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Year 6 unit overview — Term 2 – English, PoetrySource: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Mathematics for Foundation–10,<australiancurriculum.edu.au/Mathematics/Curriculum/F-10>.School nameUnit titleDuration of unitSt. Augustine’s CollegeThe Power of Poetry10 weeksUnit outlineThis Term students will be learning about a range of poetry styles. They will use this knowledge to write their own poems and to annotate and analyse a range of poetry. Poetry styles will include:KenningsLimerickBalladPerformance PoetryStudents will also explore the common elements that make poetry engaging, particularly focusing on language features and imagery including:similes, metaphors, alliteration, personification, onomatopoeia, use of syllables, rhymingThey will explore the way poetry is used to express one self and to entertain. This unit is designed to teach students about poetry but also to give them a means through which to explore topics of importance to them.The focus of the unit will be around the styles of different poetry forms, the impact of Poets’ language choices, and the role of historical, cultural and social context.The students will work through the VCOP strategy this term, in addition to the Poetry unit, in order to improve their writing as part of a Visible Learning Target that the Year 6 Teaching team has set. They will be introduced to the program in Week 1 and will then work through quick fire activities (approximately 5 – 10 minutes) at the start of English lessons each week. At the end of each week, students will also do a “Big Writing” task. This will be used to, in part, track student progress on writing and as a means of allowing students to monitor their own progress. Identify curriculumContent descriptions to be taughtGeneral capabilities + crosscurriculum prioritiesLanguageLiteratureLiteracy Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523) Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)LiteracyCritical and creative thinkingPersonal and social capabilityAchievement standardReceptive modes (listening, reading and viewing)By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas.Productive modes (speaking, writing and creating)Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices.Relevant prior curriculumCurriculum working towardsRelevant Grade 5 Content:Students have learnt the features of poetry and report writing structures.Creating textsPlan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)Examining literatureRecognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)Students are working towards Grade 7 content. In this unit the students will explain how and why disasters occur and explore the poetic inspiration they can gain from them. Examining literatureRecognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622) 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)AssessmentMake judgmentsDescribe the assessmentAssessment dateTeachers select representative folios and meet to ensure consistency of judgments before marking tasks.Teacher-identifies checkpoints as the term progresses to provide feedback on student progress.Curriculum leaders and teachers collaboratively review randomly selected oral presentations and check for consistency in the use of marking guides.Curriculum leaders and teachers moderate randomly to ensure consistency of judgments.Teachers co-mark a selection of work to ensure consistency of judgments.For further advice and guidelines on constructing guides to making judgments refer to the Learning area standard descriptors: qsa.qld.edu.auStudents complete a collection of works, which will together create a poetry portfolio. The folio will be a selection of poems they have written and those they have annotated.The portfolio of work is collated over the length of the unit and each element is modelled and scaffolded by the teacher as part of the teaching and learning sequence.As this is a folio, when considering the final grade, weighting is to be placed on the tasks completed later in the unit.Week 6(Task 1) andWeek 10 (Task 2)Teaching and learningSupportive learning environmentTeaching strategies and learning experiencesAdjustments for needs of learnersResourcesWeek 1WALT – We are checking our understanding of poetrySuccess criteria: I can –Define metaphor, simile, rhyme, rhythm, personification, alliteration and onomatopoeiaIdentify examples of each in a poemCreate my own example of each.Lesson 1 - Engaging with poetryAsk students what they know about poetry, do they like it? Why/why not? Where do we see poetry? What do you know about the way poets create poetry? Encourage students to list the poetic devices listed in the Success Criteria.Hand out the Firework lyrics by Katy Perry. This is really a task to engage students, so please keep it interesting and exciting. Have them read the lyrics first and briefly discuss. Watch the film clip and ask if students got more meaning from the song when they watched the film clip. Why is this? Put a list of poetic devices on the board, see what students can find in the lyrics. As a class, have students share their understanding and then all together highlight some examples of: similes, metaphors, alliterations and onomatopoeia in the song.Lesson 2 – Revising Poetic DevicesWrite the poetic devices being revised on the board: metaphor, simile, rhyme, rhythm, personification, alliteration and onomatopoeia. Ask students if they can define and/or give an example of each.