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Christina Quidacciolu-Goetz

EDUC4720: A2

Differentiated Lesson/Learning Task


Name and Student Number: Christina Quidacciolu-Goetz
Topic of Lesson/Task: Poetry
Curriculum Area: English
Year Level/s: Year 10
This lesson/task is differentiated by:
Readiness
Interest
Context:
This unit will be looking at poetry, and it will have a strong focus on inspirational women in the
history of poetry, looking at their works and what it means to be a woman in a society that is
primarily dominated by males. Poetry is the art of rhythmical composition, written or spoken,
for exciting pleasure by beautiful, imaginative, or elevated thoughts. To accomplish this,
devices such as assonance, alliteration, onomatopoeia and rhythm are used. Students will use
these devices and the structure they desire to create their own poems. The development of
their understanding surrounding poetry will be essential for further English studies in stages
one and two.

The RAFT will be used as a differentiated assessment piece, as it will be used at the end of the
unit when the students should feel confident enough to use the information that they have
been given surrounding poetry and creating their own.

The students work will be evaluated by the use of a rubric, which will also be given to the
students so that they can ensure they are including all of the necessary elements that are
needed to meet the criteria to the best of their abilities.

Christina Quidacciolu-Goetz

EDUC4720: A2

Learning Objectives. As a result of participating in the lesson, students will:


Understand that (Concepts, principles, big ideas)
Language use can have inclusive and exclusive social effects, and can empower or disempower
people (ACELA1564)
The simplicity of some poetry does not mean that the intended message is any less important.
Know (e.g. facts, vocabulary, dates, information)
Devices such as assonance, alliteration, onomatopoeia and rhythm.
Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these
are influenced by purposes and likely audiences (ACELY1752)
Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices
including analogy and satire shape different interpretations and responses to a text
(ACELT1642)
Be able to (do) (Skills, processes)
How use such devices as assonance, alliteration, onomatopoeia and rhythm.
Create sustained texts, including texts that combine specific digital or media content, for
imaginative, informative, or persuasive purposes that reflect upon challenging and complex
issues (ACELY1756)
Use organisation patterns, voice and language conventions to present a point of view on a
subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical
devices to engage audiences (ACELY1813)
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 (ACELT1815)
Analyse and evaluate how people, cultures, places, events, objects and concepts are
represented in texts, including media texts, through language, structural and/or visual choices
(ACELY1749)
Analyse and explain how text structures, language features and visual features of texts and the
context in which texts are experienced may influence audience response (ACELT1641)

Essential Questions:
Why is the voice of the poet so essential in a poem?
How do poems evoke emotion from the reader?
Why do people choose to poetry over other writing styles?

Christina Quidacciolu-Goetz

EDUC4720: A2

Assessment Rubric for Year 10 English Poetry unit


3
Poems appear to be
thoughtless or rushed. Work is
very repetitive, and ideas are
unoriginal.

4
Most of the poem is creative,
but appears to be rushed. This
is evident in the poet's
redundancy or use of clichs.

There is no useor consistently


confusing or inappropriate
use of sensory details,
figurative language, or sound
devices. Words may be misused
or unclear.

Sensory details and figurative


language may be overused,
under- used, or inappropriate
to the subject; sound devices,
such as rhyme, alliteration, or
onomatopoeia, may be
overused or under- used, or
they may fail to add to the
meaning of the poem. Word
choices may be vague,
repetitive, or imprecise.

Form (flow, poetic structure)

The form of the poem is not


appropriate to the subject. The
poem does not enable the
reader to see, hear, feel, or
think about the subject.

Grammar punctuation and


spelling

There are numerous spelling or


grammar errors, making the
poems difficult to understand.
Punctuation is used incorrectly.

Meaning and originality

Sensory (similes, metaphors,


imagery)

5
Poem is thoughtful and
creative. A couple of phrases or
ideas may be revisited, but the
overall product is carefully
written.
Sensory details and figurative
language contribute to the
meaning of the poem; sound
devices, such as rhyme,
alliteration, or onomatopoeia,
also add to the meaning of the
poem. Most word choices are
precise.

