hsc unit plans - aos belonging standard and mod a comparative study of texts and context advanced...

c3109550 EDUC4090 Completeby Sonia Carpenter

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TIME SUBMITTED 07-JUN-2013 11:59PMPAPER ID 335176160

EDUC4090 /Q: HSC English c3l09550

Contents

English (Standard)

1. Program Overview - Area of Study (Belonging) 2. Assessment Notification 3. Lesson plans and resources 4. QT Coding Report

English (Advanced)

1. Program Overview - Module A: Comparative Study of Texts and Context Elective 1: Exploring Connections

2. Assessment Notification 3. Lesson plans and resources 4. QT Coding Report

EDUC4090 "2: HSC English c3l09550

Resources List

Area of Study Resources

Resource AOSB.l Page 8 f rom 2011 HSC English Exam Paper 1

Resource AOS13.2 Page 3 from Marking Guide

Resource AOS13.3 Page 2 from 2011 HSC Notes from t he Marking Centre - English Standard and Advanced - Board of Studies NSW

Resource AOS14.1 Pages 9-13 from Area of Study Resources - Karen Yager

Resource AOS15.1 English Std & Adv Paper 1 AOS Rubric

In Appendix:

Resource AOS17.1 - HSC Study Day Presentation

Resource AOS19.1 - Belonging proforma from Chatham High School English Booklet 2010-2011

Resource AOS20.1 - comparison table based on Warilla High School resource

Module A Resources

Resource MA9.1 Pride_and_prejudice_lesson_1_worksheet from Teaching English

Resource MA10.1 pgs 1-8 Romanticism - Wikipedia, t he free encyclopedia

Resource MA11.1 Pride_and_prejudice_lesson_6_worksheet from Teaching English

Resource MA12.1 Pride_and_prejudice_lesson_S_worksheet f rom Teaching English

Resource MA12.2 11140630 1-P ride-and-Prejudice-a nd-Letters-to-AI ice-Speech from boredofstudies.org

Resource MA13.1 Pride_and_prejudice_lesson_ 4_worksheet_O from Teaching English

In Appendix:

Resource for week 4 "MA13.1" Page 16 from BladeFrank- Teaching Program

Resource MA29.1 Wikispaces Eng lish- Comparat ive Study

EDUC4090 AZ: HSC English Unit plan: AOS (Standard) Belonging 2. Ten Week Program Outline c3109550

HSC English {Standard) Area of Study: Belonaina

D escription This Area of Study requires students to explore the ways in which the concept of belonging is represented in and through texts. Perceptions and ideas of belonging, or of not belonging, vary. These perceptions are shaped within personal, cul tural, historical and social contexts. A sense of belonging can emerge from the connections made with people, places, groups, communities and the larger world. Within this Area of Study, students may consider aspects of belonging in terms of experiences and notions of identity, relationships, acceptance and understanding. Texts explore many aspects of belonging, including the potential of the individual to enrich or challenge a community or g roup. They may reflect the way attitudes to belonging are modified over time. Texts may also represent choices not to belong, or barriers which prevent belonging. Perceptions and ideas of belonging in texts can be constructed through a variety of language modes, forms, features and structures. In engaging with the text. a responder may experience and understand the possibili ties presented by a sense of belonging to, or exclusion from the text and the world it represents. This engagement may be influenced by the different ways perspectives are given voice in or are absent from a text. In their responses and compositions students examine, question, and reflect and speculate on:

how the concept of belonging is conveyed through the representations of people, relationships, ideas, places, events, and societies that they encounter in the prescribed text and texts of their own choosing related to the Area of Study

assumptions underlying various representations of the concept o f belonging how the composer's choice of language modes, forms, features and structures

shapes and is shaped by a sense of belonging their own experiences o f belonging, in a variety of contexts the ways in which they perceive the world through texts the ways in which exploring the concept and significance o f belonging may broaden

and deepen their understanding o f themselves and their world. http://hsc.csu.edu.au/english/area of study/area intro/3634/aos intro.htm

I Time: 10 weeks = 45 hours, 4Sxlhr lessons Principal focus:

Provides students with the opportunity to explore, analyse and experiment with:

2012

meanings conveyed , shaped, interpreted and reflected in and through texts ways texts are responded to and composed ways perspectives may af fect meaning and interpretation connections between and among texts how texts are influenced by other texts and contexts

Selected prescribed text

HERRICK, Steven, The Simple Gift, University o f Queensland Press, 2000

Past Paper Questions {Section Ul) 15 marks, 40 minu tes

An individual's perceptions of belonging evolve in response to the passage of time and interaction with their world. In what ways is this view o f belonging represented in your prescribed text and at least ONE other related text of your own choosing> 2011 Explore how perceptions of belonging and not belonging can be influenced by connections to places. In your response, refer to your prescribed text and at least ONE other related text of your own choosing. 2010 'An individual's interaction with others and the world around them can enrich or limit their experience of belonging.' Discuss this view with detailed reference to your prescribed text and ONE other related text of your own choosing 2009 Understanding nourishes belonging .. . a lack of understanding prevents it. Demonstrate how your prescribed text and ONE other related text o f your own choosing represent this interpretation of belo~

ICT Resources For prescribed text: The belonging blog, specifically entry on The Simple Gift: http:l/belongingareaofstudy.blogspot.com.au/2008/10/analytical-wri ting-key-scene-analysis.html ForORMs Use the Belonging Additional Material Suggestions - Classic choices selection process guide from Prime Education available here: htto://www.orimeeduca tion.com.au/HomePD F /Belonai na%20Additionai%20Materiai%20Suaaestions%20-%20Ciassic%20choice~_df

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EDUC4090 AZ: HSC Enqlish Unit plan: AOS (Standard) Belonqinq 2. Ten Week Proqram Outline c3109550 HSC English(Advanced) Outcomes: 1. A student expla ins a nd eval uates the e ffects o f diffe rent co ntexts o f respond ers a nd composers o n texts. 3. A stud ent develops la nguage re leva nt to the stud y o f English 4. A student explains and analyses the ways in which language fonms and features, and structures o f texts shape meaning and influence responses. 5. A student expla ins a nd eval uates the e ffects o f textua l forms, techno logies a nd their med ia of p roduction on meaning 6. A studen t engages with the details of text in ord er to respond critically and personally. 8. A studen t articula tes and represents own ideas in critical, interpretive and imaginative texts from a range o f perspectives. 10. A student a na lyses and synthesises information and ideas into sustained and logical a rgument fo r a ra nge of purpo ses, audiences a nd co ntexts . 11. A student d raws upon the imagination to transfonm experience and ideas into texts demonstrating control of language.

HSC English (Advanced) Content 1.1 comparing and con trasting texts and their con texts 1.2 responding to and composing texts to achieve meaning in a range o f contexts 1.3 explaining how values and attitudes are reflected in texts 2.1 comparing and con trasting the forms and features o f texts 3.1 relevant English study terminology 3.2 language for maki ng connections, q uestioning, affirming, challenging, speculating about and generalising about texts 3.3 languag e of personal, cul tural, public and critical expression 4 .1 explaining a nd analysing the effects o f a variety of language fonms and features, and the structures o f texts 4 .2 iden tifying a range o f possible responses to texts influe nced by their lang uage forms and features, and their structure 5.1 describi ng and explaining the conven tions and the e ffects o f textual forms, technologies and media of production on meani ng 5.2 choosing from the range of textu al fonms, technolog ies and media o f produ ction to compose texts for specific audiences and purposes

1-:----------------------------------; 5.4 explaining the relationships between rep resen ta tion and meaning As_sessment . . . 6.1 analysing texts in detail Th1s program o f s tudy prescn bes to the sample HSC assessment gnd ava1lable from the 6.2 composing sustained argumen ts supported by textual evidence Boa rd o f Studies, he re: http:l/www.boardofs tudies.nsw.edu.au/syllabus hsc/eng lish std 6.3 composing and supporting a personal response to texts ass-sc

Interna l Assessment This grid assig ns task 2 to the AOS; the Viewing/representing o f Related materia l. This is worth a to ta l weighting o f 25% and assesses two o f the la nguage modes: 10% wri ting a nd 15% Viewing/Representing . The attached assessme nt notifica tion provid es details on how s tudents mee t these assessment requirements in this AOS program.

