Rationale: Biography:

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1 Rationale: The search for justice is an indelible part of the human condition. Therefore, the questioning of justice and what it means for society, and the individuals in that society, is a fitting topic through which the 3A Draft English Courses of Study Syllabus can be explored. This section of the course deals with the question of how judicial sentencing affects victims. It follows from an exploration into the legal system and the gaol system. Texts used to compare and contrast themes and mediums include Minimum of Two by Tim Winton. This text was chosen because of its evocative portrayal of a husband struggling with the lifelong ramifications of his wife s rape during the lead up to her rapist s parole. This story is set in Perth and thus brings the power of the story into a setting that is known to the reader. This is to be compared and contrasted with news texts dealing with similar stories. The assessment of this unit has been developed to demonstrate an understanding of the texts, and text types, that the students have studied. By using the text as a basis for creating another text, students demonstrate an understanding of how they have personally responded as reader. This is shown alongside their grasp of creative writing and using appropriate and imaginative language technique. Throughout the course students are asked to analyse texts in order to see the way in which texts are used to promote an ideology through grammar and literary technique. The study of language and grammar empowers them to respond to texts creatively and critically. At the end of the four weeks of this program students will have been challenged in their ability to understand, interpret and analyse the way in which texts influence their perceptions of justice. Biography: Clair Halls is an undergraduate at the University of WA. She is currently completing a Bachelor of Education/Bachelor of Arts with a double major in English and Ancient History. She has completed 14 weeks of teaching practice and is looking forward to working at Thornlie Christian College in The attached unit of a semester program for Year 12 English was completed as part of a group assignment in English Curriculum at UWA to address the new WACE ATAR courses to be introduced into schools in 2015 and The unit focuses on justice and its representation through texts. Clair went to school in Sydney and has used her personal experience of studying crime fiction in Year 12 as inspiration for her program.

2 English Program Time allocation and Syllabus links Teaching and learning strategies Resources Assessments [10.1] Short Story Introduction -Examining how genres and their conventions have changed over time.. -Language Conventions. Outline conventions: Prezi Timeline of the short story Write a short story of the short story. Explore variations of short stories Where to find short stories Classicshorts.com Prezi TimeGlider.com Hand in their short stories to assess ability in writing and understanding of conventions [10.2] Minimum of Two: Introduction, Genre and Expectations. -How expectations of genres have developed. -The effect of expectations being met or not met, extended or subverted. Possibilities of Genre: drama/crime fiction De Bono s Six Thinking Hats o What are the facts/feelings/positive/negative? Define Justice Types of justice (natural/legal) Thinking Hats Mind Map Winton, T. (1997). Minimum of Two. Australia: Penguin. Monitor and review maps to determine progress. [10.3] Minimum of Two: Reader Response and Analysis. -considering the role of the reader in making meaning. -how responses to texts and genres may change over time Personal reflection Think Pair Share: What meaning did you find in the S/S Discussion about : o Personal response o Natural Justice o How does our place in history change our view and perspective? o How does our prior view of the legal system affect our view? Prezi with historical context, pictures, key definitions and legal system introduction. Class Discussion to demonstrate depth of analysis. [10.4] Close Reading : Language Techniques. -Explaining how each text conforms to or challenges particular genres. -The ways language patterns can create shades of meaning. [1.1] News Article Comparison -Conventions of genre Close Reading: o Read over story dissecting story (highlighting and annotating) for language and stylistic o List motifs and common language techniques Table: Conform and Challenge views on justice/sentencing Paragraph summary of whether or not students believe it conforms to the genre. Wordle summary: What do you know about the news? What do you watch? Spot the difference: Variety of Editorial, opinion, Language Technique Glossary Sheet Students to arrange the information in a grouping arrangement/graph that Collect paragraph and mark to determine their level of critical analysis. Monitor graphs. Wordle provides information of the breadth and depth of their

