MODULE B: YEATS

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A unit of work on William Butler Yeats' poetry. Designed for the HSC Advanced English course, Module B: Critical Study of Text.

A unit of work on William Butler Yeats' poetry. Designed for the HSC Advanced English course, Module B: Critical Study of Text.

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  • 1. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeks But I, being poor, have only my dreams; I have spread my dreams under your feet; Tread softly because you tread on my dreams. Bianca Hewes – Davidson High School
  • 2. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeks Concept Cross Curricular Outcomes: Engaging in an exploration and evaluation of a Literacy 1. A student explains and evaluates the effects of different contexts of responders and specific text and its reception in a range of contexts. composers on texts. Language modes 2A. A student recognises different ways in Reading – 10% which particular texts are valued. Key Concepts: Writing – 5% 4. A student explains and analyses the ways in which language forms and features, and • The ways that textual details and textual structures of texts shape meaning and features shape meaning and influence influence responses. responses in a range of contexts Texts: 6. A student engages with the details of text in • Composing complex texts demonstrating Prescribed text: order to respond critically and personally. 8. A student articulates and represents own sustained arguments supported by textual The poetry of W. B. Yeats - ideas in critical, interpretive and imaginative evidence When You Are Old texts from a range of perspectives. • Considering the distinctive qualities of texts The Wild Swans at Coole 10. A student analyses and synthesises and questions of textual integrity and An Irish Airman Foresees his Death information and ideas into sustained and logical argument for a range of purposes, significance Easter, 1916 audiences and contexts. The Second Coming 12A.. A student explains and evaluates Leda and the Swan different ways of responding to and composing Among School Children text Rationale This module requires you to: • explore and evaluate Yeats’s poems and their reception in a range of contexts • develop and explore your understanding of questions of textual integrity and significance. • explore the ideas expressed in the poems through analysing construction, content and language • examine how particular features of the poems contribute to textual integrity • research others’ perspectives of the text and test these against your own understanding and interpretations of the poems • discuss and evaluate the ways in which the poems have been read, received and valued in historical and other contexts • develop a range of imaginative, interpretive and analytical compositions that relate to the study of Yeats’s poems • compositions in a variety of forms and mediaSyllabus Preliminary Syllabus Content Quality TeachingContent Bianca Hewes – Davidson High School
  • 3. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeks1.3 Students learn to evaluate the effects of different contexts of responders and composers on texts by explaining how values and Cultural Knowledge attitudes are reflected in texts1.4 Students learn to evaluate the effects of different contexts of responders and composers on texts by explaining and evaluating Problematic Knowledge changes in meaning arising from changes of context2A.1 Students learn to recognise ways in which particular texts are valued by responding to a range of texts that are valued Cultural Knowledge differently in particular personal, social, cultural, historical and workplace contexts Problematic Knowledge2A.2 Students learn to recognise ways in which particular texts are valued by explaining how and why they are valued. Deep Knowledge4.1 Students learn about the ways in which language forms and features, and structures of texts shape meaning and influence Deep Understanding responses by explaining and analysing the effects of a variety of language forms and features, and the structures of texts Metalanguage4.2 Students learn about the ways in which language forms and features, and structures of texts shape meaning and influence Substantive Communication responses by identifying a range of possible responses to texts influenced by their language forms and features, and their Deep Understanding structure6.1 Students learn about the ways they can respond to texts by analysing texts in detail Substantive Communication6.2 Students learn about the ways they can respond to texts by composing sustained arguments supported by textual evidence Higher-order Thinking6.3 Students learn about the ways they can respond to texts by composing and supporting a personal response to texts Connectedness Background Knowledge6.4 Students learn about the ways they can respond to texts by evaluating the responses of others Problematic Knowledge8.1 Students learn to compose imaginative, personal and critical texts from a range of perspectives by engaging with complex texts Problematic Knowledge Higher-order Thinking8.2 Students learn to compose imaginative, personal and critical texts from a range of perspectives by refining the clarity of their Deep Understanding composition to meet the demands of increasing complexity of thought and expression Metalanguage10.1 Students learn to synthesise information and ideas into sustained and logical argument by discerning ideas, attitudes and values Higher-order Thinking reflected in texts Cultural Knowledge10.3 Students learn to synthesise information and ideas into sustained and logical argument by using the information and ideas Higher-order Thinking gathered from a range of texts to present a point of view in analytic, expressive, imaginative and evaluative ways Deep Understanding12A.2 Students learn to explain and evaluate the different ways of responding to and composing texts by questioning meaning in and Deep Knowledge through texts Substantive Communication12A. Students learn to explain and evaluate the different ways of responding to and composing texts by generalising about the Problematic Knowledge relationships between perspective and meaning “How can we know the dancer from the dance?” Bianca Hewes – Davidson High School
