Context

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
issues

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

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)

Literacy

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

Literature and context

Compare and evaluate representations in poems – different historical, social and cultural contexts (ACELT
1639)

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
1644)
 Year 9-10 English Performance Standards Part B
Comprehension
A Thorough comprehension and/or
evaluation of key ideas and opinions in
texts.
Sophisticated comprehension and
interpretation of ways in which texts are
created for varied purposes, audiences,
contexts
Detailed knowledge and understanding of
a range of ways authors use visual /
aural, language, and text types to
influence readers and create meaning.
B Detailed comprehension and/or
evaluation of key ideas and opinions in
texts.
Well considered comprehension and
interpretation of ways in which texts are
created for specific purposes, audiences,
contexts
Knowledge and understanding of a range
of ways authors use visual / aural,
language, and text types to influence
readers and create meaning.
C Comprehension and or/ evaluation of
some key ideas and opinions in texts.
Accurate comprehension and
interpretation of ways in which texts are
created for familiar purposes, audiences,
contexts
Some knowledge and understanding of
ways authors use visual / aural,
language, and text types to influence
readers and create meaning.
D Some comprehension and or/ evaluation
of restricted key ideas and opinions in
texts.
Some comprehension and narrow
interpretations of ways in texts are
created for purposes, audiences,
contexts
Limited knowledge and understanding of
ways authors use visual / aural,
language, and text types to create
meaning.
E Simplistic comprehension and or/
evaluation. Restricted knowledge and
understanding of key ideas and opinions
in texts.
Limited comprehension and restricted
understanding of how texts are created
for purposes, audiences, contexts
Superficial knowledge and limited
understanding of ways authors use visual
/ aural, language, and text types to create
meaning.
Analysis
Thorough analysis of ways in
which creators of a range of
texts convey information, ideas
and perspectives.
Identification and clear analysis
of ways in which language
features are used to create
meaning in a range of texts.
Perceptive analysis of
similarities and differences in
two or more texts
Analysis of ways in which
creators of a range of texts
convey information, ideas and
perspectives.
Identification and analysis of
ways in which language
features are used to create
meaning in a range of texts.
Analysis of similarities and
differences in two or more texts
Identification with minimal
analysis of ways in which
creators of some texts convey
simple information, ideas and
perspectives.
Identification with some basic
analysis of ways in which
language features are used to
create meaning in a limited
variety of texts.
Analysis of connections in two
or more texts
Reference to one or more ways
in which creators of some texts
convey simple information and
ideas.
Reference to some ways in
which language features are
used to create meaning in a
narrow range of texts.
Description of connections in 2
or more texts
Recognition of the way in which
a creator of a text conveys a
simple piece of information or
idea.
Reference to a way in which
language features are used to
create meaning in a simple text
Limited and restricted
description between 2 or more
texts
Application
Sophisticated use of a wide range of
appropriate language features and
conventions to produce coherent
texts for different purposes
audiences and contexts
Detailed use and appropriate
selection of evidence from texts to
effectively support and validate
response
Effective use of a range of language
features and conventions to produce
coherent texts for different purposes
audiences and contexts.
Considered selection and use of
evidence from texts to develop, and
clearly justify responses.
Appropriate use of applicable
language features and conventions
to produce suitable texts for different
purposes audiences and contexts
Mostly competent selection and use
of evidence from texts to effectively
support responses.
Some creation of texts, which use
written/ visual/ oral conventions in
restricted contexts.
Inconsistent but attempted
description of evidence from texts to
justify responses.
Restricted production of texts with a
limited application of the written/
visual/ oral conventions.
Limited description of textual
connections restricting response.
Communication
Sophisticated fluent and accurate
writing and/or speaking using an
extensive vocabulary.
Effective use of textual
conventions for context and
purpose.
Sophisticated and consistent
independent demonstration of
grammatical control and
complexity.
Consistent use of accurate and
coherent writing and/or speaking
using a broad-range of
vocabulary.
Well considered use of textual
conventions for context and
purpose.
Consistently accurate
grammatical control and
complexity.
Generally coherent and effective
writing and/or speaking using
suitable vocabulary.
Appropriate use of some textual
conventions for context and
purpose.
Appropriate grammatical control;
some superficial errors with
overall meaning achieved.
Occasionally clear and coherent
writing and/or speaking using
limited vocabulary.
Occasionally appropriate use of
some textual conventions for
context and purpose.
Partial but emerging grammatical
control; errors restrict meaning.
Restricted clarity and coherence
in writing and/or speaking using
limited vocabulary.
Limited and restricted use of
textual conventions for the
context and purpose.
Limited grammatical control
 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.

Other:
Blank Free Discuss
Type Limerick Haiku Acrostic
Verse Verse with
teacher

Internal External
Sound Alliteration Assonance Onomatopoeia Rhyme
Rhyme Rhyme

Descriptive
Imagery Hyperbole Simile Metaphor Symbolism Personification
Language

Emotive Rhetorical
Other Form Repetition Juxtaposition Slang
Language Question
Explanation:

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,
1998).