Epping Boys' High School

Epping Boys' High School

Stage 4 - Year 7

English Program 2005

Epping Boys' High School

Year 7 English Program Outline

Term / Units / Outcomes Assessed / Assessments
1. / Literacy ( 3 weeks)
Module A - Poetry in Motion / 1, 4 /

TWO tasks
Reading / Comprehension

2. / The Aussie Image (5 weeks)
(Media / Poetry / Non-Fiction)

Module B

/ 1, 4 /

Viewing and Representing

3. /

Heroes

(Graphics / Fiction / Drama)

Module C

/ 2, 5, 9 /

Creative Writing
Oral (in class)

4. /

Fantasy

(Film / Fiction / Shakespeare )

Module D

/ 7, 3, 2 /

Response to Texts

Literacy

(4 Weeks)

Objective: Through responding to and composing a wide range of texts in context and through close study of texts, students will develop skills, knowledge and understanding in order to speak, listen, read, write, view and represent.

Outcomes

/ Strategies / Sign / Date
1.5, 1.10, 2.3
4.1, 4.8 / Students to be presented with an example of a short story, comprehension passages, excerpts from novels:
-Class discussion of language and how language creates character, tone, use of grammatical structures.
-Characterization
-Ideas / themes
Reading of Parker Hamilton by Robin Klein
-Discuss language features, characterization, ideas
-Literacy Reading Task
4.8, 4.1, 1.12,
6, 11.11 / Viewing writing skills
-Sentence construction
-Paragraphing
-Purpose and audience
Students to write examples
-Literacy Writing Task
8.1, 7.11, 9.11
11.9 / Listening skills
Choice of:
-Group work. Each group is presented with a writing example. Each group is to formulate a series of questions for their example. One from each group swaps with another group member. Students in each group write down the questions and listen to the example being read. Questions are to be completed.
-Students view an excerpt from a film and complete questions.

Module A: Poetry in Motion

(5 Weeks)

Objective: Students will develop skills, knowledge and understanding of poetic techniques and forms through a wide reading of poetry and the composition of poems. Students will learn to critically analyse poetry and learn about the ways poets use poetic techniques, forms and structures to shape meaning in their poems. Students are given opportunities to respond to poems as well as compose imaginative, interpretative and critical texts based on their own investigations and wider reading.

Outcomes

/ Strategies / Sign / Date
1.1, 2.6 / -What is poetry? Class discussion
-Teacher to read a favourite poem to the class and explain why they chose the poem.
-Students to choose their own poem to present to the class at later date.
4.1, 6.2, 1.10 / -Teacher defines and explains the term simile
-Students to view a range of examples of similes
-Students given a range of poems to read which contain similes. Students to identify and explain meanings of some examples.
-Students write their own simile poem to be displayed in the classroom.
4.1, 3.4, 3.2
2.5, 2.6, 8.3
11.9, 11.4, 5.2 / -Teacher defines and explains the term metaphors.
-Students to view a range of examples of metaphors.
-In groups, students change a poem by changing the metaphors. Groups to present changed poem and explain ways in which the changed metaphors affect mood, tone, feeling and ideas.
-Students to bring a cartoon to class, which contains simile or metaphor or both.
-In groups, students share their cartoons and write notes on how the simile and metaphor have been used to create humour.
-Students collect examples of other types of everyday and community texts that use figures of speech such as similes and metaphors for a particular purpose. Students annotate the individual texts and draw conclusions on the effects of the figures of speech.
4.1, 2.3, 7.6, 7.8, 10.2, 11.4, 11.10, 5.2 / -Definitions of alliteration, assonance, and onomatopoeia
-Read a range of poems that emphasise sound words. Questions and discussion.
-Students to find a picture or image and write a sound poem to convey the mood or feeling of the selected image.
-Students to find an advertisement that uses sound words effectively. In groups students discuss their example. The group chooses one to explain to the class.
-Students to create their own advertisement for a product or new product using sound words. To be displayed in class.

