The Poetry in Hearts and Minds

A Stage 5 poetry unit

2013

Subject: English Unit: Speaking Teacher:

Year: 9/10 Term: 3 Duration: 6 Weeks

Objectives:Poetry

Poetry is my feelings sneaking out,Showing others what’s inside,

Poetry is painting words,Letting my head talk.

Poetry makes me feel free.Nobody can take that away!

Lee-ah Williams (13)

Poetry takes our experiences and condenses our understanding of the world into a medium that is accessible. For many years, poets have contemplated their perspective of the world and waded through words and meanings to generate short, highly evocative pieces that can speak to the soul and own several interpretations. Through a study of poetry; spoken and written, students will develop an understanding of how people use language to challenge cultural values, purposes and assumptions including gender, ethnicity, religion, youth, sexuality, cultural diversity and social class. Visual representations are powerful forms of communication and it is a key component in helping students to unpack extended metaphors, symbolism, abstract concepts and their own interpretation of the texts.

The aim of the unit is to: Develop feelings of connectedness and gain inspiration from people’s experiences Make positive connections between themselves and the world around them Transform written texts into visual representations

Metalanguage:Poetry, poet, composer, responder, stanza, alliteration, symbolism, metaphor, cumulation, juxtaposition, personification, rhyme, simile, pun, subject matter, theme, mood, imagery, annotation, visual representation, colour, pattern, lines, texture, salient image, literal, imaginative, direction, placement, foreground, background, vectorsOutcomes:Outcome 2: A student uses and critically assesses a range of processes for responding and composing

Outcome 4: A student selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaningOutcome 10: A student questions, challenges and evaluates cultural assumptions in texts and their effects on meaningOutcome 11: A student uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectivenessResources:Oh Captain, My Captain – Walt Whitman - www.poetryhunters.comThe Raven – Edgar Allen Poe – www.poetryhunters.comPerfect Juxtaposition – Kezzi - http://kezzi-rose.deviantart.com/art/A-Perfect-Juxtaposition-99107983Hope is a Thing with Feathers – Emily Dickinson – www.poetryhunters.comBrown Brother – Joshua Isosefu - http://www.youtube.com/watch?v=L_yjjtg8nGQIf I should Have a daughter – Sarah Kay – www.TEDtalks.comSimiles and Metaphor song - http://www.youtube.com/watch?v=uoSBVNUO2LUUsing visual representation to explore poetry - http://www.readwritethink.org/resources/resource-print.html?id=780Artwork inspired by poetry - http://creativeeveryday.com/creativeeveryday/2009/04/color-inspired-by-poetry.htmlAnnotation Making Guide - http://www.readwritethink.org/files/resources/lesson_images/lesson1132/AnnotationGuide.pdf

Week 1 2 3 4 5 6 7 8 9 10

TERM 1Focus: Investigating Inequity in Australia through journalismTexts: SMH, www.theprotocity.com, selected textsOutcomes: 1, 2, 5, 7, 9Assessment: Photography essay Due T1 W9 22/03Cross Curriculum Content: ICT, Work, Civics and citizenship,Language Modes: Reading, writing, viewing, representing

TERM 2Focus: Graffiti: Art vs. VandalismTexts: Newspaper articles, blogs, discussion boardsOutcomes: 4, 7, 9Assessment: DiscussionCross Curriculum Content:Language Modes: Reading, writing, viewing

TERM 3Focus: Poetry of the landTexts: Selected texts from across the globeOutcomes: 2, 4, 5, 11Assessment: Visual representation of poetry Due T3 W7 20/08Cross Curriculum Content: Aboriginal and indigenous, Multicultural, LiteracyLanguage Modes: Reading, writing, speaking, listening, viewing, representing

Focus: The Australian Film IndustryTexts: The Sapphires/Pricilla, Queen of the Desert/Bran Nue DaeOutcomes: 2, 3, 4, 9, 10Assessment: Technique video essayCross Curriculum Content: Aboriginal and indigenous, Multicultural, Difference and DiversityLanguage Modes: Reading, writing, listening, viewing

TERM 4Focus: Shakespeare: Warrior KingsTexts: Extracts from Macbeth, Richard 3, Henry v, In Search of Shakespeare documentaryOutcomes: 1, 2, 5, 9Assessment: Character study, dramatic readingCross Curriculum Content: Literacy, ICTLanguage Modes: Reading, writing, speaking, listening, viewing, representing

Focus outcomes and content:

Outcome 2: A student uses and critically assesses a range of processes for responding and composing

Students learn to: Students learn about:2.1 produce sustained spoken and written texts in rehearsed, unrehearsed and impromptu situations

