EAL12-1A responds to, composes and evaluates Writing about human experiences (link to Module A) a range of complex and sustained texts for Examples of appropriate understanding, interpretation, critical analysis, How do we write about our own and other people’s experiences? texts: imaginative expression and pleasure The teacher provides a of short texts which deal with different Extract from I Know Students: human experiences including different types of texts (eg blog, short Why The Caged engage with texts in a range of forms, story, poem, documentary, news report), different focuses (biographical, Bird Sings by Maya modes and media, and explore and confessional, imaginative) and different approaches (eg humorous, Angelou, evaluate different ways of responding to factual, descriptive). (autobiographical text Students review language and features used in each type of text (eg work) first-person and third-person narration, present and past-tense verb for the Horses’ ‘Hay EAL12-3 selects and uses language forms, forms, formal and informal register). by Gary Snyder features and structures of texts appropriate to a (poem) range of purposes, audiences and contexts, and Creative writing task Barack Obama’s analyses and evaluates their effects on meaning Students write a recount describing a personal experience (real or eulogy for Nelson Students: imagined). Mandela (speech) identify and analyse techniques used in Students experiment with first-person and third-person narration and First section of literature, film and the mass media to present and past tense verb forms to gauge their effects. Chapter 1 of The construct realities Students use the recount as the basis to plan, draft, edit and present an Village by the Sea imaginative narrative, demonstrating a wide repertoire of creative writing by Anita Desai integrates understanding of the diverse techniques. (novel) EAL12-7 ways texts can represent personal and public by Suzanne ‘Luka’ worlds Vega (song lyric Students: and music video) analyse and experiment with ways of by Tim ‘Big transforming experience into texts for Winton (short story) different purposes, audiences and First section of contexts Chapter 1 of Empire of the Sun EAL12-9 reflects on, assesses and monitors own by JG Ballard learning and refines individual and collaborative (autobiographical processes as an independent learner novel) Students: refine the clarity and fluency of compositions to reflect increasing complexity of thought and expression
EAL12-1A responds to, composes and evaluates a range of complex and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure Students: engage with texts in a range of forms, modes and media, and explore and evaluate different ways of responding to text EAL12-3 selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, and analyses and evaluates their effects on meaning Students: identify and analyse techniques used in literature, film and the mass media to construct realities EAL12-7 integrates understanding of the diverse ways texts can represent personal and public worlds Students: analyse and experiment with ways of transforming experience into texts for different purposes, audiences and contexts EAL12-9 reflects on, assesses and monitors own learning and refines individual and collaborative processes as an independent learner Students: refine the clarity and fluency of compositions to reflect increasing complexity of thought and expression Writing about human experiences (link to Module A) How do we write about our own and other people’s experiences? The teacher provides a of short texts which deal with different human experiences including different types of texts (eg blog, short story, poem, documentary, news report), different focuses (biographical, confessional, imaginative) and different approaches (eg humorous, factual, descriptive). Students review language and features used in each type of text (eg first-person and third-person narration, present and past-tense verb forms, formal and informal register). Creative writing task Students write a recount describing a personal experience (real or imagined). Students experiment with first-person and third-person narration and present and past tense verb forms to gauge their effects. Students use the recount as the basis to plan, draft, edit and present an imaginative narrative, demonstrating a wide repertoire of creative writing techniques. Examples of appropriate texts: Extract from I Know Why The Caged Bird Sings by Maya Angelou, (autobiographical work) ‘Hay for the Horses’ by Gary Snyder (poem) Barack Obama’s eulogy for Nelson Mandela (speech) First section of Chapter 1 of The Village by the Sea by Anita Desai (novel) ‘Luka’ by Suzanne Vega (song lyric and music video) ‘Big by Tim Winton (short story) First section of Chapter 1 of Empire of the Sun by JG Ballard (autobiographical novel)
eal-d_focus-on-writing-sample-unit.docx