Outcomes

/ Strategies / Sign / Date
1.3, 1.9, 4.1, 7.10, 7.5 / -Explanation of personification
-Discussion a range of poems that use personification
-Discussion of the differences between figures of speech
-Students to choose a poem and write an individual response to explain what the poem is about and how poetic techniques studied in class contribute to their understanding and enjoyment of the poem.
-A look at Ballads.
-Students to write a definition and purpose of the ballad.
-Examples of ballads. Students to complete questions and/or short responses..
-Group work – enacting a ballad or present a ballad using Powerpoint.
7.8, 7.10, 10.3, 11.4 / -Students to present their favourite poem to the class and explain why the poem is their favourite.

The Aussie Image

(5 Weeks)

Outcomes

/ Strategies / Sign / Date
1.1, 1.2, 1.3, 1.8, 1.9, 1.12, 1.13, 1.15, 1.16, 1.17, 1.19, 1.20, 4.5, 10.2 / -Define the Aussie Image:
- Mind Map of characteristics
- Discussion of students’ maps.
- What is a stereotype?
-Choose an Australian film from the list of resource options eg Rabbit Proof Fence, The Castle, Kath & Kim, Wog Boy, the Footy Show, Steve Irwin or Ernie Dingo
- List of film terms and definitions
- Discuss one scene and identify film techniques and their effect
- Identify examples of Aussie humour
- Respond to a scene graphically, short story / cartoon
- Respond in review text type, discussing techniques
- Identify issues of race, gender, stereotyping
4.1, 4.7, 4.8, 10.8 / -View advertisements which make use of Aussie stereotypes and a selection of traditional and modern texts, eg postcards, greeting cards, web sites.
- Class discussion
- True and False, close passages
- Graphic representation in postcard form / advertisement
-Research a newspaper or magazine which uses a stereotype. Paste it into your workbooks and write about how the stereotype was used and how effective it was.
-Write about two more stereotypes that you are familiar with. Using one of them create an advertisement to sell a product eg., shampoo, car ….
2.4, 7.1, 7.2, 7.3, 7.7, 7.10, 7.15 / -Library Research Assignment (Non-Fiction)
- One prominent Australian eg sportsperson, politician, Aboriginal, woman
-Describe the life of the famous Australian explaining why he/she is famous
-Choose an incident in the life of this person and explain what this shows about him/her and the Aussie Image
-Write an interview with this famous person discussing any issue you think was important about their life.
1.8, 1.10, 1.17, 1.20, 2.7, 10.1, 10.2, 10.10 / -Poetry - selection of Aussie ballads / Aboriginal poems
- Dramatic readings
- Sequencing
- Cloze, paragraph writing
- Group work
- Comprehension, poetic terms
- Graphically represent aspects of a poem
Extension Text:
-“Identifying Cultural Expression & Texts” – English Texts & Contexts
-Short Stories with Paul Jennings

Heroes

(5 Weeks)

Outcomes

/ Strategies / Sign / Date
7.10, 1.1, 11 / -Brainstorm a definition for ‘hero’. What personal qualities make a person a hero?
-Teacher to read aloud in class a short story with a mythological hero (See Resources Appendix 1)
-Group work - students create a poster. Illustrations / pictures to highlight the characteristics of the hero from the text
2.3 / -The Hero’s Journey Model (Appendix 2)
This is a narrative structure. Students to use this structure to write their own narrative.
1 / -Central Text:
The teacher is to select the central text from the list - graphic novel, film, fiction, radio play (See Resources). Read / view in class and / or at home.
1, 3, 4, 5, 6, 7, 8, 9, 11 / -Wide Reading - Log Sheet
Students choose up to 10 stories from short stories kits. Record details on sheet (Appendix 3). Student to present one oral presentation, explaining about one hero’s journey.
Extension Unit - See Appendix 4 (Optional)
5.4, 7.10, 9 / -Speech Writing
- Choose a villain from central text. Students to play the role of the villain and write a speech titled: Why I hate the hero
Optional Extension: Dramatic reading.
Students to focus on speech format, audience and purpose
- Margaret Lawrence Competition - My Hero
(2-3 minutes)
1, 7 / -Writing a Review:
TV, radio, film.
Class must have viewed / listened to one of the above (See Resources).
Write a review - (See Appendix 5)
5, 7, 11 / -Recognising Different Types of Heroes
(See Appendix 6)
- Students placed into groups to present a poster and a speech on one of the types on the sheet
- All eight types to be represented
- Groups of three recommended
- Speech must include at least two examples

