Educ4720 Assignment 2

Kamellia Steens EDUC4720: Assignment 2
Differentiated Lesson/Learning Task

Name: Kamellia Steens
Topic of Lesson/Task: Creative short story writing
Curriculum Area: English Pathways
Year Level/s: SACE Stage 1

This lesson/task is differentiated by:

Readiness
Interest

Context:

Class Cohort: This Stage 1 English Pathways class has twenty-six students, all of different ability levels.
The students are of mixed gender and from a range of different backgrounds. There are two students
with known learning difficulties, both of which are on Negotiated Education Plans (NEPs), however,
many of the students within this class struggle with literacy. As a result of this students are able to
present any assessed work orally or by using electronic media as long as their progress has been
documented.

Unit Overview:
The overall focus of this unit is to help students gain an understanding of how the analysis and creation
of one form of writing, in this case creative writing, can be applied to authentic real life situations. The
unit will be delivered to students face to face over a five week period. Each week contains three single
lessons of fifty minutes and one double lesson of one-hundred minutes.

The unit will begin with students learning about characterisation and traits. From this, they will look at
how their created characters react to certain settings and situations. They will continue with an
analysis of a creative text. The final product* will allow students to present a creative writing piece in a
negotiated form, i.e. written, oral, visual or multimodal. This is to ensure that each students abilities
are being accounted for. It is to also ensure that it appeals to students interest and readiness levels.

The unit will encompass the two assessment types of the Pathways course: Text Analysis and Text
Production. It is designed to engage students of all ability levels in the class because it is based on
student interest and self-determined readiness. There will be opportunities to support student learning
through the collaboration between peers when working on ideas and drafting creative texts.
Throughout this unit students will be continually assessed to monitor readiness levels in order to carry
out a range of tasks suited to each individual.

*This Differentiated Learning Task is the final summative assessment piece for this unit. Students will
produce a creative short story presented in one of the formats provided in the RAFT. They may also
negotiate their own RAFT strip if none of the other ideas appeal to them. The purpose and focus of this
task is for students to understand that the character they have created, earlier in the unit, can grow,
develop and change depending on the plot, setting and themes of the story.


Learning Objectives. As a result of participating in the lesson, students will:

Understand that (Concepts, principles, big ideas)

-A story can grow, develop and change depending on a variety of elements
-Characters can grow, develop and change depending on setting, plot and themes of a story
-Different texts are created for specific audiences and purposes (KU3 SACE Stage 1 English Pathways
design criteria)

Know (e.g. facts, vocabulary, dates, information)

-The elements required for writing a short story
-How characterisation, plot and setting are integrated and used effectively in creative writing

Be able to (do) (Skills, processes)

-Analyse how specific characters will interact with particular settings and plot structures
-Compose a narrative in a creative format
-Compose a text in which the language is used for personal and creative purposes
-Compose a creative text using accuracy, clarity and fluency of expression (C1 SACE Stage 1 English
Pathways design criteria)

Essential Questions:
-Why are different texts created for specific audiences and purposes?
-How does a well-rounded character impact on an audiences reception of a story?
-How well must an author know their characters?


RAFT Title: Creative Story Production

ROLE AUDIENCE FORMAT TOPIC
Animator for Pixar

Director and Producer of an
up and coming new film
Story Board: Can be hand drawn
or made on the computer using
http://www.storyboardthat.com/.
Must be annotated and include
captions.

People keep dying in very
strange ways
Your character as: An
adolescent Facebook user

Your friends and family Fake Facebook Profile: Create a
Fakebook profile and a series of
status updates that tell a story

You tend to over exaggerate
everything
Screenwriter

Film maker Script: Write a script, preparing
your character for the silver
screen.

Your main character finds a
time machine
Your character as:
A civilian
Any remaining survivors Epistolary: Tell your characters
story in a series of letters or diary
entries.

Surviving the zombie
apocalypse.
You Other students in your class Digital storytelling: Using
Photostory 3, produce your own
story accompanied by pictures,
sound effects and voice narration.

