Year+11

= __Welcome to the Year 11 English Wiki Page__ = __The new study design and advice and other resources can be found at:__ http://www.vcaa.vic.edu.au/Pages/vce/studies/futuresd.aspx __Please also see__ http://bhsyear11english.weebly.com/ = has terrific resources for language analysis, Gattaca, Montana 1948 etc

__2016 Staff__
Anthony Cotton Ida Greco - EAL Peter Kelly Chris Leunig Azar Rahmatzadeh - EAL Kathleen Timms Alice White

__Summary of Course__
Unit 1 Area of Study 1 - Reading and Creating Texts Students explore how meaning is created in a text. They produce an **analytical text response** on //Gattaca// and a **creative response** on the play //Brilliant Lies// with **a written explanation** of their intentions. EAL students write their creative response on //Gattaca.//

Area of Study 2 - Analysing and Presenting Argument Students consider: the contention of texts; the development of the argument including logic and reasoning; tone and bias; and the intended audience; how authors craft texts to support and extend the impact of an argument. They complete a **written SAC where they analyse how language and arguments are employed in previously unseen written and visual material.** They also give an **oral presentation designed to persuade the audience to agree with their point of view** on a current issue in the media.

Unit 2 Area of Study 1 - Reading and Comparing Texts Students compare presentation (including structures, conventions and language) of ideas, issues and themes in two texts. They complete **an analytical text response comparing //Montana 1948// with //Twelve Angry Men.//**

Area of Study 2 - Analysing and Presenting Argument Students build on their understanding of argument and the use of persuasive language in texts that attempt to influence an audience. hey complete a **written SAC where they analyse how language and arguments are employed in previously unseen written and visual material.** They also complete a SAC where they create **a piece of writing that expresses their point of view** on an issue current in the media.

__Year 11 Course Outline__

 * Year 11 English Timeline 2016**


 * Summer Holiday Homework - Reading Texts. __Language Analysis__**

Labour Day 14th || Study of //**Brilliant Lies -**// themes, characterisation, conventions of drama etc || Good Friday 25th March || Study of **//Brilliant Lies -//** || Holiday homework - prep oral, reading MOntana 1948, practice piece for BL?
 * //Term 1//**
 * Week 1 29th Jan || Introduction to VCE English in Year 11 – rules and regulations for orals, SACs etc. ||
 * Week 2 - 1st – 5th Feb || Activities and discussion surrounding **//Gattaca//** ||
 * Week 3 -8th – 12th Feb || Continue activities and discussion surrounding **//Gattaca//** ||
 * Week 4 – 15th – 19th Feb || Continue activities and discussion surrounding **//Gattaca//** ||
 * Week 5 – 22nd – 26th Feb || Continue activities and discussion surrounding . Essay question analysis, essay planning. ||
 * Week 6 – 29th Feb – 4th March || **__Area of Study One, Reading and Creating: SAC 1 Analytical Text Response– Gattaca - first double of wee__k** ||
 * Week 7 – 7th – 11th March || Begin study of //**Brilliant Lies**// - for creative response. EAL do Creative response to Gattaca and may wish to start Montana 1948 early. ||
 * Week 8 15th – 18th March
 * Week 9 21st March – 24th March

