11-12tempeassess.weebly.com file · web viewin this module, students undertake the intensive and...

YEAR 11 MODULE: Tempe High School

First Module Compulsory: Read to Write: A Dystopian Focus

Unit title: Writers Evoke and Provoke

Duration: 10 weeks

Focus questions:

1. Why do we need to engage in reading BEFORE we write? How does quality reading support quality writing?

2. What choices do quality writers make? How does style and structure contribute to quality writing?

3. How can we use patterns and conventions from familiar texts to respond to new texts? How do these patterns reinforce complex ideas,

relationships, endeavours and scenarios?

4. How do writers represent their experiences and influence through point of view? How do they shape their ideas within specific contexts

and for specific audiences and purposes?

5. How can we become effective writers and develop our distinctive voice in a range of texts? Why are distinctive voices important?

Outcomes: see below

Tempe High School English Prelim for 2018 Read to Write 1

Text/s: Focus on short quality texts - 4-6 - selected by teachers to meet the needs and interests of their students. They must encompass a range of modes and media.

Rationale: Writers Evoke and Provoke (Read to Write)


Year 11 Common Module – Reading to Write Rubric as Stipulated by NESATransition to Senior English

In this module, students undertake the intensive and close reading of quality texts from a variety of modes and media. In doing so, they further develop the skills and knowledge necessary to appreciate, understand, analyse and evaluate how and why texts convey complex ideas, relationships, endeavours and scenarios. Central to this module is developing student capacity to respond perceptively to texts through their own considered and thoughtful writing and judicious reflection on their skills and knowledge as writers. Students read texts that are engaging thematically, aesthetically, stylistically and/or conceptually to inspire or provoke them to critique skilfully, or to respond imaginatively. Through the study of texts, students develop insights into the world around them, deepen their understanding of themselves and the lives of others and enhance their enjoyment of reading.

The careful selection of critical and creative texts that address the needs and interests of students provides opportunities for them to increase the command of their own written expression, and empower them with the confidence, skills and agility to employ language precisely, appropriately and creatively for a variety of purposes.

Wide reading and reflection provides students with the opportunity to make deeper connections and identify distinctions between texts to enhance their understanding of how knowledge of language patterns, structures and features can be applied to unfamiliar texts. Through imaginative re-creation students deepen their engagement with texts and investigate the role of written language in different modes and how elements for example tone, voice and image contribute to the way that meaning is made. By exploring texts that are connected by form, point of view, genre or theme, students examine how purpose, audience and context shape meaning and influence responses.

Through responding and composing for a range of purposes and audiences students further develop skills in comprehension, analysis, interpretation and evaluation. They investigate how various language forms and features such as structure, tone, imagery and syntax are used for particular effect. They analyse and assess texts using appropriate terminology, register and modality. By reading and writing complex texts they broaden the repertoire of their vocabulary and extend control of spelling, punctuation and grammar to gain further understanding of how their own distinctive voice may be expressed for specific purposes.

Assessment for learningAssessment as learning Assessment of learning


Assessment that occurs usually throughout the unit and can often be referred to as ‘formative’- used to inform and clarify teaching and learning as we move forward.

→ Comprehension of reading material through class discussion and brainstorming

→ Marking extended responses throughout the term

→ Sentence Structure Activities- looking at written expression and shaping of student voice

→ Are students picking up similar patterns of reading as they move to new texts?

Assessment where students monitor and assess their own learning by reflective questioning and strategic implementation of solutions.

→ Peer editing of other students’ responses - creative and critical

→ Working as teams to discuss the effectiveness of a writer and their style

→ Responding in journal - critiquing their own work and learning to evaluate their flaws and strategies to respond

Assessment where teachers use evidence of student learning by matching that learning to standards and outcomes - usually end of the unit and referred to as ‘summative’.

FORMAL ASSESSMENT : 40%

Two Parts: 20% each

Part 1: Students deconstruct an unseen passage and consider how the writer ‘evokes and provokes’ through language, structure and style. This will be an in-class examination style assessment. Week 9/10

Part 2: Students compose a short story (900 words) based on the theme/genre they studied in class. They must have at least 6 annotations on their story which explain their choices in particular sections of their narrative. This is a take-home task. Week 9/10


OutcomesWrite full outcome

Teaching and Learning (activities, skills and content) Evidence of learningHow will we know the students are learning?

