Poetry unit
Variations in POETRY
Stage: 4 year: 8 unit: 4
By:
Angelina Iconomou 3335133
Nancy Wen 3291508
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Overview:
These lesson plans are designed to assist students in
reviewing and analyzing the literary elements of poems.
Through this module, students will be able to appreciate various forms
of poetry. They will also learn how the literary techniques used in the
poems help illustrate the theme.
Students are diverse in their abilities, therefore this Differentiated
Curriculum caters to the needs of
those with different ability levels and learning styles by providing them
with appropriate assessments based on their ability.
Students are therefore graded according to their choice of assessment
options, i.e., They are given the choice between layer A, B and C
difficulty levels. This system takes into account Bloom’s taxonomy.
This Differentiated Curriculum is therefore very student-based,
focusing on the needs of the students, and is thus very effective in
achieving learning objectives.
Students will:
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Respond to a variety of texts for interpretation, critical analysis and
enjoyment
Use a range of processes while responding and composing poems
Describe and use poetic techniques, language forms and structures
appropriate to a variety of purposes, contexts and audiences.
Recall and interpret facts and extend meanings of poems they have
studied
Develop a critical opinion about the poem
Analyze poetry and the implementation of poetic techniques in a poem
Discuss themes evident in the poems
Analyze the structure of a poem and identify how key themes are
developed, for example, through the structure of the poem and language
patterns
Incorporate evidence from poems to support their analysis and
conclusions
Makes connections between various poems
Read and discuss opinions about poems with peer and teacher
Identify poetic techniques and their contribution to the overall effect of a
poem
Recognize poetic techniques and be able to use them appropriately
Student Contract
This unit will give you the opportunity to will learn about the variations in poetry as well as
engage in a close study with poetic techniques, forms and poets. By responding to and
composing a wide range of texts in context and through close study of texts you will develop
the skills, knowledge and understanding of poetry in order to:
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Think in ways that are imaginative, interpretive and critical
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Express yourself and your relationship with others and the world
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Learn and reflect on learning through your study of English
Your learning experience of the variations of poetry will take place for approximately two weeks,
where you will have up to six lessons where you will engage with poems, poetic techniques and
poetic forms that famous composers use.
For this unit Variations in Poetry you will be assessed through your classroom involvement and
engagement in activities and assessments. Your progress will be monitored throughout the
entire unit by ongoing formal and informal assessments as well as feedback and one on one
discussions. Complete the below by filling in the missing information and consider this an
agreement that you will engage with the unit and complete it.
Name: __________________
Date: _______________
I have chosen to take part in the completion of this unit at the best of my ability
__________________ (Sign)
I understand that I must complete the following assessments in this unit ___________________
(Sign)
Your goal date of completion of this unit: ____________
Your actual goal of completion of this unit: ___________
Introduction to Poetry- Poetic Techniques
Level C - Must complete three from this section
C1: Students engage in the completion of a prior knowledge quiz on poetic
techniques provided by the teacher on a hand-out sheet (see HO1). Points =
20
C2: Create a front cover for a Poetry Writing Portfolio and on the cover list the
poetic techniques that you know of in poetry. Points = 15
C3 Brainstorm and mind map 3-5 literary terms of poetic techniques you know
and provide each with a definition. Points = 20
C4: Select one poetic technique and write 3 sentences giving an example of
how it is used in poetry, e.g Imagery. Points = 20
C5: From a poem of your choice highlight 3 poetic techniques you can find.
Points = 15
Layer C (cont)- Must complete three from this section
C6: What are the types of forms of poetry? List at least 3 different
types of forms of poetry. Points = 5
C7: Create a poem using a particular form of poetry of your choice.
You may choose
any topic to write your poem on and the poem must be 3-4 lines long.
Points = 15.
C8: Write a paragraph about 5-6 sentences describing what you like or
notice about
the works of poetry. You can choose to write about a poem you have
previously read
or studied. Points = 15
Layer B - Maximum of two from this section
B1: Apply your understanding of the poetic techniques discussed in class and
create a power point slide that defines all the techniques, it must be suitable
to show a year 7 student learning poetry for the first time. Points = 10
B2: Analyse your two best pieces of poetry from class work and write an
explanation of your chosen pieces explaining what writing devices you have
found and how they have been used to make poetry effective and engaging,
then present it verbally to the class. You will have 4-5 minutes. Points = 30
B3: Analyse one piece of poetry and create a performance piece about the
poems meaning/theme. You may work in groups of 2-3. Your production
must not run longer than 5 minutes and you must present it to the class.