Assessed in Paper 1 Section If - o utcomes 3, 8, 11

Assessed in Paper 1 Section Iff - outcomes 1, 3, 4, 5, 6, 10

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6.4 eva lu ating the responses o f o thers. 8.1 engaging with complex texts 8.2 refining the clarity of their composition to meet the demands of increasing complexity of thoug ht and expression 8.4 using stylistic devices appro pria te to pu rpose , audience and context. 10.1 discerning ideas, a ttitudes and values re flected in texts 10.2 making connections between in formation and id eas, and synthesising these for various purposes and audiences 10.3 usi ng the information and ideas ga thered from a rang e of texts to presen t a point o f view in analytic, expressive, imaginative and evalua tive ways. 11.1 making connections between life experience a nd imagined experience 11.2 experimenting with ways o f transfonming experience in to imaginative texts in different contexts for specified a udiences 11.3 recreating texts into new texts by changing perspective and con text

EDUC4090 AZ: HSC En qlish Unit plan: AOS (Standard) Belonqinq 2. Ten Week Proqram Outline c3109550 Week Outcomes Suggested Sequence of Teaching & Learning Activities Assessment

1-2 Introduction to Stage 6 HSC Course and Area of Study and the concept of Belonging Lessons Introduce the AOS and concept of "belonging: 1-8 Distribute copies of syllabus p 32, 35-38, SO, 53-56 and encourage students to put forward initial ideas about the concept of belonging. Refer students to

description on httl:rll!lsc.csu.edu.auenglisharea of stud~area intro3634aos intro.htm Pose the q uestion "What does belonging mean to you?" How does this compare to a dictionary definition? HSC exflectations for the Area o f Stud~ Discuss past HSC questions (paper 1, sections 1. 2 and 3), ask students what they think these questions are looking for in a response. Distribute HSC rubrics and provide a detailed explanation of the ORM requirement and the responsibility of students. Deconstruct these key concepts explicitly, using www.Bubbl.us to create an interactive mindmap with students for later reference: belonging, identity, relationships, understanding, perspective, attitude, representation, composer, responder, context (persona~ social, cultural, historical) Jigsaw - groups are allocated a syllabus outcome. They collaborate lor ideas on how a study of The Simple Gift will help them achieve it, then present their findings to the class

3-4 Focus study on Paper 1 Sections I and U lessons Section 1: Past Papers 9-16 Take students through various past papers, sample answers and notes from the marking centre lor section I. 3 lessons max.

Section II: Creative writing process and practice - see lesson plans attached. Spend a week to prepare lor Paper 1 Section II by brainstorming ideas, explicitly teaching the creative writing process, and examining past HSC q uestions and exemplars.

5-7 Depth study of the Prescribed Text The Simple Gift and Other Related Materials (ORMs) of students' choosing All Lessons First Impressions: The Verse Novel 17-28 Display a section of verse from The Simple Gift without introd ucing the text or its form. What text type/form do the students g uess it belongs to?

Document initial student reactions as a board brainstorm, save lor future reference. Introduce the form of verse novel gauge student backg round knowledge of verse novels. Discuss the Iliad, Odyssey as the earliest forms of verse novels; refer to https://en.wikipedia.orglwiki/Verse novel lor a general introduction ATl: a) ORM Portfolio 10% and bl Seeaking Task 15% - due week 8 Distribute the Assessment Task notification to students and discuss requirements, criteria and rubric. A simple gilt in depth: Resources AOS17.1, AOS20.1, MAH1 Role pia~: Assign the characters Billy, Old Bill and Caitlin to confident students o r volunteers. Read Night (Billy), Too Rich (Caitlin), Billy (Billy), Business (Caitlin), and as a class discuss the texts representation of belonging. Pay particular attention to form; how does the verse novel create perspective, emotion ATlb: Presentat ions of ORM Portfolio students must present at least one text from the assessment task and explain how it relates to belonqinq.

8-9 Focus study on Paper 1 Section m- The Integrated Response Lessons Bored of Studies: Students 'peer-mark' select available student essays lor Module A on these texts and then d iscuss the marks given, compare to teacher 29-36 marks.

HSC praq ice: Simulate the HSC examination setup in class and have students complete a past HSC Paper 1 in completion. Not assessable. Glossarv Discussion: Photocopy and d istribute paqes 97-100 of the Enqlish Staqe 6 syllabus. Discuss the relevant terms to the AOS.

10 Lessons 37-40: (and lessons 41-45 in review period before HSC exam) Review of learning and the AOS demands in the HSC

6

All Assessment Notification

Course: English (Standard)

Area of Study: Belonging

Weighting: 25%

Outcomes assessed: 1, 4, 6, 7, 10, 12, 13

a) ORM Portfolio 10%

Task Description:

You are to create a ORM portfolio for your use in the HSC Paper 1 examination, but finding ONE text related to the concept of belonging from EACH of the following categories:

1. Media text: TV news report, radio interview, magazine article, newspaper article 2. Written text: poem, short story, song lyrics, novel, play. Blog, biography, travel memoirs 3. Visua l text: picture book, advertisement, poster, website, artwork, graphic novel, manga 4. Film text: feature fi lm, short film, documentary, TV show, You lube, webseries, vlog

For EACH text you must use the attached proforma to provide accurate and clear source d etails and j ustify how it relates to the concept of belonging.

You must present all of your texts as a complete portfolio (Including screenshots and URl s/details for film and visua l texts) in hardcopy and in the class moodle.

M arking Criteria

You will be assessed on how well you:

Select four appropriat e t exts and provide accurate source details Record and organise the texts in an acceptable hardcopy and virtua l format

For EACH text, using the att ached proforma:

justify your text se lection Outline ideas in the text that relat e to belonging Discuss the techniques used in the text that present ideas about belonging Demonstrate link between your selection and the prescribed text The Simple Gift, as well as

one other ORM in your portfolio

See marking rubric over page

Assessment task based on resource devebped by Chatham High School, available here: h!!p-Uwww chathamh schools rnw edu auldocumentsa91414a923351a317954783025 19eb9eeb2b886e0d012cdced6e6237 fu2Q!

M arking Rubric

You will receive a mark o ut of 10 that will represent 10% of your internal HSC assessment in English.

Criteria Marks Successfully explores. analyses and articulates the ways in which perceptions o f 'Belonging are shaped 9-10 in texts Thoughtfully selects relevant texts from designated categories and provides adequate bibliographical details Presents critically refined ideas, using succinct and well -organised notes in the pro forma provided Demonstrates a very high level o f ability in explaining the techniques used in texts to present the perceptions of 'Belonging ' Demonstrates a very high level o f abili ty in showing links between texts in terms of ideas and techniques Demonstrates flair, oriqinalitv. sophistication and precision o f both thouqht and expression Attempts to explore, analyse and articulate the ways in which perceptions of 'Belonging are shaped in 7-8 texts Selects relevant texts from designated categories and provides adequate bibliographical details Presents critically refined ideas, using succinct and well -organised notes in the pro forma provided Demonstrates a high level of abili ty in explaining the techniques used in texts to present the perceptions of 'Belonging ' Demonstrates a high level of abili ty in showing links between texts in terms of ideas and techniques Demonstrates sophisticated control o f both thouqht and expression Demonstrates a sound understanding of the ways in which perceptions o f 'Belonging ' are shaped in 5-6 texts Selects relevant texts from designated categories and provides adequate bibliographical details Presents critical ideas, using well -organised notes in the pro forma provided Demonstrates an abili ty to explain the techniques used in texts to present the perceptions of 'Belong ing ' Demonstrates an ability to explain the links between texts in terms o f ideas and techniques Demonstrates confident control o f both thouqht and expression Demonstrates a limited understanding of the ways in which perceptions of 'Belonging ' are shaped in 3-4 texts Selects texts from designated categories and provides some bibliographical details Presents underdeveloped ideas, using notes in the pro forma provided Demonstrates a limited level of abili ty in explaining the techniques used in texts to present the perceptions of 'Belonging ' Demonstrates a limited level of abili ty in explaining the links between texts in terms o f ideas and techniques Demonstrates insufficient contro l of both thought and expression Demonstrates an elementary understanding of the ways in which perceptions of 'Belonging' are shaped 1- 2 in texts Selects texts from some of the designated categories: provldes no bibliographical details Presents minimal or no ideas or using notes in the pro forma provided Demonstrates an inadequate level o f ability in explaining the techniques used in texts to present the perceptions of 'Belonging' Demonstrates an elementary level of ability in explaining the links between texts in terms o f ideas and techniques Demonstrates limited control o f both thought and expression

Assessment task based on resource devebped by Chatham High School, available here: hnp Uwww chathamh schools rnw edu auldocumentsa91414a92335la317954783025 19eb9eeb2b886e0d012cdced6e6237 fu2Q!

All Assessment Notification

Course: English (Standard)

Area of Study: Belonging

Weighting: 25%

Outcomes assessed: 1, 4, 6, 7, 10, 12, 13

b) Presentation 15%

Task Description:

In this task you are required to present an o ral presentation which is at least 5 minutes long, based o n a character from The Simple Gift.

In this task you are to:

Choose a character from The Simple Gift.

Explain what concepts of 'Belonging' are presented in the text through the representation of your character. You may wish to refer to aspects of 'Belonging' that include: your character's experiences, notions of identity, relationships, alienation, acceptance and understanding by others.

Discuss how the composer's choice of language features, forms and structures has shaped your character.

Compare the ideas about 'Belonging' in The Simple Gift with those presented in o ne of the texts from your ORM Portfolio.

Re fer to both what the texts say about 'Be longing' and how those meanings are shaped.

All students will be called upon rando mly to present. You must give your teacher a copy of your speech at the start of the lesson on the first day of the oral presentations. How well you communicate your presentation is the main focus of this assessment task.

Marking Criteria

You will be assessed on how well you:

Make minimal uoe of noteo in an interpretative, well organioed preoentation Explain the concepts of 'Belonging' as presented in the text Discuss a variety of relevant techniques used in the text Compares prescribed text with related text in terms of ideas and techniques


Assessment task based on resource devebped by Chatham High School, available here: h!!Q' Uwww chathamh schools rnw edu auldocumentsa91414a92335la317954783025 19eb9eeb2b886e0d012cdced6e6237 fu2Q!

