through my window - language learning space · web view(300 word oral/written report) have students...

Through My Window | Stage 4 | English

This introductory unit with its wide selection of fictional texts takes students on a journey to real and imagined worlds.

It is important that the journey begins with students responding to and composing about their own world: their place, family and cultural heritage.

The students then make connections with the wider world through a variety of texts drawn from other cultures including poetry, songs, short stories, film extracts and the web. A strong focus of the unit will also be on South East Asia.

A specific introduction to a variety of poetry forms and language techniques will also be introduced as a component within the unit. The texts will engage with Asian-related themes in a range of ways, including texts written by people from the countries of Asia and those exploring Asia-related themes, characters or settings.

As this is designed to be one of the first English units for Year 7 students, the diversity of texts provides an ideal opportunity for teachers to revisit essential stage 3 skills and knowledge, as certain any problem areas and introduce new informational skills.

This unit will focus on identifying the use of a range of processes for responding to and composing texts for understanding, interpretation, critical thinking and pleasure. The main assessment task is a writing a portfolio/multi-media presentation that represents the student’s world.

Duration: 7 weeks of 38 hours (4 lessons per week)

Adapted from Through the Window 2, created by Sarah Connah using Board of Studies NSW Program Builder (which contains copyrighted NSW syllabus content) at pb.bos.nsw.edu.au. Used with permission of Board of Studies NSW and Sarah Connah.

© 2014 Education Services Australia Ltd, unless otherwise indicated. Provided acknowledgements are retained, Education Users may use, reproduce and communicate this material free of charge for non-commercial educational purposes until 30 June 2018, unless otherwise indicated. 1

Content Teaching, learning and assessment Resources

Stage 4 - Outcome 1 explore and appreciate the aesthetic

qualities in their own and other texts and the power of language to communicate information, ideas, feelings and viewpoints

experiment with language forms and features to compose texts for pleasure and enjoyment

apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)

Respond to and compose textsStage 4 - Outcome 2

recognise the different processes required for responding and composing in a range of forms and media

consider and apply a range of strategies to improve their texts, including editing by rereading and peer editing, checking accuracy of paragraphing, grammar, spelling and punctuation, and considering relevance for purpose, audience and context

use a widening range of processes of composing and publishing sustained

Journey into their own worlds Getting to Know You activity –

introducing oneself and asking questions of other students

Introduction to spelling sheet. Students to construct a table A Bit About

Me with 2 columns – What I Like/ What I Don’t Like

Model a recount scaffold and then students write their own recounts: The story of my life so far, eg. My Earliest Memory/ My Funniest Incident/ My Most Exciting Incident/ My Interests/ My Future/ Travels/ Major Changes/ Saddest Time...

Read 'Nostalgia' by John Reid and answer comprehension questions (Schools can use a similar poem; one which evokes imagery about childhood and feelings of nostalgia.

Ask students to write their own poems in which they tell something about themselves and something they miss. Add to portfolio.

Students to write a "Through my window" poem, using a thesaurus and dictionary to check spelling and enrich vocabulary. Add to portfolio.

Briefly discuss the elements of an

Poem required




texts, including planning, drafting, rehearsing and editing

Stage 4 - Outcome 3 engage with the language

and structures of texts in meaningful, contextualised and authentic ways

identify, discuss and reflect on the ideas and information in a range of texts

develop a sense of personal style and taste in composition and response

Stage 4 - Outcome 4 experiment with text structures and

language features to refine and clarify ideas to improve the effectiveness of students' own texts (ACELY1810)

Stage 4 - Outcome 5 describe and explain qualities of

language in their own and others' texts that contribute to the enjoyment that can be experienced in responding to and composing texts

use imaginative texts as models to replicate or subvert textual conventions to create new texts

Stage 4 - Outcome 7

advertisement (graphic, body copy, headline) and its purpose. Ask students to design an advertisement for a magazine to 'sell' themselves. Add to portfolio.

Public Speaking. Ask students to perform these ideas from their advertisements to the class- in one minute, sell themselves. (But not to sell themselves short.)