  • 4. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeksPhase 1: Overview of Critical Study of Text ~ Outline of specific approach to module ~ Articulate and record subjective response to poems   Syllabus  content   Quality  Teaching   Learning  and  teaching  activities   Evidence  of  learning  H1   Deep  Knowledge   Discuss  overview  of  Module  B:  Critical  Study  of  Text  and  expectations  of   Students  define  terms   High  Expectations   poetry  elective.    Students  to  read  through  and  highlight  key  parts  of   unfamiliar  to  them     Knowledge  Integration   Syllabus  outline  and  write  a  definition  of  any  terms  they  are  unfamiliar   with.    H6   Deep  Knowledge   Students  are  instructed  as  to  the  method  that  will  be  used  when   Students  understand  the   High  Expectations   approaching  this  module:  The  Frames.  Read  through  and  highlight  the   approach  to  study  and  its     ‘The  Frames:    A  creative  approach  to  developing  an  informed,  personal   purpose   and  critical  response  to  a  text.’  handout.  It  is  explained  to  students  that     this  method  will  ensure  that  their  personal  response  to  the  poems  is   foregrounded.  (Resource  #1)  H6.3   Student  Direction   SUBJECTIVE  FRAME   Students’  response  to  H8.2   Narrative   The  Journal:  As  part  of  this  unit  students  are  to  keep  a  journal.  This  will  be   and  reflection  on  poems   a  record  of  their  exploration  of  the  subjective  frame.  (Resource  #2)     Homework  Task:     show  engagement  with   Yeats’s  poetry.   Students  are  to  complete  Journal  Entries  #1,  #2  and  #3.  (As  an  alternative   this  activity  may  be  completed  in  class)  H1.3   Engagement   CULTURAL  FRAME:   Students  demonstrate  an  H1.4   Cultural  Knowledge   Students   are   reminded   of   the   definition   and   significance   of   ‘context’   as   understanding  of  the     Problematic   already   considered   during   their   study   of   Module   A:   Comparative   Study   of   impact  that  context  can   Knowledge   Texts   and   Context.   Resource   #3   may   be   useful   for   this   activity.   Students   have  on  a  text,  the   are   to   read   through   biographical   information   on   W.B.   Yeats   OR   Narrative   responder  and  the   alternatively   they   may   be   given   time   to   access   internet   and   complete     research   task   activity   (Resource   #4).   Students   are   asked   to   consider   the   composer.   “personal,   social,   historical,   cultural   and   workplace   conditions”   that   Students  recognise  and   impacted   Yeats   and   his   writing.   As   a   class   discuss   the   era   Yeats   was   appreciate  the  impact  of   writing   in   and   then   make   a   list   of   possible   significant   influences   on   him   as   Yeats’s  context  on  him  as   Bianca Hewes – Davidson High School
  • 5. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeks a  writer.  (Resource  #5)   a  poet.  H6.3   Student  Direction   Homework  Task:   Student  responses  show  H8.2     Students  are  to  complete  ‘Journal  Entry  #4’.   an  understanding  of       Yeats’s  early  poetic  style.    H4.1   Background  Knowledge   STRUCTURAL  FRAME:   Quality  of  student’s   Metalanguage   Time  is  spent  in  class  refreshing  /testing  knowledge  of  poetic  techniques.   response  shows  ability  to     Connectedness   (Resource  #6)     respond  meaningfully  to     poems  by  identifying     poetic  techniques.   “…Love fled/ And paced upon the mountains overhead/ And hid his face amid a crowd of stars”Phase 2: Analysis of ‘When You Are Old’ (1893) using ‘The Frames’ Syllabus  content   Quality  Teaching   Learning  and  teaching  activities   Evidence  of  learning  H4.2   Engagement   SUBJECTIVE  FRAME:   Students  have  completed  H8.2   Read   the   poem   ‘When   You   Are   Old’   aloud   as   a   class.   Discuss   responses   journal  entries  and   to   questions   written   in   ‘Journal   Entry   #4’.   (Allow   time   for   students   to     complete  these  if  necessary)   contribute  own  ideas  about     the  poems  to  class   discussion.       Bianca Hewes – Davidson High School
  • 6. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeksH1.3   Substantive   CULTURAL  FRAME:   Notes  taken  reflect   Communication   Students  work  in  small  groups  and  identify  the  elements  of  the  poem   development  of  student’s     that   reflect   Yeats’s   context   in   light   of   what   they   learnt   about   Yeats’s   skills  in  identifying  the   context   last   lesson.   Remember   that   context   is   the   ‘range   of   personal,   influence  of  context  on  a   social,   historical,   cultural   and   workplace   conditions   in   which   a   text   is   text.   responded   to   and   composed’   (English   Stage   6   Syllabus).   Each   group   briefly  presents  their  ideas  to  the  class.     Fantastic   resources   for   Yeats’s   context:   WB   Yeats:   Studying   the   Poems   by  Elizabeth  Gardner  and  Daphne  Gonzalvez  (1995),  Deed  Press.   The   National   Library   of   Ireland’s   interactive   exhibition   ‘The   Life   and   Works  of  William  Butler  Yeats’.  http://www.nli.ie/yeats/main.html    H4.1   High  Expectations   STRUCTURAL  FRAME:   Notes  taken  reflect  H4.2   Metalanguage   Teacher  to  model  an  analysis  of  the  poem  for  the  class,  focusing  on  the   development  of  student’s  H6.1   Deep  Understanding   distinctive  qualities  of  the  poem  and  Yeats’s  literary  style.  Students  to   skills  in  analysis.   take  notes  on  their  copy  of  the  poem.  Teacher  may  encourage  students   Student’s  responses  in  table   to   consolidate   this   analysis   of   the   language   forms,   features   and   reflect  an  understanding  of   structures   of   the   poem   by   having   them   complete   the   T.E.E.   table.   how  meaning  is  made  and   (Resource  #7)     A  fantastic  resource  for  all  poems  is:  WB  Yeats:  Studying  the  Poems  by   influenced  in  the  poem.   Elizabeth  Gardner  and  Daphne  Gonzalvez  (1995),  Deed  Press.  H1.3   Problematic  Knowledge     Present  students  with  the  following  question:   Quality  of  student’s  H1.4   ‘Does   this   poem   represent   a   coherent   use   of   form   and   language   to   engagement,  discussion  and  H2A.1   produce  an  integrated  whole  in  terms  of  meaning  and  value?’   responses  shows  a   Encourage  students  to  write  a  300  word  response  to  this  question  with   developing  understanding  of     supporting  evidence  from  the  poem.   textual  integrity.       Provide  a  definition  of  textual  integrity  for  the  students.  (Resource  #8)     Explain  that  the  question  that  they  just  responded  to  encourages  them   to  engage  with  the  idea  of  textual  integrity  which  is  an  integral  element   of   this   module.   It   also   leads   them   into   the   final   frame   –   the   critical   Bianca Hewes – Davidson High School
