Year 10 English – Terms 1 – 4, 2023

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.

Level 10 Achievement Standard

Reading and Viewing

By the end of Level 10, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary
contributes to the development of individual style. They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them.

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.

Speaking and Listening

Students listen for ways features within texts can be manipulated to achieve particular effects. They 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 make presentations and contribute actively to class and group discussions
building on others' ideas, solving problems, justifying opinions and developing and expanding arguments.

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

Background knowledge Violence

W3 Boys of Blood and Bone Trauma Writing Sample (in class)
Ch. 1-3 (14p)
Human Nature
Boys of Blood and Bone
W4 Weekly Lists
Ch. 4-13 (61p)
They Shall Not Research / Practice – on
Boys of Blood and Bone Grow Old (film) OneNote
W5 Rubrics
Ch. 14-18 (57p)
All Quiet on the Assessment
Essay Calendar + Examiner’s
Boys of Blood and Bone Western Front
W6 Advice Interim reports
Ch. 19-24 (54p) (film)
Essay Questions
Boys of Blood and Bone In Flanders Fields
W7 Editing Assessment (in class)
Ch. 25-29 (51p) (poem) Sample Essays

Charge of the Light Creative Writing – Termly piece

Boys of Blood and Bone Brigade (poem)
W8 (due TBC)
Ch. 30-37 (53p) For The Fallen by
Laurence Binyon

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

Read together WW1

Finish
3.4 p.2 They Shall Not Grow
vocab/spelling
Fri Letter from author Old (film)
work by tomorrow
Cornell Note-taking
template

Write - Elastiks Riley Out

3.5 Discussion of Read Chapter 1-3
Begin writing
Fri Framework of Ideas by Monday
focus
Boys of Blood and
W4
Bone Ch. 4-13 (61p)

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

Boys of Blood and

W5
Bone Ch. 14-18 (57p)
 Vocab / Spelling
Protective
5.1 research
Intervention Training
Background
research
WW1
Read
They Shall Not Grow
5.2 p. 80, 81, 86, 94,
Old (film)
115, 124
Cornell Note-taking
template
*Trenches
Layla, Ellie, Lolah out
5.3

Riley Out
5.4

Vocab / Spelling Riley Out

5.5 assessment

Boys of Blood and

W6 Interim reports
Bone Ch. 19-24 (54p)

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

Layla, Ellie, Lolah out

7.3

Riley Out
7.4

Vocab / Spelling Riley Out

7.5 assessment

Creative Writing –
Boys of Blood and Termly piece
W8
Bone Ch. 30-37 (53p)

8.1
 VET
8.2

Riley & Jas out

8.3

Vocab / Spelling
8.4 assessment

W9 Analytical Essay

9.1

9.2

Ellie, Layla, Lolah out

9.3

Vocab / Spelling Riley out

9.4 assessment

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)

A3, S1-6 (19p)

W3
A4, S1-4 (20p)

W4 A5, S1-9 (17p)

The Tragedy of
W5
Macbeth (2021) - Film

Macbeth
(independent)
W6 A1, S1-7 (21p) Interim report

A2, S1-4 (15p)

 A3, S1-6 (19p)
W7 Editing Assessment
A4, S1-4 (20p)

Analytical
W8 A5, S1-9 (17p) Performance &
Response (video)

W9 Persuasive Essay

Creative Writing –
Termly piece
W10

W11

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)

A3, S1-6 (19p)

W3
A4, S1-4 (20p)

W4 A5, S1-9 (17p)

The Tragedy of
W5
Macbeth (2021) - Film

Macbeth
(independent)
W6 A1, S1-7 (21p) Interim report

A2, S1-4 (15p)

A3, S1-6 (19p)

W7 Editing Assessment
A4, S1-4 (20p)

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

Three Billboards Summary, Theme,

Violence, Human
W1 outside of Ebbing, and Texts
Nature Trauma
Missouri Connections

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

Reading and Speaking and

Term 1 Topic(s) Key Ideas Learning Intentions Writing Assessment
Viewing Listening

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 background WWI

Background of text: Vocabulary Building Discussion about
Week 4 and Bone Ch. understanding for our
WWI Avenue of Honour Questions on text WWI
4-13 (61p) text.

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.