Content Teaching, learning and assessment Resources explore and analyse the ways in which

personal experiences and perspectives shape their responses to texts

Stage 4 - Outcome 8 consider the ways culture and

personal experience position readers and viewers and influence responses to and composition of texts

Stage 4 - Outcome 9 understand and value the differences

between their own and others' ways of learning in English




Stage 4 - Outcome 1 recognise, reflect on, interpret and

explain the connections between their own experiences and the world in texts

Understand and apply knowledge of language forms and features

compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)

recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)

Stage 4 - Outcome 2 reflect on ideas and opinions about

characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)



Journey into Australia and other cultures Ask students to form small groups and

discuss the picture books they enjoyed as young children, or indeed, still enjoy. Give them five minutes to come up with a shortlist of five books.

.Have the groups share their shortlists with the class, comparing them and identifying any common features.

Through further discussion, consider how many of the picture books are about people from places other than Australia, or about different places or cultures. It may be useful to introduce the concept of books as providing a mirror to students’ own cultures or a window to other cultures.

Read the story book "Window" by Jeannie baker as a class

Identify the language features used to build up the world of the story in the model paragraph.

Ask students to begin a glossary of technical terms.

Ways of viewing and teaching picture books: Every picture tells a story by Galagher, Muir and Richardson is a useful teacher resource. <http://www.schools.nsw.edu.au/raps/rabbits/pdf/wayspicturetells.pdf>

Window by Jeannie Baker My place by Wheatley and Rawlins. Where the forest meets the sea by J

Baker The red leaf, The lost thing by S Tan The Rabbits by J Marsden Ways of viewing and teaching picture

books: Every picture tells a story by Galagher, Muir and Richardson <link: http://www.schools.nsw.edu.au/raps/rabbits/pdf/wayspicturetells.pdf>



Content Teaching, learning and assessment Resources describe and analyse

the purpose, audience and context of texts

recognise and use appropriate metalanguage in discussing a range of language forms, features and structures

Stage 4 - Outcome 4 explore and analyse the ways

purpose, audience and context affect a composer's choices of content, language forms and features and structures of texts to creatively shape meaning

analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)

Stage 4 - Outcome 5 explore the ways individual

interpretations of texts are influenced by students' own knowledge, values and cultural assumptions

discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803)

Stage 4 - Outcome 6 recognise, explain and analyse the

ways literary texts draw on readers' knowledge of other texts and enable

Students will now identify aspects of texts that convey information about a particular culture, eg words, phrases and facts. They will also identify and explore ideas and viewpoints about events, issues, characters represented in texts drawn from different historical, social and cultural contexts. Encourage students to use a critical literacy approach that challenges stereotypes and to consider questions such as 'Who has created this text?', 'Whose voice is present/missing?', 'Which culture is positioned favourably in terms of the questions being asked?', 'What is positioned as being "normal"?'

Students will learn to identify a variety of visual and language techniques employed within the text.

Form groups and analyse one of the following picture books using a set of questions about critical literacy.

My place, Wheatley and Rawlins. Where the forest meets the sea J Baker The red leaf, The lost thing S. Tan



Content Teaching, learning and assessment Resources new understanding and appreciation of aesthetic qualities (ACELT1629)

Stage 4 - Outcome 7 explain and justify personal empathy,

sympathy and antipathy towards characters, situations and concerns depicted in texts

Stage 4 - Outcome 8 explore the ways that ideas and

viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1619, ACELT1626)

identify and explain cultural expressions in texts, including those about gender, ethnicity, religion, youth, age, sexuality, disability and social class

Stage 4 - Outcome 9 develop and use vocabulary for

describing, analysing and reflecting on their learning experiences

Stage 4 - Outcome 8 explore and appreciate the ways

different cultural stories, icons, Aboriginal images and significant Australians are depicted in texts

Stage 4 - Outcome 3 understand how modality is achieved

The Rabbits, J Marsden Ask students to elect 15 interesting

adjectives that they have encountered in this unit to be part of their next spelling list.

