Revolting
Sweet
Assessment

CREATIVE
TASK:
My
Revolting
Sweet
Make up your own revolting sweet. Maybe you want to give your confectionary magical properties. You must make up your own name for the sweet. You will also need to describe the ingredients, taste and method used to make your sweet. You will choose ONE promotional option to complement your description. For example: The Mystical VooBooGoo candy was made on a cloud, where the quazimble fairies lived. These fairies spent their whole lives collecting the wishes of little children in their wings, but sometimes the wishes were too many and a few slipped off into the clouds. The fallen wishes then got soaked up in the clouds and later fell back to earth as special rain drops. These drops were eaten by the wamble-toed half-sh. The sh later went to the bathroom if you know what I mean and the stuff that was leftover was actually quite tasty. These wambletoed leftovers were gathered up by the people of the Fangthistle tribe and then later boiled in water to make the delicious candy you will eat today. How will I be marked for this assessment? Reading Comprehension Marks Read the sample of the BFG above and learn about how to use description and dialogue in telling a story. Read these chapters from Boy: The Bicycle and the sweet-shop. The Great Mouse Plot. Mr. Coombes. Mrs. Pratchett's Revenge. You will use your understanding of these chapters to help you describe your revolting sweet and to write a reective reading journal. You will choose which journal entry is assessed. Writing Marks Please do each of these things in your assessment to achieve full marks. Create a short narrative history of the sweet in FICTIONAL style. Please include the narrative tense. Please include some dialogue. Please include a structure for the history using proper paragraphs. Write a description of the sweet using persuasive language - language that makes people want to buy the candy and eat it, even though it is disgusting!

Revolting
Sweet
Assessment
Oral Assessment Marks - Task: Students will set up a promotion table at a "candy fair" and answer questions that the potential customers have. Each student will "sell" his or her candy and also play the role of the customer and present their promotional material (see below). The combination of these two roles will be used to determine a mark for Criterion A. Promoting Your Revolting Sweet (choose one) Be sure to create a label or colourful packaging that is neatly drawn when you hand in your work. You must do your own artwork. No getting images from the Internet. Write a catchy jingle for your sweet, which should be sung and recorded as part of the assessment. Create a TV advertisement for your sweet and lm it. Please use this naming convention when you put your work into the drop box: EngA08 - Childhood - Revolting Sweet - FULL NAME Please be sure that you have cut and pasted the marking criteria to the bottom of your work when you put it into the drop box.

Revolting
Sweet
Assessment
Criterion A: Oral Communication
Mark 0 MYP Phase 6 Descriptor The student does not reach a standard described by any of the descriptors below. The student: makes a limited attempt to construct meaning in social and some academic situations, integrating complex details and ideas makes a limited attempt to respond appropriately to spoken texts in social and some academic situations makes a limited attempt to engage in rehearsed and unrehearsed exchanges to share developed and wellorganized ideas on some topics of personal and global signicance makes a limited attempt to communicate information containing relevant and focused ideas supported by examples and illustrations in a variety of situations uses limited vocabulary and grammatical structures, with frequent errors uses inaccurate intonation and frequently hesitates, which interferes with comprehensibility makes a limited attempt to use language to suit the context. TSC The student does not reach a standard described by any of the descriptors below. Student has difculty listening to ideas in both the seller and customer roles. The student CANNOT respond appropriately with creativity, enthusiasm, and energy to these questions. As the seller, the student uses VERY LITTLE or NO persuasive language to get the customers' attention and he or she adds Very LITTLE or NO relevant descriptive language to make the candy sound appealing. As the customer, the student listens to details in the seller's presentation but CANNOT follow up with good questions and ideas. This shows an good level of understanding.

1-2

3-4 The student: * at times analyses the important information, details and ideas in social and academic interactions * responds to some spoken texts in social and academic situations; some responses are inappropriate * occasionally engages in unrehearsed and complex exchanges, giving some analysis and explanation, on a wide range of topics of personal and global signicance * communicates some information containing complex ideas in a wide variety of situations * uses a limited range of vocabulary and grammatical structures, with some inappropriate word choice and errors * speaks with a limited level of competence in oratory technique. Student listens to ideas in both the seller and customer roles but has difculty responding appropriately with creativity, enthusiasm, and energy. As the seller, the student uses A LITTLE persuasive language to get the customers' attention and he or she adds A LITTLE relevant descriptive language to make the candy sound appealing. As the customer, the student listens to details in the seller's presentation and follows up with A FEW good questions and ideas. This shows an good level of understanding.