-To build our

War Memorials understanding of our Vocabulary Building
Boys of Blood
text. War Memorial Writing about war
Week 6 and Bone Ch. Questions on text Questions on text
discussion memorials
19-24 (54p) -To learn more about
Quotes in text Quote Chart
war memorials.
 -To build our
Themes in text understanding of our Questions on text
Boys of Blood Vocabulary Building Responding to text
text. Short Response to
Week 7 and Bone Ch.
Responding to text Themes in the text text
25-29 (51p) -To be able to respond
Responding to text Response to text
to the text

Boys of Blood -To build our Vocabulary Building

Week 8 and Bone Ch. Structure of text understanding of our Questions on text Structure of text
30-37 (53p) text. Responding to 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)

Boys of Blood -To consolidate our Vocabulary Building

Text Response
and Bone Ch. understanding of our Questions on text Text Response
Writing Text Response Writing
4-13 (61p) text.

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

Play elements text.

-To build on our Character study

Play:
Week 2 Text Study understanding of our Reading text in class Reading text in class
‘Macbeth’ Vocabulary building
text

Character study Reading text in class

-To build on our
Play:
Week 3 Text Study understanding of our Reading text in class Responding to text Discussion of Analysis of character
‘Macbeth’ text
Vocabulary building characters

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

Play: Text Study -To be able to write Text Response Writing

Week 5 Text questions Responding to text
‘Macbeth’ creatively on our text.
Themes Vocabulary building

Play: Text Study -To be able to write Text Response Writing

Week 6 ‘Macbeth’ about elements of our Text questions Responding to text EXAM
Text Response
text in an exam. Vocabulary building
EXAMS Writing
 -To revise our exam
Play: Text Response Watch ‘Macbeth’ Text Comparisons Film techniques
Week 7 -To learn the different
‘Macbeth’ Film techniques Film techniques Vocabulary building Text Comparisons
film techniques.

-To learn about film

Play: techniques. Watch ‘Macbeth’ Text Comparisons
Week 8 Film techniques Text Comparisons Text Comparisons
‘Macbeth’ -To make comparisons Film techniques Vocabulary building
between texts.

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

Reading and Speaking and

Term 3 Topic(s) Key Ideas Learning Intentions Writing Assessment
Viewing Listening
A range of texts: ‘My
Context -To build and enhance Thinking about various Discussions on
Week 1 Identity Shadow is Purple’,
Writing our sense of identity. text types identity
new articles, etc.

-Identity and -To understand what the Range of texts. Enhancing

Discussions on
Context Belonging difference is between understanding of Writing about text:
Week 2 Study of ‘Skin’ identity and
writing imaginative, persuasive ‘Skin’
-Apartheid identity and belonging. (Fabian, 2006) and expository texts belonging

-Identity and -To better understand the Enhancing Discussions on our

Context events in our film text. Study of ‘Skin’ understanding of text and how it fits
Week 3 Belonging
writing -To have an understanding (Fabian, 2006) imaginative, persuasive with identity and
-Apartheid of Apartheid. and expository texts belonging
 Questions/tasks on
-Identity and -To write using a prompt
Context Study of ‘Skin’ film text Context Writing –
Week 4 Belonging -To generate a range of
writing (Fabian, 2006) Write using a prompt own choice
examples to write with
-Apartheid
as stimulus
-To be able to write a
Context -Identity and Range of texts and Learning about Context Writing –
Week 5 context piece with a Context writing
writing Belonging examples written explanation own choice
prompt.

Week 6 Work Experience – all students out this week (Week 6)

-To tie ideas of identity

Tie these into
Issues in the and belonging from the Range of texts and Context writing using Discussion of issues
Week 7 context of Identity
Media media to other “known” examples a range of examples in the media
and Belonging examples.

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

Background to text -To build our Short response to

‘Lord of the Discussion on events
Week 2 understanding of our Reading Text Questions on text textual element
Flies’ Events of text of text
text. (TEEEL paragraph?)
-To build our
understanding of our
‘Lord of the Events of text Discussion on events
Week 3 text. Reading Text Questions on text
Flies’ Characters in text of text
-To learn more about
war memorials.

-To build our

Events of text understanding of our
‘Lord of the text. Discussion on events
Week 4 Characters in text Reading Text Questions on text Text Response
Flies’ of text
-To be able to respond
Big ideas in text
to the text

Events of text -To build our

‘Lord of the Discussion on events
Week 5 understanding of our Reading Text Questions on text Text Response
Flies’ Big Ideas in text of text
text.