6
Poem is creative and original. It
is evident that the poet put
thought into their words and
uniquely conveyed their ideas
and emotions.
Sensory details and figurative
language create vivid images
that contribute significantly to
the meaning of the poem;
sound devices, such as rhyme,
alliteration, or onomatopoeia,
are used effectively and
contribute to the meaning of
the poem. Word choice is vivid
and exact throughout.

The form of the poem should


be more appropriate to the
subject. The poem enables the
reader to see, hear, feel, or
think about the subject, but this
is accomplished through
clichs, or other predictable
choices.

The form of the poem is


appropriate to the subject. The
poem enables the reader to
see, hear, feel, or think about
the subject.

The form of the poem is


appropriate to the subject. The
poem enables the reader to
see, hear, feel, or think about
the subject in a new way or in a
more potent way than ever
before.

The poet's intended meaning is


confusing by several spelling or
grammar errors. Punctuation
may be misused.

Spelling or grammar mistakes


are evident, but do not diminish
the meaning of the poem.
Punctuation is utilised when
necessary.

Proper use of English spelling


and grammar is used
consistently throughout each
poem. Punctuation is utilised
when necessary.

Christina Quidacciolu-Goetz

Audio/ Oral presentation

Visual

EDUC4720: A2
The poem is hard to understand
and follow. Meaning of the
poem is lost. No emotion
expressed.

Emotion is lost due to incorrect


oral delivery of the sentence
and lack of tone.

The chosen images have no


relevance to the chosen
content. No thought has been
given to this element.

Some of the images used are


appropriate, although not much
thought has been given as to
why they have been placed
there or what emotions they
will evoke.

Some grammatical errors, still


delivers the meaning across
well. Appropriate use of tone,
but sometimes the emotion is
not conveyed.
Most of the images are
appropriate and display the
intended emotion.

Proper use of English, voice is


clear and fluent throughout the
recording/ oral, and the tone
appropriately adds the
intended emotion.
All of the images sourced have
been thoughtfully placed and
express the intended emotion.

(Appendix 1)

Christina Quidacciolu-Goetz

EDUC4720: A2

Differentiated RAFT

(Appendix 2)

Name and student #: Christina Quidacciolu-Goetz (2087823)


RAFT Topic: Poetry
Curriculum Area: English
Year Level: 10

RAFT Title: Poem writing and analysis


ROLE

AUDIENCE

FORMAT

TOPIC

Famous poet

Fans

Free choice

Refugee

Politicians

Present your poem to the class


orally. (You can also video record
this if wanted)
Write a poem in whichever form
you would like

A high profile woman

Men of society

Free choice

Zombie

Humans

You

A stranger

Digital storytelling: Using


Photostory 3, produce your own
poem accompanied by pictures,
sound effects and voice narration.
Record your poem as though you
were on the radio

Everyone around me is dying.


Still being made to feel
inadequate in relation to men.
I dont want to eat your brain.

The time you woke up in the


body of an animal

*Note that you can swap and change between the strips to what you think would suit you the best. Also, if there is
something else you may want to do this can be discussed and arranged with the teacher.

Christina Quidacciolu-Goetz

Task Sequence

EDUC4720: A2

Task Plan (spanning over approximately 1 and a half weeks)


Explanatory notes

Lesson 1
1. Whole class introduction (10
minutes): Take roll and introduce the
summative assessment task. Students
will also be given a time frame in which
they have to complete their work
ready for presentation (from this
lesson until lesson 6). Students will be
introduced to the learning objectives
for this part of the unit (see learning
objectives above).
2. Poem Production- Summative
Assessment Task (30 minutes):
Students will be given the RAFT sheet
(Appendix 2), and the teacher will then
read through the RAFT so that students
can see which strip appeals to them
the most in terms of their selfdetermined readiness and their
interests. Students will be given 5-10
minutes to decide which RAFT task is
most suitable for them. Students that
decide to do the Student choice RAFT
strip will need to discuss their ideas
with the teacher at this stage. This is
the same for those students who may
want to mix and match columns of the
RAFT to make their own individual
strip. Once students have selected the
RAFT task they wish to write their
poem on, they will be given the task
card for their selected RAFT. They will
also be given the assessment rubric
(Appendix 1). The teacher will briefly
discuss the assessment rubric and its
relation to the tasks learning
objectives. Students are to begin
planning their poems during this
lesson.
3. Class Discussion (5-10 minutes):
Students will engage in a class
discussion about the ideas and
concepts they have started to use for
their final creative pieces.

