Inclusive unit and lesson plan:

Topic: Poetry Curriculum Area: English Year Level: 10

Unit description:

Using song lyrics and analyse using poetic devices and figurative language, and essentially identify different
forms of poetry and engage with it. The students will then show their findings in a structured oral
presentation.

Achievement standards:

Receptive modes (listening, reading and viewing)

By the end of Year 10, students evaluate how text structures can be used in innovative ways by different
authors. They explain how the choice of language features, images and vocabulary contributes to the
development of individual style.
They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing
the evidence used to support them. They listen for ways features within texts can be manipulated to
achieve particular effects.

Productive modes (speaking, writing and creating)

Students show how the selection of language features can achieve precision and stylistic effect.
They explain different viewpoints, attitudes and perspectives through the development of cohesive and
logical arguments. They develop their own style by experimenting with language features, stylistic devices,
text structures and images.
Students create a wide range of texts to articulate complex ideas. They make presentations and contribute
actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and
developing and expanding arguments. They demonstrate understanding of grammar, vary vocabulary
choices for impact, and accurately use spelling and punctuation when creating and editing texts.

Descriptors:

Literature

Responding to literature-

Analyse and explain how text structures, language features and visual features of texts and the context in
which texts are experienced may influence audience response (ACELT1641)

Examining literature-

Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including
analogy and satire shape different interpretations and responses to a text (ACELT1642)

Looking at a range of short poems, a short story, or extracts from a novel or film to find and discuss
examples of how language devices layer meaning and influence the response of listeners, viewers
or readers

Analyse and evaluate text structures and language features of literary texts and make relevant thematic
and intertextual connections with other texts (ACELT1774)

Using terms associated with literary text analysis (for example narrative, characters, poetry,
figurative language, symbolism, soundtrack) when evaluating aspects that are valued and that
 contain aesthetic qualities

Literacy

Texts in context-

Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts,
including media texts, through language, structural and/or visual choices (ACELT1749)

Identifying and evaluating poetic, lyrical language in the depiction of people, culture, places, events,
things and concepts in texts

Interacting with others-

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal
elements to influence a course of action

Lesson Development:

Lesson 1: Week 4, Tuesday (Double)

Go through the assignment sheet with the students and what is required of them.

Pre-assess students by asking what they know already about poetry, poetry devices and figurative
language.

Using a PowerPoint presentation, describe some of the poetic devices and figurative language that they
could apply to their chosen songs.

Show an example song (Africa-Toto) and analyse a few of the stanzas with the class.

Students can ask questions if they want at this point. Otherwise they are to find their two songs and access
the lyrics. Once they have found their chosen songs they are to get approval from me or Annette, so that
there is no inappropriate language chosen.

Homework is to print out the lyrics (internet will not allow them to download them) and bring them to next
lesson.

Lesson 2: Week 4, Thursday (Single)

Start the lesson by squeaking the toy to get the students attention. Using another quick PowerPoint
presentation to show them different forms of poetry.

Students are then free to ask questions or go on with their assignment. I will walk around and see each
student individually so that I can note what songs they will be focusing on and also if they are on track.
They are to fill out the poetry worksheet that has been given to them previously. This will assist them in
analysing their lyrics further.

Five minutes before the end of the lesson, test them on metaphor, simile, personification, hyperbole and
alliteration (what they learnt about last week). They must give an example before they leave.

Lesson 3: Week 5, Monday (Double)

I will ask the students questions about poetic devices/figurative language and Students are to work
independently on their poetry assignments for the rest of the lesson. I will walk around and see each
student to check that they are on track.

Lesson 4: Week 5, Tuesday (Double)

Today I will introduce five new poetical devices for students to recognise when they are analysing their
chosen lyrics. I will also do a quick activity on active listening using a descriptive poem. Students are to
continue on with their assignments for the second half of the lesson.

Lesson 5: Week 5, Thursday (Single)

Students to work on poetry assignments.

Lesson 6: Week 6, Monday (Double)

Students to work on poetry assignments.

Lesson 7: Week 6, Tuesday (Double)

Students to work independently on their poetry presentations today. They should be putting their findings
into a presentation format at this stage ready to present by Monday, week 7.

Lesson 8: Week 6, Thursday (Single)

Students are to be working independently on their presentations. They should be finishing up their
speeches and PowerPoint presentations and anything not completed, will become homework.

Lesson 9: Week 7, Monday (Double)

Presentations will take place in todays lesson.

Lesson 10: Week 7, Tuesday (Double)

A self-assessment is to be completed by each student in this lesson after the presentations have been
completed. The point of this is to see what the students learnt and see what aspects of poetry they could
further improve on.

Learning Objectives*.

As a result of engaging with the lesson (or unit of work) students will understand:

That music is also a form of poetry

Different forms of poetry, what they include and how to identify them
Some poetic devices and figurative language in order to further analyse poetry and other literary
sources

As a result of engaging with the lesson students will As a result of engaging with the lesson students
know: will be able to:

1. How to recognise different types of poetry 1. Recognise different types and forms of
2. How to recognise different poetical devices poetry
and a range of figurative language 2. Recognise the use of a range of figurative
3. How to analyse different types of poetry language in other types of texts
Guiding Questions: Question/s I will ask students to help them explore or uncover the big idea for this lesson

1. What is figurative language? Figure of speech?

2. What are poetical devices?
3. What is a simile? Give me an example.
4. What is a metaphor? Give me an example.
5. What is hyperbole? Example.
6. What is personification? Example.
7. What is alliteration? Example.
8. Can you explain how rhythm is present in your song lyrics?
9. How does rhyme work within your chosen song?

Pre-assessment of students existing knowledge about this unit of work

At the beginning of the first lesson within this unit I will present some poetic devices and figurative
language to the class. Whilst I am presenting, I will ask the students if they know what this is before I
describe the answer to them. I will also ask them to give me an example. This will let me know what their
previous knowledge is prior to completing this unit.

Pre-assessment Task to check for present level of understanding about this unit of work:

Ask the students a range of questions about poetry types, poetry devices and figurative language. Some
questions may include:

Does anyone know any forms of poetry? What are some?

What are some poetic devices used within poetry?
What are some examples of figures of speech?

As a result of this pre-assessment

Majority of students knew of different poetical devices but they did not know what they were or
how to explain them
None of the students knew any examples of any figurative language or poetical devices
I have yet to check their knowledge on poetry types
As a result of this pre-assessment, I am aware that students will need to be taught thoroughly on
poetical devices and figurative language