2016 Unit 1 English
READING & CREATING The Kite Runner by Khaled Hosseini
Guidelines Outcome 1 TASK: Analyse how texts convey ways of thinking about the characters, ideas and themes, and construct a response in written form. Timeline for completion Class before SAC
Period 1
Period 2
Teacher distributes topics Class brainstorms and plans, drawing on any resources SAC topics to be taken home for you to continue planning and construct your handwritten sheet of notes/plan.
From this point, your teacher can only make general, verbal comments about your work Students may have with them 1 A4 double sided sheet of notes/plan (see Allowable Materials) All work including plan to be collected by the teacher at the end of the lesson
Work collected the previous lesson is redistributed and students continue writing and editing their response to improve spelling, grammar, punctuation and expression. All work including plan to be collected for assessment
Word Limit • 800-1200 words. • This word limit will be strictly enforced. Responses that significantly exceed the word limit are not considered to demonstrate “sophisticated control” (see marking criteria). Allowable Materials • Pens, pencils, highlighters • 1 A4 double-sided handwritten plan. This sheet should contain notes, largely in dot-point form. It should contain information you need and a brief plan for your piece– no full paragraphs or completed drafts are permitted. • The SAC criteria sheet • A copy of The Kite Runner by Khaled Hosseini • Dictionary/Thesaurus Absences • Students who miss any class time during the SAC period due to illness must provide a medical certificate (immediately upon returning to school) in order for time in lieu to be arranged.
Assessment of SAC • There are 30 possible marks for this SAC. Use the marking rubric provided to ensure your responses demonstrate the key knowledge and skills of this Outcome.
Year 11 English teachers
2016 Unit 1 English
READING & CREATING
The Kite Runner by Khaled Hosseini
Marking Criteria
Student name: …………………………………………………………………………………………………………………………………………………………. 1. UNDERSTANDING OF CHARACTERS AND THEMES
Mark Range
Mark Achieved
Thorough and insightful understanding of the ideas, characters and themes constructed and presented in the text.
5
Thorough knowledge of the ideas, characters and themes constructed and presented in the text.
4
Knowledge of the ideas, characters and themes constructed and presented in the text.
3
Some knowledge of the ideas, characters and themes constructed and presented in the text.
2
Limited knowledge of the ideas, characters and themes constructed and presented in the text.
1
2. ANALYSIS OF HOW THE AUTHOR CONSTRUCTS MEANING
Mark Range
Complex discussion and critical analysis (using correct metalanguage) of the structures, features and conventions used by the author to construct meaning. Well-developed discussion and critical analysis (using correct metalanguage) of the structures, features and conventions used by the author to construct meaning. Discussion and some analysis (using correct metalanguage) of the structures, features and conventions used by the author to construct meaning. Generalised discussion (using some metalanguage) of the structures, features and conventions used by the author to construct meaning. Little analysis. Minimal, if any, identification of the structures or features or conventions used by the author to construct meaning. Inappropriate use of terms to describe the author’s craft.
5
3. INTERPRETATION
Mark Range
Construction of a sophisticated and precise argument: ideas are ordered into a logical structure and links are made between paragraphs/ideas. Construction of a well-developed and careful argument: ideas are ordered into a logical structure and usually links are made between paragraphs/ideas. Construction of a somewhat pedestrian argument: ideas may be expressed in paragraphs and sometimes link.
5
Some evidence of an ability to construct a general response to the text. Ideas are ordered into paragraphs but do not make links between each idea/argument. Little evidence of ability to analyse the text or to identify an interpretation. Retelling rather than analysis. Poor structure and no linking of ideas.
2
4. UNDERSTANDING THE VALUES OF THE TEXT
Mark Range
Complex analysis of the ways in which social, historical and/or cultural values are embodied in the text.
5
Identification and exploration of the ways in which social, historical and/or cultural values are embodied in the text.
4
Identification of the ways in which social, historical and/or cultural values are embodied in the text.
3
Identification of a way in which social, historical and/or cultural values are embodied in the text..
2
Little, if any, identification of a way in which social, historical and/or cultural values are embodied in the text.
1
5. SUPPORTING EVIDENCE
Mark Range
Considered and accurate use of textual evidence to justify the interpretation.
5
Careful use of textual evidence to justify the interpretation.
4
Suitable use of textual evidence to justify the interpretation.
3
Some use of textual evidence to justify the interpretation.
2
Limited reference to the text.
1
6. EXPRESSIVENESS AND FLUENCY Highly expressive, fluent writing with sophisticated control of the conventions of written English.
Mark Range 5
Mark Achieved
Expressive, fluent writing with good control of the conventions of written English.
4
Generally expressive, fluent writing with reasonable control of the conventions of written English.
3
Coherent writing with some control of the conventions of written English, though there may be numerous errors.
2
Simple expression of ideas and limited control of the conventions of written English. Not fluent.
1
Mark Achieved
4 3 2 1 Mark Achieved
4 3
1 Mark Achieved
Mark Achieved
Total:
/30
Marks
30 - 27
26 - 24
23
22 - 21
20
19 - 18
17
16 - 15
14
13 - 9
< 9
Grade
A+
A
B+
B
C+
C
D+
D
E+
E
UG
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