COOLUM BEACH CHRISTIAN COLLEGE
SENIOR ENGLISH
LESSONS FROM FAIRYTALES...
Student Name _____________________ Parent Signature: _____________
Teacher: Mrs. Briggs
Subject: Year 10 English
Issued: 7 February, Term 1 2011
TASK: Informative Speech
Check Date: _____________________
Due Date: ______________________
Teacher Signature: ___________________
Teacher Signature: ____________________
TASK:
Texts are loaded with moral and ethical messages which
position audiences to think about life and life experiences
from different perspectives. These texts allow readers
to position themselves from a character’s point of view and
see life experiences according to their context, to identify
with certain characters, and to reflect on life situations,
periods of time, cultures, and political contexts that may
be foreign to students. This task asks you to reflect upon
the moral lessons you have learned through your study of
classic and modern fairytale texts, both written and
visual.
You are to present an informative speech to your peers
outlining the moral lessons you have learned as a result
of reading or viewing a chosen fairytale text.
TASK CONDITIONS:
Conditions
Genre
Subject Matter
Audience
Length
Some in class time for preparation and practice, some teacher guidance or assistance.
Informative Speech
Values evident in chosen text
Peers
4-6 minutes
NB Any student who does NOT speak for the minimum required time may NOT receive a SOUND
achievement. A grade penalty will apply (E.g. C+
C) if length is not within 15 seconds of the
COOLUM BEACH CHRISTIAN COLLEGE
SENIOR ENGLISH
Criteria Checklist:
LESSONS FROM FAIRYTALES...
Content:
Have you introduced your fairytale and given an outline of the plot?
Have you identified the moral messages within the text?
Have you explained the role of protagonists and antagonists in conveying these moral messages?
Have you used relevant vocabulary to explore these moral messages: text, signifier, connotation, values?
Have you evaluated the impact of these moral messages on readers?
Have you sequenced your points logically?
Do your paragraphs flow nicely – have you used connectives?
Have you printed a full copy of your speech for your teacher and attached it to your task sheet?
Performance:
Have you rehearsed to ensure you feel confident?
Have you written bullet points on palm cards?
Have you tried using your voice expressively?
Have you tried using regular eye contact?
Have you timed your speech to ensure you reach the minimum time of four minutes?
Student Reflection:
Before submitting your assessment check off the boxes that apply to your work:

I have utilised the comments made in my draft to improve my final copy

I did not hand in a draft

I have asked for help when I have needed it and sought assistance to improve my work

I have put in little effort to improve my work

I am happy with my final assessment

I am not happy with my final assessment

I have tried my best to complete this assignment successfully

I have put little effort in completing this assessment
COOLUM BEACH CHRISTIAN COLLEGE
Senior English 2011
Student’s Name: _________________________________________________________
Knowledge and application
Knowledge and
Knowledge and control of
of the constructedness of
control of texts in
textual features
texts
their contexts
CRITERIA
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Overall Grade:
A
B
The student has:
made a selection of moral lessons 
that shows discernment and
considerable variety;
evaluated and analysed moral and
ethical messages in great depth;
substantiated opinions with

detailed evidence and explanations.
The student has:
sequenced the subject matter very
effectively;
used a mature and relevant

vocabulary;

used body language, eye contact
and gesture very effectively and with 
discrimination;
exploited pace, pause, tone and
volume of speaking to enhance
meaning.
The student has:
demonstrated a thorough

understanding of the concept of moral
messages and meaning;
evaluated the cultural

assumptions, values, beliefs and
attitudes underpinning loaded texts;
thoroughly analysed how

readers/viewers are invited to take up
positions in relation to the text.
The student has:
made a selection of moral lessons 
that shows variety and evidence of some
insight;

evaluated and analysed moral and
ethical messages with some depth;

supported opinions with relevant
evidence and explanation.
The student has:
sequenced the subject matter

effectively;
used mostly appropriate vocabulary; 
used body language, eye contact 
and gesture very effectively;
used pace, pause, tone and volume 
of speaking to enhance meaning.
.
The student has:
The student has:
The student has:
made a selection of moral lessons 
made a selection of moral lessons 
made a selection of moral lessons
that shows adequate understanding;
that shows insufficient understanding;
that are insufficient and/or inappropriate;
interpreted and explained ideas;

interpreted and explained some

identifies but does not evaluate or
some analysis;
ideas;
analyse;
supported opinions with some

supported opinions with little

states opinion; little to no explanation
evidence; some explanation.
evidence and explanation.
or evidence.
The student has:
sequenced the subject matter

logically;
used appropriate vocabulary;

used body language, eye contact
and gesture with uneven effect;

inconsistently used variation in pace,
pause, tone and volume of speaking for 
effect.
The student has:
occasionally sequenced the subject 
matter; some lack of logic;
used vocabulary with is not

consistently appropriate;

used body language, eye contact
and gesture ineffectively;

occasional variety of pace, pause,
tone and volume of speaking to achieve
effect.
The student has:
did not sequence subject matter
logically;
used vocabulary which is unsuitable;
failed to use body language, eye
contact and gesture;
limited use of pace, pause, tone and
volume to achieve effect.
The student has:
demonstrated considerable

understanding of the concept of moral
messages and meaning;
examined how cultural assumptions, 
values, beliefs and attitudes
underpinning loaded texts;
analysed how readers/viewers are 
invited to take up positions in relation to
the text.
The student has:
demonstrated an adequate grasp of 
the concept of moral messages and
meaning;
identified and explained some

cultural assumptions, values, beliefs and
attitudes underpinning loaded texts;
identified and explained some ways 
readers/viewers are invited to take up
positions in relation to the text.
The student has:
demonstrated a limited

understanding of the concept of moral
messages and meaning.
Identified some of the ways cultural 
assumptions, values, beliefs and
attitudes underpin loaded texts;

recognised and described some
ways readers/viewers have been invited
to take up positions in relation to the
text.
The student has:
demonstrated very little
understanding of the concept of moral
messages and meaning.
Identified limited attitudes and beliefs
in texts;
Identified little to no invited readings
of the loaded texts.
Comments:
C
D
E
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