Moree Secondary College

Moree Secondary College YEAR 10 PROGRAM

Stage 5 English: POETRY Suggested duration: Term 2 Weeks: 1-5

Rationale : In this unit student’s skills, knowledge and understanding of poetic techniques and imaginative language will be developed through close analysis of a variety of poems. Activities will focus on reading and responding to poems that demonstrate specific imaginative techniques. Students will demonstrate their skills, knowledge and understanding by producing their own imaginative poem accompanied by a visual representation.

Focus outcomes to be assessed: 4: A student selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning. 5: Transfers understanding of language concepts into new and different contexts 6: Experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts 7: A student thinks critically and interpretively using information, ideas and increasingly complex arguments to respond to and compose texts in a range of contexts.

Students learn to: 4.2 describe, explain and evaluate the composer’s choices of language forms and features and structures of texts in terms of purpose, audience and context 4.3 use appropriate language forms and features and structures of texts in their own compositions and describe, explain and justify their choices in terms of purpose, audience and context 4.5 identify purpose, audience and context of texts through consideration of the language forms and features, and structures used in the texts 4.6 adapt and justify language use appropriate to spoken, written and visual texts 5.1 apply knowledge of language forms and features and structures of texts to respond to, compose and adapt texts to suit new and unfamiliar contexts 5.2 compose written, oral and visual texts for personal, historical, cultural, social, technological and workplace contexts 5.3 adapt their own or familiar texts into different forms, structures, modes and media for different purposes, audiences and contexts 6.1 explore real and imagined (including virtual) worlds through close and wide engagement with increasingly demanding texts 6.2 respond imaginatively and interpretively to an increasingly demanding range of literary and non-literary texts 6.3 compose texts that demonstrate originality, imagination and ingenuity in content and language 6.5 experiment with ways of representing the real world imaginatively 6.6 compose imaginative texts based on a proposition, premise or stimulus. 7.1 ask perceptive and relevant questions, make logical predictions, draw analogies and challenge ideas and information in texts 7.3 infer from and interpret texts 7.4 compare and contrast aspects of texts 7.5 recognise and explain differences between opinions and arguments, differences in shades of opinion and inconsistencies 7.6 propose, support and elaborate points in an argument and draw conclusions 7.7 explore and develop arguments in a range of modes and media and in imaginative, interpretive and critical compositions 7.8 demonstrate abstract principles through concrete examples.

Students learn about: 4.8 the ways in which spoken, written and visual texts are shaped according to personal, historical, cultural, social, technological and workplace contexts 4.9 appropriate language forms and features and structures of texts to use in an increasingly wide range of contexts 4.10the metalanguage for describing, explaining and justifying the composer’s choices of language forms and features and structures of texts in terms of purpose, audience and context 4.11the influence of purpose, audience and context on the use of particular language forms and features and structures of texts 4.12the significance of the relationship between purpose, audience and context 4.13codes and conventions, including emotive, evocative and impersonal language and signs, used to signal tone, mood and atmosphere in spoken, written and visual texts 5.6 the ways in which existing skills, knowledge and understanding about language can be used to access and express information for new purposes, audiences and contexts 5.8 how particular forms and features of language and structures of texts can be adapted to new purposes, audiences and contexts 5.9 the selection, organisation and coherence of information and ideas in texts. 6.9 the ways in which imaginative texts can explore universal themes and social reality. 7.9 the ways bias, stereotypes, perspectives and ideologies are constructed in texts, including the codes and phrasings that signal them 7.10sequence and hierarchy of ideas 7.12the ways the language of argument and persuasion can be adapted for different contexts 7.13the conventions of reasoning including the use of logic, evidence, refutation and identification of digression and irrelevance, circumlocution and ellipsis.

SPECIAL NOTE: There is a possibility that this may become a unit that concentrates on ‘Indigenous Poetry’ – however, teachers should definitely include at least one poem from an Indigenous Australian and a poem that includes an aspect of multiculturalism as a theme.

Quality Teaching Elements Intellectual Quality Quality Learning Environment Significance  Deep knowledge  Explicit quality criteria  Background knowledge  Deep understanding  Engagement  Cultural knowledge  Problematic knowledge  High Expectations  Knowledge integration  Higher-order thinking  Social support  Inclusivity  Metalanguage  Student’s self-regulation  Connectedness  Substantive communication  Student direction  Narrative