It is essential to inform the students of the learning


objectives for the assessment task, this allows them to
know why they are doing the task, and the significance
of it. Students will also be reminded of the previous
activities they have completed in the unit so that they
may use these experiences to draw their inspiration
from, and to use the knowledge and understanding they
already have on the topic to write and construct their
poems.
(When introducing the summative assessment task,
students will be allowed to ask any questions they may
have).
At the end of the first lesson, students will be given the
opportunity to discuss with their peers what RAFT strip
they are thinking of choosing and why.
As this is the last part of the unit, and the students are
completing their summative assessment tasks. The
lessons are based around the students working
independently on their poems and analysis of it. As a
result, there is little whole class instruction, a part from
the beginning of each lesson.
Summative assessment task:
Students are given 6 lessons (approximately 1 and a
half weeks) to finish this task
The summative assessment task for the end of this unit
is for students to complete one of the strips on the RAFT
sheet. This summative assessment is a differentiated
learning task. The choice to use a RAFT for the students
last assessment piece has been centred on wanting
them to really enjoy and engage in this final piece of
work, but also get the most out of it. This final product is
the second summative assessment piece of work in the
unit. There are also other formative activities that are
used in the lead up to the production of this final poetry
assessment.
Description of task:
The differentiated learning task for this assessment is, as
noted above, a RAFT. RAFT is the acronym for Role,
Audience, Format, and Topic. The Role in this
assessment is that of either the student or the role of
the students made up role, (this is further specified in

Christina Quidacciolu-Goetz

Lesson 2, 3,
1. Introduction (5 minutes): Roll will be
taken, students will then instructed to
carry on with their summative tasks.
Students will also be constantly
reminded of the learning objectives.

EDUC4720: A2
the task sheets). The Audience is the person or people
in which the poem is intended for. The Format is the
way in which the poem will be presented, i.e. written,
oral presentation, etcetera. Finally, the Topic is the
main focus or theme of the students poem.

Explanation of how this task represents a


differentiated strategy in terms of readiness (selfdetermined by the student) and interest:
2. Individual student work time-Creative The purpose of this RAFT is to allow students to choose
Text Production (time varies according which strip appeals to their interests the most. It also
to lesson length: 35-40 minutes for a
allows students to choose which RAFT strip will assist
single; 65-70 minutes for a double):
them in terms of their own self-determined readiness
Students will continue to work on their levels. For example, a student may find that being
individual poems and analysis. They
assessed solely on their grammatical work to be a
will be continually reminded of the
daunting experience, and may feel better if they were
requirements of assessment and the
assessed either visually or by their oral presentation of
purpose for this task. Any questions
their poem, as they lack the literacy skills to write it by
that students have can be addressed
hand, but have the readiness to use such things as
during this time.
Photostory 3 as it is better suited for their readiness.
3. Lesson Closure (5-10 minutes):
By allowing students to select which RAFT strip they
Students will be reminded of the due
would like to base their poem on this not only gives
date, and will be asked to give an
them the opportunity to choose something that appeals
indication as to where they are at in
to them, but also enables them to be more likely to stay
relation to the completion of their
assessment. The students will be asked motivated in the completion of their work. When a
student is interested in the work they doing, they are
if they have any other questions or
more likely to push themselves to do better. According
concerns regarding their assessment
to Jane (2014), the reason we differentiate by interest is
task.
because, motivation is increased and when students
Lesson 4, 5
are motivated they allocate more mental energy to a
1. Lesson introduction (5 minutes): Roll
task and are, therefore, more persistent. By
will be taken, students will then
differentiating a task by interest, students will be able to
instructed to carry on with their
work more independently, because they will most likely
summative tasks. Students will also be have prior knowledge on the topic they are interested
constantly reminded of the learning
in. When students participate in a task that interests
objectives.
them they are also likely to have an increased
opportunity for higher order thinking.
2. Independent student work: Students
will be working on their final creative
pieces during these lessons. Teacher
assistance will be available at all times
to assist the students in staying on
track and making the most of their
limited time.

