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This assignment sheet is part two of a summative task for a Year 10 English class.
Part A is an analysis of a poem of their choice presented as an oral presentation.
Part B will be their final part of the assessment, received at the end of the unit. By
this stage poetic technique will have been explicitly taught, as well as had several
activities around identifying and using these techniques. Students will have a solid
grounding in these techniques, knowing what they are and how to apply them. They
will also have several handouts that help them to explain and use these techniques
with descriptors and examples.

Learning Objectives
As appropriate, these should be based on the Australian Curriculum. You can include specific references to ACARA in
parentheses where you have taken an objective verbatim (ACMMG006), or use language like “Adapted from..” if you
have made some changes to statements from ACARA, but been guided by these.

As a result of engaging with the differentiated lesson or task, students will:

Understand that poetry is a powerful tool for change, and for awareness of important social

Know (e.g. facts, vocabulary, dates, information) Be able to (do) (Skills, processes)

Poems can come in many different types Use poetic technique to enhance an idea
and styles
Create their own poems using poetic technique to
Not all poems rhyme enhance the message of the poem

Poetic technique can add depth to an idea Explain why they have used certain techniques
or cause and how it enhances the poem

Essential Questions (These should help students engage with the “big ideas” or understandings)

How can words ignite passion?

How can language make us aware?

How can a few lines of text move a nation?

Year 10 English Assessment Sheet

Student Name: Teacher: Mr. Nikki Cook

Due Date: Unit: Human Nature through the power of words

Guiding Questions: Capabilities link

In what ways are the tone and personality of the speaker in a poem conveyed to the
reader/listener? Critical and creative thinking

Information and
How can the use of poetic technique add emphasis to an idea or cause?
communication technology
(ICT) capability

Summative Task #1 Part B – Voicing concerns by writing poetry:

Description of task:
You are to create a series of short poems focused on a social issue of your choice. The poems need to
show varied use of poetic technique that helps to enhance the message of your poem and social issue.
To do this you will use the task’s choice board, following those instructions, with the aim to write 15-40
lines of poetry across your four poems.

After writing each poem, you are to complete a short writer statement answering the following question:

How does the selected poetic technique used within this poem help enhance the impact of the social
issues raised within the poem?

This may be submitted in written form or may be read aloud and recorded, with the writer’s statement
spoken after each poem has been read.

Writers Statement Length: 300 – 400 words or 3-4minutes

Task particulars:
 Having explored the impact of poetic technique in class, apply these understandings to the creation
of your own poems. You may refer to techniques shared by yourself and poets you have studied
 Develop an original creative response where you make use of a range of poetic techniques to
convey the views of the speaker
 One draft submitted for written feedback
Summative Task # 1
PART B: Poetry writing and Writer’s Statement

Content Descriptions


Language for interaction

Understand how language use can have inclusive and exclusive social effects, and can empower or
disempower people (ACELA 1564)

Text organisation and structure

Understand how paragraphs (and images) can be arranged for different purposes, audiences, perspectives
and stylistic effects (ACELA 1567)

Expressing and developing ideas

Analyse and evaluate the effectiveness of a wide range of clause and sentence structures as authors
design and craft texts (ACELA 1569)

Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the
effect on audiences (ACELA 1571)


Texts in Context
Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts,
including media texts, through language, structure and/or visual choices (ACELY 1749)

Interacting with others

Identify and explore the purposes and effects of different text structures and language features of spoken
texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY 1750)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal
elements to influence a course of action (ACELY 1751)

Creating texts
Create sustained texts, including texts that combine specific digital or media content for imaginative,
informative or persuasive purposes that reflect upon challenging or complex issues (ACELY 1756)
Use a range of software, including word processing programs, confidently, flexibly and imaginatively to
publish texts, considering the identified purpose and characteristics of the user (ACELY 1776)


Literature and context

Compare and evaluate representations in poems – different historical, social and cultural contexts (ACELT

Responding to literature
Reflect on – endorse/refute others’ interpretations and responses to poems (ACELT 1640)

Analyse and explain how text structures, language features and visual features of texts and the contexts in
which texts are experienced may influence audience response (ACELT 1641)

Examining literature
Compare and evaluate how ‘voice’ as a literary device can be used in a range of different text types such
as poetry to evoke particular emotional responses (ACELT 1643)

Analyse and evaluate text structures and language features of literary texts (and make relevant thematic
and intertextual connections with other texts) (ACELT 1774)

Creating literature

Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of
these texts (ACELT 1814)

Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary
devices, language, auditory and visual structures and features for a specific purpose and intended
audience (ACELT 1815)

Create literary texts that make relevant thematic and intertextual connections with other texts (ACELT
Year 9-10 English Performance Standards Part B

Comprehension Analysis Application Communication

Sophisticated fluent and accurate
A Thorough comprehension and/or
evaluation of key ideas and opinions in
Thorough analysis of ways in
which creators of a range of
Sophisticated use of a wide range of
appropriate language features and
writing and/or speaking using an
extensive vocabulary.
texts. texts convey information, ideas conventions to produce coherent
and perspectives. texts for different purposes Effective use of textual
Sophisticated comprehension and audiences and contexts
interpretation of ways in which texts are Identification and clear analysis conventions for context and
created for varied purposes, audiences, of ways in which language Detailed use and appropriate purpose.
contexts features are used to create selection of evidence from texts to
meaning in a range of texts. effectively support and validate Sophisticated and consistent
Detailed knowledge and understanding of response independent demonstration of
a range of ways authors use visual / Perceptive analysis of grammatical control and
aural, language, and text types to similarities and differences in complexity.
influence readers and create meaning. two or more texts

