{"title":"English Is... English for the Australian Curriculum Year","description":null,"products":[{"product_id":"english-is-english-for-the-australian-curriculum-year-8-print-ebookplus","title":"English Is... English for the Australian Curriculum Year 8 - Print \u0026 eBookPLUS","description":"\u003cp\u003e\u003cimg alt=\"Australian Curriculum English Jacaranda\" class=\"alignleft size-full wp-image-65372\" height=\"132\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/Australian-Curriculum-English-Jacaranda.png?v=1781101238\" width=\"680\"\u003e\u003c\/p\u003e\n\n\u003cdiv class=\"clear\"\u003e\n\u003cem\u003eEnglish is…\u003c\/em\u003e series uses a \u003cb\u003ecreative approach to learning\u003c\/b\u003e to inspire students to embrace the English language in all its variations and develop \u003cb\u003ekey skills in reading, understanding and creating\u003c\/b\u003e. It includes structured inquiry into the big ideas or concepts that support English, underpinned by the skills needed for \u003cb\u003eliterate citizenship\u003c\/b\u003e.\n\n\u003chr\u003e\n\u003ch2\u003eEnglish Is ... English for the Australian Curriculum Year 8 \u0026amp; eBookPLUS\u003c\/h2\u003e\n\u003cb\u003eKEY FEATURES\u003c\/b\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eFull coverage of the \u003cstrong\u003eAustralian Curriculum: English\u003c\/strong\u003e content descriptions allows students to achieve year level standards\u003c\/li\u003e\n\t\u003cli\u003eThe text is always at the centre of the learning\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eDifferentiated activities\u003c\/strong\u003e provide all students with an entry point to the texts through a Getting started, Working through and Going further grading\u003c\/li\u003e\n\t\u003cli\u003eSub-unit structure allows for a \u003cstrong\u003edip-in, dip-out approach\u003c\/strong\u003e\n\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eWordsmiths or mini-workshops\u003c\/strong\u003e drill down to teach key skills in a Tell me, Show me, Let me do it process\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eReady to Read\u003c\/strong\u003e prepares less able readers to engage with the texts\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eAsian and Indigenous texts\u003c\/strong\u003e are featured along with classic, world, Australian and contemporary texts\u003c\/li\u003e\n\t\u003cli\u003e'Need to know' explains \u003cstrong\u003ekey terms\u003c\/strong\u003e at point of need so that students learn \u003cstrong\u003eEnglish's metalanguage\u003c\/strong\u003e\n\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eLanguage, Literature and Literacy\u003c\/strong\u003e links connect to the \u003cstrong\u003eAustralian Curriculum\u003c\/strong\u003e content descriptions\u003c\/li\u003e\n\t\u003cli\u003eWide \u003cstrong\u003evariety of assessment options\u003c\/strong\u003e at the end of every unit with rubrics to guide students\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cem\u003eEnglish Is ... English for the Australian Curriculum Year 8 \u0026amp; eBookPLUS\u003c\/em\u003e is a hard-copy student text accompanied by eBookPLUS. \u003cimg alt=\"\" height=\"30\" src=\"http:\/\/www.wiley.com\/\/legacy\/Australia\/JacResources\/eBookPLUS_logo.jpg\" width=\"80\"\u003e \u003cstrong\u003eeBookPLUS resources include\u003c\/strong\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eAccess from any \u003cstrong\u003edigital device:\u003c\/strong\u003e PC\/MAC\/iPad\/Android Tablet.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eWorksheets\u003c\/strong\u003e - Word documents designed for easy customisation and editing.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eInteractivities and games\u003c\/strong\u003e to reinforce and enhance student learning.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eeLessons\u003c\/strong\u003e - engaging video clips and supporting material.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eWeblinks\u003c\/strong\u003e to relevant support material on the internet.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cb\u003eProjectsPLUS\u003c\/b\u003e - unique \u003cb\u003eICT-based projects\u003c\/b\u003e that provide opportunities for students to demonstrate creativity, thinking skills and teamwork.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003chr\u003e\n\u003ch2\u003eContents\u003c\/h2\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eAbout eBookPLUS ix\u003c\/li\u003e\n\t\u003cli\u003eHow to use this book x\u003c\/li\u003e\n\t\u003cli\u003eAcknowledgements xii\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 1 Language Evolution 1\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow and why does language evolve? 1\u003c\/li\u003e\n\t\t\u003cli\u003eWhat do we mean when we say that language evolves? 3\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 3\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e1.1 Reading language from another era 4\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do I observe language change? 4\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Adjectives and adverbs 9\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e1.2 Technology and language change 11\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow has technology influenced language? 11\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Writing an explanatory paragraph using analogies 15\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e1.3 The influence of other languages on English 16\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow have other languages influenced English in the past? 16\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Subjective and objective writing 22\u003c\/li\u003e\n\t\t\u003cli\u003eHow does popular culture introduce foreign words? 24\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 28\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 2 Me, Myself and I 31\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does language influence a person’s identity? 31\u003c\/li\u003e\n\t\t\u003cli\u003eWhat do we mean by ‘language influencing identity’? 