Points = 20
B4: Select two poems of your choice and compare the use of poetic techniques
and the effect they each have. Are the poems different in the way they use
poetic devices? Do they have similar effects on the reader? In your own words
which poem is more effective and why? Points = 30
Layer A- One only from this section.
A1: From your own understanding provide an overall idea of what poetry is, how
poetic
techniques and poetic forms are used in any poem you have studied. Use examples
from class and show your understanding by answering the following questions: Why
do we need techniques and forms in poetry, such as rhyme scheme, repetition,
alliteration
etc? Why is it effective or ineffective? Argue your point and provide a one page
analysis.
Points = 50
A2: Remember all the poetic techniques studied in class and design a task that
involves
matching up the correct poetic technique definitions with the correct poetic term.
Your task
can be designed in the form of a board game, memory game, etc. Points = 40
A3: Demonstrate your understanding of poetry in the form of an illustration. Create a
Poetry Cover title page and present a one page summary about your idea of the cover
page.
Points = 40
Required Activities: Maximum points-50
C Level Activities: Maximum points-60
B Level Activities: Maximum points-30
A Level Activities: Maximum points-50
HO1
MATCH THE DEFINITIONS TO THE CORRECT POETIC DEVICES
Imagery
Rhyme
Alliteration
Metaphor
Simile
MATCH THE DEFINITIONS TO THE CORRECT POETIC
DEVICES
Onomatopoeia
Personification
Juxtaposition
Assonance
HO1.1
Definitions:
•Words that create the sounds of the actions
For example: plop, bang, ooze, clatter, dong, hiss
•Two or more words close together with the same letter
For instance: rugged rocks, the ragged rascal ran
•To put to contrasting things together for comparison
•A comparison which asks us to picture one thing as being similar to
another
it does this by using words ‘like’, ‘as’ or ‘than’
For instance: The lion’s roar was like the rumble of thunder
•The repetition of the same vowel sounds,
Such as, not now brown cow
•Human characteristics given to non-human things
For example: The leaves danced in the breeze
•A comparison where we say one thing is the other
For instance: The moon was a ghostly galleon tossed upon cloudy seas
•A musical quality given to words that creates a rhythm for the poem
For example: There was an old person of Crewe,
Who found a dead mouse in his stew.
Alliteration Poetry- Studying Poetic Techniques
Layer C - Must complete at least two from this section
C1: Create your own definition of alliteration. Provide an example of alliteration
from your own choice of poetry. Points = 5
C2: In the alliteration poem The Witches handed out by the teacher, create your
own Witch character. Answer all the questions on the character analysis sheet
to create your own Witch profile (see HO3). Points = 15
C3: Create two lines of poetry using alliteration and add an illustration that
reinforces what the topic or letter of a word of the poem is about. Points =
20
C4: Evaluate how alliteration is used in the poem presented by the teacher in
class and highlight the sentences where alliteration occurs. (see HO2). Points
= 10
Layer C (cont)- Must complete at least two from this section
C5: Write a paragraph that shows your understanding of the poetic
technique alliteration and how it is used in the poem provided by the
teacher (see HO2). Points = 15
C6: Answer incomplete sentences on the handout sheet provided by
your teacher
about the poem and the poetic technique= alliteration. Points = 10
C7: Recite any line of the poem aloud to the class and state why you
chose that
particular line to read aloud. Why was the line most appealing? What
images does it
capture? How does it make you feel? Points = 10
Layer B - Complete only one; each is worth a maximum of 15 points
B1: Analyse the character(s) in the poem The Witches provided by your teacher (see
HO2) and write a character description for one of the witches. Your description must
be at least half a page. You can use the hand out sheet as a scaffold and to help
guide your thinking (see HO3).
B2: Apply your understanding about poetic techniques and poetry to argue either for
or against ‘the need for poetic techniques’. You are the first speaker of a debating
Team that is for or against the need for poetic techniques in poetry and you must
Persuade your audience of your argument.
