Stage One Essential English Creating Texts

Summative Three

Essential Questions
If I had my time again
Ever wished that you could go back in time and redo something, or re-live an
experience? Ask yourself, if I had my time again what would I do differently? If you
cant think of something you would like to redo or re-live, make something up! That
is the beauty of writing a narrative, they can be about something that happened in
real life (non-fiction) or they can be completely made up (fiction)!
If you wish to choose a different topic you may negotiate to do so.

Assessment Task: Negotiated form of presentation. Maximum of

500-words or 3-minute multimodal.
As a class we will explore narrative writing. We will work individually and in groups to
deconstruct and practice writing narratives in order to write our own. As we do this,
we will look at narrative structure and various narrative techniques.
You will need to select an image and write a narrative using the topic If I had my time
again, or you may choose to write about another topic. This task requires you to
create a written or multimodal narrative up to a maximum of 500 words or 3-minutes.
You must use the appropriate narrative structure and techniques. You must
demonstrate that you understand how to use vocabulary that is specific to narrative
writing and the topic that you are discussing/writing about.
All work should be drafted.
Assessment Design Criteria
Communication
C1 Clarity and coherence of written and spoken expression, using appropriate
vocabulary
You are able to communicate your ideas and opinions on the chosen topic. You are
able to use vocabulary that is specific to narrative writing and the topic that you are
discussing.
Comprehension
Cp2 Understanding of the purpose, structure, and language features in texts.
You are able to show that you understand the purpose and structure of narratives and
are able to understand and use language features.
Application
Ap1 Creation of texts for different purposes, using appropriate textual conventions, in
real or imagined contexts.
You are able to create a real or imagined narrative that uses the appropriate textual
conventions.

Stage One Essential English Creating Texts

Summative Three

Stage One Essential English Performance Standards

Responding to Texts
-

Communication

Comprehension

Analysis

Application

Consistently clear and coherent

writing and speaking, using an
appropriate vocabulary.

Detailed comprehension and

interpretation of complex
information, ideas, and
perspectives in a range of texts.

Thorough analysis of ways in

which creators of a range of
texts convey information, ideas,
and perspectives.

Creation of complex texts for

different purposes, using
appropriate textual conventions.

Thorough understanding of the

purpose, structure, and language
features in texts.

Identification and clear analysis

of ways in which language
features are used to create
meaning in a range in texts.

Detailed comprehension and

interpretation of some complex
information, ideas, and
perspectives in texts.

Analysis of ways in which

creators of a range of texts
convey information, ideas, and
perspectives.

Appropriate understanding of
the purpose, structure, and
language features in texts.

Identification and analysis of

ways in which language features
are used to create meaning in a
range of texts.

Comprehension of some
information and ideas in texts.

Identification, with some basic

analysis, of ways in which
creators of a narrow range of
texts convey simple information
and ideas.

Thorough demonstration of
grammatical control.

Mostly clear and coherent

writing and speaking, using a
varied vocabulary.
Effective and usually accurate
grammatical control.

Generally clear writing and

speaking, using a mostly
appropriate vocabulary.
Appropriate grammatical
control; some errors, but these
do not impede meaning.

Occasionally clear writing and

speaking, with a restricted
vocabulary.
Partial grammatical control;
some errors impede meaning.

Limited clarity in writing and

speaking, with a limited
vocabulary.
Limited grammatical control;
errors impede meaning.

Recognition and understanding

of the purpose, structure, and
language features in some texts.

Creation of effective texts for

different purposes, using
appropriate textual conventions.

Creation of texts for some

purposes, using appropriate
textual conventions.

Identification, with some basic

analysis, of ways in which
language features are used to
create meaning in a narrow
range of texts.
Identification of information
and ideas in texts.
Some recognition and
awareness of the purpose,
structure, and/or language
features in some texts.

Identification of some
information or ideas in a text.
Limited recognition and
awareness of the purpose,
structure, and language features
in a text.

Comment and grade:

Reference to one or more ways

in which creators of a narrow
range of texts convey simple
information and ideas.

Creation of texts for a narrow

range of purposes, using some
textual conventions.

Reference to some ways in

which language features are
used to create meaning in a
narrow range of texts.
Recognition of the way in which
a creator of a text conveys a
simple piece of information or
idea.
Reference to a way in which
language features are used to
create meaning in a simple text.

Creation of a partial text for a

purpose, attempting to use
appropriate textual conventions.