M arking Rubric


Criteria Marks Demonstrates an excellent understanding o f composing a speech 14-15 Demonstrates a very high level of ability to represent ideas and understanding of the concept of 'Belonging ' in a logical and imaginative speech Presents an imaginative and critically refi ned speech showing highly developed skills in the discussion and comparison of texts and techniques Demonstrates a very high level o f ability to develop and sustain an oral presentation, which shows sophisticated control o f form appropria te to purpose, audience and context Exhibits flair, originality, sophistication and precision of both thought and expression

Demonstrates a highly developed understanding o f composing a speech 12-13 Demonstrates a high level of ability to represent ideas and understanding of the concept of 'Belonging' in a logical and imaginative speech Presents an imaginative and critically refined speech showing highly developed skills in the discussion and comparison of texts and techniques Demonstrates a high level of abili ty to develop and sustain an oral presentation, which shows sophisticated control of form appropriate to purpose, audience and context Exhibits evidence of sophisticated control o f both thouqht and expression Demonstrates a developed understanding of composing a speech 10-11 Demonstrates an ability to represent ideas and understanding of the concept of 'Belonging' in a logical and imaginative speech Presents an imaginative and refined speech showing sound ski lls in the discussion and comparison of texts and techniques Demonstrates an ability to develop and sustain an oral presentation and shows satisfactory control of form appropriate to purpose, audience and context Exhibits evidence of control of both thought and expression Demonstrates a limited understanding o f composing a speech 8-9 Demonstrates a limited level of ability to represent ideas and understanding o f the concept o f 'Belonging' in a logical and imaginative speech Presents an informed speech showing some evidence of skills in the discussion and comparison of texts and techniques Demonstrates a limited abi lity to develop and sustain an oral presentation, which shows basic control of form appropriate to purpose, audience and context Exhibits reasonable control of language and expression Demonstrates an elementary understanding of composing a speech 7 and below Demonstrates inadequate level of ability to represent ideas and understanding of the concept of 'Belonging' in an informed, logical speech Presents a speech showing minimal evidence o f skills in the discussion and comparison o f texts and techniques Demonstrates an elementary abili ty to develop and sustain an oral presentation, which shows limited control of form appropriate to purpose, audience and context Exhibits variable control of language and expression

Assessment task based on resource devek>ped by Chatham High School, available here: http 1/www chaJhamh schools rnw edu auldocumentsa914148a923351a31?954783025 19eb9eeb2b88e0d012cdced6e6237 fu2Q!

EDUC4090 AZ: HSC English Lesson plans: AOS (Standard) Belonging 5x60 minute lesson plans c3109550

WEEKS 3-4 LESSON 12/ 45 "Belonging in Stories"

TOPIC: AREA OF STUDY: Belonqinq (Standard) - Focus study on Paper 1 Sections I and n I TIME: 60mins INTRODUCTION: LESSON RESOURCES: This lesson is designed to revisit previous learning about creative writing withi n the theme of belonging and the expectations of Paper 1 Section II Ideas are also sourced from Amy Holthouse's creative writing program, here: of the HSC examination. httl2:lenglish.illinoisstate.edulrlbroadlarchivelteachinglstudentl2ubslRevelationslHolthouse This lesson is about the process of conceptualising an idea about J2ill belonging into a creative story on belonging. At the end of this week students will submit the story they plan and compose this week to LESSON OUTCOMES the belonging exhibition website: 1.3 explaining how values and attitudes are reflected in texts htt12:lwww.belonging.orglmisc-12ageslsubmit.html 5.4 explaining the relationships between representation and meaning 11.1 makinq connections between life experience and imaqined experience

TEACHING AND LEARNING ACTIVITJES 1. View Shaun Tan 's The Arrival as a model of a creative expression of belonging. 2. Discuss as a class how this text depicts belonging and not belonging through setting, characters, plot, conflict. climax and resolution (to introduce the elements

of creative writing) 3. On the board, visit the Belonging Exhibition website: htt12:Uwww.belonging.orglmisc-12agesl12e0121e 12lace.html and explore the representations on this site of

'belonging' in Australia . How does the site represent belonging? Encourage students to comment on whether they can re late to any of the representations of belonging on the website- do any students have background/cu ltural knowledge about arriving in Austra lia, being 'not welcome', or belonging to a community?

4. Defi ne key terms on the website like 'community,' arrival, welcome, home. 5. Visit the 'people> dressed to belong' section of the website htt12:llwww.belonging.orgl!?eo12leldressedlschoolkids.html and discuss the quote by Harry Stein

about uniforms. Do the students agree with his comment on uniforms? 6. Students volunteer groups and institutions they belong to: teacher prompts start with home and schoo l, expands to workplaces, social and sporting groups,

and discuss how belonging to these groups is 'represented' through tangible items like uniforms, emblems and abstrac t concepts like relationships and interests and beliefs.

7. Students independently write notes about a group or institution they belong to and an experience they have had in that group that defined thei r place in the group: suggest inauguration ceremonies, victories (sport), rites of passage

8. Mini-lesson - direct instruction that models the process of planning a creative story. Record this exposition and post for later student access on a web 2.0 tool - moodle, voice thread, prezi. Demonstra te the deve lopment of the various parts of a story:

Plot: What happens in the story; Theme: Main idea behind the story; Character: The people in the story; Settinq: The place where the story happens CLOSURE I Explain to students that notes taken today will form the basis of a creative writi nq piece in future lessons. Next lesson: creative writinq for the HSC. ASSESSMENT I Monitor student development throuq h contribution in discussions, have students present their notes (7) before beqinninq mini-lesson. (8)


WEEKS 3-4 LESSON 13/45 "HSC Creative Writing"

TOPIC: AREA OF STUDY: Belonging (Standard) - Focus study on Paper 1 Sections I and n 1 TIME: 60mins INTRODUCTION LESSON RESOURCES: This lesson examines Paper 1 Section II of the 2011 HSC examination to AOS13.1, 13.2 and 13.3 give students an understanding of the expectations of the creative response section of paper 1. Students also begin planning creative story LESSON OUTCOMES 1.2 responding to and composing texts to achieve meaning in a range of contexts 1.3 explaining how values and attitudes are reflected in texts 3.1 relevant English study terminology 6.3 composing and supporting a personal response to texts 6.4 evaluating the responses of others. 8 .4 using stylistic devices appropriate to purpose, audience and context. 10.1 discerning ideas, attitudes and values reflected in texts 11.1 makinq connections between life experience and imaqined experience

TEACHING AND LEARNING ACTIVITJES 1. Distribute copies of AOS13.1 Ask students how they wou ld respond to this question. 2. Mini-lesson: explicitly unpack the question: key verbs, words, marking rubric, criteria and stimuli . Record this for fu ture reference. 3. Distribute AOS13.2 andl3.3. Unpack the notes; assign the 46 and 10-12 standards to half of class, 7-9 and 1315 to other half. 4. Students follow the unpacking process you have demonstrated to analyse key verbs and words and compare the two standards they have been assigned, and then

share their comparison ideas in a class discussion. 5. Distribute sample answers from boredofstudies.org without telling students the marks the contributors supposedly' received (If advertised on the si te.) Have them mark

the creative story according to the marking guidelines. 6. Have students revisi t notes from activi ties 6 & 7 in lesson 24, to come up with a "plotline to their personal belonging story, by tracking the lead up and subsequent

events in a timeline format, character profiles for the characters in their story, and a short descrip tion of the opening setting in thei r story, keeping in mind the expectations of a HSC creative piece indicated in the marking notes and guidelines.

7. Prompt setting descriptions by reminding students to include details o f the specific location of the experience, including time, month, season, city, country (and others that ap~lv, depend ina on timeline)

CLOSURE Activities 6 & 7 will be the basis of a story to be started next lesson. Type them into moodle now in case you forget hard copies I ASSESSMENT Assess student responses to activities 1 and 4.

Section II

15 marks Attempt Question 2 Allow about 40 minutes for this section

Answer the question in a SEPARATE writing booklet. Extra writing booklets are available.

In your answer you will be assessed on how well you: express understanding of belonging in the context of your studies organise, develop and express ideas using language appropriate to audience, purpose

and context

Question 2 (15 marks)

Compose a creative piece that captures the signi ficance of remembered places to the experience of belonging.

You may use the visual image as stimulus for your creative writing.

- 8 -

2011 HSC English (Standard) and English (Advanced) Paper I Marking Guidelines

Section II

Question 2

c .;teria Marks Composes ski lfully an engaging piece of creative writing that captures the

significance of remembered places to the experience of belonging Skilfully explores the experience of belonging 13- 15 Demonstrates skilful control of language and structure appropriate to

audience, purpose, context and selected form Composes effectively an engaging piece of creative writing that captures

the significance of remembered places to the experience of belonging Effectively explores the experience of belonging 10-12 Demonstrates effective control of language and stmcture appropriate to

audience, purpose, context and selected form Composes a piece of creative writing that focuses on remembered places

and the experience of belonging Explores aspects of the experience of belonging 7- 9 Demonstrates adequate control of language and structure appropriate to

audience, purpose, context and selected form Attempts to compose a piece of writing Attempts to explore an experience of belonging 4-6 Demonstrates limited control of language and structure with limited

appropriateness to audience, purpose, context and selected form Attempts to compose a response

1- 3 Demonstrates elementary control of language

- 3 -

2011 HSC Notes from the Marking Cemre - English Standard and A ... hnp://www.boardofstudies.nsw.edu.aufllsc_examslhsc20llexams/notes ...