B3: By using another poetic technique of your own choice apply it to the poem
studied in class. You must write at least three lines where the poetic technique
works and then insert it in the poem, where you think is most appropriate. Write a
one page summary comparing the function of the two poetic techniques in the
poem.
B4: Create your own PowerPoint slide(s), or webpage where students can learn about
Alliteration. What important things would you include? How would you incorporate
learning with fun interactive technology?
Layer A- Choose only one to complete
A1: Create an Alliteration poem ten lines long on a topic of your choice and write an
essay explaining what the poem is about to demonstrate your understanding of
alliteration. Points = 50
A2: Similarly, create an Alliteration poem of 4 lines based on an image of your choice
and present this image and your poem to the class. You will have 5 minutes to read
your poem out to the class and discuss the image you have chosen to create an
Alliteration poem from. Points = 40
A3: Write a diary or journal entry (2 days) pretending to be one of the Witches from
the poem. Think about the type of witch you are to help with your entry and include
daily routines you expect a Witch to be involved with (see HO3 for assistance).
Required Activities: Maximum points-60
C Level Activities: Maximum points-20
B Level Activities: Maximum points-15
A Level Activities: Maximum points-50
50-69 points = D 70-79 points = C 80-89 points = B 90-100 points = A
HO2
CHARACTER ANALYSIS
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HO3
Name:
Gender:
Age:
Physical Appearance:
How does the character feel about his/her appearance?
Describe the characters childhood:
Describe the characters education during and after the
teen years:
Describe the characters current relationship with (a)
siblings (b) parents (c) other people
Describe the characters romantic life (Married?) and any
relevant background information:
What is the characters religious background?
What is the characters occupation?
What are the characters hobbies or non-work activities?
Describe the characters understanding of life:
What are the main aspects of the characters personality?
“Be not afraid of greatness: some are
born great, some achieve greatness, and
some have greatness thrust upon them.”
- William Shakespeare (1564-1616)
Shakespearian Poetry- Sonnet
Layer C – Must choose two or more
C1: Read Shakespeare’s Sonnet 18 and read the lecture notes presented by
the teacher about the poem Sonnet 18 and the life of William
Shakespeare (see HO4). Points = 15
C2: Through a close evaluation, how do you know the poem by William
Shakespeare studied in class is a Sonnet? What indicators tell you
Shakespeare’s poem is a Sonnet? Write at least a paragraph explaining
how you know it is a Sonnet. Points = 10
C3: Create a timeline of Shakespeare’s life and death. Use all of the ideas
discussed in class to make sure they your timeline is accurate. Include
any significant issues that you know of. Points = 15
C4: Write 3 sentences stating what you think the poem is about. Points = 5
C5: In Shakespeare’s Sonnet evaluate what is he trying to say about this
woman? Points = 10
Layer C (cont)- Select two or more to complete from this section
C6: Answer the Handout Sheet provided by your teacher (see HO5).
Points = 10
C7: Outline the persona’s attitude and feelings to this woman. Points =
5
C8: Identify some of the ways that William Shakespeare’s Sonnet 18
appeals to any of the five senses in the poem and show examples.
Your response must take up one page. Points = 20
Layer B – Select two from this section to complete
B1: Compare and contrast Shakespeare’s reaction against the extravagant,
conventional praises of beauty that other sonnet writers used. Your evaluation must
take the form of an essay and must be informative. Points = 35
B2: A sonnet should be 14 lines in length. It usually ends in a couplet (2 lines) that
summarises the feelings expressed in the sonnet. Apply this information to create
your own sonnet. You must write a detailed one page summary analysing and
explaining your ideas and interpretation of the Sonnet you created. Points = 40
B3: A sonnet by Shakespeare provides only one perspective. Write a version of the
Sonnet from the woman’s perspective. Points = 30
B4: Research William Shakespeare’s life and the history of the sixteenth and
seventeenth history. Write an essay that considers the features and implications that
would have made an impact on Shakespeare’s life and writing. What influences did he
come across? Where did his inspiration come from? Your essay can include a close
study of the life and birth of Shakespeare if you choose. Points = 40
Layer A- Complete one from this section
A1: Analyse the perspective Shakespeare sustains in his Sonnet and comment on this
approach. Is this effective or ineffective? How? Would you enjoy it from a females
perspective? Why? Write a letter in the form of an argument to William Shakespeare
informing him of how effective a female perspective would be. (see HO3) Points =
55
Layer A (cont)- Complete one from this section
A2: Write a theatre script for Sonnet 18. Your script must include: character descriptions and
analysis, set, costume and lighting design that are descriptive and detailed enough to
mimic and create a performance from. You must include an opening night poster or
brochure that states relevant facts for a person interested in watching the performance.
