JULIA WOODALL STUDENT I.

D: 2137284 EDUC4721

APPENDIX 1: TASK AND ASSESSMENT SHEET (2 PAGES)

YEAR 8 ENGLISH- THE LOST THING

TASK: Choose a scene, or a series of scenes (up to three), from the book and construct a short narrative
piece, written from the perspective of the Lost Thing, instead of the Boy. Demonstrate knowledge of
character, setting and theme within your writing.

TRAFFIC LIGHT GROUP INSTRUCTIONS:

RED:
1. Deconstruct one scene from the book and outline the narrative features: SETTING, CHARACTERS, THEME, and
PLOT.
2. Use this scene to begin your narrative piece with the Lost Thing as the narrator instead of the Boy.
3. Map out your ideas using the guiding questions listed below when planning your piece.
4. Begin writing you piece with consideration to character, setting, theme and plot.
5. If you complete this task with time to spare you may continue your narrative by writing an additional scene to
the book, either a sequel or prequel.

YELLOW:
1. Choose the scenes that you plan to write about in the perspective of the Lost Thing.
2. MAP OUT YOUR IDEAS USING THE GUIDING QUESTIONS listed below.
3. Begin writing you piece with consideration to character, setting, theme and plot.
4. If you complete this task with time to spare, you may continue your narrative by developing an additional scene,
either a sequel or prequel

GREEN:
1. You are to choose scenes from the book as well as developing your own ADDITIONAL SCENE, either a sequel or
prequel to the book written in the perspective of the Lost Thing.
2. The guiding questions listed below could help you to develop ideas.
 JULIA WOODALL STUDENT I.D: 2137284 EDUC4721
3. Take care to consider character, setting, theme and plot while writing.

IMPORTANT THINGS TO CONSIDER WHEN PLANNING AND WRITING:

- NARRATIVE STRUCTURE: - KEY THEMES FROM THE TEXT:
Characters Belonging
Setting Identity/Individuality
Theme Creativity
Plot Conformity
Climax/ Resolution
1. Does the illustration reveal anything that the Lost Thing may be feeling? How does its actions
represent what it may be thinking?
2. What adjectives have we used to describe the Lost Thing? Refer to your Character Profile Mind-
map. This will help you develop the Lost Things narrative voice.
3. Where did the Lost Thing come from? How did it end up at the beach?
4. What happened to the Lost Thing after the Boy left him?

ASSESSMENT RUBRIC:
CRITERIA A B C D E
(5 MARKS EACH) (20-17) (17-14) (13-10) (9-6) (5)
The setting and The setting and Little
The setting and Unacceptable
theme of the theme of the original consideration
CONSIDERATION AND theme/s of the effort made to
original text are text are all given to setting
REFERENCE TO SETTING original text are all consider the
all constructed constructed within the and theme of
constructed within the setting and
AND THEME/S. within the narrative to an the original text
narrative to an theme of the
narrative to high acceptable within the
excellent standard. original text.
standard. standard. narrative.
You have considered
You have You have considered Little An unacceptable
CONSIDERATION OF the character
considered the the character consideration is effort is made to
perspective to an
CHARACTER character perspective and given to developing
excellent standard
perspective and narrative voice to an character character
PERSPECTIVE AND and achieved an
narrative voice to acceptable perspective or perspective or
authentic narrative
NARRATIVE VOICE a high standard. standard. narrative voice narrative voice
voice.
The originality of Little An unacceptable
The originality of The originality of
your writing consideration is effort is made to
your writing shows your writing shows
ORIGINALITY shows an high given to the ensure your
an excellent level of an acceptable level
level of originality of writing is
creativity. of creativity.
creativity. your writing. original
Your writing Your writing You have little
Your writing shows Your writing shows
shows that you shows that you to no knowledge
KNOWLEDGE OF THE that you have an that you have a
have a high have little of the text
excellent knowledge good knowledge of
TEXT knowledge of the knowledge of evident in your
of the text. the text
text. the text writing
The piece reads with The piece reads A higher Little to no
The piece is fluent to
an excellent level of with a high level consideration consideration is
read. Some
WRITING FLUENCY fluency. There are of fluency. Few needed to be given to the
grammatical/spelling
little to no grammatical or given to the fluency,
errors
grammatical or spelling errors. fluency, grammar or
JULIA WOODALL STUDENT I.D: 2137284 EDUC4721
spelling errors. grammar and spelling
spelling

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APPENDIX 2: PRE-ASSESSMENT SHEET (1 PAGE)

THE LOST THING: WEEK 3

1. WHAT ARE THREE MAIN THEMES IN THE LOST THING

2. WHY ARE PICTURE BOOKS NOT ONLY FOR CHILDREN?

3. WHAT ARE THE 5 MAIN ELEMENTS OF A NARRATIVE STRUCTURE?

APPENDIX 3: PREZI LINK

https://prezi.com/twlmm2tvlp9a/differentiation-the-lost-thing/
(THIS PREZI IS USED THROUGHOUT THE LESSON FROM TASK TO TASK)