Curriculum Day 11th || Continue study of //**Brilliant Lies**// - practice pieces || Anzac Day 25th || Area of Study 2 - Analysing and Presenting Argument. Begin Issue for Language Analysis - argument, audience, tone, connection to audience and language. || Some on NT tour || //Holiday Homework - Montana 1948 task?//
 * //Term 2//**
 * Week 1 – 12th-16th April
 * Week 2 -18thth – 22nd April || **__Unit 1 Area of Study 1 Reading and Creating . SAC 2 - Creative Response to //Brilliant Lies// and commentary. Double and single__.** ||
 * Week 3 -26th April – 29th April
 * Week 4 – 2nd May – 6th May || Continue Analysing and Presenting Argument - doing practice articles on the issue ||
 * Week 5 -9th May – 13th May || As above ||
 * Week 6 – 16th May – 20th May || **__Unit 1 Area of Study 2 Analysing and Presenting Argument SAC 3 - Written Language analysis__** of previously unseen written and visual material on the issue studied. First double of the week. ||
 * Week 7 – 23rd May – 27th May || __**Unit 1 Area of Study 2 Analysing and Presenting Argument SAC 4 - Oral Presentation - Point of View Speech**__ ||
 * Week 8 – 30th May – 3rd June || .As above and exam revision. (Exam = text response (choose between Gattaca and BL? and Language Analysis) Practise unpacking essay topics for BL - if some students want to write analytical text response. ||
 * Week 9 – 6th June – 9th June
 * 10th June - Report Writing Day** || Exams ||
 * Week 10 14th June – 17th June
 * Queen's Birthday 13th June** || Unit Two - Area of Study 1 - Reading and Comparing Texts Begin //**Montana 1948**// - themes, issues and ideas and how presented. Possibly using chart that can be completed with reading of **//Twelve Angry Men//**. ||
 * Week 11 20th June – 25th June || Exam Feedback - Continue //**Montana 1948**//


 * //Term 3//**

12th -15th July 11th = Curriculum Day || Continue //**Montana 1948**// || 28th – 22nd July Pres Ball 22nd July || Continue //**Montana 1948**// || 25thJuly – 29th July || Continue //**Montana 1948**// || 1st- 5th August || Begin **//Twelve Angry Men//** - complete chart comparing with //**Montana 1948.**// Comparing presentation of ideas, issues and themes in the two texts. || 8th – 12th August || Continue **//Twelve Angry Men//** - complete chart comparing with //**Montana 1948.**// || 15th – 19th August || //Continue **Twelve**// **//Angry Men//** - complete chart comparing with //**Montana 1948.**// || 22nd – 26th August || //Continue **Twelve**// **//Angry Men//** - complete chart comparing with //**Montana 1948.**// || 29th August – 2nd September || **__Unit 2 Area of Study 1 Reading and Comparing Texts SAC 1 Comparing Montana 1948 and Twelve Angry Men__** || 5th – 9th September || Unit 2 Area of Study 2 Analysing and Presenting Argument Begin Language Analysis - on new issue || 12th – 16th September || Continue analysis practice || Holiday Homework - Revision of texts and language analysis practice piece and decide on topic for written point of view (could be on same topic as oral in term 2?)
 * Week 1
 * Week 2
 * Week 3
 * Week 4
 * Week 5
 * Week 6
 * Week 7
 * Week 8
 * Week 9
 * Week 10
 * //Term 4//**

3rd – 7th October || Continue language analysis practice || 10th-14th October || Continue language analysis practice. || 17th – 21st October || __**Unit 2 Area of Study 2 Analysing and Presenting Argument SAC 2 Written Language Analysis SAC. First double.**__ || 24th -28th October || __**Unit 2 Area of Study 2 Analaying and Presenting ARgumnet SAC 3 Written Point of View Piece**.__ First double || 2nd – 4th November
 * Week 1
 * Week 2
 * Week 3
 * Week 4
 * Week 5

Monday - no classes 7th – 11th November || Exam revision. || 14th – 18th November || Last day of Year 11 classes 14th November then exams – exam review day in Week 8. || =__**Gattaca - Text Response - Unit 1 - Outcome 1 Part 1 - Analytical Text Response**__= This site has some very thoughtful ideas on the film http://www.englishworks.com.au/gattaca/
 * Tuesday 1/11**
 * Cup Day public holiday** || Revision for three hours exam. Section A - Analytical Text Response Gattaca or Brilliant Lies Section B Comparative Text REsponse - Montana 1948 and Twelve Angry Men Section C - Language Analysis. ||
 * Week 6
 * Week 7

http://www.slideshare.net/Ty171/gattaca-film-techniques-8758619 http://www.slideshare.net/kiwikatie/introducing-gattaca-ideas-and-conflicts?next_slideshow=3 http://www.slideshare.net/Chantelleba/gattacapowerpoint-8624151?next_slideshow=2 = themes and discussion

Thought this may be interesting for GATTACA

[] =__Brilliant Lies - Unit 1 Area of Study 1 - Outcome 1 Part 2 - Creative Response__=

Advice from VCAA. Note the commentary is assessed with the piece - not separately. (One of the descriptors in above rubric from VCAA is about the commentary.)

