module b: yeats

Module B – Critical Study of Text: Selected Poetry of W. B. Yeats Duration: 7 weeks

Bianca Hewes – Davidson High School

But I, being poor, have only my dreams;

I have spread my dreams under your feet; Tread softly because you tread on my dreams.



Concept Engaging in an exploration and evaluation of a specific text and its reception in a range of contexts. Key Concepts:

• The ways that textual details and textual features shape meaning and influence responses in a range of contexts

• Composing complex texts demonstrating sustained arguments supported by textual evidence

• Considering the distinctive qualities of texts and questions of textual integrity and significance

Cross Curricular Literacy Language modes Reading – 10% Writing – 5% Texts: Prescribed text: The poetry of W. B. Yeats - When You Are Old The Wild Swans at Coole An Irish Airman Foresees his Death Easter, 1916 The Second Coming Leda and the Swan Among School Children

Outcomes: 1. A student explains and evaluates the effects of different contexts of responders and composers on texts. 2A. A student recognises different ways in which particular texts are valued.

4. A student explains and analyses the ways in which language forms and features, and structures of texts shape meaning and influence responses.

6. A student engages with the details of text in order to respond critically and personally.

8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.

10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes, audiences and contexts.

12A.. A student explains and evaluates different ways of responding to and composing text

Rationale This module requires you to:

• explore and evaluate Yeats’s poems and their reception in a range of contexts • develop and explore your understanding of questions of textual integrity and significance. • explore the ideas expressed in the poems through analysing construction, content and language • examine how particular features of the poems contribute to textual integrity • research others’ perspectives of the text and test these against your own understanding and interpretations of the poems • discuss and evaluate the ways in which the poems have been read, received and valued in historical and other contexts • develop a range of imaginative, interpretive and analytical compositions that relate to the study of Yeats’s poems • compositions in a variety of forms and media

Syllabus Content

Preliminary Syllabus Content Quality Teaching



1.3 Students learn to evaluate the effects of different contexts of responders and composers on texts by explaining how values and attitudes are reflected in texts

Cultural Knowledge

1.4 Students learn to evaluate the effects of different contexts of responders and composers on texts by explaining and evaluating changes in meaning arising from changes of context

Problematic Knowledge

2A.1 Students learn to recognise ways in which particular texts are valued by responding to a range of texts that are valued differently in particular personal, social, cultural, historical and workplace contexts

Cultural Knowledge Problematic Knowledge

2A.2 Students learn to recognise ways in which particular texts are valued by explaining how and why they are valued. Deep Knowledge 4.1 Students learn about the ways in which language forms and features, and structures of texts shape meaning and influence

responses by explaining and analysing the effects of a variety of language forms and features, and the structures of texts Deep Understanding Metalanguage

4.2 Students learn about the ways in which language forms and features, and structures of texts shape meaning and influence responses by identifying a range of possible responses to texts influenced by their language forms and features, and their structure

Substantive Communication Deep Understanding

6.1 Students learn about the ways they can respond to texts by analysing texts in detail Substantive Communication

6.2 Students learn about the ways they can respond to texts by composing sustained arguments supported by textual evidence Higher-order Thinking 6.3 Students learn about the ways they can respond to texts by composing and supporting a personal response to texts Connectedness

Background Knowledge 6.4 Students learn about the ways they can respond to texts by evaluating the responses of others Problematic Knowledge 8.1 Students learn to compose imaginative, personal and critical texts from a range of perspectives by engaging with complex texts Problematic Knowledge

Higher-order Thinking 8.2 Students learn to compose imaginative, personal and critical texts from a range of perspectives by refining the clarity of their

composition to meet the demands of increasing complexity of thought and expression Deep Understanding Metalanguage

10.1 Students learn to synthesise information and ideas into sustained and logical argument by discerning ideas, attitudes and values reflected in texts

Higher-order Thinking Cultural Knowledge

10.3 Students learn to synthesise information and ideas into sustained and logical argument by using the information and ideas gathered from a range of texts to present a point of view in analytic, expressive, imaginative and evaluative ways

Higher-order Thinking Deep Understanding

12A.2 Students learn to explain and evaluate the different ways of responding to and composing texts by questioning meaning in and through texts

Deep Knowledge Substantive Communication

12A. Students learn to explain and evaluate the different ways of responding to and composing texts by generalising about the relationships between perspective and meaning


“How can we know the dancer from the dance?”



