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Unit Planner: Australian Curriculum English

Subject: Teacher: Class / year level:English Meagan McDonnell Nine

Topic / focus Big Idea / Guiding Question(s) Culminating Performance/ AssessmentThematic Poetry Study Does the journey matter more than the destination?

Can we ever own more than our experiences and connections with other people? How do poets respond to these ideas?

Poetry Anthology/performance

Brief overview Elements of Achievement Standard AddressedStudents will engage in a study of poetry which shares the theme of ‘human experience’. The English Strands of language, literature and literacy are all addressed to varying degrees and support learning in English.

The unit begins with an emphasis on student’s experience of poetry. In the early stages of the unit, students will be challenged by the life experiences of others and the potential for communicating their life through poetry. Through the analysis of indigenous poetry, students will consider issues of relationship, intercultural understanding and ethical dilemmas

Students will then consolidate their emerging understandings through designing a podcast in response to the guiding question and supporting questions addressing issues of difference, identity and culture. Here the study of language will be developed through consideration of technique and poetic form. They will conduct their design in the role of an expert and will be encouraged to use the language of the field.

As students move to their culminating stages through identifying innovative uses of form and idea and by creating their own innovations.

Part of the poetry study will engage with the Cross Curriculum Priority of Aboriginal and Torres Strait Islander Histories and Cultures. This will be done through studying a range of Indigenous poets and poems, and through exploration of the range of Indigenous experiences expressed within.

Receptive modes (listening, reading and viewing) They analyse and explain how images, vocabulary choices and language

features distinguish the work of individual authors. They evaluate and integrate ideas and information from texts to form their

own interpretations. They select evidence from the text to analyse and explain how language

choices and conventions are used to influence an audience.

Productive modes (speaking, writing and creating) Students understand how to use a variety of language features to create

different levels of meaning. In creating texts, students demonstrate how manipulating language features

and images can create innovative texts. Students create texts that respond to issues, interpreting and integrating ideas

from other texts. They make presentations and contribute actively to class and group

discussions, comparing and evaluating responses to ideas and issues.

Text resources:Potential Poems – To be revised

We are Going Oodgerdoo Noonnuccal Barn Owl Gwen HarwoodHomecoming – Bruce DaweThe Old Bark School – Henry Lawson

My Country – Dorothea MackellerLife Begins – Rhyl Mc Master

Indigenous Poets Oodgerdoo Noonnuccal David Unaipon Noel Pearson

http://www.australiancurriculum.edu.au/Glossary?a=E&t=texts


http://www.australiancurriculum.edu.au/Glossary?a=E&t=create



http://www.australiancurriculum.edu.au/Glossary?a=E&t=language+features


http://www.australiancurriculum.edu.au/Glossary?a=E&t=creating




http://www.australiancurriculum.edu.au/Glossary?a=E&t=modes


Subject: Teacher: Class / year level:English Meagan McDonnell Nine

General CapabilitiesStudents will engage in all of the General Capabilities throughout the course but a particular focus will be given to: ICT, Literacy, Critical and Creative Thinking and Personal and Social Capability

Key supporting questions Capabilities addressed

How can the use of ICT capture the way poetry represent s the meaning and intensity of feeling through sound and image?

The capability of ICT will be developed through the research stages of the course and in the assessment task where students develop their own You Tube film clip.

How do poets use language to share their personal experiences with others?

The capability of Literacy will be developed through the exploration of the language as it is used by poets to communicate confidently and purposefully and in the development of students own communication skills.

What surprising connections do poets make to convey their perspectives?

Critical and Creative Thinking will be developed through the student’s exploration of how poets bring these capabilities to bear in their work. They will consider how poets creatively innovate and critically use insights about human experience. Students will be challenged to use similar skills.

What kinds of tensions do poets represent between people and also within themselves?

Personal and Social Capability will be developed through students consideration of how poets deal with personal relationships and identity and, then, how they work with each other to generate ideas and opinions, and in particular through their production of a personal anthology of poems expressing their own personal experience.

Cross Curriculum Priorities: key

Key supporting questions Priorities addressedWhat experiences of ownership and loss are represented in the poems of indigenous poets? What kinds of suggestions do poets make about how a sense of identity and community might be sustained or changed over time?

