Variations in POETRY Stage: 4 year: 8 unit: 4

Poetry unit Variations in POETRY Stage: 4 year: 8 unit: 4 By: Angelina Iconomou 3335133 Nancy Wen 3291508

Rationale • Overview: These lesson plans are designed to assist students in reviewing and analyzing the literary elements of poems. Through this module, students will be able to appreciate various forms of poetry. They will also learn how the literary techniques used in the poems help illustrate the theme. Students are diverse in theirabilities, therefore this Differentiated Curriculum caters to the needs of those with different ability levels and learning styles by providing them with appropriate assessments based on their ability. Students are therefore graded according to their choice of assessment options, i.e., They are given the choice between layer A, B and C difficulty levels. This system takes into account Bloom’s taxonomy. This Differentiated Curriculum is therefore very student-based, focusing on the needs of the students, and is thus very effective in achieving learning objectives.

Objective: Students will: • Respond to a variety of texts for interpretation, critical analysis and enjoyment • Use a range of processes while responding and composing poems • Describe and use poetic techniques, language forms and structures appropriate to a variety of purposes, contexts and audiences. • Recall and interpret facts and extend meanings of poems they have studied • Develop a critical opinion about the poem • Analyze poetry and the implementation of poetic techniques in a poem • Discuss themes evident in the poems • Analyze the structure of a poem and identify how key themes are developed, for example, through the structure of the poem and language patterns • Incorporate evidence from poems to support their analysis and conclusions • Makes connections between various poems • Read and discuss opinions about poems with peer and teacher • Identify poetic techniques and their contribution to the overall effect of a poem • Recognize poetic techniques and be able to use them appropriately

Student Contract This unit will give you the opportunity to will learn about the variations in poetry as well as engage in a close study with poetic techniques, forms and poets. By responding to and composing a wide range of texts in context and through close study of texts you will develop the skills, knowledge and understanding of poetry in order to: • Think in ways that are imaginative, interpretive and critical • Express yourself and your relationship with others and the world • Learn and reflect on learning through your study of English Your learning experience of the variations of poetry will take place for approximately two weeks, where you will have up to six lessons where you will engage with poems, poetic techniques and poetic forms that famous composers use. For this unit Variations in Poetry you will be assessed through your classroom involvement and engagement in activities and assessments. Your progress will be monitored throughout the entire unit by ongoing formal and informal assessments as well as feedback and one on one discussions. Complete the below by filling in the missing information and consider this an agreement that you will engage with the unit and complete it. Name: __________________ Date: _______________ I have chosen to take part in the completion of this unit at the best of my ability __________________ (Sign) I understand that I must complete the following assessments in this unit ___________________ (Sign) Your goal date of completion of this unit: ____________ Your actual goal of completion of this unit: ___________

Introduction to Poetry- Poetic Techniques Lesson Aim: Introduce students to a wide range of poetry and poetic techniques Students to learn: Students will gain a general understanding of poetry, what poetry is, its purpose and effects it has on readers. Students will learn about the variety of poetic forms and structures by the end of the lesson and become familiar with a poetic glossary Level C - Must complete three from this section C1:Students engage in the completion of a prior knowledge quiz on poetic techniques provided by the teacher on a hand-out sheet (see HO1). Points = 20 C2: Create a front cover for a Poetry Writing Portfolio and on the cover list the poetic techniques that you know of in poetry. Points = 15 C3Brainstorm and mind map 3-5 literary terms of poetic techniques you know and provide each with a definition. Points = 20 C4: Select one poetic technique and write 3 sentences giving an example of how it is used in poetry, e.g Imagery. Points = 20 C5:From a poem of your choice highlight 3 poetic techniques you can find. Points = 15

Layer C (cont)- Must complete three from this section C6: What are the types of forms of poetry? List at least 3 different types of forms of poetry. Points = 5 C7: Create a poem using a particular form of poetry of your choice. You may choose any topic to write your poem on and the poem must be 3-4 lines long. Points = 15. C8: Write a paragraph about 5-6 sentences describing what you like or notice about the works of poetry. You can choose to write about a poem you have previously read or studied. Points = 15

