These are the homework resources for a year 12 Authority English unit delivered in Queensland, Australia. The focus for this unit is the comprehensive study of a text that explores a different culture (the autobiography Slave by Mende Nazer). Through examining the autobiographies underlying ideologies and themes, students will be exposed to social and cultural experiences that are far removed from their own. In particular, students will explore the controversial and confrontational issues privileged in the selected text. Engaging with a culturally rich text will allow students to develop empathy and connect other cultural experiences with their own lived experience. Resource 1: List of vocabulary (spelling words) for the term - students are to learn 24 words per week. Resource 2: List of terms that students should know by the end of year 12 which can be used as extension for gifted students. Resource 3: A list of comprehension questions written to assess students knowledge of each chapter of the autobiography. This is a good tool for consolidating knowledge and will be useful revision when they need to develop an idea for their assessment tasks.

One PowerPoint taken from a year 10 English unit taught in an Australian school. This PowerPoint is comprehensive and could be used over a few lessons. Within the unit Students compare and contrast the social, moral and ethical themes in the novel 'The Hunger Games.' Students are being prepared to evaluate how text structures and language features can be used to influence audience response. This presentation focuses on two moral issues within the text: Inequality and murder. It begins with a definition of inequality and listing the various types of inequality. This is followed by a YouTube video (a vox pop about Inequality in America) to clarify student's understandings of these issues. Subsequently, students are introduced to the Universal Declaration of Human Rights and some of the important articles within this document. Students watch a clip from the second film and must identify which of those rights are being violated in the text. Information is provided contrasting life in District 12 with life in The Capitol. Extracts are provided for students to analyse to see how Collins constructs this inequality through her use of language devices. Different examples of inequality within the novel are provided. Reflection questions are provided at the end of this section for students to demonstrate what they have learned. In the murder section students are introduced to the terms murder and manslaughter and the differences between these crimes. Discussion questions are provided to get students to share their views on this issue. The PowerPoint then looks into the Christian perspective on murder focusing on scripture including one of the ten commandments. Following this the focus turns to killing within The Hunger Games and the various characters attitudes towards this. Film clips, quotes or summaries of each time Katniss kills in the games are provided.

Resource 1: PowerPoint This lesson introduces the concept of lying broadly before zooming in to focus on how the moral issue is shown in the novel. Students are introduced to the types of lie (white lie, fabrication, bold faced lies). Discussion questions are posed on the PowerPoint to encourage students to share their views on the issue. There is a short clip from the film Liar Liar to provide a humorous stimulus for discussion. Following this students will read the feature article 'Are white lies dead in the age of social media?' As they read the various language and visual features will be pointed out to them (as they will be writing a feature article for their mid term assessment). After reading the article there are activities for students to complete including defining some terms from the article and answering literal, inferred and applied level comprehension questions. Subsequently, the lesson introduces the various types of lies in the novel. The PPT includes extracts from the text where people are shown discussing lying or telling a lie. These extracts are followed by discussion/comprehension questions. Resource 2: a feature article taken from 'The Australian' (newspaper) in 2017 about white lies which students will explore in this lesson.

Prior to students learning about moral issues in The Hunger Games, they must first learn what morals are and have a chance to identify them in other texts. This PowerPoint teaches students what terms including moral, morality and immoral mean. Students are also introduced to the news genre and its purpose. They learn about how regular news stories are structured and their common language before reading a news story with a moral issue in it. After reading the article there are a series of comprehension questions which could be answered individually or as a class depending on the abilities of your learners. These questions increase in difficulty and were written using verbs from Bloom's taxonomy. Resource 2: A copy of the newspaper article students explored in this lesson (taken from an Australian newspaper in 2017).

A resource taken from an Australian 10 English Unit entitled 'Contemporary literature.' In this unit students compare and contrast the social, moral and ethical themes in a range of contemporary literature texts, including films and the close study of a novel. Students evaluate how text structures, language and visual features can be used to influence audience response. This PowerPoint provides a dot point summary of these chapters and is followed by chapter questions which could have been set for homework or could be used within the lesson to check for student understanding. I have added one YouTube clip showing a relevant scene but you could add more if your learners prefer the broadcast strategy.

