Professional Documents
Culture Documents
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
i. Makes minimal use of i. Makes adequate use of i. Makes competent use of i. Makes sophisticated use of
organizational structures, though organizational structures that organizational structures that organizational structures that
these may not always serve the serve the context and intention. serve the context and intention. serve the context and intention
context and intention. ii. Organizes opinions and ideas ii. Organizes opinions and ideas in a effectively.
ii. Organizes opinions and ideas with some degree of coherence coherent and logical manner, ii. Effectively organizes opinions
with a minimal degree of and logic. with ideas building on each other. and ideas in a sustained,
coherence and logic. iii. Makes adequate use of iii. Makes competent use of coherent and logical manner
iii. Makes minimal use of referencing and formatting tools referencing and formatting tools with ideas building on each other
referencing and formatting tools to create a presentation style to create a presentation style in a sophisticated way.
to create a presentation style that suitable to the context and suitable to the context and iii. Makes excellent use of
may not always be suitable to intention. intention. referencing and formatting tools
the context and intention. to create an effective
presentation style.
i. Produces texts that demonstrate i. Produces texts that demonstrate i. Produces texts that demonstrate i. Produces texts that demonstrate
limited personal engagement adequate personal engagement considerable personal a high degree of personal
with the creative process; with the creative process; engagement with the creative engagement with the creative
demonstrates a limited degree of demonstrates some insight, process; demonstrates process; demonstrates a high
insight, imagination or sensitivity imagination or sensitivity and considerable insight, imagination degree of insight, imagination or
and minimal exploration of and some exploration of critical or sensitivity and substantial sensitivity and perceptive
critical reflection on new reflection on new perspectives exploration of and critical exploration of and critical
perspectives and ideas. and ideas. reflection on new perspectives reflection on new perspectives
ii. Makes minimal stylistic choices ii. Makes some stylistic choices in and ideas. and ideas.
in terms of linguistic, literary and terms of linguistic, literary and ii. Makes thoughtful stylistic ii. Makes perceptive stylistic
visual devices, demonstrating visual devices, demonstrating choices in terms of linguistic, choices in terms of linguistic,
limited awareness of impact on adequate awareness of impact literary and visual devices, literary and visual devices,
an audience. on an audience. demonstrating good awareness demonstrating good awareness
iii. Selects few relevant details and iii. Selects some relevant details and of impact on an audience. of impact on an audience.
examples to support ideas. examples to develop ideas. iii. Selects sufficient relevant details iii. Selects extensive relevant details
and examples to develop ideas. and examples to develop ideas
with precision.
Criterion D: using language
Level 1-2 Level 3-4 Level 5-6 Level 7-8
i. Uses a limited range of i. Uses an adequate range of i. Uses a varied range of i. Effectively uses a range of
appropriate vocabulary and forms appropriate vocabulary, sentence appropriate vocabulary, sentence appropriate vocabulary, sentence
of expression. structures and forms of structures and forms of structures and forms of
ii. Writes and speaks in an expression. expression competently. expression.
inappropriate register and style ii. Sometimes writes and speaks in ii. Writes and speaks competently ii. Writes and speaks in a
that do not serve the context and a register and style that serve the in a register and style that serve consistently appropriate
intention. context and intention. the context and intention. register and style that serve the
iii. Uses grammar, syntax and iii. Uses grammar, syntax and iii. Uses grammar, syntax and context and intention.
punctuation with limited punctuation with some degree of punctuation with a considerable iii. Uses grammar, syntax and
accuracy; errors often hinder accuracy; errors sometimes degree of accuracy; errors do punctuation with a high degree of
communication. hinder communication. not hinder effective accuracy; errors are minor and
iv. Spells/writes and pronounces with iv. Spell/writes and pronounces with communication. communication is effective.
limited accuracy; errors often some degree of accuracy; errors iv. Spells/writes and pronounces with iv. Spells/writes and pronounces with
hinder communication. sometimes hinder considerable degree of a high degree of accuracy; errors
communication. accuracy; errors do not hinder are minor and communication is
effective communication. effective.