YEAR 8 GENERAL ENGLISH

UNIT:It’s Only Words

UNIT OVERVIEW:This unit examines the poetic techniques used by poets to give power to their writing and the poetic genre as a medium for social commentthrough song. Students will write, view and analyse a number of songs and poems related to various teen, social or environmental issues. They should examine subject matter, form, theme, poetic techniques and mood. They will also examinethe structure and language patterns used in models.

ASSESSMENT:TASK A: Imaginative Spoken Assignment –Analyse a poem or song suitable for X Factor and support with an explanation about why teens would find this poem or song appealing. A multimodal presentation e.g.PowerPoint, narrated PowerPoint, video, YouTube presentation should be used as visual stimulus.

UNIT DETAILS:

No / Learning Goal / Success Criteria
(I Know I’ve got it when I can …)
1 / To identify poems and songs from a group of texts.
  • Acrostic
  • Haiku
  • Limerick
  • Shape Poems
  • Free Verse
  • Sonnet
  • Song/Rap
/ Correctly identify poems and songs.
2 / To list:
  • why people write poetry/song
  • purposes poetry/song is used
/ Successfully complete lists of why people write poetry/song
3 / To define, identify, explain the significance of and compose figurative language used in poetry:
  • simile
  • metaphor
  • personification
  • hyperbole
  • allusion
/ Correctly match terms with definitions and examples.
Correctly complete retrieval chart with examples of devices used in songs.
Successfully completea cloze activity explaining devices and their effects.
4 / To define, identify, explain the significance of and compose sound devices used in poetry:
  • onomatopoeia
  • alliteration
  • assonance
  • rhyme
  • rhythm
/ Correctly match terms with definitions and examples.
Correctly complete retrieval chart with examples of devices used in poems and the effect achieved.
Use memory techniques e.g. rap song
5 / To analyse songs and poem to discern:
  • subject matter
  • organisation of ideas
  • poet’s intended message
  • poetic devices
/ Correctly complete comprehension questions and/or cloze activity.
Correctlyconstruct TEEL paragraphs.
6 / To construct complete sentence answers using the same of the question / Write complete sentences that answer the set question about a song
7 / To analyse an analytical exposition that examines a song / Correctly label structure and language features on model and/or complete checklist.
8 / To analyse a students selected song / Complete planning in retrieval chart.
Complete draft of analytical exposition adhering to generic structure and language features.
Use feedback on first draft to edit and improve work.
9 / To analyse the verbal and non-verbal features used in a spoken presentation. / Correctly complete checklist on model.
10 / To analyse a PowerPoint that effectively supports an oral presentation. / Complete mind map of features of an effective PowerPoint presentation.
11 / To construct a PowerPoint that effectively supports an oral presentation / Construct effective PowerPoint for oral presentation.
Peer feedback about visual impact of student pp
12 / To apply verbal and non-verbal features when reciting a song and delivering an analysis to effectively convey meaning.
Verbal Features:
  • volume
  • tone
  • pace and pause
  • pitch
  • emphasis
Non-verbal Features:
  • eye contact
  • gesture
  • facial expression
  • stance
/ Rehearse presentation.
Complete an evaluation of student presentations-peer conferencing at rehearsal.
Use feedback to improve presentation.
Successfully complete of oral presentation for assignment.
13 / To evaluate peer oral presentations using criteria. / Complete an evaluation of peer presentations and be able to justify with evidence.