–Simile and MetaphorIn order to analyse poetry, students need to locate the poetic devices used. Over the next two lessons, students will complete activities to revise these and locate them in a range of poems.Start with similes and metaphors. it is also revised content from year 5. The poem “Classroom Zoo Metaphors” can be used to practice locating and understanding metaphors.Lesson 3 – Rhyme, Alliteration, Onomatopoeia and PersonificationStudents this lesson, will rotate through 4 activities to revise and consolidate their understanding of the 4 poetic devices. Start by defining the 4 poetic devices. Rhyme – Words that have the same ending sound. E.g. Tiny birds in the tree, singing softly for me.Alliteration - Repeating the same beginning sound in more than two words. E.g. Crazy kangaroos kissed quietly.Onomatopoeia – Words that sound like the object or actions they refer to. E.g. The mosquitoes buzzed. Thunder boomed overhead.Personification – Giving non-human objects, human qualities. E.g. The sun smiled on the angry clouds.Students then rotate through the following activities. They can work in small groups, perhaps 2 – 3. There will obviously be multiple groups at each activity.Rhyme – Interactive Rhyming game on macs - – Animal Alliteration WorksheetPersonification - A house awakes – work on personificationOnomatopoeia - Students write a poem that contains onomatopoeia. They should start by listing all noises they would hear in the classroom. They could use the sentence starters below to help write their poem:Students go Desks cryTeacher wails________ whispersblackboard computers gopencils saythe bellLesson 4 – VCOP Introduce the students to VCOP. Some may have already been exposed, though many will not have. Go through the VCOP Power Point “Introducing VCOP”. Show students the pyramids and have them look at a piece of their own writing from last term, possibly a rough draft. They can highlight the examples of vocab, connectives, openers and punctuation in their paragraph and make a judgment call about their own writing about where they were at in that particular piece.Firework lyrics – Katy PerryFirework film clip: Zoo poemAssonance Card game (requires preparation)Macs – for Interactive rhyming gameAnimal Alliteration WorksheetA house awakes – personification worksheetWeek 2*VCOP – Each week, use the 5 minute activities to keep students working on their writing skills. Use the Power Points as you choose, you may like to work through them sequentially or mix it up. Make sure to remind them of the levels and to encourage them to aim high.WALT - We are learning about the features of a Kennings poem Success criteria:Give a brief history of Kenning Poems– where they’re fromConstruct a Kenning poem using a list of clues and just two words per line.Lesson 1 – What is a Kennings poem?Go through the ‘Kennings’ PowerPoint. Students will learn what this type of poem is, where it comes from and they will have a go at developing their own. This PowerPoint should take the whole lesson to go through. Make sure to highlight the fact that while each pair of words is a clue, they can also be a metaphor, onomatopoeia or personification. Spend some time locating these in the examples on the PowerPoint.Co-constructing Kennings poemsThis lesson, students will be constructing Kennings poems in pairs. Provide a range of stimulus for students to use. Revise the structure of a Kennings poem. Each line should be 2 words. Students brainstorm words that would describe the object, choose a few from this list. Stimulus images can be found in the resources page on the portal. You could also provide objects e.g. pencil case, clock, pillow, key, lunch box, handball, bag. These objects are to be provided by you. Images on the portal could be printed and laminated for inspiration. Students then share their work with the class by reading out their poem and having their peers guess what the poem is about. Start to develop performance skills. Discuss how to pronounce onomatopoeia, using volume and pace and pause.If they finish early, they could begin their assessment task, which is to be done next lesson. This would give them more time to publish next lesson.Lesson 2 - Assessment, individually construct a Kennings poem.This lesson, students use the skills learnt this week to write and publish their