Level 1 English Internal Assessment Resource s3

Internal assessment resource English 1.8A for Achievement Standard 90852 PAGE FOR TEACHER USE

Internal Assessment Resource

English Level 1

This resource supports assessment against:

Achievement Standard 90852

Explain significant connection(s) across texts, using supporting evidence

Resource title: Building Bridges

4 credits

This resource:

 Clarifies the requirements of the standard

 Supports good assessment practice

 Should be subjected to the school’s usual assessment quality assurance process

 Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic

Date version published December 2010 by Ministry of Education To support internal assessment from 2011

Authenticity of evidence Teachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material.

Using this assessment resource without modification may mean that students’ work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform.

Achievement Standard English 90852: Explain significant connection(s) across texts, using supporting evidence

Resource Reference: English 1.8A

Resource Title: Building Bridges

Credits: 4

Teacher guidelines

The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource.

Teachers need to be very familiar with the outcome being assessed by Achievement Standard English 90852. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.

Context/setting

In this activity, students will choose from no more than three texts studied in class and must also choose at least one text themselves. All four of these texts must be linked thematically. Students may identify more than one connection across some of their texts. Texts may be written, oral, and/or visual and may be selected from one or several text types.

Texts should be appropriate to level 6 of The New Zealand Curriculum, or have characteristics that enable students to meet the expected level of discussion. However, it may in some cases be appropriate for the teacher to include a text below the appropriate curriculum level 6, in order to develop a broad and interesting range of texts relevant to the focus of the study.

Conditions

 Students can read texts, collect information and develop ideas for the assessed report both in and out of class time.

 Teachers will need to schedule checkpoints to ensure authenticity.

 The presentation should be primarily produced in class time to ensure authenticity.

 Before assessment begins, teachers should guide students through the process of exploring texts, reading for meaning, locating relevant information and considering the ways that texts may be connected.

 Teachers should introduce the study of connections at an early stage of the year’s programme to ensure that students are able to keep records of texts studied and possible connections.

 Teachers should not provide detailed notes on textual connections or ‘teach to the assessment’ as they discuss texts in class. It is essential that, as part of the assessment, students independently make their own connections and draw their own conclusions.

 Where student work is to be presented for assessment, constructive feedback should not compromise authenticity, but teachers can validly make suggestions about areas where further development is needed.

 Students should have the opportunity to receive feedback, edit, revise and polish their work before assessment judgements are made.

Resource requirements

Students will need, independently, to choose at least one text which demonstrates connections to the texts explored in class.

Additional information

The mode in which students present their understandings of connections could be assessed against other standards such as those for writing, oral presentation, and visual text. Wherever such integration between different parts of the programme occurs, teachers must ensure that the work presented for each assessment is developed sufficiently in order to meet the criteria for each standard. In all such cases, teachers should refer closely to each relevant standard, including the Explanatory Notes and the Conditions of Assessment Guidelines.

Achievement Standard English 90852: Explain significant connection(s) across texts, using supporting evidence

Resource Reference: English 1.8A

Resource Title: Building Bridges

Credits: 4

Achievement Achievement with Merit Achievement with Excellence Explain significant Convincingly explain Perceptively explain connection(s) across texts, significant connection(s) significant connection(s) using supporting evidence. across texts, using across texts, using supporting evidence. supporting evidence.

Student Instructions

During your English class programme, you will have studied a variety of written, oral and visual texts with your teacher. You will have completed a wide range of activities in class, which will help you to understand and respond to the texts. Your teacher will also give you opportunities to identify, discuss and explain important connections between texts.

Learning to make connections between texts that you read can help you to become a better reader and a deeper thinker.

Task 1: Choosing a theme (not assessed)

Your teacher will discuss, with the class, a wide range of ideas and possibilities for a choice of topic or theme for this activity.

Suggestions for this topic or theme may arise from books that class members have read, films that have been viewed, favourite songs, television programmes or other class work that has been studied.

You will need to choose at least three texts you have studied in class, and must also include at least one text that you have selected independently. Your teacher will guide you in your choice of the independent text to make sure that your text is at an appropriate level. You must include at least four texts in total. You will present a report, which shows how all your texts are connected thematically.

Task 2: Keeping a record of the texts you read (not assessed)

Draw up a record sheet so that you can record, over the course of the year, some evidence of how your texts are connected to your chosen theme. The chart below

This resource is copyright © Crown 2010 Page 4 of 8 Internal assessment resource English 1.8A for Achievement Standard 90852 PAGE FOR STUDENT USE shows the kind of statements you could make. Remember this is only an example. You will need to make more entries than are shown here.