2 of II

Weaker responses dealt superficially with the texts and relied upon description rather than analysis. These candidates struggled to develop the relationship between place and identity.

Sect ion II Question 2 In better responses, candidates used language appropriate to their chosen form of creative wr iting. They explored the signrticance of remembered places to the experience of belonging with insight, complexity and/ or subtlety. The interpretation of place was often metaphorical which allowed for a broad representation of place. These responses were well crafted and evocative, displaying originality and artistry and the mechanics of language were applied skitfully.

In sound responses, candidates were often more literal in their representation of place. They tended to be predictable, linear or cliched in their examination of the significance of remembered places to the experience of belonging. In these responses, the mechanics of language was controlled and writing structure was appropriate to form,

Weaker responses tended to lack structural direction, were simplistic and i nconsistent in their representation of place and mentioned belonging in a literal manner. These responses la cked credibility, were generalty inappropriate for the audience and/ or pu rpose. Aawed mechanics of language was usually a feature of these responses. f'1emor ised, pre-prepared responses and responses to questions from past papers featured at this level.

Section III

General comments Cand idates' approaches to the question varied, with many consideri ng t he statement as an opportunity to discuss the positive or negative impact of place on one's sense of belonging. Other candidates offered the v iew that a connection to place alone was not the sole determinant of belonging, suggesting that ideas of place are inextricably connected with notions of identity and human relationships, among others.

Stronger responses demonstrated the candidate's ability to skilfully engage with the comment and apply their knowledge to develop a strong thesis. Setter responses sustained this thesis throughout the response through a discerni ng selection of text ual detail and a perceptive analysis of both the prescribed text and a text or texts of their own choosing. These candidates applied conceptual ideas to their responses and used textual details as a means to support their level of conceptual understanding. They showed a discerning choice of texts, using related materials that clearly demonstrated insight into the concept of be&onging and the question being examined.

In sound responses, candidates engaged with the concept and used their knowledge to develop a thesis in response to the question. Many candidates approached the question in a logical and structured way, but often relied on an overview of texts and description as a means of discussion. These responses tended to list rather than analyse textual details and features, and adopted a series of explanations. Some of these responses were reliant on textual analysis at the expense of a well-developed and coherent line of argument. Links between texts were evident, but remained undeveloped . Candidates did not sustain their conceptual discussion throughout the response.

In weaker responses, candidates attempted to consider the importance of place in affecting one's sense of belonging, but experienced some difficulty in using textual evidence or features to suppor t a discussion of the texts. Candidates often resorted to storytelling with intermittent reference to, rather than an analysis of, textual features.

Weaker responses were often colloquial, conversational and segmented, demonstrating a varying control of language and displaying an elementary knowledge of the concepts and the texts studied . Some candidates established a simplistic thesis in their introduction that was not susta ined or developed throughout the response.

Another characteristic noted was the tendency of some students to list techniques in their introduction . This serves no real purpose and potentially limits the opportunity for candidates to develop a more personal response to the statement. Text selection was noted as a potentially discriminating factor, with some candidates fi nding that the complexities of certain texts limited their ability to engage in an effective and sustained manner with the concept and question.

Prose Fiction

Amy Tan, The Joy Luck Club 'Place' was interpreted on a number of levels including culturally, psychologically, socialty, metaphorically and in memory, Candidates discussed physical environment as both a barrier to, and enhancer of, belonging. Some argued t hat belonging to place and culture primarily occurred through relationships.

Setter responses dealt with the duality of place that underpins the novel in a skilful and perceptive manner. I n these responses, students focused on the ways in w hich geographic transitions influenced familial bonds. Their responses brought together the tensions that ' place' can exert on one's desire to both affiliate and yet maintain a sense of self. Conflicting societal barriers were seen to create difficulties for the daughters, but also opportunities to confront where they stood in the world .

In weaker responses, candidates relied on recount to illustrate ideas, identified te


WEEKS 3-4 LESSON 14/45 "Writing Your Belonging Story"

TOPIC: AREA OF STUDY: Belonging (Standard) - Focus s tud y on Pape r 1 Sec tio ns I and D 1 TIM E: 60mins INTRODUCTION LESSON RESOURCES: This lesson focuses on students p lanning their belonging story and Resource AOS14.1 - Pages 12-13 of Karen Yager's area of study resources document,

giving peer feedback on the presence of elements expected in the HSC. available here: httg:LLweb2.warilla -h.schoo ls .nsw.edu.auLdegtLenglishLBelongi ngL LESSON OUTCOMES 1.2 responding to and composing texts to achieve meaning in a range of AOS14.2 - Scholastic Lesson plan worksheet When Characters Meet, available here: contexts httQ:LLwww.scholastic.combrowsecollection.jsQ?id =658 1.3 explaining how values and attitudes are reflected in texts 5.4 explaining the relationships between representation and meaning 6.3 composing and supporting a personal response to tex:ts 8.4 using stylistic devices appropriate to purpose. audience and context. 10.1 discerning ideas, attitudes and values reflected in texts 11.1 makinq connections between life experience and imaqined experience

TEACHING AND LEARNING ACTIVITJES 1. Take students through Resource AOS14.1 - Pages 12 -13 of, g ive them the opportunity to ask questions. 2. Have students revisit the timeline created in activity 6 lesson 25, have them fill out the worksheet, and explain that both of these will be distributed to a classmate for feedback. 3. Collect and redistribute timelines 0n pairs) throughout the classroom and have students conduct an analysis on their peer's work, to identify the necessary elements for turning

the experience into a story: Exposition (background story). lnsighting incident (something that causes a problem o r challenge to belonging) Conflict (the problem (s) details). Climax (when the action is at it's height) and Denouement (the resolution of the story). Students should write down the formal names with their notes so they can provide informative feedback to their peers.

4. Peer to peer interviews; students discuss their analysis of each other's work 5. Support students to revise their choice of theme or subject if their peers cannot identify more than one of these elements in their timeline and worksheet. 6. Students beqin a fi rst draft o f their story. Explain that this d raft is due next lesson. so the more work they do now, the less to do at home!

CLOSURE I We have learnt that the writing process takes time and plan ning . Next lesson; how this works with unseen stimuli. ASSESSMENT I

From http://web2.wari lla-h.schools.nsw.edu.au/dept/en!?lish/Belonging/ Karen Yager-NSR Professional Learning and Leadership Coordinator ' Belonging'

Approaches for Section II: Writing- AOS 'Belonging'

Craft

'They demonstrated structural complexity. cohesion. the use of an authentic. sustained and engaging voice and took advantage of the opportunity the question presented to showcase originality and perceptiveness. The mechanics of language, punctuation, sentence structure and paragraphing were applied skilfully in these responses' (NSW BOS, 2007, p.S).

To focus on the craft of writing try these quick writing exercises:

Compose a 100 micro word (no more no less) story that reflects one of the key ideas of 'Belonging': Focus on the power of verbs Avoid too many adjectives Include figurative language - a simile is simple but effective You could use an analogy or extended metaphor

Describe in two paragraphs a place that is special to you; where you feel as if you belong. Now describe a place where you feel alienated and isolated. Focus on creating a mood that reflects your feelings through emotive language and colour. Use the details of the place to represent your feelings without actually describing your feelings.

Take a recent well known event such as the Federal Government's National Apology and write it into an imaginative text that reflects one or more of the key ideas of 'Belonging'. E.g. Like I said, I didn't miss her. But she was an addiction of sorts, and like any habit, even once you break it there are still moments that nothing will replace. Like being so amazingly warm with her in your arms that you just want to laugh at the Winter that lives outside the windows. Like the image of her washing her hands at the kitchen sink for fifteen minutes, humming a tune and wearing nothing but pale pink cottons. Or the time we made love on the living room floor, with the background noise of two planes flying into two towers, and hoping our love would make us invincible, and keep us safe.

Narratives

As 'Belonging' is such a personal concept begin tackling Section II by composing a narrative with a focus on the craft of writing. Garth Boomer stated that 'Stories are the lifeblood of a nation.' Stories enable writers to convey significant

9

From hllp://web2.warilla-h.schools.nsw.edu.au/dept/en!?lish/Belonging/ Karen Yager-NSR Professional Learning and Leadership Coordinator 'Belonging'

concepts and differing perspectives. and have the potential to invite empathy and understanding.

Before you begin writing: Discuss 'Belonging' and how it is interpreted by different people. E.g. Belonging spiritually to the land Belonging to a peer group/family/team/institution/town/country Alienation and exclusion Displacement Belonging to the past How an individual can enrich or challenge an individual, group or community's sense of belonging

Select one or more ideas and start to plan a narrative.

Prescribed Text as a Stimulus

Use your prescribed text as a stimulus for a writing task:

Feature the perspective of one of the characters in their prescribed text towards the notion of 'Belonging'.

Use one of the main ideas from the prescribed text such as alienation or displacement.

Take a key quote from the prescribed text and use it as a focus for an imaginative text.

Compose a transcript of an interview with two people in the prescribed text. Explore in the transcript what belonging meant to them' the barriers they encountered; and how ther experiences shaped their attitude to belonging.

