Assessment Criteria Sheets

Poem, Painting, Paragraph Assessment Task 

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Weighting:
Poem Painting Paragraph: 30%
Language Conventions Quiz: 10%

POEM PAINTING PARAGRAPH INSTRUCTIONS

Step 1:

Select a painting/photograph/sculpture that challenges the ‘single story’. It must have an Australian focus.

Step 2:

Write your own poemin response to the image. In this poem you must challenge the dominant narrative.

Consider the following before you start writing:

  • Perspective: Choose an interesting or unusual speaker
  • Visual Imagery: Metaphors, similes, zoomorphism, anthropomorphism etc.
  • Sound Devices:Onomatopoeia, alliteration, assonance, plosives, fricatives, sibilance, liquids
  • Structure: Free verse, ode, sonnet, etc. Experiment with punctuation/line length/caesura etc.
  • Tone

Step 3:

Write an explanatory paragraph(200 words minimum) which explains your thinking throughout the process of writing your poem in response to the painting/photograph/sculpture.

  1. What are the main messages of your poem?
  2. How have you have used language and poetic devices to convey your ideas?
  3. How does your selected art work reflect the main messages of your poem and how does it challenge the dominant narrative?

ASSESSMENT CRITERIA

  • Poetic form
  • Poetic language/devices
  • Evaluate
  • Analyse

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Memoir Assessment Task:

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This assessment task requires you to write an 800-word memoir that reflects on your Big Experience. 

Weighting: 30%

  1. Choosing the focus of your memoir

Identify a focus for your memoir which relates to your Big Experience. Your focus may be:

  • Comparison of your life with a local’s experience
  • A story inspired by an artefact or place
  • A reflection on environmental, political or social concern
  • Or, an idea of your own, discussed and approved by your teacher
  1. Crafting your memoir

Consider the following when writing your memoir:

  • Perspective:you are the main character so voice must be first person singular
  • Literary Devices:incorporate sound devices, sensory and visual imagery
  • Structural features:title, paragraphs, dialogue
  • Setting:capture the time and place through the use of descriptive language
  • Context:include enough background information so readers can understand the story
  • Visuals:you may include a photograph with your final submission.

ASSESSMENT CRITERIA

  • Drafting process
  • Voice
  • Capturing a moment
  • Language

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Norm Fary Assessment Task

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Weighting: 30%

The Norm Fary is St Leonard’s College’s school-wide annual public speaking competition. All students in years 7 through 10 participate as part of their regular English studies, with a senior competition open to all students in years 11 and 12.

For 2020, the suggested theme is ‘Diversity Equity Respect’.

The Norm Fary is a wonderful opportunity to impart your beliefs, passions and ideas to those in your year level. Are you passionate about championing diversity? Do you have ideas for reducing inequality in the world? Could you take this chance to promote small actions we could take, that taken collectively, will help make the world more respectful?If these, or other aspects of the environment spark your interest and passion, we invite you to speak about this issue in your speech.

If you would like to speak about an issue outside of this theme, you may do so, ensuring you address the requirements below.

  • Your speech must seek to influence your audience and convey a meaningful message
  • The issue explored in your speech must directly affect students in your year level and there must be some real action that they can take (not just – ‘give to x’ charity)
  • You are encouraged to use the problem/solution approach when structuring your speech

In years 7 to 10, this will form part of your English assessment, with each class teacher putting forward the name of the class’ best speaker to compete in the year level final. At the year level final, 1st, 2nd and 3rd place getters will be announced. After the year level competitions, a representative will be chosen from between the year 7 winner and the year 8 winner to be the St Leonard’s entry in the ACS Junior Public Speaking Competition, and a representative will be chosen from between the year 9 winner and the year 10 winner to be the St Leonard’s entry in the ACS Intermediate Public Speaking Competition.

Years 9 : speeches must be between 3 minutes 30 seconds and 4 minutes.

ASSESSMENT CRITERIA

  • Matter
  • Delivery
  • Structure
  • Language

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Text Response Essay Assessment Task

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Weighting:
Formative Text Response: 10%
Summative Text Response: 30%

We continue to consider diversity, equity and respect, with a focus on personal agency, through Marjane Satrapi’s graphic novel Persepolis: The Story of a Childhood, a memoir of growing up in Iran during the Islamic Revolution. Drawing on your study of how art reflects life you will be completing an essay investigating a complex idea to do with agency, using Persepolis as your primary source of evidence.

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Passage Analysis Assessment Task 

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Weighting:
Comprehension Quiz: 10%
Formative Passage Analysis: 20%
Summative Passage Analysis: 20%

INSTRUCTIONS

You are required to write a close reading passage analysis, which will be one passage from Shakespeare’s Romeo and Juliet. 

Your choices will be given to you in class which can be pulled from any of the Acts within Romeo and Juliet.

In your analysis, you will need to show the effects of language, explain the significance of the passage in relation to the whole play, embed it within a historical and social context, and demonstrate an understanding of the key concerns.

 You will write 3 to 4 paragraphs of approximately 700 words. 

This is an in-class formative task.

 ASSESSMENT CRITERIA

Knowledge & Understanding

Language

Interpretation

Literary Devices

Structure

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Examination

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Weighting: 30%

The Year 9 Semester 2 English Examination is 70 minutes long (+5 minutes for reading).

This year the Semester 2 exam is a passage analysis response to a passage from Romeo and Juliet.

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