You have woken up in
someone elses body
Student choice: Negotiable

Student choice: Negotiable

Student choice: Negotiable Student choice: Negotiable


Task Plan (spanning over approximately 2 weeks)
Task Sequence
Lesson 1
1. Whole class introduction (10
minutes): Greet students and
introduce the summative assessment
task. Students will also be given a time
frame in which they have to complete
their work ready for presentation
(from this lesson until lesson 8).
Students will be introduced to the
learning objectives for this part of the
unit (see learning objectives above).
2. Creative Text Production- Summative
Assessment Task (30 minutes):
Students will be given the RAFT sheet
and the teacher will then read through
the RAFT so that students can see
which strip appeals to them the most
in terms of their self-determined
readiness and their interests. Students
will be given 5-10 minutes to decide
which RAFT task is most suitable for
them. Students that decide to do the
Student choice RAFT strip will need to
discuss their ideas with the teacher at
this stage. This is the same for those
students who may want to mix and
match columns of the RAFT to make
their own individual strip. Once
students have selected the RAFT task
they wish to write their creative piece
on, they will be given the task card for
their selected RAFT. They will also be
given the assessment rubric. The
teacher will briefly discuss the
assessment rubric and its relation to
the tasks learning objectives. Students
are to begin planning their creative
pieces during this lesson.
3. Class Discussion (5-10 minutes):
Students will be engaged in a class
discussion about the ideas and
concepts they have for their final
creative pieces.

Explanatory notes

The importance of introducing each class with greeting
the students and telling them their task for the lesson, is
to establish routine and enable students to know what
is expected of them. The purpose of informing the
students of the learning objectives for the assessment
task, allows them to know why they are doing this and
how it applies to authentic, real world practices.
Students will also be reminded of the previous activities
they have completed in the unit in order for them to
draw upon knowledge and understanding they already
have on the topic of writing a creative short story.
By introducing the summative assessment task, students
will be allowed to ask any questions they may have.

At the end of the first lesson, students will be given the
chance to have a class discussion on what RAFT strip
they may choose and why.

Because this is the last part of the unit, and the students
are completing their summative assessment tasks, the
lessons are based around the students working
independently on their creative writing pieces.
Therefore, there is little whole class instruction, except
for at the beginning of each lesson.

Summative assessment task:
Students are given 7-8 lessons (approximately 2 weeks)
to finish this task
The summative assessment task for this end of this unit
is for students to complete one of the tasks on the RAFT
sheet. This summative assessment is a differentiated
learning task. The choice to use a RAFT for the students
last assessment piece was based on wanting them to
really enjoy and engage in this final piece of work. This
final product is the only summative assessment piece of
work in the entire unit. There are many other activities
leading up to the production of this final creative story
assessment.

Description of task:
The differentiated learning task for this assessment is, as
noted above, a RAFT. A RAFT is an acronym for Role,
Audience, Format, and Topic. The Role in this
assessment is that of either the student or the role of
the students made up character (this is further
specified in the task sheets). The Audience is the

Lesson 2, 3, 4, 5
1. Introduction (5 minutes): Students will
be greeted continually every lesson
and instructed to carry on with their
summative tasks. Students will also be
constantly reminded of the learning
objectives.
2. Individual student work time-Creative
Text Production (time varies according
to lesson length: 35-40 minutes for a
single; 65-70 minutes for a double):
Students will continue to work on their
individual creative pieces. They will be
continually reminded of the
requirements of assessment and the
purpose for this task.
3. Lesson Closure (5-10 minutes):
Students will be reminded of the due
date. The students will be asked if they
have any questions or concerns
regarding their assessment task.

Lesson 6, 7, 8
1. Lesson introduction (5 minutes):
Students will be greeted each lesson
and instructed to continue their
ongoing task of producing a creative
piece.
2. Independent student work: Students
will be working on their final creative
pieces during these lessons. Teacher
assistance will be available at all times
to assist the students in staying on
track and making the most of their
limited time.
3. Lesson closure (5-10 minutes): Each
lesson will be closed with an open class
discussion, prompting students to
answer questions relating to what they
have learnt about creative story
writing and how it may help them with
other text productions, and how it may
relate to real world contexts.
*The purpose for lesson closure at the end of
each lesson is to promote routine and also
person or people in which this creative piece is being
produced for. The Format is the way in which the
creative piece will be presented, i.e. script, storyboard,
etc. Finally, the Topic is the main focus or theme of the
students creative story.

