Tarneit Senior College Scope and Sequence 2017

SUBJECT: English

OUTCOME: 1 TERM: 3 YEAR: 2017

Memorable Moment: Reflection Activity post Prac SAC

Outcome 1 - When Dogs Cry and 10 Things I Hate About You

Key Knowledge Key Skills

Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical, social and
cultural contexts (VCELT460)
Understanding of how social, moral and ethical positions represented in texts (VCELT462)
Understanding of how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different
interpretations and responses to a text (VCELT463)
Understanding of different text structures and language features of literary texts and make relevant thematic and intertextual
connections with other texts (VCELT464)
Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural
contexts (VCELT460)
Evaluate the social, moral and ethical positions represented in texts (VCELT462)
Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire
shape different interpretations and responses to a text (VCELT463)
Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual
connections with other texts (VCELT464)

Comparison Unit - When Dogs Cry and 10 Things I Hate About You

Week Learning intention & Success Key Vocabulary Teaching & Learning Strategies Application of Learning Intervening Strategies Reflection/Notes
Criteria (Learning tasks & activities, CITW) How will you know they are learning? Eg. CITW Eg. Notes for review after
Lesson (specific to the lesson) (Low) being taught
What will the students be doing in the class Formative and Summative Tasks that What will you do if they have not learned it?
will be used to monitor Student
Progress. (High)
(i.e. Application Task, CFFAT, SAC, What will you do if they already know/can do it
Exam)

Insert Specific Key Knowledge being addressed (VCAL Elements?) Specific Key Skills being addressed
where
require Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical, Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural
d social and cultural contexts (VCELT460) contexts (VCELT460)
 W1 LI: to develop an understanding
19/6 of the key issues/ideas/themes
Lesson in WDC
1 Social expectations
SC: you will be able to:
- Identify key passages in
the text and explain
which
ideas/issues/themes
relate to the passage
- Identify key quotes
within a passage and
explain why they are
important
W1 LI: to develop an understanding
of the key issues/ideas/themes
Lesson in WDC
2 Social
SC: you will be able to:
- Identify key passages in
the text and explain
which
ideas/issues/themes
relate to the passage
- Identify key quotes
within a passage and
explain why they are
important
Parental influence EXAM FEEDBACK (30 MINUTES, TEACHER CHOICE OF Application Task/s High
Lust REFLECTION TASK, ETC) Students are to summarise the key
Love passages, explaining the importance of
Teacher selection of key passages in the text that highlight the passage, the key
Masculinity ideas/issues/themes from WDC. Discuss the significance of issues/ideas/theme it demonstrates
femininity these key passages and have students write a summary of and make note of any key quotes.
Social expectations the passage explaining its importance and how it relates to
of gender the issues/ideas/themes of the text and record key quotes. Low
Constructs
Alrightness (Use the IdeasIssuesThemes document as a starting point to
Okayness guide students)
Bildungsroman
****Some suggested passages:
- Pp. 17-21 (Cameron explaining Steve and Rube)
- Pp. 24-25 (Cameron taking shots at goal)
- Pp. 28-32 (the barber)
- Pp. 43-44 (Mrs Wolfe - youll rise up one day)
- Pp. 65-75 (Octavia and Cameron)
- Pp. 83-86 (Cameron outside Octavias house)
- Pp. 97 (Cameron giving Octavia the shell necklace)
- Pp. 102-105 (Cameron sharing his words with Octavia)
- Pp. 112-116 (Cameron + Steve)
- Pp. 142-143 (description of Rube)
- Pp. 144-145 (Wolfe family dynamic)
- Pp. 148-149 (Mrs Wolfe)
- Pp. 168-174 (Miffys death)
- Pp. 190-195 (Cameron carrying Rube)
- Pp. 201-202 (Rube looking up to Cameron)
Parental influence Teacher selection of key passages in the text that highlight Application Task/s High
Lust ideas/issues/themes from WDC. Discuss the significance of Students are to summarise the key
Love these key passages and have students write a summary of passages, explaining the importance of
the passage explaining its importance and how it relates to the passage, the key
expectations the issues/ideas/themes of the text and record key quotes. issues/ideas/theme it demonstrates
Masculinity and make note of any key quotes. Low
femininity (Use the IdeasIssuesThemes document as a starting point to
Social guide students)
expectations of
gender ****Some suggested passages:
Constructs - Pp. 17-21 (Cameron explaining Steve and Rube)
Alrightness - Pp. 24-25 (Cameron taking shots at goal)
Okayness - Pp. 28-32 (the barber)
Bildungsroman - Pp. 43-44 (Mrs Wolfe - youll rise up one day)
- Pp. 65-75 (Octavia and Cameron)
- Pp. 83-86 (Cameron outside Octavias house)
- Pp. 97 (Cameron giving Octavia the shell necklace)
- Pp. 102-105 (Cameron sharing his words with Octavia)
- Pp. 112-116 (Cameron + Steve)
- Pp. 142-143 (description of Rube)
- Pp. 144-145 (Wolfe family dynamic)
- Pp. 148-149 (Mrs Wolfe)
- Pp. 168-174 (Miffys death)
- Pp. 190-195 (Cameron carrying Rube)
- Pp. 201-202 (Rube looking up to Cameron)
 W1 LI: to develop an understanding Parental influence Teacher selection of key passages in the text that highlight Application Task High
of the plot of WDC and the Lust ideas/issues/themes from WDC. Discuss the significance of Class discussion of the events and
Lesson significance of particular events in Love these key passages and have students write a summary of characters in WDC (Brainstorm in
3+4 relation to issues/ideas/themes Social the passage explaining its importance and how it relates to groups and then collaboratively on
expectations the issues/ideas/themes of the text and record key quotes whiteboard to review and ensure
Masculinity students understand the text)
femininity (Use the IdeasIssuesThemes document as a starting point to
SC: you will be able to: Social guide students) Low
- Explain the importance expectations of Class discussion of the events and characters in WDC
of events in WDC and gender (Brainstorm in groups and then collaboratively on whiteboard
how they demonstrate Constructs to review and ensure students understand the text)
the issues/ideas/themes Alrightness
central to the text Okayness
Bildungsroman

