write our oral Give students time to work on their oral presentation.
presentation to
(Thursday 7/9, Check in with how they are going with their presentation and what they have come up with.
present to the class.
P3)
Check in with students who haven’t finished their task: James, Sierra (if present)
Lesson 38 To write our oral Week 10 Absent: Mattea, Hunter (Mon-Wed), Buzz, Sierra (all week)
presentation to
Check in with how they are going with their presentation and what they have come up with.
present to the class.
(Monday 11/9, Allow time to continue to work on their task.
P2)
Students can present their task, if they want to.
Lesson 39 Give tasks back to students. Discuss individually with them, if they want. Discuss details.