Consistent use of accurate and

B Detailed comprehension and/or
evaluation of key ideas and opinions in
Analysis of ways in which
creators of a range of texts
Effective use of a range of language
features and conventions to produce
coherent writing and/or speaking
using a broad-range of
texts. convey information, ideas and coherent texts for different purposes vocabulary.
perspectives. audiences and contexts.
Well considered comprehension and
interpretation of ways in which texts are Identification and analysis of Considered selection and use of Well considered use of textual
created for specific purposes, audiences, ways in which language evidence from texts to develop, and conventions for context and
contexts features are used to create clearly justify responses. purpose.
meaning in a range of texts.
Knowledge and understanding of a range Consistently accurate
of ways authors use visual / aural, Analysis of similarities and grammatical control and
language, and text types to influence differences in two or more texts complexity.
readers and create meaning.
Generally coherent and effective
C Comprehension and or/ evaluation of
some key ideas and opinions in texts.
Identification with minimal
analysis of ways in which
Appropriate use of applicable
language features and conventions
writing and/or speaking using
suitable vocabulary.
creators of some texts convey to produce suitable texts for different
Accurate comprehension and simple information, ideas and purposes audiences and contexts
interpretation of ways in which texts are Appropriate use of some textual
perspectives. conventions for context and
created for familiar purposes, audiences, Mostly competent selection and use
contexts Identification with some basic of evidence from texts to effectively purpose.
analysis of ways in which support responses.
Some knowledge and understanding of language features are used to Appropriate grammatical control;
ways authors use visual / aural, create meaning in a limited some superficial errors with
language, and text types to influence variety of texts. overall meaning achieved.
readers and create meaning.
Analysis of connections in two
or more texts
Occasionally clear and coherent
D Some comprehension and or/ evaluation
of restricted key ideas and opinions in
Reference to one or more ways
in which creators of some texts
Some creation of texts, which use
written/ visual/ oral conventions in
writing and/or speaking using
limited vocabulary.
texts. convey simple information and restricted contexts.
ideas. Occasionally appropriate use of
Some comprehension and narrow Inconsistent but attempted
interpretations of ways in texts are Reference to some ways in description of evidence from texts to some textual conventions for
created for purposes, audiences, which language features are justify responses. context and purpose.
contexts used to create meaning in a
narrow range of texts. Partial but emerging grammatical
Limited knowledge and understanding of control; errors restrict meaning.
ways authors use visual / aural, Description of connections in 2
language, and text types to create or more texts
Restricted clarity and coherence
E Simplistic comprehension and or/
evaluation. Restricted knowledge and
Recognition of the way in which
a creator of a text conveys a
Restricted production of texts with a
limited application of the written/
in writing and/or speaking using
limited vocabulary.
understanding of key ideas and opinions simple piece of information or visual/ oral conventions.
in texts. idea. Limited and restricted use of
Limited description of textual
Limited comprehension and restricted Reference to a way in which connections restricting response. textual conventions for the
understanding of how texts are created language features are used to context and purpose.
for purposes, audiences, contexts create meaning in a simple text
Limited grammatical control
Superficial knowledge and limited Limited and restricted
understanding of ways authors use visual description between 2 or more
/ aural, language, and text types to create texts
Choice Board: Summative Task # 1 Part B

Instructions of use: Before starting a poem, you are to use the below choice board to select the poetic
techniques used within the poem. To do this follow these steps:

1. Select one square from the type row.

2. Select two squares, from different rows, from the sound, imagery and other rows.
3. Colour in the chosen squares (use a different colour for each of your different poem choices)
4. Create your poem!
An example of this would be: Haiku – Hyperbole – Rhetorical Question

You may only select a square within a row once, so you will only have one Haiku, one use of Simile and one
use of Slang for example.

Your completed and coloured choice board will be submitted as part of your writers’ statement.

Blank Free Discuss
Type Limerick Haiku Acrostic
Verse Verse with

Internal External
Sound Alliteration Assonance Onomatopoeia Rhyme
Rhyme Rhyme

Imagery Hyperbole Simile Metaphor Symbolism Personification

Emotive Rhetorical
Other Form Repetition Juxtaposition Slang
Language Question

This task is a differentiated assignment made with the class in mind. Within the class there are two
students who ‘find poetry boring and outdated’, to use their words. There is also a student with a
learning disability. The key thing these three students have in common is an interest in music, and
one of the disengaged students is passionate about green energy. Therefore, this differentiated
task is based around student interest. By allowing students to select what poetic techniques they
use, as well as the form of their poem, they can pick what interest them when it comes to the
technical aspect of their assessment. By focusing the poems they create around a social issue,
one that appeals and interests to them, it helps to support the students, helping them to find a
voice to speak out, whilst allowing them to pick what social issue is of interest to them.

This approach aligns with the current research into engagement and interest. Knowing the
students within the class is important, as"...differentiation begins with the best practices in a
particular area....and helps teachers adapt those practices to individual learners needs as well as
the needs of the class as a whole" (Tomlinson & Sousa 79). The focus around student interest is
also important, as from the outset several students were disengaged as they saw poetry as
‘outdated’. Having a student be interested in a task is important as "Student interests are conduits
to motivation, relevance and understanding" (Tomlinson & Sousa 122) and further helps foster a
joy in learning, greater productivity and higher achievement (Tomlinson & Sousa 123). Using
interest is also important for the student with learning difficulties, as “Many students [with
disabilities] also have difficulties with focusing and sustaining attention…with learning and
engaging with class content…” (Tangen, Donna. 134). So, by allowing the student to pick what
interests them, it is helping set them up for greater success within the task. Additionally, by making
the task two part it also allows for improvement of performance between each step, as "The real
goal of classroom assessment is to improve student performance, not merely to audit it" (Wiggins,