HOLIDAY HOMEWORK
- Comprehension questions
- Students complete the Relationship Table Activity
- Themes table

Insert Specific Key Knowledge being addressed (VCAL Elements?) Specific Key Skills being addressed
where
require Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical, Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural
d social and cultural contexts (VCELT460) contexts (VCELT460)
Understanding of how narrative viewpoint, structure, characterisation and devices including analogy and satire shape Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and
different interpretations and responses to a text (VCELT463) satire shape different interpretations and responses to a text (VCELT463)

W2 LI: to develop an understanding Parental influence Students complete the WDC Plot Images Activity Application Tasks High
17/7 of the plot and characters in WDC Lust For each character, write a description in 3-6 sentences of Students complete the WDC Plot
Lesson Love what they are like (physically and in terms of their personality), Images Activity
1 Social as well as finding quotes for each character (as indicated by Character List Activity
SC: you will be able to: expectations the number of quotes in brackets): Themes
- explain the plot of WDC Masculinity - Cameron (5 quotes) Low
and describe each of the femininity - Rube (5 quotes) Blank Character Cube Printable
main characters, using Social - Octavia (5 quotes) CFFAT
quotes. expectations of - Steve (4 quotes) Next lesson
gender - Mrs Wolfe (3 quotes)
Constructs - Sarah (3 quotes)
Alrightness - Clifford Wolfe (2 quotes)
Okayness - Julia (2 quotes)
Bildungsroman Themes

