TERM 3 SENIOR PHASE PROJECT EXEMPLARS

GRADES 8 & 9

ENGLISH HL & FAL

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 Contents
NOTE TO TEACHERS................................................................................................................................................................................................................... 3
PROJECT GUIDELINES: ............................................................................................................................................................................................................... 5
KEY FEATURES OF THE GENRES THAT SHOULD BE CONSIDERED IN THE PROJECT ............................................................................................................. 5
CONSTRUCTION OF PROJECT ..................................................................................................................................................................................................... 8
PROJECT EXPECTATIONS ........................................................................................................................................................................................................... 9
EXEMPLARS...............................................................................................................................................................................................................................
Grade 8 ..................................................................................................................................................................................................................................... 13
Grade 9 ..................................................................................................................................................................................................................................... 19
SUGGESTED TOPICS/ACTIVITIES ............................................................................................................................................................................................. 32
LEARNERS’ BOOKLET ............................................................................................................................................................................................................. . 33
PROJECT CHECKLIST ............................................................................................................................................................................................................... . 37

RUBRIC FOR RESEARCH……………………………………………………………………………………………………………………………………………………………………….. 38

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NOTE TO TEACHERS

The literature project is part of the Programme of Assessment for Term 3 and assesses the learners’ skill to research, write and do an
oral presentation.

According to the Guidelines on Informal activities, Literature study, which forms part of Reading and Viewing should be taught once
a month.

Learners are to do a project, based on a genre that has been taught during the year.

GENRES

Definition: Text genre is a type of written or spoken communication. Texts are classified into genres, based on the purpose of
communication, targeting an audience.
Grade 8 Semester 1: Poetry, Folktales, Novel Grade 9 Semester 1: Poetry, Folklore, Drama, Novel, Short Story
Grade 8 Semester 2: Poetry, Short stories, Drama Grade 9 Semester 2: Drama, Novel, Short Story, Folklore, Poetry

BECOMING FAMILIAR WITH THE GENRE

1. Identify and introduce a genre (text type) for the research project.

2. Genres need to be explicitly taught by the teacher.

3. Brainstorm: The teacher needs to start by finding out what learners already know about the genre.
4. Learners to summarise and make notes of the information (the features of the genre and the differences in language of genres).

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5. Name the title, and author of the text.
6. Read up and share facts on the author.
7. Identify, and study the features of the genre.

REFERENCING

All sources must be referenced. The teacher can provide the learners with a reference list of sources used. If learners use
additional sources they can include them in there reference list

NB; Very Simple referencing to be done

Bibliography

Name of Author, Year, Title

e.g. Roald Dahl, 2005, Charlie and the Chocolate factory. Or

Web address

e.g.www.roalddahl.com

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PROJECT GUIDELINES:
Each grade will select a literature genre to construct a project.

A project must be the learner’s own work. The teacher, parents / guardians are to support and provide guidance only. Resources and
direct quotes must be credited to their original source.

KEY FEATURES OF THE GENRES THAT SHOULD BE CONSIDERED IN THE

PROJECT
(Teachers may select features as per grade expectations and project requirement)

STORY: FOLKLORE/NOVEL/SHORT STORY

Title
Author
Publisher and Publication date
Main characters
Setting - place and time of story
Plot summary - summary of what the story is all about
Conflict - the problem or tension in the story
Solution or resolution - why the author wrote the story (to entertain, inform and/or persuade) the reader?

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 Tone or mood - describes how the author wants the reader to feel while reading the story

Learner’s connections (text-to-self, text -to-text, text-to-world)

NOTES ON NOVELS AND SHORT STORIES

Novel: A fresh, new, original narrative or story dealing with human experience through an order of events.
A novel is a work of fiction (fantasy) about characters and action dealing with human experience. It is meant to entertain an d
tell a story. Fiction includes any writing that an author makes up from his/her imagination.
Types of novels: Mysteries, Romance, Thrillers, Science Fiction, Fantasy, Historical Fiction.
A short story - also called, a tale, narrative, novella, fable, is a story with a fully developed theme but shorter and less
complicated than a novel.
The difference between a novel and a short story:
A short story has one main character and the story is told from that character’s point of view.
A novel has a cast of characters and the story can be told from any of those characters’ viewpoints, exploring many
incidents.
The main elements of a short story or a novel: setting, plot, character/s, point of view, setting and theme.
Style of a novel/short story: The way that the author uses words - figurative language and sentence structure and
arrangement to establish mood, images and meaning in the text.

