A DIFFERENTIATED UNIT IN 2 WEEKSSTAGE 5: ENGLISH –THE POWER OF POETRY3 X 50 minute lessons per week<br />
Extend student experience and understanding of poetry.<br />To respond creatively and critically to poetry through underst...
Unit will have ‘layered’ curriculum:<br />Layer C (most basic)- Gathering information. Can receive up to 65 points.<br />L...
1.8 the features of increasingly complex imaginative, factual and critical texts, including the cognitive, emotional and m...
Layer B: <br />Define the poetic technique ‘assonance’ and provide an example. ( 15 pts)<br />Explain the differences betw...
4.5 identify purpose, audience and context of texts through consideration of the language forms and features, and structur...
Layer B: <br />What is the theme of the poem? Explain how two techniques are used to convey this theme. Provide quotes as ...
- 1.6 respond to and compose texts that use inference (symbolism and allusion) and figurative language (including metaphor...
Layer B: <br />Describe the mood in the poem and explain how it is evoked. (15 pts)<br />Give at least three examples of t...
Accountability<br />Oral in-class discussions<br />Formal assessment tasks<br />Revision tests and short quizzes<br />Port...
Student Contract<br />Layer C (Basic understanding) -20 pts maximum: <br />-Attendance <br />-Completion of tasks on due d...
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Eng Two Week Differenated Unit

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Eng Two Week Differenated Unit

  1. 1. A DIFFERENTIATED UNIT IN 2 WEEKSSTAGE 5: ENGLISH –THE POWER OF POETRY3 X 50 minute lessons per week<br />
  2. 2. Extend student experience and understanding of poetry.<br />To respond creatively and critically to poetry through understanding the use of language features and poem structures. <br />To embrace poetry for pleasure and enjoyment. <br />
  3. 3. Unit will have ‘layered’ curriculum:<br />Layer C (most basic)- Gathering information. Can receive up to 65 points.<br />Layer B (more complex)- Apply or manipulate that information. Receive15 points each.<br />Layer A (most complex)- Critically evaluate an issue. Receive 25 points each.<br />
  4. 4. 1.8 the features of increasingly complex imaginative, factual and critical texts, including the cognitive, emotional and moral dimensions of the text and its linguistic and structural features (2 lessons)<br />Introduction to poetry and its features, i.e. poetic techniques.<br />Assignment choices:<br />Layer C: <br />Define ‘poetry’ and various poetic techniques, e.g. alliteration. (10 pts)<br />Take notes from overheard of poetic techniques. (5 pts)<br />Brainstorm as many poetic techniques in exercise book as possible. (10 pts)<br />
  5. 5. Layer B: <br />Define the poetic technique ‘assonance’ and provide an example. ( 15 pts)<br />Explain the differences between juxtaposition and oxymoron. (15 pts)<br />An example of rhetorical question is: “How much longer must people endure this injustice?” Explain its effect. (15 pts)<br />Layer A: <br />Why do we refer to the character in a poem as a ‘persona’, rather than the ‘poet’? (25 pts)<br />Write a short poem about poetry, employing as many techniques as possible. (25 pts)<br />Examine the poem ‘To Mister’ and write a response from the mistress, adhering to structure and linguistic features of the poem. (25 pts)<br />
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  7. 7. 4.5 identify purpose, audience and context of texts through consideration of the language forms and features, and structures used in the texts (2 lessons)<br />Discussion and analysing poem ‘Stopping by Woods on a Snowy Evening’ and other chosen poems<br />Assignment choices:<br />Layer C: <br />What technique is used in these lines: “Whose woods these are I think I know. His house is in the village, though”? (5 points)<br />Identify three poetic techniques in the poem and provide the quotes. (10 points)<br />Read the poem and tell me what it is about? (5 points)<br />
  8. 8. Layer B: <br />What is the theme of the poem? Explain how two techniques are used to convey this theme. Provide quotes as examples. (15 pts)<br />Identify the mood expressed in stanza four and explain its effect. (15 pts)<br />Annotate the poem. (15 pts)<br />Layer A: <br />What is the persona’s attitude towards life and choices? (25 pts)<br />Annotate the poem, answer the short answer questions and complete the long response: What is the underlying meaning that Frost is trying to communicate to responders? (25 pts)<br />What emotional response does the poet wish to evoke in the audience? (25 pts)<br />
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  10. 10. - 1.6 respond to and compose texts that use inference (symbolism and allusion) and figurative language (including metaphor, simile, personification, etc) in complex and subtle ways. - 4.5 identify purpose, audience and context of texts through consideration of the language forms and features, and structures used in the texts(2 lessons)<br />Informal class test a test of knowledge<br />Assignment choices:<br />Layer C: <br />Read the poem and mark examples of poetic techniques. (10 pts)<br />Provide a definition for each of the poetic techniques below. (15 pts)<br />Identify the technique of “Go and open and the door”. (5 pts)<br />
  11. 11. Layer B: <br />Describe the mood in the poem and explain how it is evoked. (15 pts)<br />Give at least three examples of the poetic techniques used and explain how they are employed in the poem. (15 pts)<br />What is the predominant mood or emotion of the poem? Does the mood change during the poem? If so, at what point(s)? (15 pts)<br />Layer A: <br />How successful is this poem as social comment ? (25 pts)<br />What emotional response does the poet wish to evoke in the audience? How successful is the poet in obtaining this response? (25 pts)<br />What is the poet’s purpose in writing this poem? (25 pts)<br />
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  13. 13. Accountability<br />Oral in-class discussions<br />Formal assessment tasks<br />Revision tests and short quizzes<br />Portfolios  collection of individual student work (exercise books) over a period of time<br />Self & peer assessment<br />Essay writing<br />Consistent record keeping of student performance<br />Insistent in-class questioning and emphasis<br />Monitoring student engagement and behaviour<br />Independent research<br />
  14. 14. Student Contract<br />Layer C (Basic understanding) -20 pts maximum: <br />-Attendance <br />-Completion of tasks on due date<br />-Appropriate behaviour<br />-Shows reasonable writing skills & use of appropriate vocabulary<br />Layer B (Higher-order) -15 pts maximum: <br />-Active classroom participation<br />-Writes fluently and uses good vocabulary<br />-Demonstrates awareness of the unit<br />Layer A (Highest) -10 pts maximum: <br />-Writes fluently and uses sophisticated vocabulary<br />-Demonstrates strong awareness of the unit<br />-Compositions are highly original and engaging<br />

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