W2 LI: to consolidate understanding Relationships Students complete the WDC Quiz in test conditions Application Task/s High
of the events WDC and the Sibling
Lesson importance of the different Romantic Continue with themes Themes
2+3 relationships in the text and how Friendship
they change over the course of Parental influence
the novel Lust
Love CFFAT
Social WDC Quiz Low
SC: you will be able to: expectations
- correctly answer Masculinity
questions about the plot femininity
of WDC and explain Social
(using quotes) the expectations of
different types of gender
relationship in the text Constructs
and their importance in Alrightness
character development. Okayness
Bildungsroman
 W2 LI: to develop an understanding
of the literary devices used in
Lesson WDC and how these contribute to
4 the creation of meaning in the
text
Evolution Read all of the words as one piece and chart the evolution of Application Task/s
Allegory Camerons character - this can be done individually or as a Read all of the words as one piece and
Symbolism class (teacher choice of activity) chart the evolution of Camerons
Development character - this can be done individually
representation Literary devices activity or as a class (teacher choice of activity)

Literary devices activity

SC: you will be able to:
- identify and provide
examples of different
literary devices from
WDC and explain the
evolution of Camerons
character
-

Insert Specific Key Knowledge being addressed (VCAL Elements?) Specific Key Skills being addressed
where
require Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical, Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural
d social and cultural contexts (VCELT460) contexts (VCELT460)
Understanding of how social, moral and ethical positions represented in texts (VCELT462) Evaluate the social, moral and ethical positions represented in texts (VCELT462)
Understanding of how narrative viewpoint, structure, characterisation and devices including analogy and satire shape Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and
different interpretations and responses to a text (VCELT463) satire shape different interpretations and responses to a text (VCELT463)

W3 LI: develop an understanding of Demonstrates Application Tasks High

24/7 authors intent.in WDC and how Emphasises WDC Author's Intent Activity
Lesson Zusak uses characters and events Highlights Students complete the WDC Author's Intent Activity in detail. Be
1+2 to communcate ideas Explories sure to stress the importance of this activity and provide students
Shows who are struggling with sentence starters, eg:
Portrays - Zusak demonstrates..
SC: you will be able to: Communicates - Zusak shows.
- explain what Zusak is Relationships - Zusak highlights. Low
trying to communicate in Sibling - Through the character of __________ and __________
relation to specific Romantic Zusak emphasises the difference.
ideas/issues identified Friendship - The idea of _________ is explored by Zusak through.
from WDC using quotes, Parental
characters and events as influence
evidence Lust
Love
Social
expectations
Masculinity
femininity
Social
expectations of
gender
Constructs
Alrightness
Okayness
Bildungsroman

W3 LI: to consolidate understanding DEPENDEN Students are given an essay topic. Brainstorm and discuss as a Application task:
of how to structure a text T ON class possible ideas for body paragraphs and quotes. Students Writing an essay
Lesson response essay WRITING are to produce an essay (which incorporates the feedback from
3 TOPIC their prac SAC)
SC: you will be able to: GIVEN TO
- Complete a text STUDENTS
response essay

W3 LI: to consolidate understanding - DEPENDEN Students are given an essay topic. Brainstorm and Application task:
of how to structure a text T ON discuss as a class possible ideas for body paragraphs Writing an essay
Lesson response essay WRITING and quotes. Students are to produce an essay (which
4 TOPIC incorporates the feedback from their prac SAC)
SC: you will be able to: GIVEN TO
STUDENTS
 - Complete a text
response essay

Insert Specific Key Knowledge being addressed (VCAL Elements?) Specific Key Skills being addressed
where
require Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical, Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural
d social and cultural contexts (VCELT460) contexts (VCELT460)
Understanding of how social, moral and ethical positions represented in texts (VCELT462) Evaluate the social, moral and ethical positions represented in texts (VCELT462)
Understanding of how narrative viewpoint, structure, characterisation and devices including analogy and satire shape Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and
different interpretations and responses to a text (VCELT463) satire shape different interpretations and responses to a text (VCELT463)
Understanding of different text structures and language features of literary texts and make relevant thematic and Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual
intertextual connections with other texts (VCELT464) connections with other texts (VCELT464)

W4 LI: To develop an understanding - DEPENDENT Students are given the prompts for the Practice SAC. Application Tasks
31/7 of how to answer the Practice ON PRAC SAC These are discussed as a class and broken down. Discussion of prac SAC prompts and
Lesson SAC questions effectively PROMPTS planning
1 Students have the remainder of the lesson to begin
SC: you will be able to: preparing for the Practice SAC (no notes sheets are
- plan an appropriate to be taken into the Practice SAC)
response to the Practice
SAC prompts