Jarvis (2014) states that readiness is an individuals


proximity to, or proficiency with, a specific set of
knowledge, understanding and skills. For any teacher,
this is important to keep in mind when creating a
differentiated learning task. The purpose for providing
students with a RAFT for their final assessment is to
3. Lesson closure (5-10 minutes): Each
differentiate their learning according to what they
lesson will be closed with an open class believe they are ready to do in relation to what they
discussion, prompting students to
already know and understand. When it comes to
answer questions relating to what they readiness, students will quite often know what they are

Christina Quidacciolu-Goetz

EDUC4720: A2

have learnt about poem writing and


how it may help them with other text
productions, and how they have the
impact in real life contexts.
*The purpose for lesson closure at the end of
each lesson is to promote routine and also
allow students to ask any questions. It also
allows the teacher to check for understanding.
Lesson 6
1. Introduction and set up of
presentations (5 minutes): Roll will be
taken, the students will be instructed
about what is required of them this
lesson.
2. Students present work to the whole
class (40 minutes): As this is the last
lesson in the unit, students are to
present their creative pieces to the
class. Those who wont be presenting
formally will also get the chance to tell
their peers what format they used,
why they chose it and their general
thought process throughout the
assessment.

capable of and what they are not capable of. For this
task, students will select a RAFT strip that not only
interests them, but that also allows them to choose a
strip that enables them work at appropriate level of
challenge through their own self-determined readiness.
Each of the RAFT strips have been designed to
incorporate the same amount of work across each task,
so that when a student decides to choose something
they may consider easy they will still be challenged in
the amount of work they have to produce and the
format in which it has to be produced in.

Resources:

RAFT sheet (see Appendix 2)


Task cards for each RAFT strip (see Appendices 37)
Summative Assessment Rubric (see Appendix 1)
Exit cards (see Appendix 8)

3. Lesson closure (5-10 minutes): Exit


cards will be given out, completed and
given to the teacher before leaving.
*If they are reluctant to show the class as a
whole, stations can be set up with each of the
pieces (some will require a laptop to runPhotostory 3), and students are free to move
around freely to look at other students work.
Lesson Closure/ Check for Understanding
Unit closure (10 minutes):
Students will be required to fill out an Exit card (see Appendix 8) to finish the last lesson of the unit. They
will be asked to list and discuss two things they enjoyed whilst learning about poetry, and why did those
particular things appeal to them over the other aspects. Something that they did not like and why.
Something they thing could be changed or added to the unit, and finally any other comments that they
may have. The exit cards will be used to inform the teacher for future construction of the unit. Although
it is to be noted that if any of the students present any questions that they will be revised in the next
lesson to ensure that they have understood everything (this can be done as a class, or one on one if more
appropriate)

Christina Quidacciolu-Goetz

EDUC4720: A2
(Appendix 3)

Task Card-RAFT Strip 1: Oral presentation/video recording


Role- Famous poet
Audience- Fans
Format- Oral presentation or video recorded
Topic- Free choice

Task explanationYou are a famous poet and you have been asked to read one of your poems to your fans. This can
be presented either to the class, or it may be pre-recorded if preferred. When presenting your
poem you must use appropriate tone to convey the intended emotion of the poem, but you must
also ensure that you read the poem in such a way that the meaning is not lost. It is optional, but if
you would like to add some acting to your presentation that is also allowed.
The presentation as a whole should not take any longer than 5 minutes, as you will also have to
talk about the reasoning behind your poem. (250-400 words worth for explanation).

Christina Quidacciolu-Goetz

EDUC4720: A2
(Appendix 4)

Task Card-RAFT Strip 2: Written poem


Role- Refugee
Audience- Politicians
Format- Write a poem in whichever form you would like
Topic-Everyone around me is dying

Task explanationYou are a refugee who has been lost in the system whilst seeking asylum from your country.
Processing is taking so long that the people that are not only your friends, but also family are
getting sick not only physically, but also mentally from being locked up. Some of them turning to
ending their own lives. The target audience for this poem is to the politicians of Australia; you are
writing your poem to tell them first hand what the conditions are like and the emotions that you
are feeling.
The style of written poem is your choice, however you must ensure that whichever format you
choose it follows the required construction. Make sure to use your writers voice!! The words you
use are all you have to convey the emotion you want the reader to feel!
You will also have to write a short analysis of why you chose to write your poem in the particular
format, and the reasoning behind why you chose to write about the issues and emotions you
identified. You might also consider what you felt whilst writing your poem. (250-400 words)