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POEM

Title
Poet
Stanzas: rhyming pattern / verse
Form: lyric / narrative / haiku / descriptive /shape
Sound patterns: rhyme / rhythm / meter(syllables), alliteration, assonance
Meaning: Literal, figurative, simile, onomatopoeia, personification
Imagery, intention, repetition, enjambment, emotional response, theme / message,
Structure- how the work is organised, number of lines /number of stanzas

Tone or Mood- describes how the author wants the reader to feel while reading the poem.

DRAMA:
Title
Author
Publisher and Publication date
Main characters
Setting - place and time of story
Plot summary - summary of what the work/play is about and what takes place
Conflict - the problem in the story
Solution or resolution - why the author wrote the story/play (to entertain, inform and/or persuade) the reader
Tone or mood - describes how the author wants the reader to feel while reading the story.

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 Learner made connections (text-to-self, text -to-text, text-to-world

Structure- how the work is organised, or divided.

CONSTRUCTION OF PROJECT
Teachers may develop their own project. Be sure to include all three stages, i.e. Research, Writing (Language structures) and
Oral presentation. The project must be based on a genre, taught during the year.

The teacher is to select a two-week cycle in Term 3 for the learners to do the project. The project is not a homework assignment, but
has to be done in class under the supervision of the teacher.

TIME WILL BE USED AS FOLLOWS:

DURING THE TWO- WEEK CYCLE TIME

The teacher (to) provides a copy of the text and resources (as well as some resources) to serve as information for those learners
who do not have access to a library, or the internet. (to do the research purposes, in the event that, learners are unable to access
the internet or library.) If the school has a functional library, the(n) teacher can take the learners to the library to do the research.

The teachers need to be involved at every stage, (giving) providing guidance, and ensuring the learners are on the right track.

DURING LISTENING AND SPEAKING TIME

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 Week 1: The teacher will discuss and plan the project and allocate responsibilities. The teacher will continue to discuss the
project as the learners complete each stage to ensure that all are making good progress.
Discuss the Rubrics with the learners so that they understand what is expected from them.
The learners will present their project to the class on completion.
Presentations skills must be taught to learners.

DURING READING AND VIEWING

Learners will read the text selected

Learners will research the topic given and make necessary notes using the frame provided.

DURING WRITING AND LANGUAGE TIME

Learners will draft, edit, proofread, and produce final presentation

PROJECT EXPECTATIONS
All the work / research done on the genre should be presented on a chart / poster, or in booklet form, or in any form expected by the
teacher and must be submitted with the other assessment tasks.

STAGE 1: Research

Identify a genre
Conduct a research on the genre
Collect information on the identified genre
Acknowledge source, extracts and information gathered

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 Use a variety of resources to back up your research

Rewrite information in your own words

Acknowledge all the resources of the information gathered
Make poster / chart / booklet / pamphlet / power point presentation / documentary / short movie to present the research done.

STAGE 2: Writing

Writing is neat and legible and appealing

Writing is easily understood

Project indicates originality and demonstrates imagination and creativity
Unique materials are used to express ideas
Spelling and grammar are correctly applied
Paragraphing where applicable, is correctly applied and consistent
Project must capture the most important information
Project must capture the concept/point the author made in the book/poem/play.
Must be in the correct format e.g. if it is a letter / diary entry / poster / essay /etc.

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STAGE 3: Oral presentation

Learner demonstrates understanding of their project

Uses evidence gathered to demonstrate understanding
Can convince the audience of the selected genre by using quotes, images etc., as to why they should read the work of such
authors
Uses appropriate structure: introduction, body and conclusion
Presents central idea and supporting details
Shows evidence of research/ investigation
Uses appropriate body language and presentation skills, e.g. makes eye contact, volume
Participates in a discussion
Gives constructive feedback
Maintains discussion
Shows sensitivity to the rights and feelings of others
Learner may use props / posters / costumes etc.