My theme is: Teenagers behave differently to how adults behave

Text type Title of text Author/ Example(s) which shows connection Director/ to theme Singer etc Short story Eight Dozen Richard Warwick, Jonesy and narrator are teenage Beer and Hobo boys, doing something teenage boys do – Nothing to do go on a road trip. They drink some of their 8 dozen in the car – pretty irresponsible and dangerous behaviour TV Fast versus ‘Sunday’ Doco shows boy racers in Christchurch documentary Furious programme – behaving badly on the streets and taking on clip Cameron the police. Bennett Cars doing burnouts churn up the roads. Boy racers don’t seem to understand this. poem Teenage Sky Rona Poem compares sky and weather. Adshead Looks at the way they both have moods and they change depending on the time of day/ time of life. Uses words like “defiant” and” sulky” to describe sky. Words fit teenagers as well. poem Trash Alexandra Poet pretends to be a parent and give (on the web) advice to teenagers. Calls teenagers “rebellious” and “wild” novel (my Out walked Paula Boock Mel has a fight with her friend Wai and then independent Mel runs away from Dunedin. text) Shows that she doesn’t think before she acts. She’s impulsive just like lots of teenagers.

Task 3: Presenting your explanation of significant connection(s) (assessed)

Using the significant connection (themes)across texts which you have chosen, write a report (which is at least 350 words long) in which you:

 identify the connection which is significant across your texts - themes

 explain how the connection is significant across your texts by expressing your ideas about the connection

 give evidence that includes reference to specific and relevant details from each text which illustrates the connection across your texts.

Note: You may identify more than one connection across some of the texts.

Your report should:

 begin with an introduction that identifies your texts and the connection between your texts

 explain how each individual text is connected to the theme and/or the other texts.

As you draft your report, you may wish to consider using paragraph starters such as the following:

 A similar thing happens in …

 Another character who …

 This situation is similar to …

 This situation reminds me of …

 Another text which …

 This aspect is also seen in …

 There is such a similar situation in …

 There is a clear connection in …

 These texts reveal the significance of …

To Achieve, your report must:

 be at least 350 words in length

 refer to at least four texts (at least one of which you have chosen)

 identify and explain one or more ideas about significant connections across your texts

 give evidence that includes reference to specific and relevant details from each text and that illustrates the connection across your texts.

To achieve with Merit your report must:

 identify and convincingly explain one or more ideas about significant connection across your texts, making clear points that develop understandings about the connections being addressed

 give evidence that includes reference to specific and relevant details from each text and that illustrates the connection(s) across your texts.

To achieve with Excellence your report must:

 identify and perceptively explain one or more ideas about significant connections across your texts, making clear points that develop understandings that show some insight or originality in thought or interpretation

 give evidence that includes reference to specific and relevant details from each text and that illustrates the connection(s) across your texts.

Assessment schedule: English 90852 Building Bridges

Evidence/Judgements for Achievement Evidence/Judgements for Achievement Evidence/Judgements for Achievement with Merit with Excellence The student work explains significant The student work convincingly explains The student work perceptively explains connection(s) across texts, using supporting significant connection(s) across texts, using significant connection(s) across texts, using evidence. The work may be presented in supporting evidence. The work may be supporting evidence. The work may be appropriate oral, written and/or visual forms. presented in appropriate oral, written and/or presented in appropriate oral, written and/or visual forms. visual forms. Explains significant connection(s) across texts, using supporting evidence means that the Convincingly explains significant connection(s) Perceptively explains significant connection(s) student: across texts, using supporting evidence means across texts, using supporting evidence means that the student meets the requirement for that the student meets the requirement for  identifies and explains one or more ideas Achievement and: Achievement and: about at least one significant connection across at least four texts( states thematic  makes clear points that develop  makes clear points that develop connection & develops the theme by understandings about the connections understandings that show some insight explaining it as it appears in each text). being addressed. Some unevenness in the or originality in thought or interpretation. supports explanations with at least one response may be acceptable. Some unevenness in the response may be specific and relevant detail from each text. This could mean that the student: acceptable. Connection(s) may include links, commonalities This could mean that the student: and/or relationships between:  attempts some reasoned and relevant explanations of the effect of the connection.  presents a relevant and insightful study of  knowledge, experience and ideas  shows some understanding of relevant the effect of the connection.  purposes and audiences aspects of theme, which develop or  shows an insightful understanding of  language features create connections/links e.g. similarities aspects of theme, which develop or and/or differences in presentation of create connections/links e.g. similarities  structures. same theme. and/ or differences in presentation of  attempts to draw findings together or make same theme. thoughtful comments.  effectively draws findings together to make new understandings. Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.