Big ideas in text -To consolidate our

‘Lord of the Watching film Discussion on events Comparison between
Week 6 understanding of our Questions on text
Flies’ Structure in text version? of text book and film?
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)

Year 10 English: Standards Coverage

Reading and Viewing Standard Term 1 Term 2 Term 3 Term 4
Language Language for Understand that people’s evaluations of texts are influenced by their value systems, the context and
the purpose and mode of communication (VCELA457) X X X X
Interaction

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)

Writing Standard Term 1 Term 2 Term 3 Term 4

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)

Speaking and Listening Standard Term 1 Term 2 Term 3 Term 4

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)

Detailed Lesson Outline

Term 1

Timing Learning Intention Learning Activities Homework

Holidays – person, place, event (title only and then only description of these three). Can share if they
want to…
Lesson 1 To use adjectives in
writing; to develop an
(Monday 30/1,
understanding of
P5) Australia Day – what does this mean to you? Why? Should it be changed? Why/why not? List the “for”s
Australia Day
and “against”s for this. ‘The date of Australia Day should be changed’

Read article. What do we think?

Australia Day (4 mins): https://www.youtube.com/watch?v=B3x-CffIT9A

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.

Write a letter describing why you think this should occur:

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.

What do we know about World War 1?

WW1: (49 mins) https://www.youtube.com/watch?v=3ypFeoDIsns

WW1: (8 mins) https://www.youtube.com/watch?v=SLj5r2nZHB8

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)

From 23 mins: WW1: (49 mins) https://www.youtube.com/watch?v=3ypFeoDIsns

 Spelling/Vocab: Word Jumble

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?

Lesson 8 To discuss elements of Avenues (3 mins): https://www.youtube.com/watch?v=Cv7UCBx42D0

our text; to show our
(Wednesday Starter: Discuss Avenues of Honour – what are they all about? What information did we find out?
understanding of
8/2, P1)
mateship. Link to Analysis of Text (page 5)

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)

Lesson 9 To build on our Starter: Crossword on Vocab words

understanding of
(Thursday 9/2, Writing Piece: What is it like living in a small country town? How do people treat others? Why do people
living in a small town.
P1) behave the way they do in a small town (like Edenhope)?

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?

Who is Miss Hainsworth? What does she know about Strattford?

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 11 To discuss the Valentine’s Day (2 mins): https://www.youtube.com/watch?v=I985JM3WIi8

“relationships” we see
(Tuesday 14/2, Where to do we see couples/relationships in our text? What sort of relationships do they have?
in the text.
P3)
- Henry and Marcelle

- Janine and Trot (Graham Trotter)

- Andy and Cecelia

- Andy and Frances-Jane

- Henry and Janine

If time: Reading, split chart, character profile

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.

Starter: Vocabulary building (12 words for this week)

Lessons 13 and To build on our Finish discussion from class yesterday.

14 knowledge of our text.
Begin quote chart on important quotes in the text – what can we come up with?
(Thursday 16/2,
Research task – students to pick an aspect of the background they can share with a fact
P1 and P2)
sheet/infographic

Add to lists of work (split chart) and/or reading text.

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.

If time: Work on fact sheet about WW1

Lesson 16 To show our *School Photos at start of lesson*

knowledge of an
(Tuesday 21/2, Work on fact sheet on WW1 OR
element of WW1.
P2)
Reading text (if not finished)

(Wednesday *Lesson on Safe Gambling Practices*

22/2, P1)

*Assembly to start the lesson*

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.

Chapter 21 – discuss how these stories mirror each other.

If time: Work on fact sheet about WW1

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?

If time: Work on fact sheet about WW1

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

What exists for Edenhope? https://placesofpride.awm.gov.au/

If time: Work on fact sheet about WW1

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.

If time: Work on fact sheet about WW1

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.

TEEEL paragraph, if time.

If need more: WW1 fact sheet – determine a due date for this.

Lesson 24 To build on our Crossword of words – what can we do?

understanding of
Build understanding of death – encourage the thinking outside the square. Information
TEEEL writing
about ‘Death’
(Tuesday 7/3, TEEEL paragraph – write this.
P2)
 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 26 To build on our ability *Assembly – Period 1 (15-20 mins)

to write TEEEL
(Thursday 9/3, ‘Danger’ in the text – where do we see this? What does it look like? Who is involved with this?
paragraphs.
P1)
TEEEL paragraphs – how are we going with these? What do these look like?

Lesson 27 To build on our ability *Teacher absent due to NAPLAN*

to write TEEEL
(Wednesday TEEEL paragraph about ‘Family’
paragraphs.
15/3, P1)
Give the slide and students can read and complete some of the information/stimulus tasks

Write a paragraph using the TEEEL structure.