W4 - Practice SAC this lesson

L2&3

W4 LI: to develop an understanding
of the common mistakes and
Lesson areas for improvement from the
4 Practice SAC
SC: you will be able to:
- Identify the things you
did well and poorly in
your Practice SAC
DEPENDENT Practice SAC feedback session Application Task/s High
ON COMMON - Students are to read through the comments on their Practice SAC feedback session
AREAS FOR Practice SAC essays and highlight the things they did - Students are to read through
IMPROVEMENT well and the things they did poorly the comments on their Practice
- Find all of your spelling errors and incorrect capital SAC essays and highlight the
letters things they did well and the Low
- Class feedback - what were the common errors? things they did poorly
What did we do well as a class? - Find all of your spelling errors
- Choose one of your body paragraphs and re-write and incorrect capital letters
the paragraph incorporating the feedback (add in any - Class feedback - what were the
of the literary devices covered in the previous lesson) common errors? What did we
do well as a class?
- Choose one of your body
paragraphs and re-write the
paragraph incorporating the
feedback

Insert Specific Key Knowledge being addressed Specific Key Skills being addressed
where
require Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical, Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural
d social and cultural contexts (VCELT460) contexts (VCELT460)
Understanding of how social, moral and ethical positions represented in texts (VCELT462) Evaluate the social, moral and ethical positions represented in texts (VCELT462)
Understanding of how narrative viewpoint, structure, characterisation and devices including analogy and satire shape Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and
different interpretations and responses to a text (VCELT463) satire shape different interpretations and responses to a text (VCELT463)
Understanding of different text structures and language features of literary texts and make relevant thematic and Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual
intertextual connections with other texts (VCELT464) connections with other texts (VCELT464)
 W5 LI: to develop an understanding DEPENDENT Peer and self-marking activity Application Task/s High
7/8 of the strengths and weaknesses ON WRITING Students self mark their essays using the rubric before Peer and self marking activity
L1 of their text response writing TOPIC GIVEN swapping with a partner:
TO STUDENTS - Mark your partners essay on the rubric
- What did your partner do well? Write
SC: you will be able to: comments
- identify the strengths - What do they need to improve on? Write
and weaknesses in their comments Low
partners text response - Compare the score you gave with the score
essays and explain how your partner gave. What are the differences?
these are shown/can be - Reflection: think back to your OMAM piece.
improved How have you improved???? If you havent
improved, why do you think that might be?

W5 LI: to develop and understanding Relationships Watch the film 10 Things I Hate About You Application Task High
of the characters and events in Sibling Discuss/brainstorm how the film is
Lesson the film 10 Things I Hate ABout Romantic Discuss/brainstorm how the film is similar/different to WDC similar/different to WDC (similar
2+3 You Friendship (similar characters? ideas/issues/themes?) characters? ideas/issues/themes?)
Parental influence
SC: you will be able to: Lust Low
- identify the main Love
characters and events in Social
the film 10 Things I Hate expectations
About You and discuss Masculinity
how these link to WDC femininity
Social
expectations of
gender
Constructs
Alrightness
Okayness
Bildungsroman

W5 LI: to develop an understanding Sibling Students are given a copy of the 10 Things Plot Images Application Task/s
of the events in the plot of 10 Romantic Activity. For each of the images, students need to answer the 10 Things Plot Images Activity
Lesson Things I Hate About You and how Friendship following questions:
4 the film is similar/different to Parental influence - What is happening in the image?
WDC Lust - How is the image similar and/or different to
Love WDC?
SC: you will be able to: Social - Pick one of the Ideas/Issues that we have
- explain the events in 10 expectations discussed and write 2-3 sentences
Things I Hate About You Masculinity explaining how the image demonstrates the
and identify the femininity issue/idea
similarities and Social
differences with the text expectations of
WDC (characters and gender
issues/ideas) Constructs
Alrightness
Okayness

