Year 10 English 2014 Teacher Student: TAWA COLLEGE Tawa College English Department Year 10 English Student Handbook 2014 Section A Section B Section C Guidelines and information 2014 Year 10 Modules Assessment Outlines Year 10 English 2014 Section A Guidelines and Information You have the following STATIONERY to use in English an A4 ringbinder in which you will file your essays and other pieces of writing. Your English teacher may prefer you to do most of your daily work on refil and file it in this folder. an exercise book in which your teacher may wish you to do most of your daily work. You will write up exercises from textbooks and your drafts of original items. a refill pad on which you will write finished items which are needed by your teacher. a clearfile in which you will keep all notes issued by your teacher and all marked items of work. Keep the clearfile in an orderly manner. a Reading Record Booklet for you to complete the exercise necessary to gain a Reading Certificate. All books that you use are to be free of graffiti, both words and pictures. They are to be kept tidy. They are documents shared between you and your teacher. Others may also want to see them from time to time. Interference with another pupil’s books in any way will not be tolerated. Your teacher will show you what he or she requires you to do for each item of stationery. Through the year you will be issued with different sorts of TEXTBOOKS. Please look after these books. Some cost more than $45 and if you do not return them it will cost your parents. Do not write on them. EACH DAY AT HOME do the following – Be sure that you have all your books for English the next lesson. Make certain that you have done all your homework. Be certain that you have all the necessary equipment apart from your books like rulers and pens. Year 10 English 2014 Section B 2014 Year 10 English Modules Module Focus Content Assessment 1 Reading Short texts Formal writing response to texts 2 Reading Extended text 1 Formal writing response to texts 3 Reading Extended text 2 4 Listening and viewing Film study Formal writing response to texts 5 Speaking, presenting Static image Presentation opportunities throughout the year. 6 Writing Creative and A selection of pieces from a formal writing folio Exam Term 4 Time 2 hours – exam conditions Content Unfamiliar Texts Language features, Interpretation, Personal Response Response to texts: Tests Written and visual texts e-asTTle and PAT testing are conducted at the beginning of Term One and at the end of Term Four. Results contribute to decisions around placement in year 11 classes. Homework Homework is set in relation to the modules where appropriate Revision of concepts such as parts of speech, vocabulary, figures of speech and literary devices is essential. When no formal homework is set, students are expected to continue with their own reading with a specific focus on completing the Year 10 Independent Reading booklet. Year 10 English 2014 ASSESSMENT Formative assessment will take place during the teaching of all modules and may consist of essay practice, presentations, peer assessment. It may focus on a particular literary or language concept and will be planned and communicated in accordance with the characteristics of effective assessment outlined in The New Zealand Curriculum. Summative assessments Achievement objective: Listening Reading viewing Formal Assessments Module(s) Purposes and audience 5 1,2,3,4,6 Ideas 4 1,2,3, Language features 5 1,2,3,4,6 Structure 5 1,2,3,4,6 Purposes and audience 5 1,2,3,4,5 Ideas 5 1,2,3,4,5 Language features 2 5,6 Structure 6 1,2,3,4,5,6 Speaking Writing Presenting Year 10 Assessment: Not Achieved = Curriculum Level 3 Close to Achieved = Curriculum Level 4 Achieved = Curriculum Level 5 Merit = Curriculum Level 5/6 Excellence = Curriculum Level 6/7 Year 10 English 2014 Six Modules are to be covered, one of which may be offered more than once. Module 1 Short Text A selection of short texts including poetry, short stories and short films with a thematic link are studied in class. Achievement Objectives: Purposes and Audiences: Show an understanding of how texts are shaped for different purposes and audiences. Listening, Ideas: Show an understanding of ideas within, across, and beyond Reading and texts. Viewing: Language features: Show an understanding of how language features are used for effect within and across texts Structure: Show an understanding of a range of structures. Speaking Ideas: Select, develop and communicate purposeful ideas on a Writing and range of topics. Presenting: Structure: Organise texts using a range of appropriate, effective structures. Assessment At least one essay will be written and crafted in class and for homework. Module 2 Extended Text 1 A study of an extended text (either drama, novel or non fiction) Achievement Objectives: Purposes and Audiences: Show an understanding of how texts are shaped for different purposes and audiences. Listening, Reading and Viewing Ideas: Show an understanding of ideas within, across, and beyond texts. Language features: Show an understanding of how language features are used for effect within and across texts Structure: Show an understanding of a range of structures. Speaking Writing and Presenting Ideas: Select, develop and communicate ideas on a range of topics. Assessment At least one essay will be written and crafted in class and for homework. Structure: Organise texts using a range of appropriate, effective structures. This will also be assessed in the final exam as an essay answer. Exemplars are in the Year 9 Assessment Booklet and there are exemplars on-line at http://www.tki.org.nz/r/assessment/exemplars/index Year 10 English 2014 Module 3 Extended Text 2 A study of an extended text (either drama, novel or non fiction) Achievement Objectives: Purposes and Audiences: Show an understanding of how texts are shaped for different purposes and audiences. Listening, Reading and Viewing Ideas: Show an understanding of ideas within, across, and beyond texts. Language features: Show an understanding of how language features are used for effect within and across texts Structure: Show an understanding of a range of structures. Speaking Writing and Presenting Ideas: Select, develop and communicate purposeful ideas on a range of topics. Assessment At least one essay will be written and crafted in class and for homework. Structure: Organise texts using a range of appropriate, effective structures. This will also be assessed in the final exam as an essay answer. Exemplars are in the Year 9 Assessment Booklet and there are exemplars on-line at http://www.tki.org.nz/r/assessment/exemplars/index Module 4 Film study Study a film, taking account of filmic techniques in the portrayal of the characters, themes and setting of the chosen film. Achievement Objectives: Purposes and Audiences: Show an understanding of how texts are shaped for different purposes and audiences. Listening, Reading and Viewing Ideas: Show an understanding of ideas within, across, and beyond texts. Language features: Show an understanding of how language features are used for effect within and across texts Structure: Show an understanding of a range of structures. Speaking Writing and Presenting Ideas: Select, develop and communicate purposeful ideas on a range of topics. Assessment At least one essay will be written and crafted in class and for homework. Structure: Organise texts, using a range of appropriate structures. Reference to filmic techniques. This will also be assessed in the final exam as an essay answer, Response to text (modelled) as in-class assessment (see novel) Exemplars are in the Year 9 Assessment Booklet and there are exemplars on-line at http://www.tki.org.nz/r/assessment/exemplars/index Year 10 English 2014 Module 5 Writing A folio of writing will be kept throughout the year including creative and formal pieces. These may be produced in conjunction with a textual study and/or as the result of a specific study of writing. Achievement objectives: Purposes and Audiences: Show an increasing understanding of how to shape texts for different purposes and audiences. Speaking Writing and Presenting Ideas: Select, develop and communicate purposeful ideas on a range of topics. Language features: Use a range of language features appropriately, showing an increasing understanding of their effects. Structure: Organise texts using a range of appropriate, effective structures. Assessment Writing will be produced throughout the year and kept in a folio. Pieces from the folio will be chosen for assessment. Module 6 Static image Visual and verbal language features will be analysed in a range of static images. Students will create visual and verbal presentations during the year, in connection with texts studied. Achievement objectives: Purposes and Audiences: Show an understanding of how texts are shaped for different purposes and audiences. Listening, Reading and Viewing Language features: Show an understanding of how language features are used for effect within and across texts Structure: Show an understanding of a range of structures Speaking Writing and Presenting Purposes and Audiences: Show an understanding of how to shape texts for different purposes and audiences. Language features: Use a range of language features appropriately, showing an increasing understanding of their effects. Structure: Organise texts, using a range of appropriate effective structures. Reading Reading Reading Certificate Personal reading Students in Year 10 need to complete the Year 10 Independent Reading Booklet, they do this by reading 6 different texts. Year 10 English 2014 Section C: Assessment Outlines The following grids identify the progression of indicators between levels 3 and 7 and should be read in conjunction with the achievement objectives in The NZ Curriculum . YEAR 10 ASSESSMENT: Response to text (Essay of 300 words or more) Modules 1, 2, 3 and 4 Task to be provided by teacher based on short texts N Level 3 C Level 4 A Level 5 M Level 6 E Level 7 Listening reading viewing Purposes and Audiences: -Identifies particular points of view and begins to recognise that texts can position a reader. -Identifies particular points of view and recognises that texts can position a reader. -Identifies particular points of view within texts and recognises that texts can position a reader; -Identifies particular points of view within texts and recognises that texts can position a reader; -Identifies particular points of view within texts and understands that texts can position a reader; Ideas -Identifies and main and subsidiary ideas; -Starts to make connections in and between texts -Makes and supports inferences from texts with increasing independence -Identifies and understands main and subsidiary ideas and the links between them -Makes connections by thinking about underlying ideas within and between texts from a range of contexts; -Makes and supports inferences from texts with increasing independence -Makes meaning by understanding increasingly comprehensive ideas in texts and the links between them; -Makes connections by exploring ideas within and between texts from a range of contexts; -Makes and supports inferences from texts independently. -Makes meaning by understanding comprehensive ideas; -Makes connections by interpreting ideas within and between texts from a range of contexts; -Makes and supports inferences from texts independently. -Makes meaning by understanding increasingly sophisticated ideas; -Makes connections by analysing ideas within and between texts from a range of contexts; -Makes and supports inferences from texts independently. Language features -Identifies language features and recognises their effects -Identifies language features and recognises and describes their effects -Identifies oral, written, and visual language features and understands their effects; -Identifies a range of oral, written, and visual language features and understands their effects; -Identifies a range of increasingly sophisticated oral, written, and visual language features and understands their effects; Structure -Identifies a range of text forms and recognises some their characteristics and -Identifies an increasing range of text forms and recognises and describes their -Identifies and understands the characteristics and conventions of a range of text -Identifies and understands the characteristics and conventions of a range of text -Identifies and understands the characteristics and conventions of a range of text Year 10 English 2014 conventions. characteristics and conventions. forms and considers how they contribute to and affect text meaning. forms and considers how they contribute to and affect text meaning. forms and appreciates how they contribute to and affect text meaning. Speaking writing presenting Ideas -Forms and expresses ideas and information with increased clarity, drawing on a range of sources; -Adds or changes details and comments to support ideas, showing some selectivity in the process; -Ideas suggest awareness of a range of dimensions or viewpoints. -Forms and communicates ideas and information clearly, drawing on a range of sources; -Adds or changes details and comments to support ideas, showing thoughtful selection in the process; -Ideas show increasing awareness of a range of dimensions or viewpoints. -Develops and communicates increasingly comprehensive ideas, information, and understandings; -Develops ideas by adding details or making links to other ideas and details; -Ideas show an awareness of a range of dimensions or viewpoints. -Develops and communicates comprehensive ideas, information, and understandings; -Works towards creating coherent, planned whole texts by adding details to ideas or making links to other ideas and details; -Ideas show an understanding and awareness of a range of dimensions or viewpoints. -Develops, communicates, and sustains increasingly sophisticated ideas, information, and understandings; -Creates coherent, planned whole texts by adding details to ideas or making links to other ideas and details; -Ideas show depth of thought and awareness of a range of dimensions or viewpoints. Structure -Organises written ideas into paragraphs with increasing confidence; -Organises and sequences ideas and information with increasing confidence; Uses a variety of sentence structures, beginnings, and lengths. -Achieves some coherence and wholeness when constructing texts; -Organises and sequences ideas and information for a particular purpose or effect; -Uses a variety of sentence structures, beginnings, and lengths for effect. -Achieves a sense of coherence and wholeness when constructing texts; -Organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms. -Achieves a sense of coherence and wholeness when constructing texts; -Organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms. -Organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms with control. Year 10 English 2014 YEAR 10 ASSESSMENT: N Level 3 WRITING Module 5 C Level 4 A Level 5 M Level 6 E Level 7 Speaking writing presenting Purposes and Audiences: -Constructs texts that show a growing awareness of purpose and audience through careful choice of content, language, and text form; -Conveys and sustains personal voice where appropriate. -Constructs texts that show an awareness of purpose and audience through deliberate choice of content, language, and text form; -Conveys and sustains personal voice where appropriate. -Constructs a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form; -Conveys and sustains personal voice where appropriate. -Constructs a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form; -Conveys and sustains personal voice where appropriate. -Constructs a range of texts that demonstrate an understanding and appreciation of purpose and audience through deliberate choice of content, language, and text form; -Conveys and sustains personal voice where appropriate. Ideas -Forms and expresses ideas and information with increased clarity, drawing on a range of sources; -Adds or changes details and comments to support ideas, showing some selectivity in the process; -Ideas suggest awareness of a range of dimensions or viewpoints. -Forms and communicates ideas and information clearly, drawing on a range of sources; -Adds or changes details and comments to support ideas, showing thoughtful selection in the process; -Ideas show increasing awareness of a range of dimensions or viewpoints. -Develops and communicates increasingly comprehensive ideas, information, and understandings; -Develops ideas by adding details or making links to other ideas and details; -Ideas show an awareness of a range of dimensions or viewpoints. -Develops, communicates, and sustains increasingly sophisticated ideas, information, and understandings; -Creates coherent, planned whole texts by adding details to ideas or making links to other ideas and details; -Ideas show depth of thought and awareness of a range of dimensions or viewpoints. Language features -Uses oral, written, and visual language features to create meaning and effect and engage interest; uses a range of vocabulary to communicate meaning; -Demonstrates good -Uses a range of oral, written, and visual features to create meaning and effect and to sustain interest; -Uses a range of vocabulary to communicate precise meaning; -Uses a wide range of oral, written, and visual language features to create meaning and effect and to sustain interest; -Uses an increasing range of vocabulary to communicate -Develops and communicates comprehensive ideas, information, and understandings; -Works towards creating coherent, planned whole texts by adding details to ideas or making links to other ideas and details; -Ideas show an understanding and awareness of a range of dimensions or viewpoints. -Uses a wide range of oral, written, and visual language features with control to create meaning and effect and to sustain interest; -Uses an increasing vocabulary to communicate -Uses a wide range of oral, written, and visual language features fluently and with control to create meaning and effect and to sustain interest; uses an increasing vocabulary to communicate precise Year 10 English 2014 Structure understanding of all basic spelling patterns and sounds in written English; -Uses an increasing range of strategies to self-monitor and self-correct spelling; -Writes legibly, fluently, and with ease when creating texts; uses a range of text conventions, including most grammatical conventions, appropriately and with increasing accuracy. -Demonstrates a good understanding of spelling patterns in written English, with few intrusive errors; -Uses a wide range of strategies to self-monitor and self-correct spelling; -Writes with increasing speed and endurance to suit the nature of the task and its purpose, without significant loss of legibility; -Uses a range of text conventions, including grammatical conventions, appropriately, effectively, and with increasing accuracy. precise meaning; -Uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with increasing accuracy. precise meaning; -Uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with accuracy. meaning; -Uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with accuracy. -Organises written ideas into paragraphs with increasing confidence; -Organises and sequences ideas and information with increasing confidence; uses a variety of sentence structures, beginnings, and lengths. -Achieves some coherence and wholeness when constructing texts; -Organises and sequences ideas and information for a particular purpose or effect; uses a variety of sentence structures, beginnings, and lengths for effect. -Achieves a sense of coherence and wholeness when constructing texts; -Organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms. -Achieves a sense of coherence and wholeness when constructing texts; -Organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms. -Organises and develops ideas and information for a particular purpose using the characteristics and conventions of a range of text forms with control.