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Term Three Unit Planner Year 10 English (Ambition)

Stage 1 Desired Results


Established Goal(s)/Content Standard(s):
-

Understand that peoples evaluations of texts are influenced by their value


systems, the context and the purpose and mode of communication (VCELA457)
Compare the purposes, text structures and language features of traditional and
contemporary texts in different media (VCELA458)
Compare and evaluate a range of representations of individuals and groups in
different historical, social and cultural contexts (VCELT460)
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)
Create literary texts that reflect an emerging sense of personal style and evaluate
the effectiveness of these texts (VCELT476)
Create literary texts with a sustained voice, selecting and adapting appropriate
text structures, literary devices, language, auditory and visual structures and
features for a specific purpose and intended audience (VCELT477)
Create imaginative texts that make relevant thematic and intertextual connections
with other texts (VCELT478)
Review, edit and refine own and others texts for control of content, organisation,
sentence structure, vocabulary, and/or visual features to achieve particular
purposes and effects (VCELY480)

Understanding (s)

Essential Question(s):

Students will understand that:


- Ambition cannot be defined as good or
evil, it is far more complicated than
that
- Society influences the creation of texts
- Texts can be compared in a variety of
ways
- There is always something to link texts
together

How has the text been constructed to


suggest things about ambition?
Where can we see contemporary
issues reflected in Shakespeares
work?
What is the purpose of the secondary
characters in both texts?
How does text type influence
expectations and understandings
about the issues behind the text?
In what ways do the texts show
ambition?

Student objectives (outcomes):


Students will be able to:
Critically analyse both texts
Understand the structure of each text and how this influences its message/audience
etc.
Evaluate the texts in regards to bigger questions and themes
Create a comparative essay analysing the texts in regards
Develop an ability to look beyond the surface in texts to identify meaning and make
inferences
Create a creative piece based upon the ideas present in Macbeth

Stage 2 Assessment Evidence


Performance Task(s):

Other Evidence:

Students will be required to complete 2


assessment tasks, a creative piece on the
ideas in Macbeth and a comparative essay
on Macbeth and Strictly Ballroom. These
have been designed to reflect the VCE

Students will be required to complete


worksheets, lotus diagrams, participate in
discussions, hand in drafts and such to
ensure they are understanding the
content and to ensure they are prepared

study design for Units 1-2 and as such will


be taught in such a way to reflect the
process of VCE.

for the assessments

Stage 3 Learning Plan

Term Week
Term 2
Week 10
13/6

Content

Assessment

Term 2
Week 11
20/6

Reading Act 2-5 (4 hours)


- Act and scene breakdown throughout this to
address any concerns with the language and
plot line

Term 3
Week 1
11/7

Recap key scenes / characters / themes they could


do a story board using ICT or a visual representation
of the play. (3hours)
http://www.imdb.com/title/tt2884018/?
ref_=ttmc_mc_tt
- Libguide.
- Shakespeare rap they could potentially
come up with their own!

Introduction to Ambition, Shakespeare and Macbeth


(3 hours)
Reading Act 1 (1 hour)
- Act and scene breakdown throughout this to
address any concerns with the language and
plot line

TERM 2 SCHOOL HOLIDAYS


Formative
assessment:
Theme grids
and character
profiles
(storyboards?)

Go through the creative task (1 hour)


- Need to do their written explanation. Inform
them that they get lesson one of the double
to plan and will complete it in lesson two of
the double.
- Complete one to do as a draft and complete a
peer assessment using the same criteria take one lesson to do this and the next lesson
to give feedback.
- From the feedback, they can finalise their own
drafts.
- Possible ideas, structure, expectations, skills,
vocab etc.

