1. A student demonstrates understanding of how relationships between composer, responder,English ESL Syllabus text and context shape meaning.Stage 5 Outcomes 2. A student identifies and describes relationships among texts. 3. A student demonstrates understanding of cultural reference in texts.(Focus outcomes forthis unit are in bold 4. A student develops language relevant to the study of English.type) 5. A student demonstrates understanding of how audience and purpose affect the language and structure of texts. 6. A student interprets texts using key language patterns and structural features. 7. A student analyses the effect of technology on meaning. 8. A student uses a variety of textual forms appropriately, for different purposes, audiences and contexts, in all modes. 9. A student engages with a wide range of texts to develop a considered and informed personal response. 10. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas. 11. A student analyses and synthesises information and ideas from a range of texts in a range of modes and media. 12. A student draws upon the imagination to transform experience and ideas into texts, demonstrating control of language. 13. A student reflects on own processes of responding and composing. 14. A student reflects on own processes of learning, especially on the effects of their expanding knowledge and skills in English
The dimensions and elements of the NSW model of pedagogyIntellectual Quality Quality Learning Environment SignificanceDeep Knowledge (DK) Explicit Quality Criteria (EQC) Background Knowledge (BK)Deep Understanding (DU) Engagement (E) Cultural Knowledge (CK)Problematic Knowledge (PK) High Expectations (HE) Knowledge Integration (KI)Higher-Order Thinking (HOT) Social Support (SS) Inclusivity (I)Metalanguage (M) Students’ Self-Regulation (SS-R) Connectedness (C)Substantive Communication (SC) Student Direction (SD) Narrative (N)SYLLABUS QUALITY LANGUAGE TEACHING AND LEARNING ACTIVITIES EVIDENCE OF RESOURCESCONTENT TEACHING FOCUS LEARNINGOutcome 3: BK Comprehension WEEK 1 Attaining at least ¾ “Dreams and aspirations”Developing CK skills Students complete a questions right in the assignment on Edmodo.cultural HE Oral language questionnaire designed to written component.knowledge in E skills assess their reading and Considered competenttexts. writing skills. A short interview in ¾ questions in the will also be held to assess their speaking component. listening and speaking skills.
Students will post theirHE Listening skills Introducing the unit: Use the ideas on Australia on “Distinctly Australian”BK Visual literacy unit overview to discuss with Edmodo group. mindmap. the class the aims of the unit, Posting and responding the focus outcomes to be to the teacher’s and addressed and the nature of other students posts is the teaching and learning one of the course activities in which they will be requirements. involved as well as the mode and requirements of the end of unit assessment task. WEEK 2 Tch will use a mindmap & brainstorm on the concept of Australian visions. Ss will brainstorm relevant vocabulary and make connections with previous knowledge. They will start a word bank with relevant words concerning Australian Visions. Students will look at a picture online on the “100 australian icons of all time” to help them develop the concept further.
Outcome 9: BK Speaking skills Students will be analyzing “Visions” worksheetStudents KI Negotiating an related texts on the idea of Related textsengage in a C opinion Australian visions. worksheetvariety of Ss will explore the idea of Texts: VB commercialtexts. “visions” using a mind map. Ss http://www.youtube.c and Tch will negotiate some om/watch?v=WA1h9hOutcome 11. answers on what the concept 7-_Z4A student is about. “Down under “bookanalyses and Work on related texts. cover by Bill Bryson.synthesizes Students will analyze 3 texts “Sheilas, wogs andinformation related to the AOS concept of poofters” book coverand ideas Australian Visions.from a rangeof texts in arange ofmodes andmedia.Outcome 7. A C Visual literacy WEEK 3 There will be ongoing Strictly ballroom DVDstudent N Writing in an Introduction to blogging using formative assessment coveranalyses the CK electronic Kidblog. Students will sign in to of each student’s work Wikipedia article (Bazeffect of platform kidblog and customize their on their blog. Luhrmann)technology own blog. They will be writingon meaning. blog posts related to the Unit of work. Students will write a journal entry (blog post) on what it means to live in Australia and their experiences living here. They can include pictures and videos in their blog posts as well.