Phase 1: Overview of Critical Study of Text ~ Outline of specific approach to module ~ Articulate and record subjective response to poems

Syllabus content Quality Teaching Learning and teaching activities Evidence of learning

H1

Deep Knowledge High Expectations Knowledge Integration

Discuss overview of Module B: Critical Study of Text and expectations of poetry elective. Students to read through and highlight key parts of Syllabus outline and write a definition of any terms they are unfamiliar with.

Students define terms unfamiliar to them

H6

Deep Knowledge High Expectations

Students are instructed as to the method that will be used when approaching this module: The Frames. Read through and highlight the ‘The Frames: A creative approach to developing an informed, personal and critical response to a text.’ handout. It is explained to students that this method will ensure that their personal response to the poems is foregrounded. (Resource #1)

Students understand the approach to study and its purpose

H6.3 H8.2

Student Direction Narrative

SUBJECTIVE FRAME The Journal: As part of this unit students are to keep a journal. This will be a record of their exploration of the subjective frame. (Resource #2) Homework Task: Students are to complete Journal Entries #1, #2 and #3. (As an alternative this activity may be completed in class)

Students’ response to and reflection on poems show engagement with Yeats’s poetry.

H1.3 H1.4

Engagement Cultural Knowledge Problematic Knowledge Narrative

CULTURAL FRAME: Students are reminded of the definition and significance of ‘context’ as already considered during their study of Module A: Comparative Study of Texts and Context. Resource #3 may be useful for this activity. Students are to read through biographical information on W.B. Yeats OR alternatively they may be given time to access internet and complete research task activity (Resource #4). Students are asked to consider the “personal, social, historical, cultural and workplace conditions” that impacted Yeats and his writing. As a class discuss the era Yeats was writing in and then make a list of possible significant influences on him as

Students demonstrate an understanding of the impact that context can have on a text, the responder and the composer. Students recognise and appreciate the impact of Yeats’s context on him as



a writer. (Resource #5) a poet. H6.3 H8.2

Student Direction

Homework Task: Students are to complete ‘Journal Entry #4’.

Student responses show an understanding of Yeats’s early poetic style.

H4.1

Background Knowledge Metalanguage Connectedness

STRUCTURAL FRAME: Time is spent in class refreshing /testing knowledge of poetic techniques. (Resource #6)

Quality of student’s response shows ability to respond meaningfully to poems by identifying poetic techniques.

“…Love fled/ And paced upon the mountains overhead/ And hid his face amid a crowd of stars”

Phase 2: Analysis of ‘When You Are Old’ (1893) using ‘The Frames’

Syllabus content Quality Teaching Learning and teaching activities Evidence of learning

H4.2 H8.2

Engagement

SUBJECTIVE FRAME: Read the poem ‘When You Are Old’ aloud as a class. Discuss responses to questions written in ‘Journal Entry #4’. (Allow time for students to complete these if necessary)

Students have completed journal entries and contribute own ideas about the poems to class discussion.



H1.3

Substantive Communication

CULTURAL FRAME: Students work in small groups and identify the elements of the poem that reflect Yeats’s context in light of what they learnt about Yeats’s context last lesson. Remember that context is the ‘range of personal, social, historical, cultural and workplace conditions in which a text is responded to and composed’ (English Stage 6 Syllabus). Each group briefly presents their ideas to the class. Fantastic resources for Yeats’s context: WB Yeats: Studying the Poems by Elizabeth Gardner and Daphne Gonzalvez (1995), Deed Press. The National Library of Ireland’s interactive exhibition ‘The Life and Works of William Butler Yeats’. http://www.nli.ie/yeats/main.html

Notes taken reflect development of student’s skills in identifying the influence of context on a text.

