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W4.1. (Wednesday): Receive 'How is X represented?'-style essay question. Whole-class preparation for response and commence the writing process.

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W4.1. (Wednesday): Receive 'How is X represented?'-style essay question. Whole-class preparation for response and commence the writing process.

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The collaborative planning for a 'To what extent...?' essay question supports familiarity with essay structure, knowledge application criteria, and vocabulary for analytical writing about a text.

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Image: Preview of some text notes as well as the first 'To what extent..?' essay question. 

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W4.2. (Thursday): Plan and write 'How is X represented?'-style essay response into template. 

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W4.2. (Thursday): Plan and write 'How is X represented?'-style essay response into template. 

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Attached: PDF version of PPT prepared for introduction to stimulus and its contexts.

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W9.5. (T2): Introduction to Unit 2 Topic 2's stimulus text and its context. 

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W9.5. (T2): Introduction to Unit 2 Topic 2's stimulus text and its context. 

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This learning will provide you with contextual information that will support you to study 'Brave New World' in Term 3.

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Image: assessment objectives for General English displayed on board.

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W4.3. (Thursday): Finish working on your 'To what extent do you agree?'-style essay response. (Practice essay #2)

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W4.3. (Thursday): Finish working on your 'To what extent do you agree?'-style essay response. (Practice essay #2)

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W1.1. (Wednesday): Take Cornel Notes on ideas and interesting quotes as we listen to the radio play for the first time.  (Link: https://youtu.be/q0FDwfNE6YE)

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W1.1. (Wednesday): Take Cornel Notes on ideas and interesting quotes as we listen to the radio play for the first time.  (Link: https://youtu.be/q0FDwfNE6YE)

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This activity will support you to understand how Aldous Huxley has represented concepts, places, and people. It will also introduce you to the values, attitudes, beliefs and cultural assumptions that dominate the world of the text (here: the World State).

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W1.2 (Thursday): Continue to listen to, and analyse, the stimulus text. (Link: https://youtu.be/q0FDwfNE6YE). Explore the 'EAMG' (external assessment marking guide) for the upcoming analytical essay exam. Explore question types. Check comprehension against quiz questions. 

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W1.2 (Thursday): Continue to listen to, and analyse, the stimulus text. (Link: https://youtu.be/q0FDwfNE6YE). Explore the 'EAMG' (external assessment marking guide) for the upcoming analytical essay exam. Explore question types. Check comprehension against quiz questions. 

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These learning activities will support you to understand what is being assessed, the kinds of questions that have been set for external exams in the past, and also test your understanding of the text so far by way of a knowledge quiz.

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W1.3. (Thursday): Continue to take Cornel Notes on ideas and interesting quotes from the stimulus text. (Link: https://youtu.be/q0FDwfNE6YE)

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W1.3. (Thursday): Continue to take Cornel Notes on ideas and interesting quotes from the stimulus text. (Link: https://youtu.be/q0FDwfNE6YE)

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At this stage, you are consolidating your notes and organising them according to theme. This is so that you will feel confident about having good examples, evidence and explanations ready for a range of essay questions.

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During this lesson, the class consolidated notes on six central characters. Each student also nominated one character to focus on more intensely.

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Conditions:

15 minutes planning time

2 hours writing time

QCAA conditions apply

AARAs apply (e.g. for different room, typing)

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Conditions:

15 minutes planning time

2 hours writing time

QCAA conditions apply

AARAs apply (e.g. for different room, typing)

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W4.4.: Work on second 'To what extent...?' practice essay in planning table emailed out.

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W4.4.: Work on second 'To what extent...?' practice essay in planning table emailed out.

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Image: An artist's representation of the World State in 'Brave New World'.

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W2.1. (Thursday 18/7/24):  Re-listen to stimulus text, taking notes relating to key concepts and CaVABs worked into the author's representation of the World State in 'Brave New World'.

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W2.1. (Thursday 18/7/24):  Re-listen to stimulus text, taking notes relating to key concepts and CaVABs worked into the author's representation of the World State in 'Brave New World'.

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W2.2. (Thursday): Identify CaVABs built into the stimulus text, and work on building thesis statements in response to essay questions (applying understanding of text).

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W2.2. (Thursday): Identify CaVABs built into the stimulus text, and work on building thesis statements in response to essay questions (applying understanding of text).

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Literary device and aesthetic style-related details support us as writers to explain HOW a concept or idea is represented in the text.