Images: by Unknown Author is licensed under CC BY-ND

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Grade 4
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GRADE 8
EXEMPLAR

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STAGE 1: RESEARCH (20 MARKS)

GENRE: SHORT STORY

Grade 8: Research author of a short story

Instructions:

Conduct a research of the author. Conduct your research using a variety of sources as this will add value to your research.

1. Where does he/she come from?

2. What do you know about the author?
3. List quotes, language and imagery used by the author to use for Section 2 (Writing) and Section 3 (Oral presentat ion) of the
project
4. Identify characters/plot/setting for your selected genre.
5. List titles of stories/poems/plays that you have read from this author?
6. What do you and the author have in common?
7. What would you like to share about the author to your friends?
8. Your research should include a detailed reference (where you gathered your information from)

Please make sure that you follow the writing process for STAGE 1 and STAGE 2 of this activity:

Planning- brainstorm your ideas

1st draft- make changes about anything you are not too happy about, e.g. you may not like some of the common things
between you and the author
Editing - make changes with grammar errors, spelling etc.
Final presentation- present your work without errors.
NB: The teacher may set question based on the guidelines above or use the rubric provided

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 STAGE 2: WRITING (30 MARKS)

Use the story that you have selected for your research and write an essay

Your essay should include the following guidelines:

What is the text about? E.g. Is it an adventure?

Who is the audience for the text? E.g. teenagers, because it contains young characters
Who are the characters and how do they relate to you and your friends?
What happens in the text? Brief storyline
How does the climax relate to what happens before and after in the text?
What is the mood or feeling in the text?
What is the theme (main point) of the text? Is there a moral (life lesson) that readers will discover?
Based on your research about the author, what was his/her intention for writing this story.

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 PROJECT
RUBRIC: STAGE 2 - WRITING

Criteria Level 7 Level 5-6 Level 3-4 Level 1-2

Understands and Writing process indicates a Writing process is adhered to but does Writing process is not totally adhered to. 1 or No evidence of the writing process
applies writing coherence(Link)of planning, 1st draft, not indicate a coherence(link)between more of the processes is omitted.
process (4) editing (errors evident), and final each process.
presentation
4 3 2 1
Introduction and • Opening sentence engages and •Opening sentences is engaging but does •Opening sentence tries to engage the •Opening and closing sentences fails to
closing sentences captivates the readers' attention not captivate the readers' attention readers' attention but is vague. •Closing grab the reader's attention
(8) • Closing sentence is interesting and • Closing sentence is related to piece but sentence is poor and unrelated
captivating un-captivating

7-8 5-6 3-4 1-2

Uses appropriate •The writing is free of misspellings •The writing contains 2-3 misspellings •The writing contains 4-5 misspellings •The writing contains 6-8 misspellings
grammar, spelling •Words are capitalised correctly. •2-3 words are not capitalised correctly. •4-5 words are not capitalised correctly. •6-8 words are not capitalised correctly.
and punctuation •Sentences are punctuated correctly •6-8 sentences are punctuated correctly •4-5 sentences are punctuated correctly •0-3 sentences are punctuated correctly
(6) •Writing is free of grammatical errors •Writing contains 2-3 grammatical errors •Writing contains 4-5 grammatical errors •Writing contains 6-8 grammatical errors

6 4-5 2-3 1
Layout (4) • Is neat, legible and presented in an • Is neat, legible and poorly presented in • Is neat, legible and poorly presented in an • Is not neatly, legibly presented, in an
appropriate format appropriate format inappropriate format appropriate format
• Includes bibliography, references and • Includes only images and references • Includes only images • Does not include images, bibliography
images and references

4 3 2 1
Content (8) • Aligned to format of genre, e.g. Fable, • Aligned to format of genre, e.g. Fable, • Not aligned to format of genre, e.g. Fable, • Not aligned to format of genre, e.g.
story, drama, poem story, drama, poem story, drama, poem Fable, story, drama, poem
• Is written in own words • Is not entirely written in own words • Is not written in own words • Is not written in own words
• Information is relevant to the selected • Information is relevant to the selected • Selected information only is relevant to the • Information is not relevant to the
genre genre selected genre selected genre
• shows evidence of thorough research • shows evidence of some research • No original research is evident • No research is evident

7-8 5-6 3-4 1-2

LEARNER’S MARKS

Understands and applies writing process Introduction and closing sentences Uses appropriate grammar, spelling and punctuation Layout Content Learner’s mark
/4 /8 /6 /4 /8 /30

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STAGE 3: ORAL PRESENTATION

Use the Essay that you have written, to prepare your oral presentation.