H4.1 H4.2 H6.1

High Expectations Metalanguage Deep Understanding

STRUCTURAL FRAME: Teacher to model an analysis of the poem for the class, focusing on the distinctive qualities of the poem and Yeats’s literary style. Students to take notes on their copy of the poem. Teacher may encourage students to consolidate this analysis of the language forms, features and structures of the poem by having them complete the T.E.E. table. (Resource #7) A fantastic resource for all poems is: WB Yeats: Studying the Poems by Elizabeth Gardner and Daphne Gonzalvez (1995), Deed Press.

Notes taken reflect development of student’s skills in analysis. Student’s responses in table reflect an understanding of how meaning is made and influenced in the poem.

H1.3 H1.4 H2A.1

Problematic Knowledge Present students with the following question: ‘Does this poem represent a coherent use of form and language to produce an integrated whole in terms of meaning and value?’ Encourage students to write a 300 word response to this question with supporting evidence from the poem. Provide a definition of textual integrity for the students. (Resource #8) Explain that the question that they just responded to encourages them to engage with the idea of textual integrity which is an integral element of this module. It also leads them into the final frame – the critical

Quality of student’s engagement, discussion and responses shows a developing understanding of textual integrity.



frame. H2A.1 H2A.2 H1.3 H1.4

Engagement Deep Knowledge Social Support

CRITICAL FRAME: Students to Think Pair Share the following question: ‘Why would people today and in its original context read this poem and see it as significant and valuable?’ Students are then to consider how different points of view affect the meaning of the poem.

Student’s writing shows an awareness of differing perspectives and interpretation of poems as well as an understanding of the causes of these.

H2A.1 H8.1 H8.2 H10.1 H10.2 H12A.1

Higher Order Thinking Problematic Knowledge

Students to read John Turner’s critical response to the poem. (Resource #9) Provide a very brief definition of ‘feminism’ and explain that Turner is drawing on elements of feminist criticism to argue that Yeats presents a biased and unflattering representation of women, specifically Maud Gonne. Students are to then compare this to their original response to the poem recorded in their journal. (Journal Entries #1 and #4). Students are to consider the differences in interpretations, how they have come about and then reassess their interpretation of the poem in light of their exploration of the four frames. This should take the form of a mini-‐extended response of approx. 750 words. Students should use the ‘How to Write an English Essay’ handout to ensure their response has the appropriate structure and language of a formal essay. (Resource #10) Remind students that it is their own critical personal response to the text that is important in this module.

Student’s writing reflects a deep knowledge and understanding of the impact that other interpretations of the poem have had in shaping their own response.

H6.3 H8.2

Student Direction

Students are to complete Journal Entry #5.

Student responses reflect an engagement with the poem and a valuing of their own interpretation of the poem.



“… Upon the brimming water among the stones/ Are nine-and-fifty swans.”

Phase 3: Analysis of ‘The Wild Swans at Coole’ (1919) using ‘The Frames’ Syllabus content Quality Teaching Learning and teaching activities Evidence of learning

H4.2 H8.2

Engagement

SUBJECTIVE FRAME: Read the poem ‘The Wild Swans at Coole’ aloud as a class. Discuss responses to Journal Entries #1 and #5. This is a continuation of the subjective frame. (Allow time for students to complete these if necessary.)


H1.3


CULTURAL FRAME: Students to identify the elements of the poem that reflect Yeats’s context. Class list is compiled on whiteboard and copied down.


H4.1 H4.2

High Expectations Metalanguage

STRUCTURAL FRAME: Teacher to model an analysis of the poem for the class, students to take notes on their copy of the poem.

Notes taken reflect development of student’s skills in analysis.

H4.1

Metalanguage Deep Understanding

Students are to complete the ‘Technique/Example/Effect’ table. (Resource #11)

Student’s work shows an understanding of the relationship between the meaning of a text and the techniques used to create it.

H8.1 H8.2

Connectedness Background Knowledge Higher Order Thinking

Students are to complete a creative response activity based on the ideas in the poem. “Using the same poetic structure as ‘The Wild Swans at Coole’, write a few stanzas in which you express grief over the hurried passing of time during your HSC year. Use birds to symbolise your studies.”

