G.

10 Language and Literature Unit 4

S​ tudent Ah Dut
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By integrating our c​ ulture a
​ nd ​personal style​, we can e
​ xpress​ a t​ heme creatively​. 
 
 
Summative assessment tasks: 
Task 1: Poetry Analysis (Criterion A, B & D) 
● Your task is to analyze 2 poems in class.  
● Poems will represent different styles (traditional, organic).  
● You will demonstrate an understanding of relevant poetic elements by annotating the poems. 
● You will then write an analysis, discussing the poet’s theme and mood and how it was achieved.  
● You will examine the poet’s choices and the impact it has on the audience.  
 
Task 2: Writing Poetry (Criterion A, B & C) 
● Your will write your own poem. (You can create your own poetic style or follow an established style) 
● You will then annotate your own poem and justify the literary choices you made in terms of language, style, structure, and 
the affect you hope to evoke from the audience in order establish meaning and mood.  
● You will use poetic terms and language learned throughout the unit.  
 
 
 
 
 
Think:  

Creativity​ is the key concept for this unit. How does this key concept relate to your formative and summative tasks? 

For our summative assessment this unit, we will be annotating some poems to find out how the author uses their creativity to 
express their message through poem using different poetic devices, and we will also be writing our own original poems which 
will be written creatively and carefully chosen poetic elements and devices to help convey our message as well. 
 

Style​ and ​Theme​ are the related concepts. Why might they be of particular importance for the formative and summative tasks? 

Since we are looking at poems, there are different ways or different styles of writing them, for example, we will be choosing 
between organic and traditional style to write our own poems. By doing so, we are trying to structure our poems in a way that 
serves our purpose, and by using other different elements such as sound devices and literary elements, we can convey the 
theme of the poem. Therefore these two related concepts are also important for this unit. 
 

Personal and Cultural Expression ​is the Global Context. How does considering the ways in which we discover and express 
ideas, feelings, nature, culture, beliefs and values relate to and improve our summative tasks? 
How does considering the ways in which we reflect on, extend and enjoy our creativity , and our appreciation of the aesthetic 
relate to and improve our summative tasks? 
 

Throughout the unit, we are going to read more poems, some are just for fun, some have more deeper meaning because the 
author is trying to express their personal experiences to the audiences, and based on different backgrounds, each poems are 
expressed differently, therefore our summative assessment is also writing a poem that has a deeper meaning that is related to 
our personal and cultural backgrounds and our experiences, therefore by considering how other people express their feelings 
and how they use their creativity in their poems can also help us coming up with our own way of expressing our feelings and 
creativities. 
 

How do the two ​ATL Skills​ ​Critical Thinking​ and ​Creative Thinking ​help you with your summative task OR how can these 
skills be better developed? 
 

Throughout the unit, we will be reading more and more poems and annotating them, which will help us think more about the 
intention of the author, try to think how does the author uses different structure, poetic elements and sound devices 
creatively in their poems, which will develop our creative thinking skills that will help with our summative assessment when 
thinking how to use different elements while writing a poem. And by analysing the poem, we are using our critical thinking skill 
 to judge the author’s purpose for the way they structure the poems, and we will analyse our own poem and try to explain the 
reasons behind our choices. 
 

   

   
   
Criterion A: analysing 
Level 1-2 Level 3-4 Level 5-6 Level 7-8

The student: The student: The student: The student:

i. Provides ​limited ​analysis of the
content, context, language,
structure, technique and style of
text(s) and the relationship among
texts.
ii. Provides ​limited ​analysis of the
effects of the creator’s choices on
an audience.
iii. Rarely​ justifies opinions and ideas
with examples or explanations; uses
little or no​ terminology.
iv. Evaluates ​few​ similarities and
differences by making ​minimal
connections in features across and
within genres and texts.
i. Provides ​adequate​ analysis of the
content, context, language,
structure, technique and style of
text(s) and the relationship among
texts.
ii. Provides ​adequate​ analysis of the
effects of the creator’s choices on
an audience.
iii. Justifies opinions and ideas with
some​ examples and explanations,
though this may not be consistent;
uses ​some​ terminology.
iv. Evaluates​ some​ similarities and
differences by making ​adequate
connections in features across and
within genres and texts.
i. Competently​ analyzes the
content, context, language,
structure, technique, style of
text(s) and the relationships
among texts.
ii. Competently​ analyzes the
effects of the creator’s choices on
an audience.
iii. Sufficiently​ justifies opinions and
ideas with examples and
explanations; uses accurate
terminology.
iv. Evaluates​ ​similarities and
differences by making
substantial​ connections in
features across and within genres
and texts​.
i. Provides ​perceptive​ analysis of
content, context, language,
structure, technique, style of
text(s) and the relationship among
texts.
ii. Perceptively​ analyzes the effects
of the creator’s choices on an
audience.
iii. Gives ​detailed justification​ of
opinions and ideas with a​ ​range
of examples, and ​thorough
explanations; uses ​accurate
terminology.
iv. Perceptively compares and
contrasts​ by making ​extensive
connections in features across
and within genres and texts.