Explanation of how this task represents a
differentiated strategy in terms of readiness (self-
determined by the student) and interest:
The purpose of this RAFT is to allow students to choose
which strip appeals to their interests the most. It also
allows students to choose which RAFT strip will assist
them in terms of their own self-determined readiness
levels. For instance, a student may find that writing an
epistolary is too difficult for them because they lack the
literacy skills to write it by hand; however, they may
have very good computer skills and decide that a story
presented on Photo Story 3 applies more so to their
readiness.

By allowing the students to complete an assessment
piece by choosing their own RAFT strip to base their text
production on, this enables them freedom of choice.
When students are given a choice of ways to represent
their creative stories, they will most likely choose
something that interests them. By allowing students to
select a RAFT strip that interests them, this enables
them to stay motivated in completing their work. When
a student is interested in the work they doing, they are
more likely to push themselves to do better. According
to Jane Jarvis (2014), the reason we differentiate by
interest is because motivation is increased and when
students are motivated they allocate more mental
energy to a task and are, therefore, more persistent. By
differentiating a task by interest, students will be able to
work more independently because they will most likely
have prior knowledge on the topic they are interested
in. When students participate in a task that interests
them they are also likely to have an increased
opportunity for higher order thinking.

Jarvis (2014) notes that readiness is an individuals
proximity to, or proficiency with, a specific set of
knowledge, understanding and skills. For any teacher,
this is important to keep in mind when creating a
differentiated learning task. The purpose for providing
students with a RAFT for their final assessment is to
differentiate their learning according to what they
believe they are ready to do in relation to what they

allow students to ask any questions. It also
allows the teacher to check for understanding.
Lesson 9
1. Introduction and set up of
presentations (5-10 minutes):
Students will be greeted and instructed
about what is required of them this
lesson.
2. Students present work to the whole
class (65 minutes): As this is the last
lesson in the unit, students are to
present their creative pieces to the
class.
*If they are reluctant to show the class as a
whole, stations can be set up with each of the
pieces (some will require a laptop to run-
Photostory), and students are free to walk
around and look at other students work.

already know and understand. When it comes to
readiness, students will quite often know what they are
capable of and what they are not capable of. For this
task, students will select a RAFT strip that not only
interests them, but that also allows them to choose a
strip that enables them work at appropriate level of
challenge through their own self-determined readiness.
Each of the RAFT strips have been designed to
incorporate the same amount of work across each task,
so that when a student decides to choose something
they may consider easy they will still be challenged in
the amount of work they have to produce and the
format in which it has to be produced in.

RAFT Task options-
RAFT Strip 1: Storyboard (see Appendix 1)
This task involves the production of a visual storyboard
accompanied by annotations, either handmade (drawn
or painted), produced using photos (taken by the student
or sourced from books or internet), or produced using a
storyboarding program (see task card for more details).
Students will select either their whole story or a section
of their story to represent in this visual manner. This task
appeals to those students that enjoy the visual aspect of
storytelling. It may also interest those that enjoy the
visual arts and graphic novels. Students are more likely
to select this task according to their self-determined
readiness levels, if they know that they are more
experienced with visual arts and design. These students
may find themselves highly creative in a visual way. They
may also select this task because they know that they
work better with visuals rather than written text.

RAFT Strip 2: Fake Facebook Profile (see Appendix 2)
This task involves the creation of a fake Facebook profile
on a program called Fakebook. Those who select this
task will have to write their creative story in a series of
status updates (see task card for more details). This task
will appeal to most students because majority of
students have a Facebook account and are familiar with
the processes involved in using this program. In terms of
student readiness, this task will attract those that are
regular Facebook users. However, because this is
primarily a writing task, those that are strong writers
may find this a challenge in terms of their readiness.
Despite this, it may be an appropriate level of challenge
for them.