33\u003c\/li\u003e\n\t\t\u003cli\u003eGetting started 33\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e2.1 Names, labels and identity 34\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do names affect our view of people and characters? 34\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Using nouns 38\u003c\/li\u003e\n\t\t\u003cli\u003eHow are characters in fiction named and introduced? 39\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e2.2 The teenage community 44\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does language influence teenage identities? 44\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Audience and purpose 49\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e2.3 Spoken language in fiction and non-fiction 51\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does lost or hidden language affect identity? 51\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Setting out dialogue in fiction 56\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 58\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 3 Constructing Effective texts 61\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does a writer construct effective texts for a variety of audiences and purposes? 61\u003c\/li\u003e\n\t\t\u003cli\u003eWhat is a text? 63\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 63\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e3.1 Constructing imaginative texts 64\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do imaginative texts entertain their readers? 64\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . How writers use sentence structure and punctuation to help pace the reader\u003c\/li\u003e\n\t\t\u003cli\u003eImaginative texts with a more serious purpose 74\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e3.2 Constructing informative texts 78\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do informative texts inform their readers? 78\u003c\/li\u003e\n\t\t\u003cli\u003eOther informative texts — news reports 81\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Using nominalisations 85\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e3.3 Experimenting with text structures and features 87\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow can the same subject matter be used to create different text types? 87\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Separating fact and opinion in expressing a viewpoint 93\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 94\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 4 Crafting Character 97\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do writers make their characters come to life? 97\u003c\/li\u003e\n\t\t\u003cli\u003eWhat do we mean by ‘crafting character’? 99\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 99\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e4.1 Characters and self-discovery 100\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do characters help us to understand ourselves? 100\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Writing dialogue to reveal character 106\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e4.2 Characters and their worlds 108\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do characters help us understand the world of the text? 108\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Sentence structure and imagery 114\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e4.3 Characters and social commentary 116\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do writers craft characters to explore our culture, history and values? 116\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Linking characters to values using analogies and ethical dilemmas 124\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 126\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 5 Hearts and minds 129\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does the spoken word persuade? 129\u003c\/li\u003e\n\t\t\u003cli\u003eDid you use rhetoric today? 131\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 131\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e5.1 Rhetoric in action 132\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eWhat is rhetoric and how can we recognise it? 132\u003c\/li\u003e\n\t\t\u003cli\u003eRhetoric in media texts — advertisements 134\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Using connotations to create rhetoric 137\u003c\/li\u003e\n\t\t\u003cli\u003eRhetoric in a feature article 138\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e5.2 Writing rhetoric 141\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do we use rhetoric when we write to influence others? 141\u003c\/li\u003e\n\t\t\u003cli\u003eRepetition 141\u003c\/li\u003e\n\t\t\u003cli\u003eRepetition in speeches 143\u003c\/li\u003e\n\t\t\u003cli\u003ePlaying with hyperbole 144\u003c\/li\u003e\n\t\t\u003cli\u003eUsing metaphors and similes 145\u003c\/li\u003e\n\t\t\u003cli\u003eExtending a metaphor 146\u003c\/li\u003e\n\t\t\u003cli\u003eFigurative language in speeches 147\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Working with irony 150\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e5.3 Persuasive speaking techniques 151\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow can we speak to influence others? 151\u003c\/li\u003e\n\t\t\u003cli\u003eWhat makes a great speech? 154\u003c\/li\u003e\n\t\t\u003cli\u003eHow have great writers such as Shakespeare used rhetoric? 157\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Clauses 159\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 160\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 6 Picture this 163\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eWhy do visual texts have meaning? 163\u003c\/li\u003e\n\t\t\u003cli\u003eWhat’s in a picture? 165\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 165\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e6.1 The idea of representation 166\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eWhat does an image mean? 168\u003c\/li\u003e\n\t\t\u003cli\u003eDo the meanings of images change over time? 168\u003c\/li\u003e\n\t\t\u003cli\u003eCultural perspectives 168\u003c\/li\u003e\n\t\t\u003cli\u003eChanging stereotypes 169\u003c\/li\u003e\n\t\t\u003cli\u003eOld-fashioned heroes 170\u003c\/li\u003e\n\t\t\u003cli\u003eThe female hero 171\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Storyboarding 173\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e6.2 ideas expressed in images 174\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eAre there universal truths? 