Take 5 of them and use them in:a. a simple sentenceb. a complex sentencec. a compound sentence d. a rhetorical questione. direct speech



Content Teaching, learning and assessment Resources through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536)




Stage 4 - Outcome 1 explore and appreciate the aesthetic

qualities in their own and other texts and the power of language to communicate information, ideas, feelings and viewpoints

recognise when information is presented objectively and subjectively by examining the language of opinion, including modality, bias, personal pronouns and other semantic cues





identify, discuss and reflect on the ideas and information in a range of texts

Stage 4 - Outcome 4 recognise and appreciate the ways a

wide range of texts communicate by using effective language choices

Journey into Asia Give students a map of Asia and ask

them to identify the following countries (China, Indonesia, Japan, Korea, Thailand and Vietnam). (Resource 6)

Use the online activity 'My Place Asia Australia' to explore what is important and special to young people from a variety of countries, including Australia. Note that each image includes a short statement by the artist and a response from another student about the artwork. <http://www.asiaeducation.edu.au/sites/myplace/gallery/gallery.htm>

You may also wish to access the Teachers’ Guide. <http://www.asiaeducation.edu.au/sites/myplace/teachers/introduction.htm>

Introduce the picture bookThe River which is set in urban, contemporary China as well as in rural, traditional China.

Ask students to look at the front cover to deduce in which culture or country the story might be set, the time period and what it might be about.

Read The River aloud to the class. Use your voice to emphasise the contrast between the parts of the story set in urban, contemporary China and those

Map of Asia www.asiaeducation.edu.au/sites/

myplace/gallery/gallery.htm The River by Libby Hathorn (picture

book) Picture book analysis questions Inanimate Alice

http://www.inanimatealice.com/



http://www.asiaeducation.edu.au/sites/myplace/gallery/gallery.htm

http://www.asiaeducation.edu.au/sites/myplace/gallery/gallery.htm


analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)

Stage 4 - Outcome 5 share, reflect on, clarify and evaluate

opinions and arguments about aspects of literary texts (ACELT1627)

critically consider the ways in which meaning is shaped by context, purpose, form, structure, style, content, language choices and their own personal perspective

Stage 4 - Outcome 6 explain the similarities and differences

in meaning and language between texts created for different purposes or audiences

investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548)

Stage 4 - Outcome 7 draw on experience to consider the

ways the 'real world' is represented in the imaginary worlds of texts, including imaginative literature, film, media and multimedia texts

set in rural, traditional China. Ask the students to identify where the two parts of the story are set?

Create questions specific to the text as the basis for class discussion, identifying shifts in perspective, the ways in which China is positioned, the ways that the text and imagery work together etc.

Students can now discuss and identify the combination of visual and language techniques to make meaning and explain their effect.

Explore episodes of Inanimate Alice to look at the ways in which mood, atmosphere and psychological state are created in this transmedia text. Explore the ways in which different cultures are created through visuals. http://www.inanimatealice.com/




Understand and apply knowledge of language forms and featuresStage 4 - Outcome 8


investigate texts about cultural experiences from different sources, eg texts from Asia and texts by Asian Australians, and explore different viewpoints

understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)

recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)

Stage 4 - Outcome 2 use prior knowledge and text

processing strategies to interpret a range of types of texts (ACELY1722)

Stage 4 - Outcome 6




compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724)




Stage 4 - Outcome 1 recognise that vocabulary choices

contribute to the specificity, abstraction and style of texts (ACELA1547)



Stage 4 - Outcome 4 experiment with particular language

features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768, ACELT1805)

experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students' own texts (ACELY1810)

create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632)

Stage 4 - Outcome 5 compose texts using alternative,

creative and imaginative ways of expressing ideas, recognising, valuing and celebrating originality and inventiveness

Students can now design their own picture books to both entertain an audience and teach them about another culture. There is a good guide to writing a picture story book at http://www.wikihow.com/Write-a-Children’s-Story.