Student’s response reflects not only imagination and skill, but also an understanding of the connectedness between ideas covered in the poem and their own personal experiences of these ideas.



H4.2 H12A.1 H12A.2 H2A.1 H6.4 H6.2

Substantive Communication Engagement Social Support Inclusivity

CRITICAL FRAME: Students are to read through the possible interpretations of the poem. (Resource #12) In groups students are allocated one of the interpretations, this is then to be used as the basis of a debate between two teams with opposing interpretations. (Resource #13) In groups students are to develop a line of argument and collect evidence to support their interpretation of them poem. Direct textual evidence is needed. Debates are then presented for the class with the teacher acting as adjudicator. Students must type up a page of notes to be handed to teacher after debate.

The debate runs smoothly with all students actively participating. Arguments and rebuttal show a clear understanding of differing interpretations of the poem.

H8.2

Substantive Communication Narrative

Students to write a paragraph reflecting on the debating experience and how it impacted their understanding of the poem. Teacher explains the value of this activity as students learn to develop a thesis/line of argument and support this with detailed textual reference from the poem.

Student’s response reveals a valuing of class activity as an effective learning tool.

H2A.2 H8.1 H8.2 H10.1

Deep Understanding Problematic Knowledge Deep Knowledge Higher Order Thinking

Students are to go back to their original response to the poem recorded in their journal and compare this to the responses considered in class. (Journal Entries #1 and #5). Students to consider the different interpretations, how they have come about and reassess their interpretation of the poem. This should take the form of a mini-‐extended response (approx.750 words). Remind students that it is their own critical personal response to the text that is important in this module.

Student’s writing reflects a deep knowledge and understanding of the impact that other interpretations of the poem have had in shaping their own response.

H6.3 H8.2

Student Direction

Students are to complete Journal Entry #6 Student responses reflect an engagement with the poem and a valuing of their own interpretation of the poem.



“Those that I fight I do not hate,/Those that I guard I do not love;” Phase 4: Analysis of ‘An Irish Airman Foresees His Death’ (1919) using ‘The Frames’ Syllabus content Quality Teaching Learning and teaching activities Evidence of learning

H4.2 H8.2

Engagement

SUBJECTIVE FRAME: Read the poem ‘An Irish Airman Foresees his Death’ aloud as a class. Discuss responses to Journal Entries #1 and #6. (Allow time for students to complete these if necessary.)


H1.3


CULTURAL FRAME: Students to identify the elements of the poem that reflect Yeats’s context. Class list is compiled on whiteboard and copied down.


H4.1 H4.2

High Expectations Metalanguage



H4.1


Students are to complete the ‘Technique/Example/Effect’ table. (Resource #14)

Student’s work shows an understanding of the relationship between the meaning of a text and the techniques used to create it.

H4.1 H6.1 H8.2

Higher Order Thinking Deep Understanding Metalanguage

Creating an Advertisement : ‘You are to create an advertisement for a new collection of poems by W. B. Yeats entitled ‘The Spirit of Tension’. Your advertisement must include in the body copy a brief analysis of ‘An Irish Airman Foresees His Death’ and the visual text must reflect the content, characterisation and themes of the poem.’

Students develop an advertisement that demonstrates a clear understanding of the content, characterisation and themes of the chosen poems.

H2A.2 H8.1

Deep Understanding Problematic Knowledge

CRITICAL FRAME: Read through a critical response to the poem. (Resource #15)

Student’s writing reflects a deep knowledge and understanding of



H8.2 H10.1

Deep Knowledge Higher Order Thinking

Students are to go back to their original response to the poem recorded in their journal and compare this to the response considered in class. (Journal Entries #1 and #6). Students are to consider the influence that the cultural, structural and critical frames have had on their current understanding of the poem. This reflection may take any form – a table, a concept map, a series of dot points etc.

the impact that other interpretations of the poem have had in shaping their own response.