own Kennings poem. This should be added to their poetry anthology. Give feedback before they write the final version. Lesson 3 + 4 – VCOP – Big WritingThis lesson, student will complete their first “Big Writing” Task. There is a Power Point on the Portal, taken from John Hamden Primary School that contains instructions on how to run a Big Writing Session. This should be done in two lesson, back to back or with morning tea in between. There are a number of writing stimuli on the Portal to choose from. There is also paper for students to write on that matches the theme of each stimulus. A link below will take you to a YouTube link with Mozart music you can use during your lessons. Teacher is to organise candle.Motzart - PowerPointMy Sister poem Questions – Kennings poemKennings Image stimulusStimulus objects (to be organised by teacher)Task Sheet (Task 1) and Checklist (Task 1)Poetry Anthology BookWeek 3 –*VCOP – Each week, use the 5 minute activities to keep students working on their writing skills. Use the Power Points as you choose, you may like to work through them sequentially or mix it up. Make sure to remind them of the levels and to encourage them to aim high.WALT – We are learning to analyse poetrySuccess criteria:Know what the 6 steps are to annotate poetryUse the 6 steps to annotate a range of poemsLesson 1 – How do we analyse poetry?Go through the PowerPoint “Unlocking Poetry”The information has been taken from the text ‘The Power of Poetry’ by Jo Eshuys, Vic Guest, Glendon Lewer and Cathy Crawley. This book can be found in the Bloxidge Centre.Once you have gone through the PowerPoint, give students the handout for them to put in their books to keep for reference for the remainder of this unit. As a class, you are going to analyse the poem ‘The Colour of Darkness’ the students that when we read poetry, we don’t just read it once. You will read it to the students one time. They will then read it in their minds once through. You will then read it once more. Make sure to read slowly and use pause to enhance meaning.Discuss the poem together. What is it about? Are there any words you don’t know the meaning of? Then work through the 6 steps as a class. They can begin by annotating on the page and finish by converting it to a short paragraph.Lesson 2 – Analysing PoetryThis lesson, have students pull out their analysis sheets and revise the 6 steps. Hand out the analysis graphic organiser. Students are going to work in pairs today to analyse the poem ‘Do not stand at my grave and weep’Lesson 3 – Analysing a Kennings PoemThis lesson, you will begin by co-analysing a Kennings poem. Use the poem ‘My Sister’ Students should annotate down the sides on their own copy, you can have students mark them on the whiteboard. Then co-construct a short paragraph. The individual response sentences at the end could also be co-constructed. You could model your thoughts. Lesson 4 – Assessment – Analysing a Kenning PoemStudents will listen to the poem ‘Mum’ which they will analyse individually as the next part of their assessment task. This will be a listening/reading task. They will follow the usual process for analysing the poem but will be given questions to answer under each skil. The poem can be heard at the link below: 5 – VCOPThis lesson, student will complete their first “Big Writing” Task. There is a Power Point on the Portal, taken from John Hamden Primary School that contains instructions on how to run a Big Writing Session. This should be done in two lesson, back to back or with morning tea in between. There are a number of writing stimuli on the Portal to choose from. There is also paper for students to write on that matches the theme of each stimulus. A link below will take you to a YouTube link with Mozart music you can use during your lessons. Teacher is to organise candle.Motzart - ‘Unlocking Poetry’ PowerPoint‘Unlocking Poetry checklist’ Colour of Darkness SheetDo not stand at my grave and weepWeek 4*VCOP – Each week, use the 5 minute activities to keep students working on their writing skills. Use the Power Points as you choose, you may like to work through them sequentially or mix it up. Make sure to remind them of the levels and to encourage them to aim high.WALT – We are learning about the features of a Limerick PoemSuccess Criteria:Identify the key features of a limerick poem, including the rhyme and rhythm patternState the origins of the limerick poemConstruct a limerick poem of my ownAnalyse a limerick poem using the steps learnt this term.Lesson 1 – What is a Limerick?Use the Power Point “Limericks” to go through the origins of Limerick Poems with students. Examine the Rhyme and Rhythm patterns with them. Clap some poems as a group to examine the number of syllables and which ones are stressed. Students are to use the sentence starter cards to construct their own limerick poems in pairs or small groups. They should check that their