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Hello all and welcome to this virtual professional development designed to help you develop some of the key idea in the Australian Curriculum: English; 'Literacy is Language in Use' for Year 10.

There are five key ideas that lie within the Australian Curriculum, however, we are only able to look at four of them as one requires a physical classroom setting to assess. Each key idea will underpin one of the activities and are transferrable to a classroom scenario.

Key Idea 1 underpinning Activity 1 - an expanding vocabulary and grasp of grammatical and textual patterns sufficient to understand and learn from texts encountered in and out of school.

Key Idea 2 underpinning Activity 2 -fluency and innovation in listening to, reading, viewing and creating texts for different purposes and contexts.

Key Idea 3 underpinning Activity 3 - the skill and disposition needed to analyse and understand the philosophical, moral, political and aesthetic bases on which many texts are built.

Key Idea 4 underpinning Activity 4 - an interest in expanding the range of materials listened to, viewed and read, and in experimenting with ways of expressing increasingly subtle and complex ideas to create effective and innovative texts

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If you side scroll left to right, you will see each sub-heading that contain different ideas; the overall theme and the activities to help develop the key ideas of the English curriculum.

Scrolling top to bottom, you will be able to read through each sub-headings content.

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In this unit, students will be introduced to poetry and how to analyse its features such as structural, language and themes and meaning. Students will be invited to read a range of poetry types that vary in structure as well as cultural influences. Students will analyse and evaluate structural features of a poem as well as find meanings and themes. Students will also create their own poetry through the influence of other poets and music.

By the end of this unit, students will be able to successfully identify structural and language features of a poem. Students will also be able to identify key messages and themes and understand how these influence the reader.

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An expanding vocabulary and grasp of grammatical and textual patterns sufficient to understand and learn from texts encountered in and out of school.

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Fluency and innovation in listening to, reading, viewing and creating texts for different purposes and contexts.

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The skill and disposition needed to analyse and understand the philosophical, moral, political and aesthetic bases on which many texts are built.

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An interest in expanding the range of materials listened to, viewed and read, and in experimenting with ways of expressing increasingly subtle and complex ideas to create effective and innovative texts

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This activity is deigned fro students to understand the key structural elements of poetry and how this effects the reading. Students will be given a poem to analyse in order to identify the structural elements. Once this has been completed, students will then evaluate how these structural features effect the overall mood and reading of the poem.

Students will be asked to form groups of four students and each group will be given the poem 'A Letter To My Mother' by Eva Johnson. Students will be given 20 minutes to identify the structural elements of the poem such as stanza count and rhyming scheme. Once students have completed this, they will come together as a class and share their findings. Students will then discuss how these structural features effect the mood of the poem and how it effects how the poem is read.

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This activity is deigned to allow students to create their own poem through the influence of another poet's writing style or theme.

Students will choose a poet from a list created by the teacher in order to analyse one of their poems. Students will be analysing a poem from their chosen poet to identify the poem style or message/theme that is being written about. Once students have done this, they will create their own poetry, either using the style of their chosen poet writing about their own choice in content, or writing about the content in the poem in their own style of poetry. Students will then be asked to share some of their work.

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This activity is designed for students to analyse language and textual features of a poem in order to identify the message and/or theme of the poem, as well as any other major issues prevalent in the poem.

In this activity, students will be given a poem that they have previously analysed for structural purposes; 'A Letter To My Mother' by Eva Johnson in order to identify the message and/or theme that are present. Students will then evaluate how the inclusion of Indigenous views and the Stolen Generation effect the readers views on this historical event.

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This activity is deigned for students to make a better connection with poetry by allowing students to see similarities in poetry and music lyrics.

For this activity, students will pick a song of their choice to analyse the lyrics. Students will be analysing lyrics to find the meaning/message of the song. Students will then write a short poem about the meaning/message that they found, attempting to replicate the ideas in the song using complex and sophisticated language. Students will then share their poems with the class.

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- Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567 - Scootle )
- Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641 - Scootle )

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- Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814 - Scootle )
- 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 - Scootle )

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- Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564 - Scootle )
- Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565 - Scootle )
- Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639 - Scootle )
- Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749 - Scootle )

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- Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814 - Scootle )
- 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 - Scootle )
- Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749 - Scootle )

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Poem - https://www.slideshare.net/skolber/a-letter-to-my-mother-by-eva-johnson

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- Teacher made list of poets
- Student laptops to access Poetry Foundation to view chosen poet and find poem

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Poem - https://www.slideshare.net/skolber/a-letter-to-my-mother-by-eva-johnson

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- Student laptops to access chosen song lyrics