SCHEDULE MODE OBJECTIVES TASK DESCRIPTION MARKS WEIGHTING DURATIO

DUE AA-RF1 Students will be assessed on their ability to
T1W10
1. Reflect the learning process in
thoughtful, well-organised journal
entries.
2. Critically engage with Foster’s ideas on
the construction and elements of a novel.
3. Apply their knowledge of the various
elements of prose employed by writers
in their critical analysis.
Students are to maintain a journal, reflecting prior 36 25% 5 WEEKS
to and after reading chapters from How to Read a
Novel like a Professor. Students are to include
insights gained from reading and from class
discussions. In doing so, they should discuss how
Foster’s writings enable them to better understand
The Woman in White. 3 entries will be graded.

DUE T2W6 AA-NR1 Students will be assessed on their ability to Students are to craft a short fictional excerpt (500- 28 25% Variable
600 words) in the style of a sensation novel. They
1. Construct a fictional excerpt in the style
will reflect on their choices as writers and explain
of a sensation novel;
2. Express ideas creatively and skillfully; how they have included features that contribute to
3. Explain choices based on an the excerpt’s success as a sample of sensation
understanding of craft and genre. fiction.

RGS Department of English and Literature

ENGLISH LITERATURE YEAR 3 RAFFLES ACADEMY 2015
Table of Specifications for Assessments (HIGHER CURRICULUM)

NOVEL UNIT

SCHEDUL MODE OBJECTIVES TASK DESCRIPTION MARKS WEIGHTING DURATIO

E N
DUE AA-PF1 Students will be assesse on their ability to
T3W5
1. Respond to a visual stimulus of their own
choosing;
2. Use writer’s craft to reflect their
understanding and interpretation of the
stimulus;
3. Pay close attention to details in annotating
poems;
4. Communicate constructive feedback to
peer to faciliate the process of writing;
5. Reflect on their own writing process with
insight and clarity.
DUE AA-NR1 Students will be assessed on their ability to
T3W9
1. Draw connections between poem choice
and own experiences;
2. Understand a poem’s subject matter and
theme;
3. Perform with physical presence;
4. Perform with clarity of voice;
5. Perform with expressiveness of voice;
6. Perform with overall dramatic
appropriateness;
7. Explain choices made in performance;
8. Reflect with insight and self-awareness
Students to work in pairs to select an image that 24 20% 3 Weeks
inspires both of them. Individually, each student
will craft a creative original poem that responds
to the image selected. Students will exchange a
first draft of their poem with their partner. Each
student annotate her partner’s work thoroughly
to provide feedback. Subsequently, each studen
will edit her poem to complete a final version of
the work. Each pair will submit the portfolio
documenting the process of writing together with
each poet’s individual reflection on her own
writing.
Students are to select and perform a poem 32 30% 5 weeks
before a live audience. They must select a poem
that they can accurately grasp, which presents
concerns are connected to their own life
experiences. Upon the completion of the
performance, students are to reflect on their
choices behind the performance, focusing on
their awareness of the aural qualities of poetry as
well as their own strengths and weaknesses as
readers and performers.