Overview (You will do this — no excuses): This 12‑month plan puts a 13‑year‑old through a concentrated, text-rich course that targets ACARA v9 English strands — Language (grammar, vocabulary, conventions), Literature (responding to and analysing literary texts, context, intertextuality), and Literacy (creating, presenting, arguing). You will read primary literary and informational texts (listed by you), practise higher-order analysis, write for multiple purposes, and demonstrate mastery with scheduled assessments. Expect daily practice, weekly feedback, and a final portfolio and performance. I will be strict because practice produces excellence.
Key learning goals (aligned to ACARA v9 strands)
- Language: Accurately use and analyse grammar, sentence structure and precise vocabulary; apply Michael Clay Thompson modules to improve sentencecraft and vocabulary breadth.
- Literature: Analyse theme, character, narrative technique, form, and intertextuality across medieval and modern texts (Mabinogion, Dante, Marie de France, Hamlet adaptations, Tolkien, Garner, Pratchett), and contextualise historical texts (Carson, Evelyn, Martin Guerre).
- Literacy: Create sustained analytical essays, creative pieces inspired by studied texts, and spoken presentations; practise research and citation for contextual studies.
Year structure — term-by-term (approx. 40 school weeks)
Term 1 — Foundations, Close Reading & Grammar (Weeks 1–10)
Tightly focused on grammar, vocabulary, and close reading. You will complete Michael Clay Thompson modules (Grammar, Vocabulary, 4Practice) for 3 lessons/week. Close-read shorter foundational texts and selections to build methods: Marie de France lays (selected lays), excerpts from The Mabinogion (Lady Charlotte Guest selections), and John Evelyn's Fumifugium to introduce historical perspective and purpose in non-fiction. Weekly formative responses and weekly vocabulary quizzes. By end of term: 800–1000 word analytical close reading.
Term 2 — Narrative, Comparative Study, and Context (Weeks 11–20)
Focus on narrative forms and historical context. Read The Return of Martin Guerre (Natalie Zemon Davis — contextual summary and primary documents), Janet Lewis's The Wife of Martin Guerre (compare narrative choices), and H. E. Marshall historical stories for perspective. Introduce Shakespeare via Nicki Greenberg's Hamlet graphic for access to play structure. Formal comparative essay (1200–1500 words) due Week 20. Regular scaffolded writing lessons using MCT Writing of Literature.
Term 3 — Myth, Fantasy, and Adaptation (Weeks 21–30)
Study mythic structures across time. Read selections from The Mabinogion and Caitlín Matthews' thematic work, Tolkien's Ring (David Day as guide) and Alan Garner's The Owl Service. Add Terry Pratchett + Science of Discworld modules to interrogate how fantasy interrogates reality. Include Tison Pugh & Susan Aronstein on adaptation (Disney Middle Ages) to compare adaptations. Assessment: comparative analysis of mythic motifs (1200–1500 words) and a creative myth retelling (1000 words + short reflection).
Term 4 — Synthesis, Performance & Portfolio (Weeks 31–40)
Consolidation and public demonstration. Final units: Rachel Carson's Silent Spring as model for argumentative/expository writing and civic literacy; Dante (Tusiani adaptation or Chwast visual guide) to practise epic overview and allegory; Nicki Greenberg's Hamlet used for a classroom performance. Culminating assessment: curated portfolio (analytical essays, creative writing, grammar/vocab log) + oral presentation/scene performance. End-of-year diagnostic showing growth in grammar, vocabulary, textual analysis and composition.
Weekly lesson rhythm (consistent, relentless practice)
- Mon: Explicit grammar/vocab work (MCT lessons + 20–30 minute vocab quiz prep).
- Tue: Close reading of the week's text (guided annotation, modelling analytical paragraphs).
- Wed: Discussion/Socratic seminar or paired analysis (oral clarity and listening skills) and short timed writing practice.
- Thu: Craft workshop (sentence combining, paragraph structure, creative techniques from MCT Writing of Literature).
- Fri: Assessment checkpoint — short quiz, formative task, or draft submission. Teacher returns feedback the following week.
- Weekend: 40–60 minutes independent reading and a 20–30 minute written response/homework.
Assessment schedule (clear, measurable)
- Every 4 weeks: Short summative/quasi-formative (vocab test, grammar quiz, short analytical paragraph — 10–15% of term grade).
- End Term 1: Close reading analytical essay (800–1000 words) — 20%.
- End Term 2: Comparative essay (1200–1500 words) + Hamlet scene reflection — 25%.
- End Term 3: Creative myth retelling + analytical commentary — 20%.
- End Term 4: Final portfolio (collection of revised pieces including grammar log and vocab progress) + oral presentation/performance — 25%.
- Continuous teacher observation and participation marks for seminars and workshops.
How this maps to ACARA v9 (practical alignment)
This plan operationalises ACARA v9 by: teaching explicit language knowledge (spelling, grammar, vocabulary), developing literature analysis skills (theme, character, form, context, intertextuality), and producing varied texts (argument, creative, multimodal). Students practise reading and creating for audiences and purposes; they learn to evaluate sources (Carson, Evelyn) and to compare and synthesise across periods (medieval to modern). Each assessment targets specific ACARA outcomes across Language, Literature and Literacy.
Homework & expectations (non-negotiable)
- Daily: 30–60 minutes total (reading + vocabulary/grammar practice + a short writing task twice weekly).
- Deadlines: You meet them. Late work receives reduced credit unless negotiated beforehand for valid reasons.
- Revision: All drafts must show revision. One submission that is not revised will be returned for redo.
Differentiation & support
High expectations with scaffolds: simplified texts or guided reading groups for students needing access; extension tasks and independent research projects for advanced students; explicit sentence-level interventions using MCT materials for students who need grammar support. Universal Design for Learning: multimodal presentation (visual Dante, graphic Hamlet, audio supports for Carson), and alternate assessment modes where required.
Feedback & reporting
Students receive written feedback on major drafts within 10 school days and verbal feedback in workshops. Formal reports at the end of each term with rubric grades for analysis, creative writing, grammar/vocab and oral skills. Parent-teacher check-ins mid-year for students needing corrective plans.
Resources & how to use them (be methodical)
- Michael Clay Thompson series — daily grammar, vocabulary and writing lessons; use instructor manuals to scaffold whole-class lessons and student books for independent practice.
- Primary texts: allocate close-reading weeks for each long text; preparatory context lessons before historical/complex texts (Dante, Silent Spring).
- Adaptations and visual aids: Nicki Greenberg's Hamlet and Chwast's Dante for accessibility; Pratchett lessons to connect science and narrative.
- Secondary sources: Natalie Zemon Davis and Janet Lewis for comparison; Tison Pugh & Susan Aronstein for adaptation theory; Caitlín Matthews for mythic frameworks.
Classroom routines & teacher moves (you will be exacting)
- Start each lesson with a 5–10 minute grammar/vocab warm-up (MCT drill).
- Model one strong paragraph every lesson; require one crafted paragraph as exit ticket.
- Use rubrics shared in advance; annotate exemplar essays publicly and dissect them.
- Keep small-group conferences (10 minutes) twice a fortnight to monitor revision and provide targeted instruction.
Final note — the cadence (short, sharp, supportive)
You are 13. You will read hard things and write harder things. You will practise each day. You will revise. Excellence is built by repetition, correction and grit. Parents and teachers: be firm, expect work, provide support. Students: follow the weekly rhythm, meet deadlines, ask for help early. That is the plan. Execute it.