MODULE B: YEATS

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


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 media

Syllabus Preliminary Syllabus Content Quality Teaching
Content



1.3 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 texts
1.4 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 context
2A.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 Knowledge
2A.2 Students learn to recognise ways in which particular texts are valued by explaining how and why they are valued. Deep Knowledge
4.1 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 Metalanguage
4.2 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
structure
6.1 Students learn about the ways they can respond to texts by analysing texts in detail Substantive Communication
6.2 Students learn about the ways they can respond to texts by composing sustained arguments supported by textual evidence Higher-order Thinking
6.3 Students learn about the ways they can respond to texts by composing and supporting a personal response to texts Connectedness
Background Knowledge
6.4 Students learn about the ways they can respond to texts by evaluating the responses of others Problematic Knowledge
8.1 Students learn to compose imaginative, personal and critical texts from a range of perspectives by engaging with complex texts Problematic Knowledge
Higher-order Thinking
8.2 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 Metalanguage
10.1 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 Knowledge
10.3 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 Understanding
12A.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 Communication
12A. 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?”



Phase 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



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.



H1.3
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



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.



“… 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.



H4.2
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.



“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



H8.2
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.



“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.



H8.2
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.



H4.1
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.



H4.1
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



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.



“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.


MODULE B: YEATS

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MODULE B: YEATS