Lessons 28 and To build on our ability *Teacher absent due to NAPLAN*

29 to write TEEEL
Period 1:
paragraphs; to
(Thursday 16/3,
analyse a section of TEEEL paragraph on the ANZAC Spirit
P1 and P2)
our text.
Period 2:

Analysis of section of text (two x passages)

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)

Tues 28/3 *Students out due to Youth leadership Forum*

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.

Begin watching 1917 (if time)

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

Lesson 37 James, Sierra to finish their essays

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 38 To continue studying **Theory Room**

our film text.
(Wednesday 1917: Continue watching from 56 mins
5/4, P1)
If finished: Film review of ‘1917’

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

When finished: Film review of ‘1917’

If time: Play Blooket with ‘Boys of Blood and Bone’ questions

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…

If you could go anywhere, where would you go?

Australian Experience in WW1 (8 mins):

https://online.clickview.com.au/libraries/videos/18670600/australian-experience-of-world-war-i

Digger talking about WW1 (16 mins): https://www.youtube.com/watch?v=d8p37xCtisY

Term 2

Timing Learning Intention Learning Activities Homework

Lesson 1 To build on our **Finish early at 12:30pm to attend ANZAC Ceremony**
understanding of
(Monday 24/4, Holiday task: The best thing about the holidays was…because…; If I could have changed one thing about
William Shakespeare.
the holidays I would have…because
P4)
 Information about Shakespeare – what can we find out?

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).

Lesson 3 To show the depth of Starter: Shakespeare’s life (2:25): https://www.youtube.com/watch?v=ocrgDc6W7Es

our background
(Thursday 27/4, Continue working on our tasks – aim to try and finish these today.
knowledge of our text.
P1)
If time/When finished: Have a read of the first few pages of their text ‘Macbeth’ and/or information on
sheets.
Collect work from students – pre-reading questions

Lessons 4 and 5 To begin our study of Act 1, Scene 1 for ‘Macbeth’:

our play and better Read through this together (ask students to act it out). Try to pull apart what the different words might mean to
understand the events build understanding.
(Monday 1/5, that occur.
What do the witches represent? What do they do to the play? What are our own impressions of witches? What was
P3 and P4)
this supposed to represent?

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.

Discuss the relevance of this in 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.

Finish off Act 1

Lesson 7 **Students out: Charlotte (Buzz? Hunter?)**

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.

Begin reading Act 2.

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 14 To build on our Pivot Survey

understanding of our
(Thursday 17/5, Continue reading ‘Macbeth’ from Act 4, Scene 1
play.
P1)
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

Lessons 16 and **Merrin, Mattea, Izzy, Kaidee, Charlotte out at netball**

17
To build on our Continue working on ‘Macbeth’ from Act 4, Scene 3 (page 79 – end of) – finish this.
(Tuesday 23/5, understanding of the
Students to be working on revision for their exam and/or questions on Acts of ‘Macbeth’ – give for Acts 3
P4 and P5) requirements for our
and 4.
exam.
Discuss responses with students and what they could do.

Build understanding of what they could do with their creative piece.

Lesson 18 To build on our text Continue working on ‘Macbeth’ from Act 5

and exam
(Wednesday Go through exam details and/or discuss anything that they need to talk about.
understandings.
24/5, P2)
Give mark sheets to the students/discuss marks for each section.

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 22 To be ready to **Last lesson before exam**

complete our exam on
(Tuesday 30/5, Check that we are good to go for our exam – do we have concrete ideas for our creative piece?
Thursday.
P4)
Discuss details/questions. Complete sheet of notes that we can bring in with us.

Exam: Thursday 1st June, 9:05-10:45am

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?

- Reading information on ‘Macbeth’

- Quiz on ‘Macbeth’ – with a partner

Lesson 26 Options for work today and tomorrow:

To build on our core - Quote chart

understanding of
(Wednesday - Trial of Macbeth and Lady Macbeth (you will need a partner/small group)
‘Macbeth’
7/6, P2)
- Research task: The Gunpowder Plot, James I of England (or James VI of Scotland), Witches and
Witchcraft – put together a fact sheet?
 - Reading information on ‘Macbeth’

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 29 To build on our **Teacher absent – PD**

understanding of the
(Thursday 15/6, Students are to plan their ‘Macbeth’ essay topics – they are to complete detailed plans on as many of
core elements of
P1) these as they can come up with (at least 3x).
‘Macbeth’
They are to write these into their books and put as much effort into them as possible.

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?

Begin writing TEEEL paragraph for one of the topics.

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?