Three resources made for a year 10 English class in Australia. Resource 1: Spelling list (24 words per week, 6 weeks worth of words). Resource 2: blank glossary table for students to add their definitions and example sentences into. Resource 3: A PowerPoint introducing students to the text they will be studying (the first novel in the trilogy). The presentation includes a brief synopsis of the novel and what inspired the author to write the novel. Reviewing expectations for reading the novel and the homework students will be completing. It outlines what students need to know to successfully complete their two assessment items for this unit.

5 resources which are useful for teachers who want to prepare their students for NAPLAN. 1) Is a unit outline for a four-week skills focus 2) Minimum standards for NAPLAN year 9 (copied and pasted from the internet) 3) NAPLAN tests teaching ideas (copied and pasted from the internet) 4) A list of things to teach prior to NAPLAN that I compiled 5) A spelling list (24 words per week) of words that have appeared in past NAPLAN tests

This resource was designed for a 12 English unit analysing war poetry. It is a suggested structure for a feature article analysing three texts.

Hunger Games 1 Student Work Booklet. This booklet has been designed as part of a unit of work on moral issues. It includes activities about characters, the setting and language features which students are to complete as they read the novel. There are also questions about the events/themes/character's perspectives et cetera for each chapter. This is all in preparation for a feature article assessment where students respond to the following statement:‘In times of conflict people disregard the social and moral norms of the time. This has been reflected in various fictional texts.’ Students must form and argument and persuade their audience to accept your viewpoint. They also had to analyse quotes and examples from the novel and use them to justify their argument. Within their feature article they had to:  Use specific examples of moral issues from The Hunger Games.  Focus on one or two characters in the novel (and their perspective of the moral issue).  Quote from the novel and identify language features which help position readers to view the moral issue in a particular way. You must explain the effect of these language features  Include genre features such as a headline, by-line, two columns, images and captions  Write in 3rd person and use a range of language features to engage your readers (e.g. similes, metaphors, rhetorical questions etc.).

This booklet has been designed as part of a unit of work on Catching Fire (the second book in the Hunger Games trilogy). It includes activities about characters, the setting and language features which students are to complete as they read the novel. There are also questions about the events/themes/character's perspectives et cetera for each chapter. This is all in preparation for a creative writing assessment where students take what they have learned to create two or three diary entries which provide insight into a minor character from the novel. In doing so they must reveal the personality of their character through what they see, think, feel, hope for and fear. Students were assessed on how purposefully they shaped their representations of people, places, events and concepts in the novel.

This lesson is designed as part of an Australian year 9 English unit. The first assessment for this unit is a persuasive essay. This PowerPoint first explains the assessment and the criteria students will be marked against. Subsequently, it goes through essay genre conventions (defining terms like thesis statement, explaining what should go in an intro, body and conclusion, explaining how texts should be referenced in text and in a bibliography). This PowerPoint also includes example paragraphs from a range of texts which show Australian stereotypes including The Simpsons Australia episode, Crocodile Dundee and men of the open spaces. Handout - planning steps to be completed prior to writing Handout - scaffolding for essay which tells students what they must write for each paragraph.

As part of a year 9 English unit investigating means to be Australian, this PowerPoint looks at one of the earliest stereotypes about Australians: that of the rugged bushman. It focuses on the bushman stereotype and poems written by Henry Lawson and Banjo Patterson. This PowerPoint was designed to teach students how to: Evaluate the use of stereotypes in the texts explain how the poet’s use of language helps to create meaning in the poem and positions readers in a certain way. Explain what is accurate and what may be inaccurate about the Aussie bushman stereotype This lesson explains the origins of this bush myth and why it was adopted by Australians. It introduces students to poetic ballads including the Man from Snowy River (which they watch a youtube clip of and must then respond to a series of questions). It also includes a summary of challenges often depicted in these poems. Subsequently, students read a Henry Lawson Poem (Ballad of the Drover) to compare the writing styles of Lawson and Patterson. Poems are included in this resource (as a handout). This PPT also explains the link between bushmen and diggers, lists recent films which continue this stereotype etc.

For many decades women were marginalised from texts about life in the bush. If they were mentioned at all they were the wives waiting back at the homestead and played no real role in the text. One exception is the short story ‘The Drovers Wife’ (1894) written by Henry Lawson. This PPT and Work Sheet guide students to read and analyse the story and the effect of its language features and descriptions on readers.