Aboriginal and Torres Strait Islander Histories and Cultures Sustainability

Strands and Sub Strands Addressed and key supporting questions Child Protection LinksLanguage

Language for Interaction (LI2), Text Structure and Organisation (TSO1) and Expressing and Developing Ideas (EDI4). The Strands of Language will be addressed through the analysis of a range of poems for structure, language and theme in both the analysis and application stage.

Key Supporting QuestionsHow does poetic language intensify human experience?

LiteratureResponding to Literature ( RL 2 & 3), Examining Literature and Creating Literature (ELC2). The strand of Literature will be addressed through the study of a range of literary texts including poems by Australian authors.

Key Supporting QuestionsIn what ways does poetry enable a diverse set of writers , readers and listeners of poetry to share human experience?

LiteracyInteracting with Others (IO3), Interpreting, Evaluating Analysing (IEA1,2) and Creating Texts (CT1,2,3). The strand of Literacy will be addressed through the analysis of how texts are created with purpose, and consolidated through the student’s use of this understanding to create texts.

Key Supporting QuestionsWhat forms of truth telling do poets engage in?

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Links to A.C. Dimensions: Capabilities, CCP, Strands Child Protection

Key Questions:CapabilitiesPriorities Strands

ActivitiesEngaging students in researching, designing, negotiation, communicating, transforming, performing,

reflecting.

Evidence of Learning

Preliminary ActivitiesCapabilities: Literacy, Ethical Behaviour and Intercultural Understanding

CCP: Indigenous History and Culture

Strands: Lan (ED 1, 4)Lit (RL 2, 3)Lty (IO 3)

What is our community of knowledge about poetry?

What kinds of language do poets use to share significant human experiences?

In what ways can this use of language be powerful?

Is there a just way to colonise someone else’s land ?

In time what is lost when sacred spaces are destroyed?

How can poems share a history of Indigenous

Researching what students know

Frontloading What do students already know (basic poetry analysis) Share experiences with poetry. Community expertise (guest speaker) Discussion: what cultural significance does Poetry hold in Australia today? What do I want to achieve from my study of poetry? Set goals linked to final reflection task.

Communicating in multiple waysInitial Analysis: Explore how ethical and moral views are explored in a range of poems (particularly in Indigenous poems.)

Read the Poem ‘We are Going’ by Oodgeroo Noonuccal to the class. Allow the students to ‘sit with the poem’ give them time to think.

Discuss with the class and in groups the following questions:

What did you first notice about the poem? How did it make you feel? What is most striking about the poem? Do you like the poem? What is the main idea explored? How are the title, theme and concluding line connected? Can you identify any poetic techniques from last year? Explain why they are ‘silent and subdued’ How are white men represented? Why? What is a bora ring and why is it central to this poem? Why is a poem such as this one so important for sharing a history of Indigenous culture in

Australia?

They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues.

They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors.

They evaluate and integrate ideas and information from texts to form their own

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reflecting.


culture?

How can poems share a history of immigrant culture in Australia?

What power does this poem have to send a message?

Reflection - JournalPersonal response to the group questions

interpretations.

Task 2 : Journal reflections and analysis

Consolidating ActivitiesCapabilitiesIntercultural UnderstandingsEthical behaviourICT

Strands Lan (LI 2)Lit (EL 2)Lty (IO 3, ET 1,3)

To what extent do poems share similar language techniques?

Are there patterns of language use in poems?

How is language used in a poem to create rhythm?

How can we focus our online research of and poetic techniques to allow for effective location of information?

In what ways can we use ICT to

Designing: students and teacher negotiate and collaborate to design learning activities, assessment activities and classroom operation.

What do we know?What do we want to know?How do we want to find out?How do we want to present our understanding?

I am a poetry expert: allocate, or allow students to choose one of the following Language or Literature techniques. Explain to them that the purpose of this course is that students have a good understanding of these techniques by the end of the unit. Have students in pairs design and develop a short podcast or YouTube clip, explaining their technique to the class in an engaging way. Examples:

English Shorts Example- Simile, Metaphor, Personification http://www.youtube.com/watch?v=oF9_fsUkxuk&feature=relatedSimiles and Metaphors http://www.youtube.com/watch?v=jHBWZDVMVqA&feature=related

Language (metalanguage) allusion, evocative vocabulary metaphor punctuation abstract nouns

Task 1: you tube clip

They evaluate and integrate ideas and information from texts to form their own interpretations.