  • 7. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeks frame.  H2A.1   Engagement   CRITICAL  FRAME:   Student’s  writing  shows  an  H2A.2   Deep  Knowledge   Students  to  Think  Pair  Share  the  following  question:   awareness  of  differing  H1.3   Social  Support   ‘Why  would  people  today  and  in  its  original  context  read  this  poem  and   perspectives  and  H1.4   see  it  as  significant  and  valuable?’   interpretation  of  poems  as   Students   are   then   to   consider   how   different   points   of   view   affect   the   well  as  an  understanding  of   meaning  of  the  poem.   the  causes  of  these.  H2A.1   Higher  Order  Thinking   Students   to   read   John   Turner’s   critical   response   to   the   poem.   Student’s  writing  reflects  a  H8.1   Problematic  Knowledge   (Resource  #9)  Provide  a  very  brief  definition  of  ‘feminism’  and  explain   deep  knowledge  and  H8.2     that  Turner  is  drawing  on  elements  of  feminist  criticism  to  argue  that   understanding  of  the  impact  H10.1   Yeats   presents   a   biased   and   unflattering   representation   of   women,   that  other  interpretations  of   specifically   Maud   Gonne.   Students   are   to   then   compare   this   to   their  H10.2   the  poem  have  had  in   original   response   to   the   poem   recorded   in   their   journal.   (Journal  H12A.1   shaping  their  own  response.   Entries   #1   and   #4).   Students   are   to   consider   the   differences   in   interpretations,   how   they   have   come   about   and   then   reassess   their   interpretation   of   the   poem   in   light   of   their   exploration   of   the   four   frames.   This   should   take   the   form   of   a   mini-­‐extended   response   of   approx.  750  words.  Students  should  use  the  ‘How  to  Write  an  English   Essay’  handout  to  ensure  their  response  has  the  appropriate  structure   and  language  of  a  formal  essay.  (Resource  #10)  Remind  students  that  it   is  their  own  critical  personal  response  to  the  text  that  is  important  in   this  module.  H6.3   Student  Direction   Students  are  to  complete  Journal  Entry  #5.   Student  responses  reflect  an  H8.2       engagement  with  the  poem     and  a  valuing  of  their  own   interpretation  of  the  poem.       Bianca Hewes – Davidson High School
  • 8. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeks “… Upon the brimming water among the stones/ Are nine-and-fifty swans.”Phase 3: Analysis of ‘The Wild Swans at Coole’ (1919) using ‘The Frames’ Syllabus  content   Quality  Teaching   Learning  and  teaching  activities   Evidence  of  learning  H4.2   Engagement   SUBJECTIVE  FRAME:   Students  have  completed  journal  H8.2   Read   the   poem   ‘The   Wild   Swans   at   Coole’   aloud   as   a   class.   Discuss   entries  and  contribute  own  ideas   responses  to  Journal  Entries  #1  and  #5.  This  is  a  continuation  of  the     about  the  poems  to  class   subjective   frame.   (Allow   time   for   students   to   complete   these   if     discussion.   necessary.)    H1.3   Substantive   CULTURAL  FRAME:   Notes  taken  reflect  development   Communication   Students   to   identify   the   elements   of   the   poem   that   reflect   Yeats’s   of  student’s  skills  in  identifying     context.    Class  list  is  compiled  on  whiteboard  and  copied  down.   the  influence  of  context  on  a  text.  H4.1   High  Expectations   STRUCTURAL  FRAME:   Notes  taken  reflect  development  H4.2   Metalanguage   Teacher  to  model  an  analysis  of  the  poem  for  the  class,  students  to   of  student’s  skills  in  analysis.   take  notes  on  their  copy  of  the  poem.    H4.1   Metalanguage   Students   are   to   complete   the   ‘Technique/Example/Effect’   table.   Student’s  work  shows  an     Deep  Understanding   (Resource  #11)   understanding  of  the  relationship       between  the  meaning  of  a  text   and  the  techniques  used  to  create   it.  H8.1   Connectedness   Students   are  to  complete  a  creative  response  activity  based  on  the   Student’s  response  reflects  not  H8.2   Background  Knowledge   ideas  in  the  poem.     only  imagination  and  skill,  but   Higher  Order  Thinking   “Using  the  same  poetic  structure  as  ‘The  Wild  Swans  at  Coole’,  write   also  an  understanding  of  the   a  few  stanzas  in  which  you  express  grief  over  the  hurried  passing  of   connectedness  between  ideas     time  during  your  HSC  year.  Use  birds  to  symbolise  your  studies.”     covered  in  the  poem  and  their     own  personal  experiences  of     these  ideas.     Bianca Hewes – Davidson High School