Task specific clarifications:

Task 1: You will analyze a poem. You will demonstrate an understanding of the relevant poetic elements in order to discuss the author’s theme and mood. You
will identify poetic elements and interpret themes and meaning from the work. You will also thoughtfully examine the author’s choices and the impact on the
audience from a critical standpoint.
Task 2: You will analyze your own poem, explaining the reasons behind your choices.

Student justifications: Teacher Justifications:

Task 1: 3
For task one, I am not very confident that I was able to show my analysing skills
since I wasn’t able to complete the analysis; therefore my work shows very
limited analysis to the poem.
Task 2: 4
For my task two, I felt like I did analysis the author’s choice of the way poem
was presented and what effect does it have to the audience, I provide
examples to support my analysis; however I wasn’t able to make substantial
connections with other types of poem, therefore I think I receive a 4.
A1: ​4 - your annotations show more analysis than the paragraphs you have
written
A2: ​4 - you explained some of the author’s choices, but more analysis is needed
A3: ​4 - because the written analysis was limited, only some examples justified
your ideas
A4: ​4 - you discussed why it is a free verse poem, but further analysis as to why
and how this choice was more appropriate than a traditional form is needed
Summative #2:
A1: ​7 - perceptively analyzes many different aspects of language and its devices
A2: ​6 - your thoughts have been competently explained
A3: ​6 - more specific examples would lead to the “detailed justification”
 A4: ​6 - made substantial connections and comparisons to the different types of
poems and styles
 
 
 
Criterion B: organising
Level 1-2 Level 3-4 Level 5-6 Level 7-8

The student: The student: The student: The student:

i. Makes ​minimal​ use of
organizational structures, though
these may not always serve the
context and intention.
ii. Organizes opinions and ideas
with a ​minimal degree of
coherence and logic​.
iii. Makes ​minimal​ use of
referencing and formatting tools
to create a presentation style that
may ​not​ ​always​ ​be​ ​suitable​ to
the context and intention.
i. Makes ​adequate​ use of
organizational structures that
serve the context and intention.
ii. Organizes opinions and ideas
with ​some degree of coherence
and logic​.
iii. Makes ​adequate​ use of
referencing and formatting tools
to create a presentation style
suitable to the context and
intention.
i. Makes ​competent​ use of
organizational structures that
serve the context and intention.
ii. Organizes opinions and ideas in a
coherent and logical​ manner,
with ideas building on each other.
iii. Makes ​competent​ use of
referencing and formatting tools
to create a presentation style
suitable to the context and
intention.
i. Makes ​sophisticated​ use of
organizational structures that
serve the context and intention
effectively​.
ii. Effectively​ organizes opinions
and ideas in a ​sustained​,
coherent and logical​ manner
with ideas building on each other
in a ​sophisticated​ way.
iii. Makes ​excellent​ use of
referencing and formatting tools
to create an ​effective
presentation style.

Task specific clarifications:

Task 1: You will organise your ideas using textual evidence and commentary, using a structure appropriate to an analysis.
Task 2: You will structure your poem in order to establish meaning and mood. Your analysis logically develops your ideas.

Student justifications: Teacher Justifications:

Task 1: 3
I was able to use an organizational structure in my analysis which is answering
the questions being asked in order using two different paragraphs; however, it
may not be expressed in a coherent and logical manner, I sometimes refer back
to the lines or words of the poem which helps to make my point.
Task 2: 5
IN my task two, I was able to organize my thoughts in a way that explains the
meaning of my poem by answering the provided questions for this task. I also
uses referring tools to refer back to my poem to give specific examples.
B1: ​5 - annotations and analysis paragraphs served the context
B2: ​5 - ideas were logically organized (albeit limited); transitions were helpful
B3: ​5 - annotations were easy to follow
Summative #2:
B1: ​6 - both analysis and poem are competently produced
B2: ​6 - both analysis and poem are coherent and logical
B3: ​7 - excellent use of the poem’s structure and your annotations
Criterion C: producing text
Level 1-2 Level 3-4 Level 5-6 Level 7-8