They select evidence from the text to analyse and explain how language choices and conventions are used to influence an audience.

Students understand how to use a variety of language

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http://www.youtube.com/watch?v=jHBWZDVMVqA&feature=related

http://www.youtube.com/watch?v=oF9_fsUkxuk&feature=related






reflecting.


CapabilitiesLiteracyCritical and Creative Thinking

Strands Lan (TSO 1)Lit (RL2)Lty (IEA 1)

present poetry and poetic techniques in a way that is engaging to a modern audience?

Discuss how one of the poems you have studied, explores the theme of the human experience.

Literature extended metaphor metonymy allegory symbolism parody allusion appropriation

TECHNIQUE: give the students examples of poems that include the above features, have them identify them, explain them and then comment on their effectiveness as experts. Link the idea of technique and audience by identifying the effects of the techniques on the people who read them.

FORM: Photocopy a range of poems. Distribute them in groups in the class and ask students to organise the poems into groups based on similar structures. They might for example put them into piles of poems with similar lengths, or sentence length or shapes. They might be able to remember types of poems from previous study such as haiku or sonnet. Discuss the piles that they have created. Now give them a list of criteria for the following types of poems and ask the students to sort the poems once again into groups based on the form definitions.

Transforming and performing understanding Analyse many different poems which explore the idea of the human experience. This task will allow you to express the extent of your understanding of poetic techniques and what power language has to express ideas.

Process: Select poem (s) to study Use the poetry analysis guide to analyse poem (s) Plan, write and edit an essay analysing how one or more of themes poems has been successful in

features to create different levels of meaning.

In creating texts, students demonstrate how manipulating language features and images can create innovative texts.

Students create texts that respond to issues, interpreting and integrating ideas from other texts.

Task 2 : Journal reflections and analysis

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reflecting.


Discuss the similarities and differences in the ways that two poems you have studied explore the theme of the human experience.

sharing their theme. Carefully draft, proof read and edit.

Culminating ActivitiesCapabilites Critical ThinkingPersonal Development

Strands Lan (EDI 4)Lit (CL 2)Lty (CT 1,2)

What power do you have to use language to create an imaginative poem about your human experience?

How can students identify and express their own opinions, beliefs and responses through poetry?

Researching and Communicating in Multiple WaysExcursion: Students need to have a human experience to be able to write about it. Take them on an excursion to the beach, or the central markets, or to a forest, or to an event. Have them write their poetry based on their human experience.

Reflection activity

Give students time to jot down in a journal everything that they feel, sensory observations, events and actions. This can be brought back to school to inspire their own poetry writing.

Reflecting and Communicating in multiple waysIf possible, find a poem written by someone about that very place, or a similar place. Read it to the students in that context. Discuss with them how the poem connects to the place and to the author’s experience of that place.

Activity 1.1: Recording observations during your cultural experience

1. Sensory observations – journal 2. Sharing your observations. How does sharing this experience broaden your mind to the things around

you?3. What could be symbols around you?

Task 3: Text Production: poem 3-5 piecesOriginal pieceIn the style of a poem studied

Students understand how to use a variety of language features to create different levels of meaning.

In creating texts, students demonstrate how manipulating language features and images can

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reflecting.


4. Discuss what you noticed, what does it say about you? Why is it important to you? What do these observations say about your cultural background?

Recording Sensory observations

Going further: how can you extend yourself?Extended metaphor

create innovative texts.

Students create texts that respond to issues, interpreting and integrating ideas from other texts.

They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues.

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Sights

Sounds

Smells

Tastes

Feelings










reflecting.


Transforming:Develop a poem based on your human experience. As a class develop a task that will fulfil the requirements of the course as the students understand it and as you the teacher understand it. Create checklists of essential elements for poetry.

Performing: students perform their learning and act upon their worlds in high stakes situations for a variety of school and community audiences.Final products should be shared.