174\u003c\/li\u003e\n\t\t\u003cli\u003eAnime and good versus evil 174\u003c\/li\u003e\n\t\t\u003cli\u003eFear of the unfamiliar 176\u003c\/li\u003e\n\t\t\u003cli\u003eHeroes and villains 177\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Connotative language 178\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e6.3 Making meaning 179\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do images and words convey meaning? 179\u003c\/li\u003e\n\t\t\u003cli\u003eGraphic novels and short stories 179\u003c\/li\u003e\n\t\t\u003cli\u003eWords or images? 186\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Comparing and contrasting 188\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 190\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 7 Seriously funny 193\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does humour entertain and persuade within its historical, social and cultural context?\u003c\/li\u003e\n\t\t\u003cli\u003eThe power of laughter 195\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 195\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e7.1 Humour entertains 196\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do humorous texts entertain? 196\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Using puns to create humour 199\u003c\/li\u003e\n\t\t\u003cli\u003eHumorous media texts that entertain 201\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e7.2 Humour entertains and persuades 205\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do humorous texts persuade as well as entertain? 205\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Creating spoofs with names 208\u003c\/li\u003e\n\t\t\u003cli\u003eSatire persuades 209\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e7.3 Humour in context 212\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow is humour part of its social, cultural and historical context? 212\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Avoiding verbosity 217\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 218\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eProjects PLUS\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003ePersuasively speaking 222\u003c\/li\u003e\n\t\t\u003cli\u003eCreating character 224\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003eGlossary 226\u003c\/li\u003e\n\t\u003cli\u003eSubject index 229\u003c\/li\u003e\n\t\u003cli\u003eAuthor\/Title index 232\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/div\u003e\n\n\u003chr\u003e\n\u003ch2\u003eView Other Year Levels in the 'English Is ... English for the Australian Curriculum' Series\u003c\/h2\u003e\n\n\u003cp\u003e\u003ca class=\"btn btn-info\" href=\"\/collections\/english-is-english-for-the-australian-curriculum-year\" target=\"_blank\"\u003eYear 7 \u003c\/a\u003e\u003cbr\u003e\n\u003ca class=\"btn btn-info\" href=\"\/collections\/english-is-english-for-the-australian-curriculum-year\" target=\"_blank\"\u003eYear 9 \u003c\/a\u003e\u003cbr\u003e\n\u003ca class=\"btn btn-info\" href=\"\/collections\/english-is-english-for-the-australian-curriculum-year\" target=\"_blank\"\u003eYear 10 \u003c\/a\u003e\u003c\/p\u003e","brand":"Jacaranda","offers":[{"title":"Year 8","offer_id":53558878470417,"sku":"9781742467757","price":80.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/9781742467757.jpg?v=1778753929"},{"product_id":"english-is-english-for-the-australian-curriculum-year-9-print-ebookplus","title":"English Is... English for the Australian Curriculum Year 9 - Print \u0026 eBookPLUS","description":"\u003cp\u003e\u003cimg alt=\"Australian Curriculum English Jacaranda\" class=\"alignleft size-full wp-image-65372\" height=\"132\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/Australian-Curriculum-English-Jacaranda.png?v=1781101238\" width=\"680\"\u003e\u003c\/p\u003e\n\n\u003cdiv class=\"clear\"\u003e\n\u003cem\u003eEnglish is…\u003c\/em\u003e series uses a \u003cb\u003ecreative approach to learning\u003c\/b\u003e to inspire students to embrace the English language in all its variations and develop \u003cb\u003ekey skills in reading, understanding and creating\u003c\/b\u003e. It includes structured inquiry into the big ideas or concepts that support English, underpinned by the skills needed for \u003cb\u003eliterate citizenship\u003c\/b\u003e.\n\n\u003chr\u003e\n\u003ch2\u003eEnglish Is ... English for the Australian Curriculum Year 9 \u0026amp; eBookPLUS\u003c\/h2\u003e\n\u003cb\u003eKEY FEATURES\u003c\/b\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eFull coverage of the \u003cstrong\u003eAustralian Curriculum: English\u003c\/strong\u003e content descriptions allows students to achieve year level standards\u003c\/li\u003e\n\t\u003cli\u003eThe text is always at the centre of the learning\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eDifferentiated activities\u003c\/strong\u003e provide all students with an entry point to the texts through a Getting started, Working through and Going further grading\u003c\/li\u003e\n\t\u003cli\u003eSub-unit structure allows for a \u003cstrong\u003edip-in, dip-out approach\u003c\/strong\u003e\n\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eWordsmiths or mini-workshops\u003c\/strong\u003e drill down to teach key skills in a Tell me, Show me, Let me do it process\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eReady to Read\u003c\/strong\u003e prepares less able readers to engage with the texts\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eAsian and Indigenous texts\u003c\/strong\u003e are featured along with classic, world, Australian and contemporary texts\u003c\/li\u003e\n\t\u003cli\u003e'Need to know' explains \u003cstrong\u003ekey terms\u003c\/strong\u003e at point of need so that students learn \u003cstrong\u003eEnglish's metalanguage\u003c\/strong\u003e\n\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eLanguage, Literature and Literacy\u003c\/strong\u003e links connect to the \u003cstrong\u003eAustralian Curriculum\u003c\/strong\u003e content descriptions\u003c\/li\u003e\n\t\u003cli\u003eWide \u003cstrong\u003evariety of assessment options\u003c\/strong\u003e at the end of every unit with rubrics to guide students\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cem\u003eEnglish Is ... English for the Australian Curriculum Year 9 \u0026amp; eBookPLUS\u003c\/em\u003e is a hard-copy student text accompanied by eBookPLUS. \u003cimg alt=\"\" height=\"30\" src=\"http:\/\/www.wiley.com\/\/legacy\/Australia\/JacResources\/eBookPLUS_logo.jpg\" width=\"80\"\u003e \u003cstrong\u003eeBookPLUS resources include\u003c\/strong\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eAccess from any \u003cstrong\u003edigital device:\u003c\/strong\u003e PC\/MAC\/iPad\/Android Tablet.