  • 9. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeksH4.2   Substantive   CRITICAL  FRAME:   The  debate  runs  smoothly  with  all  H12A.1   Communication   Students   are   to   read   through   the   possible   interpretations   of   the   students  actively  participating.  H12A.2   Engagement   poem.   (Resource   #12)   In   groups   students   are   allocated   one   of   the   Arguments  and  rebuttal  show  a  H2A.1   Social  Support   interpretations,   this   is   then   to   be   used   as   the   basis   of   a   debate   clear  understanding  of  differing   between   two   teams   with   opposing   interpretations.   (Resource   #13)  H6.4   Inclusivity   interpretations  of  the  poem.     In   groups   students   are   to   develop   a   line   of   argument   and   collect  H6.2     evidence   to   support   their   interpretation   of   them   poem.   Direct       textual  evidence  is  needed.  Debates  are  then  presented  for  the  class   with  the  teacher  acting  as  adjudicator.  Students  must  type  up  a  page   of  notes  to  be  handed  to  teacher  after  debate.      H8.2   Substantive   Students  to  write  a  paragraph  reflecting  on  the  debating  experience   Student’s  response  reveals  a     Communication   and  how  it  impacted  their  understanding  of  the  poem.   valuing  of  class  activity  as  an   Narrative   Teacher   explains   the   value   of   this   activity   as   students   learn   to   effective  learning  tool.   develop   a   thesis/line   of   argument   and   support   this   with   detailed   textual  reference  from  the  poem.  H2A.2   Deep  Understanding   Students   are   to   go   back   to   their   original   response   to   the   poem   Student’s  writing  reflects  a  deep  H8.1   Problematic  Knowledge     recorded   in   their   journal   and   compare   this   to   the   responses   knowledge  and  understanding  of  H8.2   Deep  Knowledge   considered   in   class.   (Journal   Entries   #1   and   #5).   Students   to   consider   the  impact  that  other  H10.1   Higher  Order  Thinking   the   different   interpretations,   how   they   have   come   about   and   interpretations  of  the  poem  have   reassess  their  interpretation  of  the  poem.  This  should  take  the  form       had  in  shaping  their  own   of   a   mini-­‐extended   response   (approx.750   words).   Remind   students   response.   that   it   is   their   own   critical   personal   response   to   the   text   that   is   important  in  this  module.    H6.3   Student  Direction   Students  are  to  complete  Journal  Entry  #6   Student  responses  reflect  an  H8.2     engagement  with  the  poem  and  a     valuing  of  their  own   interpretation  of  the  poem.   Bianca Hewes – Davidson High School
  • 10. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeks “Those that I fight I do not hate,/Those that I guard I do not love;”Phase 4: Analysis of ‘An Irish Airman Foresees His Death’ (1919) using ‘The Frames’ Syllabus  content   Quality  Teaching   Learning  and  teaching  activities   Evidence  of  learning  H4.2   Engagement   SUBJECTIVE  FRAME:   Students  have  completed  journal  H8.2   Read  the  poem  ‘An  Irish  Airman  Foresees  his  Death’  aloud  as  a  class.   entries  and  contribute  own  ideas   Discuss   responses   to   Journal   Entries   #1   and   #6.   (Allow   time   for     students  to  complete  these  if  necessary.)   about  the  poems  to  class     discussion.    H1.3   Substantive   CULTURAL  FRAME:   Notes  taken  reflect  development   Communication   Students   to   identify   the   elements   of   the   poem   that   reflect   Yeats’s   of  student’s  skills  in  identifying     context.    Class  list  is  compiled  on  whiteboard  and  copied  down.   the  influence  of  context  on  a  text.  H4.1   High  Expectations   STRUCTURAL  FRAME:   Notes  taken  reflect  development  H4.2   Metalanguage   Teacher  to  model  an  analysis  of  the  poem  for  the  class,  students  to   of  student’s  skills  in  analysis.   take  notes  on  their  copy  of  the  poem.    H4.1   Metalanguage   Students   are   to   complete   the   ‘Technique/Example/Effect’   table.   Student’s  work  shows  an     Deep  Understanding   (Resource  #14)   understanding  of  the  relationship       between  the  meaning  of  a  text   and  the  techniques  used  to  create   it.  H4.1   Higher  Order  Thinking   Creating  an  Advertisement  :   Students  develop  an  H6.1   Deep  Understanding   ‘You   are   to   create   an   advertisement   for   a   new   collection   of   poems   advertisement  that  demonstrates  H8.2   Metalanguage   by   W.   B.     Yeats   entitled   ‘The   Spirit   of   Tension’.   Your   advertisement   a  clear  understanding  of  the   must   include   in   the   body   copy   a   brief   analysis   of   ‘An   Irish   Airman   content,  characterisation  and   Foresees   His   Death’   and   the   visual   text   must   reflect   the   content,       characterisation  and  themes  of  the  poem.’   themes  of  the  chosen  poems.    H2A.2   Deep  Understanding   CRITICAL  FRAME:   Student’s  writing  reflects  a  deep  H8.1   Problematic  Knowledge     Read   through   a   critical   response   to   the   poem.   (Resource   #15)   knowledge  and  understanding  of   Bianca Hewes – Davidson High School
  • 11. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeksH8.2   Deep  Knowledge   Students   are   to   go   back   to   their   original   response   to   the   poem   the  impact  that  other  H10.1   Higher  Order  Thinking   recorded   in   their   journal   and   compare   this   to   the   response   interpretations  of  the  poem  have       considered   in   class.   (Journal   Entries   #1   and   #6).   Students   are   to   had  in  shaping  their  own   consider  the  influence  that  the  cultural,  structural  and  critical  frames   response.   have  had  on  their  current  understanding  of  the  poem.  This  reflection   may  take  any  form  –  a  table,  a  concept  map,  a  series  of  dot  points   etc.    H4.1   Higher  Order  Thinking   In  light  of  the  reassessing  of  their  personal  response  to  the  poem  in   Written  response  shows  H6.2   Deep  Understanding   the  previous  activity,  students  are  to  write  a  750  word  response  to   consideration  of  themes  and  the  H10.3   Metalanguage   the  following  question:   techniques  used  to  convey  this.        Extended  Response:     ‘From   the   poems   you   have   studied   in   detail   so   far,   what   would   you     say  are  THREE  of  Yeats’s  concerns?’   Responses   should   make   detailed   reference   to   the   poems   and   should   reflect  the  critical  thought  process  of  reshaping  their  understanding   of  the  poem  in  light  the  perspectives  of  others.   Students  should  use  the  ‘How  to  Write  an  English  Essay’  handout  to   guide  their  writing.  (Resource  #10)  H6.3   Student  Direction   Students  are  to  complete  Journal  Entry  #7   Student  responses  reflect  an  H8.2     engagement  with  the  poem  and  a     valuing  of  their  own   interpretation  of  the  poem.   Bianca Hewes – Davidson High School
