Individual reading and writing - selecting and analysing poems for an anthology
| Grade | Work Samples | |
|---|---|---|
| Midway through Stage 4 (end of Year 7) | End of Stage 4 (end of Year 8) | |
| Grade A | Lou Jessie Robyn Morgan Jamie | |
| Grade B | Chandra Flynn | Frances Bailey Reese |
| Grade C | Haley Taylor Mel | Sam Casey Chris |
| Grade D | Ariel | Kim |
- New Work Samples
- Jude
Description of activity
You will select three poems you have enjoyed from your study of poetry. The three poems are your recommended selection for a new poetry anthology for Year 7 or 8 students. The three poems should be different types of poems and your selection should demonstrate your understanding of a range of poetic techniques. (Your selection may include one poem you have written yourself and two studied in class.) You are to write a 200–300 word response on each of the three poems. In your response you are to give reasons why you would recommend the three poems you have selected.
Context
Students have been involved in a wide reading poetry unit in which they have been taught about poetic form and poetic techniques such as simile and metaphor. In groups they have been asked to identify these forms and techniques and explain their effect in the poems they have studied. As part of this unit students have analysed poems to understand how meaning is shaped and have composed their own poems.
Areas for Assessment
Outcomes
A student:
1 responds to and composes texts for understanding, interpretation, critical analysis and pleasure
4 uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts
5 makes informed language choices to shape meaning with accuracy, clarity and coherence
7 thinks critically and interpretively about information, ideas and arguments to respond to and compose texts.
Criteria for assessing learning
(These criteria would normally be communicated to students with the activity.)
Students will be assessed on their:
- planning, composing and editing of accurate, clear and coherent texts applying knowledge of language conventions and structures of a written response such as:
- introduction, elaboration and conclusion
- use of evidence from poems to support claims
- consistent and appropriate choices made about language for purpose, audience and context in order to explain personal response to, and analysis of, the poems
- ability to analyse poems interpretively through:
- identification of poetic techniques
- analysis and interpretation of techniques to explain their effects.