Mr. Keith Pender

Page Contents

Outcomes

See: http://www.ed.gov.nl.ca/edu/sp/eng_langarts_inter.htm

Content and Assessment

Forms / Genres

Checklist

Poetry

20 poems for intensive study / plus others for extended reading

Short Prose

15 short stories and 10 essays / plus other short stories, essays and media texts for extended reading.

Drama

Play done in an in-depth study. Ongoing emphasis through use of Role-play, Readers Theatre, and other forms of enactment.

Novels

Approximately one novel a month. Two novels for in-depth study and five for extended reading. In line with Outcome 4.2, provide opportunity for students to: experience and respond to a variety of young adult literature from different provinces and countries and across a variety of genres (e.g., Fantasy, Science Fiction, Realistic, Historical).

Writing and other ways of Representing

Pieces of multi-paragraph ~ writing throughout the year. This writing would be in addition to that produced on: tests and examinations or the short (paragraph) responses of the type found on their response journals. Significant pieces of writing would follow a process approach to writing. In line with Outcome 5, one piece of writing or other representation must demonstrate evidence of research.

Media and Visual Tests

Within visual literacy, emphasis should be placed on me use of visuals as stimuli for writing and talking (e.g., preparing and presenting an illustrated talk)

1 Project related to media and/or visual literacy

Assessments

4 Reading Assessments

4 Writing Assessments

4 Process Pieces

4 Journal Writing Assessments - collected before each grading period

Transactional

Expressive

Poetic

Demand

4 Research

4 Oral Assessments (speeches, drama, presentations)

4 Listening Assessments

4 Representing & Viewing Assessments

4 Response Tests (demand writing and unseen pieces for concept and content)

4 Final Exam

Evaluation

Term Work (Writing, Representing, Speaking, Listening, Reading, Viewing and Research 80%

	Writing and Representing 30 %
		→ Writing Process Pieces → Journals → Writing and Representing Assignments / Projects

	Speaking and Listening 15 %
		→ Speech → Role Play & Drama → Read Aloud in Class → Listening Evaluations

	Reading and Viewing 25 %
		→ Reading → Independent Novels → Reading Logs → Viewing → Tests

	Research 10 %

Final Examination 20%

Rubrics

Writing Assessment

Level 5

Writing at this level captures the reader with a unique, imaginative style that suits the genre. Not only is the text skillfully constructed, organized, and presented, it is either piercingly creative or insightful. This student produces superior text much above the expected grade level.

Content

Process

Conventions

Language

Voice

Presentation

Writes well-sequenced text which develops and integrates information and ideas to a successful conclusion

Often incorporates models from literature, research or poetry

Shows extensive awareness of the process of writing

Automatically sets own goals and reevaluates work

Excellent control over mechanics with careful attention to punctuation and communication

May manipulate conventions in an innovative fashion to suit a purpose

Excellent Spelling

Uses complex structures to express ideas with a unique style and flair

Develops well-organized paragraphs with well-composed and varied sentences, vocabulary, exciting descriptive words or figurative language to suit the genre

Has an evident and identifiable firm awareness of voice, tone, and audience

Produces carefully organized final draft

Adjusts layout to suit genre

Level 4

Writing at this level is well-developed and is clearly and thoughtfully composed. There is a consistent attempt to adjust to genre. Writing is valued as a means of communication and conveys a clear message. This student is able to focus the writing at the top end of the expected grade level.

Content

Process

Conventions

Language

Voice

Presentation

Writes well-sequenced text which develops information and ideas to an acceptable conclusion

Shows a highly developed awareness of the process of writing

Very good control over mechanics with awareness and correct use of conventions of punctuation

Spells accurately at a high level in final draft

Uses complex structures to consistently express ideas clearly

Follows correct paragraphing conventions

Makes use of descriptive and figurative language to create and maintain mood

An awareness of voice, audience and tone most of the time

Transcribes and organizes final copy well

Often adjusts layout to suit genre

Level 3

Writing at this level shows a clear link between ideas. There is a growing awareness of complex sentence structure and appropriate figurative language to communicate in writing with an audience. This writer sends a fairly clear message and produces text at the expected grade level.

Content

Process

Conventions

Language

Voice

Presentation

Writes coherent text which develops information to a predictable conclusion

Reveals an awareness of the process of writing: prewriting, drafting, final draft

Makes an attempt at and shows awareness of revision, editing, and proofreading

Has good control over mechanics and awareness and correct use of most conventions and punctuation

Spells words accurately within an acceptable range of vocabulary

Uses simple structures with a fairly consistent command of verb tense to express ideas coherently

Makes use of simple language with some evidence of figurative language embedded in the text

Develops most paragraphs well

Shows emerging awareness of audience through style and vocabulary

Attempts to maintain tone throughout

Transcribes and presents final copy in a satisfactory manner

Is beginning to adjust layout to suit genre

Level 2

Writing at this level shows a sufficient control of syntax to convey a simple message. Although the writing in general is able to meet the guidelines at the low end of the grade level, there will be occasional evidence of more complex sentence structure. Practice is needed.

Content

Process

Conventions

Language

Voice

Presentation

Beginning to show integration of information in a limited number of genres

Often makes a successful attempt at a conclusion

Shows awareness of some writing components: some drafting

Reveals emerging editing skills

Has an awareness of correct basic punctuation (i.e. at the ends of sentences) and capital letters

Uses transitional spellings often in final draft

Often makes use of simple sentence structure and verb tense is often inconsistent

May relay messages simply, often in shorter pieces of text

Expresses ideas at a concrete level, often sounds like talk written down

Does not show emerging voice with consistency

Sometimes, but rarely changes writing between first draft and final transcription

Good transcription capability

Is not yet concerned with layout

Level 1

Writing at this level illustrates just enough control to send a sketchy message at a very literal or concrete level. Disjointed sentences and fragments are constructed to convey the meaning. Limited vocabulary, and minimal idea development. A very limited use of text features is evident. Written work is below the expected grade level.

