English Year 6 Unit 2 - greenvaless.eq.edu.au · Assessment task: Short story Task To write an...
15
Date: Student name: Eng_Y6_U2_ILM16_L01_Sh02_SI Page 1 Department of Education and Training C2C Independent Learning Materials 2 She et English Year 6 Unit 2 Assessment task: Short story Task To write an imaginative and entertaining short story about a character who faces a conflict and to explain editorial choices. Instructions • Task A — Write a short story ◦ Step 1: Plan a short story ◦ Step 2: Plan language choices ◦ Step 3: Draft the short story ◦ Step 4: Edit the short story ◦ Step 5: Publish the short story • Task B — Explain editorial choices Conditions Open conditions • undertaken individually • prior notice of the assessment • access to resources allowed (for example: dictionaries, models of short stories) • drafting in lesson time with access to teacher feedback and conferencing Length Task A — 300–400 words (approximately) Task B — 100–200 words (approximately)
Transcript of English Year 6 Unit 2 - greenvaless.eq.edu.au · Assessment task: Short story Task To write an...
Date:Student name:
Eng_Y6_U2_ILM16_L01_Sh02_SI Page 1Department of Education and TrainingC2C Independent Learning Materials
2Sheet
English Year 6 Unit 2
Assessment task: Short story
Task
To write an imaginative and entertaining short story about a character who faces a conflict and to explain editorial choices.
Instructions
• Task A — Write a short story◦ Step 1: Plan a short story◦ Step 2: Plan language choices◦ Step 3: Draft the short story◦ Step 4: Edit the short story◦ Step 5: Publish the short story
• Task B — Explain editorial choices
Conditions
Open conditions
• undertaken individually• prior notice of the assessment• access to resources allowed (for example: dictionaries, models of short stories)• drafting in lesson time with access to teacher feedback and conferencing
Length
Task A — 300–400 words (approximately)
Task B — 100–200 words (approximately)
Student name:
Department of Education and TrainingC2C Independent Learning Materials
Page 2 Eng_Y6_U2_ILM16_L01_Sh02_SI
2Sheet
Task A — Write a short story
Step 1 — Plan a short story
1. Brainstorm some examples of different types of conflict a character might face in a short story. Remember, the conflict can be internal or external and you can adapt or combine aspects of short stories you have already read.
Conflict 1 Conflict 2
Conflict 3 Conflict 4
2. Choose one of the conflicts on which to base your short story for the assessment task. Record and explain your chosen conflict below. Be sure to explain how the conflict will engage and/or entertain readers.
Student name:
Eng_Y6_U2_ILM16_L01_Sh02_SI Page 3Departm
ent of Education and TrainingC2C Independent Learning M
aterials
2Sheet
3. Create a plot profile for your short story. Record notes about the narrative structure, indicating the organisation and sequencing of events in the short story, on the following diagram.
Remember, these are short notes to give an overall impression of what happens in the story and the order in which events occur. However, you should use language to expand and sharpen your ideas, and to express shades of meaning that indicate how the action in the story will rise and fall to entertain and engage readers.
Orientation
Complication
Climax
ResolutionRisi
ng ac
tion
Falling action
Student name:
Department of Education and TrainingC2C Independent Learning Materials
Page 4 Eng_Y6_U2_ILM16_L01_Sh02_SI
2Sheet
Step 2 — Plan language choices4. Brainstorm nouns and noun groups to describe the main character and the setting. Consider how
you can use these descriptions to link ideas in your story later. Record your ideas here:
Main character Setting
• •
• •
• •
• •
• •
• •
5. Brainstorm verbs, verb groups, adverbs and adverb groups to depict the thoughts and feelings of the main character, the actions and events, and the relationships and interactions between the characters.
Consider how you can use these descriptions to link ideas in your story later. Record your ideas in the following table:
Student name:
Eng_Y6_U2_ILM16_L01_Sh02_SI Page 5Department of Education and TrainingC2C Independent Learning Materials
2Sheet
Thoughts and feelings What are the different
emotions the character experiences in each stage of the story?
