Curriculum summary

Sometimes Gladness

General Capabilities evident across the unit include Literacy, Critical and creative thinking, Ethical understanding and Intercultural understanding.

The cross-curriculum priority highlighted in this unit is Asia and Australia’s engagement with Asia (depending on the choice of poems).

The content in this unit of work links to the Australian Curriculum: English (Year 9) and Senior Secondary: English Unit 1 and 3.

Language Text structure and organisation	Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553) (EN5-2A) Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556) (EN5-3B)
Expressing and developing ideas	Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (ACELA1561) (EN5-1A) Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts (ACELA1569) (EN5-3B)
Literature Literature and context	Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633) (EN5-8D)
Responding to literature	Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (ACELT1771) (EN5-1A) Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635) (EN5-7D)
Examining literature	Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643) (EN5-3B)
Creating literature	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 (ACELT1815) (EN5-3B)
Literacy Interpreting, analysing, evaluating	Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742) (EN5-2A) Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752) (EN5-8D)
Creating texts	Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748) (EN5-2A)

Unit 1
Analyse distinctive features in literary texts including:

how text structures, language features and stylistic elements shape meaning and create particular effects and nuances, for example, through allusions, paradoxes and ambiguities (ACELR005)
the use of figurative language and rhetorical devices to represent concepts and shape arguments, for example, symbolism, metonymy, types of irony, patterns of imagery (ACELR009)
the use of sound and visual devices in literary texts to create particular effects, for example, assonance, prosody, rhyme, animation and voice-over narration. (ACELR010)

Create analytical texts:

structuring arguments and points of view using relevant textual evidence (ACELR011)
using appropriate linguistic, stylistic and critical terminology to respond to texts (ACELR012)
using stylistic features to craft and articulate points of view (ACELR013)
experimenting with different modes, mediums and forms. (ACELR014)

Unit 3 Evaluate the ways in which literary texts represent culture and identity including:	how readers are influenced to respond to their own and others’ cultural experiences (ACELR037) the power of language to represent ideas, events and people in particular ways (ACELR038) how cultural perceptions are challenged or supported (ACELR039) the ways in which authors represent Australian culture, place and identity both to Australians and the wider world.(ACELR040)
Evaluate and reflect on how representations of culture and identity vary in different texts and forms of texts including:	the relationship between significant historical and cultural events and figures, and their representations in literary texts (ACELR041) the impact of the use of literary conventions and stylistic techniques (ACELR042) the ways in which language, structural and stylistic choices communicate values and attitudes and shed new light on familiar ideas. (ACELR044)
Create analytical texts:	developing independent interpretations of texts supported by informed observation and close textual analysis (ACELR045) using appropriate linguistic, stylistic and critical terminology to analyse and evaluate texts (ACELR046) experimenting with different modes, mediums and forms. (ACELR048)
Create imaginative texts:	experimenting with content, form, style, language and medium (ACELR049) drawing on knowledge and experience of genre, literary devices and the interplay of the visual and verbal in creating new texts (ACELR050)

Source for content descriptions above: Australian Curriculum, Assessment and Reporting Authority (ACARA).