H4.1 H6.2 H10.3


In light of the reassessing of their personal response to the poem in the previous activity, students are to write a 750 word response to the following question: Extended Response: ‘From the poems you have studied in detail so far, what would you say are THREE of Yeats’s concerns?’ Responses should make detailed reference to the poems and should reflect the critical thought process of reshaping their understanding of the poem in light the perspectives of others. Students should use the ‘How to Write an English Essay’ handout to guide their writing. (Resource #10)

Written response shows consideration of themes and the techniques used to convey this.

H6.3 H8.2

Student Direction

Students are to complete Journal Entry #7 Student responses reflect an engagement with the poem and a valuing of their own interpretation of the poem.



“All changed, changed utterly: A terrible beauty is born.”

Phase 5: Analysis of ‘Easter, 1916’ (1921) using ‘The Frames’ Syllabus content Quality Teaching Learning and teaching activities Evidence of learning

H4.2 H8.2

Engagement

SUBJECTIVE FRAME: Read the poem ‘Easter, 1916’ aloud as a class. Discuss responses to Journal Entries #1 and #7. (Allow time for students to complete these if necessary.)


H1.3


CULTURAL FRAME: Students are shown the film clip to the song ‘Zombie’ by The Cranberries. They are also given a copy of the lyrics. (Resource #16) Students are to comment on the images of Ireland that are presented in the film clip and the ideas about Ireland presented in the song. As a class brainstorm how this song and film clip help them to better understand the value and significance of Yeats’s poem ‘Easter 1916’.

Notes taken before and during discussion reflect development of student’s skills in identifying the influence of context on a text and the enduring significance of Yeats’s poetry.

H4.1 H4.2 H6.1


Provide students with notes about the events of the Easter Rising of 1916 and Yeats’s involvement in this event and the people involved. Students identify, discuss and record the elements of the poem that reflect Yeats’s context and the ways in which this poem would have been received when it was first published.

Student’s responses reflect an understanding of how context shapes and is shaped by texts.

H1.3 H1.4

Cultural Knowledge Background Knowledge Connectedness

Present students with the following idea: “The culture of a responder impacts significantly on their response to a text.” In small groups students are to consider what their cultural background is and then consider how this culture has impacted upon their response to the poem. Individually students are to write a full page summary of this discussion, linking directly to the poem in their response.

Student’s written responses reveal a consideration of their own cultural background and an understanding of how this impacts their response to texts



H8.2

Metalanguage Social Support Higher Order Thinking Knowledge Integration Connectedness

After the Easter Rising of 1916, Yeats commented that: ‘I had no idea that any public event could so deeply move me – and I am very despondent about the future.’ Have students write a reflection on their personal response to a significant historical event that has occurred during their lifetime, language used should reflect their culture. Examples include September 11, War in Iraq, Bali Bombings, Boxing Day Tsunami.

Quality of student reflections shows a deep engagement with the task and a consideration of how language forms and features and the structure of their poem influence meaning.

H4.1 H4.2

Metalanguage High Expectations


Notes taken reflect development of student’s skills in analysis

H10.1 H10.3 H4.1

Deep Knowledge Deep Understanding Higher Order Thinking

CRITICAL FRAME: Writing task: ‘Write a letter to the editor of the Irish Times expressing your reaction to ‘Easter 1916’. You should be conveying your dissatisfaction with the representation of rebels in the poem. You need to include support for your argument from the poem, including in your letter quotes and a discussion of techniques.’ Inform students that in the HSC students may be required to write in a variety of text forms. Explain that this task encourages them to consider the textual integrity of the poem, specifically its ability to present a reaction to a major event in a unified and coherent way through language features, form and structure.

Student’s composition demonstrates an understanding of how perspective can shape a response to a poem.

H2A.1 H2A.2 H6.1 H6.2 H6.4 H10.3

Problematic Knowledge Higher Order Thinking Cultural Understanding Metalanguage

Research Task: This task requires you to research responses to W. B. Yeats’s poetry. Find three responses that have been printed in a variety of mediums, e.g. a literary journal or text, a newspaper, a website. After reading each response carefully you are to write a 750 word essay that discusses which response you favour and why. Your response must present a clear argument that is supported by examples from each review and at least TWO of Yeats’s poem. (Resource #17)

Quality of research is reflected in the chosen reviews. Written response shows a deepening understanding of how context and perspectives impact interpretations of Yeats’s poetry.