Layer B - Maximum of two from this section B1:Apply your understanding of the poetic techniques discussed in class and create a power point slide that defines all the techniques, it must be suitable to show a year 7 student learning poetry for the first time. Points = 10 B2:Analyse your two best pieces of poetry from class work and write an explanation of your chosen pieces explaining what writing devices you have found and how they have been used to make poetry effective and engaging, then present it verbally to the class. You will have 4-5 minutes. Points = 30 B3:Analyse one piece of poetry and create a performance piece about the poems meaning/theme. You may work in groups of 2-3. Your production must not run longer than 5 minutes and you must present it to the class. Points = 20 B4: Select two poems of your choice and compare the use of poetic techniques and the effect they each have. Are the poems different in the way they use poetic devices? Do they have similar effects on the reader? In your own words which poem is more effective and why? Points = 30

Layer A- One only from this section. A1:From your own understanding provide an overall idea of what poetry is, how poetic techniques and poetic forms are used in any poem you have studied. Use examples from class and show your understanding by answering the following questions: Why do we need techniques and forms in poetry, such as rhyme scheme, repetition, alliteration etc? Why is it effective or ineffective? Argue your point and provide a one page analysis. Points = 50 A2:Remember all the poetic techniques studied in class and design a task that involves matching up the correct poetic technique definitions with the correct poetic term. Your task can be designed in the form of a board game, memory game, etc. Points = 40 A3: Demonstrate your understanding of poetry in the form of an illustration. Create a Poetry Cover title page and present a one page summary about your idea of the cover page. Points = 40 Required Activities: Maximum points-50 C Level Activities: Maximum points-60 B Level Activities: Maximum points-30 A Level Activities: Maximum points-50

HO1 MATCH THE DEFINITIONS TO THE CORRECT POETIC DEVICES

HO1.1 Definitions:

Alliteration Poetry- Studying Poetic Techniques Lesson Aim: Introduce students to Poetry by using AlliterationStudents to learn: Students will gain an insight into the way in which the poetic technique Alliteration is used by composers for a particular purpose and audience. Students will engage in responding and composing poems that employ Alliteration to broaden and deepen their understanding and show how Alliteration operates. Layer C - Must complete at least two from this section C1: Create your own definition of alliteration. Provide an example of alliteration from your own choice of poetry. Points = 5 C2: In the alliteration poem The Witches handed out by the teacher, create your own Witch character. Answer all the questions on the character analysis sheet to create your own Witch profile (see HO3). Points = 15 C3: Create two lines of poetry using alliteration and add an illustration that reinforces what the topic or letter of a word of the poem is about. Points = 20 C4: Evaluate how alliteration is used in the poem presented by the teacher in class and highlight the sentences where alliteration occurs. (see HO2). Points = 10

Layer C (cont)- Must complete at least two from this section C5: Write a paragraph that shows your understanding of the poetic technique alliteration and how it is used in the poem provided by the teacher (see HO2). Points = 15 C6: Answer incomplete sentences on the handout sheet provided by your teacher about the poem and the poetic technique= alliteration. Points = 10 C7: Recite any line of the poem aloud to the class and state why you chose that particular line to read aloud. Why was the line most appealing? What images does it capture? How does it make you feel? Points = 10

Layer B - Complete only one; each is worth a maximum of 15 points B1: Analyse the character(s) in the poem The Witches provided by your teacher (see HO2) and write a character description for one of the witches. Your description must be at least half a page. You can use the hand out sheet as a scaffold and to help guide your thinking (see HO3). B2: Apply your understanding about poetic techniques and poetry to argue either for or against ‘the need for poetic techniques’. You are the first speaker of a debating Team that is for or against the need for poetic techniques in poetry and you must Persuade your audience of your argument. B3: By using another poetic technique of your own choice apply it to the poem studied in class. You must write at least three lines where the poetic technique works and then insert it in the poem, where you think is most appropriate. Write a one page summary comparing the function of the two poetic techniques in the poem. B4: Create your own PowerPoint slide(s), or webpage where students can learn about Alliteration. What important things would you include? How would you incorporate learning with fun interactive technology?