Revolting
Sweet
Assessment
5-6 The student: * usually analyses the important information, details and ideas in social and academic interactions * responds appropriately to most spoken texts in a wide range of social and academic situations * usually engages in unrehearsed and complex exchanges, giving analysis and explanation, on a wide range of topics of personal and global signicance * communicates ample information and complex ideas in a wide variety of situations * makes good use of a range of vocabulary and grammatical structures, generally accurately * speaks with an adequate level of competence in oratory technique. Student listens to ideas in both the seller and customer roles and SOMETIMES responds appropriately with creativity, enthusiasm, and energy. As the seller, the student uses SOME persuasive language to get the customers' attention and he or she adds SOME relevant descriptive language to make the candy sound appealing. As the customer, the student listens to details in the seller's presentation and follows up with SOME good questions and ideas. This shows an good level of understanding. Student listens to ideas in both the seller and customer roles and responds appropriately with creativity, enthusiasm, and energy. As the seller, the student uses persuasive language to get the customers' attention and he or she adds relevant descriptive language to make the candy sound appealing. As the customer, the student listens to details in the seller's presentation and follows up with great questions and ideas. This shows an excellent level of understanding.

7-8

The student: * analyses the important information, details and ideas in social and academic interactions * responds appropriately to spoken texts in a wide range of social and academic situations * engages in unrehearsed and complex exchanges, giving detailed analysis and explanation, on a wide range of topics of personal and global signicance * communicates substantial information containing complex ideas and some sophisticated language in a wide variety of situations * makes excellent use of a wide range of vocabulary and varied grammatical structures, generally accurately * speaks with a good level of competence in oratory technique.

Revolting
Sweet
Assessment
Criterion C: Reading Comprehension Task: Students will read and understand key elements of the BFG excerpt and the key passages in Llandaff Cathedral School from Boy (please see the task sheet). Students will demonstrate their knowledge of the content in these sections by one to one and half page in-class reading journal task.
Mark 0 Phase 6 Descriptors The student does not reach a standard described by any of the descriptors below. The student: * makes a limited attempt to evaluate information, main ideas and supporting details, and draw conclusions in a wide range of texts dealing with social and academic situations * makes a limited attempt to evaluate texts but has difculty making inferences and interpreting the authors choice of style, format and ideas to suit an intended audience and purpose * makes a limited attempt to engage with the text by synthesizing ideas, opinions and attitudes in the text; makes minimal connections with own experiences, attitudes, points of view and global perspectives * shows limited understanding of the content of the text as a whole. The student: * at times evaluates and draws some conclusions from information, main ideas and supporting details in a wide range of texts dealing with social and academic situations * evaluates texts by making some inferences that are supported with details from the text and by supercially interpreting the authors choice of style, format and ideas to suit an intended audience and purpose * occasionally engages with the text by synthesizing ideas, opinions and attitudes in the text and making some connections with own experiences, attitudes, points of view and global perspectives * shows some understanding of the content of the text as a whole. TSC

1-2

My reading journal entry is supercial in MANY areas and includes LITTLE or NO details from the BFG excerpt and "Llandaff Cathedral School". The information I use in my entry is RARELY correct and does NOT include details from the sources. I show LITTLE or NO interpretative skills in my writing and I also LACK support of my ideas with details.

3-4

My reading journal entry is thoughtful in A FEW areas and includes A FEW details from the BFG excerpt and "Llandaff Cathedral School". The information I use in my entry is SOMETIMES correct and includes SOME details from the sources. I show A FEW interpretative skills in my writing and I also support A FEW of my ideas with details.

Revolting
Sweet
Assessment
5-6 The student: * usually evaluates and draws some conclusions from information, main ideas and supporting details in a wide range of texts dealing with social and academic situations * evaluates texts by making inferences that are supported with details from the text and by interpreting the authors choice of style, format and ideas to suit an intended audience and purpose * usually engages with the text by synthesizing ideas, opinions and attitudes in the text and making ample connections with own experiences, attitudes, points of view and global perspectives * shows considerable understanding of the content of the text as a whole. The student: * evaluates and draws some conclusions from information, main ideas and supporting details in a wide range of texts dealing with social and academic situations * evaluates texts by making inferences convincingly supported with details from the text and by interpreting the authors choice of style, format and ideas to suit an intended audience and purpose * engages with the text by synthesizing ideas, opinions and attitudes in the text and making substantial connections with own experiences, attitudes, points of view and global perspectives * shows perceptive understanding of the content of the text as a whole. My reading journal entry is thoughtful in SOME areas and includes SOME details from the BFG excerpt and "Llandaff Cathedral School". The information I use in my entry is MOSTLY correct and includes GOOD details from the sources. I show GOOD interpretative skills in my writing and I also support MOST of my ideas with details.