Use your essay for your oral presentation.

Use appropriate structure: introduction, body and conclusion
Present central idea and supporting details
Show evidence of research/ investigation
Use appropriate body language and presentation skills, e.g. makes eye contact, volume
Participate in a discussion
Give constructive feedback
Show sensitivity to the rights and feelings of others
Be creative and use pictures props etc.

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 RUBRIC FOR ORAL PRESENTATION
Criteria Level 7 Level 5-6 Level - 3-4 Level 1-2
Organisation Learner presents information in Learner presents information in Audience has difficulty following the Audience cannot understand
and use of logical, interesting sequence which logical sequence which audience presentation because learner shows presentation because there is no
visual aid audience can follow can follow no logical sequencing (Jumps around sequence of information
(Chart) The visual aid complements the The visual aid connects to the with information The visual aid does not connect to
(4) oral presentation and is neat, oral presentation and is mostly The visual aid somewhat connects to the oral presentation and is messy,
colourful and creative neat, colourful and creative the oral presentation and is somewhat lacks colour and creativity
neat, colourful and creative
4 3 2 1
Subject Learner demonstrates full Learner demonstrates Learner is uncomfortable with Learner does not have grasp of
knowledge (5) understanding and knowledge of understanding and knowledge of understanding and knowledge of information and shows no
the genre and the project as a the genre genre or the project as a whole understanding of genre and project
whole Shows some enthusiasm about Shows little or mixed feeling about the as a whole
Demonstrates strong enthusiasm the topic topic Shows no interest in the topic
about the topic during entire presented
presentation
5 4 3 1-2
Language and Excellent use of a large range of Good range of vocabulary used Limited vocabulary and language Learner struggles with language
vocabulary vocabulary and topic specific and topic specific terminology. usage. Limited subject specific usage and has very limited
usage (4) terminology. Excellent use of Good use of language. terminology used. vocabulary.
language including figurative
language
4 3 2 1
Eye contact Learner maintains eye contact with Learner maintains eye contact Learner occasionally uses eye contact, Learner reads all the content with no
(4) audience, seldom returning to notes most of the time, but frequently but still reads most of the content eye contact
returns to notes
4 3 2 1
Elocution Learner uses a clear voice and Learner’s voice is clear. Learner Learner’s voice is low. Learner Learner mumbles, pronounces terms
(3) correct, precise pronunciation of pronounces most words correctly. incorrectly pronounces terms. incorrectly and speaks too quietly
term so that all audience members Most audience members can hear Audience members have difficulty making it difficult for audience
can hear the presentation the presentation hearing presentation members in the back of the class to
hear.
3 2 1 0
LEARNER’S MARKS
Organisation and use of visual aid Subject Knowledge Language and vocabulary usage Eye Contact Elocution Learner’s mark
/4 /5 /4 /4 /3 /20

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19
GRADE 9: NOVEL / SHORT STORY

STAGE 1: RESEARCH (20 MARKS)

Grade 9: Research author of a Novel or Short Story

Instructions:

Guidelines on how to write the research report

1. Start with a goal or outcome. Plan and organise the content. Before writing, you
need to brainstorm, select, and order ideas.

2. Create an outline, list, or concept map - use phrases and words of the
important information of the content: Title, What? Who? When? Where? Why? How?
Interesting facts.

3. First write a rough draft

4. Revise: Does the draft answer all the questions and inform all the headings? Is
the information well-organised, clear, and simple? Look at content,
organisation, and style. Cite sources when quoting directly from the text.

5. Edit

6. Proofread and polish: Carefully reread the text, paying attention to spelling,
vocabulary, grammar, and punctuation. Add, revise, delete content.

7. Do final draft

8. Publish and Present (Include and attach planning documents)

TAKE NOTE

Pay attention to content, language, and presentation

Prepare an Oral presentation / Speech on your research

Practice your speech

ENRICHMENT

Create or make an illustration of the story/poem to support your research project.

RESEARCH EVALUATION
The Research project will be assessed according to the criteria in the Rubric, or a
memorandum if learners are given a questionnaire.

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STAGE 1: Research Project

Conduct a research of the author for the novel or short story selected using a
variety of sources to add value to your research.

1. Where does the author come from?

2. What do you know about the author?
3. List quotes, language and imagery used by the author to use in Section2
(Writing) and Section 3 (Oral presentation) of the project
4. Identify the characters/plot/setting for your selected genre.
5. List the titles of stories/poems/plays that you have read from this author?
6. What do you and the author have in common?
7. What would you like to share about the author to your friends?
8. Your research should include a detailed reference (where you gathered your
information from)
9. Mention the theme / message of the story

10. Interesting facts about the author /novel

/story

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STAGE 2: Writing
Instruction: Use the information gathered to write a speech about the author / novel, or
short story.

Planning: Create an outline or concept map - use phrases and words of the
important information of the content: Title, What? Who? When? Where? Why? How?
Interesting facts. →Collecting data for the Research project
(Do your planning on a separate note pad, attach, and submit for assessment)

Plot - rough
summary of the
story

Character/s
Interesting facts and
characteristics

Genre & Title

Theme - central
Author idea

Setting

First write a rough draft

1. Name the genre (and type of text) for the research project.

1.1 Give a definition of the genre.

2. Name the title of the story.

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3. Name the author of the story.

4. Interesting facts on the author:

5. Write down new or important words and their meanings from the story.

6. List the names of the character/s and characteristics:

7. Describe the setting (background) of the story. Where/when does it take place?

8. What is main theme of the story? (What is the message?)

8.1 Give one example of the writing style of the author - how the writer expresses

him/herself; uses figurative language - to establish mood and meaning in the story.

9. Describe/summarise the plot (the sequence of events - beginning, middle,

leading to the climax) What is the story about?

10. What happened in the end? How does it end?

11. Make an illustration for the cover, of a character, or highlight in the story. Attach the

drawing with a caption to support the illustration.

12. Revise: Does the draft answer all the questions and inform all the
headings? Is the information well-organised, clear, and simple? Look at
content, organisation, and style. Cite source when quoting directly from the text.

13. Edit

14. Proofread and polish: Carefully reread the text, paying attention to spelling,
vocabulary, grammar, and punctuation. Add, revise, delete content.

15. Do final draft (Teacher can provide a template)

16. Publish and Present

Research - Learner Check list

1. Have you kept to the genre?
2. Have you attached your planning.?
3. Does each sentence make sense?
4. Have you checked your grammar and punctuation?
5. Is your report easy to understand?
6. Have you answered all the questions?

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 RUBRIC TO FOR WRITING

Criteria 6 5-4 3 2-1

Understands Writing process Writing process is Writing process is No evidence of the
and applies indicates a coherence adhered to but does not not totally adhered writing process
writing (Link)of planning, first, indicate a to. 1 or more of the
process draft, editing (errors coherence(link)between processes is
evident), and final each process. omitted.
presentation
Introduction • Opening sentence •Opening sentences is •Opening sentence •Opening and closing
and closing engages and captivates engaging but does not tries to engage the sentences fails to
sentences the readers' attention captivate the readers' readers' attention grab the reader's
• Closing sentence is attention but is vague. attention
interesting and • Closing sentence is •Closing sentence is
captivating related to piece but un- poor and unrelated
captivating
Uses •The writing is free of •The writing contains 2- •The writing •The writing contains
appropriate misspellings 3 misspellings contains 4-5 6-8 misspellings
grammar, •Words are capitalised •2-3 words are not misspellings •6-8 words are not
spelling, and correctly. capitalised correctly. •4-5 words are not capitalised correctly.
punctuation •Sentences are •6-8 sentences are capitalised correctly. •0-3 sentences are
punctuated correctly punctuated correctly •4-5 sentences are punctuated correctly
•Writing is free of •Writing contains 2-3 punctuated correctly •Writing contains 6-8
grammatical errors grammatical errors •Writing contains 4- grammatical errors
5 grammatical errors
Structure • Is neat, legible and • Is neat, legible and • Is neat, legible and • Is not neatly, legibly
presented in an poorly presented in poorly presented in presented, in an
appropriate format appropriate format an inappropriate appropriate format
• Paragraphs are on • Includes only images format • Does have any
par and references paragraphs.
(Refer to expected Paragraphs are not on
number of words) par, but structure is
maintained.
Content • Aligned to format of • Aligned to format of • Not aligned to • Not aligned to
genre, e.g. Fable, story, genre, e.g. Fable, story, format of genre, e.g. format of genre, e.g.
drama, poem drama, poem Fable, story, drama, Fable, story, drama,
• Is written in own • Is not entirely written poem poem
words in own words • Is not written in • Is not written in own
• Information is relevant • Information is relevant own words words
to the selected genre to the selected genre • Selected • Information is not
• shows evidence of • shows evidence of information only is relevant to the
thorough research some research relevant to the selected genre
selected genre • No research is
• No original evident
research is evident

Learner’s Marks

Understands and applies Introduction Uses appropriate Structure Content Final MARK
writing process and closing grammar, spelling and
sentences punctuation
/6 /6 /6 /6 /6 /30

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 STAGE 3: ORAL PRESENTATION

PRESENT YOUR SPEECH TO THE CLASS

Glossary for Rubric:

Articulation: Voicing, expression, or pronunciation - the way in which you

pronounce words or sounds.

Audibility: Capable of being heard. Clear. Sounds are not muffled; endings do not
fade away and not speaking too fast.

Accuracy: Precise speech - not “swallowing” sounds or words. Effective

communication of meaning.

Distinctness: (Exactness) Inaudible speech, faulty pronunciation or the omission or

addition of sounds.

Diction: Style of speaking determined by the choice of words and phrases in

speech.

Voice pitch: The degree of highness or lowness of the voice. Change the tone of
voice for variety to prevent the voice from sounding “sing-song”.

Speaking rate: Speed of speaking - speech can be too fast or too slow. Introduce
changes in tempo.

Use a quotation from the novel or short story to add value to your speech.

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 SPEECH RUBRIC

Total mark: ____/20 (5 Criteria x 4 marks each)

Criteria 1 2 3 4
i)Investigating Poor, or no Limited Adequate grasp Excellent
and exploring exploring of investigation and investigation into
the Research the topic. conducted on the presentation of the topic.
topic Insufficient Research topic. content A diligent and
content. Lacks researched. creative
Do not cover confidence. Shows initiative researcher.
the themes of Demonstrates and good Innovative
the topic. little insight and problem-solving research project.
understanding. skills.

ii)Pronunciation, Faulty Swallowing Speaks fluently Using full sounds

articulation, and pronunciation words. with good and precise
effective use of and Omitting sounds. pronunciation. speech.
gestures articulation. Ineffective, or Uses gestures Excellent body
Posture alert - over-use of sparingly. posture.
slouching, hands and Positive Uses gestures to
tense, stiff. gestures. presentation. reinforce or
emphasise.

iii)Speaking rate No variation of Little concern of Good variation Well-judged

pace. pace. of pace. variations of pace.
Do not speak Interesting change
too fast, nor too in tempo.
slow.
iv)Loudness & Voice too loud Endings fade, Good control of A confident and
Audibility. or too weak. muffled. sound - endings clear voice.
Voice pitch or No adjustment Not sufficiently do not melt Precise and
Tone to reading adjusting to away. distinct sound.
strategies to reading Relevant and A pleasure to listen
suit the strategies. good change of to.
purpose. Voice lacks tone. Entertaining the
No change of variety. Pleasant sound. audience.
tone.
v)Eye contact No contact Some distractions Connecting with Making excellent
with audience with audience. from speech - audience. eye contact with
swaying, audience.
fidgeting.