Responding to Stimulus Texts

1. Jeannie Baker - Belonging

10

From hllp://web2.wari lla-h.schools.nsw.edu.au/dept/en!?lish/Belonging/ Karen Yager-NSR Professional Learning and Leadership Coordinator ' Belonging'

Compose an imaginative text that is connected to 'Belonging to place'

Compose an imaginative text that is connected to 'Belonging to community'

2. Read the extract from Robert Gray's poem "Under the Summer Leaves' that evocatively captures the place that he once lived and finds has changed.

When I was growing up around here, that place had been just another small town off the highway, with mothy streetlights, a motel's insomnia, treeroots under the pavement blocks, broken fences and long yards, white fibro beyond the tree's braod shadows, bougainvilleas, weatherboards. Now there were split-level Spanish houses in an estate across the hillslopes. There was the first tall block of flats. Tourist were driving to the beach, along the new road; and out there, you found, was also getting freckled over. Now the cars and motorbikes were everywhere, their tyre-marks drawn about the sand like great tangled ropes - so that people might seem a lynch mob, threatening everything that's natural.

II

From http://web2.wari lla-h.schools.nsw.edu.au/dept/en!?lish/Belonging/ Karen Yager-NSR Professional Learning and Leadership Coordinator ' Belonging'

Describe a place that you remember or feel close to focusing on the use of imagery and sensuous language. Evoke a sense of belonging and then disrupt that feeling through your descriptions.

Planning a Narrative for 'Belonging'

Create the setting

Think about your characters who move in the setting, your key ideas, your purpose and how you are representing your perception of 'Belonging.'

Focus on the craft of writing: imagery, figurative devices, syntax, punctuation and structure.

Ensure that your readers can 'see' the setting- don't neglect those small details that can capture the essence of a place! E.g. We buzz north through hours of good farm country. The big, neat paddocks get browner and drier all the while and the air feels thick and warm. Biggie drives. He has the habit of punctuating his sentences with jabs on the accelerator and although the gutless old Volksie doesn't exactly give you whiplash at every flourish, it's enough to give a bloke a headache. We wind through the remnant jarrah forest, and the sickly-looking regrowth is so rain-parched it almost crackles when you look at it. (Tim Winton, The Turning)

In one to two paragraphs create the setting

Create the character/s

Sometimes our most effective writing is based on our lives and our experiences. Think about the people you have met, even yourself and create one or more characters.

Think about the character Is' perceptions of 'Belonging' and how this perception has been shaped by their context, attitudes, experiences, values, perspectives, etc.

Consider dialogue and how it can be used to effectively capture and reflect the character Is.

Compose one or more paragraphs that describe or represent the character.

Suggestions

Good writers have been influenced by many other accomplished writers. Dip into as many texts as you can so that you experience the craft of writing. Tim Winton and Gail Jones have mastered the art of creating detailed settings, appealing characters and intriguing story lines. Read some of the short stories in Winton's The Turning and read extracts from Jones' Sixty Lights and Sorry.

Write for a specific audience and use the appropriate language and form. E.g. If you are requested to compose a letter to a friend, remember that it

12

From http://web2.warilla-h.schools.nsw.edu.au/dept/en!?lish/Belonging/ Karen Yager -NSR Professional Learning and Leadership Coordinator 'Belonging'

should be personal. descriptive and even humorous. It usually starts with a greeting.

Show don't tell. Avoid too much information and focus on appealing to the senses through effective descriptions. Remember our most powerful tool is our imagination! A text that suggests rather than tells all has a powerful impact on the reader.

Develop a strong, distinctive voice. To achieve this is it is advantageous to write about what you have experienced so that your writing comes from the heart. If this is not possible because of the nature of the set task, adopt a believable persona and maintain his/her voice. This could mean using colloquial register and slang so that you convincingly capture the voice of the character.

Choose and control your use of a range of language features to engage and influence an audience. This means using techniques such as:

- A variety of sentence beginnings and sentence lengths. You could use short, simple sentences and fractured sentences to create tension or long, complex sentences to slow the action down. Ellipsis( ... ) is a dramatic way of leaving something not said or hinting that what will happen is too difficult to describe. Vary paragraph lengths- don't be afraid to use a single sentence paragraph to make a dramatic statement. Poetic devices such as: similes, metaphors. personification. alliteration. assonance, sibilants and onomatopoeia. There are many others. Tim Winton in The Turning cleverly uses very ordinary similes to make us smile and visualize what he is describing or what the character is feeling. E.g. "Reeds bristled like Venetian blinds in the breeze."

- Contrast: juxtaposition can be very effective. E.g. You could start by describing the beauty of a place, stressing its quietness and tranquility and in the next paragraph have a bomb drop. Imagery: paint a picture for your reader- add colour. sound and smells. Tim Winton does this well : "From the water's edge you couldn't even see our street. I found eggs in the reeds, skinks in the fallen log, a bluetongue lizard jawing up at me with its hard scales shining amidst the sighing wild oats. I sat in the hot shade of a melaleuca in a daze."

You are most convincing when you write about what you have experienced. So ground your imaginative writing in things you know.

It is a writing task so the structure and construction of the text do matter: paragraphing, varied sentence structure, punctuation, word choice, and the opening paragraph and the concluding paragraph.

13

.... /

When ehOJ'o.cterg Meet '

Step 1: Planning .,. lolL Use the space below to record some of the facts and Jlot details that you will include in your story.

1. Which two characters will meet each other in your story?

2. What are some of their main physical and personality characteristics?

3. How will these characters meet and where?

4. What conflict will they have with each other, or what force will t hey join together to fight?

5. What major crisis will you include in your story?

6. How will you resolve this crisis?

Step II: Writing Now that you have gathered your plot elements, begin writing your short story, deciding first how you will set the scene. Be sure to use descriptive images to entertain your reader. Use the back of this page to write your story.


WEEKS 3-4 LESSON 15/ 45 "Editing & Publishing Your Belonging Story"

TOPIC: AREA OF STUDY: Belonging (Standard) - Focus study o n Paper 1 Sections I and n 1 TIME: 60mins INTRODUCTION LESSON RESOURCES: This lesson focuses on reminding students that they must create a story Resource AOS14.1 - Pages 9-13 of Karen Yager's area of study resources document, of belonging in response to unseen stimuli. Students practice this available here: httR:LLweb2.warilla -h.schools.nsw.edu.auldeRtlenglishlBelongingL process and discuss options for adapting thei r already created story. LESSON OUTCOMES Resource AOS15.1 - HSC exam rubric for Paper 1 Section 2. 1.2 responding to and composing texts to achieve meaning in a range of contexts 6.3 composing and supporti ng a personal response to tex:ts 8.4 using stylistic devices appropriate to purpose, audience and context. 11.1 makina connections between life experience and imaained experience

TEACHING AND LEARNING ACTIVITJES 1. Have students revisit notes from lesson 25. Re mind them that responding to the sti mulus given in the HSC exam is essential. 2. Take a recent well -known event with belonging themes and display a news article or clip from the events as stimuli. Have students compose a 100 micro word

story (no more no less) sto ry based on the stimuli that reflects how 'Belonging' - through alienation in this case - is represented. Encourage them to based their mice-story on both the stimuli and the story they have been planning this week, if possible.

3. Discuss with students whether they were able to adapt anything from the story or not to this stimuli. Discuss strategies for students to adapt their stories, or elements of their stories, to a stimulus .

4. Class revisits lesson 25 by collaborative ly creating a marking guideline on the board; this remains displayed. 5. Have students revisit thei r draft from last lesson in light of the micro story written today, and make any last minute changes before peer marking session. 6. Students swap drafts with a chosen partner (of if impossible, distribu ted partners) 7. Students peer mark work according to the HSC rubric - Resource AOS15.1 - and the marking guideline on the board, and give thei r peers a mark. 8. Safe Zone Peer to peer interviews; teacher monitored and guided to ensure there is no discrimination or abusive criticism. 9. Following peer feedback, students revise their draft independently. Draft to be typed and stored on moodle. 10. Students submit their final story to the Belonqinq Exhibition, here: (if they wish) http://www.belonaina.ora/misc-Paaes/submithtml

CLOSURE I Explain to students tha t their draft wil l be used in next lesson to write a creative story under HSC exam conditions ASSESSMENT l in activities 1 and 5, assess student understanding of the HSC requirements


WEEKS 3-4 LESSON 16/ 45 "Your Belonging Story & the HSC"

TOPIC: AREA OF STUDY: Belonging (Standard) - Focus study o n Paper 1 Sections I and n 1 TIME: 60mins INTRODUCTION LESSON RESOURCES: This lesson focuses on reminding students that their creative piece must Resource AOS14.1 - Pages 10-11 of Karen Yager's area of study resources document,

conform to HSC exam requirements in order to get a good mark. They available here: httR:LLweb2.wari lla -h.schools.nsw.edu.auldeRtlenglishlBelongingL practice writing in response to stimuli and write under simulated exam conditions for the majority of the lesson. Sport (Billy) in The Simple Gift LESSON OUTCOMES 1.2 responding to and composing texts to achieve meaning in a range of Resource AOS15.1 - HSC exam rubric for Paper 1 Section 2. con texts 1.3 explaining how values and attitudes are reflected in texts 5.4 explaining the relationships between representation and meaning 6.3 composing and supporting a personal response to texts 8.4 using stylistic devices appropriate to purpose, audience and context. 10.1 discerning ideas, attitudes and values reflected in texts 11.1 makinq connections between life experience and imaqined experience

TEACHING AND LEARNING ACTIVITJES 1. Practice the process of responding to stimuli by modelling a response to Sport (Billy) in The Simple Gift and displaying a variety of stimuli on the smartboard;

students have to write plans for stories abou t belonging that respond to one of the stimuli. Suggestions: an illustration from The Arrivot Past paper stimuli (2011) and Yager's list o f how belonging is interpreted on page 10, resource AOS14.1

2. Students select one of the stimuli displayed and use thei r p lan to wri te their creative story for 40 minutes, under exam conditions. Allow planning time, but explain to students that they cannot access previous drafts of their story, as per HSC exam conditions.

3. Discuss as a class the challenges of wri ting to stimuli and under time pressure. Respond to areas of weakness identified in discussion. 4. Students volunteer their creative stories to the teacher for feedback. Explain tha t you will mark their stories as per the HSC rubric (display and discuss resource

AOS15.1) CLOSURE I Next lesson we will begin our study of the prescribed text The Simple Gift that you were introduced to today through Sport (Billy) ASSESSMENT I

Subject Area: Stage: Focus area: Unit coded by:

Intellectual Quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher order thinking

Metalanguage

Substantive communication

English (Standard) 6 Area of Study (Belonging) c3109550- Sonia Carpenter

Code Descriptor

The unit requires sustained focus on key concepts and ideas and requires clear articulation of the relationships between and among concepts.

5

A substantial part of the unit requires students to provide information, arguments or reasoning that demonstrate deep

4 understanding.

The unit requires knowledge to be treated as socially constructed, with muhiple and/or conflicting interpretations

5 presented and explored to an extent that a judgement is made about the appropriateness of an interpretation in a given context.

Throughout the unit students are required to demonstrate 5 higher-order thinking.

The unit requires students to make substantial reference to, 5 and complex comments on, language and how it works.

The unit requires students to present some sustained 4 clarification of the ideas, concepts or arguments related to the substance of the topic.

Notes

This unit has is structured on a timeline that provides the opportunity for students to gain deep understanding of the key concepts of texts, representation of a thematic concept and tlhrough individual studies of the textschniques and their contexts. The consolidation of this knowledge to meet HSC requirements ensures OK is sustained throuqhout. 7 of the 1 o weeks in this unit focus on students developing and demonstrating a deep understanding of HSC requirements, and 3 weeks focus on the students acquiring a deep understanding of the texts; the assessment task assesses DU. The concept of problematic knowledge is central to the conceptual themes of this unit and is integrated throughout.

Problematic learning tasks that mandate active student involvement are constant.

The study of language is a core function of this unit in the student of how concepts, themes, and characters are represented. Throughout the unit there are constant debate and discussion-based learning tasks that require constant substantive communication; such as peer interviews in lessons 14 and 15.

Quality Learning Environment

Clear statements are made regarding the quality of work but The assessment task is delivered in the area of there is little elab-oration of what it means to do well. the unit covered in the lesson plans, but the

Explicit quality criteria 3 assessment task notification demonstrates a clear explanation about the quamy of work expected in the task.

The unit presents serious challenges to all students, and Throughout the unit the are are high expectations encourages them to take risks in demonstrating their for students to demonstrate learning in written

High expectations 5 learning. and oral, formal and informal situations. The emphasis on planning a story for publication in this unit highlights this.

Students are able to exercise some control in relation to at This unit focuses on student composition in least one significant aspect of the unit. preparation for Paper 1, Section 2. Ahhough the

Student direction 3 broad subject of personal experience and theme of belonging have been determined, students are resQQnslble for all decisions bevond this.

Sig nifica nee

Students' background knowledge is mentioned or elic~ed, is Background knowledge is the foundation for the

Background knowledge connected to the substance of the unit, and includes design of most lessons, as they focus on the

4 connection to out-of-school background knowledge. compos~ion of a creative story based on personal experience.

The unit requires students to include substantial recognition This occurs significantly in the lessons that focus Cultural knowledge 4 and valuing of cultural knowledge, and to challenge the on composition of a personal story

framework of the dominant culture. The unit requires no meaningful connections. All knowledge There are no meaningful connections to other

Knowledge integration 1 required for the unit is restricted to that explicitly defined KLAs in this unit. w~hin a single top ic or subject area.

The unit requires students to recognise and explore The focus of this unit is to personalise the HSC connections between classroom knowledge and situations experience by encouraging students to write their outside the classroom in ways that create personal meaning creative response about personal experience.

Connectedness 4 and highlight the significance of the knowledge. The unit may include opportunities to influence an audience beyond the classroom.

Narrative 5 The unit makes substantial use of narrative and it is integral Narrative is a central component of this unit and to the requirements of the un~. its thematic base.

EDUC4090 AZ: HSC English (Advanced) Module A Elective l Ten Week Program Outline c3109550

Topic Module A - Comparative Study of Texts and Contexts (Advanced) C l- - +: ~ 1: Cu-1-. .. : - .- r~ Principal focus: Provides students with the opportunity to explore, analyse and experiment with:

meanings conveyed, shaped, interpreted and reflected in and th rough texts ways texts are responded to and composed ways perspectives may affect meaning and interpretation connections between and among texts how texts are influenced by other texts and contexts

Description This modu le requ ires students to compare texts in order to explore them in relation to their contexts. It develops students' understanding of the effects of context and ques tions of value.

Students examine ways in which socia l, cultural and his torical context influences aspects of texts, or the ways in which changes in context lead to changed values being reflected in texts. This includes study and use of the language o f texts, considera tion o f purposes and audiences, and analysis o f the content, values and attitudes conveyed throug h a range of readi ngs.

Students develop a range o f imagina tive, interpretive and analytical composi ti ons that rela te to the compara tive study of texts and con text. These compositions may be rea lised in a vari ety of forms and media.

ICT: ICT Resources:

I Time: 10 weeks = 45 hours, 45xlhr lessons Text Option

Prose Fiction and Nonfiction AUSTEN, Jane, Pride and Prejudice, Penguin Red Classics, 2006 AND

WELDON, Fay, Letters to Alice on First Reading Jane Austen, Sceptre/Hachette, 2008

Past Paper Questions (Section I - Module A) 20 marks, 40 minutes 2012 Our interest in the parallels between Pride and Prejudice and Letters to Alice an First Reading Jane Austen is fu rther enhanced by consideration of their marked differences in textual form. Evaluate this statement in light of your comparative study of Pride and Prejudice and Letters to Alice on First Reading Jane Austen. 2011 In what ways does a comparative study accentuate the distinctive contexts of Pride and Prejudice and Letters to Alice on first reading Jane Austen? 2010 Analyse how the cen tral values portrayed in Pride and Prejudice are crea tively reshaped in Letters to Alice on First Reading Jane Austen 2009 'A deeper understanding o f relationships and identity emerges from pursu ing the connections between Pride and Prejudice and Letters to Alice on First Reading Jane Austen.' Compare how these texts explore relationships and identitv.

Active use of non-print resources in study of Pride and Prejudice through LBO, movie adaptations

Green, H., & Su, B. (Writers). (2012). The Lizzie Bennet Diaries [mp4]: http://www.lizziebennet.com/story/.

practise ethical behaviour when using the internet during using scribd to publish and download sample essays/work

Choose appropriate software and references relevant for the loca ting and study of appropriate supporting texts.

Cavanagh, V. (2013). Pride And Prejudice: Ranking The Adaptations Worst To Best. Film Retrieved June 01, 2013, from ht!p:l/whatculture.com/film/pride-and-prejudice-ranking-the-adaptations-worst to-best.php Scenes from the following films may be used, sourced through YouTube or DVD: Jarrold, J. (Writer). (2007). Becoming Jane. Newtown: Magna Pacific. Chadha, G. (Writer). (2004). Bride & prejudice. In D. Nayar (Producer). Australia: Roadshow Entertainment. Maguire, S. (Writer). (2005). Bridget Jones's diary. United States: Universal Studios. Zeff, D. (Writer). (2008). Lost in Austen: Image Entertainment. Coke, C., & Weldon, F. (Writers). (1985). Pride and prejudice United Kingdom: BBC Worldwide Americas.

tLJVI...IIVW A~: rt:>l... tnqusn V\OvanceoJ MOOule A tlecuve .l 1 en w eeK t'roq ram uumne c;s.Lv~,:, :>u HSC English(Advanced) Outcomes: HSC English (Advanced) Content 1. A student explains and evaluates the e ffects of different contexts o f responders and 1.1 comparing and contrasting texts and their contexts composers o n texts. 1.2 responding to and composing texts to achieve meaning in a range of contexts 2. A student expla ins relationships among texts. 1.3 explaining how values and attitudes are reflected in texts Particularly: 1.4 explaining and evaluating changes in meaning arising lrom changes ol context

2A. A student 2A. Students learn to recognise ways in which 1.5 generalising about the relationships between context and meaning.

recognises different particular texts are valued by: 5.1 describing and explaining the conventions and the ellects ol textuallorms, technologies ways in which 2A.1 responding to a range ol texts that are valued

particular texts are dillerently in particular personal, social, and media ol production on meaning valued. cultural, historical and workplace contexts 5.2 choosing from the range ol textual forms, technologies and media ol production to

2A.2 explaining how and why they are valued compose texts for specific audiences and purposes

5. A student expla ins and evaluates the effects of textual forms, techno logies and their 5.3 reflec ting on the e ffects ol a change in textual form, technology or medium of production through their own processes of composing

media o f production on meaning . 5.4 explaining the relationships between representation and meaning

10. A student analyses and synthesises informatio n and ideas into sustained and logica l 10.1 discerning ideas, attitudes and values reflected in texts argument for a ra nge of purposes, audiences and contexts. 10.2 making connections between information and ideas. and synthesising these for various

purposes and audiences 12A. A s tudent explains a nd evalua tes d ifferent ways of responding to and composing 10.3 using the information and ideas gathered from a range of texts to present a point of view texts . in analytic, expressive, imaginative and evalua tive ways.