  • 12. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeks “All changed, changed utterly: A terrible beauty is born.”Phase 5:  Analysis of ‘Easter, 1916’ (1921) using ‘The Frames’   Syllabus  content   Quality  Teaching   Learning  and  teaching  activities   Evidence  of  learning  H4.2   Engagement   SUBJECTIVE  FRAME:   Students  have  completed  H8.2   Read   the   poem   ‘Easter,   1916’   aloud   as   a   class.   Discuss   responses   to   journal  entries  and  contribute   Journal  Entries  #1  and  #7.  (Allow  time  for  students  to  complete  these  if     necessary.)   own  ideas  about  the  poems  to     class  discussion.  H1.3   Problematic  Knowledge   CULTURAL  FRAME:   Notes  taken  before  and  during   Students   are   shown   the   film   clip   to   the   song   ‘Zombie’   by   The   discussion  reflect  development   Cranberries.   They   are   also   given   a   copy   of   the   lyrics.   (Resource   #16)       Students  are  to  comment  on  the  images  of  Ireland  that  are  presented   of  student’s  skills  in  identifying   the  influence  of  context  on  a   in  the  film  clip  and  the  ideas  about  Ireland  presented  in  the  song.  As  a   text  and  the  enduring   class   brainstorm   how   this   song   and   film   clip   help   them   to   better   understand  the  value  and  significance  of  Yeats’s  poem  ‘Easter  1916’.   significance  of  Yeats’s  poetry.  H4.1   Metalanguage   Provide   students   with   notes   about   the   events   of   the   Easter   Rising   of   Student’s  responses  reflect  an  H4.2   Deep  Understanding   1916   and   Yeats’s   involvement   in   this   event   and   the   people   involved.   understanding  of  how  context  H6.1   Students   identify,   discuss   and   record   the   elements   of   the   poem   that   shapes  and  is  shaped  by  texts.   reflect   Yeats’s   context   and   the   ways   in   which   this   poem   would   have     been  received  when  it  was  first  published.  H1.3   Cultural  Knowledge   Present  students  with  the  following  idea:   Student’s  written  responses  H1.4   Background  Knowledge   “The  culture  of  a  responder  impacts  significantly  on  their  response  to  a   reveal  a  consideration  of  their   Connectedness   text.”   own  cultural  background  and     In  small  groups  students  are  to  consider  what  their  cultural  background   an  understanding  of  how  this   is   and   then   consider   how   this   culture   has   impacted   upon   their   impacts  their  response  to  texts   response   to   the   poem.   Individually   students   are   to   write   a   full   page   summary   of   this   discussion,   linking   directly   to   the   poem   in   their   response.     Bianca Hewes – Davidson High School
  • 13. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeksH8.2   Metalanguage   After  the  Easter  Rising  of  1916,  Yeats  commented  that:   Quality  of  student  reflections     Social  Support   ‘I   had   no   idea   that   any   public   event   could   so   deeply   move   me  –   and   I   shows  a  deep  engagement  with   Higher  Order  Thinking   am  very  despondent  about  the  future.’   the  task  and  a  consideration  of   Knowledge  Integration   Have   students   write   a   reflection   on   their   personal   response   to   a   how  language  forms  and   significant   historical   event   that   has   occurred   during   their   lifetime,   Connectedness   features  and  the  structure  of   language   used   should   reflect   their   culture.   Examples   include     September  11,  War  in  Iraq,  Bali  Bombings,  Boxing  Day  Tsunami.     their  poem  influence  meaning.  H4.1   Metalanguage   STRUCTURAL  FRAME:   Notes  taken  reflect  H4.2   High  Expectations   Teacher   to   model   an   analysis   of   the   poem   for   the   class,   students   to   development  of  student’s  skills   take  notes  on  their  copy  of  the  poem.     in  analysis  H10.1   Deep  Knowledge   CRITICAL  FRAME:   Student’s  composition  H10.3   Deep  Understanding   Writing  task:   demonstrates  an  H4.1   Higher  Order  Thinking   ‘Write  a  letter  to  the  editor  of  the  Irish  Times  expressing  your  reaction   understanding  of  how       to  ‘Easter  1916’.  You  should  be  conveying  your  dissatisfaction  with  the   perspective  can  shape  a   representation  of  rebels  in  the  poem.  You  need  to  include  support  for   response  to  a  poem.   your   argument   from   the   poem,   including   in   your   letter   quotes   and   a   discussion  of  techniques.’   Inform   students   that   in   the   HSC   students   may   be   required   to   write   in   a   variety   of   text   forms.   Explain   that   this   task   encourages   them   to   consider   the   textual   integrity   of   the   poem,   specifically   its   ability   to   present   a   reaction   to   a   major   event   in   a   unified   and   coherent   way   through  language  features,  form  and  structure.  H2A.1   Problematic  Knowledge   Research  Task:   Quality  of  research  is  reflected  H2A.2   Higher  Order  Thinking   This   task   requires   you   to   research   responses   to   W.   B.     Yeats’s   poetry.   in  the  chosen  reviews.  Written  H6.1   Cultural  Understanding   Find  three  responses  that  have  been  printed  in  a  variety  of  mediums,   response  shows  a  deepening  H6.2   Metalanguage   e.g.   a   literary   journal   or   text,   a   newspaper,   a   website.   After   reading   understanding  of  how  context   each   response   carefully   you   are   to   write   a   750   word   essay   that  H6.4     and  perspectives  impact   discusses   which   response   you   favour   and   why.   Your   response   must  H10.3   interpretations  of  Yeats’s   present   a   clear   argument   that   is   supported   by   examples   from   each     review  and  at  least  TWO  of  Yeats’s  poem.  (Resource  #17)   poetry.   Bianca Hewes – Davidson High School