Learner’s Marks
Investigating and Pronunciation, articulation, Speaking rate Loudness & Eye contact Final MARK
exploring the Research and effective use of audibility voice, with audience
topic Gestures pitch, tone
/4 /4 /4 /4 /4 /20

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Exemplar 3

GENRE: POETRY

BACKGROUND [This is information for the teacher]

Poem originality

Poetry is a language that is written following specific patterns, rhythms, structures

and rhymes to express feelings and emotions. A poem is a piece of writing that uses
imaginative words to share ideas, emotions or a story with a reader. A person who
writes poems is a poet. Many poems have words or phrases and sound good
together when they are read aloud. There are three main kinds of poetry:

1) Narrative
2) Dramatic
3) Lyrical

It is not always possible to make distinct between them. For an example, an epic
poem can contain lyrical passage, or lyrical poem can contain narrative part. The
difference between a poem and poetry is that poetry is the process of creating a
literary piece using metaphor, symbols, and ambiguity while a poem is the end
result of this process. Types of Poets are: Praise singer and Modern poet. Praise
poem is normally done by praise singer or modern poet. They both express their
feelings. They praise the chiefs or important people. Praise poem is performed during
events such as ceremonies, weddings etc. They also retell historical events and
comments on current affairs. Praise singers explode their emotions immediately
depending on the occasion (words come spontaneously) while the modern poet
expresses his/her emotions by just writing them down. Equipment/tools they use:
Praise singer may sometimes carry a stick whilst performing as part his traditional
attire to express the gestures and the modern poet uses a pen and booklet to
express the feelings and whilst performing she or he may use something (cue card or
paper) to refer to, and uses hands to express the gestures. Modern poets do also
compile books of poems. Praise singer’s poems do also appear in books because
some of people during the performance did record the poems and were transcribed
later. They both make use of figurative language and chosen words to express their
feelings.

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SECTION A: Research Questionnaire [For the learners]

1. What is a poem?

2. What is a poetry?

4.How can a poet make the poem to sound good when read aloud?

5. Name 3 main kinds of poetry and their features.

6. Where does praise poetry normally take place?

7. How does poetry impact us? Give your own opinion?

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WRITING OF THE POEM

Guidelines to remember before writing a Poem

Decide on the mood of the poem you want to write, e.g. sad poem, praise etc.

Follow the writing process, Planning, Drafting, Editing and Presentation. The
teacher can provide a frame.
Your poem must have a title.
Use similes, alliteration, and metaphors in your poem.
Your poem must be in ___ stanzas. (Length agreed upon with the teacher)
Consider using rhyming words.
Teacher can ask learners to write a type of poem e.g. acrostic poetry,
limerick, haiku, or free verse (depending on what type of poetry was taught)

Teacher must explain the writing rubric with the learners first.

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 RUBRIC: PART 2 - WRITING

Criteria 4 3 2 1
Understands and Writing process indicates a Writing process is adhered to but does Writing process is not totally adhered to. 1 or No evidence of the writing process
applies writing coherence(Link)of planning, 1st draft, not indicate a coherence(link)between more of the processes is omitted.
process (4) editing (errors evident), and final each process.
presentation
4 3 2 1
Introduction and • Opening sentence engages and •Opening sentences is engaging but does •Opening sentence tries to engage the •Opening and closing sentences fails to
closing sentences captivates the readers' attention not captivate the readers' attention readers' attention but is vague. •Closing grab the reader's attention
(8) • Closing sentence is interesting and • Closing sentence is related to piece but sentence is poor and unrelated
captivating un-captivating

7-8 5-6 3-4 1-2

Uses appropriate •The writing is free of misspellings •The writing contains 2-3 misspellings •The writing contains 4-5 misspellings •The writing contains 6-8 misspellings
grammar, spelling •Words are capitalised correctly. •2-3 words are not capitalised correctly. •4-5 words are not capitalised correctly. •6-8 words are not capitalised correctly.
and punctuation •Sentences are punctuated correctly •6-8 sentences are punctuated correctly •4-5 sentences are punctuated correctly •0-3 sentences are punctuated correctly
(6) •Writing is free of grammatical errors •Writing contains 2-3 grammatical errors •Writing contains 4-5 grammatical errors •Writing contains 6-8 grammatical errors

6 4-5 2-3 1
Layout (4) • Is neat, legible and presented in an • Is neat, legible and poorly presented in • Is neat, legible and poorly presented in an • Is not neatly, legibly presented, in an
appropriate format appropriate format inappropriate format appropriate format
• Includes bibliography, references and • Includes only images and references • Includes only images • Does not include images, bibliography
images and references