2.8 the ways that the processes of planning including investigating, interviewing, selecting, recording and organising ideas, images and information can and should be

modified according to specific purposes and texts2.2 vary their use of the processes of planning, drafting, rehearsing, editing and publishing to compose appropriately and effectively crafted and sustained texts in a range of modes and media

2.9 processes of representation including use of symbols, images, icons, stereotypes, connotations, inference, and particular visual and aural techniques including those camera, design and sound to create cohesive texts

2.4 combine processes of representation to create cohesive texts 2.11 ways of developing their strengths, addressing their weaknesses and consolidating and broadening their preferences as responders and composers of texts

2.5 assess the achievements of their own and other’s compositions and response according to specific guidelines of effectiveness for purpose, audience and context

2.13 their own processes of composition and how these processes influence the quality of their texts

2.6 evaluate their own and others’ text in terms of creativity, originality, beauty and insight2.7 identify and articulate their own processes of responding and composing

Outcome 4: A student selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning.

Students learn to: Students learn about:4.1 identify, describe and explain the purpose of texts in personal, historical, cultural, social, technological and workplace texts

4.8 the ways in which spoken, written and visual texts are shaped according to personal, historical, cultural, social, technological and workplace contexts

4.2 describe, explain and evaluate the composer’s choice of language forms and features and structures of texts in terms of purpose, audience and context

4.9 appropriate language forms and features and structures of texts to use in an increasingly wide range of contexts

4.3 use appropriate language forms and features and structures of texts in their own compositions and describe, explain and justify their choices in terms of purpose, audience and context

4.10 the metalanguage for describing, explaining and justifying the composer’s choices of language forms and features and structures of texts in terms of purpose, audience and context

4.1 identify purpose, audience and contexts of texts through consideration of the language forms and features, structures used in the text

4.11 the influence of purpose, audience and context on the use of particular language forms and features and structures of texts

Adapt and justify language use appropriate to spoken, written and visual texts 4.12 the significance of the relationship between purpose, audience and context4.13 codes and conventions, including emotive, evocative and impersonal language and signs, used to signal tone, mood and atmosphere in spoken, written and visual texts

Outcome 10: A student questions, challenges and evaluates cultural assumptions in texts and their effects on meaning.

Students learn to: Students learn about:

10.1 identify cultural elements expressed in the language, structure and content of texts drawn from popular culture, youth cultures, cultural heritages and the workplace.

10.7 the language used to express contemporary cultural issues

10.2 identify, explain and challenge cultural values, purposes and assumptions including gender, ethnicity, religion, youth, age, disability, sexuality, cultural diversity, social class and work in texts

10.8 the effects of personal, social, historical and technological perspectives on language and communication

10.3 interpret texts from a range of perspectives and justify the interpretations 10.9 the ways in which particular texts relate to their cultural experiences and the culture of others

10.4 engage with details of texts to respond and compose from a range of social and critical perspectives

10.11 the beliefs and value systems underpinning texts from different cultures

10.5 compose texts that reflect cultural attitudes other than their own 10.12 how texts sustain or challenge established cultural attitudes

Outcome 11: A student uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness.

Students learn to: Students learn about:11.1 understand the learning purposes, specific requirements and targeted outcomes of tasks

11.11 outcomes, criteria and guidelines for tasks and the value of outcomes-based learning

11.2 choose appropriate topics for investigation and negotiate these with their teachers

11.13 Management strategies including drawing up schedules, timing, delegation and sharing in group work

11.3 Identify, plan and monitor stages of tasks and topics with guidance 11.15 ways in which skills, knowledge and understanding can be connected to new information and situations

11.5 use individual and group processes to generate, investigate, document, clarify, refine, critically evaluate and present ideas and information drawn from books, the internet and other sources of information

11.16 ways in which reflection and self-evaluation can assist learning

11.7 reflect on and assess their own and others’ learning and learning strategies against outcomes, criteria and guideline established for tasks11.8 articulate and discuss the pleasures and difficulties, success and challenges experienced in investigation, problem-solving, independent and collaborative work, and establish improved practices11.9 adapt current skills, knowledge and understanding to new situations

Lessons

Week 1 Students write a list of ‘10 things they know to be true’. This list will inform their writing later. Brainstorming activities to establish and refresh student knowledge and understanding of the craft of poetry. Teacher assesses student

knowledge of poetic technique. A4 posters are created on the computers to define and provide examples for each of the following poetic features – alliteration, symbolism,

metaphor, cumulation, juxtaposition, personification, rhyme, simile and pun. These posters will be displayed around the room and provide students with a reference point.