Create a poetry anthology with a copy for every student. Have other classes write reviews on it,Have a show and tell day to share their poetryHave a poetry reading night.Create a poetry wiki or website so that parents and friends can access it and share their poetry.

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Australian Curriculum Year 9 English

Task 1

“I am a poetry expert”

General Capabilities Focus / Guiding Questions

Through this activity you will explore the General Capabilities by exploring the following questions:

1. How can we focus our online research of and poetic techniques to allow for effective location of information? (ICT)

2. In what ways can we use ICT to present poetry and poetic techniques in a way that is engaging to a modern audience? (ICT)

Cross Curriculum Priorities Focus / Guiding Questions

Investigation and presentation poses questions about identity, culture and sustainable relationships

Knowledge and Skills Focus

Language: LI2) Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor (ACELA1552)

Literature (EL2) Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes (ACELA1552)

Literacy (IO 3) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)

Creating Texts (CT 1and 3) Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)

Use arrange of software including word processing programs flexibly and imaginatively to publish texts (ACELY1748)


Purpose: Through this study you will explore how poets can use language to share their personal experiences with others. By researching a specific technique you will be able to confidently identify and replicate language features used for expressing and developing your ideas. Furthermore, by teaching and learning from your peers you are sharing your collective knowledge; remembering that you retain 70% of what you learn from your peers.

Process:1. Your task is to choose a Language or Literature technique from the list below.2. Research the technique in depth until you have an expert understanding of its use.3. Look at examples of the text type.4. Design your own examples of this technique to teach your peers with.5. Negotiate a way to creatively explain the use of this technique to your peers eg.

YouTube clip, podcast, interactive website, mini documentary.

Activity 1.1 Look at some examples of You Tube or Teacher Tube Clips which explore poetic devices. 1. How do they teach the technique?2. Who is the target audience? How does this determine the form of the text?3. How is language choice determined by the expectations and the needs of the audience?4. How does the author ensure maximum levels of understanding for the audience?

Activity 1.2 Planning to interact:

1. What message are you trying to give?2. What mode will you use to communicate this clearly to other people?3. Where are how will you research this process?4. What are you likely to learn from each resource?5. How will you teach the process? 6. What do you need to teach the process?7. What communication modes will you use?8. What multimodal aspects will I incorporate into my presentation?9. Am I challenging other ways of doing this? What resistance might this pose from my audience?10. How will I know that people understand my process?11. Will my end product engage all the senses? Sound, gesture, movement, pictures, practical

activities, role play, spoken language?

Going further: How can you extend yourself?

Audience:

Your peers; we will brainstorm in class what you need to know about your audience to effectively teach them.

Task Particulars:Who: PairsTime: 3-6 minutesType: negotiatedDue Date:

Examples:Simile, Metaphor, Personificationhttp://www.youtube.com/watch?v=oF9_fsUkxuk&feature=relatedSimiles and Metaphorshttp://www.youtube.com/watch?v=jHBWZDVMVqA&feature=related

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Teacher: Student: Class:

Task: “I am a poetry expert”

Elements of Achievement Standard Assessed:Level of achievementA B C D E

Receptive Modes

Critically, well reasoned analysis and sophisticated, well supported explanation of how images, vocabulary choices and language features distinguish the work of individual authors.

Discerning selection of evidence from the text to critically analyse and explain by appraising how language choices and conventions are used to influence an audience.

Productive modes

They make coherent presentationsand contribute actively to class and group discussions, critically comparing and evaluating responses to complex ideas and issues.

They edit for effect, intentionally and with control selecting vocabulary and grammar with minor errors that contribute to precise and persuasive texts and using accurate spelling and punctuation.Students understand how to use a wide variety of precisely selected language features to create different levels of meaning.

