Five-Week Revision Plan

Year 11 ATAR Literature • Combined revision • Five-week cycle

This cycle combines the Semester 1 and Semester 2 revision units into one five-week sequence. It assumes students have read the four text groups and have notes to work from. The sequence is deliberately repetitive: each week returns to retrieval, close reading and argument, applying them to a different mix of texts.

The four text groups. Romantic Poetry (the public-domain poems in the source pack), the four Australian short stories, Picnic at Hanging Rock and Oryx and Crake. The two novels are in copyright, so this packet does not reproduce their text.

Week 1 - Audit and organise

Lesson	Focus	Formative checkpoint
1	Map the course: the four text groups, their genres, contexts and the skills the course asks you to use.	A one-page map with a box for each text group.
2	Knowledge audit: mark what you can explain without notes and what you cannot.	Three specific gaps, not a general "I need to revise".
3	Organise notes: for each text group, record context, structure, characters or voices, three patterns and three short quotations.	One page per text group, with quotations checked against your own copy.
4	Plan spaced returns: schedule when you will revisit each text group without rereading everything.	A calendar with three short returns per text group.

Week 2 - Retrieve and close-read

Lesson	Focus	Formative checkpoint
1	Retrieval warm-up: timelines, character maps, poem forms and story endings, from memory.	A completed retrieval grid, then corrected from notes.
2	Close-reading routine: use the five steps on one short passage.	One observation, one named choice, one effect and one link to the whole text.
3	Poetry and short-fiction clinic: form, voice, setting and endings.	Two passages compared for how they are built, not just what they say.
4	Novel clinic: structure, narration and the difference between plot and argument.	One structural choice from each novel and the effect it creates.

Week 3 - Compare and connect

Lesson	Focus	Formative checkpoint
1	Comparative question workshop: turn a topic into a question that can be answered across two text groups.	One shared question and two texts chosen for a reason.
2	Pattern hunt: landscape, power, knowledge, gender and endings.	A grid with one detail from each text group under two lenses.
3	Comparative paragraph: claim, both texts, a real contrast and a link to the question.	One paragraph that compares construction, not just theme.
4	Peer feedback: one strength, one question and one next step.	A revised sentence that responds to the feedback.

Week 4 - Argue and redraft

Lesson	Focus	Formative checkpoint
1	Argument architecture: thesis, reasons and a counter-reading.	A claim that someone could reasonably dispute.
2	Evidence audit: short quotations, structural details and context used only where it changes the reading.	An evidence log with three entries and their effects.
3	Draft a critical response in one sitting, then stop.	A complete draft with a visible line of argument.
4	Redraft in three passes: evidence, clarity and effect.	One before-and-after paragraph with a named improvement.

Week 5 - Consolidate and transfer

Lesson	Focus	Formative checkpoint
1	Seminar: prepare a claim, one piece of evidence and one question.	A seminar note that connects to another student's idea.
2	Transfer: apply the close-reading routine to an unfamiliar short passage supplied by your teacher.	A five-step annotation completed without prompting.
3	Retrieval grid: rebuild the four-text map from memory, then correct it.	A corrected grid with the gaps named.
4	Consolidation plan: choose what to keep doing and what to leave behind.	Two priorities and a date for the next return.

The plan is adaptable. If a class needs more time on comparison, shorten the seminar preparation rather than dropping the close reading. This is a revision cycle, not a set of practice papers; it does not reproduce school-specific briefs or confidential materials.