Actions and events What vivid descriptions can help describe the
actions and events in the story?
Relationships and interactions
How does the main character behave and interact with others?
• • •
• • •
• • •
• • •
• • •
• • •
6. a. Consider the narrative point of view of your story. Will you write in first person or third person? Explain briefly why you think this is the best approach to writing your story.
b. Consider a range of sentence structures for different effects, including complex sentences. Explain what sentence variations you will use in your story and why.
Student name:
Departm
ent of Education and TrainingC2C Independent Learning M
aterialsPage 6 Eng_Y6_U2_ILM16_L01_Sh02_SI
2Sheet
Step 3 — Draft the short story7. Use your notes (recorded in Step 1 and Step 2) to write the first draft of your short story.
Text structure Short story draft Language featuresTITLEWrite an interesting and engaging title. Consider the title again during editing and edit if required.
Narrative point of view
Use either:• first person (I, we, my, mine) or• second person (they, he, she).
Nouns and noun groups• Use nouns and noun groups to describe
main character and setting.
Verbs and verb groups, adverbs and adverb groups
• Use verbs and verb groups to describe thoughts, feelings, actions, events, relationships and interactions.
Evaluative and figurative language features
• Select words that create images in the reader’s mind; use metaphors and imagery to express shades of meaning.
Variety of sentences for effect• Use simple, compound and complex
sentences with variation to engage the reader. For example: short sentences can create tension or slow down the pace of events; long sentences can increase the speed of the events.
STORY OPENINGWrite a sentence to hook your reader and encourage them to keep reading the story.
ORIENTATIONWrite the beginning of the story to introduce the main character, setting and complication. Consider:• How will the story begin?• How will the characters be
introduced?• What event/s will lead up to the
crisis (complication) in the story?
Student name:
Eng_Y6_U2_ILM16_L01_Sh02_SI Page 7Departm
ent of Education and TrainingC2C Independent Learning M
aterials
2Sheet
Text structure Short story draft Language featuresCOMPLICATION (RISING ACTION)Continue the story, providing more detail about the conflict that causes the disruption. Consider:• How does the rising action affect
the relationships of the characters?
See previous page
CLIMAX• How do the events (complications)
of the story reach a climax?• How is tension created?
FALLING ACTIONContinue the story after the climax and consider how the falling action impacts on character relationships and the outcome of the story.
Student name:
Departm
ent of Education and TrainingC2C Independent Learning M
aterialsPage 8 Eng_Y6_U2_ILM16_L01_Sh02_SI
2Sheet
Text structure Short story draft Language featuresRESOLUTION (CONFLICT RESOLVED)Bring your short story to an end. Consider:• How are the conflicts resolved?• How does the fall of action bring harmony to
the characters — or does it?• How are events brought to a close — or is
there a ‘cliffhanger’ for the reader to ponder?
See previous page
TEXT STRUCTURE DEVICESCohesion• Consistently use similar language features
and noun and adverb groups to connect parts of text.
• Add text connectives to show the passing of time and connect ideas.
PUNCTUATION• Use punctuation to create meaning: full
stops, commas to separate clauses, capital letters for proper nouns and start of sentences, quotation marks for direct speech, exclamation marks, question marks, apostrophes.
Student name:
Eng_Y6_U2_ILM16_L01_Sh02_SI Page 9Department of Education and TrainingC2C Independent Learning Materials
2Sheet
Step 4 — Edit the short story8. Edit your short story using the Editing checklist and by:
• reading the text aloud to check for meaning• looking at each word and sentence separately to eliminate errors• reviewing the text backwards to help with locating mistakes.
NOTE
If using the editing tools available in word-processing software (for example: thesaurus and dictionary, highlighting tool, spelling correction tool, grammar correction tool), remember that you cannot rely completely on them because in some cases not all errors will be identified. For example:• The spelling tool may automatically correct spelling according to American English.
