EDUC_0016: Senior English Curriculum and Methodology B

a1666 864

Senior English Curriculum and

Methodology B
Task:
Create a portfolio of four assessment tasks, each using a
different assessment method. The assessments are to be
part of one OR two units.

Simela Petridis | a1666 864

Due Date: 21st April 2017

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Assessment/Class Context:

The following assessments have been created for a year 11 SACE Stage 1
English class. The class consists of 15 students with mixed abilities and all
extremely high achievers that share a similarity in enjoying interactive,
creative work.

The assessments follow two units within the English subject, Responding to
Texts and Creating Texts focusing on Shakespearian texts and creative
writing. Each assessment follows a chronological order of assessment, the
formative then the summative. The formative always creates the scaffolding
for the summative. The assessments also correspond to a scheduled teaching
regime, for example Macbeth was taught to the entire class prior to them
receiving the first formative assessment on Macbeth. I have made a
conscious effort to ensure the assessments are related, even when the unit
transitions from Responding to Texts to Creating Texts, for fluency
purposes.

Following the assessment sheets are the rubrics. The rubrics have been
tailored to each individual assessment sheet. The last rubric exemplifies the
feedback a student at each level (basic, proficient and advanced) might
receive after completing that assignment.

The assessments are as followed:

1. Secret Diary Entry Macbeth (Formative)
2. Macbeth Essay (Summative)
3. A Comedic or Tragic Problem Play (Formative)
4. Short Story (Summative)

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Name: Date:

STAGE 1 ENGLISH
RESPONDING TO TEXTS
ASSESSMENT 1: Secret Diary Entry Macbeth (Formative)

Description:
Write a secret diary entry for Macbeth and/or Lady Macbeth at the end of Act
1.

For this task you must:

1. Brainstorm one characters feelings and thoughts at this particular point
in the play
2. Organize your ideas into paragraphs, including an introduction, body
and conclusion
3. Write up the diary entry neatly
4. Repeat the process for the other character

To consider:
The Action:
Remember what has happened so far in the play, and what is about to
happen. Include references to past event in Act 1, and discussions of those to
come.
The Characters:
Try and get inside your character head. Treat this piece as a direct line to their
thoughts.
The Relationship:
Include reference to your husband/wife.
The Atmosphere:
Create a sense of Atmosphere. Remember what your characters are
influenced by.

Learning Targets:
Students will be able to:
Develop a personal diary entry mirroring Shakespearian literature
Develop a story with a beginning, middle and end
Use stylistic features and language to execute their diary entries

Learning Standards:
KU1, KU2, KU3, Ap1, Ap2

Assessment Conditions:

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You will be given 2 weeks of homework time to complete this task. The
assessment will be due the following week.
Due Date: Thursday 7th April 2018.
BASIC
The diary entry is includes
some details of the main
Background events that have been
encountered and includes
some details from the
novel.
The diary entry is not in
logical or expected order
and lacks clarity.
Point of
View
Grammar The diary entry has
grammatical and spelling
errors.
PROFICIANT ADVANCED
The diary entry The diary entry is
clearly states the extremely inviting
main events that and thoroughly
have been states the main
encountered and events that have
includes many been encountered
interesting details by the character
from the literature. include the context
within the literature.
The dairy enter The dairy entry
details are placed in details are place in
logical order, the logical order, as
way in which they presented in the
have presented in introduction and
the introduction. follow an
exceptional
narrative flow.
The diary entry The diary entry is
contains few free of any
grammatical and grammatical or
spelling errors. spelling errors.
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Name: Date:

STAGE 1 ENGLISH
RESPONDING TO TEXTS
ASSESSMENT 2: Macbeth Essay (Summative)

Description:
Write an 800 words essay (or negotiated multimodal presentation) on how
Macbeth changes between Act 1 Scene 3 and Act 3 Scene 1. Use proper
references when citing the work.

Use the points in the list below to come up with a strong introduction and
conclusion. You must give at least one quotation for each point. Include
personal points also.

