Belonging 2012 Assessment Final

1

Davidson High School English Faculty (2011)

High School Faculty of English

Year 12 English Standard and Advanced: BELONGING PORTFOLIO Task: Reading/Writing/Representing Weightings: Reading – 5% Writing – 10% Representing – 15% Issued: Friday, 20th October 2011

PART DUE DATE WEIGHTING PART A: Mind-‐map 11/11/2011 2.5% PART B: Representation 25/11/2011 10% PART C: Scaffolds 09/12/2011 2.5% PART D: Essay Response Creative Response

10/02/2012 5% 10%

CONDITIONS OF TASK: Further details for the following parts of the assessment can be found further in this booklet and in the AOS Belonging edmodo group.

BELONGING ASSESSMENT TASK OUTCOME

PART A: Mind-map

PART B: Representation

PART C: Essay

PART D: Creative

2. Demonstrates understanding of the relationships among texts. √ √

4. Describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses.

√ √ √ √

5. Analyses the effect of technology and medium on meaning. √ √ √

6. Engages with the details of text in order to respond critically and personally.

√

7. Adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts.

√ √ √ √

8. Articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.

√ √ √ √

10. Analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.

√

11. Draws upon the imagination to transform experience and ideas into text, demonstrating control of language.

√ √ √

GROUP CODE: 4dbq2c

2


This term you will explore the concept ‘belonging’ and how it is represented in texts by responding to a variety of texts and completing a variety of activities. During your study you might discover that:

• People’s ideas about belonging and not belonging vary. • There are lots of reasons for this difference of understanding including

the influence of our own personal experiences, our society and culture as well as our history.

• Sometimes a sense of whether we belong or not comes from the connections made with people, places, groups, communities and the larger world.

• These connections can enrich or challenge a group or community, however a loss of connection from these can cause individuals to feel as though they don’t belong.

• Life is full of obstacles that may form barriers to belonging. • Whilst many people choose to belong, some people may choose not to

belong however this attitude to belonging may change over time. • Other important aspects of belonging that you might encounter are

identity, relationships, acceptance and understanding. Learning is a process and therefore we feel it is important that you are assessed on the process of your learning, not just on the product of your learning. For this reason this Area of Study assessment task has been chunked into a series of smaller tasks to be completed and submitted at different points during the ten weeks of study.

be·∙long·∙ing [bih-‐lawng-‐ing,-‐long-‐] n. 1. A personal item that one owns; a possession. Often used in the plural. 2. Acceptance as a natural member or part: a sense of belonging. Antonyms: disconnection, alienation, estrangement

3


PART A: CONCEPT MIND-MAP

Thinking question: What does it mean to

belong? The first five weeks of this term will see you exploring the concept ‘belonging’. You will develop a deeper understanding of the different ways that individuals view belonging and not belonging. This understanding will strengthen through:

• your class discussions • the ideas of your teacher • your own research • your own thoughts about belonging • looking closely at a number of texts that

explore the concept ‘belonging’. That’s a lot to keep track of – isn’t it?! What do you need to do? To keep track of your learning you are required to create a mind-map that charts your growing understanding of the concept. Your mind-‐map can take any shape that you like – it can be paper or digital. A mind-‐map is a bit like a brainstorm. What you MUST do is add to the mind-‐map at least once a week! What do you add to your mind-map?

• ideas about belonging and not belonging • connections between ideas about belonging and not belonging • connections between the texts that you have studied • examples from the texts you have studied to support your ideas • less is more – focus on conceptual nouns

Remember that a mind-‐map is meant to be creatively chaotic – they are non-‐linear and should be unique to the creator. You might want to look at the sites below for examples of mind-‐maps. There are also some great videos about mind-‐mapping on YouTube. A bunch of resources have been shared in the ‘Concept Mind-‐Map’ folder in the ‘AOS Belonging’

edmodo group. Here is the code for the group: 4dbq2c

TEXT: Texts you may study in English include novels, film, drama, Shakespearean drama, poetry, websites, interactive fiction, essays, short stories.

4


Mind-map - belonging Name: Teacher:

Self-assessment Criteria (goals) I didn’t I think I did I did

Teacher assessment

Did you create a mind-‐map that is personal and unique?

Did you show your developing understanding of belonging?

Did you show connections between the texts you’ve studied? Connections might be similar ideas, language features, structure, form.

Did you use arrows, images, lines etc to show the relationships between your ideas and texts?

Did you use images/symbols to support your understanding of concepts relating to belonging?

Did you include examples to support your ideas? This may be as simple as a short quote from a text.

Did you note down language features or structure used by composers to communicate ideas about belonging?

Main strengths: (medals) Improvements needed for this essay: (missions) Self assessed target: (missions)

Targets for the next essay: (missions)

GOOD LEARNING PRACTICE: Please think about each skill carefully and assess how well you think you did. Then score each one as follows. Please hand in your plan with your finished work.

