Year 12 Unit Standard 12419 Year 12 Unit Standard 12419 Read Poetic Written Text Closely – 4 CreditsRead Poetic Written Text Closely – 4 Credits

*This is a chance to use the class texts that you are currently studying to: *This is a chance to use the class texts that you are currently studying to: identify, consider and write about the poetic language features/devices. identify, consider and write about the poetic language features/devices.

*You are being asked to explain what and how these poetic language *You are being asked to explain what and how these poetic language techniques help you to understand the author’s [themes/ideas] [better/ with techniques help you to understand the author’s [themes/ideas] [better/ with more clarity].more clarity].

*You are to write two 12419 responses. *You are to write two 12419 responses.

Refer to Performance Criteria Slides 5 and 6,for instructions about what your essay responses MUST COVER AND CONTAIN.

Poetic language: lyric, metrical, rhythmical, rhyming, imaginative, creative, figurative, symbolic, aesthetic, artistic, graceful, flowing, elegant, expressive

For Mrs van Rossen’s English For Mrs van Rossen’s English classclass

Write two essays:Write two essays:

One about eg. Cannon Fodder or The Last One about eg. Cannon Fodder or The Last LaughLaugh

One about eg. Lament or Peace 1914One about eg. Lament or Peace 1914 Now explain the theme of the poem and Now explain the theme of the poem and

how three language features helped you how three language features helped you understand this theme.understand this theme.

AssessmentAssessment For assessment, students should read For assessment, students should read

closely and respond to unfamiliar text(s) or closely and respond to unfamiliar text(s) or unfamiliar extract(s) from a longer text unfamiliar extract(s) from a longer text studied in class.studied in class.

Read poetic written text closely.Read poetic written text closely.

Range:Range: at least two textsat least two texts in different in different styles or formsstyles or forms chosen from categories chosen from categories such as - novel, poetry, short story, such as - novel, poetry, short story, Shakespearean drama, non-Shakespearean Shakespearean drama, non-Shakespearean drama.drama.

Elements and Performance CriteriaElements and Performance Criteria

Selection of textsSelection of texts

aa For this unit standard students may choose texts from the same For this unit standard students may choose texts from the same category (e g two novels or two poems) as long as they are in different category (e g two novels or two poems) as long as they are in different styles or forms.styles or forms.

bb The concept of ‘inclusiveness’ is important in text selectionThe concept of ‘inclusiveness’ is important in text selection . . The concept includes the following principles: “In selecting authors and The concept includes the following principles: “In selecting authors and

texts, schools will have regard to gender balance and to the inclusion of a texts, schools will have regard to gender balance and to the inclusion of a range of cultural perspectives.. range of cultural perspectives..

New Zealand texts, including those by Maori authors and about Maori, New Zealand texts, including those by Maori authors and about Maori, should form a significant part of the wide range of texts that students will should form a significant part of the wide range of texts that students will explore.” (explore.” (English in the New Zealand CurriculumEnglish in the New Zealand Curriculum, pp 13, 14)., pp 13, 14).

cc Literary texts (including contemporary and historical texts) have an Literary texts (including contemporary and historical texts) have an important role at all levels. important role at all levels.

Texts with established critical reputations are those which are or have been Texts with established critical reputations are those which are or have been commonly and positively cited by writers and critics in discussion of commonly and positively cited by writers and critics in discussion of literatures in English, especially in establishing notions of literary merit. literatures in English, especially in establishing notions of literary merit. ((English in the New Zealand CurriculumEnglish in the New Zealand Curriculum, page 16)., page 16).

performance criteriaperformance criteria 1.11.1 At least one main idea in the text is explained with reference At least one main idea in the text is explained with reference

to at least one relevant section of the text.to at least one relevant section of the text.

1.21.2 The significance of a main idea in the text is analysed with The significance of a main idea in the text is analysed with reference to at least one relevant section of the text.reference to at least one relevant section of the text.

Range:Range: significance relates to - social, historical, cultural, significance relates to - social, historical, cultural, physical, political, or personal contexts.physical, political, or personal contexts.

1.31.3 Five examples of language features are identified using Five examples of language features are identified using appropriate terminology, and an effect of each example is analysed.appropriate terminology, and an effect of each example is analysed.

Range:Range: language features could include - figures of speech, language features could include - figures of speech, sound devices, choice of words, irony, symbolism, grammatical sound devices, choice of words, irony, symbolism, grammatical usage, punctuation.usage, punctuation.

PERFORMANCE CRITERIA CONT…PERFORMANCE CRITERIA CONT…

1.41.4 A technique used to shape the text is A technique used to shape the text is identified and analysed with reference to at identified and analysed with reference to at least one relevant section of the text.least one relevant section of the text.

Range:Range: techniques could include - techniques could include - structure, narrative technique.structure, narrative technique.

Read Poetic Written Text Closely level: 2level: 2 credit:4credit:4

Purpose:Purpose: People credited with this unit standard are able to read People credited with this unit standard are able to read poetic written text closely.poetic written text closely.

special notes:special notes: 11 This unit standard is derived from the Close Reading This unit standard is derived from the Close Reading

objectives for written language in objectives for written language in English in the New Zealand English in the New Zealand CurriculumCurriculum..

22 Close ReadingClose Reading in this unit standard includes aspects of the in this unit standard includes aspects of the objectives from Exploring Language and Thinking Critically inobjectives from Exploring Language and Thinking Critically in English English in the New Zealand Curriculumin the New Zealand Curriculum..

33 Text Text is a piece of spoken, written, or visual communication that is a piece of spoken, written, or visual communication that constitutes a coherent, identifiable unit, such as a particular novel, constitutes a coherent, identifiable unit, such as a particular novel, speech, poem, poster, play, film, conversation in the sign language of the speech, poem, poster, play, film, conversation in the sign language of the deaf, or any other language event. (deaf, or any other language event. (English in the New Zealand English in the New Zealand Curriculum,Curriculum, page 142). page 142).