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

Poetry unitVariations in POETRY

Stage: 4 year: 8 unit: 4

By: Angelina Iconomou 3335133Nancy Wen 3291508

Overview:

These lesson plans are designed to assist students inreviewing and analyzing the literary elements of poems.Through this module, students will be able to appreciate various formsof poetry. They will also learn how the literary techniques used in thepoems help illustrate the theme. Students are diverse in their abilities, therefore this Differentiated Curriculum

caters to the needs ofthose 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 inachieving learning objectives.

Rationale

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

Objective:

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 EnglishYour 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: ___________

Student Contract

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

C3 Brainstorm 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

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

Introduction to Poetry- Poetic Techniques

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 poetictechniques and poetic forms are used in any poem you have studied. Use examplesfrom class and show your understanding by answering the following questions: Whydo we need techniques and forms in poetry, such as rhyme scheme, repetition,

alliterationetc? 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 involvesmatching up the correct poetic technique definitions with the correct poetic term. Your

taskcan 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 aPoetry 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

Imagery

Rhyme

Alliteration

Metaphor

Simile

HO1MATCH THE DEFINITIONS TO THE CORRECT POETIC

DEVICES

Onomatopoeia

Personification

Juxtaposition

Assonance

HO1MATCH THE DEFINITIONS TO THE CORRECT POETIC

DEVICES

HO1.1•Words that create the sounds of the actions For example: plop, bang, ooze, clatter, dong, hiss•Two or more words close together with the same letter For instance: rugged rocks, the ragged rascal ran•To put to contrasting things together for comparison

•A comparison which asks us to picture one thing as being similar to anotherit does this by using words ‘like’, ‘as’ or ‘than’ For instance: The lion’s roar was like the rumble of thunder

•The repetition of the same vowel sounds,Such as, not now brown cow•Human characteristics given to non-human thingsFor example: The leaves danced in the breeze•A comparison where we say one thing is the other For instance: The moon was a ghostly galleon tossed upon cloudy seas •A musical quality given to words that creates a rhythm for the poemFor example: There was an old person of Crewe,

Who found a dead mouse in his stew.

Definitions:

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

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.

Alliteration Poetry- Studying Poetic Techniques

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 helpguide 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 debatingTeam that is for or against the need for poetic techniques in poetry and you mustPersuade 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 incorporatelearning with fun interactive technology?

Layer A- Choose only one to completeA1: Create an Alliteration poem ten lines long on a topic of your choice and write anessay explaining what the poem is about to demonstrate your understanding ofalliteration. Points = 50

A2: Similarly, create an Alliteration poem of 4 lines based on an image of your choiceand present this image and your poem to the class. You will have 5 minutes to readyour poem out to the class and discuss the image you have chosen to create anAlliteration poem from. Points = 40

A3: Write a diary or journal entry (2 days) pretending to be one of the Witches fromthe poem. Think about the type of witch you are to help with your entry and includedaily 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

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?

HO3CHARACTER ANALYSIS

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

Layer C – Must choose two or moreC1: 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

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.

Shakespearian Poetry- Sonnet

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 completeB1: Compare and contrast Shakespeare’s reaction against the extravagant,conventional praises of beauty that other sonnet writers used. Your evaluation musttake 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) thatsummarises the feelings expressed in the sonnet. Apply this information to createyour own sonnet. You must write a detailed one page summary analysing andexplaining your ideas and interpretation of the Sonnet you created. Points = 40

B3: A sonnet by Shakespeare provides only one perspective. Write a version of theSonnet from the woman’s perspective. Points = 30

B4: Research William Shakespeare’s life and the history of the sixteenth andseventeenth history. Write an essay that considers the features and implications thatwould have made an impact on Shakespeare’s life and writing. What influences did

hecome across? Where did his inspiration come from? Your essay can include a closestudy of the life and birth of Shakespeare if you choose. Points = 40

Layer A- Complete one from this sectionA1: 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

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= 451. 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:


Layer A (cont)- Complete one from this section

HO4SHAKESPEAREAN 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.