H4.1 H6.1 H6.2


Homework Task : Extended Response: ‘Change or transformation is a common theme in Yeats’s poetry. Who or what is changed in the poem ‘Easter, 1916’? How does Yeats depict this change?’


H6.3

Student Direction

Homework Task : Complete journal entry #8.


“Things fall apart; the centre cannot hold; Mere anarchy is loosed upon the world.”

Phase 6: Analysis of ‘The Second Coming’ (1921) using ‘The Frames’ Syllabus content Quality Teaching Learning and teaching activities Evidence of learning

H4.2 H8.2

Engagement SUBJECTIVE FRAME: Read the poem ‘The Second Coming’ aloud as a class. Discuss responses to Journal Entries #1 and #8. (Allow time for students to complete these if necessary.)


H1.3

Problematic Knowledge Substantive Communication Explicit Quality Criteria High Expectations

CULTURAL FRAME: Students identify, discuss and record the elements of the poem that reflect Yeats’s context.




H4.1 H4.2


STRUCTURAL FRAME: Think Share Pair: Students to complete an analysis of the poem based on those modeled by the teacher previously. These are shared with a partner and then checked by teacher.


H4.1

Metalanguage

Read through the poem again then identify and make a list of the poetic techniques used. Complete the table on the hand out. (Resource #18)

The quality of information included in the table indicates an ability to identify poetic techniques. Written response shows consideration of themes and the techniques used to convey this.

H6.1 H6.2 H10.3

Metalanguage Deep Understanding Higher Order Thinking

Using the information from the last task, write an extended response discussing how Yeats coherent use of form and language creates an intensity of emotion and meaning in ‘The Second Coming’.

Response shows understanding of techniques used by Yeats.

H1.3 H2A.1


CRITICAL FRAME: Students are to read through critical responses to ‘The Second Coming’. (Resource #19) Have students identify how each response reflects the context of the writer and the values held by this individual. Students then go back to their original subjective response to the poem (Journal Entries #1 and #8) and consider how their response is similar/different to one of the critical responses they have read. This should form the basis of a Venn diagram. (Resource #20)

Quality of Venn diagram/concept map reveal increasingly sophisticated understanding of the module and the approach to it.

H1.3 H2A.1 H2A.2 H4.1 H6.2 H10.1

Inclusivity Students’ Self-‐Regulation High Expectations Social Support Higher Order Thinking Deep Knowledge

Group activity: Students to work in groups of four students for this activity. Each group is given three cards. One has a thesis point/line of argument written on it, the other two will have the title of a poem on it. (Resource #21). In groups students are to find evidence from the two given poems for the line of argument given. Students then scaffold a

Student’s scaffold and written response reveals a sophisticated use of language as well as a complexity of thought when considering the



six paragraph essay responding to the question: ‘The poetry of W.B. Yeats is both challenging and rewarding.’ Discuss. Students should use this scaffold to write the essay independently at home and bring back to the group for peer-‐assessment.

value of Yeats’s poetry and the ways in which to support and sustain a line of argument.

H6.3 Student Direction

Homework Task: Students to complete journal entry #9.


High Expectations Students are given Assessment Task notification (Resource #22). Time is spent explaining requirements of task.

Students show an understanding of task.



“How can those terrified vague fingers push/The feathered glory from her loosening thighs?”

Phase 7: Analysis of ‘Leda and the Swan’ (1928) using ‘The Frames’; Practice Assessment Task Syllabus content Quality Teaching Learning and teaching activities Evidence of learning

H4.2 H8.2

Engagement

SUBJECTIVE FRAME: Read the poem ‘Leda and the Swan’ aloud as a class. Discuss responses to Journal Entries #1 and #9. (Allow time for students to complete these if necessary.)


