English Is... English for the Australian Curriculum Year 9 - Print & eBookPLUS

English is… series uses a creative approach to learning to inspire students to embrace the English language in all its variations and develop key skills in reading, understanding and creating. It includes structured inquiry into the big ideas or concepts that support English, underpinned by the skills needed for literate citizenship.

---

English Is ... English for the Australian Curriculum Year 9 & eBookPLUS

KEY FEATURES

• Full coverage of the Australian Curriculum: English content descriptions allows students to achieve year level standards
• The text is always at the centre of the learning
• Differentiated activities provide all students with an entry point to the texts through a Getting started, Working through and Going further grading
• Sub-unit structure allows for a dip-in, dip-out approach
• Wordsmiths or mini-workshops drill down to teach key skills in a Tell me, Show me, Let me do it process
• Ready to Read prepares less able readers to engage with the texts
• Asian and Indigenous texts are featured along with classic, world, Australian and contemporary texts
• 'Need to know' explains key terms at point of need so that students learn English's metalanguage
• Language, Literature and Literacy links connect to the Australian Curriculum content descriptions
• Wide variety of assessment options at the end of every unit with rubrics to guide students

English Is ... English for the Australian Curriculum Year 9 & eBookPLUS is a hard-copy student text accompanied by eBookPLUS. eBookPLUS resources include

• Access from any digital device: PC/MAC/iPad/Android Tablet.
• Worksheets - Word documents designed for easy customisation and editing.
• Interactivities and games to reinforce and enhance student learning.
• eLessons - engaging video clips and supporting material.
• Weblinks to relevant support material on the internet.
• ProjectsPLUS - unique ICT-based projects that provide opportunities for students to demonstrate creativity, thinking skills and teamwork.

---

Contents

• About eBookPLUS ix
• How to use this book x
• Acknowledgements xii
• UNIT 1 Wordplay 1
  • Why and how is language powerful? 1
  • Powerful and playful words 3
  • Tuning in 3
• 1.1 Changing words 4
  • Where did English come from? 4
  • What do early forms of English look like? 4
  • Wordsmith . . . Loan words in English 7
  • How does our language reflect what we value? 8
• 1.2 Powerful words 13
  • How can words be used to persuade and promote? 13
  • Wordsmith . . . Creating portmanteau words 18
  • The language of propaganda 19
• 1.3 Playful words 22
  • How does language create humour? 22
  • The language of popular satire 22
  • The language of literary satire 26
  • Wordsmith . . . Writing humorously: Malapropisms and spoonerisms 29
  • Fighting back with words 30
  • Compose and create 32
• UNIT 2 Intertextuality 35
  • How does intertextuality create richer reading and viewing experiences? 35
  • What is intertextuality? 37
  • Tuning in 37
• 2.1 Sharing the content of texts 38
  • How do writers draw on previous ideas to create new works? 38
  • Intertextual links through lm and painting 41
  • Intertextuality in an artwork 43
  • Wordsmith . . . Ways in which texts can connect: Content 44
• 2.2 Intertextuality and context 46
  • How does society and culture affect intertextuality? 46
  • Reinventing Wonderland 46
  • Wordsmith . . . Ways in which texts can connect: Contexts 49
• 2.3 Intertextuality and creators 51
  • How does intertextuality allow creators to bring their perspectives together? 51
  • Intertextuality through parody and allusions 53
  • Wordsmith . . . Ways in which texts can connect: Creators 56
  • Compose and create 58
  • VI English is … Year 9
• UNIT 3 Identity 61
  • How is identity constructed? 61
  • Who am I? 63
  • Tuning in 63
• 3.1 Celebrity identity 64
  • How does the media construct identity? 64
  • Images of celebrity 64
  • Wordsmith . . . Reading visual texts 65
  • Celebrity identities in photographs and articles 66
• 3.2 Identities under threat 70
  • How might political and social factors affect personal or group identity? 70
  • Stolen children 73
  • Wordsmith . . . Text features of conversations 77
• 3.3 Culture and identity 78
  • How has our collective Australian identity changed over time? 78
  • Multimodal stories of Australians from other lands 79
  • Wordsmith . . . ‘Punctuation’ in spoken language 82
  • The great Australian dream 83
  • Compose and create 88
• UNIT 4 Imagery 91
  • How and why does imagery appeal? 91
  • What is imagery? 93
  • Tuning in 93
• 4.1 Sensory images 94
  • How do writers use imagery to appeal to our physical senses? 94
  • ‘Sense’ appeal 95
  • Wordsmith . . . Recognising sensory imagery 99
• 4.2 Imagery and emotion 101
  • How do writers use imagery to evoke emotional responses? 101
  • Wordsmith . . . Making annotations when analysing texts 105
• 4.3 Imagery that inspires action 107
  • How can imagery inspire people to take action? 107
  • Other views, other images 108
  • Imagery to make a protest 111
  • Wordsmith . . . Answering ‘how’ questions 114
  • Compose and create 116
• UNIT 5 Interpretation 119
  • How do we interpret texts, and what gives texts value? 119
  • What does it mean to ‘interpret’? 121
  • Tuning in 121
• 5.1 Open to interpretation 122
  • What do we mean by perspectives, interests and values? 122
  • Insiders and outsiders in literary classics 122
  • Interpreting visual texts 127
  • Wordsmith . . . The sentence 130
• 5.2 Creative interpretations 132
  • How can we interpret texts imaginatively? 132
  • Wordsmith . . . How to write cohesively 134
  • Damsel in distress: The Lady of Shalott 136
  • Interpretation through adaptation 140
• 5.3 Analytical interpretation 142
  • How do we interpret texts analytically? 142
  • Wordsmith . . . Writing a paragraph 145
  • The analytical essay 146
  • Compose and create 150
• UNIT 6 Relationships in narratives 153
  • How and why do writers of narratives create relationships between characters? 153
  • A recipe for creating character 155
  • Tuning in 155
• 6.1 Characters in context 156
  • How do writers create a context for their characters? 156
  • Wordsmith . . . Showing versus telling in narrative 162
• 6.2 Character relationships and the plot 163
  • How do writers use characters to drive the story to its climax? 163
  • Wordsmith . . . Using character relationships to drive a plot 169
• 6.3 Using language to create relationships 170
  • How does a writer bring characters to life? 170
  • Wordsmith . . . Writing naturalistic dialogue 174
  • Compose and create 176
  • VIII English is … Year 8
• UNIT 7 Representing ideas 179
  • How does language shape, reflect and represent ideas? 179
  • What’s the big idea? 181
  • Tuning in 181
• 7.1 Truth and reality 182
  • Is your truth different to my truth? 182
  • Representations of identity 188
  • Wordsmith . . . Writing a running sheet for a multimodal presentation 192
• 7.2 The representation of ideas that inspire 193
  • Whose reality is it? 193
  • Anzacs in lm 194
  • Another perspective on representing Gallipoli in lm 195
  • Wordsmith . . . Vocabulary choices: Specificity versus abstraction 200
• 7.3 Representing ideas and values 202
  • How are ideas and values represented in imaginative texts? 202
  • The idea of romantic love in earlier times 202
  • Wordsmith . . . Writing a comparative essay 204
  • Romantic love in contemporary times 206
  • Love, real and imagined 208
  • Compose and create 210
• Projects PLUS 213
  • Classic character profile 214
  • Representing popular culture 216
• Glossary 218
• Subject index 220
• Author/Title index 222