5


Belonging Mind-‐map: Marking Criteria Level

Criteria

Skillful 5

Effective 4

Sound 3

Limited 2

Elementary

1-‐0

Records personal understanding of belonging and texts studied 8.1, 10.1, 10.2

Creates a skillful mind-‐map that is personal and unique to the ideas. Demonstrates a complex and insightful understanding of belonging – excellent selection of relevant conceptual nouns.

Creates an effective mind-‐map that is personal and unique. Demonstrates a strong understanding of belonging – well-‐selected conceptual nouns.

Creates a mind-‐map that is personal and unique. Demonstrates developing understanding of belonging – some good conceptual nouns.

Creates a mind-‐map that lacks original ideas. Demonstrates a weak understanding of belonging – less than three conceptual nouns.

Required elements are missing or incomplete

Identifies connections between texts 2.1, 2.2

Shows insightful connections between the texts studied. Highly effective use of arrows, images, lines etc to show the relationships between ideas and texts. Use images/symbols to help show complex understanding of concepts relating to belonging.

Shows thoughtful connections between the texts studied. Good use arrows, images, lines etc to show the relationships between ideas and texts. Well-‐selected images/symbols to help show strong understanding of concepts relating to belonging.

Shows sound connections between the texts studied. Use arrows, images, lines etc to show the relationships between ideas and texts. Some images/symbols to show understanding of concepts relating to belonging.

Shows limited connections between the texts studied. Ineffective use of arrows, images, lines etc to show the relationships between ideas and texts. One or two images/symbols used to show understanding of concepts relating to belonging.


Understands how composers use features of texts 4.1, 4.2, 5.1, 7.1

Include well-‐selected examples to support ideas. Identifies highly appropriate language features/ structure used by ALL composers.

Include useful examples to support your ideas. Identifies relevant language features /structure used by composers to communicate ideas about belonging

Include examples to support your ideas. Identifies language features/ structure used by composers to communicate ideas about belonging

Include less than three examples to support ideas. Identifies less than three language features/ structure used by composers to communicate ideas about belonging


6


PART B: REPRESENTING BELONGING

Thinking question: What does belonging mean

to me? Having spent a number of weeks exploring the concept ‘belonging’ we think you should be able to show us what belonging means to you. Often students associate analysing texts and writing essays with English, but this task requires you to think differently – you need to think creatively and critically. Don’t be scared by the word ‘creative’ – you are not being asked to demonstrate your artistic skill. We want to see that you have a good understanding of what belonging means and how it can be represented in a text. What do you need to do? 1. We want you to create a representation of what belonging means to you. You might want to draw inspiration from the mind-‐map that you created in Task A. A representation can take many forms and a number of options have been listed on the next page for you to choose from. For each option there are limitations in terms of length and size – please be mindful of these. 2. You are to write a 300 word rationale clearly explaining the intentions of your representation. You must outline how you have used the features of your chosen form to represent your ideas about belonging. To give clarity to your response, use the STEEL paragraph structure.

REPRESENTING: This language mode involves composing images by means of visual or other texts. Representing requires a careful consideration of how the different features of your chosen form can be used to create meaning. The term can include such activities as graphically representing an idea, composing a web page, constructing a diorama or creating a picturebook.

STEEL PARAGRAPH STRUCTURE:

S: statement T: technique E: example E: effect/evaluate L: link Note: a solid STEEL paragraph features more than one piece of evidence to support the statement.

7


You may choose to represent your understanding of belonging in one of these forms: • short film (3-‐4 minutes) • digi-‐story (2-‐3 minutes) • illustrated narrative poem or suite of poems(max 30 lines in total) • dramatic reading of a narrative with images (3-‐4 minutes) • interactive multimedia narrative (max 5 minutes to navigate all screens) • game (max three levels) • picture book (max 10 openings) • comic strip (max 20 frames) • filmed or live skit/scene from a play (performance time max 5 minutes) • video mash-‐up (2-‐3 minutes) • diorama/model (max 30 centimetres in diameter) • filmed or live dramatic monologue (3-‐5 minutes) • other – see teacher with your idea

When creating your representation of belonging you might want to think about the following:

• your own experiences of belonging, in a variety of situations • the ways in which the novels, films, websites, songs, plays, games

etc that you have been exposed to in your lifetime have shaped how you see yourself, others and the world

• the ways in which exploring the concept and significance of belonging has broadened and deepened your understanding of yourself and the wider world.

8


Representation - belonging Name: Teacher:


Teacher assessment

Did you demonstrate a complex and personal understanding of belonging?

Did you stick to the length guidelines for your chosen form?

Did you use the features of your form effectively to represent your ideas about belonging?

Did you only use copyright free materials when creating your representation?

Did you write your 300 word rationale?