Resources Austen, J. (2006). Pride and prejudice. London: Pengu in Books. Coke, C., & Weldon, F. (Writers). (1985). Pride and prejudice Uni ted Ki ngdom: BBC Worldwide Americas. Grahame-Smith, S. (2009). Pride and prejudice and zombies : the classic Regency romance -- now with u/traviolent zombie mayhem! . Phi ladelphia: Quirk Books. Morrison, R. (Ed .). (2013). Jane Austen's Pride and Prejudice: A Routledge Study Guide and Sourcebook. Hoboken: Taylor and Francis. Murphy, 0 . (2005). Books, bras a nd Bridge t Jones: reading adaptions o f Pride and Prejudice. Sydney studies in English, 31,21-38. Teachman, D. (1997). Understanding Pride and prejudice: a student casebook to issues, sources, and historical documents. Westport: Greenwood Press. Dixon, Melpomene (2008) Frankenstein and Blade Runner (Teaching Notes) Eng lish Teachers Association

EDUC4090 AZ: HSC En qlish (Advanced) Module A Elective 1 Ten Week Proqram Outline c3109550 Week Outcomes Suggested Sequence of Teaching & Learning Activities Assessment &

Feedback 1-2 1. 5 Introduction to Stage 6 Module A: The concepts of Texts and Context and our elective "Exploring Connections" Encourage constant Lessons Introduce the Module concept and elective concept: Distribute copies of syllabus p 47 and encourage students to put forward initial writing practice, in 1-8 ideas about the concept o f texts and context. Refer students to description on preparation of the

http:LLhsc.csu.edu.auLenglishLarea of stud)ILarea introL3634Laos intro.htm HSC, through HSC expectations for Module A Discuss past HSC questions (paper 2, section 1), ask students what they think these questions are attempting to make

sure most learning looking for in a response. Distribute HSC rubrics and provide a detailed explanation of the Module A requirements and expectations. activities involve a Deconstruct these key concepts explicitly, using www.Bubbl.us to create an interactive mind map glossary with students for later reference: text, context, responder, world, perspective, connection, appropriation

written aspect.

3 1.2. 5 Pride and Prej udice: Context - see attached lesson pions lessons Jane Austen: the name, the au thor - details of career and bio and modern reception. View scene/s from Becoming Jane (2007) 9 -12 Romanticism the philosophy, the au thors, the influence on Austen and P& P

The Regenc)l World Marriage and social status in P& P

4 Pride and Prej udice: study of text lessons Instant Book and Characterisation: Resource MA13.1 13-16

"ll i~ a lt!Jlb IJOill!l[~i!llll i!~~OQllr:[!lQg!lQ The famous quotes and enduring stories of P&P Board Brainstorm What we already know about the Pride and Prejudice story? What we would like to know about Jane Austen and Pride and Prej udice?

5 10, 12 letters to Alice on First Reading Jane Austen: Context lessons Fay Weldon: details of career, bio, and works especially in 1980s, especially Pride and Prej udice mini seri es involvement 17-20 ORM Viewing: Select scenes from Becoming Jane that demonstra te Jane's writing context and discuss a comparison of this to the

1980's context of Weldon's Letters to Alice The genre: epistolary novel. Compare to similar modern texts like Sorrow, W. (Writer). (2009). Dracula by Bram Stoker [blog]: httpJNracula-feeg.biQgspQtwm.aul and Bushman, J. (2007-2008). The Good Captain Re trieved from www.twitter.com/ooodcaotain

6 l etters to Alice on First Reading Jane Austen: study of text Practice Writing Lessons Class Reading and Comparison: Chapter 1 Weldon, F. (1985). Letters to Alice on first reading Jane Austen. london: Coronet. 2124 Read and compare to the perspective's raised in the blog entry Pride And Prejudice: Ranking The Adaptations Worst To Best

Class role play: Some students choose a character/composer in one of the texts and others are modern-day interviewers. Using limited prepared notes, students conduct interviews of the character/composer to demonstrate understanding of context Practice Writing Task: Students attempt 2011 HSC question in 40 minutes

EDUC4090 AZ: HSC En qlish (Advanced) Module A Elective l Ten Week Proqram Oulline c3109550 7 1,2, 10, 12 Focus study on Paper 2 Section I Prepared Extended Lessons Practice Writing Task: Students attempt 2009 HSC questio n in 40 minutes Response (Due 2528 Assessment Task: Prepared Extended Response: Class d iscusses the 2012 HSC ques tion and collaboratively constructs an essay Week 10)

plan. Distribute and discuss assessment task notification . Bored of Studies: Students 'peer-mark' select available stude nt essays for Modu le A on these texts and then discuss the marks given, compare to teacher marks.

8-9 Comparison of texts: Exploring Connections lessons Prezi: View the prezi on this elective here: htiJ;!:lLJ;!rezi.comlgi91lJ21goiacLJ;!ride-and-J;!rejudice -and-le tters -to -alice-on-fi rst -reading-29-36 jane-austen -connections -between-texts/ Use the "make a copy" feature to edit the prezi and re-pos t; present to class.

Class ada12tation debate: which film adaptation of P&P is the best? Teams are cons tructed to argue for some of the most popular adaptations. Jigsaw: Work through Resource MA29.1 - httJ;!:{L09english.wikisJ;!aces.comLComJ2arative+Studl View and discuss HSC Module A: Pride & Prejudice I Letters to Alice podcast here: hiiJ;!:LlsubscriJ;!tions .vidd ler.comLecritureLn27cJ2a

10 Lessons 37-40: (and lessons 41-45 in review period before HSC exam) Review o f learning and the Module A demands in the HSC

4090A2: HSC English (Advanced) Module A Elective 1 2. Assessment Notification c3109SSO

Assessment Notification: Prepared Extended Response (Essay)

Course: English (Advanced)

Module A: Comparative Study of Texts and Context

Elective 1: Exploring Connections

Weighting: 15%

Outcomes assessed: l , 2, 2a, 3, 4, 6, 8, 10, 12a

Task Description:

For this task, you are to use the essay plan formed in class in week 7 to prepare an extended response to the 2012 HSC question for this module:

Our interest in the parallels between Pride and Prejudice and Letters to Alice on First Reading Jane Austen is further enhanced by consideration of their marked differences in textual form.

Evaluate this statement in light of your comparative study of Pride and Prejudice and Letters to Alice on First Reading Jane Austen.

Marking Criteria

Your response will be assessed by the officia l HSC marking criteria for the Module A response in Paper 2. This means that in your answer you will be assessed on how well you:

demonstrate understanding of the meanings of a pair of texts when considered together evaluate the relationships between texts and contexts organise, develop and express ideas using language appropriate to audience, purpose and

form


4090A2: HSC English (Advanced) Module A Elective 1 2. Assessment Notification c3109SSO

M arking Rubric


Criteria Marks Evaluates perceptively the relationships between texts, contexts and values 13-15 Presents a sophisticated comparison of the values associated with texts and their contexts Explains skilfully how language forms, features and structures of texts shape meaning and influence responses Composes a perceptive response using language appropriate to audience, purpose and form Evaluates effectively the relationships between texts, contexts and values 10-12 Presents an effective comparison of the va lues associated with texts and their contexts Explains effectively how language forms, features and structures of texts shape meaning and influence responses Composes an effective response using language appropriate to audience, purpose and form Explains soundly the relationships between texts, contexts and values 7-9 Makes a sound comparison of the values associated with texts and their contexts Explains how some language forms, features and structures of texts shape meaning and influence responses Composes a sound response using language appropriate to audience, purpose and form Explains some aspects of the relationships between texts, contexts and 4-6 values Makes a limited comparison of the va lues associated with texts and their contexts Describes how some language forms, features and structures shape meaning and influence responses Composes a limited response using some aspects of language appropriate to audience, purpose and form Attempts to explain with limited understanding the re lationships between 1- 3 texts, contexts and values Attempts a comparison of the va lues associated with texts and their contexts Attempts to describe how some language forms, features and structures shape meaning and influence responses Attempts to compose a response using some aspects of language appropriate to audience, purpose and form

EDUC4090 A2: HSC English (Adv) Lesson plans: Module A (Exploring Connections) 2. 5x60 minute lesson plans c3109550

WEEK 3 LESSON 9/45 "Lost in Austen"

TOPIC: Module A (Exp lorinq Connections) Pride and Prejudice: Context I TIME 60mins INTRODUCTION LESSON RESOURCES: This lesson focuses is the first lesson in a week on the context of Pride Lost in Austen mini-series, available in full on You Tube: b.l.!p'//www.voutube com/watch?y-uz-and Prejudice. 9gmfXjTI this lesson, you only need to view the first couple of minutes. This week is designed to frame the subsequent close study of Pride and