Content

Process

Conventions

Language

Voice

Presentation

Uses simple sentence construction and sentence fragments to send message

Often unsuccessful at making meaning clear

Is unaware and not ready to make use of all the elements of the writing process

May revise in a limited way (i.e. alter spelling, add words)

Reveals emerging skills

Has limited awareness that punctuation is used to transmit meaning

Uses much transitional spelling but there is growing accuracy in spelling some commonly used words

Is unaware of some syntactical constructions; uses commonly-used word patterns with greater success

Produces writing that sounds like talk on paper

Writes for self

Prefers the personal journal

Usually writes on version and transcribes it into a neater product

Usually wants to illustrate

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Role-Play / Acting

Belief	Was the Character convincing and believable, dress to character.
Voice	Were the quality, interpretation, and projection suitable for the character.
Body	Were gestures and movements clear, varied and appropriate.
Emotions	Was there proper balance between emotion and control? Were reactions true? Was mood sustained?
Relationships	Were the proper relationships maintained among characters?
Projection	Did the characters project orally and visually to the audience

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Journal Rubric

The journal is a very important part of the language arts program. Throughout the school year students will be involved in lessons where they will interact with many different stories, poems, essays, magazine articles, visual, plays and novels. Personal responses to this literature can be expressed in journals. Students will have the opportunity to make connections between what they read and their experiences, beliefs, and cultural practices. Journal writing will help student relate to the literature and provide them with the opportunity for reflection on what they have read. Students can experiment with ideas, pose questions, and explore feelings in their journals. Journal writing will help students understand the literary techniques involved in the pieces studied and enable them to see that literature is a living art form, shaped in part by what readers bring to it.

Important points about journals:

4 Journals must be written in a separate exercise book. Journal entries will usually be teacher guided.

4 Journal entries should be dated and include a title. Journal entries should be written in ink-

4 Students are encouraged to include additional entries besides those assigned by the teacher.

4 Students are encouraged to complete each assigned entry.

4 Journals will be graded on a rubric from 1-5.

4 Journals will be evaluated on the consistency of entries and growth of responses.

4 Entries should be approximately 10-15 sentences in length.

Teacher criteria for journal responses:

4 Are the thoughts and feelings recorded focused and insightful?

4 Is the content detailed showing thoughtfu1ness and care or is it a short "careless" kind of entry saying very little?

4 Is the entry on topic? Can the entry be easily followed or do errors in thinking and language use interfere with what is being said?

4 Did the student take any risks in presenting ideas or are the observations general everyday, conversational kinds or comments?

Five: Excellent

~ All entries are completed; additional entries are included.

~ Effort is commendable; entries are insightful, analytical, and full of rich, effective vocabulary .

~ Format is used consistently-

~ Entries go beyond the minimum length requirement.

~ Entries reflect insightful literature connections and deep personal connections.

Four: Good

~ All entries are completed but growth in the quantity and quality or the writing is evident

~ Some entries go beyond the minimum length requirement.

~ Details capture class discussions, making strong literature and personal connections.

~ Effort is good with strong growth throughout the term.

~ Insight is evident.

~ Format is consistently used.

Three: Satisfactory

~ All entries have been completed.

~ Entries fulfill the length requirement.

~ Details reflect class discussions and some personal reflection.

~ There is evidence of a consistent effort but there appears to be a lack of insight.

~ Format is consistently used.

Two: Needs Improvement

~ Not all entries are complete; 1 – 2 are missing.

~ Entries are inconsistent in length and detail.

~ Some improvement is noted but consistency and insight is lacking.

~ Effort throughout the term is inconsistent.

~ Format is inconsistently followed.

One: Poor

~ Entries are incomplete; more than 3 journals missing.

~ Entries are short and detail is scarce.

~ There is no improvement in content from the beginning to he end of the term.

~ The format is not properly followed; date and title are missing; entries are written in pencil.

~ Very little effort is demonstrated.

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Newspaper Rubric

Newspaper Elements / 25
/3	Title / Captions
/2	Price /Date / Page #’s
/5	Layout
/5	Organization
/10	Presentation

Newspaper Selections / 15
/1	Interviews
/3	Stories/Articles
/1	Advertising
/10	Other

Writing Conventions / 60
/35	Content
/15	Conventions/Language
/10	Word Choice/Voice

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Speaking Rubric / Oral Presentations

Topic and Purpose of Speech / 20

4 Suitable to Speaker

4 Relevant to Audience

4 Clear and Concise

4 Knowledge of Topic

4 Interesting and Original

Organization of Speech / 20

4 Engaging Introduction

4 Arrangement of Ideas

4 Main Points Emphasized

4 Main Points Supported

4 Purpose Fulfilled

4 Efficient Conclusion

4 Use of Evidence

Language and Style / 20

4 Conversational

4 Vivid

4 Helpful Repetition

4 Sentences Well Organized

4 Good Use of Vocabulary

4 Transitions Used / Coherence

Delivery / 40

4 Posture and Poise

4 Vocabulary Clarity

4 Rate of Speech

4 Volume (Adjusts as required)

4 Voice Quality

4 Eye Contact

4 Voice Projection

4 Articulation and Pronunciation

4 Appropriate Body Movements

4 Facial Expression

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Reading Assessment

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