English

POETRY
Stage S2L Year 3 & Year 4
Term 4, 2016 - Weeks 3 & 4

Unit Context
Students will embark on a journey of understanding basic poetry principles. This unit will incorporate language, activities and various types of poetry
whilst addressing BOSTES curriculum points. The unit will explore basic poetry and allow students to build a firm basis for future involvement within
poetry, before delving into their own emersion into Australian poetry and what it means to be a part of a historic country with rich communities.

Target outcomes
A student will:
EN2-11D:
responds to and composes a range of texts that express viewpoints of the world similar to and different from their own

EN2-2A:
plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language

EN2-8B:
identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
Unit Overview
This unit builds on students prior knowledge about poetry, in particular Australian Poetry. The students will observe a number of visuals to gain a better
understanding of the rules and skeletons of basic poems before creating their own. The students will also listen to poems performed by various sources,
including indigenous Australians and iconic Australian songs.
 Student Assessment

Assessment of:
Read student work samples to gain insight into their level of understanding of the content.
Maintain a checklist of levels of personal confidence and cooperation exhibited while participating in group situations.
Appraise students use of decision-making and steps in planning and creating poetry

Assessment as: Use cloze passages to test students knowledge of poems/poetry formation

Assessment for: Have students brainstorm words that describe themselves/Halloween/Australia. Create a poem from the brainstorm incorporating theme, tone, mood,
rhythm, rhyme and repetition

Suggested Correlation with other KLAs

HDHPE: HSIE
*My Growing Self: * Cultures
- Focus on displaying, portraying and understanding emotion and - Focus on Australian Culture and writing an Australian Poem
maturity

Creative Arts: Visual Art:

* Drama Performing * Portraying the emotion depicted within poetry in visual art drawings
- Students perform a piece of their poetry to the class
 Program Evaluation
Did the program reflect outcomes consistent with the school policy?
Did all students participate?
Were students enthusiastic?
Were activities suitable to student/school needs?
Were there positive changes in social and personal behaviour?
Were parents encouraged to participate in the program?
Were activities related to human sexuality appropriate to students developmental stage?
Did the program include consideration of students various cultural backgrounds?

Resources
Poetry Examples:
How the Grinch stole Christmas: https://www.youtube.com/watch?v=xcChHSoFTvE
Oh the places youll go: https://www.youtube.com/watch?v=PLH-CgYQG9g
Five Little Pumpkins (Halloween Poem) https://s-media-cache-ak0.pinimg.com/236x/95/ba/e9/95bae9b2a450a3352f1a1dc09a0dd512.jpg
- 21 Best Loved Australian Poems: https://australianteacher.files.wordpress.com/2011/10/best-loved-aussie-poems-ballads-songs.pdf
- I am Australian (The Seekers) http://blog.australian-native.com.au/2009/07/18/i-am-australian-we-are-australian-song-lyrics/
- Uluru (G. Mcdonald, Year 5) http://www.write4fun.net/view-entry/103097
- Opposites/Rhyming Activity http://www.seussville.com/activities/FOOT_BOOK_FeetFeetFeet_1.pdf
- Dr Seuss Word Search: http://www.seussville.com/activities/OTP_WordSearch_2.pdf
- Dr Seuss Animal Friends: http://www.seussville.com/activities/THIDWICK_AnimalFriends_2.pdf
 Suggested teaching, learning and assessment experiences (include evidence of learning) Adjustments

Assessment: Acrostic Poem Depending on ability,

students may make
ACTIVITY 1: What is poetry? single word, sentence
- What is a poem? Students participate in guided discussion to identify known poems, understand what poetry is and its purpose. or rhyming sentence
- Students are introduced to acrostic poetry (Halloween Acrostic Poem Example) per line in their poem.
- The word/object/experience they are writing about is vertical, and each line begins with that letter
- Students create cover page including the title: POETRY and an acrostic poem of their name. For students who
excel, include both
Resources: their first and surname
- Workbooks within the poem.

How the Grinch stole Christmas read aloud: Students who fail to
https://www.youtube.com/watch?v=xcChHSoFTvE grasp the concept of
Oh the places youll go read aloud: poetry may complete
https://www.youtube.com/watch?v=PLH-CgYQG9g the opposites/rhyming
Five Little Pumpkins (Halloween Poem) activity to assist them.
https://s-media-cache-ak0.pinimg.com/236x/95/ba/e9/95bae9b2a450a3352f1a1dc09a0dd512.jpg
Halloween Acrostic Poem Example:
http://image.slidesharecdn.com/acrosticpoemsppt-130429073945-phpapp01/95/acrostic-poems-ppt-12-638.jpg?cb=1367221225

