Year 10 English – Poetry Forms Effect
Unit Title: Poetry Forms Effect
Duration: 9 weeks
Description of Unit
This unit requires students to:
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Explore the forms of poetry of Bruce Dawe and the way he uses particular aspects of language to shape meaning and influence
responses
Explore ‘The Simple Gift’ by Steven Herrick and the way he uses particular aspects of language to shape meaning and influence
responses
Develop an awareness of how language can alter perceptions of, and our relationships with others and the world
Understand and evaluate how Dawe and Herrick create distinctive voices in their work
Question, challenge, and evaluate cultural assumptions represented by Dawe and Herrick
A student demonstrates understanding of the relationships among texts.
Compose their own texts in a variety of forms and media
Effectively uses a wide range of processes, skills, strategies, and knowledge for responding to, and composing texts
Selects and uses language forms, features, and structures of text appropriate to explaining their effects on meaning.
In this unit, students strengthen and extend their knowledge, skills and confidence to understand and evaluate, with increasing complexity the
way in which language can represent the personal, and public worlds of composers at the collective and individual level. Students will deepen
their understanding of how language’s representation can affirm, or challenge cultural, and social assumptions at the individual, community, and
national level. Students will analyse, explore, and assess the role of literature, and the influence of the forms has on the transmission of new
ideas, values and attitudes which compound to influence new perceptions of ourselves and cultural perceptions.
1
Through the study of these texts students will appreciate, analyse and assess the importance and power of language. Through a considered
appraisal of, and imaginative engagement with these texts, students will reflect on the complex and recursive process of writing to further
develop their ability to apply their knowledge of textual forms and features in their own sustained and cohesive compositions.
Students will have opportunities to work independently and collaboratively to reflect, refine and strengthen their own skills in producing crafted,
discursive, persuasive texts, reflection and feedback will be an integral part of this process, throughout all phases.
Focus Questions
1. How do writers craft language forms and features to comment on the world around them?
2. In what ways do the writer’s purpose and intended audience impact on their choices of form, medium, language and techniques?
3. How can reflecting on our own and others’ texts help us become better writers?
Outcomes
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EN5-3D: selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts,
describing and explaining their effects on meaning
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EN5-8D: questions, challenges and evaluates cultural assumptions in texts and their effects on meaning
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EN5-7D: understands and evaluates the diverse ways texts can represent personal and public worlds
EN5-5C: thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to
respond to and compose texts in a range of contexts
EN5-4B: effectively transfers knowledge, skills and understanding of language concepts into new and different contexts
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2
Texts
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‘The Simple Gift’, Steven Herrick
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Bruce Dawe’s poetry:
- Life-cycle
- Homo Suburbiensis
- Weapons Training
- Enter Without So Much as Knocking
Assessment Outline
Assessment for Learning
Assessment as Learning
 Pre testing of student understanding of text form
PILS (Purpose, Intended Audience, Language
features and Structure).
 Learning Journal – ‘Inking Their Thinking’
 Peer reflection
Assessment of Learning
Formal assessment – Extended Response and
Reflection
 Class tasks – varied
 Inking Your Thinking – ‘Backward Looking’ entries
 Creative Tasks
Program Overview
Outcomes/ Content

