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Year 12 Unit Standard 12419 Read Poetic Written Text Closely – 4 Credits

Year 12 Unit Standard 12419 Read Poetic Written Text Closely – 4 Credits. *This is a chance to use the class texts that you are currently studying to: identify, consider and write about the poetic language features/devices.

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Year 12 Unit Standard 12419 Read Poetic Written Text Closely – 4 Credits

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  1. Year 12 Unit Standard 12419 Read Poetic Written Text Closely – 4 Credits *This is a chance to use the class texts that you are currently studying to: identify, consider and write about the poetic language features/devices. *You are being asked to explain what and how these poetic language techniques help you to understand the author’s [themes/ideas] [better/ with more clarity]. *You are to write two 12419 responses. Refer to Performance CriteriaSlides 5 and 6, for instructions about what your essay responses MUST COVER AND CONTAIN. Poetic language: lyric, metrical, rhythmical, rhyming, imaginative, creative, figurative, symbolic, aesthetic, artistic, graceful, flowing, elegant, expressive

  2. For Mrs van Rossen’s English class • Write two essays: • One about eg. Cannon Fodder or The Last Laugh • One about eg. Lament or Peace 1914 • Now explain the theme of the poem and how three language features helped you understand this theme.

  3. Assessment • For assessment, students should read closely and respond to unfamiliar text(s) or unfamiliar extract(s) from a longer text studied in class.

  4. Elements and Performance Criteria • Read poetic written text closely. Range: at least two textsin different styles or forms chosen from categories such as - novel, poetry, short story, Shakespearean drama, non-Shakespearean drama.

  5. Selection of texts • a For this unit standard students may choose texts from the same category (e g two novels or two poems) as long as they are in different styles or forms. • b The concept of ‘inclusiveness’ is important in text selection. • The concept includes the following principles: “In selecting authors and texts, schools will have regard to gender balance and to the inclusion of a range of cultural perspectives.. • New Zealand texts, including those by Maori authors and about Maori, should form a significant part of the wide range of texts that students will explore.” (English in the New Zealand Curriculum, pp 13, 14). c Literary texts (including contemporary and historical texts) have an important role at all levels. Texts with established critical reputations are those which are or have been commonly and positively cited by writers and critics in discussion of literatures in English, especially in establishing notions of literary merit. (English in the New Zealand Curriculum, page 16).

  6. performance criteria • 1.1 At least one main idea in the text is explained with reference to at least one relevant section of the text. • 1.2 The significance of a main idea in the text is analysed with reference to at least one relevant section of the text. • Range: significance relates to - social, historical, cultural, physical, political, or personal contexts. • 1.3 Five examples of language features are identified using appropriate terminology, and an effect of each example is analysed. • Range: language features could include - figures of speech, sound devices, choice of words, irony, symbolism, grammatical usage, punctuation.

  7. PERFORMANCE CRITERIA CONT… • 1.4 A technique used to shape the text is identified and analysed with reference to at least one relevant section of the text. • Range: techniques could include - structure, narrative technique.

  8. Read Poetic Written Text Closely • level: 2 • credit:4 Purpose: People credited with this unit standard are able to read poetic written text closely. • special notes: • 1 This unit standard is derived from the Close Reading objectives for written language in English in the New Zealand Curriculum. • 2 Close Reading in this unit standard includes aspects of the objectives from Exploring Language and Thinking Critically in English in the New Zealand Curriculum. • 3 Text is a piece of spoken, written, or visual communication that constitutes a coherent, identifiable unit, such as a particular novel, speech, poem, poster, play, film, conversation in the sign language of the deaf, or any other language event. (English in the New Zealand Curriculum, page 142).

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