Christina Quidacciolu-Goetz

EDUC4720: A2
(Appendix 5)

Task Card-RAFT Strip 3: Free choice format


Role- A high profile woman
Audience- Men of society
Format- Free choice
Topic- Still being made to feel inadequate in relation to men

Task explanationYou are a high profile woman, although you feel as though in society today you still are not taken
seriously and are made to feel inadequate, (you do the same job, sometimes even more and still
get paid less). Your poem should talk about your feelings towards this. Do you think it is fair? Will
this ever change? Some questions you might want to consider.
The format that you choose for this assessment is your free choice and so will be negotiated with
the teacher.

Christina Quidacciolu-Goetz

EDUC4720: A2
(Appendix 6)

Task Card-RAFT Strip 4: Produce your poem digitally


Role- Zombie
Audience- Humans
Format- Digital short story produced on Photo Story 3
Topic- I dont want to eat your brain.

Task explanationAs a Zombie many humans are scared of you because they do not want you to eat their brain. Your
target audience will be the humans that are left after the Zombie apocalypse. The topic of your
poem is I dont want to eat your brain, (you might not even like brains, or maybe you dont like
that everyone runs away from you, maybe you just want to be their friend?). You are to turn your
poem into a digital production on PhotoStory 3. You are to select images that will give the viewer
the intended emotions from the poem, whether that be happiness, sadness etcetera. You may
also choose to use sound for this.
(If you need some help with this program, there are youtube clips that are extremely helpful!!)
For this task you are to transform your poem into a visual experience for the viewer using Photo
Story 3. Each slide must have an image and some form of audio (music, voice over) to accompany
it. The photostory must not go over ten minutes, with a minimum of at least five (this will depend
on the length of your poem itself). You will also be required to analyse the reasoning behind why
you chose certain images or sounds.

Christina Quidacciolu-Goetz

EDUC4720: A2
(Appendix 7)

Task Card-RAFT Strip 5: Produce your poem for radio listeners


Role- You
Audience- Radio listeners
Format- Record your poem as though you were on the radio
Topic- The time you woke up in the body of an animal.

Task explanationYou have been asked to present your experience of that time you woke up in the body of an
animal to the radio listeners of Adelaide. The recording of your poem should not be any longer
than 5 minutes as you will also have to discuss the reasoning behind your poem and the
construction of it.
Think about the way you would see the world through the eyes of an animal. Can you understand
what humans say? Or what is it like to walk on all four legs? Do you even realise that you are an
animal? Are you drawn to chase cats if you are a dog? Think like an animal and let your words
express what you want your listeners to feel when they listen to you.

Christina Quidacciolu-Goetz

EDUC4720: A2

(Appendix 8)

Exit card
To finish off our unit of poetry I would like you to write a few paragraphs to answer the following
questions. This should take you no longer than ten minutes, and will not be assessed. It will be
used purely for future reference in accordance as to how this unit will be structured.
1. What are two things that you really liked learning about poetry, and why did you favour
these over other elements?
2. What is something you did not like, and why did you not like it?
3. Something you think could be changed or added to the unit to make it even better next
time?
4. Any other comments you might like to add.

Thank you

Christina Quidacciolu-Goetz

EDUC4720: A2

References:
Jarvis, J (2014a). Using Ongoing Assessment to Inform Differentiation. Lecture notes distributed in
EDUC4720: Differentiation for Diverse Learners, at Flinders University, Bedford Park, on 3rd
March, 2014.
Jarvis, J (2014b). Differentiating in Response to Student Readiness. Lecture notes distributed in
EDUC4720: Differentiation for Diverse Learners, at Flinders University, Bedford Park, on 10th
March, 2014.
Jarvis, J (2014c). Differentiating by Interest and Learning Profile. Lecture notes distributed in
EDUC4720: Differentiation for Diverse Learners, at Flinders University, Bedford Park, on 17th
March, 2014.
Australian Curriculum, Assessment and Reporting Authority, Year 10 English.
http://www.australiancurriculum.edu.au/Year10?layout=3&a=E Accessed on April 10, 2014: