Year 9 ENH- Poetry ILP

My Goals For This Unit
Goal 1 / Goal 2 / Goal 3
What do I ne / What do I need to do to achieve this goal? / What do I need to do to achieve this goal?

Track your progress throughout the term using the pyramids below!

AUSVELS / English translation… / Where does that fit with Poetry? / Task/Resource example
Understand that roles and relationships are developed and challenged through language and interpersonal skills / Depending where you are and who you’re speaking to, you use different
types of language. / Purpose and Audience / Writing their purpose and audience for their poems.
Understand that authors innovate with text structures and language for specific purposes and effects / Authors try different and interesting things to make an impact. / Playing with structure/words /
  • Looking at poets such as E.E. Cummings, Lewis Carroll
  • Writing poems with experimental structure

Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas / What happens in different texts so that they are clearly organised and readerscan follow the development of thoughts. / Poem structure / Looking at the development of ideas and how that adds to the message.
Explain how authors creatively use the structures of sentences and clauses for particular effects / How do authors experiment with their sentences to make an impact / Playing with structure/words /
  • Looking at poets such as E.E. Cummings
  • Writing poems with experimental structure

Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning / How and why do films and pictures use recognisable images? / Symbolism/icons / Selecting appropriate images to match the themes of their multimodal poem.
Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts / What do I think about the world? How does that compare or contrast to how author’s or characters experience the
world in different texts? / How does my view of the world compare? / Analysing the meaning of poems and personally responding to the themes/message.
Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes / Use symbolic language in different meanstypes of texts / Symbolic language, literary techs /
  • Learn about poetic devices, especially metaphor
  • Look at examples- video examples
  • Use these devices in their own poetry

Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using parody, allusion and appropriation / Reorganise, modify or experiment with meansthe content or structure of an existingtext to make a new text. / Hybrid texts /
  • Look at hybrid texts such as James Blake/Tupac, as well as mash ups on Phat Poetry website.
  • Create their own hybrid text/mash up/multimodal poem

Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and pun and the use of hyperlink / Reorganise, modify or experiment with meansthe content or structure of an existingtext to make a new text(with words, images or sound / stereotypes and humour). / Hybrid texts with sound/image /
  • Creating their own multimodal poem using sound and image

Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts / What is the message of a text and why? / Message of poem / Analysing the message of poems.
Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features / Create different types of texts with a message - some texts should be a
combination of words, images, audio or video. / Multimodal text / Creating a multimodal text.
Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features / Students should self edit their own work means- and engage in peer feedback of work. / editing /
  • Peer assessing each other’s work
  • Self editing their poems before submission

Use a range of software, including word processing programs, flexibly and imaginatively to publish texts / Use ICT for creating texts. / ICT / Using a range of ICT to create poems, e.g. Word, Powerpoint, Movie Maker, Phat Poetry website, IMovie, Flipcams, etc.