limericks fit the rhyme and rhythm patterns. Ask students to aim to be humorous.Lesson 2 – This lesson students will continue to work on constructing their own limerick poems. Begin by revising the key features of a limerick. Cut out the Limerick starter cards and hand them to students. They should be sitting in groups of 4. They each get a card and write the next line of the poem. They then all, at the same time, pass their poem on to the person beside them, who adds the next line. This goes on until the whole poem is written. The rules are that the poems must make sense and should not include any words not appropriate for school. Students are to then have time to write their own limerick/s. They should choose the one they like best and publish it in their Poetry Anthology. Make sure to give feedback to students before they publish.Lesson 3 – Publishing Limerick PoemsLesson 4 – Introducing BalladsRead through the PowerPoint with the class, Ballads. Have students share if they know any Ballads, they may give examples like Waltzing Matilda or Yanke Doodle. There are obviously many different Ballads, though for the purpose of this unit we will focus on Australian Ballads. Hand out the Bush Ballads Information sheet and read through the example together “A Bush Christening”. Work as a class to analyse the poem. Where is it set? How can you tell that the author is Australian? Is it funny? Why? Would everyone find it funny? Who may or may not understand/relate to this poem?Limericks Power PointLimericks Sentence Starter CardsPower Point – BalladsBush Ballads Information SheetCopy of “A Bush Christening”Week 5*VCOP – Each week, use the 5 minute activities to keep students working on their writing skills. Use the Power Points as you choose, you may like to work through them sequentially or mix it up. Make sure to remind them of the levels and to encourage them to aim high.WALT – We are learning about the features of a Ballad poem and how authors use specific vocabulary choices to reflect style, history, culture and social situation.Success Criteria: I can –Describe the origins of BalladsState the significance of Bush Ballads to Australia’s identityState two well known Australian Ballad PoetsIdentify some key features of BalladsLesson 1 – Bush BalladsHave another look at the Bush Christening from last lesson. As a class, highlight the following features:‘Australianisms’Australian specific settings/clothesIndications of time in historyStudents can then have a look at Waltzing Matilda and go through the same steps as they did as a whole class for Bush Christening. Students can work in pairs to do this.Lesson 2 – Death of Ned KellyToday students will read the Australian Ballad “Death of Ned Kelly” and will work to highlight the same features from the previous lesson as well as answering the comprehension questions at the bottom of the poem. Lesson 3 – Analysing Ballads – A poet’s StyleRead the two poems: The Death of Ned Kelly and Ballad of the Drover. Work as a class to analyse the similarities and differences of these two poems. Discuss the historical, cultural and social context of the two poems. Complete the analysis sheet as a class. Have plenty of discussion around this activity. Students will complete a very similar task for their assessment.Lesson 4 – Assessment Task In this lesson, students are to read the two Bush Ballads in their Poetry Anthology and complete the comparison assessment task.Lesson 5 – VCOPThis lesson, student will complete their first “Big Writing” Task. There is a Power Point on the Portal, taken from John Hamden Primary School that contains instructions on how to run a Big Writing Session. This should be done in two lesson, back to back or with morning tea in between. There are a number of writing stimuli on the Portal to choose from. There is also paper for students to write on that matches the theme of each stimulus. A link below will take you to a YouTube link with Mozart music you can use during your lessons. Teacher is to organise candle.Motzart - Bush Christening PoemWaltzing Matilda PoemDeath of Ned Kelly PoemBallad of the Drover PoemAnalysis TableAnthology AssessmentWeek 6 *VCOP – Each week, use the 5 minute activities to keep students working on their writing skills. Use the Power Points as you choose, you may like to work through them sequentially or mix it up. Make sure to remind them of the levels and to encourage them to aim high.Wk. 7 WALT – We are learning about the emotive response to poetrySuccess Criteria:Identify language that creates emotionList performance techniquesConstruct a ‘Magic Box’ poemLesson 1 – What emotions are present in the poem ‘the magic box’, how can I relate?Read The Magic Box by Kit Wright. Children to close their ideas and listen. Read the poem a second time to the class. Discuss how the poem makes us feel. Identify the pattern/structure of poem. Which words have been used to create an emotive