4 3 2 1
Content (8) • Aligned to format of genre, e.g. Fable, • Aligned to format of genre, e.g. Fable, • Not aligned to format of genre, e.g. Fable, • Not aligned to format of genre, e.g.
story, drama, poem story, drama, poem story, drama, poem Fable, story, drama, poem
• Is written in own words • Is not entirely written in own words • Is not written in own words • Is not written in own words
• Information is relevant to the selected • Information is relevant to the selected • Selected information only is relevant to the • Information is not relevant to the
genre genre selected genre selected genre
• shows evidence of thorough research • shows evidence of some research • No original research is evident • No research is evident

7-8 5-6 3-4 1-2

Understands and applies writing process Introduction and closing sentences Uses appropriate grammar, spelling and punctuation Layout Content Learner’s mark
/4 /8 /6 /4 /8 /30

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STAGE 3: Oral Presentation

Learners present their poems to the class

*Teacher must discuss the rubric with the leaners first.

ORAL PRESENTATION RUBRIC

CRITERION 1-2 4-3 5

SEQUENCE The facts are not The facts are The facts are
AND chronologically partly chronologically
RELEVANCY arranged and are chronologically arranged and
irrelevant to the topic arranged and relevant to the
relevant to the topic
topic
CONTENT Content and Content and Content very
information poorly information good interesting and
researched information
accurate
USAGE OF Poor usage of body Good usage of Excellent usage of
BODY language and cue body language and body language and
LANGUAGE card cue card cue cards
AND CUE
CARDS

LANGUAGE Poor use of grammar Good use of Excellent use of

USAGE and vocabulary that appropriate appropriate
relates to the topic grammar and grammar and
vocabulary that vocabulary that
relates to the relates to the topic
topic
LEARNER’S MARKS
Sequence and Content Usage of body langue and Language usage Learner’s Mark
relevancy cue cards
/5 /5 /5 /5 /20

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 OTHER POSSIBLE TOPICS FOR THE PRESENTATION OF THE PROJECT

GRADE 8 & 9

Create a comic strip of the climax in the story.

Present the comic strip to the class and explain how
1. you introduced the climax.

Create an illustrated (pictures) glossary of important

terms used to describe the plot of a story.
2. Place your illustrations on a poster and present it to the
class.

Research important terminology used in folktales that is

not generally used in other stories. Create a quiz and
3. ask the class the questions.

Write an imaginary interview with the author of the book

about the theme.
4. Ask a friend and do the interview for the class.

Design a flyer about an event that will take place from

the book.
5. Present the flyer to the class.

Create a presentation for the class where you discuss

the protagonist and the motivations behind some of
6. his/her actions.

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 SAMPLE TEMPLATES FOR SUGGESTED WRITING TOPICS

Notes:

Use different resources to assist with your research. On the template provided write down
the names of the resources you used.
Write / paste your information in the blocks provided.
Be creative and enjoy your work!
Information: Notes / visuals:

Other notes: Resources:

33
Notes on the writing:

After you have done all the research you will have to prepare to write.
You will have to plan your writing using a draft.
Use a separate piece of paper that you will paste over this page to plan and write your draft.
Note that this will form the basis for your orals.
Draft work:

34
Final work / visuals:

35
 In most cases learners, will present what they have written
Sometimes they might need to create a chart or poster to make their presentation
interesting
Some learners may want to use a power point presentation, please ensure you have a
projector
E.g. charts

This Photo by Unknown Author is licensed under CC BY

36
PROJECT CHECKLIST
Checklist for your Creative Writing project:
The planning process: Yes No

Research done, references captured

Planning processes complete (a complete layout done with design elements
for the pictures included)
Writing processes adhered to.
Mind map,
rough draft,
final work

Writing:
Use of correct voice (style, tone and register)
Adhered to chosen topic and genre
Evidence of proofreading
Evidence of editing
Correct use of Language Structures and Conventions
Correct format used
Visuals:
Age appropriate
Relevant to the topic
Clear, big enough
Final presentation:

Is it complete with visuals?

Is it neatly typed / written?
Is the presentation visible/ loud ((drama)? (Will classmates see/
hear the information / pictures?)
Does the presentation speak to the chosen topic and genre?
Originality
Creativity
▪ Is there synergy between your topic and genre?
Project completed on time
(If you do a Power Point, test your technology before hand.)
▪ DO NOT READ the power point, talk to it. Practice this skill
before hand. 37
RUBRIC FOR RESEARCH

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