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Unit Plan

Unit 1: Communication of Meaning. Session 3, 2017 Year 11/12 English (T). Sci- fi: Brave New World.

       

Resources and

Lesson

Day, Time, Focus

Content Descriptors from Australian Curriculum and BSSS

Activities

Equipment

1

Monday

E xplaining how texts are created in and for different contexts (ACEEN001)

Focus/Introduction Activity: Two Truths, One Lie

Question Basket

30/10/17

Explain Question Basket

PPT and projector

2:00pm - 3:00pm

Analyse and evaluate how responses to texts are influenced by p ersonal, social and cultural context (ACEEN009)

Group work: Using devices, research six historical events that may have influenced Hu xley’s novel, Brave New World.

Blank timeline handout sheets x28

Devices (students personal devices or hired tablets from library)

Focus: Context — Huxley’s World

Analysing textual evidence to assess the purpose and context of texts

Gr oup Work: Create a timeline of the 6 historical events and be prepared to share.

(ACEEN018)

 

Drawing on a range of technologies in, for example, r esearch, communication and representation of ideas

(ACEEN012)

2

Wednesday

Explaining how texts are created in and for different contexts (ACEEN001)

Focus activity: Question Basket

Question Basket

01/11/17

Finish timeline and sharing from previous lesson

PPT

Analyse and evaluate how responses to texts are influenced by purpose, taking into account that a text’s purpose is often open to debate (ACEEN0 08)

As a class watc h video à

https://www.youtube.co m/watc h?v=oIgjujAI6eE

10:00am - 11:0 0am

Discuss video as a class

Focus: Context — Aldous Huxley

Letter activity: Each student writes an anonymous letter to a classmate outlining the main themes, characters, and plot of the novel. The letters are thrown into the Question Basket and then drawn as a lucky - dip

 

Combining visual, spoken and written elements where appropriate

(ACEEN013)

Question Basket: Any questions that students have can be thrown anonymously into the Question Basket. Questions will be answered in the following lesson.

Using strategies for planning, drafting, editing and proofreading (ACEEN016)

Unit Plan

 

3 Thursday

Analyse and evaluate how responses to texts are influenced by p urpose, taking into account that a text’s purpose is often open to debate (ACEEN008)

Focus activity: Question Ba sket — Answer questions from previous lesson. Discuss.

Question Basket

02/11/17

Character deconstruction sheets (Linda) x28

Example of character deconstruction: Linda.

9:00am - 10:00am

Allocate groups through a character lucky - dip

Combining visual, spoken and written elements where appropriate

Group work: in groups of 4 deconstruct a specific character a nd create an informative poster. Provide reasoni ng and evidence from the text.

PPT

Focus: Characters

Ch aracter names x4 for lucky - dip

(ACEEN013)

Using evidence - based argument

Question Basket: Any questions that students have can be thrown anonymously into the Question Basket. Questions will be answered in the following lesson.

Butchers paper x6

(ACEEN014)

Pens and markers

U sing appropriate quotation and referencing protocols (ACEEN015)

U sing accurate spelling, punctuation, syntax and metalanguage (ACEEN017)

 

4 Friday

 

Analyse and evaluate how responses to texts are influenced by p urpose, taking into account that a text’s purpose is often op en to debate (ACEEN008)

Focus activity: Question Basket — Answers

Question Basket

03/11/17

Continue group posters from previous lesson

Character deconstruction sheets

PPT

11:15am - 12:15pm

Share: Posters are put up on each corner of the room. Groups visit each station and present to other groups for 5 minutes (timed). They then s wap. As students listen to other groups presenting, they fill out character sheets (handouts) and ask questions. Each time the group presents, group members swap topics to talk a b out, to ensure they have a broad and deep understanding about each head ing/topic on their poster. By the end of the activity, everyone has visited each of the other stations and filled in each box on the character analysis sheet.

Question Basket

Focus: Characters

Combining visual, spoken and written elements where appropriate

Student posters from previous l essons

(ACEEN013)

Markers and pens

Using evidence - based argument

Blue - tack or tape

(ACEEN014)

Phone for stopwatch

U sing appropriate quotation and referencing protocols (ACEEN015)

U sing accurate spelling, punctuation, syntax and me talanguage (ACEEN017)

Unit Plan

 

Monday

Analyse and evaluate how responses to texts are influenced by purpose, taking into account that a text’s pu rpose is often open to debate

Focus activity: Question Basket — Answers and discussion

Question Basket

5

06/11/17

Student posters from previous lessons

Finish sharing posters from previous lesson

2:00pm - 3:00pm

Class mind map: Is Brave New World a utopia or a dystopia? Discuss and debate.