EN5-8D: questions,
challenges and evaluates
cultural assumptions in
Teaching and Learning
Evidence of Learning
Week 1:
Connectedness: Links made to real life
experience
CONTENT: OVERVIEW OF UNIT; INTRODUCTION TO DAWE;
DISCUSSION OF CONTEXT; POEM ANALYSIS: “ENTER WITHOUT SO
MUCH AS KNOCKING”
Substantive Communication: Students to discuss
link between context and meaning
3
Outcomes/ Content
texts and their effects on
meaning
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EN5-7D: understands
and evaluates the diverse
ways texts can represent
personal and public
worlds
Teaching and Learning
Evidence of Learning
Lessons 1–2: Introduction to Study of Bruce Dawe “Enter Without So
Much as Knocking”
Background Knowledge: Students consider own
understanding of poet’s context
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Discuss overview of unit expectations.
Distribute Summative Assessment Task
During this unit students are required to keep a journal. In this
journal they are to:
1. Reflect upon the poems after they initially read them and log a
personal response.
2. Answer any comprehension questions provided.
 Students read the poem “Enter Without So Much as Knocking” and
describe what they think is the context of the composer,
remembering that context is the range of personal, social, historical,
cultural and workplace conditions in which a text is responded to
and composed.
 Students read through a brief biography of Bruce Dawe and
consider the personal, social, historical, cultural and workplace
conditions of Dawe and his writing. They discuss the era Dawe was
writing in and make a list of possible significant influences on him
as a writer.
 Students read through “Enter Without So Much as Knocking” and
identify the elements of the poem that reflect Dawe’s context.
Presented on a poster.
Connectedness: Students consider own response
to poems
Deep Knowledge: Focus on ideas and features of
the poem
Journal responses
http://www.australianbiography.gov.au/su
bjects/dawe/interview1.html
http://www.australianbiography.gov.au/su
bjects/dawe/bio.html
https://www.poemhunter.com/donaldbruce-dawe/biography/
Reading
Homework:
Students re-read the poem “Enter Without So Much as Knocking” and
complete the journal for homework.
1.
2.
3.
4.
What is the poem about?
Summarise the events in the poem.
What does each verse paragraph focus on?
How does the presentation of the streetscape with its numerous
prohibitive signs intensify Dawe’s criticism of the society?
5. Discuss how satire is used in this poem.
6. Explain how humour is used in this poem.
7. How does the Latin epigraph relate to the subject of the poem?
4
https://www.youtube.co1m/watch?v=8SU2kzq3v9
c
Outcomes/ Content
Teaching and Learning
Evidence of Learning
Lessons 3–4: “Enter Without So Much as Knocking”
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This poem presents one view of life, the idea that human beings are
mortal and will one day return to the dust from which we are made.
The poem experiments with poetic style in its use of episode,
everyday imagery, cyclic structure and free verse form. The
environment that the child grows up in is anonymous, impersonal
and commercial, an environment that essentially annihilates
individuality. Dawe effectively works into his poem a juxtaposition
between the purity of nature (revealed in the beauty of the night
sky) with the suffocating communality of urban life.
Deconstruct poem using SPECS and SLIMS to annotate.
Students listen as the poem is read out, list positive and negative
thoughts on the poem to help organise an initial response to the
poem.
Homework:
Students read the poem “Life Cycle” and complete the following:
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EN5-5C: thinks
imaginatively, creatively,
interpretively and
critically about
information and
increasingly complex
ideas and arguments to
respond to and compose
texts in a range of
contexts
Prior to analysing the poem next week, create a visual
representation of your own life cycle. Include a written statement
that explains the images you chose.
Week 2:
Deep Knowledge: Focus on ideas and features of
the poem
CONTENT: POEM: “LIFE-CYCLE”; ANALYSIS OF POEM; CONSIDERING
CULTURE.
Metalanguage: Poetic terms applied to language
Lesson 1: Impact of Context on Poems
Higher-Order Thinking: Evaluating knowledge of
poem’s meaning
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Dawe prefers to use contemporary Australian speech in his poetry
as he believes that such language is a rich form of communication
and should be preserved in literature before it disappears.
The culture of a responder impacts significantly on their response to
a text. Students consider their own cultural background (i.e. class,
race, religion, ethnicity, and gender) and then consider how this has
5
Cultural Knowledge: Considering how language
reflects culture
Outcomes/ Content
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EN5-3D: selects and
uses language forms,
features and structures of
texts appropriate to a
range of purposes,
audiences and contexts,
describing and explaining
their effects on meaning
Teaching and Learning
an impact upon responses to the poem. They consider: how might
your response differ if you were not from Australia? Why?
Homework Task:
Students re-read the poem “Life-cycle” and complete the journal for
homework.
1. How many different voices can you identify in this poem? Who
owns each voice?
2. Are they all the stereotypical “Australian” voice?
3. How has Dawe used language to create an Australian voice in this
poem?
4. How is the colloquial “Australian” language used by Dawe similar to
the language used today? Give examples.
5. What is the tone of this poem? Explain.
6. Make a list of 5 colloquial expressions that are used today. Then
write a definition for each.
