Intended Learning Outcomes
(Knowledge, Understanding, Skills, Attitudes)
Assessment of Learning Outcomes.
(ie. What assessment will you use to show you that learning has taken place?)
Display and Electronic media
|Activity based learning.|
|Phase 2||Brief Outline|
|Phase 3||Brief Outline|
|Phase 4||Brief Outline|
|Phase 5||Brief Outline|
I sat all morning in the college sick bay
Counting bells knelling classes to a close.
At two o’clock our neighbours drove me home.
In the porch I met my father crying–
He had always taken funerals in his stride–
And Big Jim Evans saying it was a hard blow.
The baby cooed and laughed and rocked the pram
When I came in, and I was embarrassed
By old men standing up to shake my hand
And tell me they were “sorry for my trouble,”
Whispers informed strangers I was the eldest,
Away at school, as my mother held my hand
In hers and coughed out angry tearless sighs.
At ten o’clock the ambulance arrived
With the corpse, stanched and bandaged by the nurses.
Next morning I went up into the room. Snowdrops
And candles soothed the bedside; I saw him
For the first time in six weeks. Paler now,
Wearing a poppy bruise on his left temple,
He lay in the four foot box as in his cot.
No gaudy scars, the bumper knocked him clear.
A four foot box, a foot for every year.
– Seamus Heaney
Dulce Et Decorum Est
Bent double, like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed through sludge,
Till on the haunting flares we turned our backs
And towards our distant rest began to trudge.
Men marched asleep. Many had lost their boots
But limped on, blood-shod. All went lame; all blind;
Drunk with fatigue; deaf even to the hoots
Of disappointed shells that dropped behind.
GAS! Gas! Quick, boys!– An ecstasy of fumbling,
Fitting the clumsy helmets just in time;
But someone still was yelling out and stumbling
And floundering like a man in fire or lime.–
Dim, through the misty panes and thick green light
As under a green sea, I saw him drowning.
In all my dreams, before my helpless sight,
He plunges at me, guttering, choking, drowning.
If in some smothering dreams you too could pace
Behind the wagon that we flung him in,
And watch the white eyes writhing in his face,
His hanging face, like a devil’s sick of sin;
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Obscene as cancer, bitter as the cud
Of vile, incurable sores on innocent tongues,–
My friend, you would not tell with such high zest
To children ardent for some desperate glory,
The old Lie: Dulce et decorum est
Pro patria mori.
– Wilfred Owen
My Best Friend
I never really told you,
How much you mean to me,
I guess I kinda forgot,
How much you really mean,
When life seems to get hard,
You never run away,
You stay beside me,
And help me all the way.
The memories I have,
Will stay with me always,
Until the day I die,
I’ll remember your face,
And even after that,
I hope we meet again,
Because you truly are,
My very best friend.
(Re-write this poem adding at least two new poetic techniques)
‘Poetry is the kind of thing poets write.’ — Robert Frost
‘Man, if you gotta ask, you’ll never know.’ — Louis Armstrong
A POET IS LIMITED in the materials he can use in creating his works: all he has are words to express his ideas and feelings. These words need to be precisely right on several levels at once:
• They must sound right to the listener
• They must be arranged in a relationship and placed on the page in ways that are at once easy to follow and assist the reader in understanding
• They must probe the depths of human thought, emotion, and empathy, while appearing simple, self-contained, and unpretentious
Fortunately, the English language contains a wide range of words from which to choose for almost every thought, and there are also numerous plans or methods of arrangement of these words, called poetic devices, which can assist the writer in developing cogent expressions pleasing to his readers. Even though most poetry today is read silently, it must still carry with it the feeling of being spoken aloud, and the reader should practice “hearing” it in order to catch all of the artfulness with which the poet has created his work.
Some of the poetic devices used by poets to convey the above include:
Alliteration: Repeated consonant sounds at the beginning of words placed near each other, usually on the same or adjacent lines. A somewhat looser definition is that it is the use of the same consonant in any part of adjacent words.
- Example: fast and furious
- Example: Peter and Andrew patted the pony at Ascot
Assonance: Repeated vowel sounds in words placed near each other, usually on the same or adjacent lines. These should be in sounds that are accented, or stressed, rather than in vowel sounds that are unaccented.
- Example: He’s a bruisin’ loser
Consonance: Repeated consonant sounds at the ending of words placed near each other, usually on the same or adjacent lines. These should be in sounds that are accented, or stressed, rather than in vowel sounds that are unaccented. This produces a pleasing kind of near-rhyme.
- Example: boats into the past
- Example: cool soul
Cacophony: A discordant series of harsh, unpleasant sounds helps to convey disorder. This is often furthered by the combined effect of the meaning and the difficulty of pronunciation.
- Example: My stick fingers click with a snicker
And, chuckling, they knuckle the keys;
Light-footed, my steel feelers flicker
And pluck from these keys melodies.
—“Player Piano,” John Updike
Apostrophe: A figure of speech in which a person not present is addressed.
Personification: Giving human attributes to an animal, object or idea.
- For example, the bike stood up against the wall.
Irony: -A literary device which reveals concealed or contradictory meanings.
Repetition: The purposeful re-use of words and phrases for an effect. It has been a central part of poetry in many cultures. Many of the Psalms use this device as one of their unifying elements.
- Example: I was glad; so very, very glad.
Allusion: A brief reference to some person, historical event, work of art, or Biblical or mythological situation or character.
Hyperbole: An outrageous exaggeration used for effect.
- Example: He weighs a ton.
Simile: A direct comparison of two unlike things using “like” or “as.”
- Example: He’s as dumb as an ox.
- Example: Her eyes are like comets.
Metaphor: A direct comparison between two unlike things, stating that one is the other or does the action of the other.
- Example: He’s a zero. Example: Her fingers danced across the keyboard.
Oxymoron: A combination of two words that appear to contradict each other.
- Example: a pointless point of view; bittersweet
Enjambment – A run-on line of poetry in which logical and grammatical sense carries over from one line into the next. An enjambed line differs from an end-stopped line in which the grammatical and logical sense is completed within the line.
- For example:
That’s my last Duchess painted on the wall,
Looking as if she were alive. I call
That piece a wonder, now….
Archaism – The use of deliberately old-fashioned language to make something feel old
Euphemism – A word or phrase that takes the place of a unpleasant, or impolite reality. The use of passed away for died.
Onomatopoeia: Words that sound like their meanings.
- Example: boom, buzz, crackle, gurgle, hiss, pop, sizzle, snap, swoosh, whir, zip