Moree Secondary College
Assessment Task - Year 9 English – Term 1
Novel Study
Date given: Date due: Weight:
Week __ Week __ 20%
Focus outcomes to be assessed:
1 – A student responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure
2 – A student uses and critically assesses a range of processes for responding and composing.
4 – A student selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning.
Choose and complete three of the following activities in a row. You may choose to negotiate with your teacher if you wish to change the details of, or complete an activity that is not listed. You MUST complete the middle activity (MINI ESSAY):
PICTURE BOOK
Create a picture based on one of the themes covered in your novel.
® Target audience 8-10 year old children
® Minimum 10 pages - Maximum 15 pages
You will be marked on:
® your presentation (including layout, use of colour, you will not be marked on how well you can draw, but all efforts must be neat),
® language is appropriate for the intended audience, and
® your understanding of the characters/ events in the scene chosen. / ADVERTISEMENT
Design an advertisement for a product that characters in your books might use.
Your audience is a group of characters in your novel (you must specify this group).
The advertisement must be an A4 poster. The visual representation on the advertisement should be appropriate to the audience and context. Advertisements should include:
® a picture of the product
® a bit of information about the product
® a slogan for the product
® where you can purchase the product
® the cost of the product / COLLAGE
Make a collage about the themes studied in your novel. Your collage should be an A3 page and will be marked on:
® your presentation (use of colour and texture)
® your understanding of the relationship between the content, characters, and themes of the novel.
WRITE A PROLOGUE/ EPILOGUE
EITHER
Prologue: Write about what happens before the events of the novel (this may be several years before the events of the novel),
OR
Epilogue: Write about what happens after the events the ending of your story (this may be several years after the end of the novel).
This should be between 1 and 2 A4 pages in length and must maintain the same narrative form as the original (e.g. person and tense). / MINI ESSAY
Generic themes question
® Minimum 5 paragraph essay (intro, three points and conclusion)
® Maximum 8 paragraphs.
® Include supporting evidence and examples from the text (at least 3 quotes). / CARTOON
Make a cartoon about a scene in your novel. It should be presented on 2 A4 piece of paper, divided into four boxes and stapled together on the left hand side. It must be at least 8 frames long.
You will be marked on
® your presentation (including layout, use of colour, correct use of speech and thought bubbles – you will not be marked on how well you can draw, but all efforts must be neat), and
® your understanding of the characters/ events in the scene chosen.
DIARY ENTRIES
Imagine that you are a minor character in your novel and write a series (at least three) of diary entries from the perspective of this character. These diary entries should include details of what the character did, why they did it, how they felt at the time, and how their context influenced these feelings. Each individual diary entry should be at least 200 words in length and should address the themes of the novel studied. / ® / CREATE YOUR OWN WORLD
Every novel that you read creates its ‘own world’. This activity requires that you create your own world. You need to include:
® a map of your world
® a brief history of their world (200 words maximum, including details of the founding of the countries/ government, wars etc.)
® a description/ picture of a typical person
® a description/ picture of food they eat
® a description of a celebration in your world
Novel Study (teacher/ student choice)
Outcomes assessed:
1 – A student responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure
2 – A student uses and critically assesses a range of processes for responding and composing.
4 – A student selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning.
Assessment: 20% Current: Students have a list of about twenty different activities to complete relating to their novel.
Suggested: We either limit the number of activities students can choose (see year 7 tic tac toe grid), we make the activities worth more, or we stipulate certain ‘levels’ (Bolom’s taxonomy) so that students can only write one mammoth task– these were a pain to mark!