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eWorksheets\u003c\/strong\u003e - Word documents designed for easy customisation and editing.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eInteractivities and games\u003c\/strong\u003e to reinforce and enhance student learning.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eeLessons\u003c\/strong\u003e - engaging video clips and supporting material.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eWeblinks\u003c\/strong\u003e to relevant support material on the internet.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cb\u003eProjectsPLUS\u003c\/b\u003e - unique \u003cb\u003eICT-based projects\u003c\/b\u003e that provide opportunities for students to demonstrate creativity, thinking skills and teamwork.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003chr\u003e\n\u003ch2\u003eContents\u003c\/h2\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eAbout eBookPLUS ix\u003c\/li\u003e\n\t\u003cli\u003eHow to use this book x\u003c\/li\u003e\n\t\u003cli\u003eAcknowledgements xii\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 1 Wordplay 1\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eWhy and how is language powerful? 1\u003c\/li\u003e\n\t\t\u003cli\u003ePowerful and playful words 3\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 3\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e1.1 Changing words 4\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eWhere did English come from? 4\u003c\/li\u003e\n\t\t\u003cli\u003eWhat do early forms of English look like? 4\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Loan words in English 7\u003c\/li\u003e\n\t\t\u003cli\u003eHow does our language reflect what we value? 8\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e1.2 Powerful words 13\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow can words be used to persuade and promote? 13\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Creating portmanteau words 18\u003c\/li\u003e\n\t\t\u003cli\u003eThe language of propaganda 19\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e1.3 Playful words 22\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does language create humour? 22\u003c\/li\u003e\n\t\t\u003cli\u003eThe language of popular satire 22\u003c\/li\u003e\n\t\t\u003cli\u003eThe language of literary satire 26\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Writing humorously: Malapropisms and spoonerisms 29\u003c\/li\u003e\n\t\t\u003cli\u003eFighting back with words 30\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 32\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 2 Intertextuality 35\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does intertextuality create richer reading and viewing experiences? 35\u003c\/li\u003e\n\t\t\u003cli\u003eWhat is intertextuality? 37\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 37\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e2.1 Sharing the content of texts 38\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do writers draw on previous ideas to create new works? 38\u003c\/li\u003e\n\t\t\u003cli\u003eIntertextual links through lm and painting 41\u003c\/li\u003e\n\t\t\u003cli\u003eIntertextuality in an artwork 43\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Ways in which texts can connect: Content 44\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e2.2 Intertextuality and context 46\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does society and culture affect intertextuality? 46\u003c\/li\u003e\n\t\t\u003cli\u003eReinventing Wonderland 46\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Ways in which texts can connect: Contexts 49\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e2.3 Intertextuality and creators 51\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does intertextuality allow creators to bring their perspectives together? 51\u003c\/li\u003e\n\t\t\u003cli\u003eIntertextuality through parody and allusions 53\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Ways in which texts can connect: Creators 56\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 58\u003c\/li\u003e\n\t\t\u003cli\u003eVI English is … Year 9\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 3 Identity 61\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow is identity constructed? 61\u003c\/li\u003e\n\t\t\u003cli\u003eWho am I? 63\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 63\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e3.1 Celebrity identity 64\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does the media construct identity? 64\u003c\/li\u003e\n\t\t\u003cli\u003eImages of celebrity 64\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Reading visual texts 65\u003c\/li\u003e\n\t\t\u003cli\u003eCelebrity identities in photographs and articles 66\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e3.2 Identities under threat 70\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow might political and social factors affect personal or group identity? 