How language empowers relationships and roles
recognise how language empowers relationships and roles
Year 9 English
Choose a unit below. Every green Live label marks a complete learning path with the same eight questions used in Worksheet, Practice and Test.
Elaborations are curriculum teaching examples. Coverage points show how many curriculum ideas guide the unit.
recognise how language empowers relationships and roles
understand how evaluation can be expressed directly and indirectly using devices such as allusion, evocative vocabulary and metaphor
examine how authors adapt and subvert text structures and language features by experimenting with spoken, written, visual and multimodal elements, and their combination
investigate a range of cohesive devices that condense information in texts, including nominalisation, and devices that link, expand and develop ideas, including text connectives
identify how authors vary sentence structures creatively for effects, such as intentionally using a dependent clause on its own or a sentence fragment
understand how abstract nouns and nominalisation can be used to summarise ideas in text
analyse how symbols in still and moving images augment meaning
analyse how vocabulary choices contribute to style, mood and tone
understand punctuation conventions for referencing and citing others for formal and informal purposes
analyse the representations of people and places in literary texts, drawn from historical, social and cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors
present a personal response to a literary text comparing initial impressions and subsequent analysis of the whole text
analyse how features of literary texts influence readers’ preference for texts
analyse texts and evaluate the aesthetic qualities and appeal of an author’s literary style
analyse the effect of text structures, language features and literary devices such as extended metaphor, metonymy, allegory, symbolism and intertextual references
create and edit literary texts, that may be a hybrid, that experiment with text structures, language features and literary devices for purposes and audiences
analyse how representations of people, places, events and concepts reflect contexts
listen to spoken texts that have different purposes and audiences, analysing how language features position listeners to respond in particular ways, and use interacting skills to present and discuss opinions regarding these texts
analyse and evaluate how language features are used to represent a perspective of an issue, event, situation, individual or group
analyse the organisation of ideas in paragraphs and extended texts, and evaluate its impact on meaning
use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to compare and contrast ideas and opinions in and between texts
plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas, and selecting text structures, language features, literary devices and multimodal features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical
plan, create, rehearse and deliver spoken and multimodal presentations for purpose and audience, using language features, literary devices and features of voice such as volume, tone, pitch and pace, and organising, expanding and developing ideas in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical
understand how spelling is used in texts for particular effects; for example, characterisation, humour and to represent accents and distinctive speech