8/14/2019 English - Yr 8 - Unit 4 - VELS Unit Planner

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VELS Unit Planner Team: Year 8 Literacy Year Level: Year 8Step 1

1. What is worthy and desiring of understanding? (Identify desired results)2. What is evidence of understanding? (Determine acceptable evidences)3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions)

Key Concept(Generative topic / why? /big idea)

Poetry

Focus Essential LearningDomain Domain:English

Dimensions:Reading, writing, speaking and listeninguse of a range of strategies for interpreting texts, control of writing texts in various forms, composed imaginative and informative texts presenting

challenging ideas and issues, selection of appropriate features of spoken language to shape a text for a specific audience and purpose.

Supporting Domain Domain:Communication

Dimensions:Presentingincorporation of feedback from others, revising for greater clarity in their presentation

Supporting Domain Domain:Personal Learning

Dimensions:Thinkinga ability to locate and critically assess information from varied sources

Understanding Goals(Written as essentialquestions or statements)

1

Understand the languagefeatures and styles of arange of poetry.

2

Creation of original poetry.

3

Analysing a range ofpublished poems

4

Performance of original orpublished poems.

Step 21. What is worthy and desiring of understanding? (Identify desired results)

8/14/2019 English - Yr 8 - Unit 4 - VELS Unit Planner

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2. What is evidence of understanding? (Determine acceptable evidences)3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions)

Sequence Understanding Goals

Performances of Understanding Ongoing Assessment(Criteria, feedback & reflection)

Reference to specific VELSstandards

IntroductoryPerformances(Tuning in)

1 Teaching poetic forms.

Similes, metaphor, personification,

alliteration assonance, rhyme,onomatopoeia, shape, pattern,string, cinquain, limericks, sense andhaiku poems.

Class participation in discussion. Listening, viewing and responding

Express creative and analytical

responses to language features.

Guided InquiryPerformances(Finding out /sorting out /going further)

2 , 3 Reading and writing a range of theabove poems using techniquesstudied.

Poetry assignment presented. Listening, viewing and responding

Identify key ideas and take notes

Improve in accuracy and readabilityof their writing

Developing confidence in theidentification and use ofgrammatical conventions

Producing personal poems

CulminatingPerformances(Makingconclusions /taking action)

2, 3 Completion of all activities, includingspeak out activity and reflectivepiece.

Speak out feedback refer tocriteria sheet.

Reflection.

Review of the effectiveness ofmanagement of tasks

Identify successes and strategiesthat would improve outcomes

Step 31. What is worthy and desiring of understanding? (Identify desired results)2. What is evidence of understanding? (Determine acceptable evidences)3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and

8/14/2019 English - Yr 8 - Unit 4 - VELS Unit Planner

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instructions)

Weekly Overview(Units may vary in length. A 6 week timeframe is not prescriptive)

Week 1 Read and study poetic forms

Week 2 Produce a range of poems

Week 3 Produce a range of poems

Analyse published poetry

Prepare for oral presentation

Week 4 Present poem to class (including reflection)

ResourcesPoetry booksPoetry examples on ResourcesAssignment sheet in ResourcesReflection sheet in Resources