For example: While the tool will recognise ‘organize’ as correct, in Australia the correct spelling is ‘organise’.
• The spelling tool will not necessarily pick up correctly spelled words used in an inappropriate context. For example: The word ‘from’ will not be recognised as incorrectly spelled if it has been typed as ‘form’.
General comments Reasons for suggestionsOne positive about the text is …
Two suggestions about how to improve the text are …
Suggest changes to content Reasons for suggestionsTitle
Story opening (hook)
Student name:
Department of Education and TrainingC2C Independent Learning Materials
Page 10 Eng_Y6_U2_ILM16_L01_Sh02_SI
2Sheet
Suggest changes to content Reasons for suggestionsOrientation
Complication (rising action)
Climax
Falling action
Resolution
Suggest changes to text structures Reasons for suggestions
Organisation and sequencing of ideas
Student name:
Eng_Y6_U2_ILM16_L01_Sh02_SI Page 11Department of Education and TrainingC2C Independent Learning Materials
2Sheet
Suggest changes to text structures Reasons for suggestions
Use of cohesive devices
Use of a variety of sentence structures
Use of punctuation
Suggest changes to language features Reasons for suggestions
Use of nouns and noun groups
Use of verbs and adverb groups
Other vocabulary choices
Use of accurate spelling
Student name:
Department of Education and TrainingC2C Independent Learning Materials
Page 12 Eng_Y6_U2_ILM16_L01_Sh02_SI
2Sheet
Step 5 — Publish the short story9. Use word-processing software to publish your short story about a character that faces
a conflict. The final published version should reflect changes made because of your editorial choices. Your short story should be approximately 300 to 400 words.
Short story
Student name:
Eng_Y6_U2_ILM16_L01_Sh02_SI Page 13Department of Education and TrainingC2C Independent Learning Materials
2Sheet
How was your student able to complete the activity?No assistance required Some assistance A lot of assistance Not able to do this task
Comments:
Student name:
Department of Education and TrainingC2C Independent Learning Materials
Page 14 Eng_Y6_U2_ILM16_L01_Sh02_SI
2Sheet
Task B — Explain editorial choices
10. Reflect on your editorial choices. Explain these by writing paragraph responses to the following questions:
a. What editing changes did you make to the draft short story? (For example: word choices, language features or plot structure.)
b. Explain why you made these editorial choices to publish the final version of the short story.
Eng_Y6_U2_ILM16_L01_Sh02_SI Page 15Departm
ent of Education and TrainingC2C Independent Learning M
aterials
2Sheet
Purpose of assessment: To write an imaginative and entertaining short story about a character who faces a conflict and to explain editorial choices.
Creating texts(Productive)
Knowledge and understanding(Productive)
Uses language features and language patterns for emphasis.Creates a detailed text elaborating on key ideas for a purpose and audience.
(Task A)
Demonstrates understanding of grammar and makes considered choices from an expanding vocabulary.
Uses accurate spelling and punctuation for clarity.Makes and explains editorial choices. (Tasks A and B)
A ►Creates a short story that adapts or combines aspects of other short stories (for example: innovative text structures, sentence variation, metaphor) to achieve aesthetic purposes and effects.
Experiments with vocabulary choices, including evaluative and figurative language, to express shades of meaning and feeling.
Uses complex sentences in a variety of ways to elaborate, extend and explain ideas.
B ► Experiments with narrative elements to engage the audience.
Selects language to create imagery to convey setting, characters and events.Expands and sharpens ideas through careful choices of verbs and adverb groups.
C ► Uses language features and language patterns for emphasis.
Creates a detailed text elaborating on key ideas for a purpose and audience.
Demonstrates understanding of grammar and makes considered choices from an expanding vocabulary.
Uses accurate spelling and punctuation for clarity.
Makes and explains editorial choices.
D ► Creates a short story. Writes descriptions.
E ► Writes a sequence of events that features a character. Selects words.
Guide to making judgments — Year 6 English: Short story
Teacher to complete
Student name: Comments:
