GRADE 9
ENRICHED ENGLISH
SUMMATIVE TASK
Your summative assignment is worth 15% of your final
course mark.
For your summative task, you will need to complete a
number of steps, but your final product will culminate
in the form of
A.
a formal literary essay
and
B.
an oral/media presentation for the class
TASK
DUE
DATE
OCT 7th
(begin
reading
novel)
DESCRIPTION
MARKS
You will need to choose a novel from the list
below, or choose your own and have it
approved by the teacher. You may NOT
choose a novel you have read before.
n/a
PROPOSAL AND
ONE-ON-ONE
CONFERENCE WITH
TEACHER
(guideline attached)
Nov 25th
assessment
tool
SUMMATIVE ESSAY
ROUGH DRAFT
+PRESENTATION
OUTLINE AND
PEER-EDITING DAY
(outline + checklists
attached)
PRESENTATIONS +
SUBMISSION OF
FORMAL ESSAY
(rubrics attached)
Dec 16th,
You will write a proposal in the form of a 200250 word summary which states:
a- which topic have you chosen and why ?
b- how you intend to incorporate your
novel into this particular task ( why is
your novel a good choice for this
topic?)
c- your general ideas on how you might
present this project to the class in a
media presentation
d- What will you be proving in your essay?
e- What materials do you need to
complete your summative task?
(computer programs, projector, etc)
f- Your timeline to help you set goals to
complete the task on time
You will discuss this proposal with your
teacher in a one-on-one conference session.
You must bring to class
- a rough draft of your essay for a peerediting session
and an outline of the presentation
which you will submit to me for review.
You will sign up to present your task to the
class in a 4-5 minute presentation. Be ready
on the day you must present- bring all
materials to class, dress the part and be sure
to practise, practise, practise beforehand.
You will also submit your final, polished copy of
your essay on this day.
Rubrics
attached
NOVEL CHOICE –
early October
(list of choices
attached)
(novel should
be
completely
read)
Jan 13th17TH
assessment
tool
SUMMATIVE TASK CHOICES
(choose only 1 –NOT one from each category):
Each topic is 2 part- oral/media presentation AND a formal literary essay
DYSTOPIAN PROJECT CHOICES
1
A Choose a significant chapter from your novel and create a 4-5 minute video for
the class which exemplifies why this was such an important part of the book. You
must clearly defend your choices to the class
B Write a formal essay to show how your novel is ‘dystopian’.
2
A Choose a movie that has similar themes to your novel and in a 4-5 minute
presentation, show significant clips of the movie to the class as you prove and
explain how it contains similar themes to your novel.
B Write a formal essay to show how your novel is ‘dystopian’
3
A Examine a current TV show that explores similar themes to your novel and
present significant segments of it to the class proving how it represents dystopian
themes in a 4-5 minute presentation
B Write a formal essay to show how your novel is ‘dystopian’.
4
A Find 2-4 songs that relate to the theme of dystopia and/or the major conflicts
of your novel. Use the specific words/lyrics to present pieces of each song to the
class to prove how they represent dystopian ideas or the conflicts in a 4-5 minute
presentation.
B Write a formal essay to show how your novel is ‘dystopian’
5
A Create a visual diorama of the climax of your novel which exemplifies the
dystopian nature of your novel; present this in a 4-5 minute presentation, explaining
why you have chosen the forms/details you have chosen and proving that they
indeed show various elements of dystopia.
B Write a formal essay to show how your novel is ‘dystopian’
POETRY PROJECT CHOICES:
1
A Podcast: Research a poet whose poetry involves themes that are reflected in your
own novel and write a radio show version of an interview you create with your poet
and record a podcast. In the script, write out the interview questions re one or two
specific poems (re. theme, lit devices used, format etc) Include radio personalities,
sound effects and music. You may ask classmates or friends to help you in the
recording of the radio show. (Get creative with a brief commercial of two!!) Present
the poetry and the poet to the class in this form to prove that the poetry contains
similar themes to your chosen novel.
B Write a formal essay identifying and proving one major theme from your novel.
2
A Read a number of sonnets to be sure you understand how they are written and
write 2 - 4 sonnets which describe the major conflicts, setting, theme and/or climax
of your novel. Share these with the class in a creative format and prove that they
show the major aspects of your novel.
B Write a formal essay identifying and proving one major theme from your novel
SHORT STORY PROJECT CHOICE:
A
B
Find at least 1 short story which represents similar themes to those found in your
novel. Create a short ‘movie’ which incorporates these themes clearly into the short
story and play it for the class in a 4-5 minute ‘viewing’.
Write a formal essay identifying and proving one major theme from your novel.
CHARACTER PROJECT
1
A
Choose the 5 most significant events to have occurred in your protagonist’s
life and create a freeze frame photo montage to represent each section. Present
this to the class in a 4-5 minute presentation explaining your choices along the way
and proving that these are indeed the most significant moments. Be sure to tie
them into major conflicts, character development and theme.
B
Write a formal essay identifying and proving one major theme from your
novel.
.
2
A Present the climax of your story to the class in the form of a 4-5 minute
podcast news story. Be sure to make it clear that this is indeed the climax.
Include, besides the 5 w's, eyewitness accounts (quotes), and expert opinions. You
may elaborate or expand on basic facts to create a detailed podcast. Include radio
personalities, sound effects and music. You may ask classmates or friends to help
you in the recording of the radio show. (Get creative with a brief commercial of
two!!)
B Write a formal essay identifying and proving one major theme from your novel.
.
NOVEL CHOICES (by end of September)
(only one student per novel, please!)
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Feed (2002) by M. T. Anderson[30]
Jennifer Government (2003) by Max Barry
The Bar Code Tattoo (2004) by Suzanne Weyn[33]
Cloud Atlas (2004) by David Mitchell[34]
Divided Kingdom (2005) by Rupert Thomson [35]
Unwind (2007) by Neal Shusterman
The Traveler (2005) by John Twelve Hawks[citation needed]
Uglies (2005) by Scott Westerfeld [37]
Bar Code Rebellion (2006) by Suzanne Weyn[33]
The Book of Dave (2006) by Will Self[38]
Veracity (2007) by Mark Lavorato
Truancy (2008) by Isamu Fukui
The Hunger Games (2008) by Suzanne Collins [42]
The Forest of Hands and Teeth (2009) by Carrie Ryan [43]
Catching Fire (2009) by Suzanne Collins
The Maze Runner (2009) by James Dashner [46]
1 of the Atherton series books (2008) by Patrick Carman
The Declaration/The Resistance by Gemma Malley
1 of The Ember Series by Jeanne Duprau
Exodus and Zenith by Julie Bertanga
Flux by Beth Gooble
Floodland by Marcus Sedgwick
Genesis by Bernard Beckett
Girl in the Arena by Lise Haines
Gone by Michael Grant
How I Live Now by Meg Rosoff
Little Brother by Cory Doctorow
The Maze Runner Series by James Dashner
1 of The Moon Crash Trilogy/Last Survivors by Susan Beth Pfeffer
1 of The Obernewtyn Chronicles by Isobelle Carmody
The Other Side of the Island by Allegra Goodman
A Resurrection of Magic Series by Kathleen Duey
The Secret Under my Skin by Janet McNaughton
The Shadow Children Sequence by Margaret Peterson Haddix
PROPOSAL
DUE NOVEMBER 25TH:
You will write a proposal in the form of a 200-250 word paragraph which states which topic you
have chosen and why you have chosen this specific task to complete.
Use the outline provided below to gather your ideas , then write the summary
You will also explain how you intend to incorporate your novel into this particular task (ie) What ideas
do you have for your summative right now? How will you present it to the class? What will you be
proving in your essay? What materials do you need to complete your summative task? Do you have a
timeline to help you complete it?) Fill out the form below to help you gather your ideas for your
paragraph.
You will write the proposal after you have brainstormed and it will be submitted in the form
of a 200-250 word formally written paragraph incorporating all of your ideas thus far.
Name of my novel:
Topic chosen:
What connections have I made between my novel and my chosen topic SPECIFICALLY? (how do you
intend to incorporate your novel into this particular task ( why is your novel a good choice for this
topic?) (include quotes, themes, characters, conflicts, etc)
Ideas I currently have for the essay: (I will be proving that…….)
I will use the following 3 key aspects of my novel to prove my points :
Ideas I currently have for the presentation (your general ideas on how you might present this
project to the class in a media presentation):
Materials I will need for my presentation: (computer programs, projector, etc)
My timeline to prepare:
1 week from now (Dec 2nd) I will have completed:
2 weeks from now (Dec 9th) I will have completed:
3 weeks from now ( Dec 16th)I will be preparing:
DEC 16TH: ESSAY ROUGH DRAFT OUTLINE:
Organizational Chart for a formal Essay
(Use point form notes to help you organize your ideas.)
Gr 9 Organizational Chart for a formal Essay 500-700 words
•introductory statement – your hook, and general background ideas leading into your thesis statement
___________________________________________________________________________________
•thesis statement – *Tells what you will prove!*
___________________________________________________________________________________
•Directional statement - Your 3 key points Which CLEARLY will help to prove the thesis
(1) __________________________________________________________________
(2) ________________________________________ (3) _____________________________________
First CLEAR topic sentence from
directional statement to help prove
thesis:
Second CLEAR topic sentence
from directional statement to help
prove thesis:
Third CLEAR topic sentence
from directional statement to
help prove thesis:
Tell how it clearly connects and
helps to prove thesis:
Tell how it clearly connects and
helps to prove thesis:
Tell how it clearly connects and
helps to prove thesis:
Prove the connection using
examples from text:
Prove the connection using
examples from text:
Prove the connection using
examples from text:
Explain how the example(s)
further prove this point
Explain how the example(s) further
prove this point
Explain how the example(s)
further prove this point
Explain how the example(s)
further prove the thesis
Explain how the example(s) further
prove the thesis
Explain how the example(s)
further prove the thesis
Transition to next point.
Transition to next point.
Conclusion: (summarize thesis statement)
Refer to 3 supporting ideas(Remind reader how each one proved thesis)
Final insightful statements:
DUE DEC 16TH
SUMMATIVE PRESENTATION OUTLINE (7-8 MINUTES)
BE VERY SPECIFIC.
TOPIC CHOICE:
HOOK TO ENGAGE THE AUDIENCE: (30 SECONDS)
PLOT SUMMARY OF YOUR NOVEL: (1MINUTE)
INTRODUCTION OF YOUR PRESENTATION TOPIC: (30
SECONDS)
PRESENTATION: (4-5 MINUTES)
HOW IS THIS TOPIC CONNECTED TO YOUR BOOK?
WHAT VISUALS/MEDIA WILL YOU USE?
HOW WILL YOU KEEP EVERYONE INTERESTED AND ENGAGED?
Presentation Tips:
After you have determined your topic, you should start to think about how
best to present and/or prove your ideas to the class.
Think about what the best way will be to present your information to the
class.
Review all of the oral presentation skills we have been using throughout
this course.
You must use eye contact, appropriate body language, be engaging and
recognize when your audience is losing interest.
Above all remember: The purpose of this presentation is to present your
novel, its ideas and your creative task to the class. How do you intend to do
that? Be sure to use the persuasion skills that we discussed
Think carefully about the best way to present this information to your class.
Practice your presentation.
Reading your presentation to the class off of a screen or notes is not
sufficient.
The purpose of an oral presentation is for you to PRESENT; It is not for you to
read to us or for us to read off of your screen.
DO NOT SIMPLY READ YOUR ENTIRE PRESENTATION
DO NOT CREATE A POWERPOINT FULL OF TEXT
DO NOT CREATE A PRESENTATION WITH NO VISUALS
DO NOT INCLUDE VISUALS THAT ARE UNRELATED OR THAT YOU
CANNOT EXPLAIN
DO NOT MUMBLE
DO PRACTICE YOUR SPEECH IN FRONT OF SOMEONE
DOR ECORD YOURSELF SPEAKING AND LISTEN TO YOURSELF!
DO TIME YOUR PRESENTATION BEFORE YOU PRESENT
DO PACE YOURSELF
DO USE AN ENGAGING HOOK!