9.8 create texts reflecting on their own learning, considering how processes can be adjusted to ensure better learning outcomes

9.9 use constructive, critical feedback from others to improve learning, including their own composing and responding

9.91 assess the strengths and weaknesses of their own compositional

Students should be told to purchase a journal or they may use the back of their English book as their journal. Teacher could provide students with a booklet of wide reading short stories that they must respond to by the end of the unit. The teacher may provide 10 dystopian stories and students should respond to at least 5 of these stories in their journal. The teacher should provide a scaffolding response sheet to be placed in their journal.

Week 1 and 2 : Show students that good writing comes from making conscious and explicit language choices

Students are asked to compose a 6 sentence paragraph description of place/character.

Following this, the teacher shows them a model stimulus text (related to theme/genre they will be studying) with an effective description of people/place. The teacher will need to explain the terminology of language choice and the terms they will be using below.

Teacher deconstructs this extract for the purposes of drawing attention to:

a) Imageryb) Syntax - sentence structure and order of words (SVO - subject, verb and object)c) Point of View

The teacher should have annotations on the extract which point to the specific elements being discussed or

Teacher questions to assess prior knowledge of place and character:

“Blood Child” Octavia Butler

People/place (mood / atmosphere)

Subtext The Preserve (place)

Boy’s PoV (character)


style and amend compositions as a result of the process of feedback and reflection

insist that students write it down next to each example as they proceed through the extract. Students then revisit their earlier paragraph they composed and, using the explicit language choices

they looked at in the model stimulus text, they create a better paragraph. They should focus on imagery, sentence structure and deliberate point of view.

Students swap with a peer and read each other’s before and after pieces. The teacher should provide them with a criteria list to support their evaluation of each other’s work.

Journal: How did reading someone else’s writing support the development of your own? What specific language choices did you integrate in your writing? What was the effect you were trying to create?

Read the two pieces on writing by:

- Stephen King: http://www.openculture.com/2014/03/stephen-kings-top-20-rules-for-writers.html

- Raymond Carver: http://www.theshortstory.org.uk/writers/Essay-Carver-3.pdf

As you read, ask students to highlight any ideas that resonated with them in one highlighter colour and any words/ideas they did not know in another colour. When the class comes together, each student must provide one idea that resonated and one word/idea they did not know.

Journal:- What similarities were there in the advice of these writers?- What distinctive advice did they offer from each other?- How does each writer hope to evoke and/or provoke?

Paragraph rewritten using annotated example to improve

Students to read inspiration for “Blood Child” in resource booklet

Product should be improved

Criteria sheets filled in, feedback given verbally and written

Students reflecting on their own process of writing and the intent

How they will improve in the future

Questions – prior knowledge –

What rules are important

What are they already aware of

What are new ideas


http://www.theshortstory.org.uk/writers/Essay-Carver-3.pdf

http://www.openculture.com/2014/03/stephen-kings-top-20-rules-for-writers.html

http://www.openculture.com/2014/03/stephen-kings-top-20-rules-for-writers.html

Journal – How do the new ideas change students’ approach to writing (i.e. change your original paragraph?)

2.8 locate suitable information sources, skimming for general meanings and scanning for specific information, note-taking, summarising, paraphrasing and using

Week 3 and 4 : Discuss the rubric with students and show how you will aim to drive student learning through a particular genre/theme so that students can see the patterns in reading and writing, especially when they become part of broader categories

Rubric acknowledgement: teacher worksheet based on the rubric where students are given statements and they must find the exact statement in the rubric which links to that statement. This way, students can actively read for meaning rather than just sight words.