Term 3
Week 2
18/7

Ensure that the character / theme grid is completed


by next week.
Key quotes and go over the themes / character grid
(due first lesson in week 2, Tuesday the 19th of July
(both classes). (1 hour)
(also do quiz from lib guides)
- Do a fakebook on one of the characters
http://www.classtools.net/FB/home-page .
Spend a lesson on linking the theme of ambition
the good and bad ambition in Macbeth. (1 hour)
Final two periods of this week do as peer assessment

Formative
assessment:
Facebook
profiles

Term 3
Week 3
25/7
(GC not
here)

of drafts [walk through criteria and how they need to


mark then give them time to do so]. Then look over
drafts and peer assessment and create revisionary
tips for improvement, what they did well, what they
need to improve on (2 hours)
Complete creative response (2 hours 1hr for
planning, 1hr for writing)
Introduction to strictly ballroom basic overview to
fill out the other 1-2 classes of the week (1-2 hours)

Creative
Response
10.2 Tues 26th
July (double)
10.1 Thurs 28th
July (double)

Parliament
excursion
for legal
students
Friday

Term 3
Week 4
1/8
Thurs 4/8
McAuley
feast day
(GC not
here)

Term 3
Week 5
8/8
Marymede
Week
Monday 8/8
Mission
action day
Friday 12/8
St Pats
Cathedral
(GC not
here)

Term 3
Week 6
15/8

Term 3
Week 7
22/8

Background to strictly ballroom (characters /


themes / context). (2 hours)
Discussing the similarities and differences to
Macbeth prior to watching the movie. (1 hour)
Give out grids to complete while watching the movie
and give out the comparative task. Explain both (1
hour)

Watching the movie. (2 hours)


Recapping key scenes / characters / storyline. (2
hours)
[lose a single with each class due to Mass in the city
therefore any recapping that is missed can
continue into the next week]

Formative
assessment:
compare and
contrast tables
measuring
similarities and
differences
between the
texts
Formative
assessment:
adding to
compare and
contrast tables

Explicitly teach comparative essay (skills and


structure).
- Use this week to compile Macbeth and Strictly
Ballroom similarities and differences (2
hours)
- Go over structure and dissecting prompts and
criteria of assessment (2 hours)

Formative
assessment:
student
responses to
structure and
prompt
dissection

Recapping key scenes/characters/storyline etc. that


was missed last week due to Marymede week
Explicitly teach comparative essay (skills and
structure).
Completing drafts and peer assessments.
- Use this week to do joint construction and

Formative
assessment:
Joint
construction

22-23/8
Year 11
retreat (KV
absent for
those days)
Whole
school
assembly
changed to
26/8 period
5

individual student paragraph construction.


Outline vocab and grammar expectations and
specific skills etc. (3 hours)
Dos and donts for essay (1 hour)

and individual
paragraph
submission

Will get first hour next week for drafting (if begin on
a double it would be wise to have already started a
draft and just be finalizing it by next week) then peer
assessment and feedback like creative response
revision

Term 3
Week 8
29/8

Explicitly teach comparative essay (skills and


structure).
Completing drafts and peer assessments.
- Drafting time (1 hour)
- peer assessments and feedback like the
creative response (2 hours 1-hour peer
assessment, 1-hour revisionary
feedback)
- As well as planning out an assortment of
prompts (1 hour explicitly scaffold
problem areas in this)

Formative
assessment:
drafts and peer
assessment

Term 3
Week 9
5/9

Completing the comparative task. (2 hours)


- Cant do revision as its not fair on 10.2 who
will complete at the start of the week
- Possibly exam revision time to consolidate
notes and so on (2 hours)

Term 3
Week 10
12/9

Give out and discuss oral presentation.


- Oral presentation criteria and options (1
hour)
- Oral presentation skills (1 hour)
- Oral on Macbeth so revision for sections they
can use for oral or where they can take
evidence from etc. [do group work stuff and
jigsaw to eliminate wasting time on everyone
looking at same aspect?] Also revision in
regards to soliloquys and such to aid with
understanding language and form for oral
presentations (2 hour)

Comparative
Essay
10.2 Tues
double
10.1 Thurs
double
Formative
assessment:
oral
presentation
ideas and skills
discussion