Windermere Primary School

English Home language

Creative Writing Project
Term 3
Grade 7
2021

Name and Surname: _____________________________________________

Grade 7: _______

GENRE: short story

Page 1 of 9
Section A: Research (20 marks)
This year you read the short story “7th Grade” by author Gary Soto. The short story
explores various themes. Do research on any of the possible themes displayed in
this short story by following the checklist and rubric below:
Possible themes to explore:
 Taking risks can lead you to your goals.
 Be yourself and don't try to be someone you're not.
 It’s important to make a good first Impression
Make sure that your research is well-organised and designed according to the rubric
given. Use the attached layout for your project. (DO NOT COPY TEXT DIRECTLY
FROM YOUR SOURCES)

CREATIVE WRITING PROJECT RESEARCH CHECKLIST

Grade: 7
No. ✔

1. I have provided evidence of planning for

Research
2. My hypothesis is stated clearly
3. I have adhered to the timeline given to do my
research
4. I have worked independently
5. I have completed my research in class or at
home
6. I have used and listed a range of research
sources
7. I have made use of different research
techniques and I show evidence of a
Bibliography
8. My data is written down systematically
9. My findings clearly respond to my hypothesis
10. I have stated a clear conclusion

TOTAL MARKS (20)

SIGNATURE COMMENTS: Due Date:

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Page 3 of 9
 CREATIVE WRITING PROJECT RESEARCH RUBRIC
Criteria
Use of language
Locating, accessing
information, evidence of a
bibliography
Accuracy and relevance of
selected information
Organization of information
and development of
argument
Presentation of
results/findings
TOTAL MARKS(20):
4 3
Learner shows excellent use of
vocabulary, correct sentence
structure; language usage
mainly correct.
Correct spelling and
punctuation
Learner is able to locate and
access a number of different
types of media. Evidence of a
bibliography is provided.
Learner is able to select
information that displays a high
degree of accuracy and
relevance
Learner is able to
synthesize/integrate
information showing a high
degree of coherence and logical
development of a reasoned
argument.
Learner is able to present
results in a very clear,
structured and concise manner
using a variety of appropriate
formats.
Learner shows a wide range of
vocabulary, mostly correct
sentence and language
structure, spelling and
punctuation
Learner is able to locate and
access information
independently. Evidence of a
bibliography is provided.
Learner is able to select
information that displays an
accuracy and relevance.
. Learner is able to
synthesize/integrate
information showing coherence
and logical development of a
reasoned argument
Learner is able to present
results in a clear, fairly
structured and concise manner
using different formats
2 1
Learner shows limited use of
vocabulary, generally correct
sentence and language
structure, spelling and
punctuation.
Learner is able to locate a
limited amount of information.
Evidence of a bibliography is
provided
Learner is able to select
information that displays
limited accuracy and relevance.
Learner is able to produce a
product that shows synthesis of
information but is not always
coherent and logical. The
argument is not always
reasoned
Learner is able to present the
results in a limited number of
formats, but clarity and
structure are weak.
DUE DATE:
GR.7
Learner shows poor use of
vocabulary, incorrect sentence
and language structure, spelling
and punctuation.
Learner is unable to locate and
access information
independently. Evidence of a
bibliography is not provided.
Information is inaccurate and
irrelevant.
Learner is unable to provide any
information. The product is
Incoherent and illogical, lacking
a reasoned argument.
Learner is not able to present
the results in a structured or
logical manner.
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Section B: Writing (20 marks)
Pretend that you are interviewing the author Gary Soto. Write the interview as a
dialogue, using the information you have gathered during your research project. Your
dialogue must be between 80 and 120 words. Make use of the rubric below when
planning your writing piece.