Insert Specific Key Knowledge being addressed (VCAL Elements?) Specific Key Skills being addressed
where
require Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical, Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural
d social and cultural contexts (VCELT460) contexts (VCELT460)
Understanding of how social, moral and ethical positions represented in texts (VCELT462) Evaluate the social, moral and ethical positions represented in texts (VCELT462)
Understanding of how narrative viewpoint, structure, characterisation and devices including analogy and satire shape Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and
different interpretations and responses to a text (VCELT463) satire shape different interpretations and responses to a text (VCELT463)
Understanding of different text structures and language features of literary texts and make relevant thematic and Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual
intertextual connections with other texts (VCELT464) connections with other texts (VCELT464)
 W6 LI: to develop an understanding DEPENDENT Students are given the SAC prompts. Brainstorm/discuss as a Application Task:
14/8 of how to formulate their text ON SAC class Discussion of SAC prompts and
Lesson response essay in relation to the TOPICS Students spend the remainder of the lesson preparing planning
1 SAC prompts

SC: you will be able to:

- identify appropriate
quotes and ideas to form
the basis of their body
paragraphs in response
to the SAC prompts

LI: to consolidate understanding DEPENDENT Students complete the WDC SAC (75 minutes) SAC High
W6 of how to successfully complete ON SAC TOPIC Students complete the WDC Text
a text response essay Response SAC (75 minutes)
Lesson
2+3
SC: you will be able to:
- Successfully complete
text response essay on Low
WDC

W6 LI: to consolidate understanding Sibling Students complete the 10 Things I Hate About You character Application Tasks
of the characters in 10 Things I Romantic table Students complete the 10 Things I Hate
Lesson Hate About You and how the film Friendship About You character table
4 is similar/different to WDC Parental influence
Lust
SC: you will be able to: Love
- Explain the importance Social
of each of the characters expectations
in 10 Things Masculinity
femininity
Social
expectations of
gender
Constructs
Alrightness
Okayness

Insert Specific Key Knowledge being addressed (VCAL Elements?) Specific Key Skills being addressed
where
require Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical, Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural
d social and cultural contexts (VCELT460) contexts (VCELT460)
Understanding of how social, moral and ethical positions represented in texts (VCELT462) Evaluate the social, moral and ethical positions represented in texts (VCELT462)
Understanding of how narrative viewpoint, structure, characterisation and devices including analogy and satire shape Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and
different interpretations and responses to a text (VCELT463) satire shape different interpretations and responses to a text (VCELT463)
Understanding of different text structures and language features of literary texts and make relevant thematic and Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual
intertextual connections with other texts (VCELT464) connections with other texts (VCELT464)
 W7 LI: to develop an understanding Masculinity Students complete the Author's Intent 10 Things Activity using Application Task/s High
21/8 of authors intent in 10 Things in Parental influences quotes/evidence. Provide students with a list of possible Author's Intent 10 Things Activity
Lesson relation to the ideas/issues Lust vs Love words to discuss authors intent:
1 present in the film Sibling relationships - Junger explores
Comparing oneself - Junger discusses
to others - Junger demonstrates
SC: you will be able to: Expectations - Junger highlights
- describe authors intent Importance of - Junger emphasises Low
in 10 Things in relation to family
specific ideas/issues
identified in the film

W7 LI: to develop an understanding Masculinity Using all of their notes, students complete the WDC and 10 Application Task/s High
of the similarities and differences Parental influences Things Graphic Organiser WDC and 10 Things Graphic Organiser
Lesson between WDC and 10 Things in Lust vs Love
2 relation to specific issues/ideas Sibling relationships
Comparing oneself
SC: you will be able to: to others Low
- explain how Zusak and Okayness/Alrightne
Jungers arguments are ss
similar/different in Romantic
relation to specific relationships
ideas/issues identified in Expectations
the texts Importance of
family