RAFT Strip 3: Script (see Appendix 3)
This task involves the production of a short film script.
This task will appeal to those students that are
interested in movies, television shows, plays and other
media. The topic (their character finds a time machine)
for this task may also interest students into undergoing
this task. In terms of student readiness, this is a suitable
task for those students that believe themselves to be
adaptable writers. This is because it allows them to take
a story and adapt it to the silver screen as a
screenwriter. This form of writing is not difficult but
there is a specific format to follow which may cause
some students to struggle, or it could act as an
appropriate level of challenge for others.

RAFT Strip 4: Epistolary (see Appendix 4)
This task involves the creation of an epistolary through
the production of a series of letters or journal entries.
The topic of this task is that their character is writing a
survival story for others surviving the zombie
apocalypse. This task will appeal to those students that
enjoy watching apocalyptic films or television shows or
to those they like to write journal entries or letters. It
may also appeal of those that like to be creative and
handwrite rather than use a computer (This is only a
suggestion-students are allowed to use a computer if
they wish for this task). Because this task is very
adaptable, most students will find that their elf-
determined readiness will allow them to do this task.
This is because, letters and journal entries can be written
in a variety of ways (formal or informal) depending on
their audience. In terms of student readiness this may
appeal to those students that want to try stream of
consciousness writing in order to challenge themselves.

RAFT Strip 5: Digital Storytelling (see Appendix 5)
This task requires the student to produce a digital
storytelling using Photo Story 3. Students must use
visuals, music, sound effects and narration to tell their
story using this program (see task card for more details).
This will appeal to those students that are interested in
working with software, enjoy the topic matter (their
character wakes up in someone elses body), and/or
enjoys working with visuals and sound. This will appeal

to those students that are good at or enjoy making
movies. In terms of readiness, this task will be suitable
for those students that are good at working with a range
of software. Students are more likely to select this task
in terms of their self-determined readiness, if they are
more experienced at making movies or if they struggle
with writing (as they can provide oral voice narration
instead of written narration).

RAFT Strip 6: Student Choice (see Appendix 6)
This task is a student choice; however, it must be
decided upon collaboration with the teacher. This will
allow the student and the teacher to work together to
come up with a task that applies to both the interest and
the readiness levels of that student.

Resources:
RAFT sheet (see above)
Task cards for each RAFT strip (see Appendices 1-
6)
Summative Assessment Rubric (see Appendix 7)
Exit cards (see Appendix 8)

References:
Jarvis, J (2014). Differentiating in Response to Student
Readiness. Lecture notes distributed in EDUC4720:
Differentiation for Diverse Learners, at Flinders
University, Bedford Park, on 10
th
March, 2014.

Jarvis, J (2014). Differentiating by Interest and Learning
Profile. Lecture notes distributed in EDUC4720:
Differentiation for Diverse Learners, at Flinders
University, Bedford Park, on 17
th
March, 2014.

Lesson Closure/ Check for Understanding

Unit closure (10 minutes): Students will participate in a class discussion about what they have learnt
throughout this unit and how they would apply some of the techniques learnt to other forms of text
production. Students will then be handed an Exit card to fill out. They will need to complete this card in
order to leave the classroom (it acts as a passport to leave).

Students will be required to fill out a 3-2-1 Exit card (see Appendix 8) to finish the last lesson in the
overall unit. They will be asked to list and discuss 3 things they have learnt about creative writing in this
summative assessment task. They will then be asked how they would apply what they have learnt to the
real world. Finally, they will be asked to write a question they may still have about creative writing or
short story production. The completed Exit cards will be looked at and discussed at the beginning of the

next lesson in order to wrap up the whole unit. The Exit cards will allow the teacher to assess what the
students have learnt and to check for overall understanding. This will assist the teacher when teaching
future units in narrative production and other types of text production. Despite this however, it is still
recommended that students undergo a pre-assessment for each topic they cover in the future, in order
to continuously check their readiness levels.