(see HO3) Points = 50
A3: You are a to use Shakespeare's Sonnet to create a performance to show to the class. You
can use a monologue style of acting, props, lighting, costumes and design the stage in
any way you choose. Points = 40
A4: Read Sonnet 130 and answer these questions in your English book. Points= 45
1. Imagine how the lady would have reacted to this sonnet.
2.Shakespeare was reacting against the extravagant, conventional praises of beauty that
other sonnet writers used. Make a list of them, by filling in the gaps.
Other sonnet writers said their ladies’:
Eyes were as bright as:
Lips were as red as:
Cheeks were the colour of:
Breath was like:
Voice was like:
Required Activities: Maximum points-50
C Level Activities: Maximum points-20
B Level Activities: Maximum points-40
A Level Activities: Maximum points-55
SHAKESPEAREAN SONNET: FACTS TO KNOW
A sonnet is a form of poetry it was very popular in England when
Shakespeare was writing (1590s).
The purpose of a sonnet was to express intense emotions such as
love, grief, jealousy, tenderness, devotion and longing.
A sonnet should be 14 lines in length. This means it must be concise.
It usually ends in a couplet (2 lines) that summarises the feelings
expressed in the sonnet.
A sonnet was often used to express love and the writer would
describe the beauty of a woman. At times Shakespeare subverted this
idea by criticising the woman’s appearance.
Shakespeare wrote over 150 sonnets. Many people believe that these
sonnets were based on his real life; however Elizabethan writers often
just wrote poetry for the enjoyment of the creative process. He was
probably just creating a dramatic character.
HO5
1.How do you know this is a sonnet?
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2.What is Shakespeare trying to say about this
woman?
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3.What ideas does this sonnet show?
____________________________________
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“My subject is war and the pity of war.
The poetry is in the pity”
- Wilfred Owen 1917
ANTHEM FOR DOOMED YOUTH – WILFRED
OWEN
What passing bells for these who die as cattle?
Only the monstrous anger of the guns.
Only the stuttering rifles’ rapid rattle
Can patter out their hasty orisons.
No mockeries for them from prayer or bells,
Nor any voice of mourning save the choirs –
The shrill, demented choirs of wailing shells;
And bugles calling for them from sad shires.
What candles may be held to speed them all?
Not in the hands of boys, but in their eyes
Shall shine the holy glimmers of good-byes.
The pallor of girls’ brows shall be their pall;
Their flowers the tenderness of patient minds,
And each slow dusk a drawing-down of blinds
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Wilfred Owen - Dulce Et Decorum Est
Bent double, like old beggars under sacks,
Knock-kneed, coughing like
hags, we cursed through sludge,
Till on the haunting flares we turned
our backs
And towards our distant rest began to trudge.
Men marched
asleep. Many had lost their boots
But limped on, blood-shod. All went
lame; all blind;
Drunk with fatigue; deaf even to the hoots
Of
disappointed shells that dropped behind.
GAS! Gas! Quick, boys!-- An
ecstasy of fumbling,
Fitting the clumsy helmets just in time;
But someone
still was yelling out and stumbling
And floundering like a man in fire or
lime.--
Dim, through the misty panes and thick green light
As under a
green sea, I saw him drowning.
In all my dreams, before my helpless
sight,
He plunges at me, guttering, choking, drowning.
If in some
smothering dreams you too could pace
Behind the wagon that we flung
him in,
And watch the white eyes writhing in his face,
His hanging face,
like a devil's sick of sin;
If you could hear, at every jolt, the blood
Come
gargling from the froth-corrupted lungs,
Obscene as cancer, bitter as
the cud
Of vile, incurable sores on innocent tongues,--
My friend, you
would not tell with such high zest
To children ardent for some desperate
glory,
The old Lie: Dulce et decorum est
Pro patria mori.