Layer A- Choose only one to complete A1: Create an Alliteration poem ten lines long on a topic of your choice and write an essay explaining what the poem is about to demonstrate your understanding of alliteration. Points = 50 A2: Similarly, create an Alliteration poem of 4 lines based on an image of your choice and present this image and your poem to the class. You will have 5 minutes to read your poem out to the class and discuss the image you have chosen to create an Alliteration poem from. Points = 40 A3:Write a diary or journal entry (2 days) pretending to be one of the Witches from the poem. Think about the type of witch you are to help with your entry and include daily routines you expect a Witch to be involved with (see HO3 for assistance). Required Activities: Maximum points-60 C Level Activities: Maximum points-20 B Level Activities: Maximum points-15 A Level Activities: Maximum points-50 50-69 points = D 70-79 points = C 80-89 points = B 90-100 points = A

HO2

HO3 CHARACTER ANALYSIS • Name: • Gender: • Age: • Physical Appearance: • How does the character feel about his/her appearance? • Describe the characters childhood: • Describe the characters education during and after the teen years: • Describe the characters current relationship with (a) siblings (b) parents (c) other people • Describe the characters romantic life (Married?) and any relevant background information: • What is the characters religious background? • What is the characters occupation? • What are the characters hobbies or non-work activities? • Describe the characters understanding of life: • What are the main aspects of the characters personality?

William Shakespeare & Poetry “Be not afraid of greatness: some are born great, some achieve greatness, and some have greatness thrust upon them.” - William Shakespeare (1564-1616)

Sonnet

Shakespearian Poetry- Sonnet Lesson Aim: In this lesson students will learn about William Shakespeare’s Sonnet 18 as a form of poetry.Students to learn: Through responding and composing students will develop an understanding of the text Sonnet 18 through a close study of poetry and context. They will learn to think in interpretive and critical ways as well as reflect on their learning through the study of English. Layer C – Must choose two or more C1: Read Shakespeare’s Sonnet 18 and read the lecture notes presented by the teacher about the poem Sonnet 18 and the life of William Shakespeare (see HO4). Points = 15 C2: Through a close evaluation, how do you know the poem by William Shakespeare studied in class is a Sonnet? What indicators tell you Shakespeare’s poem is a Sonnet? Write at least a paragraph explaining how you know it is a Sonnet. Points = 10 C3: Create a timeline of Shakespeare’s life and death. Use all of the ideas discussed in class to make sure they your timeline is accurate. Include any significant issues that you know of. Points = 15 C4: Write 3 sentences stating what you think the poem is about. Points = 5 C5: In Shakespeare’s Sonnet evaluate what is he trying to say about this woman? Points = 10

Layer C (cont)- Select two or more to complete from this section C6: Answer the Handout Sheet provided by your teacher (see HO5). Points = 10 C7: Outline the persona’s attitude and feelings to this woman. Points =5 C8: Identify some of the ways that William Shakespeare’s Sonnet 18 appeals to any of the five senses in the poem and show examples. Your response must take up one page. Points = 20

Layer B – Select two from this section to complete B1: Compare and contrast Shakespeare’s reaction against the extravagant, conventional praises of beauty that other sonnet writers used. Your evaluation must take the form of an essay and must be informative. Points = 35 B2: A sonnet should be 14 lines in length. It usually ends in a couplet (2 lines) that summarises the feelings expressed in the sonnet. Apply this information to create your own sonnet. You must write a detailed one page summary analysing and explaining your ideas and interpretation of the Sonnet you created. Points = 40 B3: A sonnet by Shakespeare provides only one perspective. Write a version of the Sonnet from the woman’s perspective. Points = 30 B4: Research William Shakespeare’s life and the history of the sixteenth and seventeenth history. Write an essay that considers the features and implications that would have made an impact on Shakespeare’s life and writing. What influences did he come across? Where did his inspiration come from? Your essay can include a close study of the life and birth of Shakespeare if you choose. Points = 40 Layer A- Complete one from this section A1: Analyse the perspective Shakespeare sustains in his Sonnet and comment on this approach. Is this effective or ineffective? How? Would you enjoy it from a females perspective? Why? Write a letter in the form of an argument to William Shakespeare informing him of how effective a female perspective would be. (see HO3) Points = 55

