Implementing the Curriculum - Syllabuses into Courses

Ogilvie High School's grade 9

GRADE 9 CORE UNITS OF WORK
OGILVIE HIGH SCHOOL

INTRODUCTION

In order to provide an agreed scope and sequence for the English learning area at Ogilvie, all Grade 9 students will study nine core units of work. It is expected that about two thirds of the course will be spent covering the core units. A carefully planned, integrated approach to all four areas of the English curriculum - texts, contextual understanding, linguistic structures and features and strategies must be adopted. The Grade 9 English course will enable students to achieve at least level 5 outcomes on the English Profile; most will be working towards level 6 outcomes. A small number of Grade 9 students may also be working towards level 5 or level 7 outcomes; personalised programs of work will often be needed for these students.

As well as teaching the core units of work and within the policy framework provided by this curriculum statement teachers will be encouraged to develop individual units of work based on their interests and expertise and which best suit the needs of students in their classes. Teachers will be expected to incorporate a range of perspectives on English teaching in their units of work — cultural heritage, literacy, personal growth, genre and critical literacy.

The core units of work outlined in this curriculum statement may be taught as discrete units, on-going units or integrated into thematic units. They do, however, provide a minimum core of work to be covered by all Grade 9 students.

1. A classic or contemporary novel study :

Grade 9 students will study one or two classic or contemporary novels during the year. They should read for understanding and enjoyment, to explore challenging or complex issues, themes and events, to develop an understanding of the beliefs, values and experiences of others and to reflect upon their own values and experience. Students should provide detailed, justified spoken and written responses to issues, events and/or themes in the novel and respond creatively to it. Appendix 2 provides a list of recommended novels for study in Grade 9.

When studying a novel Grade 9 students should consolidate their understanding of plot, character, theme and setting (LSF). They should also develop an understanding, as appropriate, of narrative method, point of view, structure, style and conflict (LSF). Students should develop an understanding of the social and cultural values inherent in the novel and compare them with their own values (CU). They should consider the context in which the novel was created and the purpose of the novel (CU). Students should read key passages closely, summarise and make notes in order to gather information to provide detailed, justified responses to the novel (S). They could also take part in a Bookrap project about their novel using e-mail (S).

2. An individualised wide reading program :

Grade 9 students will be asked to read independently a range of contemporary and popular literature - with an emphasis on novels and short stories - in their wide reading program. Students should be provided with regular opportunities for silent, sustained reading. A minimum of twenty minutes must be provided at any given time. Students will record each of the books that they read in their reading log (S) and will be encouraged to write about them in a reading journal (S).

Teachers should monitor students’ self chosen reading carefully. Students should be introduced to a wide range of literature through the use of the Library, the Bookroom, teacher and peer recommendations.

3. Classic, contemporary and popular poetry study :

Grade 9 students will read a range of different forms and styles of poetry, particularly lyrical poetry. They should read for understanding and enjoyment, to explore challenging or complex subject matter, themes and issues, to develop an understanding of the beliefs, values and experiences of others and to reflect upon their own values and personal experience.

A thematic study of different forms of lyrical poetry is recommended for Grade 9 students. They should provide detailed, justified written and spoken responses to some of the poems studied. Particular attention should be given to the poet’s intentions, creation of mood and the effectiveness of poetic devices and imagery. Appendix 2 provides a list of recommended poetry anthologies for use in Grade 9.

Grade 9 students should be encouraged to perform poetry and to write structured verse, free verse and prose poetry (S). The publication of a word processed thematic anthology should be completed by the end of semester two (S). Some of these poems should be published electronically on the Internet (S). Students should gain some insight into the social or cultural values inherent in selected poems, particularly those written by poets with different backgrounds from their own (CU). Through close critical analysis, students should develop an understanding of how poetry can be constructed to influence others (CU).

Students should further develop their understanding of subject matter, theme, tone, mood and imagery (LSF). They should consolidate their understanding of the various forms of figurative language and types of poetic devices which were introduced in Grades 7 and 8 (LSF). Rhyme schemes, iambic rhythm, symbolism and the sonnet form should also be introduced to students studying the 117B course (LSF).

4. An introduction to Shakespeare :

Grade 9 students will be introduced to the life, times and plays of William Shakespeare. They should research biographical details about Shakespeare, be provided with a brief introduction to the world of Elizabethan England, including the beliefs and values held by Shakespeare’s contemporaries and either read and view selected scenes from several of the designated Grade 9 Shakespearean plays or study one play. Appendix 2 provides a list of the Grade 9 Shakespearean plays. Students should provide detailed, justified spoken and written responses to the issues, events and/or characters in the selected scenes or play. They should respond creatively to the selected scenes or play, including the acting out of scenes in small groups (S). Students should also view a film version of a Shakespearean play.

When studying Shakespeare, students should gain an appreciation of the timeless, universal themes developed in his plays (CU). They should also be taught about Shakespeare’s influence on the English language (CU). Students studying a full-length play should gain an understanding of plot, character, theme and setting and particular Shakespearean terms such as soliloquy, aside, tragedy and comedy (LSF). When researching about Shakespeare students should use a CD ROM or the Internet to access information (S). Students should also read key passages closely, summarise and make notes in order to gather information to provide detailed, justified responses to the selected scenes or play (S).

5. Print and electronic advertising study :

Grade 9 students will study the important structures and features of print and electronic advertising in different mass media texts. They should read and view a range of advertisements and critically examine the images of modern culture and society presented in them. Students should examine the persuasive techniques employed by advertisers and use some of these techniques when creating their own advertisements. They should provide detailed, justified interpretations of selected advertisements and develop an increasingly critical understanding of the constructed nature of these texts (CU).