Two PowerPoints for a 9 English Unit. The first PowerPoint includes a synopsis of the film and the film trailer is embedded. This is followed by a range of clips and viewing questions. It also includes information about how Indigenous Australians are portrayed in the film. Additionally, there is a section on exploring key quotes. Students have to pick out the slang and the beliefs of the protagonist which are indicated in the quote. The second PowerPoint is a paragraph writing lesson. It takes students through the various stereotypes in the film and includes some pre-writing (planning) steps. It reviews the PEEEL paragraph structure. It includes some scaffolding (suggested sentence starters) along with an example paragraph (which is colour coded to indicate which section it addresses). After this activity, there is information about modality and some examples of high and low modality words. There is also some information about linking words.

A PowerPoint analysing the poem 'Men of the open spaces' with four questions that students have to write paragraphs responding to. There are example answers included. This is followed by the words for The Man From Ironbark and Waltzing Matilda and other post-reading questions.

Two resources from a grade 9 English unit A list of unit specific spelling words - 24 words for each week. PowerPoint - Looking at a few different film clips (and lyrics) in order to see how identity is portrayed in music. After each clip is responding questions. Songs include My Island Home, Land Down Under, I Am Australian and Born To Survive.

3 resources used in a 9 English unit. 1) A homework sheet which includes the poem 'Then and Now' by Oodgeroo Noonuccal and comprehension questions which are designed to help students begin to analyse the text. This poem touches on the dispossession of land and the consequences for the poet and her people. 2) A PowerPoint which teaches visual source analysis using the picture book 'The Rabbits' by John Marsden (illustrated by Shaun Tan). Students have to respond to the images by answering the following questions: What do you feel about the imagery? What does it mean to you? What is the idea of Australian identity portrayed in the picture? Afterwards, the PPT explains that this story is an allegory. The PowerPoint also includes some examples of Australian slang (as this is part of a stereotypes unit). 3) A PowerPoint which points out that for a long time there were “entrenched negative stereotypes” about Aboriginal people in Australia and how the media’s focus on negative Aboriginal issues creates much hurt when it presents the problems of individual Aboriginal people as problems of all Indigenous Australians. It explores the negative stereotypes about Indigenous people as shown in Bran Neu Dae and the positive attributes shown in The Sapphires. The clips I have selected from Bran Neu Dae are humorous but touch on serious issues and often generate good classroom discussions.

PowerPoint: Watching an Australian music video to identify the various Australian identities and pastimes it features (to discuss whether these are accurate or stereotypical). Watching an excerpt of a sketch comedy program called ‘Big Girl’s Blouse’ (1994) where Kath and Kim originated. The youtube link to the sketch ''Kim's Wedding'' is included. Post-viewing questions and answers are included.

The first two lessons in a year 9 English unit. Within this unit, students engage with a range of Australian literary texts including short stories, films and poetry, and literature for stereotypes including bogans, Indigenous Australians and bushmen etc. We also explore concepts like multiculturalism, fair go and mateship. Students explore how events, situations and people can be represented from different perspectives and draw conclusions about characters, key ideas and Australia’s identity, justifying these with selective use of textual evidence. PowerPoint 1: Unit introduction Classroom expectations, Homework expectations, Expectations around use of laptops in the classroom and an introduction to the unit. It includes questions to prompt students to brainstorm their prior knowledge. It also includes clips from advertisements including the Australia Day Lamb Ads for fun brainstorming activities. PowerPoint 2: Introduction to key terms: multicultural, patriot, assimilate, nationalism and juxtapositon. Identifying Australian stereotypes within a music video parody Defining the term Identity and teaching students how to answer quesitons using the RAF method. It includes example responses and then questions for the students to respod to.

1) An exemplar feature article 2) A PowerPoint designed to teach students about the genre they need to write for their assessment. It includes tips for the exam and the criteria students have to demonstrate. It specifies the codes and conventions of a feature article (in terms of structure, visuals, paragraph length, cohesive ties, vocabulary etc.) It includes a suggested structure followed by a student's example. Afterwards there are questions about the article's intended reading, tone, use of language features etc. Examples of types of statements they may come across in their exam. If time there is another feature article example (resource 1) also copied into the final few slides.