Points you might like to include:

How the witches prophesy starts Macbeth thinking

How his relationship with his best friend, Banquo alters
How his language alters between the scenes
How he goes from being a Nobel war-hero who is honored by the king,
to being a worried murderer who cannot stop fretting about his
situation: to be thus is nothing, but to be safely thus
How he moves from being horrified by the idea of murder, to actively
stirring up the murderers to kill Banquo (using animal imagery to goad
them)
Who you think is most responsible for his change: Macbeth himself, the
witches; Lady Macbeth; a combination of all three?

Learning Targets:
Students will be able to:
Give a personal opinion of how Macbeth has changed
Review the literature
Give evidence on the changes made my Macbeth through the literature

Learning Standards:
KU1, KU2, KU3, An2, Ap1, Ap2, Ap3

Assessment Conditions:
Students will be given 2 weeks of homework time to complete this
assignment. The assignment will be due the following lesson.

Due Date: Thursday April 20th 2018.

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BASIC PROFICIANT ADVANCED

Introduction Demonstrates an Demonstrates an Demonstrates a

introduction with a few adequate strong, well-
details that give the introduction developed
including sufficient introduction. Includes
reader some
background background
background information and key information, key
information. points. points, provides the
reader with a clear
idea of what the rest
of the essay will be
about.

Contains less than 3 Contains 3 body Contains at least 3

Body Paragraphs body paragraphs with paragraphs, each body paragraphs that
some textual evidence include 1 quote from provide strong and
the text to support
to support position, specific details from
thesis and at least 2
but no direct quotes. quotes are the text (3+ quotes)
adequately and information from
introduced and other sources. All
explained. quotes are
appropriately
introduced.
Organisation/ Essay is somewhat Essay is thoughtfully Essay is very well
Focus disorganized and organized with minor organized and
does not address the coherence issues. coherent, easy to
The essay maintains
question asked follow, uses a logical
focus with few
efficiently. loosely related format, maintains a
items, and utilizes clear focus throughout
some transitions. the essay, and
Addresses question frequently utilizes
asked efficiently. transitions. Addresses
the question asked
efficiently.
Understanding/ Provides a limited Relevant analysis, Insightful analysis
Analysis analysis, demonstrates an included,
demonstrates general adequate demonstrates superior
understanding of understanding of text.
understanding of the
text.
text.

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Conventions Language used is Uses language Uses language
weak. Several errors adequately. Few creatively and
in spelling, errors in spelling, effectively. No errors
punctuation, and punctuation, and in spelling,
grammar. Limited grammar. Uses punctuation, or
sentence structure varied sentence grammar. Uses varied
and vocabulary. structure and sentence structure
appropriate and vocabulary.
vocabulary.

Citations Missing cited works Includes an accurate Includes an accurate

page and in text works cited page, in works cited page,
referencing. text citations, and correct in text
proper formatting citations, and proper
with minor errors. formatting with no
errors.

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Name: Date:

STAGE 1 ENGLISH
CREATING TEXTS
ASSESSMENT 3: A Comedic or Tragic Problem Play
(Formative)

Description:
Considering Shakespearian literature we have covered in past weeks,
particularly Shakespeares problem plays. In pairs create either a comedic
or tragic problem play that will be performed as a 6-8 minuet oral in front of
the class. As your plays may involve more than 2 characters, arrange with
your peers for the other character roles to be filled prior to your presentation.

Consider the following when creating your plays:

COMEDY TRAGEDY

Plot should be based on fiction Plot should be based on history

Character should be middling
men
They should contain small perils
and happy endings
They should start with a
situation of turmoil but end in
harmony
Often contained lots of
disguises and deceptions
They should concern men of
rank and address serious issues
The end should be unhappy
They should start with a
situation of prosperity by show a
process of downfall

Learning Targets:
Students will be able to:
Construct a play based on either history or fiction
Work in pairs and demonstrate team work in creating a play
Develop a clearly constructed beginning, middle and end of the play
Use their Shakespearian knowledge on narrative flow

Learning Standards:
KU1, KU2, KU3, Ap1, Ap2, Ap3

Assessment Conditions:
You will have 2 weeks of homework time and the 1 lesson to complete this
assignment. You must ensure you use your after school time wisley to
properly rehearse your play and allocate character roles.