H1.3

Problematic Knowledge Substantive Communication



H2A.1 H2A.2 H6.1 H6.2 H6.4 H10.3

Student Direction ICT Knowledge Integration

Students to use internet to research background information to the poem:

• the myth of ‘Leda and the Swan’ • Helen of Troy • Agamemnon

Teacher encourages students to appreciate the ways in which Yeats has used this Greek myth as an allegory for his own relationship with Maud Gonne and the state of his beloved yet bedraggled Ireland.

Quality of research material shows students engagement and understanding the importance of further research to come to know value Yeats on Greek mythology and the symbol of the swan.

H4.1 H4.2

High Expectations Explicit Quality Criteria

STRUCTURAL FRAME: Teacher to model an analysis of the poem for the class, students to take notes on their copy of the poem. Focus is on the sonnet form, its history and its intensely effective employment by Yeats in this poem.




H8.1 H8.2

Higher Order Thinking Problematic Knowledge

Writing Task: Students are to compose their own sonnet. The theme will be the cyclic nature of history. Stronger students should attempt to replicate Yeats’s allegorical style by finding a myth or fable to represent their ideas about history. (This task encourages students to appreciate the integrity of Yeats’s poems and their complexity of ideas, language and form.)

Students’ responses reflect not only imagination and skill, but also an understanding of the connectedness between ideas, language and form.

H2A.2 H8.1 H8.2 H10.1 H12A.1 H12A.2

Problematic Knowledge Higher Order Thinking Deep Understanding

CRITICAL FRAME: Students work in small groups to prepare for and complete the following writing task: ‘Imagine you are the host for the radio program Poet in the Spotlight. You have invited two critics to discuss the poetry of Yeats on the program. Your two guests have different views on what it is that gives this collection of poems textual integrity. One believes it is his fascination with the patterns in history, whereas the other believes it is his fascination with Maud Gonne. Write a transcript for the discussion, in which each speaker is given equal time to express their views and support this with reference to the poems set for study. It will also feature your mediation between the two and your concluding response to the viewpoints expressed by your guests.’

Student’s written response demonstrates an ability to make meaningful connection between text, interpretation and context as well as language appropriate for form, purpose and audience.

H4.1 H6.1 H6.2 H8.2

Higher Order Thinking Deep Understanding Student Self-‐Regulation

Practice assessment task: Extended Response(Resource #23) Time is spent in class revising the appropriate language, tone, content and structure of an analytical essay. (Resource #10) Students complete practice task in class and use marking criteria to peer mark their responses. (Resource #24)


H6.3

Student Direction

Homework Task: Students to complete journal #10.

Student responses reflect an engagement with the poem and a valuing of own interpretation of the poem.



“Better to smile on all that smile”

Phase 8: Analysis of ‘Among School Children’ (1928) using ‘The Frames’; Assessment Task Syllabus content Quality Teaching Learning and teaching activities Evidence of learning

H4.2 H8.2

Engagement

SUBJECTIVE FRAME: Read the poem ‘Among School Children’ aloud as a class. Discuss responses to Journal Entries #1 and #10. (Allow time for students to complete these if necessary.)


H1.3 Problematic Knowledge Substantive Communication



H4.1 H4.2

High Expectations Explicit Quality Criteria

STRUCTURAL FRAME: Teacher to model an analysis of the first two stanzas of the poem for the class, students to take notes on their copy of the poem. Students then analyse the remaining stanzas. Ideas and analysis is shared in whole class discussion and notes added to copy of the poem.


H4.1 H4.2 H6.1

Students’ Self-‐Regulation Engagement Substantive Communication

In groups students are to create a concept map demonstrating the similarities and differences between ‘Among School Children’ and ‘Easter, 1916’. This could take the form of a Venn diagram or a concept map. Students should aim to identify differences/similarities in:

• symbolism • key ideas • themes • structure • language features

Student’s diagrammatic representation and information in table show a more refined understanding of the two poems and how context and techniques impact meaning.