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?____________________________________________________________________________________________________________

Sonnet 18

HO5

“My subject is war and the pity of war. The poetry is in the pity”

- Wilfred Owen 1917

CLOSE STUDY OF A POET (to be studied over two lessons):

Wilfred Owen [1893 -1918]

ANTHEM FOR DOOMED YOUTH – WILFRED OWEN

What 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 eyes

Shall 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 EstBent double, like old beggars under sacks,Knock-kneed, coughing like hags, we cursed through sludge,Till on the haunting flares we turned our backsAnd towards our distant rest began to trudge.Men marched asleep. Many had lost their bootsBut limped on, blood-shod. All went lame; all blind;Drunk with fatigue; deaf even to the hootsOf 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 stumblingAnd floundering like a man in fire or lime.--Dim, through the misty panes and thick green lightAs 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 paceBehind 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 bloodCome gargling from the froth-corrupted lungs,Obscene as cancer, bitter as the cudOf vile, incurable sores on innocent tongues,--My friend, you would not tell with such high zestTo children ardent for some desperate glory,The old Lie: Dulce et decorum estPro patria mori.

Poem:

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

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.

ANTHEM FOR DOOMED YOUTH QUESTIONS:

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 sectionB1: 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 = 20B2: 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 = 30B3: 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 = 25B4: What simile did Wilfred Owen use to describe the men? Explain why you think he chose them. Points = 40Sample 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


HO6Term Definition Example Purpose/EffectSimile Using

“like”/”as” to draw comparisons

What do these comparisons make you see/feel?

MetaphorPersonification Giving human-

like characteristics to objects

Onomatopoeia Words sound like…Rhythm Regular

emphasis pattern

Rhyme Cattle/rattle; bells/shells; sludge/trudgeAlliteration Bent/beggars;

knock-kneed; coughing/cursed

Repetition Repetition of “ing”-links words together, internal rhyme creating rhythm

Image

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

DULCE ET DECORUM EST

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 hispoetry, making specific reference to “Anthem for Doomed Youth” and “Dulce etDecorum Est”. Students must also provide a brief analysis of his poems, explainingwhy they liked or disliked them. Points = 70

A2: Write a journal entry pretending to be Wilfred Owen fighting during WW1. In thisjournal you must express the feelings you would imagine Wilfred would haveexperienced. Points = 80

A3: Similarly, construct a diary entry pretending to be another character, forexample: Wilfred’s girlfriend, friend, mother or sibling member. Compare this to thediary entry you constructed as ‘Wilfred’ and explain how the perspectives differ.

Points= 60

A4: Gather newspaper articles, journals, interviews, or other media formsdocumenting the events of WW1. Compare it to Wilfred’s war account. Do you thinkWilfred gave an accurate account of real war events? How do the two differentaccounts differ? Points=65


They were women thenMy mama's generation

Husky of voice--stout of Step

With fists as well as Hands

How they battered downDoors

And ironedStarched white

ShirtsHow they led

ArmiesHeadragged generals

Across minedFields

Booby-trapped Ditches

To discover booksDesks

A place for usHow they knew what we

Must knowWithout knowing a page

Of it Themselves.

WOMEN - ALICE WALKER

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

Women- Alice WalkerLesson 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

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

HandsHow they battered down

DoorsAnd ironed

Starched whiteShirts


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 NatureAs fumes from the tractor’s exhaust rise

The Amazon giants plummet to the dispersed soil.Until one stands solitaryThe destroyers strive.

The golden sky is chokedBy 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.

Informal Assessment

Jumbling exercise: You must now rearrange these lines in their correct order.

Neglected NatureThe chosen are taken and are to be,

A tapir crouches in fear.The golden sky is choked

As fumes from the tractor’s exhaust riseTransformed into stationery.

By the excreted debris.Left stranded and neglected,

The jaguar still roamsThe 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

Neglected Nature AssessmentHO7

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.

Neglected Nature Assessment Cont..

HO8

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

MARKING CRITERIA:

Documents

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