The student: The student: The student: The student:

i. Produces texts that demonstrate
limited​ personal engagement
with the creative process;
demonstrates a ​limited​ degree of
insight, imagination or sensitivity
and ​minimal​ exploration of and
critical reflection on new
perspectives and ideas.
ii. Makes ​minimal​ stylistic choices
in terms of linguistic, literary and
visual devices, demonstrating
limited​ awareness of impact on
an audience.
iii. Selects ​few​ relevant details and
examples to support ideas.
i. Produces texts that demonstrate
adequate​ personal engagement
with the creative process;
demonstrates ​some​ insight,
imagination or sensitivity and
some​ exploration of critical
reflection on new perspectives
and ideas.
ii. Makes ​some​ stylistic choices in
terms of linguistic, literary and
visual devices, demonstrating
adequate​ awareness of impact
on an audience.
iii. Selects ​some​ relevant details and
examples to develop ideas.
i. Produces texts that demonstrate
considerable​ personal
engagement with the creative
process; demonstrates
considerable​ insight, imagination
or sensitivity and ​substantial
exploration of and critical
reflection on new perspectives
and ideas.
ii. Makes ​thoughtful​ stylistic
choices in terms of linguistic,
literary and visual devices,
demonstrating ​good​ awareness
of impact on an audience.
iii. Selects ​sufficient​ relevant details
and examples to develop ideas.
i. Produces texts that demonstrate
a ​high degree​ of personal
engagement with the creative
process; demonstrates a high
degree of insight, imagination or
sensitivity and ​perceptive
exploration of and critical
reflection on new perspectives
and ideas.
ii. Makes ​perceptive ​stylistic
choices in terms of linguistic,
literary and visual devices,
demonstrating ​good​ awareness
of impact on an audience.
iii. Selects ​extensive​ relevant details
and examples to develop ideas
with ​precision​.

Task specific clarifications:

Task 2: You will write your own poem, using specific language to establish meaning and mood.

Student justifications:5 Teacher Justifications:

In my poem writing, I was able to show my imagination by writing a topic that
is quite important, I also uses some stylistic choices for my diction; however I Summative #2:
wasn’t able to spend so much time looking for the words, therefore I just used C1: ​7
my best ability to choose the words that will serve my purpose. I also select C2: ​7
examples or provide details in my poem to further support my theme and the C3: ​7
meaning of the poem. Overall, your poem has a high degree of perceptive thoughts and sophisticated
language

 
 
 
 
   
Criterion D: using language
Level 1-2 Level 3-4 Level 5-6 Level 7-8

The student: The student: The student: The student:

i. Uses a ​limited​ range of
appropriate vocabulary and forms
of expression.
ii. Writes and speaks in an
inappropriate​ register and style
that ​do not​ serve the context and
intention.
iii. Uses grammar, syntax and
punctuation with ​limited
accuracy; errors ​often hinder
communication.
iv. Spells/writes and pronounces with
limited​ accuracy; errors ​often
hinder​ communication.
i. Uses an ​adequate​ range of
appropriate vocabulary, sentence
structures and forms of
expression.
ii. Sometimes​ writes and speaks in
a register and style that serve the
context and intention.
iii. Uses grammar, syntax and
punctuation with ​some degree​ of
accuracy; errors ​sometimes
hinder​ communication.
iv. Spell/writes and pronounces with
some degree​ of accuracy; errors
sometimes hinder
communication.
i. Uses a ​varied range​ of
appropriate vocabulary, sentence
structures and forms of
expression ​competently.
ii. Writes and speaks ​competently
in a register and style that serve
the context and intention.
iii. Uses grammar, syntax and
punctuation with a ​considerable
degree​ of accuracy; errors ​do
not​ ​hinder​ effective
communication.
iv. Spells/writes and pronounces with
considerable degree​ of
accuracy; errors ​do not hinder
effective communication.
i. Effectively​ uses a range of
appropriate vocabulary, sentence
structures and forms of
expression.
ii. Writes and speaks in a
consistently appropriate
register and style that serve the
context and intention.
iii. Uses grammar, syntax and
punctuation with a ​high degree​ of
accuracy; errors are minor and
communication is ​effective​.
iv. Spells/writes and pronounces with
a ​high degree​ of accuracy; errors
are minor and communication is
effective​.

Task specific clarifications:

Task 1: You will use clear and specific language appropriate to the poetry analysis to communicate your ideas.

Student justifications:4 Teacher Justifications:

I think I used a range of vocabularies that are related to poetry unit while
annotating and analysing, grammars and spelling are written in considerable D1: ​5 - varied sentences
degree which I don’t think will hinder effective communicate. D2: ​6 - voice and tense served the context
D3: ​5 - issues with comma splices, subject-verb agreement and plurals
D4: ​5 - some spelling errors