ANTHEM FOR DOOMED YOUTH QUESTIONS:
Layer C - Must complete at least three from this section
C1: Identify 3 poetic techniques evident in this text and how they are employed.
Points = 15
C2: What poetic techniques do you notice in the first stanza? What effect do they
have on you as the reader? Give 2 examples of each poetic technique and explain
how they have enhance meaning. Points = 10
C3: Choose two examples of poetic techniques in the poem. Write two
sentences of your own using the two poetic techniques you have chosen, in
order to demonstrate a clear understanding of the poetic techniques. Points =
10
C4: What emotions does Wilfred Owen invoke? What words have caused you to
evoke these particular emotions? Points = 5
Layer C (cont)- Must complete at least three from this section
C5: What do you think the purpose of this poem is? Do you think it is
effective in achieving its purpose? Points= 5
C6: Describe the images Wilfred creates in the poem? Explain what they
make you picture? Points = 10
C7: What is the overall tone of this poem? Explain how does Owen use
death imagery to create this tone. Points = 5
C8: Identify three alliterating words and explain their effect. Points = 15
Layer B - Complete only two from this section
B1: What do you think is meant by an ‘anthem’? Who do you think this
‘anthem’ is intended for? Do you think the title “Anthem for Doomed
Youth” is appropriate for this poem? Why or why not? Points = 20
B2: After researching the life of Wilfred Owen, create a time-line based
on your research and findings of his life. Also discuss other influences
that had an impact on his poetry. Points = 30
B3: Imagine you are a family member or relative of someone who died
in World War I. How would a reading of Wilfred Owen’s poetry make you
feel? Do you think it does the war and your family member justice, or
do you feel it is a mockery? Points = 25
B4: What simile did Wilfred Owen use to describe the men? Explain why
you think he chose them. Points = 40
Sample Answer:
He writes that the soldiers “die as cattle”. This is an effective simile
because is shows that Owen feels that the men were dying without
dignity and that the like the number of cattle being slaughtered”
 Write one paragraph based on your thoughts and understanding of
this poem. Share your paragraph with a classmate and compare and
contrast your two interpretations.
Layer B (cont) - Complete only two from this section
B5: Do you think this poem adheres or does not adhere to traditional
forms of war poetry? Explain your answer in a paragraph. Points = 25
B6: What do you think is the message that Wilfred is attempting to
convey to his audience? Do you think that he has been effective in doing
so? Points = 30
Layer A: Complete only one
A1: Pretend you are a literary critic reviewing Wilfred Owen’s poetry.
Analyse the structure of the texts, his use of poetic techniques, and
their effectiveness in contributing to the overall effect of the poem.
Points = 50
A2: Identify how key ideas (such as war and death) are developed, e.g.
through the organisation of the content and the patterns of language
used, and how this has enhanced your understanding of war and
poetry. Evaluate how this poem has enhanced your prior understanding
of war poetry. Points = 60
Layer A (cont) - Complete only one
A3: Do you think any improvements could have been made to improve
his poetry? Re-write the first and last stanza of one of the poems,
incorporating your own understanding of war/anthems and making any
improvements where you think necessary. Points = 60
A4: Obviously poems cannot describe extreme violence or suffering in
their full extent. To what extent do the poems “Anthem for Doomed
Youth”/”Dulce et Decorum Est” attempt to do so? What is Wilfred’s
strategy in representing the violence and suffering? Explain whether or
not you think it is effective. Points = 70
A5: This poem title suggests that it is appropriate for commemorating
the “doomed youth” who have died in war. What tones and conventions
does it use to remember the “doomed youth”? Do you think it sticks to
conventional forms of war poetry during Wilfred Owen’s World War One
context, or do you think it is unconventional? Support your beliefs with
an explanation. Points = 55
Required Activities: Maximum
C Level Activities: Maximum
B Level Activities: Maximum
A Level Activities: Maximum
points-70
points-15
points-40
points-70
HO6
Term
Definition
Simile
Using “like”/”as”
to draw
comparisons
Example
Purpose/Effect
What do these comparisons make you see/feel?