Step 1: Planning (sort ideas, facts and information)

Step 2: draft (write your first draft. Focus on layout and information)
Step 3: edit (reread and fix mistakes in spelling, grammar and structure)
Step 4: publish (write the final draft)

Planning:
Important facts
Personal Professional

* *
* *
* *
* *
* *

Question words Answers

* *
* *
* *
* *
* *

Rough Draft:
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Word Count: ____________

Final Draft:
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Word Count: ____________

Rubric for writing a dialogue

Page 7 of 9
 1 2 3 4 5

Structure Many Significant Two or three Correct Uses correct

and format mistakes with errors in errors in formatting formatting
structure and formatting formatting with one with no
(setting, plot,
format or has (Some (Adequate mistake mistakes
atmosphere
not used the description of description of (Good (Skilful and
and
correct setting with setting; plot description of creative
characters
structure or little detail; development setting; plot is description of
where
format (No plot is weak or is evident but developed setting;
applicable)
description of unclear; basic; adequately interesting
or atmosphere atmosphere with some and creative
inappropriate not firmly adequately originality; plot; skilfully
setting; No or established; established; atmosphere established
random plot; characters are characters established atmosphere;
atmosphere one- adequately and well-rounded
not dimensional developed consistent; and
established or and with characters are believable
clear; inconsistently consistent well- characters
characters not described) development) developed with engaging
or very poorly and well- personality)
developed) formed
personality
emerges)
Spelling More than 13 Between 8-12 Between 5-7 Between 3-4 Less than 2
spelling spelling spelling spelling spelling
mistakes mistakes mistakes mistakes mistakes

Punctuation More than 13 Between 8-12 Between 5-7 Between 3-4 Less than 2
punctuation punctuation punctuation punctuation punctuation
mistakes mistakes mistakes mistakes mistakes

Writing Little or no Some use of Has used the Good use of Excellent use
process proofreading parts of writing writing of the writing
(plans, or editing writing process but process; process; has
drafts, edits done; writing process (very has not evidence of produced a
and still has many basic planning translated it progressive refined final
proofreads) uncorrected or evidence of into a well- improvement draft. Proof
errors editing of first developed in writing reading has
draft) but piece of piece, eliminated
many errors writing mistakes still mistakes
still remain evident

Total: /20

Section C: Oral Presentation (20 marks)

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With a partner, prepare a short oral presentation in the form of an interview. One
person will be the author Gary Soto, and one person will be the interviewer. Use the
information you have gathered throughout Section A and B of this project.
Remember the following points when preparing your presentation:
1. An interview is a formal discussion between and interviewer and interviewee.
2. Make use of formal language and avoid slang and other informal speech.
3. Cover as many aspects and topics as per the information in Section A.
4. Make sure to practise your interview with your partner.
Make use of the rubric below when preparing your presentation.

Rubric for oral presentation

1 2 3 4 5
Topic: Topic not Topic meets Topic relevant Suitable, Topic
Suitably suitable; requirements; but lacks new relevant and relevant,
and poorly inadequate information or interesting topic. interesting
relevance researched. research interpretation. Well researched and original.
Speaker lacks and presented. Insightful
insight. interpretation
.
Fluency Hesitant; often Sometimes A few Fluent but lacks Fluent and
and repeats self; repeats self; inappropriate expression. expressive;
pronunciati difficult to pronunciation pauses; Pronunciation pronunciation
on follow train of ambiguous; attempts to clear and clear and
thought. sometimes modulate voice. unambiguous. unambiguous
difficult to
understand.
Audience Eye contact Eye contact Eye contact Good eye Good eye
contact lacking; few if sporadic with sporadic with contact with contact with
any gestures. a few friends; sections of the sections of all sectors of
Body language few gestures. audience; audience; audience;
closed. Markedly gestures are gestures expressive,
self- forced. Self- sometimes functional
conscious. conscious. forced. Open gestures;
body language. open body
language
Preparation Not familiar Not familiar Material Has memorised Familiar with
with material; with material memorised in material; written material;
unable to but able to parrot-fashion; speech and cue written
present; no speak; either written speech cards available; speech and
written speech written and cue cards (audio/visual aid cue cards
or cue cards; speech or available; adds to available;
(inadequate or cue cards (functional presentation; if (audio/visual
no audio/visual lacking; audio/visual aid; applicable) aid adds to
aid; if (inadequate if applicable) presentation;
applicable) audio/visual if applicable)
aid; if
applicable)

Total: /20

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