  • 14. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeksH4.1   Metalanguage   Homework  Task  :   Written  response  shows  H6.1   Deep  Understanding   Extended  Response:   consideration  of  themes  and  H6.2   ‘Change  or  transformation  is  a  common  theme  in  Yeats’s  poetry.  Who   the  techniques  used  to  convey   or  what  is  changed  in  the  poem  ‘Easter,  1916’?  How  does  Yeats  depict   this.   this  change?’  H6.3   Student  Direction   Homework  Task  :   Student  responses  reflect  an       Complete  journal  entry  #8.   engagement  with  the  poem     and  a  valuing  of  their  own   interpretation  of  the  poem.     “Things fall apart; the centre cannot hold; Mere anarchy is loosed upon the world.”Phase 6: Analysis of ‘The Second Coming’ (1921) using ‘The Frames’ Syllabus  content   Quality  Teaching   Learning  and  teaching  activities   Evidence  of  learning  H4.2   Engagement   SUBJECTIVE  FRAME:   Students  have  completed  H8.2   Read   the   poem   ‘The   Second   Coming’   aloud   as   a   class.   Discuss   journal  entries  and   responses   to   Journal   Entries   #1   and   #8.   (Allow   time   for   students   to   contribute  own  ideas     complete  these  if  necessary.)   about  the  poems  to  class   discussion.    H1.3   Problematic  Knowledge   CULTURAL  FRAME:   Notes  taken  reflect   Substantive  Communication   Students   identify,   discuss   and   record   the   elements   of   the   poem   that   development  of  student’s     Explicit  Quality  Criteria   reflect  Yeats’s  context.       skills  in  identifying  the   High  Expectations   influence  of  context  on  a   text.   Bianca Hewes – Davidson High School
  • 15. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeksH4.1   Metalanguage   STRUCTURAL  FRAME:   Notes  taken  reflect  H4.2   Deep  Understanding   Think   Share   Pair:   Students   to   complete   an   analysis   of   the   poem   based   development  of  student’s   on  those  modeled  by  the  teacher  previously.  These  are  shared  with  a   skills  in  analysis.   partner  and  then  checked  by  teacher.  H4.1   Metalanguage   Read   through   the   poem   again   then   identify   and   make   a   list   of   the   The  quality  of  information   poetic   techniques   used.   Complete   the   table   on   the   hand   out.   included  in  the  table   (Resource  #18)       indicates  an  ability  to   identify  poetic  techniques.     Written  response  shows   consideration  of  themes     and  the  techniques  used   to  convey  this.  H6.1   Metalanguage   Using  the  information  from  the  last  task,  write  an  extended  response   Response  shows  H6.2   Deep  Understanding   discussing   how   Yeats   coherent   use   of   form   and   language creates   an   understanding  of  H10.3   Higher  Order  Thinking   intensity  of  emotion  and  meaning  in  ‘The  Second  Coming’.   techniques  used  by  Yeats.  H1.3   Deep  Understanding   CRITICAL  FRAME:   Quality  of  Venn  H2A.1   Problematic  Knowledge   Students   are   to   read   through   critical   responses   to   ‘The   Second   diagram/concept  map   Deep  Knowledge   Coming’.   (Resource   #19)   Have   students   identify   how   each   response   reveal  increasingly   reflects   the   context   of   the   writer   and   the   values   held   by   this     Higher  Order  Thinking   individual.  Students  then  go  back  to  their  original  subjective  response   sophisticated   understanding  of  the   to   the   poem   (Journal   Entries   #1   and   #8)   and   consider   how   their     response  is  similar/different  to  one  of  the  critical  responses  they  have   module  and  the  approach   read.  This  should  form  the  basis  of  a  Venn  diagram.  (Resource  #20)   to  it.  H1.3   Inclusivity   Group  activity:   Student’s  scaffold  and  H2A.1   Students’  Self-­‐Regulation   Students   to   work   in   groups   of   four   students   for   this   activity.   Each   written  response  reveals  a  H2A.2   High  Expectations   group   is   given   three   cards.   One   has   a   thesis   point/line   of   argument   sophisticated  use  of  H4.1   Social  Support   written   on   it,   the   other   two   will   have   the   title   of   a   poem   on   it.   language  as  well  as  a   (Resource  #21).  In  groups  students  are  to  find  evidence  from  the  two  H6.2   Higher  Order  Thinking     complexity  of  thought   given  poems  for  the  line  of  argument  given.  Students  then  scaffold  a  H10.1   Deep  Knowledge   when  considering  the   Bianca Hewes – Davidson High School
  • 16. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeks     six  paragraph  essay  responding  to  the  question:   value  of  Yeats’s  poetry   ‘The  poetry  of  W.B.  Yeats  is  both  challenging  and  rewarding.’  Discuss.   and  the  ways  in  which  to   Students  should  use  this  scaffold  to  write  the  essay  independently  at   support  and  sustain  a  line   home  and  bring  back  to  the  group  for  peer-­‐assessment.       of  argument.    H6.3   Student  Direction   Homework  Task:   Student  responses  reflect   Students  to  complete  journal  entry  #9.   an  engagement  with  the     poem  and  a  valuing  of     their  own  interpretation   of  the  poem.     High  Expectations   Students  are  given  Assessment  Task  notification  (Resource  #22).     Students  show  an   Time  is  spent  explaining  requirements  of  task.   understanding  of  task.       Bianca Hewes – Davidson High School
  • 17. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeks “How can those terrified vague fingers push/The feathered glory from her loosening thighs?”Phase 7: Analysis of ‘Leda and the Swan’ (1928) using ‘The Frames’; Practice Assessment Task Syllabus  content   Quality  Teaching   Learning  and  teaching  activities   Evidence  of  learning  H4.2   Engagement   SUBJECTIVE  FRAME:   Students  have  completed  H8.2   Read  the  poem  ‘Leda  and  the  Swan’  aloud  as  a  class.  Discuss  responses   journal  entries  and   to  Journal  Entries  #1  and  #9.  (Allow  time  for  students  to  complete  these     if  necessary.)   contribute  own  ideas  about     the  poems  to  class   discussion.  H1.3   Problematic  Knowledge   CULTURAL  FRAME:   Notes  taken  reflect   Substantive   Students   identify,   discuss   and   record   the   elements   of   the   poem   that   development  of  student’s     Communication   reflect  Yeats’s  context.       skills  in  identifying  the   influence  of  context  on  a   text.  