{"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","url":"https:\/\/www.teachersuperstore.com.au\/products\/english-is-english-for-the-australian-curriculum-year-9-print-ebookplus","provider":"Teacher Superstore","version":"1.0","type":"link"}