Appendix 1
Task Card-RAFT Strip 1: Produce your own
story board
Role- An Animator from Pixar
Audience- The director and the producer for a
new film
Format- A fully annotated storyboard
Topic- Your main character has noticed that people around them have been dying in strange ways.
Task explanation-
*You are to use the main character that you created earlier in this unit for this task.
As an animator for Pixar, write a creative short story featuring your fictional character as the
protagonist. The topic of your story is People keep dying in strange ways. These slides may be
produced by hand (drawing or painting), using photographs (taken by you), using a variety of
images (sourced from the internet and/or books), or by using an online story boarding program
(http://www.storyboardthat.com/). The creative story must follow the standard structure of a
short story by having a beginning, a
climax point or problem, and a
resolution or conclusion.
Storyboard criteria-
The final presentation must include the
20-40 finished slides (preferably
coloured) and 350-500 words of
annotations to accompany the
storyboard to explain what is
happening to the reader. You must also
hand up your draft stories as well, so
that your processes can be noted and
an overall context to the storyboard/s
is given.
*Note: If your story is quite long then
you can select two or three scenes to
represent on your story board-just
make sure you have specified which scenes are being represented in your title.

Above: This is an example storyboard. Your final
product must include notations similar to this,
explaining the scene.

Appendix 2
Task Card-RAFT Strip 2: Create a fake Facebook profile
Role- Your character as an adolescent Facebook user
Audience- your characters friends and family
Format- A fake Facebook profile using Fakebook
Topic- Your character posts many status updates and tends to over exaggerate everything
Task explanation-
You are to put yourself in the shoes of your character (the one you created earlier in this unit). In
this situation your character is an adolescent that tends to over exaggerate everything. For this
task you will need to create a fake Facebook profile on Fakebook
(http://www.classtools.net/FB/home-page), telling your short story through a series of status
updates. Your story must be written in chronological order and in a standard structure featuring a
beginning, a climax point and a resolution. You are to include wall posts from your Fakebook
friends and family commenting on your status updates (your story) to make the profile seem
authentic.
Fakebook profile criteria-
Your Fakebook profile must
include the following:
Your characters personal
information, e.g. name profile
picture, date of birth, relationship
status, place of residence, etc.
Create 6 Fakebook friends
and/or family
4 x 150-200 word status
updates, all of which tell your story
in chronological order over a few
days.
2 x 50-100 word wall posts
from family and/or friends commenting
on your status updates

Above: This is an example of a Fakebook Profile page.

Appendix 3
Task Card-RAFT Strip 3: Produce a short film script
Role- A screenwriter
Audience- A filmmaker
Format- A short film script
Topic- Your character finds a time machine
Task explanation-
*You are to use the main character that you created
earlier in this unit for this task.
You are to write a script for a short film about your character (the one you created earlier in this
unit) finding a time machine and what happens when they do find it. The script must include a
beginning to the story, a climax point/a problem, and a resolution. For more help with this task
view this video on screenwriting
https://www.youtube.com/watch?v=pS836
WCf1lI
Script writing criteria-
For this task you must write a 750-800 word
short film script. This creative writing piece
must include a title page, a character
description page and then a short story
written as a short film script. The script must
include character dialogue and short
descriptions of the setting and of what the
character is doing when relevant. The format
for the script must be similar to the example
shown to the right. Do not forget to
proofread and edit your work!

Appendix 4
Above: This is an example of a script. The main
features of a script are character dialogue and
descriptions of what the characters are doing.

Task Card-RAFT Strip 4: Create an epistolary of a
survivor of the apocalypse
Role- Your character as a civilian (someone not in the
armed services, e.g. a police officer)
Audience- Any remaining survivors that may find this
journal/set of letters
Format- An epistolary (series of journal/diary entries or a
series of letters)
Topic- Surviving the zombie apocalypse
Task explanation-
*You are to use the main character that you created
earlier in this unit for this task.
You are to write an epistolary from your characters
perspective as a civilian surviving through the zombie
apocalypse. You are to write a short story which includes a beginning, a climax point/a problem
and a resolution in an epistolary format.
Epistolary criteria-
For this task you are required to write
approximately 4-6 letters or journal entries.
The final product must equate to 750-800
words in total. Each journal entry or letter
must be dated and signed with your
characters name. You are to present your
epistolary of letters or journal entries in a
creative way, this may include you writing it
by hand. Despite this, you must proofread
and edit your work before submitting the
final product.

