ARC :: 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	demonstrate good ability to analyse and evaluate the poem by responding critically and interpretively demonstrate good understanding of language conventions and structures of texts, including personification and other poetic devices make effective choices about language and content appropriate to purpose, audience and context reflect with some insight on individual and collaborative learning and process of learning.
Satisfactory	demonstrate an ability to analyse and evaluate the poem by responding critically and interpretively, considering purpose, audience and context demonstrate an understanding of language conventions and structures of texts, including personification and other poetic devices make choices about language and content appropriate to purpose, audience and context reflect on individual and collaborative learning and process of learning.
Progressing	demonstrate some ability to analyse and evaluate the poem, with teacher assistance, with some consideration of purpose, audience and context demonstrate developing understanding of language conventions and structures of texts, including personification, with teacher assistance make some choices about language and content which may be appropriate to purpose, audience and context show some evidence of reflection on learning in composing a reflection statement based on own learning experience with teacher assistance.

Feedback

Students receive oral feedback from the teacher during class discussion, group and pair work. They receive feedback from their peers when they teach each other their poem. Written feedback from the teacher is given for the individual responses. Students reflect on their learning during this Activity and compare their own evaluation with the teacher’s feedback.

Future directions

If evidence indicates that students have experienced difficulty with understanding personification, further teaching and learning may be needed. The next learning Activity, for example the study of sound in poetry or symbolism, could be adapted to incorporate aspects of personification.