3 feature and news articles. Find the differences in structure and technique. Put different techniques into groups. suits their personal learning preference. exposure/understanding of news. [1.2] News Interview: Expectation and Techniques -How expectations of genres have developed. -The effect of expectations being met or not met, extended or subverted. -considering the role of the reader. Montage clip of the same story shown on a variety of News channels. Class discussion: What bias is evident? What worldview is being presented? Do we choose the news we consume based on our personal beliefs? Group Work: Look for techniques in news filming that are familiar from the previous movie study. How do film techniques change with new mediums? Present to class. Video Montage Class presentations to demonstrate understanding. [1.3] Role of texts: Comparison of roles and needs of text variety - Analysing language, structural and stylistic -analysing and evaluating how different themes and issues are treated in different texts Before, During & After (BDA): o What do you expect a news interview to be like? o Compare and contrast with MOT o How did your reaction differ? o What is the role of each? Write a brief reflection on your changing opinions regarding sentencing. 7:30 report Tom Meagher. BDA handout [1.4] Journalist/Writer Interview - Analysing language, structural and stylistic Local Journalist or Writer to be interviewed: o What process do journalists/writers follow to create stories? o How do you decide what to include? o What structure do you follow in writing the story? o Most important aspect to make sure the information is correct? If local journalist is unavailable then a 3 rd year Journalism/Creative Writing student may be sufficient. Liase with Journalist for best assessment to be published. [2.1] Creative Writing Assessment Workshop: Planning lesson: Decide on local event and type of A variety of graphs: Mind

4 Planning -Using strategies for planning, drafting, editing and proofreading. article to be written. Graphing Workshop: Different types of planning and study graphs that can be used maps, cause and effect, etc [2.2] Creative Writing Assessment Workshop: Sources and Stimulus -comparing and evaluating the impact of language conventions used in a variety of texts and genres -transforming and adapting texts for different purposes, contexts and audiences -Making innovative and imaginative use of language features -considering the role of the reader in making meaning. -explaining how meaning changes when texts are transformed into a different genre or medium. Writing Whispers: o Number students 1-2 o 1 s: Give an image/map to describe o 2 s: give a written source to draw o Pass along and do the opposite with what you ve been given (draw the written setting/write a description of the drawn) o Pass along again without showing previous work o Compare and contrast different interpretations Classroom Discussion: what impact did effective language techniques have on your ability to fulfil the task? Stimulus and instruction sheet [2.3] Creative Writing Assessment Workshop: Grammar and Punctuation choices -using accurate spelling, punctuation, syntax and metalanguage. Using grammar and language to present opinion Examples of grammatical and language based bias in the news What grammar could be used How to use correct punctuation Example sheet of powerful grammar Grammar glossary [2.4] Creative Writing Assessment Workshop: Language Technique -using and experimenting with text structures and language features related to specific genres for particular effect -making innovative and imaginative use of language features Language Technique Think/Pair/Share o Choose an unfamiliar language technique o Try to write a paragraph where it is used effectively o Compare with a friend-constructive criticism o As a group share what you ve learnt and swap techniques o Try to use a technique that someone else has chosen Use Language technique glossary Informal Peer Assessment

5 [3.1] Creating personal voice -making innovative and imaginative use of language features -create multimodal texts in a range of styles [3.2] Positioning in texts -How responses to texts may change over time and in different cultural contexts Watch: k Discuss: We recognise difference in audible accent quickly-what might be used to show us difference in written characters quickly? Group work: give same characters but a different scene to groups and have them create a skit. Perform skits to class Rubik cube: What do you see? The author has the power to position you to only see what they want. Mind Map: reasons for positioning Give them a crime scene and a variety of witness quotes Using their characters from the previous lesson, write their perspective on the crime scene Compare and Contrast to find the answer. 21Accents clip Character sheets Rubik Cube A3 Paper [3.3] Evaluation of texts: Justice attained? Debate preparation -analysing and evaluating how different themes and issues are treated in different texts -investigate the effects of different conventions and mediums on responses. Class discussion: Which Genre do you believe was the most powerful? Two teams map out pro/con Use evidence based on the texts used in class to present as a debate next lesson Creative Writing Assessment Due [3.4] Genre and Reaction: Justice across texts. Debate -analysing and evaluating how different themes and issues are treated in different texts -investigate the effects of different conventions and mediums on responses. -explaining how meaning changes when texts are transformed into a different genre or medium. Fictional texts have the most power to demonstrate the inadequacy of sentencing in the legal system. Discuss, with references to the texts you have studied this semester. Fiction vs. Non-fiction debate o What is the power of the text and how do they address justice and sentencing? o Which text offers more hope to victims? Tables set up in debate style. Timer and gavel. ipad to record the debate. Informal assessment of their ability to construct arguments and understand the effects of genre, convention and medium. Peer assessment on their group work and arguments.

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