MA9.1 Prejudice novel LESSON OUTCOMES 1.3 explaining how values and attitudes are reflected in texts Episode 1 of Green, H., & Su, B. (Writers). (2012). The Lizzie Bennet Diaries [mp4): 1.5 generalising about the relationships between context and meaning. http:l/www.lizziebennet.com/story/

5.4 explaining the relationships between representa tion and meaning 10.1 discerninq ideas, attitudes and values reflected in text

TEACHING AND LEARNING AcnviTJES 1. View the first few minutes of "Lost in Austen" on Youtube. Discuss with the students how the 'worlds' of modern day England and Regency England are

represented in the opening scenes. Prompt with differences in sound, lighting, setting, colour. 2. Establish that the worlds are represented through the interpretation of the director, and the creation of this mini-series has influenced how he has represented

the modern day and regency worlds -this is context. 3. What is context? Revisit lessons from week 1 and reaccess the www.Bubbl.us glossary for the definition of context. Add the dimensions of social, cultural and

historical through internet research and class collaboration. 4. Show students any pictures of Elizabeth Bennet and Mr Darcy from various book covers and film adaptations. Pai r-work: students tell each other what they

know about the characters. 5. Distribute resource MA9.1 and have students individually complete Task 1. 6. As a class, check answers and discuss the content of the paragraph- what was easy to guess, or know, and what was harder' Were you surprised by the correct

answers? 7. Read the fi rst page of chapter 1 and view episode 1 of The Lizzie Bennet Diaries, and the opening scene of the 1995 mini-series adaptation; how is the

presentation of a truth universally acknowledged" different in each of these texts? Explain how this is a result of context in which the texts were made. 8. On www.Bubbl.us create an interactive mind map with students for later reference. Central bubble is "Pride & Prejudice: Context"- add initial ideas, pictures and

links from this lesson. CLOSURE I Encouraqe students to watch and interact with The Lizzie Bennet Dia ries: these will be revisited later in lesson 13. ASSESSMENT I

ee BRITISH eecOUNCIL

Task 1 Check the meaning of the words below.

characters misunderstanding mutual

outdated portrays rural

variety

Fi ll in t he gaps in the text using the words form the box.

Pride and Prejudice Lesson 1 Worksheets

themes

Pride and Prejudice was first published in 1813. It (1), ______ the life in the polite (2) ____ society in England in the 191h century. It is t he story of t he initial (3) ______ and later (4) _____ attraction between Elizabeth Bennet and Mr Darcy. It is one of the most popular novels in English literature. There are a number of films

and TV adaptations of t he book and many modern novels and stories try to imitate Austen's

(S), _______ or style. The main (G) _____ in the story are love, reputation and social class. Austen uses a (7), _____ of vocabulary and grammar structures. Sometimes her vocabulary is a bit (8) because of the time when she wrote her novels.

Task 2 Read chapter one of Pride and Prejudice and make a lust of the things you learnt about Elizabeth's family and Mr Bingley. Compare your list with your partner's.

The Bennets Mr Bingley

Task 3 Sometimes Austen's vocabulary is a bit outdated because of t he time when she wrote her novels. Match the words and expressions to their meaning.

a. be in want of a large income at t he t ime ( )

b. a chaise and four a closed carriage drawn by four horses ( )

c. Michaelmas to need or to be looking for something ( )

d. four or five thousand a year 291" September ( )

Homework

Visit these websites. Read more about Jane Austen and take notes about her life and her books.

http://www .jan ea uste nsoci. f reeuk. com/pages/biography. ht m http://www. janeausten.org/jane-austen-books.asp

EDUC4090 A2: HSC English (Adv) Lesson plans: Module A (Exploring Connections) 2. 5x60 minute lesson plans c3109550

WEEK 3 LESSON 10/45 "Romanticism and Jane Austen"

TOPIC: Module A (Exp lorinq Connections) Pride and Prejudice: Context I TIME 60mins INTRODUCTION LESSON RESOURCES: This lesson focuses is second in a week of the context of Pride and MAl O.l , MA9.1, MA10.2 Prejudice. It is a deconstruction of the philosophy of 'Romanticism and how it influenced Pride and Prejudice Miss Austen regrets: http:/Jwww.youtube.com/watch?v-Zn3eFOOR08o LESSON OUTCOMES 1.3 explaining how values and attitudes are reflected in texts 1.5 generalising about the rela tionships between context and meaning. 5.4 explaining the relationships between representation and meaning 10.1 discerning ideas, attitudes and values reflected in texts

TEACHING AND LEARNING ACTIVITJES 1. Introduction to Romanticism: resource MA10.1 -especially discuss the pg. 8 comment about Jane Austen and her "conservative view: Do you agree with the

author of this article> P&P is not mentioned as one of the texts where a "tremor under the surface has been detected. Do you agree that P&P is a conservative text that doesn't fit the context of Romanticism?

2. Discuss the name of the text- Pride and Prejudice; or Firs t Impressions . What does this title suggest about Austen's ideas of its content, themes and philosophy?

3. Group activity: groups try to find elements within assigned sections of P&P that could relate to Romanticism, as it is presented in MA10.1. 4. Students individually complete the 'homework' task in MA9.1 - do these websites present a similar or different interpretation to MA10.1? Students who have

read the novel before, or watched an adaptation are encouraged to comment. 5. On www.Bubbl.us add the dimension Romanticism and document student ideas and contributions 6. MA10.2- How is Ja ne and her rela tionship depicted here? After initial discussion, revea l that this is an extract from the production notes of the 2005 adaptation

of P&P. How much more does an understanding of the context of this text influence your unders tanding of the content? 7. View Miss Austen regrets: http:l/www.youtube.com/watch>v- Zn3eFOOR08o.

Discuss this video in light of today's lesson CLOSURE I ASSESSMENT I

Romanticism Wikipedia, the free encyclopedia http://en.wikipedia.org/wiki/Romanticism

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Romanticism From Wikipedia, the free encyclopedia

Romanticism (or the Romantic er a!Pe1iod) was an artistic, literary, and intellectual movement that originated in Europe toward the end of the 18th century and in most areas was at its peak in the approximate period from 1800 to 1850. Partly a reaction to the Industrial Revolution,[Jl it was also a revolt against aristocratic social and political norms of the Age of Enlightenment and a reaction against the scientific rationalization of natureJ21 It was embodied most strongly in the visual arts, music, and literature, but had a major impact on historiography,lJl education141 and the natural sciences.! 51 Its effect on politics was considerable and complex; while for much of the peak Romantic period it was associated with liberalism and radicalism, in the long term its effect on the growth of nationalism was probably more significant.

The movement validated strong emotion as an authentic source of aesthetic experience, placing new emphasis on such emotions as apprehension, horror and terror, and awe-especially that which is experienced in confronting the sublimity of untamed nature and its picturesque qualities, both new aesthetic categories. It elevated folk att and ancient custom to something noble, made spontaneity a desirable characteristic (as in the musical impromptu), and argued for a "natural" epistemology of human activities as conditioned by nature in the form of language and customary usage. Romanticism reached beyond the rational and Classicist ideal models to elevate a revived medievalism and elements of art and narrative perceived to be authentically medieval in an attempt to escape the confines of population growth, urban sprawl, and industrialism, and it also attempted to embrace the exotic, unfamiliar, and distant in modes more authentic than Rococo chinoiserie, harnessing the power of the imagination to envision and to escape.

Although the movement was rooted in the German Sturm und Drang movement, which prized intuition and emotion over Enlightenment rationalism, the ideologies and events of the French Revolution laid the background from which both Romanticism and the Counter-Enlightenment emerged. The confines of the Industrial Revolution also had their in fl uence on Romanticism, which was in part an escape from modem realities; indeed, in the second half of the 19th century, "Realism" was offered as a polarized opposite to Romanticism. 161 Romanticism elevated the achievements of what it perceived as heroic individualists and artists, whose pioneering examples would elevate society. It also legitimized the individual imagination as a critical authority, which permitted freedom from classical notions of form in art. There was a strong recourse to historical and natural inevitability, a Zeitgeist, in the representation of its ideas.

Contents

l Defining Romanticism l.l Basic characteristics 1.2 The term 1.3 The period 1.4 Context and place in history

2 Romantic literature 2.1 Germany 2.2 English literature 2.3 France 2.4 Russia 2.5 Catholic Europe

2.5.1 Latin America 2.6 North America

2.6.1 Influence of European Romanticism on American writers

7/0612013 3:30 PM

Romanticism Wikipedia, the free encyclopedia

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3 Romantic visual atts 4 Romanticism and music 5 Romanticism outside the atts 6 Romantic nationalism 7 Gallety 8 Romantic authors 9 Scholars of Romanticism 10 Romantic societies ll See also

11.1 Related tenns 11.2 Opposing terms 11.3 Related subjects 11.4 Related movements

12 Notes 13 References 14 Further reading I 5 External links

Defining Romanticism

Basic characteristics

Defining the nature of Romanticism may be approached from the slatting point of the primaty impottance of the free expression of the feelings of the artist. The importance the Romantics placed on untrammelled feeling is summed up in the remark of the German painter Caspar David Friedrich that "the artist's feeling is his law" Pl

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