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Middle School - Grade 8 English - 2013/2014
STUDENT NAME:
CLASS: _______
TEACHER NAME:
UNIT:
Analysing Teen Issues in a Novel.
ASSESSMENT TASK:
Narrative: Marginalised Character.
CONTEXT:
ENGLISH
In this unit we have read the novel ‘Hating Alison Ashley’ by Robin Klein. We
have examined the specific language and structure of narrative writing.
understanding of both these areas to your own creative writing.
Apply your
INSTRUCTIONS:
Read ‘Hating Alison Ashley’ and complete the comprehension questions before attempting this
task (these must be submitted with the story).
You are to write a short story from the point of view of one of the following characters:




Alison Ashley
Barry Hollis
Miss Belmont
Valjoy
GRADE 8
Your story must detail an event from the story, but from the perspective of your chosen
character e.g. Alison’s reaction to being called a snob, or Barry’s misbehaviour at camp.
Remember to apply the appropriate narrative structure to the story; orientation, rising action,
climax, falling action and conclusion.
Draft completed in class time over one (1) week.
2x 50 minute lessons to type it.
Length: 500-800 words
ASSESSMENT
TASK
DRAFT DUE DATE: Week 7
FINAL DUE DATE: Week 8
SUMMARY OF RESULTS:
CRITERIA ASSESSED
RECEPTIVE MODES
Ideas and Information in Texts
Language Features
PRODUCTIVE MODES
Text Structures
OVERALL RESULT
TERM 1
Teen Issues the a
Novel: Hating
Alison Ashley
CONDITIONS OF ASSESSMENT:
•
•
•
2013/2014
STANDARD
Written
Narrative
Grade: 8
KLA: English
Unit: Teen Issues in a Novel Task: Written Narrative
Student ...............................................
Purpose of assessment: To assess comprehension of the story ‘Hating Alison Ashley’ and application of knowledge of narrative structure to own writing.
Understanding & Skills Dimensions.
Receptive Modes.
Ideas and Information in Texts: Comprehends at a literal and
inferential level in response to a novel. Clearly communicates
understanding.
Clearly and accurately identifies characters, events and
perspectives of the story with justification in the form of
discerning quotes from the text. All responses are legible and
include a high level of explanatory detail which clearly
explains chosen quotes. Can comprehend at the literal,
inferential and evaluative level.
Productive Modes.
Language Features: Creates a story, develops characters that
engage the audience and meet the purpose of the text (to entertain).
Text Structure: Uses Narrative structure (orientation,
complication, resolution)
Discerningly develops the mood and voice of chosen marginalised
character through highly effective use of written features such as
simile, metaphor, dialogue and stream of consciousness writing.
Story is entertaining and engaging. Final copy shows highly
effective control over spelling, grammar and punctuation.
Story has a strongly structured plot based on the
experience of the chosen marginalised character within
the context of the novel. Story is sequential and has
made organised use of the orientation, complication
and resolution structure.
Effectively identifies characters, events and perspectives of
the story with justification in the form of effective evidence
from the text. All responses are legible and include a wide
range of explanatory detail. Can mainly comprehend at the
literal and inferential level.
Effectively develops the mood and voice of the chosen
marginalised character through perceptive use of written features
such as simile, metaphor, dialogue and stream of consciousness
writing. Story is entertaining. Final copy shows effective control
over spelling, grammar and punctuation.
Story has a structured plot based on the experience of
the chosen marginalised character within the context of
the novel. Story is sequential and has made use of the
orientation, complication and resolution structure.
Identifies characters, events and perspectives of the
story. The majority of comprehension activities have
been completed to a satisfactory level and include a
range of evidence from the text to justify responses.
Can comprehend information at the literal level.
Develops voice of the chosen marginalised character through the
satisfactory use of written features. Writing contains simile,
metaphor and dialogue in an attempt to make the story
entertaining. Final copy shows satisfactory control over spelling,
grammar and punctuation.
Story contains a recognisable plot based on the chosen
marginalised character within the context of the novel.
Story has made satisfactory use of the orientation,
complication and resolution structure.
Identifies characters, events and perspectives of the
story accompanied by a narrow range of evidence
from the text. Most comprehension activities have
been attempted.
Chooses language to describe marginalised character. More
control is needed over spelling, grammar and punctuation.
Story incorporates a plot based on the chosen
marginalised character. Story contains disjointed
structure based on an orientation, complication and
resolution.
Identifies characters, events and perspectives of the Writing shows narrow interpretation of chosen marginalised Narrow application of plot and structure based on the
story. Some comprehension activities have been character or simply copies story changing pronouns where chosen marginalised character.
attempted.
appropriate.
Feedback: ________________________________________________________________________________________________________________
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E
OVERALL
RATING:
A
B
C
D
E