Task adjustment options: You may select one of the poems provided by - - PDF document

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ASSESSMENT TASK NOTIFICATION SUBJECT: English YEAR GROUP: 7 TASK TITLE: Multi Modal Presentation _______________________ Student Name Submitted To: __________________________ Name of Unit: The Wonder of Words Type of Task: Multi Modal Presentation Due Date: Wednesday 25th March 2020 Term: 1 Week: 9 Weight: OUTCOMES ASSESSED EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EN4-2A effectively uses a wide range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts EN4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond and compose DESCRIPTION OF ACTIVITIES For this assessment task, you will be asked to create and present a three-minute PowerPoint. You will start by selecting a poem by one of the poets below. If you wish to choose a different poet, however, you will need to get your choices approved by your teacher. You will introduce your presentation by reading your poem aloud to the class. This will not be included in the timing of your

• presentation. Through your presentation you will need to:
• 1. Explain why you selected the poem, why you appreciate it and what is its purpose
• 2. Identify at least five poetic techniques in the poem
• 3. Explain how the composer uses these techniques to create meaning in the text
• 4. Evaluate the effectiveness of the poet in achieving his/her purpose

You are to submit your presentation via Compass no later than period 1 on Wednesday 25th March. Your teacher will show you how to do this. You must also bring the assessment to class on a USB as back-up. Suggested Poets: Joyce Sidman Paul Fleischman Abbie Farwell A.A Milne Judith Viorst Emily Dickinson Roald Dahl Valerie Bloom Judith Wright Robert Louis Stevenson Walter De La Mare Oodgeroo Noonuccal Nikki Giovanni Robert Frost William Wordsworth

If you have any enquires/concerns regarding assessment tasks please contact the relevant Teaching and Learning Coordinator

Task adjustment options: You may select one of the poems provided by your teacher, however, please note you can only receive the maximum of a B grade. Nominated students with adjustments may have the teacher read the poem to the class, will identify two poetic techniques and will speak for 1 to 2 minutes. Students seeking extension can select two poems to analyse, may speak up to five minutes and should use the following scaffold to guide their presentation:

• 1. Explain why you have selected the poems, why you appreciate them and what is their purpose
• 2. Identify at least three poetic techniques in each poem
• 3. Explain how the composer uses these techniques to create meaning in the text
• 4. Evaluate which poem is more effective in achieving its purpose

METHOD OF SUBMISSION Late submissions lose 25% the first day, 50% the second day and on the third day no grade is given. Sources that have been used in your assignment need to be acknowledged in a reference list. Computer / printer malfunctions are not considered a valid excuse for submitting an assessment late. Extensions must be requested from the TLC five days before the due date Assessment requirements and penalties are explained in full in Assessment Guidelines. It is the responsibility of students to have read and understood the task and marking guidelines and submitted their own work and referenced any work used from other sources and have not plagiarised the work of others. FEEDBACK Individual feedback will be given within the marking guidelines indicating strengths and areas for development.

If you have any enquires/concerns regarding assessment tasks please contact the relevant Teaching and Learning Coordinator

MARKING RUBRIC You will be assessed on your ability to:

• Identify, explain and interpret information
• Engage with the audience

MARKING GUIDELINES Student:__________________________________ Teacher:_____________________________________ CRITERIA Mark

• Content: skilfully identifies and explains the information
• Presentation: uses expression to engage the audience; speaks fluently, no reliance on notes with

constant eye contact

• Literacy: no errors in spelling, grammar and punctuation

17-20

• Content: effectively identifies/explains the information
• Presentation: attempts to use expression to engage the audience, speaks confidently, minimal

reliance on notes with regular eye contact

• Literacy: minimal errors in spelling, grammar and punctuation

13-16

• Content: information is related to the topic and includes sound analysis/explanation
• Presentation: style is appropriate for the context; speaks clearly, audibly; some reliance on notes with

regular eye contact

• Literacy: some errors in spelling, grammar and punctuation

9-12

• Content: information in the presentation relates to the topic and contains some analysis/explanation
• Presentation: reads to an audience with little attempt to engage audience
• Literacy: obvious errors in spelling, grammar and punctuation

5-8

• Content: information contains irrelevancies
• Presentation: inappropriately presented with no effort to engage audience
• Literacy: very little effort to follow literacy rules

1-4 Feedback _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ Student Reflection What areas do I feel I went well with? What areas could I improve with? What can I do next time to produce my best?

If you have any enquires/concerns regarding assessment tasks please contact the relevant Teaching and Learning Coordinator

Task Adjustment Poems

Books – Sanya Tandon

• My best friend is a book

that doesn't give me a weird look. It is like a golden door that takes me to the land where I have never been before. It tells me the tales of a fairy that take me to the land full of merry. Some books are boring like history, which is like a big mystery. Books are the source of enlightenment that vanquish darkness and fill our life with brightness Poet's Page My Big Fat Cat – Christian Mitewu I own a big fat cat- The fattest for miles around Wherever there's lots of food, that's where he'll be found He's really good at eating, It's a talent, I suppose I'm sure if he keeps at it he'd win the talent shows I own a big fat cat- He weighs at least a ton He couldn't run to save his life Yes, he isn't much fun His favourite room's the kitchen, (I'm sure we all know why) He eats just about everything So that's why with a sigh... I'd like to tell you teacher, I'd like to tell you straight, I might have 'accidentally' dropped my homework in his plate

If you have any enquires/concerns regarding assessment tasks please contact the relevant Teaching and Learning Coordinator

A Worm In My Pocket – Jodee Samano One rainy day on my way home from school, I found a big worm and thought it was cool. I picked up the worm with my bare hand, held it up high, thinking how grand! The worm was so cute and wiggled a lot. I put him in my pocket to show Mom what I'd caught. What will she say when I show her my find? Will she let me keep it? I hope she won't mind. Mom was in the kitchen when I showed her what I'd found. She screamed, "No, way! Put it back in the ground!" Now I'm so angry; she always says, "No." If she won't let me keep it, then I will just go! So me and my worm packed a sandwich or two, ran out the door, and down the street we both flew. We walked to the park and sat on a bench. I pulled out my worm and noticed a stench. He looked kind of floppy but wiggled a bit. I thought, "Oh my Gosh, my worm is not fit!" I laid him in the dirt and let him go free. I guess that my pocket was not the best place to be.