70\u003c\/li\u003e\n\t\t\u003cli\u003eStolen children 73\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Text features of conversations 77\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e3.3 Culture and identity 78\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow has our collective Australian identity changed over time? 78\u003c\/li\u003e\n\t\t\u003cli\u003eMultimodal stories of Australians from other lands 79\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . ‘Punctuation’ in spoken language 82\u003c\/li\u003e\n\t\t\u003cli\u003eThe great Australian dream 83\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 88\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 4 Imagery 91\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow and why does imagery appeal? 91\u003c\/li\u003e\n\t\t\u003cli\u003eWhat is imagery? 93\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 93\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e4.1 Sensory images 94\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do writers use imagery to appeal to our physical senses? 94\u003c\/li\u003e\n\t\t\u003cli\u003e‘Sense’ appeal 95\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Recognising sensory imagery 99\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e4.2 Imagery and emotion 101\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do writers use imagery to evoke emotional responses? 101\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Making annotations when analysing texts 105\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e4.3 Imagery that inspires action 107\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow can imagery inspire people to take action? 107\u003c\/li\u003e\n\t\t\u003cli\u003eOther views, other images 108\u003c\/li\u003e\n\t\t\u003cli\u003eImagery to make a protest 111\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Answering ‘how’ questions 114\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 116\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 5 Interpretation 119\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do we interpret texts, and what gives texts value? 119\u003c\/li\u003e\n\t\t\u003cli\u003eWhat does it mean to ‘interpret’? 121\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 121\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e5.1 Open to interpretation 122\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eWhat do we mean by perspectives, interests and values? 122\u003c\/li\u003e\n\t\t\u003cli\u003eInsiders and outsiders in literary classics 122\u003c\/li\u003e\n\t\t\u003cli\u003eInterpreting visual texts 127\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . The sentence 130\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e5.2 Creative interpretations 132\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow can we interpret texts imaginatively? 132\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . How to write cohesively 134\u003c\/li\u003e\n\t\t\u003cli\u003eDamsel in distress: The Lady of Shalott 136\u003c\/li\u003e\n\t\t\u003cli\u003eInterpretation through adaptation 140\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e5.3 Analytical interpretation 142\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do we interpret texts analytically? 142\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Writing a paragraph 145\u003c\/li\u003e\n\t\t\u003cli\u003eThe analytical essay 146\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 150\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 6 Relationships in narratives 153\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow and why do writers of narratives create relationships between characters? 153\u003c\/li\u003e\n\t\t\u003cli\u003eA recipe for creating character 155\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 155\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e6.1 Characters in context 156\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do writers create a context for their characters? 156\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Showing versus telling in narrative 162\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e6.2 Character relationships and the plot 163\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do writers use characters to drive the story to its climax? 163\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Using character relationships to drive a plot 169\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e6.3 Using language to create relationships 170\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does a writer bring characters to life? 170\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Writing naturalistic dialogue 174\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 176\u003c\/li\u003e\n\t\t\u003cli\u003eVIII English is … Year 8\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 7 Representing ideas 179\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does language shape, reflect and represent ideas? 179\u003c\/li\u003e\n\t\t\u003cli\u003eWhat’s the big idea? 181\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 181\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e7.1 Truth and reality 182\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eIs your truth different to my truth? 182\u003c\/li\u003e\n\t\t\u003cli\u003eRepresentations of identity 188\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Writing a running sheet for a multimodal presentation 192\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e7.2 The representation of ideas that inspire 193\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eWhose reality is it? 193\u003c\/li\u003e\n\t\t\u003cli\u003eAnzacs in lm 194\u003c\/li\u003e\n\t\t\u003cli\u003eAnother perspective on representing Gallipoli in lm 195\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Vocabulary choices: Specificity versus abstraction 200\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e7.3 Representing ideas and values 202\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow are ideas and values represented in imaginative texts? 