Students are then to suggest possible reasons for each similarity/difference identified on the diagram. This should be presented in a table. (Resource #25)

H1.3 H2A.1


CRITICAL FRAME: Students read a critical response to the poem. Students then go back to their own original subjective response to the poem (Journal Entries #1 and #10) and consider how their response is similar to/ different one of the critical responses they have read. Students write a 500 word response to the following question: ‘How has a consideration of the alternative perspective of Yeats’s poem ‘Among School Children’ challenged and/or shed light upon your own subjective interpretation of the poem?’

Quality of written responses reveals increasingly sophisticated understanding of the module and the approach to it.

H10.1 High Expectations Assessment Task: In-‐class analytical essay (Resource #26) Students’ Responses

“And wisdom is a butterfly, And not a gloomy bird of prey.”



Phase 9: Articulating an informed personal response to the poetry of W. B. Yeats Syllabus content Quality Teaching Learning and teaching activities Evidence of learning

H1.3 H2A.1 H2A.2 H4.1 H6.2 H10.1

Inclusivity Students’ Self-‐Regulation High Expectations Social Support Higher Order Thinking Deep Knowledge

Textual Integrity Group Task: Working small groups students are to brainstorm, develop and refine a response to the following question: ‘What features of Yeats’s poetry contributes to the textual integrity and overall significance of his work?’ In your response you should consider the construction, content and language of Yeats’s poetry as well as how his poetry has been received and valued in a variety of historical and other contexts. At least TWO poems should be discussed in detail to support your ideas. These responses are to be presented to the class in the form of a mini-‐lesson. Handouts should accompany the lesson.

Student’s written response reveals a sophisticated use of language as well as a complexity of thought when considering the textual integrity and overall significance of Yeats’s poetry. Presentation of ideas to class reveals engagement and deep knowledge of poems.

H6.4 H8.2 H12A.2

Problematic Knowledge Explicit Quality Criteria Deep Understanding

Narrative Writing a) Rewrite one of Yeats’s poems as a narrative from a different character’s point of view. b) Deconstruct your creative piece to identify the techniques that you have used to create meaning. You should use a highlighter to highlight the techniques that you have used. You will then complete the table to evaluate your composition for its strengths and weaknesses. (Resource #27)

Imaginative responses of students reflect insightful understanding of characterisation in chosen poem. Information given in table reveals student to be aware of the strengths and weaknesses of their own composition.

H4.1 H6.1

Higher Order Thinking Deep Understanding

Comparison of poems: Compare and contrast two of Yeats’s poems using the table in the hand out. (Resource #28)

Student’s table shows a detailed understanding of



Metalanguage

each poem and the similarities and differences.

H2A.2 H4.1 H10.3


Selecting Poems ‘The poetry of W. B. Yeats has been included in numerous Irish and International poetry anthologies. Imagine you are an editor of an anthology of poetry that has endured through time. You have been asked to include two poems which you think are representative of Yeats’s work. Which two would you include? What arguments would you give in support of your choice?’

Selection of poems shows students engaging with poems through thoughtful consideration of the relative merits of each.

H4.1 H6.1 H10.3 H12A.1

Explicit Quality Criteria Higher Order Thinking Deep Understanding Metalanguage

Essay Writing Yeats once said that he desired to ‘hammer his thoughts into a unity’. Show how this is borne out in two or three of his poems that you have studied in class. a. Develop an essay plan of 250 words. This plan (including introduction) is to be submitted for marking at the end of the lesson. b. Write example paragraphs using the S.T.E.W. structure and share these with peers for suggestions/corrections. NOTE: (When essay plans are marked and redistributed students are to be given two weeks to complete this 1200 word essay. Students must reference all sources of information that is not their own.)


H1.4 H2A.1 H2A.2 H8.1 H10.1

Cultural Knowledge Problematic Knowledge Deep Understanding

Considering impact of responder’s context: Students are to find and read a review of/critical response to the poem from the perspective of an early 20th century audience. They are then to rewrite the review from the perspective of an audience in 2009.

Students review shows a sophisticated and insightful analysis of the poems in regards to a specific context.

module b: yeats

Education

range of texts

critical texts

particular texts

distinctive qualities

range of imaginative

range of perspectives

swandifferent ways

particular features