W7 LI: to develop an understanding
of what makes a strong
Lesson comparison essay
3 ess
SC: you will be able to:
- Identify things done well
and things done poorly in
the writing of others and
compare/explain why
one piece is better than
the other
Bildungsroman Read through the 2 WDC and 10 Things sample essays Application Tasks
Relationships - Students must write down 4 things the student did Read through the 2 WDC and 10 Things
Okayness/Alrightn well and 4 things the student could have improved sample essays
on. Discuss as a class (points for discussion may be - Students must write down 4
Sibling intro, structure of body paragraphs, use of evidence, things the student did well and
relationships appropriate choice of topic for body 4 things the student could have
Romantic paragraphs/response to essay topic, conclusion). improved on. Discuss as a class
relationships COMPLETE THIS FOR BOTH ESSAYS (points for discussion may be
Coming of age intro, structure of body
Identity Compare the two essays. Overall which was better? Why? paragraphs, use of evidence,
Similarities appropriate choice of topic for
differences body paragraphs/response to
essay topic, conclusion).
COMPLETE THIS FOR BOTH
ESSAYS

W7 LI: to develop an understanding Bildungsroman Run through the Comparative Essay Structure Scaffold sheet Application Tasks
of how to structure a comparative Relationships with students Introduction and first body paragraph
Lesson essay Okayness/Alrightn using scaffold
4 ess Students are provided with an essay prompt. Discuss as a
SC: you will be able to: Sibling class and have students attempt to write an introduction and
- construct a comparative relationships first body paragraph using the scaffold (to be completed in
essay using the scaffold Romantic the following lesson)
sheet highlighting the relationships
similarities and Coming of age
differences between Identity
Junger and Zusaks Similarities
interpretation of specific differences
issues/ideas

Insert Specific Key Knowledge being addressed (VCAL Elements?) Specific Key Skills being addressed
where
require Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical, Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural
d social and cultural contexts (VCELT460) contexts (VCELT460)
Understanding of how social, moral and ethical positions represented in texts (VCELT462) Evaluate the social, moral and ethical positions represented in texts (VCELT462)
Understanding of how narrative viewpoint, structure, characterisation and devices including analogy and satire shape Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and
different interpretations and responses to a text (VCELT463) satire shape different interpretations and responses to a text (VCELT463)
 Understanding of different text structures and language features of literary texts and make relevant thematic and Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual
intertextual connections with other texts (VCELT464) connections with other texts (VCELT464)

W8 LI: to develop an understanding Bildungsroman Students complete the essays (using the scaffold) from last Application Task/s High
28/8 of how to structure a comparative Relationships lesson Completion of scaffolded comparison
Lesson essay and the strengths and Okayness/Alrightn essay
1 weaknesses of their writing ess Students then swap their scaffolded essays and discuss with
Sibling their partner what was done well and what could be Peer marking activity
SC: you will be able to: relationships improved
- construct a comparative Romantic
essay using the scaffold relationships Low
sheet highlighting the Coming of age
similarities and Identity
differences between Similarities
Junger and Zusaks differences
interpretation of specific
issues/ideas, as well as
identifying strengths and
weaknesses in their work

W8 LI: to develop an understanding DEPENDENT Students are given the prompts for the Practice SAC. These Application Task/s High
of how to accurately respond to ON PRAC SAC are discussed as a class with possible options for body Prac SAC preparation (A4, one sided set
Lesson the Practice SAC prompts prompts paragraphs given of notes)
2
SC: you will be able to: Students then begin preparing their notes sheet for the
- identify appropriate Practice SAC (one sided, A4 with dot pointed notes) Low
quotes and ideas to form
the basis of your body
paragraphs for the
Practice SAC

W8 LI: to develop an understanding DEPENDENT Comparison Prac SAC (75 minutes) SAC
of how to successfully complete ON PRAC SAC Prac SAC (75 minutes)
Lesson a comparative essay prompts
3
SC: you will be able to:
- Complete a comparison
essay in response to a
specific topic

Insert Specific Key Knowledge being addressed (VCAL Elements?) Specific Key Skills being addressed
where
require Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical, Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural
d social and cultural contexts (VCELT460) contexts (VCELT460)
Understanding of how social, moral and ethical positions represented in texts (VCELT462) Evaluate the social, moral and ethical positions represented in texts (VCELT462)
Understanding of how narrative viewpoint, structure, characterisation and devices including analogy and satire shape Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and
different interpretations and responses to a text (VCELT463) satire shape different interpretations and responses to a text (VCELT463)
Understanding of different text structures and language features of literary texts and make relevant thematic and Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual
intertextual connections with other texts (VCELT464) connections with other texts (VCELT464)