Lessons 2-4: “Life-cycle”
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This poem evokes the devotion of Victorians to Australian Rules
football. The poem attempts to explain to outsiders this
phenomenon. Just as in “Enter Without So Much as Knocking”
Dawe once again uses the idea of a life-cycle, however, this time,
he uses it to reflect how the devotion to football lasts throughout the
different stages of one’s life. Dawe uses a combination of Australian
slang and solemn biblical language to create an obviously satirical
poem.
Use the following presentation to deconstruct the poem
https://www.slideshare.net/LeonieKrieger/analysis-of-life-cycle-bybruce-dawe
Focus on how Dawe asserts, and nuances his message through
the use of inter-textual references.
Students to take notes using SPECS and SLIMS to annotate their
copy of the poem.
Students go back to the poem and think about how Dawe has used
techniques to create meaning in the poem. They construct a table
(technique/example/ effect) to help structure responses.
6
Evidence of Learning
Connectedness: Applies real-life experience to
poems studied
Deep Understanding: Demonstrates a meaningful
understanding of the poem
Problematic Knowledge: Consider and reflect
upon the multiple perspectives of Dawe’s poetry
Connectedness: Students consider own response
to poems
Journal Responses
Outcomes/ Content
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
EN5-5C: thinks
imaginatively, creatively,
interpretively and
critically about
information and
increasingly complex
ideas and arguments to
respond to and compose
texts in a range of
contexts
EN5-3D: selects and
uses language forms,
features and structures of
texts appropriate to a
range of purposes,
audiences and contexts,
describing and explaining
their effects on meaning
Teaching and Learning
Evidence of Learning
Week 3:
Substantive Communication: Group discussion
and notes on poem
CONTENT: POEM: “HOMO SUBURBIENSIS”; CREATIVE WRITING;
SONNET WRITING
Metalanguage: Discovering correct terminology
when discussing sonnets
Lessons 1–2: “Homo Surburbiensis”
Connectedness: Links to real-life experience
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This poem describes a man in an Australian setting (his backyard)
and considers his spiritual condition. Dawe uses the traditional
sonnet form for this poem, emphasising the idea that the man is
constrained by suburbia. The disorder of the man’s vegetable patch
can be seen as symbolic of every individual’s desire for freedom
from the toil and tedium of everyday life.
Students read through information on sonnets to identify what
features of the sonnet Dawe uses.
https://www.dummies.com/education/language-arts/poetry/writinga-sonnet/
Deconstruct poem using SPECS and SLIMS to annotate.
Connectedness: Links to real-life experience
Higher-order Thinking: Students organise,
reorganise, apply, analyse and evaluate during
the composition of their narrative
Higher-order Thinking: Students organise,
reorganise, apply, analyse and evaluate during
the composition of their sonnet
Explicit Quality Criteria: Students are provided
with a scaffold to guide them in their composition
Homework Task:
Journal Responses
Students are told to:
Stand in your own backyard at home and make notes about its appearance
and how it makes you feel. Remember: even the most ordinary things can
be interesting if you take the trouble to write in detail.
Lesson 3: Creative Writing
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Bruce Dawe’s strength as a poet lies in his ability to create
believable and fully- developed Australian characters and
environments.
Using the information collected for homework about their back
yards, students are to write a 500 word description of this
environment. Their writing should make use of poetic techniques to
create vivid visual, aural and olfactory images, and to capture their
7
Outcomes/ Content
Teaching and Learning
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Evidence of Learning
individual voices when writing. They consider their attitude towards
the backyard and how to show this through language.
Students deconstruct their creative pieces to identify the techniques
that used to create meaning. They should use a highlighter to
highlight the techniques that used and then complete a table to
evaluate the composition for its strengths and weaknesses.
The narrative is rewritten in light of the analysis, ensuring that it
captures/ conveys a sense of each student’s voice.
Lesson 4: Writing a Sonnet
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Using the descriptive piece from last lesson as inspiration students
are to write a sonnet about the back yard, using both Dawe’s poem
and information on sonnets as a scaffold to help plan and compose
the sonnet.
Homework:
Students re-read the poem “Homo-suburbiensis” and complete the journal
for homework.
1. What is the connection between Dawe’s life and the poem?
2. What is the significance of the title?
3. One of the requirements of a sonnet is completeness. The poet
must convey the sense of having said all that needs to be said
about the chosen topic. How has Dawe achieved this?
4. What is the effect of the arrangement of the poem? How is it
divided up?
5. How does the syle of Dawe’s poetic language advance his
examination of culture?
6. Is Dawe a moralist?
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EN5-3D: selects and
uses language forms,
features and structures of
texts appropriate to a
Week 5:
Metalanguage: Using correct terms to discuss the
language of the poem
CONTENT: POEM: “WEAPONS TRAINING”; PORTFOLIO TASK 2 –
SCRIPT WRITING & PERFORMANCE
Substantive Communication: Group discussion
and notes on poem
8
Outcomes/ Content
range of purposes,
audiences and contexts,
describing and explaining
their effects on meaning