Fantasy

(5 Weeks)

Outcomes

/ Strategies / Sign / Date
1.1, 1.3, 1.5, 1.6, 1.15, 1.8, 1.17 / -What is Fantasy?
List examples. Students to define Fantasy. Discussion of examples. Mind Map elements of Fantasy.
-Read a novel, view film, select sections for close study.
-Compose book / video cover for information on class text
-Choose a section of the text where characters express attitude to a person/event. Describe a view and interpretations.
-List themes associated to the fantasy genre
-What are the forms and features of language and what ideas do they suggest?
-Look at plot of text. Give a model of the plot in graph form. How does this affect the way the responder feels about the plot?
2.1, 2.3, 2.7 / -Choose appropriate sections of the text - predict what might happen next.
-Compose a written or a visual text where you change an incident to another time or place. Consider the changes you would need to make to the characters, the language and the activities
-Peer assessment exercises
5.4, 5.7, 5.9, 5.12 / -Put yourself in a similar situation as faced by character ______. Imagine yourself in a fantasy.
-Look at a film scene. How did the composer want responders to react? How have these techniques created purpose in the film?
(Ie. Entertainment or message)
-Recount a scene and describe how this changes feeling / atmosphere.
-How is the interest and involvement of the responder achieved in the text?
7.5, 7.9, 7.10 / -One of the reasons why composers compose is to entertain. Another reason is to make the reader think and to hopefully push for changes to improve conditions eg the nature of good vs evil and how do we respond.
-Choose a section of the text and develop exercises for student predictions eg rewrite the ending, write the sequel
-Review film/novel supported with evidence from the text making recommendations eg review text type

Outcomes

/ Strategies / Sign / Date
9.1, 9.3, 9.4, 9.7, 9.5, 9.6, 9.11 / -Personal writing in diary in response to issues in the text letter writing.
-Mind maps to show interaction between the characters
-How is fantasy used to interpret the world in which we live? Look at setting, characters, time, place, themes.
-Analysing film techniques eg camera techniques, sound effects, special effects.

Appendix 1Mythological Hero

Appendix 2The Hero’s Journey Model

Appendix 3Wide Reading Project: The Hero’s Journey

Appendix 4Research assignment: The Hero’s Journey (Extension)

Appendix 5Film review structure

Appendix 6Recognising the different types of heroes

Appendix 1 - Mythological Hero

“Odysseus Meets the Monster”, in English Experience 1, 1998, by Rex Sadler and Tom Hayller, Macmillan

“The Trojan Horse”, in Close Encounters with Texts, 1995, by Elaine and Peter Robins, OUP.

Any of the stories in:

Myths and Legends, 1994, by Anthony Horowitz, Kingfisher Books.

Timeless Truths,1997, Eva Gold (ed.), St Claire Press, Rozelle, a photocopiable book of Creation myths and Dreamtime stories including:

-“Kali, Mistress of Death” (India)

-“The Death of Baldor” (Norse)

-“The Flower of Blood” (Australian)

-“Prometheus and Pandora” (Greece)

-“Orpheus and Eurydice” (Greece)

“The Approach of Shiva” in Shiva: An Introduction, 1997, by Devdutt Pattanaik, Vakils, Fetter and Simons Ltd., Mumbai.

“Esther saves her people” and “David and Goliath” or any other stories in The Golden Bible: Stories from the Old Testament, Elsa Werner (ed.), The Golden Press, Sydney.