Units 1 and 3 — Reading and creating texts The creative response In Units 1 and 3, students are required to respond to the set text in a creative form. Although the response is to be creative in nature, the set text remains central to this task. Students may transform and adapt key moments or aspects of the text as a way to develop and extend their understanding of the original. The connections made between the original text and the creative response need to be credible and authentic. Some ideas for the development of a creative response include: Some ideas for the form of the creative response include: The written explanation As part of the Unit 3 creative response assessment task, students are required to demonstrate the connection between their creative response and the original text by justifying their choices in a written explanation. Teachers need to ensure that students become familiar with the requirements of the written explanation in Unit 1, so that they have had experience with this component of the course before they complete Unit 3. The written explanation is a detailed paragraph that outlines the decisions made by the student as they developed their creative response. The purpose, context and audience must all be addressed in the explanation in order to justify the selected content and approach to the task. In Unit 3, the written explanation is assessed within, and part of, the creative response – see the. The written explanation is not allocated separate marks. While the focus of the assessment is on the quality of the creative response, the articulation of the creative intention in relation to the original text has critical bearing on the overall assessment. Sample written explanation Sample text: //Burial Rites// by Hannah Kent For my creative response, I decided to write an internal monologue for the character of Steina in the novel //Burial Rites//. This seemed appropriate given that the text presents the story from a range of points of view, including that of the protagonist, Agnes. I thought it would be interesting to view the narrative from the perspective of the eldest daughter of Jon and Margret, because there seems to be so much that she would like to say to the murderess who is lodging in her house, yet she is forbidden to do so. Steina recognises Agnes from a childhood incident, and as a result, sees the humanity in her. This is in direct contrast to her mother and sister who initially regard Agnes with disdain and treat her as an animal. I chose a first-person narrative to allow Steina to express her views about Agnes instead of having to share the views of her mother. I used simple and spare language to reflect the fact that Steina cannot probably read or write very well because she is a girl and the daughter of a peasant farmer. This would have been very typical of the context in which the novel is set.
 * present the original text from an alternative perspective
 * transpose the original text into another form
 * explore a gap or silence in the original text
 * explore an idea, issue or theme from the original text in detail
 * transpose the original text into a new setting
 * adapt the language of the original text to create a new or different impact.
 * a monologue
 * a script
 * a graphic text
 * a short film
 * a prologue
 * an epilogue
 * a chapter
 * a series of letters
 * a series of journal entries.

Authentication of the creative response The authentication of creative responses may be achieved by having students: Class time should be used to prepare for this assessment task so that teachers are able to authenticate each student's work.
 * record their ideas and drafts in a journal that is regularly checked by the teacher
 * complete the drafts of their work in class over a period of time
 * write different sections of their creative response under examination conditions in class that are collected and signed off by the teacher, and then returned to the students to be continued in the next lesson.

=__**Persuasive Language - Units 1 and 2**__=



PENDING rubric for written point of view

__**Unit 1 SAC 4 Oral** Presentation__ VCAA advice:

The oral presentation must be able to be authenticated. The oral presentation may take the form of:
 * a speech
 * a debate
 * a video blog.

@http://www.deathandtaxesmag.com/220290/tabloid-headlines-without-the-sexism/ = great intro to how writers use language - loaded headlines versus neutral or more positive from feminist perspective.

http://splash.abc.net.au/digibook/-/c/1392049/the-power-of-speech = whole suite of videos of famous speeches and a PDF of rhetorical devices - that is quite advanced.