H2A.1   Student  Direction   Students   to   use   internet   to   research   background   information   to   the   Quality  of  research  material  H2A.2   ICT   poem:   shows  students  H6.1   Knowledge  Integration   • the  myth  of  ‘Leda  and  the  Swan’   engagement  and  H6.2   • Helen  of  Troy   understanding  the   • Agamemnon  H6.4       importance  of  further  H10.3   research  to  come  to  know   Teacher  encourages  students  to  appreciate  the  ways  in  which  Yeats  has   used   this   Greek   myth   as   an   allegory   for   his   own   relationship   with   Maud   value  Yeats  on  Greek     Gonne  and  the  state  of  his  beloved  yet  bedraggled  Ireland.   mythology  and  the  symbol   of  the  swan.  H4.1   High  Expectations   STRUCTURAL  FRAME:   Notes  taken  reflect  H4.2   Explicit  Quality  Criteria   Teacher  to  model  an  analysis  of  the  poem  for  the  class,  students  to  take   development  of  student’s   notes   on   their   copy   of   the   poem.   Focus   is   on   the   sonnet   form,   its   skills  in  analysis.   history  and  its  intensely  effective  employment  by  Yeats  in  this  poem.   Bianca Hewes – Davidson High School
  • 18. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeksH8.1   Higher  Order  Thinking   Writing  Task:   Students’  responses  reflect  H8.2   Problematic  Knowledge   Students  are  to  compose  their  own  sonnet.  The  theme  will  be  the  cyclic   not  only  imagination  and       nature   of   history.   Stronger   students   should   attempt   to   replicate   Yeats’s   skill,  but  also  an   allegorical   style   by   finding   a   myth   or   fable   to   represent   their   ideas   understanding  of  the   about  history.  (This  task  encourages  students  to  appreciate  the  integrity   connectedness  between   of  Yeats’s  poems  and  their  complexity  of  ideas,  language  and  form.)   ideas,  language  and  form.  H2A.2   Problematic  Knowledge   CRITICAL  FRAME:   Student’s  written  response  H8.1   Higher  Order  Thinking   Students  work  in  small  groups  to  prepare  for  and  complete  the   demonstrates  an  ability  to  H8.2   Deep  Understanding   following  writing  task:   make  meaningful  H10.1   ‘Imagine   you   are   the   host   for   the   radio  program   Poet   in   the   Spotlight.   connection  between  text,   You   have   invited   two   critics   to   discuss   the   poetry   of   Yeats   on   the  H12A.1     program.  Your  two  guests  have  different  views  on  what  it  is  that  gives   interpretation  and  context  H12A.2   as  well  as  language   this   collection   of   poems   textual   integrity.   One   believes   it   is   his   appropriate  for  form,   fascination   with   the   patterns   in   history,   whereas   the   other   believes   it   is     his  fascination  with  Maud  Gonne.   purpose  and  audience.   Write   a   transcript   for   the   discussion,   in   which   each   speaker   is   given   equal  time  to  express  their  views  and  support  this  with  reference  to  the     poems   set   for   study.   It   will   also   feature   your   mediation   between   the   two   and   your   concluding   response   to   the   viewpoints   expressed   by   your   guests.’  H4.1   Higher  Order  Thinking   Practice  assessment  task:  Extended  Response(Resource  #23)   Written  response  shows  H6.1   Deep  Understanding   Time   is   spent   in   class   revising   the   appropriate   language,   tone,   consideration  of  themes  H6.2   Student  Self-­‐Regulation   content  and  structure  of  an  analytical  essay.  (Resource  #10)   and  the  techniques  used  to  H8.2   Students  complete  practice  task  in  class  and  use  marking  criteria   convey  this.   to  peer  mark  their  responses.  (Resource  #24)  H6.3   Student  Direction   Homework  Task:     Student  responses  reflect   Students  to  complete  journal  #10.   an  engagement  with  the       poem  and  a  valuing  of  own     interpretation  of  the  poem.   Bianca Hewes – Davidson High School
  • 19. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeks “Better to smile on all that smile”Phase 8: Analysis of ‘Among School Children’ (1928) using ‘The Frames’; Assessment Task Syllabus  content   Quality  Teaching   Learning  and  teaching  activities   Evidence  of  learning  H4.2   Engagement   SUBJECTIVE  FRAME:   Students  have  completed  H8.2   Read   the   poem   ‘Among   School   Children’   aloud   as   a   class.   Discuss   journal  entries  and   responses   to   Journal   Entries   #1   and   #10.   (Allow   time   for   students   to     complete  these  if  necessary.)   contribute  own  ideas     about  the  poems  to  class   discussion.  H1.3   Problematic  Knowledge   CULTURAL  FRAME:   Notes  taken  reflect   Substantive  Communication   Students   identify,   discuss   and   record   the   elements   of   the   poem   that   development  of  student’s   reflect  Yeats’s  context.       skills  in  identifying  the   influence  of  context  on  a     text.  H4.1   High  Expectations   STRUCTURAL  FRAME:   Notes  taken  reflect  H4.2   Explicit  Quality  Criteria   Teacher   to   model   an   analysis   of   the   first   two   stanzas   of   the   poem   for   development  of  student’s   the   class,   students   to   take   notes   on   their   copy   of   the   poem.   Students   skills  in  analysis.   then   analyse   the   remaining   stanzas.   Ideas   and   analysis   is   shared   in   whole  class  discussion  and  notes  added  to  copy  of  the  poem.  H4.1   Students’  Self-­‐Regulation   In   groups   students   are   to   create   a   concept   map   demonstrating   the   Student’s  diagrammatic  H4.2   Engagement   similarities   and   differences   between   ‘Among   School   Children’   and   representation  and  H6.1   Substantive  Communication   ‘Easter,   1916’.   This   could   take   the   form   of   a   Venn   diagram   or   a   concept   information  in  table  show   map.  Students  should  aim  to  identify  differences/similarities  in:   a  more  refined   • symbolism       • key  ideas   understanding  of  the  two   • themes   poems  and  how  context     • structure   and  techniques  impact   • language  features   meaning.   Bianca Hewes – Davidson High School