When studying print and electronic advertisements Grade 9 students should consider target audience and how this affects the construction of the advertisement (CU). In creating advertisements students should demonstrate an understanding of persuasive techniques such as the use of emotive language, special visual imagery or sound effects, snob appeal and transference or association (LSF).

Students should be taught how to distinguish between objective, factual language and emotive, persuasive language (S). They should also use appropriate technologies to create or produce a print or electronic advertisement (S).

6. Everyday texts study :

Grade 9 students will listen to, read, view and create a range of spoken, written and visual everyday texts. Students will discuss texts in small and large groups, report on these discussions both informally and formally, participate in interviews and informal and formal debates, read aloud, tell anecdotes and/or stories and present arguments to communicate a point of view.

By building upon their introduction to essay writing in Grade 8, students will continue to develop their essay writing skills. They will write an argumentative or opinionative essay on a subject derived from a text being studied or from a current issue or event. Effective essay writing structures — an introduction, several body paragraphs and a conclusion — will be modelled for students (LSF).

Students will continue to read and create a range of everyday texts associated with daily life and schooling. They will also read and create everyday texts associated with the world of work including formal letter writing and developing logical arguments about issues in society.

Students will delivery both an impromptu and a formal prepared speech designed to entertain, inform or influence their peers.

When studying everyday texts Grade 9 students should develop an understanding of the effective use of spoken and written English for particular purposes and audiences (CU). They should be taught how to structure a formal speech and shown how correct pronunciation, clear enunciation, variation in tone, pitch, pace and volume and appropriate non-verbal language will improve the effectiveness of it (LSF). Students should be taught about the differences between spoken and formal written texts (LSF). They should be taught how to use and control compound and complex sentences, how to use paragraphs as structural devices, how to use colons and semi-colons effectively, and how to use appropriate vocabulary and style in formal writing (LSF).

Students should be taught how to use cue cards and props and how to speak to a set time limit when delivering a formal speech. They should be shown how to take notes and summarise ideas and information in small group work (S). They should also be taught to use the writing process when completing formal writing tasks, to use dictionaries, thesauruses and spelling checkers and to word process their final drafts, using appropriate layout and structures (S).

7. An individualised writing program :

Grade 9 students will write in a variety of forms, particularly imaginative and creative forms for a range of purpose and audiences. The process approach to writing should be emphasised. The end point of the writing program should be the publication of a word processed folio of crafted writing which includes both poetry and prose.

Grade 9 students should become increasingly proficient in the use of standard Australian English (CU). They should understand that writing varies according to content, form, purpose and audience and apply this in their own work (CU). They should also recognise that writing can be constructed, used and manipulated in powerful ways to influence others (CU). Students will develop increasing control over the conventions of writing, particularly punctuation, spelling, grammar and style but also appropriate text structure and organisation, paragraphing, layout and presentation (LSF). They will be taught effective writing strategies, particularly planning, drafting, editing and proofreading (S).

Students will be expected to word process most of their imaginative and creative writing, to maintain a personalised spelling list and to present their writing for effect (S). Students should be encouraged to publish their work in the School’s literary magazine Threads, enter the annual House Writing Competition, publish their work electronically on the Internet and/or enter the many writing competitions available to them.

8. The Negotiated Study :

All Grade 9 students will complete a negotiated study during semester two. They will be required to read a range of texts and to respond to them in different forms of writing. Students will be expected to work independently and responsibly during the study (S). A teacher and student guide fully explains the requirements of the Grade 9 Negotiated Study.

In completing their negotiated study, students should read critically and write for different purposes and audiences (CU). They should gain an appreciation of the value placed by our society on the processes of negotiation, of working independently and of establishing and meeting agreed time frames (CU). Students should incorporate appropriate structures and features into their various forms of writing (LSF). They should also be explicitly taught a wide range of key strategies required by the negotiated study — negotiating an agreed area of study; selecting appropriate reading material; using the writing process; keeping a reflective journal; using technology to access information; conferencing with others; meeting agreed time frames and reflecting and self-assessing (S).

9. A contemporary feature film study :

Grade 9 students will study one or two contemporary feature films during the year. They should view the film for understanding and enjoyment, to explore challenging or complex themes, events and issues, to develop an understanding of the beliefs, values and experiences of others and to reflect upon their own values and personal experience. Students should provide detailed, justified spoken and written responses to themes, events and/or issues in the film. They should also respond creatively to the film. Appendix 2 provides a list of recommended feature films for study in Grade 9.

When studying a feature film Grade 9 students should be taught about the social and cultural context in which the film was made, particularly roles such as the script writer, director, cinematographer, producer and editor in its creation (CU). They should develop an understanding how the film is designed to appeal to its target audience (CU). Students should develop an understanding of the important structures and features of the film they are studying — plot structure, characterisation, theme, setting, symbolism and conflict (LSF). As appropriate they should consolidate their understanding of camera shots, camera angles and camera movement, lighting, music and sound effects which were introduced in Grades 7 and 8 (LSF). Students should also consider any other film techniques appropriate to the film being studied — editing techniques, special effects, narrative devices or camera speed and focus (LSF). By viewing selected scenes closely or by taking notes on narrative devices such as metaphor or symbolism, students will be able to gather information to justify a particular interpretation of the film (S).

Other suggested units of work