202\u003c\/li\u003e\n\t\t\u003cli\u003eThe idea of romantic love in earlier times 202\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Writing a comparative essay 204\u003c\/li\u003e\n\t\t\u003cli\u003eRomantic love in contemporary times 206\u003c\/li\u003e\n\t\t\u003cli\u003eLove, real and imagined 208\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 210\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eProjects PLUS 213\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eClassic character profile 214\u003c\/li\u003e\n\t\t\u003cli\u003eRepresenting popular culture 216\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003eGlossary 218\u003c\/li\u003e\n\t\u003cli\u003eSubject index 220\u003c\/li\u003e\n\t\u003cli\u003eAuthor\/Title index 222\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/div\u003e\n\n\u003chr\u003e\n\u003ch2\u003eView Other Year Levels in the 'English Is ... English for the Australian Curriculum' Series\u003c\/h2\u003e\n\n\u003cp\u003e\u003ca class=\"btn btn-info\" href=\"\/collections\/english-is-english-for-the-australian-curriculum-year\" target=\"_blank\"\u003eYear 7 \u003c\/a\u003e\u003cbr\u003e\n\u003ca class=\"btn btn-info\" href=\"\/collections\/english-is-english-for-the-australian-curriculum-year\" target=\"_blank\"\u003eYear 8 \u003c\/a\u003e\u003cbr\u003e\n\u003ca class=\"btn btn-info\" href=\"\/collections\/english-is-english-for-the-australian-curriculum-year\" target=\"_blank\"\u003eYear 10 \u003c\/a\u003e\u003c\/p\u003e","brand":"Jacaranda","offers":[{"title":"Year 9","offer_id":53558878503185,"sku":"9781742467801","price":80.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/9781742467801_b123a6f9-f4aa-4d79-bc13-ca30e3096476.jpg?v=1778753931"},{"product_id":"english-is-english-for-the-australian-curriculum-year-10-print-ebookplus","title":"English Is... English for the Australian Curriculum Year 10 - Print \u0026 eBookPLUS","description":"\u003cp\u003e\u003cimg alt=\"Australian Curriculum English Jacaranda\" class=\"alignleft size-full wp-image-65372\" height=\"132\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/Australian-Curriculum-English-Jacaranda.png?v=1781101238\" width=\"680\"\u003e\u003c\/p\u003e\n\n\u003cdiv class=\"clear\"\u003e\n\u003cem\u003eEnglish is…\u003c\/em\u003e series uses a \u003cb\u003ecreative approach to learning\u003c\/b\u003e to inspire students to embrace the English language in all its variations and develop \u003cb\u003ekey skills in reading, understanding and creating\u003c\/b\u003e. It includes structured inquiry into the big ideas or concepts that support English, underpinned by the skills needed for \u003cb\u003eliterate citizenship\u003c\/b\u003e.\n\n\u003chr\u003e\n\u003ch2\u003eEnglish Is ... English for the Australian Curriculum Year 10 \u0026amp; eBookPLUS\u003c\/h2\u003e\n\u003cb\u003eKEY FEATURES\u003c\/b\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eFull coverage of the \u003cstrong\u003eAustralian Curriculum: English\u003c\/strong\u003e content descriptions allows students to achieve year level standards\u003c\/li\u003e\n\t\u003cli\u003eThe text is always at the centre of the learning\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eDifferentiated activities\u003c\/strong\u003e provide all students with an entry point to the texts through a Getting started, Working through and Going further grading\u003c\/li\u003e\n\t\u003cli\u003eSub-unit structure allows for a \u003cstrong\u003edip-in, dip-out approach\u003c\/strong\u003e\n\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eWordsmiths or mini-workshops\u003c\/strong\u003e drill down to teach key skills in a Tell me, Show me, Let me do it process\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eReady to Read\u003c\/strong\u003e prepares less able readers to engage with the texts\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eAsian and Indigenous texts\u003c\/strong\u003e are featured along with classic, world, Australian and contemporary texts\u003c\/li\u003e\n\t\u003cli\u003e'Need to know' explains \u003cstrong\u003ekey terms\u003c\/strong\u003e at point of need so that students learn \u003cstrong\u003eEnglish's metalanguage\u003c\/strong\u003e\n\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eLanguage, Literature and Literacy\u003c\/strong\u003e links connect to the \u003cstrong\u003eAustralian Curriculum\u003c\/strong\u003e content descriptions\u003c\/li\u003e\n\t\u003cli\u003eWide \u003cstrong\u003evariety of assessment options\u003c\/strong\u003e at the end of every unit with rubrics to guide students\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cem\u003eEnglish Is ... English for the Australian Curriculum Year 10 \u0026amp; eBookPLUS\u003c\/em\u003e is a hard-copy student text accompanied by eBookPLUS. \u003cimg alt=\"\" height=\"30\" src=\"http:\/\/www.wiley.com\/\/legacy\/Australia\/JacResources\/eBookPLUS_logo.jpg\" width=\"80\"\u003e \u003cstrong\u003eeBookPLUS resources include\u003c\/strong\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eAccess from any \u003cstrong\u003edigital device:\u003c\/strong\u003e PC\/MAC\/iPad\/Android Tablet.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eWorksheets\u003c\/strong\u003e - Word documents designed for easy customisation and editing.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eInteractivities and games\u003c\/strong\u003e to reinforce and enhance student learning.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eeLessons\u003c\/strong\u003e - engaging video clips and supporting material.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eWeblinks\u003c\/strong\u003e to relevant support material on the internet.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cb\u003eProjectsPLUS\u003c\/b\u003e - unique \u003cb\u003eICT-based projects\u003c\/b\u003e that provide opportunities for students to demonstrate creativity, thinking skills and teamwork.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003chr\u003e\n\u003ch2\u003eContents\u003c\/h2\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eAbout eBookPLUS ix\u003c\/li\u003e\n\t\u003cli\u003eHow to use this book x\u003c\/li\u003e\n\t\u003cli\u003eAcknowledgements xii\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 1 English — Change and Continuity 1\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does the English language and its history reveal who we are and what we value? 1\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 2\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e1.1 The history of English 3\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eWhat’s so special about English? 