Layer A (cont)- Complete one from this section A2: Write a theatre script for Sonnet 18. Your script must include: character descriptions and analysis, set, costume and lighting design that are descriptive and detailed enough to mimic and create a performance from. You must include an opening night poster or brochure that states relevant facts for a person interested in watching the performance. (see HO3) Points = 50 A3: You are a to use Shakespeare's Sonnet to create a performance to show to the class. You can use a monologue style of acting, props, lighting, costumes and design the stage in any way you choose. Points = 40 A4: Read Sonnet 130 and answer these questions in your English book. Points= 45 1. Imagine how the lady would have reacted to this sonnet. 2.Shakespeare was reacting against the extravagant, conventional praises of beauty that other sonnet writers used. Make a list of them, by filling in the gaps. Other sonnet writers said their ladies’: Eyes were as bright as: Lips were as red as: Cheeks were the colour of: Breath was like: Voice was like: Required Activities: Maximum points-50 C Level Activities: Maximum points-20 B Level Activities: Maximum points-40 A Level Activities: Maximum points-55

HO4 SHAKESPEAREAN SONNET: FACTS TO KNOW A sonnet is a form of poetry it was very popular in England when Shakespeare was writing (1590s). The purpose of a sonnet was to express intense emotions such as love, grief, jealousy, tenderness, devotion and longing. A sonnet should be 14 lines in length. This means it must be concise. It usually ends in a couplet (2 lines) that summarises the feelings expressed in the sonnet. A sonnet was often used to express love and the writer would describe the beauty of a woman. At times Shakespeare subverted this idea by criticising the woman’s appearance. Shakespeare wrote over 150 sonnets. Many people believe that these sonnets were based on his real life; however Elizabethan writers often just wrote poetry for the enjoyment of the creative process. He was probably just creating a dramatic character.

HO5 Sonnet 18 1.How do you know this is a sonnet? ____________________________________ ____________________________________ ____________________________________ 2.What is Shakespeare trying to say about this woman? ____________________________________ ____________________________________ ____________________________________ 3.What ideas does this sonnet show? ____________________________________ ____________________________________ ____________________________________

CLOSE STUDY OF A POET (to be studied over two lessons): Wilfred Owen [1893 -1918] “My subject is war and the pity of war. The poetry is in the pity” - Wilfred Owen 1917

Poem: ANTHEM FOR DOOMED YOUTH – WILFRED OWENWhat passing bells for these who die as cattle?Only the monstrous anger of the guns.Only the stuttering rifles’ rapid rattleCan patter out their hasty orisons.No mockeries for them from prayer or bells,Nor any voice of mourning save the choirs –The shrill, demented choirs of wailing shells;And bugles calling for them from sad shires.What candles may be held to speed them all?Not in the hands of boys, but in their eyesShall shine the holy glimmers of good-byes.The pallor of girls’ brows shall be their pall;Their flowers the tenderness of patient minds,And each slow dusk a drawing-down of blinds

Poem: • Wilfred Owen- Dulce Et Decorum Est Bent double, like old beggars under sacks, Knock-kneed, coughing like hags, we cursed through sludge, Till on the haunting flares we turned our backs And towards our distant rest began to trudge. Men marched asleep. Many had lost their boots But limped on, blood-shod. All went lame; all blind; Drunk with fatigue; deaf even to the hoots Of disappointed shells that dropped behind.  GAS! Gas! Quick, boys!-- An ecstasy of fumbling, Fitting the clumsy helmets just in time; But someone still was yelling out and stumbling And floundering like a man in fire or lime.-- Dim, through the misty panes and thick green light As under a green sea, I saw him drowning.  In all my dreams, before my helpless sight, He plunges at me, guttering, choking, drowning.  If in some smothering dreams you too could pace Behind the wagon that we flung him in, And watch the white eyes writhing in his face, His hanging face, like a devil's sick of sin; If you could hear, at every jolt, the blood Come gargling from the froth-corrupted lungs, Obscene as cancer, bitter as the cud Of vile, incurable sores on innocent tongues,-- My friend, you would not tell with such high zest To children ardent for some desperate glory, The old Lie: Dulce et decorum est Pro patria mori.