In creating texts, studentsdemonstrate with purpose, control and accuracy how manipulating language features and images can create innovative texts

Overall comment

Overall achievement

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Task 2

“The power to share the human experience”

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1. To what extent do poems share similar language techniques? (literacy)

2. What power has language had in poetry to share the human experience? (Critical and Creative thinking)


Analysis poses questions about identity, culture and sustainable relationships


Language: (TSO1)Understand that authors innovate with text structures and language for specificpurposes and effects (ACELA1553)

Literature: (RL2Present an argument about a literary text based on initial impressions and subsequentanalysis of the whole text (ACELT1771))

Literacy:(IEA1)Interpret, analyse and evaluate how different perspectives of issue, event, situation,individuals or groups are constructed to serve specific purposes in texts (ACELY1742)


Purpose: We have analysed many different poems which explore the idea of the human experience. This task will allow you to express the extent of your understanding of poetic techniques and what power language has to express ideas.

Process: Select poem (s) to study Use the poetry analysis guide to analyse poem (s) Plan, write and edit an essay analysing how one or more of themes poems

has been successful in sharing their theme. Carefully draft, proof read and edit.

Essay Response Questions:

Option 1: Single poem response

Discuss how one of the poems you have studied, explores the theme of the human experience.

Option 2: Comparative response

Discuss the similarities and differences in the ways that two poems you have studied explore the theme of the human experience.

Task Particulars:

Who: IndividualLength: 800 WordsType: EssayDue Date

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Task: “The power to share the human experience”


Receptive Modes



Critical evaluation and perceptive use of hypotheses to integrate complex ideas and information from texts to form interpretations.

Listens and critically evaluates ways texts position an audience.

Productive modes

In creating texts, students demonstrate with purpose, control and accuracy how manipulating language features and images can create innovative texts

They edit for effect, intentionally and with control selecting vocabulary and grammar with minor errors that contribute to precise and persuasive texts and using accurate spelling and punctuation.

Overall comment

Overall achievement

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Task 3

“I have the power to share my human experience”

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1. What power do you have to use language to create an imaginative poem about your human experience? (Critical Thinking)2. How can you identify and express your own opinions, beliefs and responses through poetry? (Personal Development)


Creative responses pose questions about identity, culture and sustainable relationships


Language: (EDI4)Identify how vocabulary choices contribute to specificity, abstraction and stylisticeffectiveness (ACELA1561)

Literature: (CL2)Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and pun and the use of hyperlink (ACELT1638)

Literacy: (CT 1,2)Create imaginative, informative and persuasive texts that present a point of viewand advance or illustrate arguments, including texts that integrate visual, printand/or audio features (ACELY1746)

Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (ACELY1747)


Purpose: Through our study of poetry you have had many opportunities to discover the ways that the human experience can be expressed. Now you are invited to use this understanding to create your own poetry. You will need to keep in mind how the experience of the author (you) can be understood by its reader through the way that you create the text.

Which Poetic devices should you use?Creating a meaningful text for your audience will require you to think carefully about the way that you use language to express yourself. You are encouraged to create your own poem using devices that we have explored so far, these might include: metaphor, extended metaphor, symbolism………

But what should I write about?This is one of the most difficult things to decide on before you begin writing, so we have decided to provide you with one or more experiences that you could use to influence your poem.

Activity 1.1: Recording observations during your cultural experience Sensory observations – journal Sharing your observations. How does sharing this experience broaden your mind to the

things around you? What could be symbols around you? Discuss what you noticed, what does it say about you? Why is it important to you? What do

these observations say about your cultural background?

Going further: how can you extend yourself?Extended metaphor

Culminating performance: Negotiated:

a. A class anthology, created by class members who will take on the role of editor, publisher etc.b. A poetry reading performance evening, co-ordinated by members of the class.c. Negotiated option.

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Task: “Creating and sharing personal reflections through poetry”


Receptive Modes

Productive modes

In creating texts, students demonstrate with purpose, control and accuracy how manipulating language features and images can create innovative texts

Students create cogent and inventive texts that respond to complex issues, perceptively interpreting and creatively integrating ideas from other texts with clarity.

They make coherent presentations and contribute actively to class and group discussions, critically comparing and evaluating responses to complex ideas and issues.

Overall comment

Overall achievement

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A B C D E

Knowing and analysing

Perceptively analyzes and deconstructs a variety of ways that text structures can be manipulated for effect.


Observant analyses, comparing and contrasting ways that a variety of text structures can be manipulated for effect.

Well reasoned analysis and logical explanation with supporting evidence of how images, vocabulary choices and language features distinguish the work of individual authors.