3\u003c\/li\u003e\n\t\t\u003cli\u003eOld English: The Seafarer 3\u003c\/li\u003e\n\t\t\u003cli\u003eOld English: Beowulf 7\u003c\/li\u003e\n\t\t\u003cli\u003eBeowulf on the big screen 10\u003c\/li\u003e\n\t\t\u003cli\u003eWriting that packs a punch 11\u003c\/li\u003e\n\t\t\u003cli\u003eFrench influences on English language 13\u003c\/li\u003e\n\t\t\u003cli\u003eMiddle English emerges 14\u003c\/li\u003e\n\t\t\u003cli\u003eThe Pardoner’s Tale 14\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Greek and Latin roots 17\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e1.2 Technology and language change 19\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do new technologies alter language? 19\u003c\/li\u003e\n\t\t\u003cli\u003eWeird words 20\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . The future of the English language 23\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e1.3 Language and identity 24\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does our language express our sense of identity? 24\u003c\/li\u003e\n\t\t\u003cli\u003eTalkin’ Ostrayan 24\u003c\/li\u003e\n\t\t\u003cli\u003eA distinctive Australian voice 24\u003c\/li\u003e\n\t\t\u003cli\u003eEnglish and Indigenous Australia 26\u003c\/li\u003e\n\t\t\u003cli\u003eWhat’s in a name? 28\u003c\/li\u003e\n\t\t\u003cli\u003eTeen-speak 29\u003c\/li\u003e\n\t\t\u003cli\u003eReally cool 31\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Denotation, connotation and euphemism 32\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 33\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 2 Adaptations and transformations 35\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow are valued texts adapted or transformed for new contexts? 35\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 36\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e2.1 Drawing on Shakespeare 37\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eWhy are there so many adaptations of Shakespeare’s plays? 37\u003c\/li\u003e\n\t\t\u003cli\u003eShakespeare goes intertextual 39\u003c\/li\u003e\n\t\t\u003cli\u003eA poetic adaptation of Romeo and Juliet 42\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Counting the beat 44\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e2.2 Creating a classic ‘brand’ 46\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eWhat gives classic texts their enduring value? 46\u003c\/li\u003e\n\t\t\u003cli\u003eThe original book 46\u003c\/li\u003e\n\t\t\u003cli\u003ePride, prejudice and popcorn 51\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Active and passive voice 53\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e2.3 Creating alternative meanings 54\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow can texts be altered to reflect new values and beliefs? 54\u003c\/li\u003e\n\t\t\u003cli\u003eClassic picture books 57\u003c\/li\u003e\n\t\t\u003cli\u003eTurning to the big screen 59\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Americanising English 61\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 62\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 3 Text in Context 63\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eWhy is context central to the production and reception of a text? 63\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 64\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e3.1 What is context? 65\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does context influence both the creator of the text and the audience? 65\u003c\/li\u003e\n\t\t\u003cli\u003ePositioning 66\u003c\/li\u003e\n\t\t\u003cli\u003eCultural context: time\/era 68\u003c\/li\u003e\n\t\t\u003cli\u003eContext of situation: theme in a novel 68\u003c\/li\u003e\n\t\t\u003cli\u003eAvatar — theme in a film 73\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . The skill of debating 74\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e3.2 The context of place 76\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow is context conveyed through setting? 76\u003c\/li\u003e\n\t\t\u003cli\u003eOf Mice and Men 76\u003c\/li\u003e\n\t\t\u003cli\u003eAvatar — setting in a film 80\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Impressionistic description 82\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e3.3 The context of social circumstances 83\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do a society’s prevailing beliefs and values relate to context? 83\u003c\/li\u003e\n\t\t\u003cli\u003eSocial circumstances 83\u003c\/li\u003e\n\t\t\u003cli\u003eThe person telling the story 83\u003c\/li\u003e\n\t\t\u003cli\u003eCreating the context for a great story 89\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Writing an analytical response 94\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 96\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 4 Artistry 97\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do writers capture powerful moments that move us? 97\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 98\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e4.1 Creating a narrative persona 99\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do writers craft a persona and voice to engage their audience? 99\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Establishing a persona 104\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e4.2 Structure: orientation, conflict and climax 107\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do great writers experiment with structure? 107\u003c\/li\u003e\n\t\t\u003cli\u003eOrientation 107\u003c\/li\u003e\n\t\t\u003cli\u003eConflict 109\u003c\/li\u003e\n\t\t\u003cli\u003eClimax 112\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . The narrative arc 115\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e4.3 Developing style 118\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does a writer create a distinctive style? 118\u003c\/li\u003e\n\t\t\u003cli\u003eStyle in a prose novel 118\u003c\/li\u003e\n\t\t\u003cli\u003eStyle in a verse novel 121\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Imagery, symbols and motifs 124\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 126\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 5 Manipulation 127\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do writers and composers manipulate us through texts? 