Metaphor
Personification
Giving humanlike
characteristics
to objects
Onomatopoeia
Rhythm
Words sound like…
Regular
emphasis
pattern
Rhyme
Alliteration
Repetition
Image
Cattle/rattle; bells/shells; sludge/trudge
Bent/beggars;
knock-kneed;
coughing/curse
d
Repetition of “ing”-links words together, internal
rhyme creating rhythm
Layer C- Complete at least two
C1: Read the poem out loud, placing any emphasis where you think it is
supposed to be? Points = 10
C2: Complete the Handout sheet of Poetic techniques. Points = 20
C3: Students identify any words they are unfamiliar with. Look up definitions
of these terms in the dictionary and create a new vocabulary bank. Points =
15
C4: What form of poetry do you think Dulce Et Decorum Est is – concrete
poetry, protest poetry, ballad? Does it follow conventions of this form of
poetry? Points = 20
C5: What does Wilfred use imagery to depict? How does he create this
imagery? Points = 5
C6: Who do you think is the audience for this poem? Points = 5
C7: Who do you think Wilfred refers to by “He” in the third stanza? Points
=10
C8: Share initial responses to the poem in pairs, followed by whole class
discussion. Points = 15
Layer B – Complete two from this section
B1: What do you think the “old Lie” is referring to? Points = 30
B2: Do you agree with Wilfred’s belief that it is not sweet and honorable
to die for one’s country? Points = 25
B3: Discuss themes of: death, horror, war, conflict, tragedy, misery.
Evaluate how well Wilfred has conveyed them through his poem
“Dulce et Decorum Est”. Points = 40
B4: Compare and contrast it to “Dulce et Decorum Est” to “Anthem for
Doomed Youth”. Explain which of the poems you prefer and why? Points
= 60
B5: What are the similarities between the two poems? Is there a
similarity in the way Wilfred describes the men in the two poems? Points
= 55
Layer A- Select one from this section to complete
A1: Students compose a letter to Wilfred Owen detailing the initial reaction to his
poetry, making specific reference to “Anthem for Doomed Youth” and “Dulce et
Decorum Est”. Students must also provide a brief analysis of his poems, explaining
why they liked or disliked them. Points = 70
A2: Write a journal entry pretending to be Wilfred Owen fighting during WW1. In this
journal you must express the feelings you would imagine Wilfred would have
experienced. Points = 80
A3: Similarly, construct a diary entry pretending to be another character, for
example: Wilfred’s girlfriend, friend, mother or sibling member. Compare this to the
diary entry you constructed as ‘Wilfred’ and explain how the perspectives differ.
Points= 60
A4: Gather newspaper articles, journals, interviews, or other media forms
documenting the events of WW1. Compare it to Wilfred’s war account. Do you think
Wilfred gave an accurate account of real war events? How do the two different
accounts differ? Points=65
Required Activities: Maximum points-80
C Level Activities: Maximum points-20
B Level Activities: Maximum points-60
A Level Activities: Maximum points-80
They were women then
My mama's generation
Husky of voice--stout of
Step
With fists as well as
Hands
How they battered down
Doors
And ironed
Starched white
Shirts
How they led
Armies
Headragged generals
Across mined
Fields
Booby-trapped
Ditches
To discover books
Desks
A place for us
How they knew what we
Must know
Without knowing a page
Of it
Themselves.
Lesson Aim: Introduce students to a poem by Alice Walker and discuss and identify poetic
techniques. Students to learn: Students will gain understanding of the way poetic techniques
are used to impact the reader and deliver a particular message for the responder.
Layer C- complete at least three from this section
C1: Identify any visual imagery in this poem. Points = 5
C2: What activities do you think are happening in this poem? Points =
15
C3: What themes do you think are being addressed in this poem? Points
= 10
C4: Who does this poem involve? Discoveries are made throughout this
poem, explain what you think they are. Points = 10
C5: Comment on one theme the poem explore in one paragraph. Points
=5
Layer C- complete at least three from this section
C6: According to the physical description of the women in the poem,
what do you think they look like? Points = 15
C7: What adjectives are used to describe the women’s strength? Points
= 20
C8: What do you think this poem reveals about the author and the
context she grew up in? Points = 20
Layer B- Complete only two
B1: What changes have occurred throughout the poem as we witness
the shift from one generation to the next? Are they improvements? What
has been lost as a result of these changes? Points = 20
B2: Describe the hardship and sacrifice undergone by the characters in
the poem. Explain how this hardship and sacrifice can be a positive
experience. Points = 30
B3: Compose your own short poem describing a situation where you
experienced hardship or sacrifice in your life. You must involve at least
5 different poetic techniques. Points = 40
B4: Find a similar poem set in the same context and compare and
contrast the two. Analyze the use of literary techniques and the themes
explored. Points = 50
Layer A- Select one to complete
A1: Find another poem by Alice Walker. Analyze the poem to examine where she employs
techniques such as rhyme, scheme, alliteration, etc. Write a one page analysis of the poem,
giving detailed examples of how she uses these techniques, and where, in the poem. Points
= 60
A2: What changes do you think have occurred since the role of women and perception
towards them in society since the 1990s? Do you view these as a positive change, why or
why not? Points = 55
A3: Imagine Alice Walker asked you to complete your own version of her poem ‘Women’.
