2015 Unit 1English

CREATING & PRESENTING

Context: Future Worlds

The Illustrated Manby Ray Bradbury

Guidelines

Outcome 2: TASK 1

Deliver an exposition in oral form, drawing on ideas related to a chosen Context (Future Worlds) and text (The Illustrated Man). Your presentation will be aimed at a specific audience (your class) and your purpose is to inform them about an idea, issue, theory or topic related to society/life in the future.

Writing prompt: The future holds many exciting promises

Timeline for the completion of this SAC:

  • Over the holidays, as you read The Illustrated Man, think about an idea, issue, theory or topic you might like to research and tell the class about.
  • Drafts of your speech will be worked on in Weeks 3-4.
  • They may be taken home for you to continue to plan/write/practise. You will be booked in to deliver your Oral Presentation during one of your timetabled English periods. This appointment is not negotiable and will not be changed (see ‘Absences’)

Time Limit

•4-5 minutes.

•Your teacher will indicate if you have reached the 4 minute mark.

•If you exceed the 5 minute mark, you will be asked to stop speaking.

Allowable Materials

•Cue cards.

•Copy of your speech (for your teacher’s assessment records).

Absences

•Failure to deliver your oral presentation will mean you receive an N for this Outcome.

•Students who are not prepared to deliver their oral presentation on the due date will present their oral at another time nominated by their teacher. This will enable you to get an S for the Outcome, but your presentation will be awarded a zero.

•Students who miss their appointed assessment time due to illness will need to provide a medical certificate immediately upon returning to school, and will present their oral at a time nominated by their teacher. This will enable you to get an S for the Outcome, as well as a numerical grade.

Assessment of SAC

•There are 15 possible marks for this SAC. Use the marking rubric to ensure your responses demonstrate the key knowledge and skills of this Outcome.

Year 11 English Teachers

2015 Unit 1English

CREATING & PRESENTING

Context: Future Worlds

The Illustrated Man by Ray Bradbury

Guidelines

Outcome 2: Draw on ideas and/or arguments suggested by a chosen Context (Future Worlds) to create written texts for a specific audience and purpose. In addition, discuss and analyse in writing decisions made about form, purpose, language, audience and context.

TASK2

Create TWO short pieces of writing (1 x persuasive, 1 x imaginative) relating to our Context, Future Worlds. Your pieces should each be written for a specific audience and for a particular purpose or reason. Ensure that your language suits your chosen form, audience and purpose. You must also submit a Written Explanation (300-400 words total) justifying form, language, audience, purpose and links to the Context/text.

You are to use the prompt as the basis for this piece of writing. You are not to write a text response on this novel. Instead, you should draw selectively from the ideas, events, situations and themes in The Illustrated Manto develop and inspire your own writing. You may also draw onotherfilms, texts, events, ideas or situations which present a vision of society/life in the future. All of your authorial decisions need to be outlined in the Written Explanation, which will also be assessed.

Timeline for completion

You will be allowed ONE planning period and THREE writing periods.

Class before SAC / Period 1 / Period 2 / Period 3
Teacher distributes two prompts and class deconstructs the ideas itcontains.
Students draw on past practise pieces, brainstorm and plan.
SAC prompt sheet to be taken home for you to continue planning and construct your handwritten A4 plan. / From this point, your teacher can only make general, verbal comments about your work.
Students may have with them 1 A4 double sided plan.
(see Allowable Materials)
All work including your plan to be collected by the teacher. / Work collected the previous lesson is redistributed and students continue writing and editing their piece to improve spelling, grammar, punctuation and expression.
All work including plan to be collected by the teacher. / Work collected the previous lesson is redistributed and students continue writing and editing their piece to improve spelling, grammar, punctuation and expression.
All work including plan to be collected for assessment.

Word Limit

  • 400-600 words each + 300-400 word Written Explanation.
  • This word limit will be strictly enforced. Responses that significantly exceed the word limit are not considered to demonstrate “sophisticated” control (see marking criteria).

Allowable Materials

  • Pens, pencils, highlighters
  • 1 A4 double-sided handwritten plan. This sheet should contain notes, largely in dot-point form. It should contain information and a brief plan for your pieces– no full paragraphs or completed drafts are permitted.
  • The SAC criteria sheet and Guidelines
  • Dictionary/Thesaurus

Absences

  • Students who miss any class time during the SAC period due to illness must provide a medical certificate (immediately upon returning to school) in order for time in lieu to be arranged.

Assessment of SAC

  • There are 20 possible marks for this SAC. Use the marking rubric provided to ensure your responses demonstrate the key knowledge and skills of this Outcome.

Your actual writing

When creating each of your pieces of writing, make sure you:

  • Clearly connect with, and respond to, the selected prompt
  • Use appropriate language which has a suitable voice and tone
  • Target your identified audience
  • Structure and sequence your ideas and views appropriately
  • Write well-formed sentences, divide your piece into paragraphs, and use fluent,expressive language.

Written Explanation

This will be written after you have completed your texts. It needs to explain and describe your reasons for creating and presenting these pieces. It should specifically identify:

  • Why did you choose this style and form of writing?
  • What was your intended purpose in writing this piece? How do you want your reader to react? How have you used your language and ideas to target this audience?
  • Why have you incorporated these sorts of ideas and evidence?
  • Why have you adopted this particular tone/voice/approach?

An easy acronym to help you remember these key ingredients is FLAP + C (Form, Language, Audience, Purpose + Context/text links)

The following sentence stems may further assist you in developing your Written Explanation:

In my piece I have….Through the use of _____ I have …. I wanted to explore...

To explain the... To highlight the... To reflect on....This piece could be published in…

Year 11 English teachers