EN5-8D: questions,
challenges and evaluates
cultural assumptions in
texts and their effects on
meaning

EN5-5C: thinks
imaginatively, creatively,
interpretively and
critically about
information and
increasingly complex
ideas and arguments to
respond to and compose
texts in a range of
contexts
Teaching and Learning
Evidence of Learning
Lessons 1–2: “Weapons Training”
Deeper Knowledge: Focusing on the key ideas
and relationships between the poems
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Dawe adopts the persona of a drill sergeant in this poem to portray
how men are trained to use devices that will kill other men. Dawe
cleverly utilises the military idiom to develop a character who, in his
encouragement of the dehumanisation process, is seen to be
beyond redemption.
Students experiment with voice whilst reading the poem aloud. How
should this poem be read?
Deconstruct poem using SPECS and SLIMS to annotate.
Listen to a version of “Weapons Training” read aloud.
Higher-order Thinking: Students organise,
reorganise, apply, analyse and evaluate during
the composition of their script and performance
Deeper Understanding: Students develop a
profound and meaningful understanding of the
ideas in Dawe’s poems
Journal Responses
Lessons 3 - 4: Creativity: Script Writing & Performance
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The poems of Bruce Dawe, whilst having obvious traces of his
historical context, still manage to be relevant today, particularly due
to his focus on characters who are the “underdog” and themes that
are significant to Western society.
Working in groups of 3-4 students will be assigned a poem to
transform into a play script. They consider how the language used
by Dawe captures the voice of the persona and how this voice
reflects his personality and values.
They rehearse and perform your script for the class, ensuring that
different character types are demonstrated through the use of
voice.
Homework:
Students re-read the poem “Weapons Training” and complete the journal for
homework.
1. How does listening to the poem aloud help you to understand
Dawe’s ability to create distinctive Australian voices in his
poems?
2. Consider the “silenced” voices and their reactions to the
persona. Do they get to voice themselves at all?
3. Why has Dawe “silenced” the soldiers?
4. What does this silencing tell you about Dawe’s attitude to the
persona?
9
Outcomes/ Content
Teaching and Learning
Evidence of Learning
5. Write what the soldiers would say after the drill sergeant has
left.
6. The speaker is undeniably Australian, how do you know this?
Week 6:
Note taking – structure and style
CONTENT: Introduction to the Simple Gift; Characters; Plot structure

EN5-3D: selects and
uses language forms,
features and structures of
texts appropriate to a
range of purposes,
audiences and contexts,
describing and explaining
their effects on meaning




EN5-8D: questions,
challenges and evaluates
cultural assumptions in
texts and their effects on
meaning

Lessons 1 - 2: “The Simple Gift”
EN5-7D: understands
and evaluates the diverse
ways texts can represent
personal and public
worlds
EN5-5C: thinks
imaginatively, creatively,
interpretively and
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
Teacher reading of opening chapter
Poetry Forms - Free Verse novella: Free verse novels are also
known as Vers libre and contain narrative poems that are
separated into verse chapters called cantos. Free verse is not
controlled by rhyming patterns and meaning is shaped by using the
intonation (rises and falls in pitch) of everyday speech. Free verse
novels use a variety of poetic techniques to create an image,
atmosphere or mood. Using a colloquial register, a free verse novel
is often told with multiple narrators from a variety of perspectives.
This provides an opportunity for the responder to engage with the
text and to gain an intimate knowledge of each character’s
observations, thoughts and feelings. Free verse novels often
explore contemporary issues and for this reason offer a sense of
realism.
In The Simple Gift Herrick reveals the personalities of the
characters by using first person narrative for the three main
characters, Billy, Old Bill and Caitlin. Readers share the thoughts
and feelings of the characters as they give their perspective on the
events in the story. The reader becomes a part of the story, the
characters thoughts and actions become interactive, enhancing the
reading experience. Herrick explores the social issues surrounding
the homeless and offers a comparative study of ‘those who have’
and ‘those who have not’.
Studying free verse as poetry: The free verse of Herrick is
distinctly poetic. Each unique poem is interrelated with the next,
with vibrant changes in perspective. Single events or incidents are
given life through the different voices/personas adopted by Herrick.
We will study The Simple Gift as a narrative, with all the key
features of narrative technique; however, the poetic nature of the
10
Outcomes/ Content
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Teaching and Learning
Evidence of Learning
prose will be the main focus. The Simple Gift represents all the
critically about
ideals of belonging, of choice, acceptance, difference and
information and
relationships.
increasingly complex
Pop Quiz
ideas and arguments to
Pop Quiz:
respond to and compose Matching quotes with characters: Billy, Caitlin, Old Bill, Ernie
texts in a range of
a) ‘may you all get well and truly stuffed’ (p5)
b) ‘I can read. I can dream.’ (p6)
contexts
c) ‘It was like stepping into heaven, no less than perfect.’ (p135)
EN5-4B: effectively
d) ‘I tell him to piss off, again, but he ignores me now.’ (p76)
transfers knowledge,
e) ‘with nothing you’re rich. You’ve got no decisions, no choice, and no
skills and understanding
worry.’ (p81)
of language concepts into
f) ‘I’m going to sit in this tub and drink myself stupid every weekend.’
(p12)
new and different
g)
‘I ask question after question but I can tell it’s a surprise’ (p177)
contexts
h)
i)
j)
k)
l)
m)
n)
o)
p)
q)
‘My hands still shake from the drink or lack of it’ (p175)
‘from royalty to unemployment in a few generations.’ (p66)
‘I swore and laughed and swore some more’ (p136)
‘I couldn’t spend all that money on food, or beer, or myself.’ (p194)
‘I thought of what could happen and what I could want to happen.’
(p69)
‘and I fell with her and I’ve been falling ever since.’ (p98)
‘an old man before his time’ (p51)
‘Such perfect manners, eating scraps at McDonald’s.’ (p41)
‘I… decided I shouldn’t judge, not yet anyway.’ (p39)
‘I hadn’t thought of anything but how pleasant it was to sit with
these people and to talk with them.’ (pp125-126)
Homework:

Character questions: Which characters make active choices to
belong? Does Herrick suggest it is good to run away from
problems? Does Herrick find any good in adults? Why would Old
Bill not return to his previous life? Why would Herrick leave the
ending open with no clear resolution?
11
Character Questions
Outcomes/ Content
Teaching and Learning

In your imagination, take yourself to a place where you feel you
belong. Describe that place in such a way as to convey your sense
Evidence of Learning
Group Work and class discussion activity – plot
cards
of belonging.
Analysis of ideas
Lesson 3 and 4:
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


EN5-3D: selects and
uses language forms,
features and structures of
texts appropriate to a
range of purposes,
audiences and contexts,
describing and explaining
their effects on meaning
EN5-8D: questions,
challenges and evaluates
Plot structure and class discussion activity: Students will work in
groups to map out the plot structure of “The Simple Gift” on the pin
board using the laminated cards provided by the teacher. They are
to work together to ensure that the plot structure is in the correct
order.
Discuss exposition, inciting incident, rising action, climax, falling
action, denouement as part of the narrative structure of texts.
Following this, discuss with students appropriate ways to group the
plot structure other than the generic narrative structure they have
just discussed. Could they call one section “problems resolved” or
“relationship building” or “making decisions”. Add these new terms
above and around the plot structure displayed on the board.
Students must support their ideas with key events, characters and
quotes that lead to informed analysis.
https://prezi.com/vbjywm2sznwk/the-simple-giftexploring-transitions-hsc/
Week 7:
CONTENT: Development of Themes Through Character: Belonging,
Redemption & The Atypical Character; Short Answer.
Working on Assessment
Lesson 1:
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Application of analysis
Application of Psycho-analytic theory to understand Texts:
- Freudian: Dabrowski’s 3x stages of Personal Dis-integration.
Show Power-Point.
Students to apply this analysis to other stories/texts.
Group Work – discussion and participation
12
Outcomes/ Content
cultural assumptions in
texts and their effects on
meaning



EN5-7D: understands
and evaluates the diverse
ways texts can represent
personal and public
worlds
EN5-5C: thinks
imaginatively, creatively,
interpretively and
critically about
information and
increasingly complex
ideas and arguments to
respond to and compose
texts in a range of
contexts
EN5-4B: effectively
transfers knowledge,
skills and understanding
of language concepts into
new and different
contexts
Teaching and Learning

Group-Pair-Share: How can the psycho-analytic theory explain the
character’s development? (Maybe poster activity to get some
visual learning?)
Group 1 – Caitlin
Group 2- Bill
Group 3- Old bill
EN5-3D: selects and
uses language forms,
features and structures of
texts appropriate to a
Class debate
Lesson 3-4: Belonging & Redemption / Discursive prep:
Persuasive/Discursive text
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