127\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 128\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e5.1 The fiction writer as manipulator 129\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do fiction writers influence our responses to their narrative? 129\u003c\/li\u003e\n\t\t\u003cli\u003eManipulating through dialogue 133\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Using dialogue to maintain reader interest 139\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e5.2 The non-fiction writer as manipulator 141\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do non-fiction writers influence our perceptions? 141\u003c\/li\u003e\n\t\t\u003cli\u003eSimilar views; different tones 144\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Perfecting the witty one-liner 147\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e5.3 The visual artist as manipulator 148\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow can visual images and plays upon words manipulate us? 148\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . How punctuation makes meaning 152\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 153\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 6 Curtain up! 155\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do performers interpret, craft and engage? 155\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 156\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e6.1 Understanding performance 157\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do characters create performance? 157\u003c\/li\u003e\n\t\t\u003cli\u003eMapping a character 157\u003c\/li\u003e\n\t\t\u003cli\u003eObjectives in action 158\u003c\/li\u003e\n\t\t\u003cli\u003eHow do performers reveal their characters? 160\u003c\/li\u003e\n\t\t\u003cli\u003eWhat can words tell us? 163\u003c\/li\u003e\n\t\t\u003cli\u003eA new character 164\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Understanding conflict 165\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e6.2 Analysing performance 167\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow can we analyse a specific play? 167\u003c\/li\u003e\n\t\t\u003cli\u003eThe tragedy of Macbeth 167\u003c\/li\u003e\n\t\t\u003cli\u003eTragedy in text 168\u003c\/li\u003e\n\t\t\u003cli\u003eThe structure of tragedy 170\u003c\/li\u003e\n\t\t\u003cli\u003eCharacters in Macbeth 172\u003c\/li\u003e\n\t\t\u003cli\u003eCharacter in focus: Lady Macbeth 173\u003c\/li\u003e\n\t\t\u003cli\u003eThree witches 175\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Textual interventions 177\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e6.3 Creating performance 179\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow can we use text to create performance? 179\u003c\/li\u003e\n\t\t\u003cli\u003eAct III, Scene ii 180\u003c\/li\u003e\n\t\t\u003cli\u003eGuilty or not? Creating a new text for performance 182\u003c\/li\u003e\n\t\t\u003cli\u003eLaw and order 184\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Blocking and emotional interpretation 186\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 189\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 7 People and Places 191\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow are people and places represented through language and images? 191\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 192\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e7.1 Representing places 193\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow are representations constructed? 193\u003c\/li\u003e\n\t\t\u003cli\u003eTravel tales online 196\u003c\/li\u003e\n\t\t\u003cli\u003eFeature articles on travel 198\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Choosing language to craft the imagery of place 201\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e7.2 Representing ethics 203\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do representations shape reader responses to ethical issues? 203\u003c\/li\u003e\n\t\t\u003cli\u003eRepresenting the ethics of voluntourism 206\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Citing the work of others in your writing 210\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e7.3 Representing people 212\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do documentary film-makers represent people? 212\u003c\/li\u003e\n\t\t\u003cli\u003eConstructing an image 217\u003c\/li\u003e\n\t\t\u003cli\u003eConstructing representations through dialogue 219\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Analysing representations in documentary 222\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 223\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eProjects Plus 225\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eLiterary appreciation 226\u003c\/li\u003e\n\t\t\u003cli\u003eWish you were here 228\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003eGlossary 230\u003c\/li\u003e\n\t\u003cli\u003eSubject index 233\u003c\/li\u003e\n\t\u003cli\u003eAuthor\/Title index 236\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/div\u003e\n\n\u003chr\u003e\n\u003ch2\u003eView Other Year Levels in the 'English Is ... English for the Australian Curriculum' Series\u003c\/h2\u003e\n\n\u003cp\u003e\u003ca class=\"btn btn-info\" href=\"\/collections\/english-is-english-for-the-australian-curriculum-year\" target=\"_blank\"\u003eYear 7 \u003c\/a\u003e\u003cbr\u003e\n\u003ca class=\"btn btn-info\" href=\"\/collections\/english-is-english-for-the-australian-curriculum-year\" target=\"_blank\"\u003eYear 8 \u003c\/a\u003e\u003cbr\u003e\n\u003ca class=\"btn btn-info\" href=\"\/collections\/english-is-english-for-the-australian-curriculum-year\" target=\"_blank\"\u003eYear 9 \u003c\/a\u003e\u003c\/p\u003e","brand":"Jacaranda","offers":[{"title":"Year 10","offer_id":53558878535953,"sku":"9781742467856","price":80.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/9781742467856.jpg?v=1778753934"}],"url":"https:\/\/www.teachersuperstore.com.au\/collections\/english-is-english-for-the-australian-curriculum-year.oembed","provider":"Teacher Superstore","version":"1.0","type":"link"}