image? Can you relate to these images? Do they make you feel the same emotion as the author or a different emotion? Why?Highlight and list the items, which have been placed in the magic box.Lesson 2 – I can perform a poem using pace, pause, volume and body position.This lesson we will look at performing the poem “The Magic Box”. Students will, in group of about 6, read the poem and memorise a part of it each. As a class, discuss how volume, pausing, pace and body position could enhance meaning. Have a child read it without pausing. Then re-read it, pausing at moments to allow the class to think about what has been said. Speed up and slow down. Whisper sections and pretend to be placing items in a box.In their groups, students will practice the poem and at the end of the lesson, each group will perform their rehearsed piece. Peers to give feedback on eye contact, volume, pace, use of pausing and body position. This will directly feed into Assessment Task 2.Lesson 3 – I can write my own Magic Box poem.Show children a ‘magic box’. Ask the children to close their eyes and imagine the fantastical things that they would put into this box. What sort of sights would you put in your box? What about sounds, smells and textures? What sort of foods would go in? And colours and weather? What sort of dreams go in, and what sort of feelings? Are there things from the natural world, like rivers and mountains? Perhaps it has a window in it, or a door leading to somewhere else?Take key ideas and list on the board ICT with children to write own version of the magic box using key ideas collected. Reinforce idea of following the original written structure. Children to write own version of The Magic Box.Lesson 4 – Annotating my own poemBefore students submit their completed anthology, they will annotate one of the poems they have written themselves. The criteria for this is on the checklist. It specifically refers to language choices, so in their written analysis, they MUST give examples from their own poem of words that create mood, meaning and are examples of one or more of the poetic devices covered in this unit. This is to be done in their anthology books.Poem – The Magic BoxWeek 7*VCOP – Each week, use the 5 minute activities to keep students working on their writing skills. Use the Power Points as you choose, you may like to work through them sequentially or mix it up. Make sure to remind them of the levels and to encourage them to aim high.This week, as the Semester One Assessment Task is complete, before they begin the Performance Poetry mini-unit, students will explore poetry for the pleasure of it. The Aims of the English Curriculum include:appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and arguedevelop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature.Poetry for the fun of itThis week, students will research a range of poems and choose two of their favourites. These will be displayed in the classroom. They should write a short paragraph to go with the poem that explains what they liked about it. Students are also to include one poem each that they write themselves. It may take any form they choose and be on any topic they choose. Supply students with a range of poems to stimulate their own writing.VCOP - This lesson, student will complete their first “Big Writing” Task. There is a Power Point on the Portal, taken from John Hamden Primary School that contains instructions on how to run a Big Writing Session. This should be done in two lesson, back to back or with morning tea in between. There are a number of writing stimuli on the Portal to choose from. There is also paper for students to write on that matches the theme of each stimulus. A link below will take you to a YouTube link with Mozart music you can use during your lessons. Teacher is to organise candle.Motzart - 8, 9 & 10 – Performance Poetry and Ballads*VCOP – Each week, use the 5 minute activities to keep students working on their writing skills. Use the Power Points as you choose, you may like to work through them sequentially or mix it up. Make sure to remind them of the levels and to encourage them to aim high. Don’t forget about the Big Writing Tasks!In the Final Big Writing task, students need to use the Checklist to Assess their own writing.WALT – We are learning about other ways of presenting and performing poetry, specifically using performance skills Success Criteria: I can - List a number of ways poetry can and is presented digitally i.e. Tweeting, performance poetry and visual poetryIdentify what makes visual poetry different from text based poetryUnderstand and perform the poem “The Walrus and the Carpenter” or “The man from Ironbark”Lesson 1 – How does performance enhance meaning and entertainment of a poem?Students will watch No Breathing in class: the key skills for this two weeks on the board – pause, volume, pace, body positionTalk through what each of them are. How