Understanding § The power of language to shape and influence meaning § The ways mode, medium and context shape meaning § The ways various language features, including figurative elements, shape ideas, perspectives and experiences § The ways close analysis of language and literary devices informs interpretations of familiar and unfamiliar texts § The ways personal experience is transformed into imaginative texts across a range of purposes, audiences and contexts § The similarities and differences in language forms, features and structures within and between texts Responding § Compose persuasive, discursive and imaginative texts that explore increasingly complex ideas Student to begin composing personal repertoire practice proforma stories for the Section I part of the exam where there will be Unseen Texts and he has started to write a summary paper which will reflect the learning of Literary Devices as well as input he has shown good initiative on his own in writing, about the following: He will use this for mind mapping as a preparation tool for his exam. 1. "Critique and Assumptions There are three a. Living with trauma (the psychological aspect of the book's theme) b. Identification and independence c. Insight and growth". § Compose texts that make thematic and stylistic connections with other texts § Compose texts that explore a range of values and perspectives, including their own § Compose texts that integrate different modes and mediums for a range of purposes and audiences § Draft, edit, revise and refine texts for a range of purposes and audiences § Use appropriate metalanguage to assess and reflect on the value of writing § Use accurate spelling, punctuation, syntax and metalanguage in creating critical and creative texts Overall Very Good Section II will be an exam of knowledge overall of the literary composition of the Story the Life of Tom Brennan. Report Student has carefully shown his indepth, and foregrounded approach to study, as this is exemplary in his researching of the English Curriculum and to request a full lesson of analytical approach to the Exam structure, and we have scaffolded through evaluating English literature techniques utilising the PETAA English Text. Report Student has carefully shown his indepth, and foregrounded approach to study, as this is exemplary in his researching of the English Curriculum and to request a full lesson of analytical approach to the Exam structure, and we have scaffolded through evaluating English literature techniques utilising the PETAA English Text. Chapter 9 "The Story of Tom Brennan" setting …………… Student to describe setting from Chapter 9 onward Chapter 10 Chapter 11 Chapter 12, 13, 14 Chapter 13 has evolved to the effect on the family overall. And points to the younger Sister Kylie It becomes a plot Interpretation: people face challenges And becomes conversational tone. Connotations? No, just generalised conversation. About this, identifying Tom Brennan them. The modes and mediums. Chapter 15 Completed to this chapter to date. Exam will commence 9 September and we have 3 more tuitions in person Close discussion and practice requirement of scholarly writing How to compose wordings, and example sentences, when responding to exam and the importance. Student will begin to practice composing answers. Ensure that: His personal perspective is included. i. Identity and as a means of becoming independent the 'main theme' to be addressed, as a likely conflict to the collective and individual. To redefine himself. Critique Assumptions To be completed. Student to complete for example write headings and his responses underneath each heading is advisable for mind mapping for Exam Student response on: 'Argument critique' "An argument critique could be the psychological impact for the established and public response to this novel. Is there 'effectiveness". Further 'insight' Communicating author's ideas and transitions. Discussing the structure of the exam Prepare a draft Introduction Body And Conclusion As practice as the structured paper will be in two parts and yet to be determined. Keeping in mind the 'human experience' technique and responding to 'unseen texts' will test for overall knowledge of evaluating literature for all the relevant modes and elements, and devices to be discussed in responses. 'author connects: Form and meaning 'through their own perspectives and the predicted perspectives of the audience' Section 1 Point 1 - the dynamic is to indicate the intention of her novel in the gaining of independence for adolescents. Student response: There is colloquialism in language It is contemporary writing and is part of the style: journalistic/bibliographical Many types of form and language Themes and transitions in young adolescents The form of writing address is 'the context of the situation' There is influence in the writing inherent ideology, beliefs and attitudes State here the special Guide to refer to. Student has shown indepth research skills in formulating responses to compare to other writings. In the body he will need to account for the types of things that would captivate the readership from the world lens. Student is a highly conscientious and attentive student with good intentions to remain a highly accomplished student.

need to begin composing texts § composes texts, using language forms and features in new and different contexts EST-11-04 § composes critical and creative texts for a range of audiences and purposes EST-11-05 § explains own compositional processes and the ways choices of language, form and structure can shape meaning EST-11-06

Close study of literature Orlando, has completed reading Chapter 10 of the current Novel The Story of Tom Brennan, 40 We commenced with close reading of the chapter, and the student has interpreted the dialogue and relevant literary devices in a very clear and succinct manner. He shows a scholarly level of interest in the topic of evaluating literature and he describes the instances in the narrative using proper ideation and terminology. See my summary of student responses. 1 hour

The craft of writing Orlando has not had enough time to begin writing his book because of intensity of school schedule overall at present. 30 minutes Instead we have reviewed the PETAA text for Evaluating Literature and I will onforward some examples of composing sentences in writing novels.

In this segment of our lesson plan we begin with close reading and dialogic reading of the current text, which we then describe the literary devices, Orlando recounts the history of the story, the antecedents and builds on those.

there is only progress to be made and no known areas to that effect, only building on his already established skills, and now to build on creative writing.

Understanding genres, themes, narratives and settings. We have studied our first lesson in the whole context learning and sequential learning method.

Next steps will be that of Poetry and Poetic verse, for which we can incorporate into ensuing lessons.