Using the lines below continue on and create a new stanza that you would give back to Alice
Walker to add to her poem. Points = 70
My mama's generation
Husky of voice--stout of
Step
With fists as well as
Hands
How they battered down
Doors
And ironed
Starched white
Shirts
Required Activities: Maximum points-70
C Level Activities: Maximum points-20
B Level Activities: Maximum points-50
A Level Activities: Maximum points-70
Students are given a short informal assessment in the form of a quiz-style handout, based
on the poem “Neglected Nature” (see below), in order to monitor and assess their progress
thus far in the poetry module.
Neglected Nature
As fumes from the tractor’s exhaust rise
The Amazon giants plummet to the dispersed soil.
Until one stands solitary
The destroyers strive.
The golden sky is choked
By the excreted debris.
Flocks of birds flee the scene.
A terrible massacre has just occurred.
Corpses litter the ground.
The chosen are taken and are to be,
Transformed into stationery.
Left stranded and neglected,
A tapir crouches in fear.
He is not alone,
In his former home,
The jaguar still roams.
HO7
Jumbling exercise: You must now rearrange these lines in their correct order.
Neglected Nature
The chosen are taken and are to be,
A tapir crouches in fear.
The golden sky is choked
As fumes from the tractor’s exhaust rise
Transformed into stationery.
By the excreted debris.
Left stranded and neglected,
The jaguar still roams
The destroyers strive.
He is not alone,
The Amazon giants plummet to the dispersed soil.
In his former home,
Flocks of birds flee the scene.
A terrible massacre has just occurred.
Corpses litter the ground.
Until one stands solitary
HO8
Your Task:
1: On the handout (see HO7) provided is a copy of the “Neglected Nature”
poem, except it is not in correct order. Your task is to rearrange the poem in
its correct order.
2. Once the poem is arranged in the correct order (which must be confirmed
with the teacher), you must each copy down a correct copy of the poem onto
a piece of paper.
Determine and then highlight the poetic techniques (out of the following
checklist) that you recognize within the prescribed poem. You must also cite
examples of where you have found these poetic techniques within the poem.
Checklist: simile, description, juxtaposition, personification, assonance,
verb, image, metaphor, alliteration, hyperbole, rhyme, assonance, adverb,
oxymoron.
3. What themes are evident in the poem? What is the message the author is
trying to convey to the audience? What techniques have they used to achieve
their poem? Write your answer in a paragraph.
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Competent students, generally those who are
able to attempt and complete Layer A activities,
will (80-100%):
Express creativity and independent knowledge
when analyzing texts
Ability to debate point of views
Respond critically to the poems as pieces of wellconstructed literature
Attempt to replicate these devices in their own
writing
Read and discuss poems independently
Write analytically, demonstrating knowledge and
control of language and some evidence of
independent thought
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Average students, generally those capable of
Layer B activities, will (60-70%):
Apply newly-acquired information to prior
knowledge, therefore they are able to apply,
compare, manipulate and demonstrate sound
knowledge of poetic literature
Review poems both as shared text and within
groups
Write demonstrating knowledge of poetic
techniques used by the poets studied, and the
themes they explore within their poems
Construct pieces of analytical writing, engaging
in speaking, writing and listening activities
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Struggling students, generally those capable
of only Layer C activities, will (10-50%):
Possess a basic knowledge of what they are
required to know and learn about poetry
Read poems and engage with most of the
material and activities
Respond to the poems and will write their
own opinions. However, they require a variety
of assistance to support reading and writing
skill