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Belonging 2012 Assessment Final
Belonging 2012 Assessment Final
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
10/02/2012
5%
Creative
Response
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.
GROUP
CODE:
4dbq2c
BELONGING ASSESSMENT TASK
OUTCOME PART A: Mind-map 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. PART B: Representation PART C: Essay PART D: Creative
belonging [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 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: Peoples 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 dont 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.
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 TEXT: Texts you may study in English your own research include novels, film, drama, your own thoughts about belonging looking closely at a number of texts that Shakespearean drama, poetry, websites, interactive fiction, essays, short stories. explore the concept belonging. Thats a lot to keep track of isnt it?!
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
4
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.
Name: Criteria (goals)
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
youve
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?
Mind-map - belonging
Teacher: Self-assessment
I
did
Teacher assessment
Improvements
needed
for
this
essay:
(missions)
Self
assessed
target:
(missions)
Targets
for
the
next
essay:
(missions)
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. 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. Include well- selected examples to support ideas. Identifies highly appropriate language features/ structure used by ALL composers.
Understands how composers use features of texts 4.1, 4.2, 5.1, 7.1
Creates an effective mind- map that is personal and unique. Demonstrates a strong understanding of belonging well- selected conceptual nouns. 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. Include useful examples to support your ideas. Identifies relevant language features /structure used by composers to communicate ideas about belonging
Creates a mind- map that is personal and unique. Demonstrates developing understanding of belonging some good conceptual nouns. Shows sound connections between the texts studied. Use arrows, images, lines etc to show the relationships between ideas and texts. Some images/symbol s to show understanding of concepts relating to belonging. Include examples to support your ideas. Identifies language features/ structure used by composers to communicate ideas about belonging
Creates a mind- map that lacks original ideas. Demonstrates a weak understanding of belonging less than three conceptual nouns. 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. Include less than three examples to support ideas. Identifies less than three language features/ structure used by composers to communicate ideas about belonging
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. Dont 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.
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.
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.
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.
Representation - belonging
Teacher: Self-assessment
I
did
Teacher assessment
Improvements
needed
for
this
essay:
(missions)
Self
assessed
target:
(missions)
Targets
for
the
next
essay:
(missions)
Davidson
High
School
English
Faculty
(2011)
Belonging
Representation:
Marking
Criteria
Level
Criteria
Focuses
on
the
concept
belonging
10.2,
10.3
Addresses
purpose
and
audience
7.2,
8.3,
8.4
Skillful
Effective
5
4
Highly
developed,
complex
and
personal
understanding
of
belonging
Sophisticated
understanding
of
how
personal
ideas
about
belonging
can
be
represented
through
chosen
form
Consideration
of
how
language
forms
and
features
of
chosen
form
manipulate
a
specific
imaginative,
emotional
or
rationale
response
Well-developed,
thoughtful
and
personal
understanding
of
belonging
Sound
3
Sound
understanding
of
belonging
Limited
2
Limited
understanding
of
belonging
Elementary
1-0
Required
elements
are
missing
or
incomplete
Required
elements
are
missing
or
incomplete
Uses language forms and features of chosen form 4.3, 5.3, 11.2, 11.3
Thoughtful understanding of how personal ideas about belonging can be represented through chosen form Thoughtful consideration of how language forms and features of chosen form manipulate a specific imaginative, emotional or rationale response Skillfully explains Effectively and identifies explains and how personal identifies how ideas about personal ideas belonging are about belonging represented are represented through features through features of representation. of representation.
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 Considers how forms Minimal and features of consideration of chosen form how forms and manipulate a specific features of imaginative, chosen form emotional or manipulate a rationale response specific imaginative, emotional or rationale response 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
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.
Thinking questions: ~ How have composers shaped my understanding of belonging? ~ How can my narrative shape my readers understanding of belonging?
11
Youve 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 its 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. Davidson High School English Faculty (2011)
12 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.
Teacher assessment
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 13 how well you think you did. Then score each one as follows. Please hand in your plan with your finished work.
Essay - belonging
Name: Criteria (goals)
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?
Teacher: Self-assessment
I
didnt
I
think
I
did
I
did
Teacher assessment
Improvements
needed
for
this
essay:
(missions)
Self
assessed
target:
(missions)
Targets
for
the
next
essay:
(missions)
14
Belonging
Creative
Response:
Marking
Criteria
Level
Skilful
Effective
Sound
Limited
Elementary
Criteria
Focuses
on
the
concept
belonging
10.2,
10.3
Addresses
purpose
and
audience
7.2,
8.3,
8.4
5
Highly
developed,
complex
and
personal
understanding
of
belonging
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.
Skillfully
creates
distinctive
settings
and
voices.
No
paragraphing,
spelling
and
punctuation
errors.
4
Well-developed,
thoughtful
and
personal
understanding
of
belonging
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.
1-0
Required
elements
are
missing
or
incomplete
Uses language forms and features of a narrative 4.3, 11.1, 11.2, 11.3
Effectively creates distinctive settings and voices. Only one or two errors in paragraphing, spelling and punctuation.
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. Creates settings and voices. Less than four paragraphing, spelling and punctuation errors.
Required elements Attempts to are missing or use sentence types to create incomplete mood and pace. Inconsistent use of tense and voice. Minimal use of figurative language, verbs, adjectives and adverbs
Attempts to settings and voices. Some correct use of paragraphing, spelling and punctuation.
15
Skilful
5
Highly
developed,
complex
and
personal
understanding
of
belonging
outlined
in
introduction
and
developed
in
body
of
essay.
Effective 4
Sound
3
Sound
understanding
of
belonging
outlined
in
introduction
and
somewhat
developed
in
body
of
essay.
Limited
2
Limited
understanding
of
belonging
outlined
in
introduction
and
poorly
developed
in
body
of
essay.
Elementary
1-0
Required
elements
are
missing
or
incomplete
Well-developed, thoughtful and personal understanding of belonging outlined in introduction and developed in body of essay. Effective use of Understands Skilful use of the STEEL paragraph the STEEL how structure to paragraph composers structure to use features demonstrate a sophisticated demonstrate a of texts understanding of well-developed 4.1, 4.2, 5.1, how composers use understanding of 7.1 features of texts to how composers represent use features of perceptions of texts to represent belonging perceptions of belonging Composes a Composes a Composes a sophisticated, logical sophisticated, sustained and sustained logical and argument supported by argument supported sustained by detailed and argument textual relevant textual supported by evidence evidence detailed and 10.2, 10.3 , relevant textual 6.2, 6.3 evidence Skilful control of the Effective control Uses of the language language and language and structure of structure of an essay and structure of beginning each an essay begins an essay paragraph with a most paragraphs 8.2, 8.4 well-selected will conceptual conceptual noun. nouns. Few Few or no errors. errors.
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 Composes a sophisticated, logical sophisticated, and sustained logical and argument supported sustained by detailed and argument relevant textual supported by evidence detailed and relevant textual evidence Sound control of the Attempts to use language and the language and structure of an essay structure of an some paragraphs essay fails to begin with use conceptual conceptual noun. nouns. Includes Some errors frequent errors
16