Ss will predict what will be happening in the movie by analyzing the DVD cover. Ss will read and analyze the director’s biography and relate it to how his life may have influenced his work.Outcome 7. A E Listening WEEK 4 Homework: Students Onenote files to record moviestudent SC Reading Ss watch the first part of the will complete analysisanalyses the SS (subtitles) movie (up to the Try-outs). additional activities to Word print-outs for Ss with noeffect of I Paraphrasing Tch will discuss with the whole deepen understanding: computertechnology KI Summarizing group themes related to the Fakebook character Fakebook character profileson meaning. ideas AOS. profiles, Quotes (smart notebook file) Predicting Students will complete the stickers. Quotes stickersOutcome 3. A character analysis in groups. Strictly Ballroom DVDstudent Notes will be shared on the Spelling activity:demonstrate board so Ss can copy/save. http://www.spellingcity.com/s view-spelling-understandin list.html?listId=8753815&x=ecg of cultural 64creference intexts.Outcome 7. A E Listening WEEK 5 Homework: Students Onenote files to record moviestudent SC Reading Ss watch the second part of will complete analysisanalyses the SS (subtitles) the movie (up to the Paso- additional activities to Word print-outs for Ss with noeffect of I Paraphrasing doble at Fran’s). deepen understanding: computertechnology KI Summarizing Tch will discuss with the whole Reconstruct the plot Jumbled plot cardson meaning. ideas group themes related to the using jumbled plot Quotes stickers Predicting AOS. cards. Using quotes Strictly Ballroom DVDOutcome 3. A Students will complete the stickersstudent character analysis in groups.demonstrate Notes will be shared on thes board so Ss can copy/save.understandin
g of culturalreference intexts.Outcome 7. A E Listening WEEK 6 Homework: Students Onenote files to record moviestudent SC Reading Ss watch the second part of will complete analysisanalyses the SS (subtitles) the movie (up to the end). additional activities to Word print-outs for Ss with noeffect of I Paraphrasing Tch will discuss with the whole deepen understanding: computertechnology KI Summarizing group themes related to the Reconstruct the plot Jumbled plot cardson meaning. ideas AOS. using jumbled plot Quotes stickers Predicting Students will complete the cards. Using quotes Strictly Ballroom DVDOutcome 3. A character analysis in groups. stickersstudent Notes will be shared on thedemonstrate board so Ss can copy/save.sunderstanding of culturalreference intexts.Outcome 7. A DK Synthesizing WEEK 7 Homework: Ss will Sample essays from 2011student DU ideas draft their essays on Essay structure worksheetsanalyses the PK Writing an Class will complete related relating the texts to Essay organization templateseffect of M essay. texts worksheet adding the Australian Visions. Online essay templatetechnology HE Vocabulary links to the film. (http://www.readwritethink.oon meaning. SSR related to Tch will introduce some rg/files/resources/interactives comparison/co sample essays from last year’s /essaymap/)Outcome 3. A ntrast and cohort.student explaining the Whole-class analysis of thedemonstrate author’s use of essays.s techniques. Ss will revisit an essayunderstandin structure. Using related textsg of cultural will also be highlighted.reference intexts.
11. A student EQCanalyses and E Writing the final WEEK 8 Homework: Ss will Library booking for creation ofsynthesises HE draft of an Ss will continue working on continue working on vodcasts.information DU essay. their drafts. They will self and their vodcasts at home Step-by-step guide on how toand ideas DK Modifying the peer-assess their drafts using to present polished use Wevideo.from a range SSR essay into a the Essay rubric. high-quality products Final product sample createdof texts in a C suitable script Tch will also mark essays and to present to Year 7 by the teacher.range of N to read it over give feedback. students to enlightenmodes and relevant Introduction to using Wevideo. them in what Filmmedia. images. Ss will start working on their studies entails. vodcast. Vodcasts need to include the essential filmic techniques from their essays and include relevant images of the movie and images that represent Australian Visions. The narrative needs to accompany the visual elements and be relevant, coherent and clear.11. A student EQCanalyses and E Scripting WEEK 9 Peer-assessment Library will again be used tosynthesises HE Speaking Ss will continue working on Tch assesses vodcasts complete Vodcastsinformation DU Using visual their vodcasts Uploading of digital product toand ideas DK literacy to Ss will peer-assess each other’s blogs will allow sharing withfrom a range SSR portray work using Vodcast rubric the outside world.of texts in a C meaning. Tch will give final marksrange of N Ss will upload vodcasts to theirmodes and blogs and share it with theirmedia. friends/family.
11. A student E WEEK 10 Peer-assessment when Projector/IWB at the Year 7analyses and HE Ss will present to Year 7 presenting to a real room.synthesises SSR students who will also provide audienceinformation C feedback Teacher assessmentand ideas SS Ss will receive their final marksfrom a rangeof texts in arange ofmodes andmedia.