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Due Date: Thursday May 4th 2018

BASIC PROFICIANT ADVANCED

Students were Students seemed Students were

somewhat prepared, well prepared but completely prepared and
Preparedness but it was clear their needed more time to had evidently rehearsed.
rehearsal was rehearse.
lacking.

Students choice of Students constructed There was a great

theme was not clear a good play with a amount of material that
Content and felt sufficient amount of clearly related to their
disconnected to the information that chosen topic. All points
topic. relate to their chosen were accurate and
theme. clearly made.

Students tried to use Students used facial Students used facial

Enthusiasm facial expressions expressions and expressions and body
and body language body language to language to generate a
to generate sometimes generate strong interest and
enthusiasm. a strong interest and enthusiasm about their
enthusiasm about chosen topic to others.
their chosen topic to
others.
Acting/Dialogue Students tried to use Students mostly Students used
facial expressions used voices, facial consistent voices, facial
and movements to expressions and expressions and
make the characters movements to make movements throughout
more believable and the characters more the entire play to make
the story more easily believable and the the characters more
understood. story more easily believable and the story
understood. more easily understood.

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Name: Date:

STAGE 1 ENGLISH
CREATING TEXTS
ASSESSMENT 4: Short Story (Summative)

Description:
Write a short story of at least 600-800 words with an interesting plot and well-
developed characters. Ensure your story has a beginning, middle and end.

Use your setting and character development work sheet completed in the
previous lesson to help guide your story.

For this task you must:

Make trouble: What is the conflict? What happens next? What happens
to the character?
As it happens: Direct the pace of your story when revealing characters
and events
Put words in their mouths: Direct the dialogue through your character
Choose a point of view: First person, third person (limited), third person
(omniscient)

Learning Targets:
Students will be able to:
Engage the readers attention through the use of stylistic devises
throughout their stories
Develop their characters, setting and plot structure
Create and resolve conflict
Produce a clear and coherent story

Learning Standards:
Ap1, Ap2, Ap3

Assessment Conditions:
You will be given 3 weeks of homework time and 1 lesson of class time in the
2nd week for your short story to be drafted. The short story is due the following
week in class, however this time frame is subject to change.

Due Date: Thursday May 25th 2018

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BASIC PROFICIANT ADVANCED

The beginning of the story The beginning of The beginning of the

made an attempt at the story was story was extremely
Introduction gaining the readers engaging through engaging through the
attention. the use of literary use of literary
techniques. techniques and
character/setting
descriptions.

The conflict of the story The conflict of the The conflict was
was satisfactory lacking story was engaging extremely engaging
clarity and direction. and used and well organised in
Body descriptive the context of the
Paragraphs language to story. The climax
execute the addressed the
problem. problem through the
use of descriptive
language and literary
techniques.
The conclusion was The conclusion was The conclusion was
Conclusion satisfactory and lacked adequate, however extremely engaging
clarity. was complex to and logical. The
understand and at conclusion used
times lacked clarity. various literary
techniques following
the direction of the
story exceptionally.

FEEDBACK:

Basic:
This student demonstrates a satisfactory understanding of how to construct a
short story as it lacks in creating narrative flow. The narrative demonstrates
strong elements, however for the most part is disjointed and unclear. The
narrative makes good use of descriptive language and setting, however in
parts overshadows the use of the main characters. The conflict of the story
was again unclear causing disruption to the readers focus. Overall this
student demonstrated a good effort in creating a short story, however must
revisit the basics in order to write a more fluent, captivating piece.

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Proficient:
This student demonstrates a good understanding on how to write and
construct a short story. The story was well set out and engaging from the
beginning of the story, particularly through the use of literary techniques. The
student demonstrates a high level of thinking through the use of vocabulary
and sentence structures. However, although the story seemed well organized
there were a few ideas that seemed irrelevant and out of place to the stories
plot. Overall this student has demonstrated adequate writing skills but must be
cautious of the stories direction and aims for next time.

Advanced:
This student demonstrates an excellent understanding of how to construct
and write a short story. The level of detail and use of stylistic features was
paramount in the stories exceptional delivery. The student demonstrates a
high level of creative thinking and executes all the requirements demonstrated
on the task sheet. His/Her work was extremely well organised, followed an
evidently well-planned story line and was executed with fluency. A great piece
of work that was extremely enjoyable.

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