Did you explain your personal ideas about belonging that you wished to represent in your rationale?

Did you explain how at least three features of your representation communicate your personal ideas about belonging?

Did you include examples from your representation to support your rationale?

Did you use correct punctuation, spelling and grammar in your rationale?




9


Belonging Representation: Marking Criteria

Level

Criteria

Skillful 5

Effective 4

Sound 3

Limited 2

Elementary

1-‐0

Focuses on the concept belonging 10.2, 10.3

Highly developed, complex and

personal understanding of belonging

Well-‐developed, thoughtful and

personal understanding of belonging

Sound understanding of

belonging

Limited understanding

of belonging

Required elements are

missing or incomplete

Addresses purpose and audience 7.2, 8.3, 8.4

Sophisticated

understanding of how personal ideas about

belonging can be represented through chosen

form

Thoughtful

understanding of how personal ideas about

belonging can be represented through chosen

form

Sound

understanding of how personal ideas about belonging can

be represented through chosen form

Minimal

understanding of how ideas about belonging

can be represented through chosen

form


Uses language forms and features of chosen form 4.3, 5.3, 11.2, 11.3

Consideration of

how language forms and features of

chosen form manipulate a specific

imaginative, emotional or rationale

response

Thoughtful

consideration of how language forms and

features of chosen form manipulate a

specific imaginative, emotional or

rationale response

Considers how forms

and features of chosen form manipulate a specific

imaginative, emotional or rationale response

Minimal

consideration of how forms and features of

chosen form manipulate a specific

imaginative, emotional or rationale

response


Reflects on own process of composition 5.2, 5.4

Skillfully explains

and identifies how personal ideas about

belonging are represented through features

of representation.

Effectively

explains and identifies how personal ideas

about belonging are represented through features

of representation.

Explains and

identifies how personal ideas about belonging are

represented through features of representation

Attempts to

explain and identify how personal ideas

about belonging are represented through

features of representation


10


PART C: SCAFFOLDS - ESSAY & CREATIVE

Thinking questions: ~ How have composers shaped my

understanding of belonging? ~ How can my narrative shape my

readers’ understanding of belonging?

You might not know, but research tells us that there are two really effective ways of learning:

• learning through visually representing your ideas -‐ like you did with your mind map and the representation task

• receiving quality feedback about the strengths and weaknesses of your work.

This next task incorporates both of these methods because we want you to have the greatest chance at learning success! NOTE: read through the Essay and Creative response checklists to help you identify the required elements for each scaffold. What do you need to do? You need to create a graphic organiser to help you plan an essay and a creative response. The questions are given below:

1. Essay: “A sense of belonging is dependent on the perspective of the individual.” Discuss this statement with particular focus on how the composers of texts represent perceptions of belonging. Refer to your prescribed text and TWO related texts. Essay length: 1000-‐1200 words.

2. Creative response:

‘Human beings shift and change with the sands of time.’ ‘When we are nourished spiritually, we flourish.’ Drawing on the ideas in ONE of these quotations, write an imaginative piece that celebrates how perceptions of belonging alter over time. Creative length: 1000-‐1200 words.

11


PART D: ESSAY & CREATIVE You’ve reached the final task! The last task required you to plan your essay and creative response. By now you should have received feedback from your self, your peers and your teacher. Using this information as well was the check-‐list criteria below it’s time to write your essay and creative response.

What do you need to do?

1. Write an essay using your graphic organiser plan to answer this question:

“Belonging is dependant on the perspective of the individual”. Discuss this statement with particular focus on how the composers of texts represent perceptions of belonging. Refer to your prescribed text and TWO related texts.

TIP: When analysing your prescribed text, think about these questions:

• how is are ideas about belonging communicated through the representations of people, relationships, ideas, places, events, and societies?

• what is the attitude of the composers towards belonging? • how have the composers used the language modes, features and structures

of their chosen form (film/drama/essay/poem/short story etc) to encourage a specific way of thinking/feeling/imagining the concept of belonging?

Essay length: 1000-‐1200 words.

2. Write a creative piece using your graphic organiser plan in response to this question: ‘Human beings shift and change with the sands of time.’ ‘When we are nourished spiritually we flourish.’ Drawing on the ideas in ONE of these quotations, write an imaginative piece that celebrates how perceptions of belonging alter over time.

Creative length: 1000-‐1200 words. TIP: When writing your creative piece, consider how you will use the language features and structure of a narrative to present your ideas about belonging. Ask yourself whose perspectives about belonging will be given voice in your story and whose voice will remain absent. Finally, consider whether you want your readers to feel as though they belong to the world and experiences created in your story, or whether you want them to feel excluded from it.

12


Creative response - belonging Name: Teacher:

Self-assessment Criteria/skill (goals) I didn’t I think I did I did

Teacher assessment

Did you relate your story to the question?