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Image: Whiteboard notes taken during class discussion of literary devices (including allusion, inclusive language, irony)

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W3. Introduction to two main styles of essay questions: 'To what extent do you agree?' and 'How does the author represent...?' This week: 'How' essays in focus.

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W3. Introduction to two main styles of essay questions: 'To what extent do you agree?' and 'How does the author represent...?' This week: 'How' essays in focus.

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Image: Worked examples on the board, focusing on the concepts of 'happiness' and 'tehnocracy'.

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W3.1. (Wednesday): Planning for a 'how does' essay on happiness.

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W3.1. (Wednesday): Planning for a 'how does' essay on happiness.

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W3.1.1. (Wednesday): Building contextual details into the introduction. 

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W3.1.1. (Wednesday): Building contextual details into the introduction. 

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Image: Photograph of whiteboard after class unpacked essay questions.

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W3.2. (Thursday): Preparing for a 'How'-style essay question. (Concept: 'technocracy' or 'progress')

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W3.2. (Thursday): Preparing for a 'How'-style essay question. (Concept: 'technocracy' or 'progress')

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Image: Excerpts relating to 'how does'-style essay structure (printed resource) and sample point sentences for 'how does'-style essay on the representation of progress in Huxley's 'Brave New World'.

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W3.3. (Thursday): Students plan paragraphs beneath point sentences. (Concept: 'technocracy' or 'progress')

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W3.3. (Thursday): Students plan paragraphs beneath point sentences. (Concept: 'technocracy' or 'progress')

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Image: Excerpt from teaching and learning on 'How does'-style essay structure.

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W3.4.: Students work on 'How does [author] represent [concept] in their text?" essay (Concept: 'progress', 'technocracy' or 'happiness')

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W3.4.: Students work on 'How does [author] represent [concept] in their text?" essay (Concept: 'progress', 'technocracy' or 'happiness')

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Image: Excerpt from theme notes from Act One of the CBS radio play adaptation of 'Brave New World' (1956)

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W4.5.: Continue working on second 'To what extent..?' essay. Submit your third practice essay once attempted in full. (Practice essay #3)

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W4.5.: Continue working on second 'To what extent..?' essay. Submit your third practice essay once attempted in full. (Practice essay #3)

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Note: Irregular timetable day due to Maths exams.

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Image: Whiteboard notes from whole-class sharing stage of learning ahead of continuing with independent essay writing.

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W3.4. (Friday): Students work on completing their 'How does..?' essay (Concept: 'progress', 'technocracy' or 'happiness') (Practice essay #1)

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W3.4. (Friday): Students work on completing their 'How does..?' essay (Concept: 'progress', 'technocracy' or 'happiness') (Practice essay #1)

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Literary devices resource with explanations and examples built in.

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Literary devices resource with explanations and examples built in.

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Image: Excerpt from literary devices guide.

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Image: Excerpt from two sample essays written in response to practice essay questions with "How...?" in them.

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Ensure that you're writing with satisfying requirements of the EAMG at the front of your mind.

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Ensure that you're writing with satisfying requirements of the EAMG at the front of your mind.

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Image: EAMG descriptors for the essay exam assessment task.

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Image: probing questions to support deep understanding of the text.

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Questions to support you to get to know the text in detail. 

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Questions to support you to get to know the text in detail. 

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Essay questions: You will be given a choice of two essay questions to respond to. One will have "How" in it, and one will have "To what extent" in it. 

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Essay questions: You will be given a choice of two essay questions to respond to. One will have "How" in it, and one will have "To what extent" in it. 

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Essay questions: You will be given a choice of two essay questions to respond to. One will have "How" in it, and one will have "To what extent?" in it.

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Essay questions: You will be given a choice of two essay questions to respond to. One will have "How" in it, and one will have "To what extent?" in it.

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Image: True past questions adapted to 'Brave New World'.

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Attached: True past questions in QCAA General English Year 12 exam papers.

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Attached: True past questions in QCAA General English Year 12 exam papers.

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Attached: Types of questions that may come up in the Year 12 exam (EA).

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Attached: Types of questions that may come up in the Year 12 exam (EA).

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Image: links to online study guides based on Year 12 units (3 & 4) and text types.

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Image: Essay questions to unpack and use to guide listening to, and studying, the stimulus text.

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Questions to guide listening and analysis of stimulus text.

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Questions to guide listening and analysis of stimulus text.

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'To What Extent?' essay type structure guidance

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'To What Extent?' essay type structure guidance

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Image: Excerpt from knowledge quiz on 'Brave New World' (novel, 1932)