Coherent analysis that differentiates some ways that text structures can be manipulated for effect.

Plausibly reasoned analysis and opinion with some evidence to explain how images, vocabulary choices and language features distinguish the work of individual authors.

Assisted analysis identifies a range of text structures which explain how they can be manipulated for effects

Analysis asserts opinions with little evidence to explainhow images, vocabulary choices and language features distinguish the work of individual authors.

Highly assisted analysis which recognizes the relationship between a limited number of text structures and how they can be manipulated for effect

Un reasoned analyse and no use of evidence to explainhow images, vocabulary choices and language features distinguish the work of individual authors.

Synthesizing and critically framing

Critical evaluation and perceptive use of hypotheses to integrate complex ideas and information from texts to form interpretations.


Listens and critically evaluates ways texts position an audience.

Well Justified evaluation using focused questions to integrate challenging ideas and information from texts to form their own interpretations.

Select well considered evidence from the text to critically analyse and explain by differentiating how language choices and conventions are used to influence an audience.

Listen, categorizes and describes ways texts position an audience.

Clear evaluation using set questions to accurately integrate some ideas and information from texts to form their own interpretations.

They select appropriate evidence from the text to thoughtfully analyse and explain by comparing and contrasting how language choices and conventions are used to influence an audience.

Listens and identifies some waystexts position an audience.

They evaluate and integrate a narrow range of ideas and information from texts to form assisted interpretations.

They select a limited range of evidence from thetext to analyse and explain how language choices and conventions are used to influence an audience.

Listens and is able to rcognise some ways texts position an audience.

They attempt to evaluate and integrate ideas and information from texts to form highly assisted interpretations.

Highly assisted in selecting evidence from thetext to explain without inference or analysis how language choices and conventions are used to influence an audience.

They listen for can locate waystexts position an audience.


A B C D E

Applying knowledge and understanding

Students understand how to use a wide variety of precisely selected language features to create different levels of meaning.

They understand how interpretations can vary by comparing their independently composed and critically framed responses to texts to the responses of others.

In creating texts, studentsdemonstrate with purpose, control and accuracy how manipulating language features and images can create innovative texts

Students understand how to use a wide variety of appropriately selected language features to create different levels of meaning.

They understand howinterpretations can vary by comparing their independently crafted and well considered responses to texts to the responses of others.

In creating texts, studentsdemonstrate with purpose, careful selection and accuracy how manipulating language features and images can create innovative texts.

Students understand how to use a variety of adequately selected language features to create different levels of meaning.

They understand howinterpretations can vary by comparing their thoughtful and clear responses to texts to the responses of others.

In creating texts, studentsdemonstrate with purpose but in predictable ways how manipulating language features and images can create innovative texts.

Students understand how to use a limited number of language features to create different levels of meaning.

They understand to a limited extent howinterpretations can vary by comparing their assisted responses to texts to the responses of others.

In creating texts, studentsdemonstrate with limited understanding and a narrow range of examples how manipulating language features and images can create innovative texts.

Students understand how to use a restricted number of language features to create different levels of meaning.

Limited recognition in understand of how interpretations can vary comparing their responses to texts to the responses of others.

In creating texts, studentsdemonstrate with limited and inappropriate examples how manipulating language features and images can create innovative texts.

Communicating and creating

Students create cogent and inventive texts that respond to complex issues, perceptively interpreting and creatively integrating ideas from other texts with clarity.

They make coherent presentationsand contribute actively to class and group discussions, critically comparing and evaluating responses to complex ideas and issues.

They edit for effect, intentionally and with control selecting vocabulary and grammar with minor errors that contribute to precise and persuasive texts and using accurate spelling and punctuation.

Students create engaging texts that respond to complex issues, thoughtfully interpreting and convincingly integrating ideas from other texts with clarity.

They make well-considered presentations and contribute actively to class and group discussions, carefully comparing and evaluating responses to complex ideas and issues.

They edit for effect, consciously selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using mostly accurate spelling and punctuation.

Students create organised texts that respond to issues ,appropriately interpreting and integrating ideas from other texts with some clarity.