ANTHEM FOR DOOMED YOUTH QUESTIONS: Lesson Aim: Students will be introduced to war poetry and research the life of Wilfred Owen. Students to learn:Teacher will provide students with access to internet resources and allow them to research the life of Wilfred Owen. Also ask them to conduct some research on traditional forms of war poetry. All students must write one paragraph about the life of Wilfred Owen, and in addition one paragraph about traditional World War I poetry. Layer C - Must complete at least three from this section C1: Identify 3 poetic techniques evident in this text and how they are employed. Points = 15 C2: What poetic techniques do you notice in the first stanza? What effect do they have on you as the reader? Give 2 examples of each poetic technique and explain how they have enhance meaning. Points = 10 C3: Choose two examples of poetic techniques in the poem. Write two sentences of your own using the two poetic techniques you have chosen, in order to demonstrate a clear understanding of the poetic techniques. Points = 10 C4: What emotions does Wilfred Owen invoke? What words have caused you to evoke these particular emotions? Points = 5

Layer C (cont)- Must complete at least three from this section C5: What do you think the purpose of this poem is? Do you think it is effective in achieving its purpose? Points= 5 C6: Describe the images Wilfred creates in the poem? Explain what they make you picture? Points = 10 C7: What is the overall tone of this poem? Explain how does Owen use death imagery to create this tone. Points = 5 C8: Identify three alliterating words and explain their effect. Points = 15

Layer B - Complete only two from this section B1: What do you think is meant by an ‘anthem’? Who do you think this ‘anthem’ is intended for? Do you think the title “Anthem for Doomed Youth” is appropriate for this poem? Why or why not? Points = 20 B2:After researching the life of Wilfred Owen, create a time-line based on your research and findings of his life. Also discuss other influences that had an impact on his poetry. Points = 30 B3: Imagine you are a family member or relative of someone who died in World War I. How would a reading of Wilfred Owen’s poetry make you feel? Do you think it does the war and your family member justice, or do you feel it is a mockery? Points = 25 B4: What simile did Wilfred Owen use to describe the men? Explain why you think he chose them. Points = 40 Sample Answer: He writes that the soldiers “die as cattle”. This is an effective simile because is shows that Owen feels that the men were dying without dignity and that the like the number of cattle being slaughtered” • Write one paragraph based on your thoughts and understanding of this poem. Share your paragraph with a classmate and compare and contrast your two interpretations.

Layer B (cont) - Complete only two from this section B5: Do you think this poem adheres or does not adhere to traditional forms of war poetry? Explain your answer in a paragraph. Points = 25 B6: What do you think is the message that Wilfred is attempting to convey to his audience? Do you think that he has been effective in doing so? Points = 30 Layer A: Complete only one A1: Pretend you are a literary critic reviewing Wilfred Owen’s poetry. Analyse the structure of the texts, his use of poetic techniques, and their effectiveness in contributing to the overall effect of the poem. Points = 50 A2: Identify how key ideas (such as war and death) are developed, e.g. through the organisation of the content and the patterns of language used, and how this has enhanced your understanding of war and poetry. Evaluate how this poem has enhanced your prior understanding of war poetry. Points = 60

Layer A (cont) - Complete only one A3: Do you think any improvements could have been made to improve his poetry? Re-write the first and last stanza of one of the poems, incorporating your own understanding of war/anthems and making any improvements where you think necessary. Points = 60 A4: Obviously poems cannot describe extreme violence or suffering in their full extent. To what extent do the poems “Anthem for Doomed Youth”/”Dulce et Decorum Est” attempt to do so? What is Wilfred’s strategy in representing the violence and suffering? Explain whether or not you think it is effective. Points = 70 A5: This poem title suggests that it is appropriate for commemorating the “doomed youth” who have died in war. What tones and conventions does it use to remember the “doomed youth”? Do you think it sticks to conventional forms of war poetry during Wilfred Owen’s World War One context, or do you think it is unconventional? Support your beliefs with an explanation. Points = 55 Required Activities: Maximum points-70 C Level Activities: Maximum points-15 B Level Activities: Maximum points-40 A Level Activities: Maximum points-70

