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Dead Poets and Poetry Unit

Dead Poets and Poetry Unit

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Published by Ormo@Normo

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Published by: Ormo@Normo on Mar 29, 2010
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Normanhurst Boys’ High SchoolEnglish: Year 9
Poetry: Dead orAlive
"We don't read and write poetry because it's cute. We read and write poetry because we are members of the human race. And the human raceis filled with passion. And medicine, law, business, engineering, these are noble pursuits and necessary to sustain life. But poetry, beauty,romance, love, these are what we stay alive for." – Dead Poets’ Society.
A unit by Claire Ormiston. With reference to Tyndale Christian School, Cherrybrook Technology High, Craig Schuftan, Jon Buckley, AmyPendino and Wagner Community School.
 The study of visual texts, including film, in addition to poetry, is an essential part of the English Stage 4-5Syllabus. This unit will continue to develop the skills the students will have been introduced to in Stage 4.
Dead Poets’ Society 
is a film text that deals with issues of maturation, the individualism and conformity dichotomy and the. It allows positive discussion and analyses of themes and issues relevant to the students own struggles.
Dead Poets’ Society 
is a film of a very high standard which utilises aural and visual techniques to produce a movingand well-composed text.In addition to this, students will study ‘dead poets’ and be introduced to the Romanticism era. A variety of poets alluded to in the aforementioned film will be analysed. In addition to this, students will draw linksbetween Romantic Poets and contemporary ‘rock bands’ in terms of their content and values – hence the title
 Through responding to and composing a wide range of texts in context and through close study of texts, students willdevelop skills, knowledge and understanding in order to:
Speak, listen, read, write, view and represent
Use language and communicate appropriately and effectively
 Think in ways that are imaginative, interpretive and critical
Learn and reflect on their learning through their study of EnglishA student:1responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, criticalanalysis and pleasure3 selects, uses, describes and explains how different technologies affect and shape meaning4 selects and uses language forms and features, and structures of texts according to different purposes, audiences andcontexts, and describes and explains their effects on meaning5 transfers understanding of language concepts into new and different contexts7 thinks critically and interpretively using information, ideas and increasingly complex arguments to respond to andcompose texts in a range of contexts8investigates the relationships between and among texts11 uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasingindependence and effectiveness.

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Sally Johnstone added this note
Fantastic unit! Thanks for sharing.
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