VCE Unit 3 guidlines

VCE English
Unit 3 - Semester One 2009

Unit 3 English will be conducted over two terms in Semester one 2009. Unit 3 consists of 3 outcomes. Outcome 1 will be completed in term 1, Outcome 2 will be completed in term 2 and Outcome 3 will be completed over two terms.

Requirements
Outcome One – Text Response
Outcome Two – Writing in ContextOutcome Three – Analysis of Language Use

Term One
Outcome 1

Reading and Responding.
Set Text – Look Both Ways.
Resources – Website: http://movies.juicemedia.com.au/lookbothways/

The focus of this AOS is in reading and writing and their interconnection.


Writing Portfolio
Film interpretation: You are required to write about the author's intentions and the ways that authors make meaning from texts. In order to do this with a film text you will need to discuss film techniques such as camera angles, shot length, lighting, props, viewpoints etc. Collectively these are known as mise en scene. In your work books, create a glossary of filmmaking terms, including a definition and an example. You will be later being tested on these. 10 points. Week 2 Term One

Creative (What is black humour?) Death doesn’t have to be serious and comedy isn’t always funny: 500 words. Create an original piece using this sentence somewhere in the work. 25 points. Week 4 Term One

Monologue: 500 words Theme ‘Love and Death make great friends.’ 15 points Week 6 Term One
Sac 1 – Week Seven Term One.

Essay: 800 words. The blurb for the film says that Look Both Ways ‘asks the biggest of big questions and does this in an entertaining way.’
With reference to how director Sarah Watt uses mise-en-scene to achieve this, write an essay discussing whether you agree with this statement or not? 25 points

Important: You must also provide a written explanation of how you came to form your opinion.


Term 2
Outcome Two
Context – Issues of belonging and identity

Creating and Presenting
The context the school has chosen for outcomes 2 in units 3 & 4 is Issues of identity and belonging (see handout for detailed description of this context) Students are required to read, analyse and draw on the ideas and arguments raised in the set text and then produce their own original texts in response.

Students’ created texts should be written with a specific audience and purpose in mind. Students should also provide a rationale describing how their created work is relevant to the context.

Assessment for Outcome 2 consists of: a writing portfolio and an Oral SAC


Set Text – J.D. Salinger. The Catcher in the Rye.Additional texts – Michael Moore Bowling for Columbine, James Dean and Rebel without a Cause. PBS Frontline: Growing Up Online.


Assessment
Assessment for Outcome 2 consists of: a writing portfolio and a written SAC

Portfolio
Four pieces of original writing. (total 1500 words)
You are required to write a 600 word research paper about the social and cultural environment in which the Catcher in the Rye is set and link it to the present day. Choose one area to focus on:The Beat Generation.Changes in teenage culture 1950s to 2009.The Post Second World War Western world.Existentialism and/or modernism and post modernismDifficulties finding a sense of belonging in the 21st century. 25 pointsDue Friday week one Term Two

Compile a glossary of literary terms relevant to the context. Examples: modernism, ennui, materialism, multiculturalism, community, existentialism, the absurd. These terms will be discussed in class. You will be required to write definitions in your workbooks and will be tested for your understanding and marked appropriately. You will be later expected to employ these terms in your Oral Sac and your end of year VCE exam. 10 points – Test Week Three Term Two

Creative response to be negotiated with your teacher. Choosing a particular audience, write a creative piece that explains the importance of identity and belonging to 21st century adolescents. 25 points –week four Term two.

Workbooks and journal. Workbooks. In addition to keeping notes in class, you are required to develop at least one question, per week, related to the topics we have covered. Raise these questions in class. Raise arguments with your teacher and your classmates and develop a personal position on these topics. You are also advised to keep a context file. This is a collection of notes, articles, thoughts to help you create your own response to the context. Journal. You are required to keep a journal reflecting on the notes you have taken during each lesson. Write a personal response to the topics we have covered in class. Your journal should illustrate your growing personal understanding of the context and how the themes affect you personally.This journal will be sighted by your teacher at least once every fortnight. 15 points - Complete journal due end of term two.SAC2 – 25 points (Fourth/fifth week Term Two)Oral presentation – creative response to the context Issues of Belonging and Identity:Prompt: Being a teenager is difficult enough, but being a Muslim teenager in Australia creates added difficulties.

Or

Adults just don’t understand the pressures that teenagers face trying to fit in to society, yet they should – they were once teenagers themselves.Important: You must also provide a written explanation or statement of intention outlining your message, your purpose and your audience.


Terms One & Two

Outcome Three

Using Language to Persuade

Set Texts – Insight: Persuasive Language in Media Texts. Selection of Australian newspapers, satirical and political cartoons, commercial advertising.

Outcome 3
Assessment for Outcome 3 consists of: a writing portfolio, a debate, and a written SAC.

Writing portfolio – 50 points (due end term one)
Media report ( evidence of bias in media reporting) – 10 points Term 1
Essay – What is Audience? 10 points Term 1
Test – glossary of persuasive literary devices - 10 points Term 1
Create a piece of persuasive media – 10 points Term 2
Workbook demonstrating note taking and personal ideas – 10 points Term 2

Debate – 25 points (term two)
Topic – Is the media a propaganda tool?

Sac – 25 points (term two)
Analyse the ways in which language and visual features are used to present a point of view. (Articles and visuals chosen but teacher in term two).