Mandatory poem I know why the caged bird sings – Maya Angelou

Some suggested poems: Still I rise – Maya Angelou Touched by an Angel – Maya Angelou The Hunchback in the Park - Dylan Thomas The Railway Train - Emily Dickenson The Tiger – William Blake Sheep Killer – Ernest G. Moll Stairway to Heaven – Led Zepplin NB – Jack Davis, Les Murray, Pink are studied in year 9 Outcomes Teaching and learning cycle: Date completed / Resources: Quality variations: teaching: Metalanguage of Poetry  Review the definitions of various poetic devices (board Common poem – Background 4.2, 4.5, 4.9, notes/ work sheet/ word match/ Interactive white board ‘I know why the knowledge activity – matching terms to definitions) OR 4.10, 4.12 caged bird Metalanguage  Pre-test: Students given a pre-test to match up or write sings’ by Maya definitions for the following terms: simile, metaphor, Angelou alliteration, assonance, consonance, onomatopoeia, rhyme, (half rhyme, internal rhyme), rhythm, enjambment, irony, allusion, symbolism, repetition, hyperbole, juxtaposition, tone  Read through ‘I know why the caged bird sings’ in class and discuss the purpose, audience and context.  Review the guide to the analysis of the poem. Investigate the purpose of imaginative language and techniques. Close Study of Poetry  Discussion: Teacher-led brainstorm about chosen poet/ Background theme. knowledge  Background on poet/ theme. Narrative  General concepts of their poetry/ themes.  Poem:______SMARTBOARD Metalanguage 4.9, 4.10,  Students should read through the poem, discuss the Deep 4.11, 4.12 themes and content, identify the techniques used and how knowledge they convey meaning. [Possibly create interactive SMARTBOARD activities for annotation of the poem, or Higher order 5.1, 5.2, 5.6, vary activities by using Reading to Learn detailed reading thinking 5.8 techniques.]  Brainstorm: what visual images are created in this poem? Extension 6.1, 6.2, 6.9  Review essay paragraph structure (topic sentence, example/ quotation, explanation) 7.10  As a class, construct an essay style paragraph about how one technique has been used to convey one of the themes in the poem.

 Poem:______Metalanguage 4.9, 4.10,  Students should read through the poem, identify the Deep 4.11, 4.12 techniques used and how they convey meaning (you may knowledge like to use guidelines for analyzing a poem at the end of the Higher order program). thinking 5.1, 5.2, 5.6,  Brainstorm: what visual images are created in this poem? 5.8 Extension  Review essay paragraph structure (topic sentence, example/ quotation, explanation) 6.1, 6.2, 6.9  Students work independently/ in small groups to construct an essay style paragraph about how one technique has been used to convey one of the themes in the poem. 7.10 4.9, 4.10,  Poem:______Metalanguage 4.11, 4.12  Students should read through the poem, identify the Deep 5.1, 5.2, 5.6, techniques used and how they convey meaning. knowledge  5.8 Brainstorm: what visual images are created in this poem? Higher order 6.1, 6.2 Extension thinking  Review essay structure. 7.10  Write a mini essay (as a class/ individually) on the topic ‘How does the poet convey the themes of this poem?’ 4.9, 4.10,  Poem:______Metalanguage 4.11, 4.12  Students should read through the poem, identify the Deep 5.1, 5.2, 5.6, techniques used and how they convey meaning. knowledge  Brainstorm: what visual images are created in this poem? 5.8 Higher order 6.1, 6.2, 6.9 Extension thinking  7.10 

5.8, 5.9  Compare: Compare the way themes have been conveyed Connectednes 6.9, in two of the poems you have studied. s 4.9, 4.10,  Poem:______Metalanguage 4.11, 4.12  Students should read through the poem, identify the Deep 5.1, 5.2, 5.6, techniques used and how they convey meaning. knowledge  5.8 Brainstorm: what visual images are created in this poem? Higher order 6.1, 6.2, 6.9 Extension thinking  7.10

4.9, 4.10,  Poem:______Metalanguage 4.11, 4.12  Students should read through the poem, identify the Deep 5.1, 5.2, 5.6, techniques used and how they convey meaning. knowledge  5.8 Brainstorm: what visual images are created in this poem? Higher order Extension 6.1, 6.2, 6.9  thinking 7.10  Extension (optional): Design an album cover/ poem collection cover for the group of poems you have studied Preparing for the Assessment Task Visual Representation Viewing and Deep 5.1, 5.2, 5.3, Investigate how colour and symbols can create meaning Representing Knowledge 5.8, 5.9, (review symbols from previous lesson). in Context 1. Deep Using one of the poems studied so far create a visual Understanding 6.3, 6.5, 6.6 representation of the metaphorical meaning of the Handout: The poem. Making good use of symbols and colour. meaning of colour. 4.2, 4.3, Justification Deep 4.13, Students are to annotate their visual representation and Understanding 5.2, 5.9, poem. High 7.3, 7.10, Present poem and visual representation to the class Expectations 7.12, 7.13 explaining choice of colour and symbols and use of Narrative poetic technique. Knowledge Integration 4.6 Essay writing Deep 7.10 Students to write their essay for their assessment tasks. Understanding High Expectations

School Outcome/Perspective Y / N School Outcome/Perspective Y / N Literacy Multicultural Perspectives Numeracy Aboriginal Perspectives Catering for individual students different learning styles Gender Equity Technology / multimedia

Evaluation Signed: Date:

Head Teacher signed: Date: GUIDELINES FOR ANALYSING A POEM The following guidelines are helpful in seeing a poem's meaning more clearly

Subject matter of the poem What event, situation, or experience does the poem describe or record?

Purpose or theme What is the poet's meaning in writing the poem?

Tone What is the predominant emotion, or mood, of the poem? Does it change during the poem? What emotions does it evoke in the reader/hearer?

Techniques Annotate the poem to show the specific techniques used.

Summary Having analysed the poem, it is important to synthesize this into a summary. What is the impact of the whole poem for you? Tone What is the predominant emotion, or mood, of the poem? GUIDELINES FOR ANALYSING A POEM Does it change during the poem? What emotions does it evoke in the reader/hearer? The following guidelines are helpful in seeing a poem's meaning more clearly

Techniques Subject matter of the poem Annotate the poem to show the specific techniques used. What event, situation, or experience does the poem describe or record? Summary Having analysed the poem, it is important to synthesize Purpose or theme this into a summary. What is the impact of the whole poem for you? What is the poet's meaning in writing the poem?