BE PREPARED TO ANSWER QUESTIONS
BE PREPARED TO DEFEND YOUR IDEAS + CHOICES
Strands
ORAL/
MEDIA
Speaking
to
Commu
nicate
O2
(in
presenta
tion)
INS
50
Level 1
53
57
rarely
demonstrates focus
around a clear
central idea or
purpose
Weak examples,
facts, , which do
not adequately
support the subject;
Includes very thin
data or evidence in
support of ideas
rarely
demonstrates
creativity and
originality to
engage the
audience
Does not apply
appropriate body
language, tone,
volume, pace
60
Level 2
63
67
sometimes demonstrates
focus around a clear
central idea or purpose
Some examples and facts
to support ideas
sometimes demonstrates
creativity and originality
to engage the audience
Somewhat applies
appropriate body
language, tone, volume,
pace, etc
sometimes demonstrates a
smooth, well rehearsed
manner
sometimes demonstrates
appropriate language and
tone
Level 3 *meets expectations
70
73
78
consistently demonstrates focus around a clear
central idea or purpose
consistently communicates accurate, relevant and
complete content
Sufficient examples and facts to support ideas
Consistently demonstrates creativity and originality
to engage the audience
Mostly applies appropriate body language, tone,
volume, pace, etc
consistently demonstrates a smooth, well rehearsed
manner
consistently demonstrates appropriate language and
tone
consistently demonstrates a sense of audience and
purpose
sometimes demonstrates a
sense of audience and
purpose
80
Level 4
87
95
always demonstrates focus
around a clear central idea or
purpose
excellent examples and facts
to support ideas
always demonstrates
creativity and originality to
engage the audience
Successfully applies
appropriate body language,
eye contact, volume, tone,
pace,etc
always demonstrates a
smooth, well rehearsed
manner
always demonstrates
appropriate language and
tone
always demonstrates a sense
of audience and purpose
rarely
demonstrates a
smooth, well
rehearsed manner
Very Appropriately dressed
for purpose or audience;
rarely
demonstrates
appropriate
language and tone
M3
Creatin
g Media
Texts
rarely
demonstrates a
sense of audience
and purpose
Creates media texts
for different
purposes with
limited
effectiveness
Creates media texts for
different purposes with
some effectiveness
Creates media texts for different
purposes with considerable
effectiveness
Creates media texts using
appropriate forms,
conventions and
techniques with
a high degree of
effectiveness
Strands
READIN
G+
WRITI
NG
INS
50
R1
Readin
g for
Meanin
g
Devel.
and
Organi
zing
Conten
t
(in essay)
W1
Format
(w2)
Conventi
ons
(w3)
Reflectin
g and
Revisin
g
(w4)
Level 1
53
57
60
Level 2
63
67
Level 3 *meets expectations
70
73
78
80
Level 4
87
95
Demonstrates an
understanding
of a text form
using a range of
strategies to
construct
meaning with
limited
effectiveness
 thesis is
weak/not
present
 Integrates
limited
supporting
evidence
Demonstrates an
understanding of texts
form using a range of
strategies to construct
meaning with some
effectiveness
Demonstrates an understanding of a texts form
using a range of strategies to construct
meaning with considerable effectiveness
Demonstrates an understanding
of a text form using a range
of strategies with a high
degree of effectiveness
 thesis is somewhat
clear
 Integrates some
supporting evidence
 thesis is clear
 Integrates considerable and convincing
supporting evidence
 thesis is clear and insightful
 chosen supportive points
expertly strengthen the
argument
Limited use of
formal essay
format
 MLA quotations
lacking
overall organization is
inconsistent (e.g., some
flaws in introduction,
body, and/or
conclusion
some MLA
quotation format
incorporated
 overall organization is effective (e.g.,
effective transitions within and between
introduction, body, and conclusion)
appropriate length
 uses MLA quotation format
Many grammatical
errors
 limited use of
language style
(formal)
Limited revisions
evident
 limited
reflectiom upon
mechanical
strengths and
weaknesses
some grammatical errors
 uses appropriate
language style (formal)
 few grammatical errors
 uses appropriate language style (formal)
 essay format incorporated
expertly
 overall organization is
sophisticated
transitional sentencing
expertly applied
 MLA Format incorporated
expertly
 no grammatical errors
 uses sophisticated language
style
Some changes evident
from first draft
 some reflection upon
mechanical strengths
and weaknesses
 edits first draft cionsiderably
 reflects upon mechanical strengths and
weaknesses
 uses multiple drafts,
revisions
 initiates self-directed
learning
Overall Expectations included: (in bold)
Oral Communication
Reading and Literature
Writing
Media
O1 Listening to Understand
R1 Reading for Meaning
M1 Understanding Media Texts
O2 Speaking to Communicate
R2 Understanding Form/Style
O3 Reflecting on Skills/Strategies
R3 Reading with Fluency
W1 Devel. and Organizing
Content
W2 Using Knowl. of
Form/Style
W3 Applying Knowl of
Conventions
W4 Reflecting on
M4 Reflecting
R4 Reflecting on
M2 Understanding Forms/Techniques
M3 Creating Media Texts
skills/strategies
skills/strategies