Did you explore aspects of belonging? (identity, relationships, acceptance, understanding)

Did you use paragraphs correctly?

Did you create distinctive voices for your character(s)?

Did you create distinctive settings?

Did you use correct spelling?

Did you use correct punctuation? (especially for dialogue)

Did you use a variety of sentence types to create pace and mood?

Did you use tense and narrative voice consistently?

Did you use figurative language, verbs, adjectives and adverbs to create visual and aural imagery?




13


Essay - belonging Name: Teacher:


Teacher assessment

Have you demonstrated a strong conceptual understanding of belonging?

Did you relate each of your arguments to the essay question?

Is your argument outlined clearly in the introduction?

Do you name your texts in the introduction?

Does your argument build to a logical conclusion? (cause and effect)

Did you give enough evidence (quotes and/or descriptions) for each of your arguments?

Did you use the STEEL paragraph structure for each paragraph?

Did you start each paragraph with a strong conceptual noun? (nominalisation)

Have you used correct punctuation and spelling?




14


Belonging Creative Response: Marking Criteria Level

Criteria

Skilful 5

Effective 4

Sound 3

Limited 2

Elementary

1-‐0

Focuses on the concept ‘belonging’ 10.2, 10.3

Highly

developed, complex and personal

understanding of belonging

Well-‐developed,

thoughtful and personal understanding of

belonging

Sound


Limited


Required elements

are missing or incomplete

Addresses purpose and audience 7.2, 8.3, 8.4

Skillful use of a variety of sentence types to create pace and mood. Skillful use of tense and narrative voice. Skillful use of figurative language, verbs, adjectives and adverbs to create visual and aural imagery.

Effective use of a variety of sentence types to create pace and mood. Effective use of tense and narrative voice. Effective use of figurative language, verbs, adjectives and adverbs to create visual and aural imagery.

Uses a variety of sentence types to create pace and mood. Uses tense and narrative voice consistently. Uses figurative language, verbs, adjectives and adverbs to create visual and aural imagery.

Attempts to

use sentence types to create mood and

pace. Inconsistent use of tense

and voice. Minimal use of figurative

language, verbs, adjectives and adverbs


Uses language forms and features of a narrative 4.3, 11.1, 11.2, 11.3

Skillfully

creates distinctive settings and

voices. No paragraphing, spelling and

punctuation errors.

Effectively

creates distinctive settings and

voices. Only one or two errors in paragraphing,

spelling and punctuation.

Creates

settings and voices. Less than four

paragraphing, spelling and punctuation

errors.

Attempts to

settings and voices. Some correct use of

paragraphing, spelling and punctuation.


15


Belonging Essay – Marking Criteria Level

Criteria

Skilful 5

Effective 4

Sound 3

Limited 2

Elementary

1-‐0

Focuses on the concept belonging 10.2, 10.3

Highly developed, complex and personal

understanding of belonging outlined in introduction and

developed in body of essay.

Well-‐developed, thoughtful and personal

understanding of belonging outlined in

introduction and developed in body of essay.

Sound understanding of belonging outlined in

introduction and somewhat developed in body of

essay.

Limited understanding of belonging

outlined in introduction and poorly developed

in body of essay.

Required elements are missing or

incomplete

Understands how composers use features of texts 4.1, 4.2, 5.1, 7.1

Skilful use of the STEEL paragraph structure to

demonstrate a sophisticated understanding of

how composers use features of texts to represent

perceptions of belonging

Effective use of the STEEL paragraph

structure to demonstrate a well-‐developed

understanding of how composers use features of

texts to represent perceptions of belonging

Sound use of the STEEL paragraph structure to

demonstrate an understanding of how composers use

features of texts to represent perceptions of

belonging

Attempts to use elements of the STEEL paragraph

structure to demonstrate a developing

understanding of how composers use features of

texts to represent perceptions of belonging


Composes a sustained argument supported by textual evidence 10.2, 10.3 , 6.2, 6.3

Composes a sophisticated, logical

and sustained argument supported by detailed and

relevant textual evidence

Composes a sophisticated,

logical and sustained argument

supported by detailed and relevant textual

evidence

Composes a sophisticated, logical

and sustained argument supported by detailed and

relevant textual evidence

Composes a sophisticated,

logical and sustained argument

supported by detailed and relevant textual

evidence


Uses language and structure of an essay 8.2, 8.4

Skilful control of the language and

structure of an essay – beginning each paragraph with a

well-‐selected conceptual noun. Few or no errors.

Effective control of the language

and structure of an essay – begins most paragraphs

will conceptual nouns. Few errors.

Sound control of the language and

structure of an essay – some paragraphs begin with

conceptual noun. Some errors

Attempts to use the language and

structure of an essay – fails to use conceptual

nouns. Includes frequent errors


16


Documents

Belonging 2012 Assessment Final