HO6

DULCE ET DECORUM EST Layer C- Complete at least two C1: Read the poem out loud, placing any emphasis where you think it is supposed to be? Points = 10 C2: Complete the Handout sheet of Poetic techniques. Points = 20 C3: Students identify any words they are unfamiliar with. Look up definitions of these terms in the dictionary and create a new vocabulary bank. Points = 15 C4: What form of poetry do you think Dulce Et Decorum Est is – concrete poetry, protest poetry, ballad? Does it follow conventions of this form of poetry? Points = 20 C5: What does Wilfred use imagery to depict? How does he create this imagery? Points = 5 C6: Who do you think is the audience for this poem? Points = 5 C7: Who do you think Wilfred refers to by “He” in the third stanza? Points =10 C8: Share initial responses to the poem in pairs, followed by whole class discussion. Points = 15

Layer B – Complete two from this section B1: What do you think the “old Lie” is referring to? Points = 30 B2: Do you agree with Wilfred’s belief that it is not sweet and honorable to die for one’s country? Points = 25 B3: Discuss themes of: death, horror, war, conflict, tragedy, misery. Evaluate how well Wilfred has conveyed them through his poem “Dulce et Decorum Est”. Points = 40 B4: Compare and contrast it to “Dulce et Decorum Est” to “Anthem for Doomed Youth”. Explain which of the poems you prefer and why? Points = 60 B5: What are the similarities between the two poems? Is there a similarity in the way Wilfred describes the men in the two poems? Points = 55

Layer A- Select one from this section to complete A1: Students compose a letter to Wilfred Owen detailing the initial reaction to his poetry, making specific reference to “Anthem for Doomed Youth” and “Dulce et Decorum Est”. Students must also provide a brief analysis of his poems, explaining why they liked or disliked them. Points = 70 A2: Write a journal entry pretending to be Wilfred Owen fighting during WW1. In this journal you must express the feelings you would imagine Wilfred would have experienced. Points = 80 A3: Similarly, construct a diary entry pretending to be another character, for example: Wilfred’s girlfriend, friend, mother or sibling member. Compare this to the diary entry you constructed as ‘Wilfred’ and explain how the perspectives differ. Points= 60 A4: Gather newspaper articles, journals, interviews, or other media forms documenting the events of WW1. Compare it to Wilfred’s war account. Do you think Wilfred gave an accurate account of real war events? How do the two different accounts differ? Points=65 Required Activities: Maximum points-80 C Level Activities: Maximum points-20 B Level Activities: Maximum points-60 A Level Activities: Maximum points-80

WOMEN - ALICE WALKER They were women then My mama's generation Husky of voice--stout of Step With fists as well as Hands How they battered down Doors And ironed Starched white Shirts How they led Armies Headragged generals Across mined Fields Booby-trapped Ditches To discover books Desks A place for us How they knew what we Must know Without knowing a page Of it Themselves.

Women- Alice Walker Lesson Aim: Introduce students to a poem by Alice Walker and discuss and identify poetic techniques. Students to learn: Students will gain understanding of the way poetic techniques are used to impact the reader and deliver a particular message for the responder. Layer C- complete at least three from this section C1: Identify any visual imagery in this poem. Points = 5 C2: What activities do you think are happening in this poem? Points = 15 C3: What themes do you think are being addressed in this poem? Points = 10 C4: Who does this poem involve? Discoveries are made throughout this poem, explain what you think they are. Points = 10 C5: Comment on one theme the poem explore in one paragraph. Points = 5

Layer C- complete at least three from this section C6: According to the physical description of the women in the poem, what do you think they look like? Points = 15 C7: What adjectives are used to describe the women’s strength? Points = 20 C8: What do you think this poem reveals about the author and the context she grew up in? Points = 20

Layer B- Complete only two B1: What changes have occurred throughout the poem as we witness the shift from one generation to the next? Are they improvements? What has been lost as a result of these changes? Points = 20 B2: Describe the hardship and sacrifice undergone by the characters in the poem. Explain how this hardship and sacrifice can be a positive experience. Points = 30 B3: Compose your own short poem describing a situation where you experienced hardship or sacrifice in your life. You must involve at least 5 different poetic techniques. Points = 40 B4: Find a similar poem set in the same context and compare and contrast the two. Analyze the use of literary techniques and the themes explored. Points = 50

Layer A- Select one to complete A1: Find another poem by Alice Walker. Analyze the poem to examine where she employs techniques such as rhyme, scheme, alliteration, etc. Write a one page analysis of the poem, giving detailed examples of how she uses these techniques, and where, in the poem. Points = 60 A2: What changes do you think have occurred since the role of women and perception towards them in society since the 1990s? Do you view these as a positive change, why or why not? Points = 55 A3: Imagine Alice Walker asked you to complete your own version of her poem ‘Women’. Using the lines below continue on and create a new stanza that you would give back to Alice Walker to add to her poem. Points = 70 My mama's generationHusky of voice--stout of StepWith fists as well as Hands How they battered down Doors And ironed Starched white Shirts Required Activities: Maximum points-70 C Level Activities: Maximum points-20 B Level Activities: Maximum points-50 A Level Activities: Maximum points-70

Informal Assessment Students are given a short informal assessment in the form of a quiz-style handout, based on the poem “Neglected Nature” (see below), in order to monitor and assess their progress thus far in the poetry module. Neglected Nature As fumes from the tractor’s exhaust rise The Amazon giants plummet to the dispersed soil. Until one stands solitary The destroyers strive. The golden sky is choked By the excreted debris. Flocks of birds flee the scene. A terrible massacre has just occurred. Corpses litter the ground. The chosen are taken and are to be, Transformed into stationery. Left stranded and neglected, A tapir crouches in fear. He is not alone, In his former home, The jaguar still roams.

HO7 Neglected Nature Assessment Jumbling exercise: You must now rearrange these lines in their correct order. Neglected Nature The chosen are taken and are to be, A tapir crouches in fear. The golden sky is choked As fumes from the tractor’s exhaust rise Transformed into stationery. By the excreted debris. Left stranded and neglected, The jaguar still roams The destroyers strive. He is not alone, The Amazon giants plummet to the dispersed soil. In his former home, Flocks of birds flee the scene. A terrible massacre has just occurred. Corpses litter the ground. Until one stands solitary

HO8 Neglected Nature Assessment Cont.. Your Task: 1: On the handout (see HO7) provided is a copy of the “Neglected Nature” poem, except it is not in correct order. Your task is to rearrange the poem in its correct order. 2. Once the poem is arranged in the correct order (which must be confirmed with the teacher), you must each copy down a correct copy of the poem onto a piece of paper. Determine and then highlight the poetic techniques (out of the following checklist) that you recognize within the prescribed poem. You must also cite examples of where you have found these poetic techniques within the poem. Checklist: simile, description, juxtaposition, personification, assonance, verb, image, metaphor, alliteration, hyperbole, rhyme, assonance, adverb, oxymoron. 3. What themes are evident in the poem? What is the message the author is trying to convey to the audience? What techniques have they used to achieve their poem? Write your answer in a paragraph.

MARKING CRITERIA: • Competent students, generally those who are able to attempt and complete Layer A activities, will (80-100%): • Express creativity and independent knowledge when analyzing texts • Ability to debate point of views • Respond critically to the poems as pieces of well-constructed literature • Attempt to replicate these devices in their own writing • Read and discuss poems independently • Write analytically, demonstrating knowledge and control of language and some evidence of independent thought

MARKING CRITERIA: • Average students, generally those capable of Layer B activities, will (60-70%): • Apply newly-acquired information to prior knowledge, therefore they are able to apply, compare, manipulate and demonstrate sound knowledge of poetic literature • Review poems both as shared text and within groups • Write demonstrating knowledge of poetic techniques used by the poets studied, and the themes they explore within their poems • Construct pieces of analytical writing, engaging in speaking, writing and listening activities

MARKING CRITERIA: • Struggling students, generally those capable of only Layer C activities, will (10-50%): • Possess a basic knowledge of what they are required to know and learn about poetry • Read poems and engage with most of the material and activities • Respond to the poems and will write their own opinions. However, they require a variety of assistance to support reading and writing skill

Variations in POETRY Stage: 4 year: 8 unit: 4