Stories from:

The Great Deeds of Superheroes, 1993, Maurice Saxby and Robert Ingpen, Millennium Books, Alexandria, Australia, such as:

-“Gilgamesh: The Epic Hero of the Sumerians” (Sumeria and Babylon)

-“Beowulf the Dragon Slayer” (Old England)

Poem:

“Hero” by Mick Gowar in Richard Baines, Beyond the Shadows, 2000, OUP, South Melbourne, pp 90-93

Appendix 2 - The Hero’s Journey Model

CrisisClimax

Ordinary world / Call to adventure / Refusal of the call / Mentor / First Threshold / Tests, Allies, Enemies / Approach to inmost cave / Ordeal / Reward (seizing the sword) / The road back / Resurrection / Return with the Elixir

Act IAct IIAct III

(Approx 30 screenplay pages)(60 pages)(30 pages)

Appendix 2 - The Hero’s Journey Model

CrisisClimax

Act IAct IIAct III

(Approx 30 screenplay pages)(60 pages)(30 pages)

Appendix 3 - Wide Reading Project: The hero’s journey

Throughout this unit you will be continually reading myths and legends from around the world. You will need to read texts from tat least five different cultures, including Indigenous Australian cultures. Record your wide reading on this sheet.

Wide reading: Myths and legends

Name: ______

Date

/ Title of myth or legend / Culture / Signature
The five cultures I have read are:
______
______
______
______
______

Appendix 4 - Extension Option: The Hero’s Journey

All cultures have stories about heroes who save the day when they undertake a quest. Here is your task:

1. From your wide reading choose 5 stories about heroes from 5 different cultures and do an analysis of each. For each story present

-a brief overview

-a brief outline of the character traits of the archetypes used

-why you think this story was told

-what you consider this story has told you about the culture from which it comes.

2. Chose one of these analyses and make a presentation to the class using technology. You could word process and digitally illustrate your analysis, or create a PowerPoint presentation which could be used to introduce other Year 7 learners to an understanding of the importance of myths and legends to our lives.

Appendix 5 - Film review structure

This format provides one way of writing a film review. You should include all the topics listed in the grid, but you can arrange them in any order that suits your writing style and your response to the film. Use the grid to make notes for your review.

Title of flim:
Director:
Censorship rating:
Paragraph 1: How does the film compare with other films of the same genre?
Paragraph 2: A brief plot summary
Paragraph 3: Who is the target audience? What aspects of the film will appeal to this audience?
Paragraph 4: How effective are the actors (voices) for their roles? Do they make the characters come to life?
Paragraph 5: How good are the film techniques, such as animation, music, creation of tension, sound and other special effects?
Paragraph 6: What messages does the film convey? How does it do this?
Paragraph 7: Sum up your view of the film.

You may use a chatty, informal tone and some colloquial language, but make sure that your sentences are grammatically correct and that you use proper paragraphs.

Remember: Who is your audience?

What is your purpose?

Your will find a range of film reviews at the following web sites:

or check Saturday’s SMH (Metropolitan section): The Weekend Australian (Review section), The Sun Herald

Appendix 6 - Recognising the different types of heroes

(Adapted from Vogler, 1999, pp 41-44)

Willing, active, gung-ho heroes:

-committed to the adventure

-without doubts

-always bravely going ahead

-self-motivated

Unwilling heroes:

-full of doubts

-hesitant

-passive

-needing to be motivated or pushed into the adventure by an outside force

-usually change at some point and become committed to the adventure

Anti-heroes:

-specialised kind of hero

-may be outlaws or villains from the point of view of society

-audience is in sympathy with them

-they may win in the end over society’s corruption

-rebels

Tragic heroes:

-flawed heroes

-never overcome their inner demons

-brought down and destroyed by inner demons

-may be charming

-their flaw wins in the end

Group-oriented heroes

-are a part of society at the beginning

-journey takes them to unknown land far from home

-separate from group - have lone adventure in the wilderness away from the group which they eventually rejoin

Loner heroes:

-story begins with hero apart from society

-natural habitat is the wilderness / alone in a crowd

-natural state is solitude

-journey is one of re-entry into the group, an adventure within the group, then a return to isolation

Catalyst heroes:

-central figures who act heroically

-don’t change much themselves

-main function is to bring about change in others

Real Life Heroes:

-committed to helping others

-risking their lives daily (firemen, etc)

-modest