Year+10

2012 Year 10 Program and Assessment Schedule

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 * UNIT ONE**

The first unit of work is Critical Study of Text. The texts set for study are "To Kill A Mockingbird", "Animal Farm", "Lord of the Flies" and "The Wave". Set out below is the map of outcomes from the current syllabus and new syllabus that relate to close study of text. This map highlights where we need to be taking students in our Year 10 close study of text.
 * Focus Outcomes: 1, 4,6, 9**


 * From this, we extract our big ideas and essential questions:**


 * **Why and how do we value texts?**
 * **What are the range of interpretations available to a reader of the prescribed text?**
 * **How do readings and the value of a text vary according to context?**
 * **How does the reader's own context and background influence their reading of the text?**
 * **How do composers use language to achieve their purpose?**

- explain their personal response to a text and how it is influenced by their background and context - explain the range of meanings available in a text - examine the use of figurative language in the text, narrative structure, dialogue - present an argument about the text - adapt the text into different forms, structure and media for different purposes, audiences - explore how the text expresses universal themes - trace ideas and images through the text - relate the content and ideas in the text to the world beyond the text - make conclusions about their own values in relation to the values expressed in the text
 * By the end of this unit, students need to:**

1/ Programme

2/ Teaching resources

Richmond River's Context/ author study- [|link here]

- a resource from the NSW Govt.

Wiki with resources on Golding's //Lord of the Flies.//

The Wave - a website dedicated to Rhue's //The Wave//, with primary resources, including the original short story, documentary, school newsletter articles, etc.

A nice [|To Kill A Mockingbird]unit plan with loads of activities

3/ Academic articles to support teacher learning

Two articles about vocabulary learning for middle school students, describing two different approaches. 1. __Curtis & Longo 2001 Teaching Vocabulary to Adolescents to Improve Comprehension__ 2.


 * UNIT TWO: CRITICAL STUDY OF DOCUMENTARY**

Rationale: This is a viewing and representing unit in which students ask the question, "Can we always believe what we see?" Students are exposed to a range of contemporary documentaries and they learn about the techniques documentary makers use to construct a point of view. Students are challenged to become more critical users of the media and to understand that all texts embody a set of cultural attitudes and values. They respond to and compose in a range of forms and media in order to demonstrate their developing understanding of the documentary form.

Programme:

Focus Outcomes: 3, 7, 10


 * Essential Questions:**
 * How do modern technologies of communication inform, educate and persuade?
 * How do documentaries construct a version of reality? Can we always believe what we see?
 * How do texts support, sustain or challenge established cultural attitudes and values?
 * How do composers use language, form and medium to communicate their ideas, perspectives and values?


 * Teaching Resources**
 * 1.** A list of introductory activities with links to various webpages

A Prezi about the images of masculinity in the media. [|Teaching Media Literacy Site]


 * UNIT FOUR: POETRY**

Paul Laurence Dunbar “Sympathy” the text: @http://www.potw.org/archive/potw219.htmland the reading: media type="youtube" key="divJ7bcTag4" height="315" width="560" Poetry 180 > @http://www.loc.gov/poetry/180/ Poetry Out Loud > @http://www.poetryoutloud.org/


 * CRITICAL STUDY OF SHAKESPEARE**
 * HOW CAN ONE TEXT MEAN SO MANY DIFFERENT THINGS?**
 * Romeo and Juliet or Macbeth**

Focus outcomes:

Rationale:

Program:

Resources: Check out these fantastic R and J resources from [|The Globe Theatre] You can also access Macbeth resources at this particular site. [|Folger Library's] R and J resources, Macbeth available here