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Eng Two Week Differenated Unit
Eng Two Week Differenated Unit
Eng Two Week Differenated Unit
Eng Two Week Differenated Unit
Eng Two Week Differenated Unit
Eng Two Week Differenated Unit
Eng Two Week Differenated Unit
Eng Two Week Differenated Unit
Eng Two Week Differenated Unit
Eng Two Week Differenated Unit
Eng Two Week Differenated Unit
Eng Two Week Differenated Unit
Eng Two Week Differenated Unit
Eng Two Week Differenated Unit
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Eng Two Week Differenated Unit

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  • 1. A DIFFERENTIATED UNIT IN 2 WEEKSSTAGE 5: ENGLISH –THE POWER OF POETRY3 X 50 minute lessons per week<br />
  • 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. 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. 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. 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 />
  • 6.
  • 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. 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 />
  • 9.
  • 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. 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 />
  • 12.
  • 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 &amp; 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. 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 &amp; 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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