It may be useful to review this website with students prior to commencing this activity.

Ensure that students specify an audience for their picture book, such as Australian children aged four to eight or seven to ten. Ideally, when completed, the books should be read to their intended audience, with students reporting back to the class on how successful their book was in engaging the audience and introducing them to another culture.

Some useful online tools may be: Top Storybook Creators for Kids

http://www.theiteachhub.com/best-storybook-creators-for-kids/

Cool Web 2.0 Tools for Digital Storytelling

http://www.engagingeducation.net/ wordpress/cool-web-2-0-tools-for-digital-storytelling/

http://www.wikihow.com/Write-a- Children’s-Story.

Picture book assessment task



http://www.wikihow.com/Write-a-Children%E2%80%99s-Story

http://www.wikihow.com/Write-a-Children%E2%80%99s-Story

http://www.engagingeducation.net/wordpress/cool-web-2-0-tools-for-digital-storytelling/





http://www.wikihow.com/Write-a-Children%2019s-Story

http://www.wikihow.com/Write-a-Children%2019s-Story


Stage 4 - Outcome 6 create literary texts that adapt

stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625)

use an increasingly wide range of strategies to present information, opinions and perspectives across a range of different types of texts

Stage 4 - Outcome 7 compare and contrast texts that

present alternative views of their own world


respond to and compose sustained texts in an increasingly wide range of forms that reflect their broadening world and their relationships within it

Stage 4 - Outcome 8 respond to and compose texts in a

range of different modes and media, recognising and appreciating cultural factors, including cultural background and perspectives

Stage 4 - Outcome 9

Cool Tools for School: Writing Tools http://

cooltoolsforschools.wikispaces.com/Writing+Tools

http://www.storyjumper.com/ http://bitstrips.com/create/comic/

Students may spend the week working on these in class and finishing them as homework.



http://www.storyjumper.com/


articulate and reflect on the pleasure and difficulties, successes and challenges experienced in their individual and collaborative learning




Stage 4 - Outcome 1 experiment with language forms and

features to compose texts for pleasure and enjoyment

apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)

identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)

respond to and compose imaginative, informative and persuasive texts for different audiences, purposes and contexts for understanding, interpretation, critical analysis, imaginative expression and pleasure

Stage 4 - Outcome 2 consider and apply a range of

strategies to improve their texts, including editing by rereading and peer editing, checking accuracy of paragraphing, grammar, spelling and punctuation, and considering relevance for purpose, audience and context

edit for meaning by removing

Journey into Asia through poetry Students will spend the next two weeks

focusing on poetry. They will learn the structure and layout

of the following poetic formats: Acrostic, Emotion, Cinquain, Haiku, Diamante, Quatrain, Shape or Concrete, Sonnet, Limerick and ABC poems.

The students will also be able to understand and deconstruct poems using the basic poetic techniques such as simile, personification, metaphor, onomatopoeia, alliteration, assonance, rhyming, symbolism, repetition and juxtaposition.

By the end of this section of the unit students will be able to recognise and deconstruct poems from both Western and Asian cultures.

Talk to students about the purpose of poetry

Identify, provide examples and get students to create the following poetic devices: simile, personification, metaphor, onomatopoeia, alliteration, assonance, rhyming, symbolism, repetition and juxtaposition.

Go through each type of poem providing the structure and layout and provide examples that explore the individual

Resource 10: Poetry PowerPoint (Teacher)




repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)

Stage 4 - Outcome 5 compose texts using alternative,

creative and imaginative ways of expressing ideas, recognising, valuing and celebrating originality and inventiveness

discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803)

Stage 4 - Outcome 8 consider the ways culture and

personal experience position readers and viewers and influence responses to and composition of texts



understand and explain how combinations of words and images in

construction of each text type.




texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)

explore and appreciate the ways different cultural stories, icons, Aboriginal images and significant Australians are depicted in texts

Stage 4 - Outcome 9 articulate and reflect on the pleasure

and difficulties, successes and challenges experienced in their individual and collaborative learning