W9 LI: to develop the ability to write Bildungsroman Feedback from Practice SACs (what was done well overall? Application Task/s High
4/9 coherently under timed Relationships What needs to be improved?) Prac SAC feedback
Lesson conditions Okayness/Alrightn - Students are to read through the comments on their
1 ess Practice SAC essays and highlight the things they did Timed writing activity
Sibling well and the things they did poorly
SC: you will be able to: relationships - Class feedback - what were the common errors?
- complete an Romantic What did we do well as a class?
introduction and body relationships Low
paragraph under time Coming of age Provide students with a prompt and have them complete a
constraints using your Identity timed writing activity (40 minutes to write introduction and
notes Similarities body 1 paragraph, using notes in SAC conditions)
differences *Note: for the above activity, it is the teachers choice whether
they would like for students to re-write their paragraph or
write an intro and paragraph for a new topic
 W9 LI: to develop the ability to write Bildungsroman Following on from the previous lesson, students complete the Application Task/s High
coherently under timed Relationships remainder of the timed writing activity producing body par 2, Timed writing activity
Lesson conditions Okayness/Alrightn body par 3 and conclusion in the hour
2 ess
Sibling
SC: you will be able to: relationships Low
- complete two body Romantic
paragraphs and a relationships
conclusion under time Coming of age
constraints using your Identity
notes Similarities
differences

W9 LI: to develop an understanding
of the strengths and weaknesses
Lesson in comparison essay writing
3 Similarities
SC: you will be able to:
- Identify the important
features of a comparison
essay and incorporate
these into your own
writing
Authors intent Peer marking activity - swap timed essays and answer the Application Tasks
Directors intent following for your partner: Peer marking activity
Comparison - Does the intro introduce both texts and the
author/director?
differences - Does the intro introduce the topics for the 3 body
paragraphs?
- Do each of the paragraphs have a topic sentence?
Highlight them
- Do each of the paragraphs have a sum up/linking
sentence? Highlight them
- Do all of the paragraphs have both snippet and line
quotes? Highlight them
- Is authors/directors intent shown in every
paragraph? Highlight
- Is there a clear comparison in each paragraph which
discusses both similarities and differences? Highlight

W9 Teacher choice of activity based on areas of weakness

Lesson
4

Insert Specific Key Knowledge being addressed (VCAL Elements?) Specific Key Skills being addressed
where
require Understanding of how to compare and evaluate a range of representations of individuals and groups in different historical, Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural
d social and cultural contexts (VCELT460) contexts (VCELT460)
Understanding of how social, moral and ethical positions represented in texts (VCELT462) Evaluate the social, moral and ethical positions represented in texts (VCELT462)
Understanding of how narrative viewpoint, structure, characterisation and devices including analogy and satire shape Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and
different interpretations and responses to a text (VCELT463) satire shape different interpretations and responses to a text (VCELT463)
Understanding of different text structures and language features of literary texts and make relevant thematic and Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual
intertextual connections with other texts (VCELT464) connections with other texts (VCELT464)

W 10 LI: to develop an understanding DEPENDENT Students are given the prompts for the SAC. These are Application Task/s High
9/9 of how to accurately respond to ON SAC discussed as a class with possible options for body SAC preparation (A4, one sided set of
Lesson the SAC prompts prompts paragraphs given notes)
1
SC: you will be able to: Students then begin preparing their notes sheet for the SAC
- identify appropriate (one sided, A4 with dot pointed notes) Low
quotes and ideas to form
the basis of your body
paragraphs for the SAC

W 10 LI: to develop an understanding DEPENDENT Comparison SAC (75 minutes) SAC High
of how to successfully complete ON SAC SAC (75 minutes)
Lesson a comparative essay prompts
2&3 Low
SC: you will be able to:
- Complete a comparison
essay in response to a
specific topic