does pause help create effect and meaning? Gives the audience time to think, creates tension. What are the benefits of whispering? Or yelling? Who whispers a lot? Would it be funny to have a certain type of character whisper? E.g. an army sergeant. What animal would ‘speak quickly’? What animal would ‘speak’ slowly? Re-watch the poem and students will look for effective examples of these techniques. “It’s all how you say it” activity – Students work in groups of three. Give them a simple sentence e.g. “That’s a nice dress” or “ Why is my pencil on your desk?” Students go around their group saying the sentence in different ways, considering tone, body language, volume, pace and pause. Once the groups seem to be done, have a number of students demonstrate one way the sentence could be said. Have a class discussion about what the meaning of this sentence is, based on how it was delivered. Highlight how the skills have been used.Lesson 2 – The Walrus and The CarpenterThis lesson, students will read the poem ‘The Walrus and the Carpenter. Please give students some background on the poet and the poem. You will spend the whole lesson focused on this poem. Read it for its story, for meaning, pull out poetic devices. Read to the students with their eyes closed. Spend some time group reading, practicing use of pause, volume and pace. They may also illustrate different sections of the poem.Teacher Reference Sites – 3 –The Man from Iron BarkThis lesson, students will read the poem ‘The Man from Ironbark’ by Banjo Paterson. Please give students some background on the poet and the poem. You will spend the whole lesson focused on this poem. Read it for its story, for meaning, pull out poetic devices. Read to the students with their eyes closed. Spend some time group reading, practicing use of pause, volume and pace. They may also illustrate a part of the poem each to be displayed.Teacher Reference Sites – 4 – Learning poetryHand out the Second Task Sheet and Checklist. Explain the Task to the class and give them time to begin preparing.This lesson students will, in their groups, decide which poem they are going to perform and how they are going to perform it. They spend time allocating stanzas to each student, memorising the stanzas they are responsible for. They prepare materials, PowerPoint presentations etc. that they need.Lessons 5 & 6 – Performance SkillsStudents will be given this lesson to prepare their poetry performance. Go to Scootle and follow the Poetry and Drama Learning Sequence. The PIN is: XQBINSThis learning progression includes videos of the Director of a Poetry Performance Company talking about how they put together a performance and then the resources under that lead students to learn a poem as a class and to review their performance. In this learning sequence, encourage students to give themselves and their peers feedback about how they perform.Lesson 7 – Performance preparationStudents will be given this lesson to prepare their poetry performance. Lesson 8 – Performance preparationStudents will be given this lesson to prepare their poetry performance. Lesson 9 – Performance preparationThis lesson, students are to film themselves in their groups performing their poems. They will then complete their Student Checklist and submit this, along with their self-feedback on USB for teachers to give feedback.Lesson 10 – Performance preparationStudents have a final lesson to practice as a group. They will get feedback from teacher at the beginning of the lesson, reflect on the feedback given, discuss their own checklist results (which they gave themselves last week) and apply changes they want to make before they are assessed next lesson.Lesson 11 – Performance TaskStudents perform their poetry performance for the class and teacher in class time. Students should be encouraged to use costumes, props and back drops (may be in the form of a Power Point). The results from this task will go in Semester Two’s Folio.No Breathing in Class poem: The Man from Iron Bark text and website: Walrus and the Carpenter text and Website: Sheet and Checklist for Task TwoScootle: Student PINXQBINSMacs and USBSUse feedbackWays to monitor learning and assessmentDiscussions around what exactly each standard looks like before marking,Cross-marking/moderation to take place after marking,Refer to previous years’ ‘C’ sample when marking this task.Feedback to studentsFormal and Informal measures Written and OralStudents are given feedback relating to what they need to improve and what they did wellReflection on the unit planIdentify what worked well during and at the end of the unit, including:activities that worked well and whyactivities that could be improved and howassessment that worked well and whyassessment that could be improved and howcommon student misconceptions that need, or needed, to be clarified. ................
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