=__**Montana 1948 and Twelve Angry Men - Unit 2 Outcome 1 - Reading and Comparing**__= Chapter Questions with pre-reading vocabulary lists, intended for independent study use...  Summary(from http://1948montana.pbworks.com/w/page/747434/Plot%20Summary - also has lots of other useful materials)  - Montana 1948 is told from the perspective of a man looking back on his childhood. The boy, David, describes the events of the summer of 1948 in a small town in Montana. His father, the town Sheriff is forced to arrest and accuse his brother, the town physician of sexual assault and then murder. Throughout the story David's grandfather attempts to free his younger son which forces David's mother and the Deputy, Len, to defend the house. The uncle is held captive in their basement until he commits suicide. At the end of the story the family leaves Montana and lives their lives away from the memories and oppression that reside in that summer and that place.







See also the comprehensive and excellent weebly page on Montana 1948 http://bhsyear11english.weebly.com/montana-1948---home-page.html and http://1948montana.pbworks.com/w/page/747434/Plot%20Summary = also has characters etc =__Twelve Angry Men__= go to http://12englishwhi.wikispaces.com/Twelve+Angry+Men for LOTS of documents and resources on Twelve Angry Men. VATE handout is very useful. = = = = = = = = = =

= = = Old Study Design - Not Current 2016 = =__Identity and Belonging -Unit 1 Outcome 2__=





http://www.sbs.com.au/news/article/2014/11/12/comment-why-cliques-form-some-high-schools-and-not-others = a good example of expository writing on the topic! - here's the link above as an article.

__**014 Issue = Use of Cannabis for Medicinal Purposes**__ resources.mhs.vic.edu.au/englishenrichment/analysisoflanguage.htm

http://www.wisegeek.com/what-are-the-pros-and-cons-of-medical-marijuana-legalization.htm#didyouknowout = a simple summary of the issue http://www.gizmodo.com.au/2014/05/should-marijuana-be-legal-in-australia/ = a powerful argument in favour of legalisation of marijuana - video by The Fresh Gentlemen http://umsu.unimelb.edu.au/for-against-medical-marijuana/ = exactly what it says and easy reading but intelligent  @http://www.smh.com.au/federal-politics/political-news/medical-cannabis-closer-to-federal-approval-20140928-10n5rd.html = current news piece for background to the issue

 @http://www.smh.com.au/comment/marijuana-an-illegal-weed-or-a-needed-medicine-20140402-zqo0r.html - opinion piece

 @http://www.amsj.org/archives/3022 = an extremely technical article by a medical student - for keenies.

A medical article that will put you off smoking dope keenieshttp:// www.drugfree.org.au/fileadmin/library/Cannabis/UseOfCannabisMedicalPurposesFinal.pdf

 @http://www.smh.com.au/federal-politics/political-opinion/medical-marijuana-a-sensible-step-back-from-past-paranoia-20130204-2dudm.html = an opinion piece on the issue to analyse with the class

 @http://www.theage.com.au/federal-politics/political-opinion/the-politics-of-cannabis-and-compassion-why-tony-abbott-is-leading-the-chorus-20140919-10j5rp.html - another practice piece.

 @http://edition.cnn.com/2013/08/08/health/gupta-changed-mind-marijuana/ = an American piece but interesting  http://www.sbs.com.au/news/insight/tvepisode/marijuana = debate on use of medical marijuana

https://www.youtube.com/watch?v=ciQ4ErmhO7g = TED talk on medical cannabis - very good STudents should do a written language analysis. See 12englishwhi.wikispaces for lots of helpful stuff - language analysis page. Then they do an Oral SAC where they show a segment from current affairs show and analyse use of media to persuade.

__**2**__

@https://www.youtube.com/watch?v=YuNJDcfXIxA = teens cause havoc - 'current affairs' bias!

@https://www.youtube.com/watch?v=Lix_7Gdwwz0 = chaser team lampoon current affairs