Rubric Statement Teacher Created Synonymous Statement / Easy to Understand for Students

Variety of modes and media We need to study short stories as well as other types of texts

Evaluate and appreciate We need to know how to judge texts based on certain criteria

Introduction to the Dystopian Genre: Teacher needs to engage student in a brainstorming/thought-shower session on what they already know about dystopias

Teacher takes students through the study of dystopian conventions - it is important that types of

Students complete worksheet

The following sections are linked to: Ethical Understanding, Difference and Diversity, Civics and Citizenship, Personal and Social Capability.


graphic organisers to collect and collate information

3.1 engage with increasingly complex texts to understand and appreciate the power of language in shaping meaning

4.4 use language features, including punctuation and syntax, for particular effects in new and different contexts

point of view, characters, settings, themes, stylistic choices, conflicts and narrative structure are thoroughly introduced. All other units depend on students knowing these terms so students will need to revisit these time and time again.

The following video clip comes complete with a lesson on how to break down the video on dystopian texts: https://ed.ted.com/lessons/how-to-recognize-a-dystopia-alex-gendler

Journal: draw and write your sense of what a dystopia would be for you? Explain the choices you make.

Text 1: The Ones Who Walk Away from Omelas - Complex Ideas and Relationships Focus

Prediction exercise- Why would you walk away from a situation/person?

Teacher reads the story with students and pauses where necessary to monitor that they understand words or situations being discussed. Students are asked to make personal connections or connections with the local and/or global. What other texts does this remind you of? What global situations does this text remind you of? How?

Comprehension - individual or peer exercises BUT these must be discussed at class level as well.

- Overall, summarise the story in 5 lines. Do this activity with students so they can learn how to extract the main ideas from the text.

- How does this text fit into the dystopian genre?- What complex idea was being portrayed? Select THREE conscious language choices that were

made to position you to see the significance of this complex idea?- There is a tonal shift in the narrative? Where does it occur and how do we know that it has

occurred?- What comment does this story make about the way we relate to one another?- What would you have done in this scenario? Walk away or stay? Explain your decision.

Genre brainstorm – what is genre, what is hybridity?

Evolving combinations to create something “new”

Students to summarise genre definitions

Cyberpunk montage – Youtube – on dystopia genre

Journal – identify elements that would resonate for students personally(context) ALSO reader interest

Text 1 – Discussion – give students a similar situation and ask questions – would you walk away from a perfect situation if you found out someone needed to be sacrificed and how do you choose that person to be sacrificed? – moral


https://ed.ted.com/lessons/how-to-recognize-a-dystopia-alex-gendler

1.9a develop creative and informed interpretations of texts supported by close textual analysis

Journal: Rewrite this narrative but from the point of view of the child. Before you start, create a word bank of words that you may use to strengthen the language choices in your writing.

question/ dilemma

Notes / responses recorded in workbooks

Journal – identify language development and choices that reflect changes in point of view (return to skills learnt from initial writing and “Blood Child” work).

1.1. investigate, appreciate and enjoy a wide range of texts and different ways of responding

4.1 transfer knowledge of language and literary devices to engage with unfamiliar textual forms or texts in unfamiliar contexts

Week 5 and 6 : Discuss how similar complex ideas, relationships, scenarios and endeavours can actual exist in screenplays for films and other visual texts which often have wider audiences than written short stories

Text 2: The Geographical Explorations of Jasper Morello (Steampunk short film) - Endeavour and Scenario Focus

First Viewing:

As well, work on defining the terms ‘endeavour’ (an aspiration or venture) and ‘scenario’(Sequence or development of events). Students need to be on the lookout for what endeavour is focused on? What scenario is being used to explore this specific endeavour by the protagonist?

Think - pair- share: tell students that as they watch they will be looking for dystopian elements that

Text 2 – notes on vocabulary

Notes during viewing should include complication, key themes of redemption and survival


1.6 analyse the ways language features, text structures and stylistic choices represent perspective and influence audiences

1.7 explain how various language features for example figurative, grammatical and multimodal elements create particular effects in texts and use these for specific purpose

1.2 compose personal responses to texts and consider the responses of others

this text shares with the previous text discussed. They need to write down any patterns they see and/or any differences.

Second Viewing:

Teacher-create cloze sheet: summary of the text - teacher removes key words that aim to build the sophistication of language.

Discussion of the steampunk style- did students like this style or not? They must discuss in reference to an evaluation of criteria.