7-8

My reading journal entry is VERY thoughtful and includes MANY details from the BFG excerpt and "Llandaff Cathedral School". The information I use in my entry is ALWAYS correct and includes EXCELLENT details from the sources. I show EXCELLENT interpretative skills in my writing and I also support ALL of my ideas with details.

Revolting
Sweet
Assessment

Criterion D: Written Work Task: Students will write a short history of their revolting sweets. They will use the descriptors in the task sheet above to make the sweet sound revolting but also try to sell it as a good thing. They will focus on these grammar points: Using the narrative tense, creating dialogue, and using proper paragraph structure.

Mark 0 Phase 6 Descriptor The student does not reach a standard described by any of the descriptors below. The student: * has difculty writing texts to express ideas and opinions supported by examples and illustrations in a wide range of social and academic contexts. Shows little depth in understanding of the topic; ideas are irrelevant and repetitive; opinions have little or no relevant support * has difculty organizing information and ideas clearly and effectively into a logical and well-structured text; uses a limited range of cohesive devices * has difculty using a range of vocabulary, complex grammatical structures and conventions; frequent errors interfere with communication * writes with little effect or creativity; there is little sense of register, purpose or style. The student: * writes texts to express some ideas and opinions in a wide range of social and academic contexts. Shows some depth in understanding of the topic, though some of the message remains supercial; ideas are not always relevant and opinions insufciently supported * organizes some information and ideas clearly and effectively into a logical and well-structured text; uses a range of cohesive devices effectively * uses a range of vocabulary, complex grammatical structures and conventions; some errors and inappropriate word choice occasionally affect comprehensibility * writes with some effect and creativity and some sense of register, purpose and style. TSC The student does not reach a standard described by any of the descriptors below. I do not have a clear narrative history of the sweet in ctional style. I have not used MOST of the grammar we discussed in class. I used none of these things correctly in my work: narrative tense Dialogue proper paragraphs. I have written description of the sweet with NO DETAIL using NO persuasive language - language that makes people want to buy the candy and eat it, even though it is disgusting!

1-2

3-4

I have difculty creating a narrative history of the sweet in ctional style. I have many challenges in using the correct grammar we discussed in class. I used FEW of these things correctly in my work: narrative tense Dialogue proper paragraphs. I have written a a WEAKLY detailed description of the sweet using VERY LITTLE persuasive language - language that makes people want to buy the candy and eat it, even though it is disgusting!

Revolting
Sweet
Assessment
5-6 The student: * writes complex texts to express clearly a range of focused ideas and opinions in a wide range of social and academic contexts. Shows satisfactory depth in understanding of the topic; ideas and opinions are relevant and generally supported * usually organizes information and ideas clearly and effectively into a logical and well-structured text; uses a wide range of cohesive devices effectively * makes good use of a range of vocabulary, complex grammatical structures and conventions; errors do not affect comprehensibility * writes with considerable effect and creativity and a clear sense of register, purpose and style. The student: * writes sophisticated, complex texts effectively to express a wide range of focused ideas and opinions in a wide range of social and academic contexts. Shows a sophisticated, in-depth understanding of the topic; ideas and opinions are relevant, focused and supported by examples and illustrations * organizes information and ideas clearly and effectively into a logical and well-structured text; uses a wide range of cohesive devices effectively * makes excellent use of a wide range of vocabulary, complex grammatical structures and conventions to write effectively and accurately * writes with a high degree of effect and creativity and a clear sense of register, purpose and style. I create a GOOD short narrative history of the sweet in ctional style MOSTLY using the correct grammar we discussed in class. I used MOST of these things correctly in my work: narrative tense Dialogue proper paragraphs. I have written a SOMEWHAT detailed description of the sweet using SOME persuasive language language that makes people want to buy the candy and eat it, even though it is disgusting!

7-8

I create an EXCELLENT short narrative history of the sweet in ctional style using the correct grammar we discussed in class. I used all of these things correctly in my work: narrative tense Dialogue proper paragraphs. I have written a DETAILED description of the sweet using VERY persuasive language - language that makes people want to buy the candy and eat it, even though it is disgusting!