Students create their own reference table of poetic techniques. This table should have a column for definitions, examples and effects. Students to fill in the definitions first and as poems are studies, they should gather examples and explain the effects.

Small group work to identify “What poetry Is?” In groups, choose a leader and prepare a report to the class of two minutes on what poetry is. Consider feeling, emotions and language as a means of conveying messages.

Teacher led discussion on the contribution of the poet to society today. The concept of the “voice of the poet” to be discussed also. Who writes poetry? Teacher directed discussion of favourite poetry. Show brief excerpts from film Dead Poets Society (PG).

Week 2 Teacher models the ‘Think Aloud’ process to help students interpret their thoughts when they read and listen to poetry. This process assists

students in verbalising their reading processes and break texts down for comprehension. Students listen to a number of recorded poems and write about their reactions to the poems based on the ‘Think Aloud’ activity.

Discuss words associations and the importance of looking for more than just one interpretation for a word or concept. Using the following questions:1) What are the qualities of each of these things?

a lionA blank piece of paperpaper boat on the riversomeone with superpowersa shadow – dark, appears where there is light, long-reaching, able to scare, transparent, everyone has one.

2) What does it mean if a person is linked to that thing?If a person is a lion they are –If a person is a blank piece of paper they are –If a person is a paper boat on the river they are –If a person is a shadow they are – sneaky, appearing out of nowhere and maybe scaring others.

Link to and explicitly teach poetic techniques such as simile, metaphor, personification, imagery and figurative language. Analyse lines from poems

before composing short poems using simile, metaphor and other relevant poetic techniques.Individual lessons on poetic techniques, using texts to model their use, are encouraged Simile and Metaphors song (http://www.youtube.com/watch?v=uoSBVNUO2LU) Discuss the link between poetry and human experience. Students analyse a selection of poems to help them understand how composers use language to convey their experiences and emotions. Students publish poems by writing them with coloured chalk on school sidewalks.

Week 3 Using Joshua Iosefu’s Brown Brother, discuss the ‘Subject Matter’. Students to listen to the spoken word poem from youtube, annotate the poem

with assistance from the teacher and discuss the ‘Subject Matter’. Students explore ‘Theme’ using the following questions and the worksheet:

1) What is the difference between subject matter and theme2) Identify the themes and subject matters in a number of different short poems3) Identify your thoughts and opinions on the themes present in the poems you have studied.

Students explore ‘Mood’ using the following questions from the worksheet:1. Identify words with positive meanings by underlining them.2. Identify the words with a negative meaning by circling them.3. How did you feel when you read this poem? Did you experience more than one emotion? Which lines make you feel which emotion?

Discuss the idea of ‘spontaneous’ poetry. Poetry can be ‘found’ in the most unlikely of places and ‘crafted’ in a spontaneous and interesting manner.Blacked out poetry – Handout a page from a book to the students. Explain to the students that blacked out poetry is created by ‘blacking out’ the words that are not required so that the words that make up the poem become clearly visible.

Week 4 Assessment task given out and students examine the rubric. Expectations outlined. Define visual representation. Explore why we are creating visual representation of poetry by discussing and creating a mindmap of reasons. Possible reasons could include:

1) Allows us to be creative and have fun2) We learn about different ways of communicating3) We develop the ability to use colours, images and patterns to create meaning4) We see visual images every day. Visual representations are powerful forms of communication. They can influence what we think, say and feel5) Some people learn better through visuals so it can help us connect with written text more easily.

Show the students a number of visual representations of poetry created by others. Examples created for the class are encouraged. The website, ‘creativeeveryday’ has some great examples of visual representation of Mary Oliver’s ‘Wild Geese’ which demonstrates that visual representations do not need to be literal. They may take a word or line and represent the essence of the words used.Discuss the following:1) Literal vs. imaginative interpretations2) How colour is used to represent themes and emotions3) The use of lines to represent gentle vs. harsh concepts

Using Emily Dickinson’s, ‘Hope is a Thing with Feathers’ as a model text, annotate the poem, discuss the meaning behind each stanza and have students complete the visual representation worksheet. Continue this discussion by looking at the example visual representation. Explore the meanings behind the colours, images and construction of the image. Complete the second part of the worksheet.

Students access the art room to create small visual representations inspired by lines from the poems studied. Support art creation with discussions about colour, texture, patterns, themes, symbolism and emotion.

Week 5 Introduce annotation by displaying a number of different images of annotated texts. Define the word, ‘annotation’ and explore the different uses

for annotation and the usefulness of annotations. Support with the following notes:Why do we annotate texts?