They make clear presentations with some inconsistency and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues with relevant examples but some errors.

They edit for effect,knowingly but select vocabulary and grammar that struggles to contribute to the precision and persuasiveness of texts and using few accurate spelling and punctuation.

Students create disorganised texts that respond to limited understanding of issues, interpreting and integrating ideas from other texts with ambiguities or a lack of coherence

They make vague or disorganised presentations with some deatailand intermittently contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues with limited understanding

They edit for limited effect, selecting with some restrictions in range vocabulary and grammar that struggles to contribute to the precision and persuasiveness of texts and using some accurate spelling and punctuation.

Students create texts that respond to issues, interpreting and integrating ideas from other texts without clarity.

They make ambiguous or imitative presentations with minimal detail and may seldom contribute actively to class and group discussions, struggling to compare and evaluate responses to ideas and issues with restricted understanding.

They edit for limited effect, selecting inaccurate or inappropriate vocabulary and grammar that struggles to contribute to the precision and persuasiveness of texts and using very little accurate spelling and punctuation.

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Appendix

Conceptual development tool

Capabilities

Key fertile / critical questions:

students investigation of text in relation to

the capabilities

Learning Events: students use of

capabilitiesContent Descriptors Referenced

Literacy

To what extent do poems share similar language techniques?

Are there patterns of language use in poems?

Researching

Context: Why have people traditionally used Poetry as a form of expression?

Investigate the way that language is used by different sets of people in the palace: think about vocabulary, intonation, intention. Contrast this with different sets of people that you can recognise today.

Designing: Planning Negotiating

Analysing and interpreting a range of poems.

Communicating Instructing Teaching

LanguageLanguage for interactionInvestigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor

Text Structure and OrganisationUnderstand that authors innovate with text structures and language for specific purposes and effects

Expressing and developing ideasIdentify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness

NumeracyHow is language used in a poem to create rhythm?

ICT) competence

How can we focus our online research of and poetic techniques to allow for effective location of information?

In what ways can we use ICT to present poetry and poetic techniques in a way that is engaging to a modern audience?

LiteratureResponding to literaturePresent an argument about a literary text based on initial impressions and subsequent analysis of the whole text

Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context

Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts

Examining literatureInvestigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes

Analyse text structures and language features of literary texts, and make relevant comparisons with other texts

Critical and Creative Thinking

What power has language had in poetry to share the human experience?

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Capabilities

Key fertile / critical questions:

students investigation of text in relation to

the capabilities

Learning Events: students use of

capabilitiesContent Descriptors Referenced

What power do you have to use language to create an imaginative poem about your human experience?

Comparative Analysis

Transforming Practising, Exploring, Investigating

Communicating understanding of poetry through essay form.

Performing: Testing Learning

Creating a poetry anthology

Reflecting:

Reflecting on our understanding of our own learning experience.

Evaluating

Creating literatureExperiment with the ways that language features, image and sound can be adapted in literary texts

LiteracyInteracting with othersPlan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes

Interpreting, evaluating, analysingInterpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts

Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension

Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts

Creating textsCreate imaginative, informative and persuasive texts that present a point of view and advance or illustratearguments, including texts that integrate visual, print and/or audio features

Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features

Use a range of software, including word processing programs, flexibly and imaginatively to publish texts

Ethical Behaviour

Explore how ethical and moral views are explored in a range of poems (particularly in Indigenous poems.)

Personal and Social

Competence

How can students identify and express their own opinions, beliefs and responses through poetry?

Intercultural Understandin

g

How can poems share a history of Indigenous culture?How can poems share a history of immigrant culture in Australia?

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Supplementary code for strands and sub-strands

Language LALiterature LILiteracy LY

Language LALanguage Variation and Change LVC 1Language for Interaction LI 1,2Text Structure and Organisation TSO 1,2,3Expressing and Developing Ideas ED 1,2,3,4,5

Literature LILiterature and context LC 1Responding to literature RL 1,2,3Examining literature EL 1,2,3Creating literature CL 1,2

Literacy LYTexts in context TC 1Interacting with Others IO 1,2,3Interpreting Analysing Evaluating IAE 1,2,3,4Creating Texts CT 1,2,3

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