Finish with fun activities on ‘Macbeth’ – A-Z task,

Term 3

Timing Learning Intention Learning Activities Homework

Starter: Sticky note activity: need to put four adjectives on it (describing words). Collect and give to a
different student. They need to try and use these adjectives to describe their holidays. Write a paragraph
Lessons 1 and 2
in their books.
To develop an
My Identity: What makes us who we are? Brainstorm a list.
understanding of our
(Monday 10/7,
identity. Who am I? A4 sheet – what are the important things in our life? What makes us who we are? How do we
P2 and P6)
know who we are?

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?

Period 6: Starter: My Identity: add to sheet from last lesson.

‘My Shadow is Purple’

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.

When finished: Identity, who are we?

If time: Issues: What happened in the world over the holidays? What did we see in the media?

Lesson 3 To develop our *Teacher Absent*

understanding of our
 identity. Reading article about whether our personality is genetic or not.

(Tuesday 11/7, Answer questions based on this.

P5)
If finished: find texts about Identity (research on laptops)

**Hunter and Buzz out**

Lesson 4 To develop our Students to finish off answers in article.

understanding of our
Discuss answers to article – how did we go with it? What did we come up with?
identity.
(Wednesday If time: Reading text: ‘A Perfect Pig’
12/7, P5)
What words would we use to describe this personality?

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.

Starter: What is your identity? What makes us who we are?

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.

Start watching ‘Skin’: https://online.clickview.com.au/exchange/videos/48173155/skin

Discuss elements of this as we go.

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.)

(Tuesday 18/7, Discuss the big elements as we go.

P1)

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.

*Hunter and Buzz out at Hockey*

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?

- Would you have liked to see it end in a different way?

- Does it surprise you that this is a true story?

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?

3. What questions do you still have? What is lingering unanswered?

 Lesson 12 To better understand Starter: Ball game with our movie text
the options for
Talk about Imaginative, Persuasive and Expository Writing
possible text types
(Tuesday 25/7, with context writing. What are the differences between each of these? What text types fit into each of these?
P5)
Which of these text types do we like the most? Why?

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?

To build on our Start writing your piece from planning yesterday.

understanding of the
Lesson 14 Take a step back: Identity and Belonging – what would we write about with this?
text types with
(Thursday 27/7, context writing. Spell it out and let them see what they can come up with: prompt, text type, audience, ideas.
P3)
List of prompts – go through these. Don’t lose this sheet!

Give students scaffold to fill in as planning – use if they find it helpful.

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…

Lesson 18 **Students out at Basketball: Charlotte, Mattea, Izzy**

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?

Lesson 23 To enhance our *Teacher Absent*

examples for identity
(Thursday 10/8, See task sheet with tasks that students need to complete.
and belonging.
P3)

Students out at Work Experience and/or Hockey

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)

Aim to complete their piece this week.

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.

Lesson 31 To write about Philosophy Camp – Week 8 Wed-Fri (Sierra, Holly)

identity and
Starter: PIVOT Survey
belonging; to build our
(Wednesday understanding of big Students are to submit their writing task + written explanation for their latest piece.
30/8, P1) issues.
What do we think are the biggest issues facing young people in Australia/the world at the moment?
What would be the top 10 things that are issues? Why do we think this? Give a justification for each one.

Lesson 32 Philosophy Camp – Week 8 Wed-Fri (Sierra, Holly)

To build our Give time to submit task (if needed)

understanding of big
(Thursday 31/8, What do we think are the biggest issues facing young people in Australia/the world at the moment?
issues.
P4) What would be the top 10 things that are issues? Why do we think this? Give a justification for each one.

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?

Begin work on this (2-4 minutes)

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.

To gain feedback on Continue to work on their oral presentations.

our work; to present
our oral presentation.
(Tuesday 12/9, If students are ready to present, they can.
P1)
If time: give them their ‘Lord of the Flies’ books for next term. They can start to read, if they have done
all other work…

Lesson 40 To show our Finalise work on their oral presentations.

knowledge of issues
(Wednesday If students are ready to present, they can – Charlotte, Izzy and Kaidee done.
through an oral
13/9, P1)
presentation. Give them their ‘Lord of the Flies’ books for next term. They can start to read, if they have done all other
work…

Lesson 41 To show our Still to present: Merrin, James, Mattea

knowledge of issues
Give back oral presentation assessment sheets and discuss details.
through an oral
(Thursday 14/9, presentation. Reading ‘Lord of the Flies’ (2 mins): https://www.youtube.com/watch?v=Uo0q5qVcB5I
P4)
Fun tasks – ball game? 9-letter word?

Give remaining texts to students: Mattea, James