Opposites/Rhyming activity differentiation Activity

http://www.seussville.com/activities/FOOT_BOOK_FeetFeetFeet_1.pdf
Assessment: Student two verse Poem - Students may model
their poem on an early
ACTIVITY 2: WHAT MAKES A POEM years Dr. Seuss
- Teacher and students suggest reasons what makes a poem volume: Hop on pop, I
am Sam etc.
POEMS REQUIRE:
- A theme; a topic or story to tell - Challenge students
- Tone: Using words and rhythm to tell the story to instill a deep
- Mood: Which emotion are you portraying within your writing feeling into their piece
- The three Rs of poetry: Rhythm, Rhyme and Repetition. sadness, confusion,
elation etc.
- Teacher reads a poem of their choice and with students infers about the poems purposes
- Teacher and students start a Poems and their purposes chart. - Students who are
- Students focus on words and phrases that describe how characters in the poem felt, and how they felt reading the poem. unable to create their
- Teacher and students jointly construct a description of a familiar book character, and write a one-two verse poem collaboratively. own to verse poem
- Students write a one or two verse description of a character of their choice; focusing on rhyming and instilling emotion into their piece. may complete the Dr.
Seuss Word Search
Resources:
- A poetry book/YouTube of teacher choice: Dr. Seuss, The Gruffalo, Five Little Pumpkins (Halloween) etc.
- Dr. Seuss Word Search: http://www.seussville.com/activities/OTP_WordSearch_2.pdf

Curriculum Addressed:
* Engage personally with texts
- recognise how texts draw on a reader's or viewer's experience and knowledge to make meaning and enhance enjoyment
- recognise how aspects of personal perspective influence responses to texts
- develop and apply contextual knowledge
- draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
Assessment: Three-Four Verse Australia Poem
ACTIVITY 3/ACTIVITY 4: AUSTRALIAN POETRY This activity may be
- Students discuss and provide examples they may know of Australian Poetry. *Prompt students to think about songs which are poems* differentiated by:
- Teacher reads Uluru poem (below) to class and discuss the use of verses, the three Rs, the cultural significance of Uluru and its
importance in the identity of all Australians - Allowing students to
- Students are provided a copy of Waltzing Matilda (Banjo Patterson) and I am Australian (The Seekers) use I Still Call
- In small groups, students are to use dictionaries and laptops to clarify the meaning of any word they do not understand within the poem Australia Home (Peter
and then write a short blurb on each poem. Allen) as their group
- Groups are then asked to find and present an Australian poem which they can relate to, to the class poem, as the language
is less challenging if
- Students are to draw an explicitly detailed picture of what they feel when they think of Australia and what it means to be Australian to required
them.
- Using items/objects from their pictures, students are then to individually create their own three-four verse (of eight lines) poem which - Challenging students
tells a story of their picture. If students are unsure of what to write, they may be prompted to choose their topic from the following: Uluru, to create a six-eight
The Outback, Kiama Beaches. verse poem if they
possess the ability
Resources:
- Workbooks - Students who are
- 21 Best Loved Australian Poems: https://australianteacher.files.wordpress.com/2011/10/best-loved-aussie-poems-ballads-songs.pdf unable to create their
- I am Australian (The Seekers) http://blog.australian-native.com.au/2009/07/18/i-am-australian-we-are-australian-song-lyrics/ own poetry may
- Uluru (G. Mcdonald, Year 5) http://www.write4fun.net/view-entry/103097 complete the Dr.
- Dr. Seuss Crossword: http://www.seussville.com/activities/SCRAMBLED_EGGS_Crossword_1.pdf Seuss Crossword
Puzzle
Curriculum Addressed:
- discuss how people from different times and cultures may respond differently to characters, actions and events in texts
- recognise the ways that stories depict Australians who are significant at a local and community level
- Understand and apply knowledge of language forms and features
- understand differences between the language of opinion and feeling and the language of factual reporting or recording(ACELA1489)
- identify and compare the differences between texts from a range of cultures, languages and times
- make connections between students' own experiences and those of characters and events represented in texts
Assessment: Three-Four Verse Australia Poem
ACTIVITY 5/ACTIVITY 6: MY COUNTRY

- Students are given a print out of page 26 from the 21 Best Loved Australian Poems and are to answer the questions on the sheet:
My Country

- Teacher is to guide discussion and students are to share their ideas and poems created previously.
- Students are revisit and use their knowledge on poetry, verses, the three Rs and instilling emotion into their writing
- Students are to create a new Australian National Anthem poem which includes:

* At least one reference to Indigenous Australians

* At least one reference to their local community, their state and the country as a whole

Attempt to create at least three verses and a chorus using current knowledge of poetry.

Resources:
- Workbooks
- 21 Best Loved Australian Poems: https://australianteacher.files.wordpress.com/2011/10/best-loved-aussie-poems-ballads-songs.pdf
Curriculum Addressed:
- respond to and compose texts
- Understand and apply knowledge of language forms and features
- engage personally with texts
- responds to and composes a range of texts that express viewpoints of the world similar to and different from their own

Differentiation: Students who are unable to create long verses are able to write a Dr. Seuss style Australia Poem incorporating language
from the My Country poem. Students who excel are challenged to include 10 iconic Australian Landmarks within their poem/anthem.
Students may also complete this Dr. Seuss matching sheet: http://www.seussville.com/activities/THIDWICK_AnimalFriends_2.pdf
Reflective Evaluation

How effective was this unit of work in differentiating for all learners?
Response

To what level have learners demonstrated knowledge of and skill in the identified outcomes?
Response

How effective were the pedagogical practices employed?

Response