Did students prefer the telling of this dystopian tale or the previous text? Which style did they prefer and why?

Characterisation: how was the idea of character being built through body language, dialogue and relationships with others?

Narrative Structure: in pairs, plot the structure of the short film - from aspiration to vulnerability.

Archetypes – pose questions, why do we have archetypes?

Character profiles on Doctor (mad scientist) and Jasper (flawed hero)

Speculate on moral dilemmas within the text and reasons

Students to research steampunk characteristics for evaluation of text

How characterisation furthers archetypes

In journal (from notes in class) revisit narrative structure – orientation, complication, series of events, for Jasper turning point rather than climax, tonal shift to desperation,


4.5 examine and evaluate the cohesion of syntax and content in familiar and unfamiliar texts

4.6 investigate text structures and language features related to specific genres for different purposes and audiences

1.8 apply and articulate criteria used to evaluate a text or its ideas

3.6 explore the ways text structures, language features and stylistic choices are used in different types of texts

Text 3: Picture Book - The Red Piano ( Based on Chinese Communism) by Andre Le Blanc

About The Book: This stirring and beautiful picture book relates the moving and inspiring story of a gifted young girl’s passion for the piano in a time of historic turmoil. During China’s Cultural Revolution (1966 - 1976), a young girl is taken from her family and sent to a far-off labour camp. Forbidden to play the piano, she nevertheless finds a way of smuggling hand-written music into the camp and sneaking away at night to practice a piano in a secret location. Then, one night, she is caught ... Inspired by the amazing true story of international concert pianist Zhu Xiao-Mei, Andre Leblanc and Barroux’s acclaimed picture book from France poetically relates an extraordinary story of perseverence set against a cataclystic period of history which is, to this day, still shrouded in mystery.

denouement.


8.1 identify cultural assumptions in their own texts and in their responses to the texts of others8.5 analyse and discuss the ways ideas, voices and opinions are represented

http://www.wilkinsfarago.com.au/Teachers_Notes_Red_Piano.pdf

Read the review of this picture book by Anna Goldsworthy in The Age newspaper on this link:

http://www.theaustralian.com.au/arts/saved-by-the-clavier/news-story/801bbe43afec8986ae3bd2b40ffca3bc

After reading the review, students are to summarise the main points around the idea of why people write. What complex ideas and scenarios are they attempting to express? What are the implications of writing about these ideas and scenarios?

Syntax and Sentence Structure: Introduce students to sentence structure in an explicit fashion. Use this text to teach students simple, compound, complex and compound-complex sentences.

Explain the importance of variation in sentence structure

Students to summarise text in point form as shown in genre




Ask students to work in pairs to identify the variation in sentence structure on certain pages. How does sentence structure create powerful images and build characterisation?

Journal: After this, they are to write a paragraph on whether the writer has used variation in sentence structure to be effective or whether there are other aspects of the text that make the writing powerful. As they reflect on this in their paragraphs, they must be conscious of varying their sentence structure.

Tell students that they will be continuing to assess sentence structure in the writing of others in the next two short stories.

5.8 select, interpret and draw conclusions about information and ideas in texts

5.9 use evaluative language, including emotive language and modality for particular purposes and effects.

5.91 make connections between information and ideas and synthesise these in a range of critical and creative texts

5.92 compose critical and creative texts that explore increasingly complex ideas

lesson Complex ideas raised

in the text are to be listed and implications and scenarios are to be expressed

Discuss idea of speculative fiction based on real life events

Worksheet on syntax (simple, compound, complex sentences and other) to be completed

Journal – Evaluative writing on composer’s effective use of sentence structure variation

1.3 identify and describe the contexts of

Week 7 and 8 : Concentrating on dystopian ideas in new texts and following the idea of language patterns in good writing. Focus on how distinctive voice is being shaped.

Read the poem ‘ Dystopia’ by Josh Gibbens (found on the hyperlink below) . What complex ideas about dystopias and society’s anxieties does he focus on? How were these ideas similar to the texts studied in class before?