To give definitions to difficult or unfamiliar words Help explain what is going on in the text Make connections to other texts Point out the techniques used and how they add meaning to the text

Reading other people’s annotations can: Help us see the world through someone else’s experiences Change our thoughts on an issue Teach us something new Touch us emotionally or physiologically.

The annotation process is modelled step by step by the teacher and student understanding is assisted by the modified READWRITETHINK Annotation Guide. Students annotate a text together with the teacher before annotating a short text themselves. Once the students have completed their annotations, have them share with the group to discuss ideas and to find ways of improving their annotations.1) Which annotation did you like and why?2) How could an annotation be improved?

Students begin to make annotations to their chosen poem with assistance from each other and the teacher. Following annotations, students discuss how meaning is created in the poem – Question 1 from Part 3 of their assessment task.

Week 6 Students work on their visual representations

Once visual representations are completed. Student work on Part 3 of their assessment task.b) Did you interpret the poem at face value or did it symbolise more to you?c) How did you represent that meaning in your artwork?

Why did you use the particular materials you used? What inspired the patterns, colours or images used?

Model responses should be provided and sentence starters and structure should be provided for struggling students. Unit ends with an appreciation session for students to view and discuss their visual representations and poems with the teacher, peers and other

members of the MSC community.

Poetic Techniques

Technique Definition Examples EffectAlliteration The repetition of a speech

sound in a string of words that are close to each other

She sells sea shells by the sea shore.

Dark and dank

Gives it musical rhythm. Easier to read and recite. Helps the poem to flow.

Symbolism Using an object to represent an abstract (difficult to explain) concept

A to symbolise love

Adds complexity to a poem. Links a difficult concept to something easier to understand

Metaphor A comparison between two things that replaces the word or name for one object with another

“Hope is a thing with feathers”“My anger was a tiger, roaring loud and fierce”

Makes it easier to understand. Adds complexity.

Cumulation Listing words, ideas or phrases “English, maths, science. I’m good at music, art and rugby”

Creates a bigger impact. Emphasises the idea

Juxtaposition Placing two dissimilar things side by side for comparison

Light/Dark“I thoroughly hate loving you”

Makes it easier to compare two ideas or images.

Personification Giving non-living things human qualities or abilities

“nothing more beautiful than the way the ocean refuses to stop kissing the shoreline”

Adds to the imagery. Used to emphasise a sound, sight, touch or emotion

Rhyme A piece of poetry in which there is a regular system of similar ending sounds

The cat sat on the mat

The bee had tea with Lee

Easier to remember. Creates flow. Adds rhythm.

Pun Creating multiple meanings through the use of similar sounding words or words with more than one meaning.

“Are we not more than the eye[I] can see?”

Creates a double meaning. Makes the reader/listener think about what the poet is trying to say.

Simile Using “like” or “as” to compare “Brown like the bark of the palm tree that supports my family heritage”

Easy comparison. Shows how things are similar. Helps create a better mental picture

‘Think Aloud’

LISTEN (Read the poem aloud. Breathe when there is punctuation. Note the rhythm and how it affects mood. Listen for special sounds within the words)

SENSE (Imagine the sights, sounds, smells, tastes, and sense of touch within the poem.)

REACT (Note your reactions to the poem and the connections you make to others things you’ve read or done.)

QUESTION (Note the questions the poem raises. Ask yourself what it is about, what words or phrases mean, and why the poet chose the language she did.)

CLARIFY (Summarize or paraphrase. Find the meaning of symbolic language.)

INTERPRET (Share the poem with others. Read it aloud and talk about the meaning. Connect the title to the meaning. Identify a theme or “big idea.”)

Appreciating poetry

A poet’s tools are words. Words have power; they can evoke a sadness that brings us to tears, or make us laugh till we can no longer stand.

Poetry captures universal experiences and crosses cultural boundaries. At the most basic level, poetry can amuse us but beyond that it can give

us new insights into the world and it can change our values and attitudes. The following are some guidelines to help you analyse and

appreciate a poem:

Subject Matter

The subject matter of a poem is what the poem is about. A poet may focus on people, objects, animals, events or experiences. Poets often

explore important ideas through subject matter that may seem simple at first glance but isn’t always.

1. What line in the poem suggests what the poem is about?

2. What do you know about the subject matter?

Theme

The theme of a poem is its central idea. Some poets may write about their thoughts and experiences, offer advice or insights into human

nature, express their concerns about the environment, loneliness or poverty. Always ask, “What does the poet want to say to me?”

1. What opinion is poet trying to share? Can you provide any evidence?

2. Does the poem’s opinion on the subject matter match your own? Why? Why not?

Mood and emotion

The mood of a poem is its atmosphere or feeling. The best poetry makes us feel tense, sad, happy or amazed because the words used have

touched our emotions. It is very important to recognise the emotions that a poet makes us feel and how it is achieved.