Students will participate in a Class Discussion on: Which is the
greater force – a desire to seek belonging or to redeem?
Students to prepare a discursive text to the following prompt: It is
redemption that propels one along their journey of discovery.
(Rebuttal game).
Direct instruction of structural features of each form.
The A-typical character/ hero as a structural device to create
meaning.
Discuss the literary heritage of this plot device, and how authors
have used this to nuance the ideas, and create authenticity.
Compare the ‘typical’, or stereotypical version of for the 3
characters. For each Character: Caitlin, Bill, Old Bill.
Quote collection concept wall: Explore how subverting this
expectation has allowed Herrick to develop the texts themes, ideas,
& perspectives.
How is this characterisation developed: Dialogue, description of place,
description of events?
:

Evidence of Learning
Week 8:
CONTENT: The authorial use of place to develop themes & ideas within the
text.
13
Comparison of character type
Characterisation and quote collection
Working on Assessment
Outcomes/ Content
range of purposes,
audiences and contexts,
describing and explaining
their effects on meaning

EN5-8D: questions,
challenges and evaluates
cultural assumptions in
texts and their effects on
meaning



EN5-7D: understands
and evaluates the diverse
ways texts can represent
personal and public
worlds
EN5-5C: thinks
imaginatively, creatively,
interpretively and
critically about
information and
increasingly complex
ideas and arguments to
respond to and compose
texts in a range of
contexts
EN5-4B: effectively
transfers knowledge,
skills and understanding
of language concepts into
Teaching and Learning
Evidence of Learning
Lesson 1: Introducing the different ways that authors use setting.
‘Setting, Character, and Interaction’



https://www.youtube.com/watch?v=3jGqbF9fWNs
https://www.youtube.com/watch?v=7FuT8WtoAK0
TEXT: https://www1.essex.ac.uk/outreach/documents/settingliterature-creative-writing.pdf
Annotations
Read the extracts from the TEXT. Annotate how the interaction with setting
develops for mood, action, & character traits.
How has Herrick used the interactions with the setting to develop meaning
within the text?
Analytical responses
Creative Writing activity from extracts of T.S.G: Insert a description of a new
setting from an existing, or new character.
Creative Writing
Lesson 2: ‘Setting as Camera’
Reflective paragraph
Class discussion
Read extracts from TEXT.
Annotate the extracts use of perspective.
Provide an example from T.S.G and explain how Herrick has utilised
perspective to develop meaning.
Lesson 3 ‘Setting as Mood & Symbol’
Read extracts from TEXT.
Identify and annotate where the mood is developed through symbols.
14
Outcomes/ Content
new and different
contexts
Teaching and Learning
Evidence of Learning
Discuss how Herrick has utilised symbols & setting to develop mood, and
themes within his text.
Select a key scene with T.S.G, change the setting, and/or event of the
scene with the intention of maintain the same mood, and themes.
Provide a reflective paragraph justifying your authorial decisions.
Share.
Lesson 4: Setting as Action
Read excerpt from TEXT.
Discuss how the setting backgrounds and develops much of the meaning.
Copy and Paste a section into ‘rewordify.com’. Isolate the parts of speech
as discussion tool to explore how adjectives/adverbs etc are used
effectively.
Chapter 9 ‘Lock & Keys’ – How has Herrick used the setting as a structural
device to propel the story?

EN5-3D: selects and
uses language forms,
features and structures of
texts appropriate to a
range of purposes,
audiences and contexts,
describing and explaining
their effects on meaning
Week 9:
CONTENT: Portfolio Task 4 Discursive
Lesson 1 - 3:

Working on Assessment
Lesson 4:
15
Discursive Writing – assessment
Outcomes/ Content
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EN5-8D: questions,
challenges and evaluates
cultural assumptions in
texts and their effects on
meaning
Teaching and Learning
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Review of the Unit
Peer feedback
Student reflection
EN5-5C: thinks
imaginatively, creatively,
interpretively and
critically about
information and
increasingly complex
ideas and arguments to
respond to and compose
texts in a range of
contexts
EN5-4B: effectively
transfers knowledge,
skills and understanding
of language concepts into
new and different
contexts
RESOURCES:
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Evidence of Learning
https://www.youtube.com/watch?v=3jGqbF9fWNs
https://www.youtube.com/watch?v=7FuT8WtoAK0
TEXT: https://www1.essex.ac.uk/outreach/documents/setting-literature-creative-writing.pdf
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