Society’s anxieties listed

Link society’s anxieties to dystopic world as conveyed


composing and responding, for example personal, social, historical, cultural and workplace contexts, and consider how these contexts impact on meaning

1.4 recognise the effects of their own contexts on their composing and responding

1.5 analyse how texts are created in and

6.1 develop an understanding of new texts by making connections with texts that are personally familiar

https://www.poemhunter.com/poem/dystopia-2/

Text 4 and 5: Teacher deconstruction of “Speech Sounds” by Butler and “All Summer in a Day” by Bradbury. Using the ideas posed in the poem above, ask students to extract complex ideas from the short stories.

Discuss the context of these short stories and consider why they may have been written this way. How did the context shape them?

Analyse each story for characterisation, conflict, narrative structure and point of view Students consider the notion of ‘voice’ in writing as a thorough class discussion. The teacher may

choose to use different extracts from poems or short stories as an introductory exercise to voice.

How is Bradbury’s distinctive voice echoed in TWO of his short stories? Teacher led discussion and brainstorming is necessary for students to understand how voice is being shaped through language and structure.

Journal: Students compose a reflective essay on how writers’ distinctive voices are shaped through two of the texts studied in this unit. The texts must be from different modes and media.

Prior to writing, the students brainstorm theses for this question and what structure they would follow. Allow for the students to use the six traits of writing procedure and draft as many times as they need to. Teachers should mark this essay but may allow for peer editing prior to the teacher marking. Students may fix up essay based on peer comments before they hand it in to the teacher.

3.95 create cohesion in texts by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims

through the poem and other texts studied in class

Revise context and provide contextual notes for both stories

Conflict and voice – specific notes

Students compose essay sections – introduction and one paragraph based on models provided in class

Structured paragraph writing powerpoint


https://www.poemhunter.com/poem/dystopia-2/

for a variety of contexts, audiences and purposes

9.3 assess their own strengths and needs as learners and apply strategies to ensure their ongoing improvement

9.4 support the learning of others by objectively assessing their strengths and needs as learners and offering constructive feedback as appropriate

Extension activity: students may investigate another Ray Bradbury story and then are partnered with a student to discuss. The teacher may ask the students to compare and contrast with stories already read in class. They may judge whether Bradbury is too simple a writer or whether he conveys complex ideas in simple ways.

3.8 refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences

3.9 analyse and assess the interplay between imaginative, persuasive and interpretive techniques

Week 9: Concentrating on students shaping their own voices in a narrative text with a dystopian theme.

Journal: Students may choose a style of one particular writer they saw in this unit and compose a dystopian narrative of 900 words.

They are to consider characterisation, setting, point of view, imagery, syntax and figurative language they discussed in the unit.

Students can create character profiles prior to starting to develop a sense of the character that will be used to explore their point of view about some aspect of dystopias

Students must show evidence of drafting in their journals prior to assessment - teacher needs to check this. Student should submit this journal to their class teacher as part of assessment criteria.

Students are given time in class to draft their work and seek feedback from peers and teacher

6. 8 describe and explain the connections between texts including the ways in which particular texts are influenced by other texts

6.9 experiment with composing imaginative texts that make thematic or stylistic connections with other texts or refer to other texts for particular purposes

Student-centred learning and peer evaluation of compositions – with teachers providing feedback in class

Individual and general feedback provided by teacher on common errors


2.9a use and assess strategies for planning, drafting, editing and revising, correcting for errors, refining ideas and ensuring consistent and appropriate style

2.9b use different processes and technologies, individually and in groups, to generate, investigate, clarify, organise, refine and present information and ideas

Week 10: Students drafting and redrafting their creative writing

Students continue to draft their narrative and have small group and whole class discussions.

If the teacher notices that students are all making similar mistakes, they may need to stop and consider a mini-lesson on that particular area for development.

3. 92 understand and explain how language forms, features and structures are effectively integrated in a range of quality literature and other texts

3.93 use stylistic features to craft and communicate points of view

3.94 use language forms, features and structures to shape meaning, influence responses and achieve particular effects

Inevitably common errors will need to be addressed at a whole class level – students take notes

Adjustments and/or modifications individual teachers made- registers


Reflection and Evaluation:

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________


11-12tempeassess.weebly.com file · web viewin this module, students undertake the intensive and...

Documents