PPT

(ACEEN008)

BNW as a Utopia Essay handout

Highlighters

Focus: Setting — Utopia vs. Dystopia

Combining visual, spoken and written elements where appropriate

Reading and highlighting activity: Brave New World as a Utopia Essay

(ACEEN013)

Individual work: Create a T - bar of utopia vs. dystopia and find 3 points of evidence from the text for each argument.

 

Using evidence - based argument

(ACEEN014)

Questioning responses to texts

 

(ACEEN019)

Analysing textual evidence to assess the purpose and cont ext of texts

(ACEEN018)

6

Thu rsday

E xplaining the ways language features, text structures and conventions communicate ideas and points of view

Ques tion Basket — Answers and Discuss

Question Basket

09/11/17

Introduction: What is consumerism? (PPT and discussion)

PPT

Video:

9:00am - 10:00am

(ACEEN004)

As a class, watch video and take notes à

ht tps://www.youtube.com/

Analyse and evaluate how responses to texts are influenced by p urpose, ta king into account that a text’s purpose is often open to debate (ACEEN008)

D rawing on a range of technologies in, for example, research, communication and representation of ideas

THINK: Answer questions from PPT in books individually PAIR: Share answers with a partner and discuss SHARE: Discuss answers and concepts as a class

Closure: Question Basket , BIG QUESTIONS — Answer as homework (Questions will also be available on Google Classroom)

watch?v=ixph6tDjcnw

Focus: Themes — Consumerism

Homework Questions on Google Classroom

 

(ACEEN012)

 

Analysing textual evidence to assess the purpose and context of te xts

(ACEEN018)

Unit Plan

7

Friday

E xplaining the ways language features, text structures and convention s communicate ideas and points of view

Focus activity: Discuss homework questions

Homework Questions from previous lesson

10/11/17

Question Basket: Answers

As a class, watch video à

Question Basket

11:15am - 12:0 5pm (short lesson due to assembly)

(ACEEN004)

Create a T - Bar comparing Fordism and Religion

Video:

D rawing on a range of technologies in, for example, research, communication and representation of ideas

Discuss Questions on board — Finish as homework

https://www.youtube.co

Closure: Question Basket activity and discuss practice question

m/watch?v=FPO3aenqT4

 

o

Focus: Themes — Religion

(ACEEN012)

 

PPT

Analysing textual evidence to assess the purpose and context of texts

Practice Question for in - class assessment

 

(ACEEN018)

Investigat ing the impact and uses of imaginative, interpretive and persuasive texts (ACEEN020)

8

Monday

Using appropriate form, content, style and tone for different purposes and audiences in real and imagined context (ACEEN011)

Focus activit y: Question Basket answers and discuss homework questions

Question Basket

13/11/17

PP T

2:00pm - 3:00pm

Essay Structure: Point — Evidence — Analysis (PPT example)

Using evidence - based argument

Closure: Question basket — Every student ask a question about ANYTHING to do with the unit. Provide teacher feedback.

Focus: Essay Writing

(ACEEN014)

U sing appropriate quotation and referencing protocols (ACEEN015)

U sing accurate spelling, punctuation, syntax and metalanguage (ACEEN017)

 

Using strategies for planning, drafting, editing and proofreading (ACEEN016)

Unit Plan

9

Wednesday

Using appropriate form, content, style and tone for different purposes and audiences in real and imagined context (ACEEN011)

Answer an d discuss all questions from the previous lessons Question Basket activity

PPT with Question Basket answers

15/11/17

In - class discussion: Themes

Revision Questions handout sheet x28

10:00am - 11:00am

Independent study for in - class essay:

Using evidence - based argument

Option One : Practice essay writing with scaffolding Option Two: Answer revision questions (handout) Option Three : Annotate the novel Option Four : Independent research and preparation using a device

Annotation notes and sticky notes

Focus: Revision

(ACEEN014)

U sing appro priate quotation and referencing protocols (ACEEN015)

Using strategies for planning, drafting, editing and proofreading (ACEEN016)

Devices (student’s personal devices and hired tablets from

 

li

brary)

D rawing on a range of technologies in, for example, research, communication and representation of ideas

 

(ACEEN012)

References:

ACT Board of Secondary Studies (2017). ACT Senior Secondary Cur riculum: BSSS A/T/M/C/V Courses: English Integrating Australian Curric ulum. Retrieved from http://www.bsss.act.edu.au/curriculum/courses on December 3, 2017.

Australian Curriculum Assessment and Reporting Authority (2017). Senior Secondary Curriculum: English. Retrieved from https://www.australiancurriculum.edu.au/senior - secondary - curriculum/english/english/?unit=Unit+1 on December 3, 2017.