Above: An example of a journal entry. Unlike this
journal entry, make sure your epistolary can be read if
you are writing it by hand!

Appendix 5
Task Card-RAFT Strip 5: Produce a digital storytelling
Role- You
Audience- The students in your class
Format- Digital short story produced on Photo Story 3
Topic- Your character wakes up in someone elses body
Task explanation-
How do you think your character would react if they woke up in the body of someone else? You
are to write a short story and turn it into a digital storytelling experience on Photo Story 3. Your
story must include a beginning, a climax point/a problem, and a resolution. Remember that you
are creating a digital storytelling experience for your audience and, therefore, you should include
pictures and/or video, narration (voice narration and written), sound effects, and music. View the
following video if you are a novice at using Photo Story 3, and need some extra help
https://www.youtube.com/watch?v=k1rJm5HqN9A.
Digital storytelling criteria-
For this task you are required to produce a visual storytelling experience for your audience using
Photo Story 3. You will need to create a complete short story of 15-20 slides. The finished product
must have between 500-800 words
presented through voice and
written narration. Each slide must
have music and/or sound effects
accompanying a picture (either
hand drawn or photographed by
you). The entire storytelling must
run for approximately 5-10
minutes.

Above: This picture describes some functions used in
Photo Story 3 that could enhance your storytelling
experience.

Appendix 6
Task Card-RAFT Strip 6:
Role- Student choice
Audience- Student choice
Format- Student choice
Topic- Student choice
Task explanation-
If none of the other RAFT strips are for you, you can make your own RAFT strip. You may also like
to mix and match rows from the existing RAFT strips to create your own unique RAFT strip. Just
remember, you must discuss your ideas with your teacher first before beginning your creative
short story.
Student choice criteria-
Your creative short story must consist of 750-800 words written, 3-5 minutes spoken or a mixture
of both. Please discuss the criteria further with the teacher.


Appendix 7:
Assessment Rubric for Stage 1 English Pathways Creative Text production (Criteria that will be assessed has been shaded grey)

Knowledge and Understanding Analysis Application Communication
A
Detailed knowledge and understanding of
the ideas, values, and beliefs in familiar and
unfamiliar texts.
Knowledge and understanding of the ways in
which the creators and readers of familiar
and unfamiliar texts use a range of language
techniques and conventions to make
meaning.
Comprehensive knowledge and
understanding of the ways in which familiar
and unfamiliar texts are composed for a
range of purposes and audiences.
Analysis of complex connections between
personal experiences, ideas, values, and
beliefs, and those explored in familiar and
unfamiliar texts.
Perceptive analysis of a range of ways in
which authors use language techniques to
influence opinions and decisions in familiar
and unfamiliar contexts.
Use of a range of sophisticated language
techniques to convey thoughts and ideas in
both familiar and unfamiliar contexts.
Use of sophisticated and appropriate
language skills to interact cooperatively with
other people and to solve complex problems.
Fluent and precise writing and speaking, using appropriate style
and structure for a range of mainly unfamiliar audiences and
contexts.
Appropriate use of language to produce a range of texts for
familiar and unfamiliar purposes and audiences.
B
Knowledge and understanding of some
ideas, values, and beliefs in familiar, and
some unfamiliar, texts.
which the creators and readers of mainly
familiar texts use some language techniques
and conventions to make meaning.
which mainly familiar texts are composed for
some purposes and audiences.
Analysis of some complex connections
between personal experiences, ideas, values,
and beliefs, and those explored in familiar,
and some unfamiliar, texts.
Analysis of a range of ways in which authors
use language techniques to influence
opinions and decisions in familiar, and some
unfamiliar, contexts.
Use of a range of language techniques to
convey thoughts and ideas in familiar, and
some unfamiliar, contexts.
Use of appropriate language skills to interact
with other people and to solve some
complex problems.
Mostly fluent and precise writing and speaking, using appropriate
style and structure for a range of mostly familiar audiences and
contexts.
Appropriate use of language to produce a range of texts for
familiar, and some unfamiliar, purposes and audiences.

