Appreciation

Curriculum details

Strand

Poetry (Strand 4)

Sub-strand

Appreciation (4.2)

Content standard

2.4.2.CS.1 - Demonstrate understanding of multiple meanings, central ideas/themes critically in a poem from different perspectives. 2.4.2.LO.1 Identify and compare multiple meanings, central ideas/themes and use them in writing essays on poems through different perspectives. 2.4.2.LO.2 Analyse poems presenting personal responses and textual evidence using PEE Approach.

Indicator

2.4.2.LI.3 - Examine the overall impact of the poet's specific word choices on meaning and themes in relation to other poetic elements such as imagery, tone, mood, and words with multiple meaning

Suggested placement

Semester 2, Week 15 (Week 35 of the year)

Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.

Curriculum reference

NaCCA curriculum document, p. 114

Exemplars (from the NaCCA curriculum)

Structuring for Learning:

- Learners are introduced to the concept of diction as style; using a fishbone approach learners identify diction and discuss the effects in enhancing the meaning/themes. Example; 1. creates tone/mood/atmosphere 2. Supports setting/context 3. Supports imagery

- Learners discuss themes using poetic elements to explain and identify multiple meanings. Work in groups and help learn from peers .

Century and GESI

Assessment (2.4.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Textbooks
- Poems
- Relevant reading materials.
- Apps and Software
- Digital Learning
- Digital learning resources including video, audio, visuals, text, animations and images.