Grade 8 Story with a Twist Unit 1 Formative Task

Unit title: Character Counts: Isnt it Ironic? Significant Concept: While honesty is the best policy, not everything is cut and dried. While you can always
say something is definitely right or wrong, you also have to look at the intention behind the act and judge whether it was better in the long run. We should never be too quick to judge a person before understanding the reasoning behind their actions.

FORMATIVE TASK Following your study of Charles, write a short story with an unexpected twist at the end. Writing standards: 3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well structured event sequences. a) Engage and orient the reader by establishing a context and point of view, and introducing a narrator and/or characters, organize an event sequence that unfolds naturally and logically. b) Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. c) Use a variety of transition words, phrases and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. d) Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e) Provide a conclusion that follows from and reflects on the narrated experiences and events. 4 Produce clear and coherent writing in which the development, organization and styles are appropriate to task, purpose and audience. Language Standards: 1- Demonstrate a command of the conventions of Standard English, grammar and usage when writing or speaking 2- Demonstrate a command of the conventions of Standard English, capitalization, punctuation and spelling when writing 3 Use knowledge of language when writing. Requirements Write a short story of between 400-500 words that surprises the reader at the end. Set up the narrative and character in a normal way and build up to an interesting climax. Advice: Read over the texts studied so far this quarter and consider the craft the writer has used to keep the reader in suspense. Mimic this in you own writing. Make sure the twist is believable. Grading: This will be marked out of 3 criterion and will therefore be out of 30 marks. This will be a formative task for this quarter. The grading breakdown will follow the provided rubric.

Teacher Comment:

Grade 8 Story with a Twist Unit 1 Formative Task

Assessment criterion rubric Criterion A: Content (receptive and productive) 10-9 8-7 6-5 4-3 2-1 0

Criterion B:, Organization

The student demonstrates a perceptive understanding of the task, Literary features that serve the context and intention are employed effectively. The student shows a sophisticated command of relevant terminology, and uses it appropriately. My story is well written from beginning to end. I have engaged my reader from the start, and kept them interested until the surprising twist at the end. I have demonstrated enormous skill as a writer with both the development of plot and character. The student consistently employs sophisticated organizational structures and language-specific conventions that serve the context and intention. The work is consistently wellorganized, clear and coherent and the ideas being expressed build on each other in a sophisticated manner.
I have confidently written in clearly defined paragraphs, that build on one another, creating fluency through the use of my connectives. I use a wide range of sentence structures to engage the reader effectively. I am able to move the plot on in a sophisticated way .

The student demonstrates a good understanding of the task. Literary features that serve the context and intention are employed. Relevant terminology is used accurately and appropriately.

The student demonstrates a sufficient understanding of the task. Literary features that serve the context and intention are generally employed. Terminology is usually accurate and appropriate.

The student demonstrates limited understanding of the task. The student attempts to employ literary features; these sometimes serve the context and intention. The use of terminology is sometimes accurate and appropriate.

The student demonstrates very limited understanding of the task. The student rarely to employ literary features; these do not serve the context and intention. The use of terminology is missing, inconsistent and/or incorrect. The twist is not attempted, and instead I have written a basic story where plot and character are not developed or detailed.

The student does not reach a standard described by any of the descriptors below.

My story is well written and believable, surprising the reader at the end. I engage my reader from the start with an interesting narrative hook, and go on to develop character and plot in a skillful way.

I have understood the task and written a story that has an interesting twist at the end. My writing is detailed and developed although at times my plot is a little hard to follow. I engage the reader through my language and character. The student usually employs organizational structures and language specific conventions that serve the context and intention. The work is generally organized, clear and coherent. .

My story attempts to have a twist at the end although this is either predictable or does not fit in with the plot. I spend a lot of time telling the reader, rather than showing them through my skill as a writer.

I have not fulfilled the criterion in any way. This could not be identified as a story with a twist.

The student consistently employs organizational structures and language specific conventions that serve the context and intention. The work is usually well-organized, clear and coherent and the ideas being expressed build on each other.

The student sometimes employs organizational structures and/or language-specific conventions that serve the context and intention. The work shows the beginnings of organization but lacks coherence.

The student rarely employs organizational structures and/or language specific conventions, or uses those that do not serve the context and intention. The work is generally disorganized, unclear and/or incoherent.

The student does not reach a standard described by any of the descriptors below.

I have written in clear paragraphs, that build on one another, with the use of connectives. I use a range of sentence structures to engage the reader effectively. I am able to move the plot on easily.

I have written in paragraphs, that sometimes use connectives. I attempt to use all 3 sentence types, although not always effectively. The plot moves on successfully.

I have sometimes written in paragraphs, although not all the time. I attempt to use different sentence structures, although not always effectively. Time connectives are over-used as a way to move the story on.

My writing is not written in paragraphs and lacks structure. I rely heavily on simple sentences, over-using and as a connective. The plot is often slow and loses reader interest.

I have not fulfilled the criterion in any way. My writing could not be identified as a dystopian/utopian story.

Criterion C: Style and language mechanics

The student employs a wide and effective range of appropriate vocabulary, very infrequent errors do not hinder communication. The student demonstrates mastery of a register and style that serve the context and intention.

The student employs a range of appropriate vocabulary, idiom and sentence structure. occasional errors rarely hinder communication. The student consistently uses a register and style that serve the context and intention. communication.

The student generally employs a range of appropriate vocabulary, idiom and sentence structure.; occasional errors sometimes hinder communication. The student often uses a register and style that serve the context and intention.

The student employs a limited range of appropriate vocabulary, idiom and sentence structure. There are frequent errors in grammar and syntax, which hinder communication. There is some evidence of a register and style that serve the context and intention.

The student employs a very limited range of appropriate vocabulary, idiom and sentence structure. There are very frequent errors in grammar and syntax, which persistently hinder communication. There is little or no evidence of a register and style that serve the context and intention. My vocabulary choices are very simplistic. The writing is very difficult to read due to the many SPAG errors.

The student does not reach a standard described by any of the descriptors below.

My vocabulary choices are interesting and ambitious, making the overall piece an engaging read. SPAG is nearly always correct. Total

My vocabulary choices are sometimes ambitious, making the overall piece an interesting read. SPAG is generally accurate.

My vocabulary choices suit the style and audience, making the overall piece a good read. SPAG has some errors.

My vocabulary choices are quite basic and are not chosen to engage the reader. There are many errors in SPAG.

I have not fulfilled the criterion in any way. My writing could not be identified as a argument or letter.

Grade 8 Story with a Twist Unit 1 Formative Task

Grade 8 Story with a Twist Unit 1 Formative Task