Knowledge and Understanding Analysis Application Communication
C
Knowledge and understanding of some
simple ideas, values, or beliefs in familiar
texts (e.g. identifies relevant information
from a range of written texts).
Knowledge and understanding of a restricted
number of ways in which the creators and
readers of a narrow range of familiar texts
use some language techniques and
conventions to make meaning (e.g. reads a
range of texts, noting key differences of
presentation and layout).
which familiar texts are composed for
familiar purposes and audiences (e.g.
identifies purpose and audience of texts).
Analysis of simple connections between
personal experiences, ideas, values, and
beliefs, and those explored in familiar texts
(e.g. explicitly connects new
ideas/information with own knowledge,
using techniques such as anecdotes and
analogies).
Descriptive analysis of a number of ways in
which authors use language techniques to
influence opinions and decisions in familiar
contexts (e.g. recognises that the author
selects the structure of a text to serve a
particular purpose).
Use of language techniques to convey
thoughts and ideas in mainly familiar
contexts (e.g. uses email for day-to-day
communication with work colleague,
teacher, friend).
Use of appropriate language skills to interact
with other people and to solve problems
(e.g. writes a short formal letter, outlining
instructions for a particular purpose such as
closing a bank account).
Generally fluent and precise writing and speaking, using
appropriate style and structure for familiar audiences and
contexts (e.g. produces a range of familiar text types, with
appropriate structures; uses vocabulary with increasing precision
to show how words carry particular shades of meaning).
Appropriate use of language to produce a narrow range of texts
for familiar and unfamiliar purposes and audiences (e.g. uses
introductory phrases indicating that an opinion, or a fact, is being
offered).
D
Identification of some simple ideas, values,
or beliefs in some familiar texts.
Knowledge and understanding of some of
the ways in which the creators and readers
of a narrow range of familiar texts use
language techniques and conventions to
make simple or factual meaning.
Knowledge of the ways in which familiar
texts are composed for personally relevant
purposes and familiar audiences.
Reference to simple connections between
uncomplicated personal experiences, ideas,
values, and beliefs, and those explored in
familiar texts.
Reference to some ways in which authors
use language techniques to influence
opinions and decisions in familiar contexts.
Use of a restricted range of language
techniques to convey thoughts and ideas in
familiar contexts.
Use of mainly appropriate language skills to
interact with other people and to solve
simple problems.
A level of fluency in writing and speaking in personally relevant
situations, using appropriate style and structure for a narrow
range of familiar audiences and contexts.
Occasionally appropriate use of language to produce texts for
familiar purposes and audiences.
E
Identification of an idea, a value, or a belief
in a highly familiar text.
Knowledge and understanding of the way in
which a creator or reader of a highly familiar
text uses a language technique or a
convention to make factual meaning.
Knowledge of the ways in which highly
familiar texts are composed for personally
relevant purposes and highly familiar
audiences.
Recognition of a simple connection between
a straightforward personal experience, idea,
value, or belief, and that explored in a highly
familiar text.
Reference to the way in which an author
uses language techniques to influence
opinions and decisions in a highly familiar
context.
Use of a restricted range of language
techniques to convey thoughts in highly
familiar contexts.
Use of some appropriate language skills to
interact with other people and to solve a
simple problem.
Beginning of development of fluent writing and speaking in
personally relevant situations, using appropriate style and
structure for a narrow range of highly familiar audiences and
contexts.
Occasionally appropriate use of language to produce texts for
highly familiar purposes and audiences.

Appendix 8:

3-2-1 Exit card

List and discuss 3 things you have learnt throughout this summative assessment task:
1.

2.

3.

List 2 ways in which you could apply what you have learnt about creative writing to the real
world:
1.

2.

Ask 1 question you still may have about creative writing or short story production (we will
discuss these in class next week):
1.

Educ4720 Assignment 2

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Kamellia Steens EDUC4720: Assignment 2

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