4. Identify words with positive meanings by underlining them.

5. Identify the words with a negative meaning by circling them.

6. How did you feel when you read this poem? Did you experience more than one emotion? Which lines make you feel which

emotion?

Imagery

When we are able to create a mental image from the words we read then the poet has successfully employed imagery. Similes, metaphors,

and descriptive sentences are tools that play a key role in engaging our emotions and imagination.

1. Joshua uses several similes in his poem. Choose two similes and explain why he has used them.

2. ‘Can we not move mountains from point A to point B’ is an example of a metaphor. What is Joshua trying to tell us we are capable

of?

What emotions and qualities do you associate with:

Hope

‘Thing with Feathers’

‘Hope’ in the poem ‘never stops at all’. What does this mean?

_________________________________________________________________________________________________________________________

Furthermore, it can be heard, “in the chilliest land/And on the strangest sea” which suggests, ____________________________________________________________________________________________________________________________

1. What is the main message the poet is trying to convey?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Do you agree with Emily Dickinson’s interpretation of ‘hope’? Why? If not, then what is ‘hope’ to you?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

View the visual representation of the poem, ‘Hope is a Thing with Feathers’ and answer the following questions.

1. Why do you think the artist used those particular colours?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What images have been used and why do you think the artist used those particular images?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What meaning did the poem convey to you?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. So you think the artist interpreted the poem at face value or did it symbolise something more to them?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

YEAR 9/10 ASSESSMENT TASKDate Given: 12th August 2013 Weighting: 25%Date Due: 30th August 2013 Marking: A B C D E

Outcomes:A student will,

Use and critically assesses a range of processes for responding and composing Select and use language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and

explains their effects on meaning.

Description of Task:

1. Select a poem studied in class. On a printed copy of the poem make annotations that identify the main theme, emotion and techniques used in your chosen poem.

2. You will be creating an original artwork based on your PERSONAL interpretation of your chosen poem. Artworks can be created using any methods – canvas, paint, etchings, sculptures, photograph or digital images. You are limited only by your imagination!

3. In addition to your annotated poem and artwork, you will be expected to provide a 300 – 500 word response that explains the reasons behind the imagery you have used in your artwork, in response to your chosen poem. In your response you will be expected to answer the following questions:

d) What meaning is the poet trying to convey in his/her poem?e) Did you interpret the poem at face value or did it symbolise more to you?f) How did you represent that meaning in your artwork?

Why did you use the particular materials you used? What inspired the patterns, colours or images used?

Penalties Late work means a loss of 2 marks per day until no marks can be deducted Non-completion of work means a letter home Work left at home means a loss of marks unless it is found and presented when asked

Criteria for Marking: Visually interprets their emotional and critical response to a poem Identifies the main themes, emotions and techniques used in the poem Demonstrate understanding through a detailed written response that is clear and coherent

MARKING RUBRIC

A B C D EStudent presents a highly detailed explanation that justifies the visual elements used in relation to themes, emotions and phrasing

Student presents a detailed explanation that justifies the visual elements used in relation to themes, emotions and phrasing

Students present their own explanation that justifies the visual elements used in relation to themes, emotions and phrasing

Justification for the visual elements used is basic in relation to themes, emotions and phrasing

Limited or no personal explanation given to justify the visual elements used in relation to themes, emotions and phrasing

Written response is cleverly sequences with no spelling and grammar mistakes and a very high level vocabulary

Written response is cleverly sequenced with very few spelling and grammar mistakes and a high level vocabulary

Written response has a logical sequence, few spelling and grammar mistakes and uses level appropriate vocabulary

Written response has a basic sequence and several spelling and grammar mistakes. Vocabulary is basic

Written response lacks logical sequence and has many spelling and grammar mistakes. Vocabulary use is limited.

Annotates the poem to identify the main theme, emotions and at least 4 techniques

Annotates the poem to identify the main theme, emotions and at least 3 techniques

Annotates the poem to identify the main theme, emotion and at least 2 techniques

Annotates the poem to identify the main theme and emotion

Limited or no annotations made to the poem

A significant effort has been made to visually represent the student’s interpretation in a highly evocative and thought provoking manner

A thorough effort has been made to visually represent the student’s interpretation in an evocative and thought provoking manner

Sound efforts have been made to create a visual representation that is linked to the student’s interpretation of the poem

Some effort has been made to link the visual representation to the student’s interpretation of the poem.

Limited attempt has been made to visually represent the student’s interpretation of the poem

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