Don’t Call Me Ishmael

General capabilities evident throughout this unit include Literacy, Ethical Understanding, Personal and Social Capabilities and Critical and Creative Thinking.

Content links to Australian Curriculum: English – Year 8

Language

Language for interaction

 Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542) (EN4-3B)
Text structure and organisation

Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication (ACELA1543) (EN4-1A)

Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766) (EN4-3B)

Understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts (ACELA1544) (EN4-3B)
Expressing and developing ideas

Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547) (EN4-1A)

Understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations (ACELA1549) (EN4-3B)

Literature

Literature and context

 Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626) (EN4-8D)
Responding to literature

Share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (ACELT1627) (EN4-5C)

Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807) (EN4-8D)
Examining literature

Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630) (EN4-1A)

Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767) (EN4-3B)
Creating literature

Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632) (EN4-4B)

Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768) (EN4-4B)
Literacy
Interacting with others

Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730) (EN4-1A)

Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808) (EN4-3B)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731) (EN4-4B)
Interpreting, analysing, evaluating

Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text (ACELY1732) (EN4-3B)

Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733) (EN4-1A)

Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735) (EN4-1A)
Creating texts

Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736) (EN4-4B)

Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810) (EN4-4B)