Stage 4 - Outcome 1 understand, interpret and discuss how

language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623)




Stage 4 - Outcome 1 use increasingly sophisticated verbal,

aural, visual and/or written techniques, eg imagery, figures of speech, selective choice of vocabulary, rhythm, sound effects, colour and design, to compose imaginative texts for pleasure

identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)

Stage 4 - Outcome 5 explore the ways individual

interpretations of texts are influenced by students' own knowledge, values and cultural assumptions

Stage 4 - Outcome 8Understand and apply knowledge of language forms and features

understand how conventions of speech adopted by communities influence the identities of people in those communities (ACELA1529, ACELA1541)

respond to and compose texts in a range of different modes and media, recognising and appreciating cultural factors, including cultural background

Students will now be exposed to poetry from Asian writers.

In this section students will respond to and compose texts in a range of different modes and media, recognising and appreciating cultural factors, including cultural background and perspectives.

Introduce poetry from Asia, about Asia and related to Asia.

Work through pages the workbook, either guiding the students or letting them go ahead and do it themselves. (Student direction)

Read through all the answers to ensure all students have the correct answers

Discuss the parts of Asia that the poems came from and how this may be a factor in the way it is written.

Discuss the impact of poetry on the countries of origin.

Introduce the poetry assessment task for this unit. Ask students select a country in Asia and to write poetry using forms from that culture.

Asian Poetry Work Book Poetry Assessment Task




and perspectives recognise and explain differing

viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)

Stage 4 - Outcome 9 understand the demands of a task and

the outcomes and criteria for planned assessment




Stage 4 - Outcome 1 recognise, reflect on, interpret and

explain the connections between their own experiences and the world in texts

consider and analyse the ways their own experience affects their responses to texts

understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623)





describe and analyse the purpose, audience and context of texts

Stage 4 - Outcome 4

Journey into other worlds through film View the film extracts to experience

different cultures and worlds, and complete the "Journey into other worlds through film" analysis in the activity sheets.

There are some useful questions in the Think Literacy: Cross-Curricular Approaches, Grades 7—12 guide; see the page titled ‘Questions for exploring the key concepts’.Films

Bend It Like Beckham (14:51 minutes) Spirited Away (10:00 minutes) The Cup (2 minute trailer) or watch DVD

(Resource 15) Birthday Boy (8 minutes) Note that there are several other films

that would be suitable for this age group if you wish to show a whole film. These include: I Wish (2011,Japan) Slumdog Millionaire (2008, India) Crouching Tiger, Hidden Dragon (2000,

China) Ada Apa Dengan Cinta? What’s Up

With Love? (2002, Indonesia)

Have film archive ready for viewing. Access to ICT. Bend It Like Beckham (14:51 minutes) <http://www.youtube.com/watch?v=o5_2NEAEdaQ> Spirited Away <http://www.youtube.com/watch?v=U6BtooCsmms > The Cup<http://www.bing.com/videos/search?q=+the+cup+tibet+movieyoutube&qpvt=+the+cup+tibet+movieyoutube&FORM=VDREThe > Birthday Boy

<http://www.youtube.com/watch?v=Of0_yun-tSQ>

Film Literacy Resources Think Literacy: Cross-Curricular

Approaches, Grades 7—12 guide<http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/thinklitmedia.pdf>

Media literacy questions for analyzing POV films http://www.pbs.org/pov/educators/media-literacy.php

‘How to write a movie review <http://www.ucls.uchicago.edu/students/proje



http://www.ucls.uchicago.edu/students/projects/1996-97/MovieMetropolis/howto.html

http://www.pbs.org/pov/educators/media-literacy.php

http://www.pbs.org/pov/educators/media-literacy.php

http://www.bing.com/videos/search?q=+the+cup+tibet+movieyoutube&qpvt=+the+cup+tibet+movieyoutube&FORM=VDRE

http://www.bing.com/videos/search?q=+the+cup+tibet+movieyoutube&qpvt=+the+cup+tibet+movieyoutube&FORM=VDREThe%E2%80%8B%E2%80%8B



http://www.youtube.com/watch?v=U6BtooCsmms

http://www.youtube.com/watch?v=U6BtooCsmms

http://www.youtube.com/watch?v=o5_2NEAEdaQ

http://www.youtube.com/watch?v=o5_2NEAEdaQ


explore and analyse the ways purpose, audience and context affect a composer's choices of content, language forms and features and structures of texts to creatively shape meaning

