BOSTES | Board of Studies Teaching & Educational Standards NSW

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  • Individual reading and writing - selecting and analysing poems for an anthology
  • Life writing
  • Persuasive letter
  • My Story, Your Story
  • Individual reading, viewing and writing - opening to a short story
    • Additional Information
  • Recount letter
  • Poetry analysis - personification
  • Television interview script
• Areas for Assessment

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1. Years 7-8
2. English
3. Activities
4. Individual reading, viewing and writing - opening to a short story
5. Additional Information

Additional Information

Guidelines for marking

The following guidelines for marking show one approach to assigning a value to a student’s work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.

Range	Students in this range:
High	make effective choices about language and content appropriate to purpose, audience and context by choosing from a widening repertoire of language forms and features demonstrate a good understanding of the conventions of short story writing through the structure of the short story opening, characterisation of narrator, identification of the audience, and maintenance of the momentum of the story relate the story opening to the film, expressing ideas imaginatively or interpretively through appropriate vocabulary choice, use of dialogue and rewriting of ideas.
Satisfactory	make sound choices about language and content in relation to purpose, audience and context by choosing appropriate language forms and features demonstrate an understanding of the conventions of short story writing through the structure of the short story opening, characterisation of narrator, identification of the audience, and maintenance of the momentum of the story relate the story opening to the film, expressing ideas with some imagination or interpretation through vocabulary choice, use of dialogue and rewriting of ideas.
Progressing	make some appropriate choices about language and content in relation to purpose, audience and context by choosing language forms and features, with teacher support demonstrate a developing understanding of the conventions of short story writing by some structuring of the short story opening, characterisation of narrator, identification of the audience, and maintenance of the momentum of the story relate the story opening to the film with teacher support.

Feedback

Students will be given written feedback from the teacher. Comments will inform them about such things as:

• their use of appropriate language forms and features for their identified audience, narrator and purpose
• their composing of an opening to a short story and demonstration of the structure and conventions of short story writing to create textual integrity
• the editing of their text
• their response to visual and spoken texts by their use of the film extract.

Future directions

Students need to demonstrate performance in relation to the outcomes highlighted in this unit of work in different contexts and through responding to and composing a range of texts.

For students who have not been able to demonstrate satisfactory performance in relation to the outcomes, the teacher will be prompted to further explicit teaching with a focus on the student needs as demonstrated through this work. This should be done in work that incorporates and reinforces these outcomes in different contexts and through different texts and types of texts.