  • 20. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeks Students   are   then   to   suggest   possible   reasons   for   each   similarity/difference   identified   on   the   diagram.   This   should   be   presented  in  a  table.  (Resource  #25)  H1.3   Deep  Understanding   CRITICAL  FRAME:   Quality  of  written  H2A.1   Problematic  Knowledge   Students  read  a  critical  response  to  the  poem.  Students  then  go  back  to   responses  reveals   Deep  Knowledge   their  own  original  subjective  response  to  the  poem  (Journal  Entries  #1   increasingly  sophisticated   and  #10)   and  consider  how  their  response  is  similar  to/  different   one   of     Higher  Order  Thinking   the  critical  responses  they  have  read.     understanding  of  the   module  and  the  approach   Students  write  a  500  word  response  to  the  following  question:     ‘How   has   a   consideration   of   the   alternative   perspective   of   Yeats’s   poem   to  it.   ‘Among   School   Children’   challenged   and/or   shed   light   upon   your   own   subjective  interpretation  of  the  poem?’  H10.1   High  Expectations   Assessment  Task:  In-­‐class  analytical  essay  (Resource  #26)   Students’  Responses   “And wisdom is a butterfly, And not a gloomy bird of prey.” Bianca Hewes – Davidson High School
  • 21. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeksPhase 9: Articulating an informed personal response to the poetry of W. B. YeatsSyllabus  content   Quality  Teaching   Learning  and  teaching  activities   Evidence  of  learning  H1.3   Inclusivity   Textual  Integrity  Group  Task:   Student’s  written  H2A.1   Students’  Self-­‐Regulation   Working  small  groups  students  are  to  brainstorm,  develop  and  refine  a   response  reveals  a  H2A.2   High  Expectations   response  to  the  following  question:   sophisticated  use  of  H4.1   Social  Support     language  as  well  as  a  H6.2   Higher  Order  Thinking     ‘What  features  of  Yeats’s  poetry  contributes  to  the  textual  integrity  and   complexity  of  thought   overall  significance  of  his  work?’  H10.1   Deep  Knowledge   when  considering  the    In  your  response  you  should  consider  the  construction,  content  and       language  of  Yeats’s  poetry  as  well  as  how  his  poetry  has  been  received   textual  integrity  and   and  valued  in  a  variety  of  historical  and  other  contexts.  At  least  TWO   overall  significance  of   poems  should  be  discussed  in  detail  to  support  your  ideas.   Yeats’s  poetry.     Presentation  of  ideas  to   These  responses  are  to  be  presented  to  the  class  in  the  form  of  a  mini-­‐ class  reveals  engagement   lesson.  Handouts  should  accompany  the  lesson.   and  deep  knowledge  of   poems.  H6.4   Problematic  Knowledge   Narrative  Writing   Imaginative  responses  of  H8.2   Explicit  Quality  Criteria   a)   Rewrite   one   of   Yeats’s   poems   as   a   narrative   from   a   different   students  reflect  insightful  H12A.2   Deep  Understanding   character’s  point  of  view.   understanding  of       b)   Deconstruct   your   creative   piece   to   identify   the   techniques   that   you   characterisation  in  chosen   have  used  to  create  meaning.  You  should  use  a  highlighter  to  highlight   poem.  Information  given   the  techniques  that  you  have  used.  You  will  then  complete  the  table  to   in  table  reveals  student  to   evaluate  your  composition  for  its  strengths  and  weaknesses.  (Resource   #27)   be  aware  of  the  strengths   and  weaknesses  of  their   own  composition.  H4.1   Higher  Order  Thinking    Comparison  of  poems:   Student’s  table  shows  a  H6.1   Deep  Understanding   Compare  and  contrast  two  of  Yeats’s  poems  using  the  table  in  the  hand   detailed  understanding  of   out.  (Resource  #28)     Bianca Hewes – Davidson High School
  • 22. Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeks Metalanguage   each  poem  and  the       similarities  and   differences.  H2A.2   Higher  Order  Thinking   Selecting  Poems   Selection  of  poems  shows  H4.1   Deep  Understanding   ‘The   poetry   of   W.   B.     Yeats   has   been   included   in   numerous   Irish   and   students  engaging  with  H10.3   Metalanguage   International   poetry   anthologies.   Imagine   you   are   an   editor   of   an   poems  through  thoughtful     anthology   of   poetry   that   has   endured   through   time.   You   have   been   consideration  of  the   asked   to   include   two   poems   which   you   think   are   representative   of     Yeats’s   work.   Which   two   would   you   include?   What   arguments   would   relative  merits  of  each.   you  give  in  support  of  your  choice?’  H4.1   Explicit  Quality  Criteria   Essay  Writing   Written  response  shows  H6.1   Higher  Order  Thinking   Yeats   once   said   that   he   desired   to   ‘hammer   his   thoughts   into   a   unity’.   consideration  of  themes  H10.3   Deep  Understanding   Show  how  this  is  borne  out  in  two  or  three  of  his  poems  that  you  have   and  the  techniques  used  H12A.1   Metalanguage   studied  in  class.     to  convey  this.   a.   Develop   an   essay   plan   of   250   words.   This   plan   (including         introduction)  is  to  be  submitted  for  marking  at  the  end  of  the  lesson.   b.   Write   example   paragraphs   using   the   S.T.E.W.   structure   and   share   these  with  peers  for  suggestions/corrections.     NOTE:   (When   essay   plans   are   marked   and   redistributed   students   are   to   be   given   two   weeks   to   complete   this   1200   word   essay.   Students   must   reference  all  sources  of  information  that  is  not  their  own.)  H1.4   Cultural  Knowledge   Considering  impact  of  responder’s  context:   Students  review  shows  a  H2A.1   Problematic  Knowledge   Students   are   to   find   and   read   a   review   of/critical   response   to   the   poem   sophisticated  and  H2A.2   Deep  Understanding   from  the  perspective  of  an  early  20th  century  audience.  They  are  then  to   insightful  analysis  of  the  H8.1   rewrite  the  review  from  the  perspective  of  an  audience  in  2009.   poems  in  regards  to  a  H10.1   specific  context.   Bianca Hewes – Davidson High School