Stage 4 - Outcome 5 critically consider the ways in which

meaning is shaped by context, purpose, form, structure, style, content, language choices and their own personal perspective

critically analyse the ways experience, knowledge, values and perspectives can be represented through characters, situations and concerns in texts and how these affect responses to texts

Stage 4 - Outcome 6 identify and explain the links between

the ideas, information, perspectives and points of view presented in a range of different texts

identify, compare and describe the connection between texts with similar subject matter, such as a book and its film adaptation

use an increasingly wide range of strategies to present information,

Mao’s Last Dancer (2009, China)Activities Ask students to pair research of an

aspect of a culture presented in one of the film excerpts. (300 word oral/written report)

Have students write a review of one of the films. See ‘How to write a movie review: Our Template for some ideas from University of Chicago Laboratory School about writing a review.

Compose a narrative or journal entry inspired by one the cultures visited in the picture books or film extracts.

Ask students to write a final reflection statement stating what they have learned about other worlds and their cultures, and their own world.

Now submit your writing portfolios or multi media presentations. Please check the assessment list to ensure you have included all the required texts.

cts/1996-97/MovieMetropolis/howto.html>






opinions and perspectives across a range of different types of texts

Stage 4 - Outcome 7 draw on experience to consider the

ways the 'real world' is represented in the imaginary worlds of texts, including imaginative literature, film, media and multimedia texts

explain and justify personal empathy, sympathy and antipathy towards characters, situations and concerns depicted in texts


analyse and understand the ways techniques of representation in multimodal texts are used to present alternative views of the world, people, places and events

Stage 4 - Outcome 8 explore the ways that ideas and

viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1619, ACELT1626)

identify and explain cultural expressions in texts, including those about gender, ethnicity, religion,




youth, age, sexuality, disability and social class


understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)

recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)

Stage 4 - Outcome 9 develop and use vocabulary for

describing, analysing and reflecting on their learning experiences

reflect on and assess their own and others' learning against specific criteria, using reflection strategies, eg learning logs, blogs and discussions with teachers and peers



Assessment overview Evaluation

1) Portfolia; Assessment is progressive throughout the unit as students

work through a series of tasks in developing a Writing portfolio (Recount, public speaking, poems, advertisement, picture book, oral report, narrative or journal entry). For final assessment all elements are needed.

Specific assessment tasks will be introduced throughout the unit and can be viewed in the assessment section of this program.

2) Poetry assignment:EnglishStage 4: PoetryYear 7 Assessment Task In this assignment you will be required to write 4 poems of

different forms using a picture of an Asian country of your choice.

You may select either of the following; Acrostic, Emotion, Cinquain, Haiku, Diamante, Quatrain, Shape or Concrete, Sonnet, Limerick and ABC poems

You will need to have: two (2) similes, one (1) metaphor and one (1) personification

Task Description1. Choose one country from Asia. You will need to take notes about your country. You will take notes on the culture, the people and traditions found in your country. You will also take notes on



what interesting facts and/or points of interest in your country.2. Write a poem for each concept (culture, people, traditions and interesting facts) that is based on the information you have found. You may use any format for your poems but each poem has to be a different type. You must have a title to hook the reader and use colour for your titles. You will have a total of at least 4 poems, but may write more poems about your country.3. Possible extension to assignment. You are to create a free verse poem on a subject of their own choice and include at least 5 specific language techniques. It must comprise of four stanzas which may or may not rhyme. The poem must be annotated identifying 5 techniques and accompanied by a brief written analysis explaining the effect of each technique on the meaning of the poem.



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