Level 1 English Internal Assessment Resource



Internal Assessment Resource

English Level 1

|This resource supports assessment against: |

|Achievement Standard 90857 |

|Construct and deliver an oral text |

|Resource title: I’ve Got Something to Say! |

|3 credits |

|This resource: |

|Clarifies the requirements of the standard |

|Supports good assessment practice |

|Should be subjected to the school’s usual assessment quality assurance process |

|Should be modified to make the context relevant to students in their school environment and ensure that submitted |

|evidence is authentic |

|Date version published by Ministry of |December 2010 |

|Education |To support internal assessment from 2011 |

| | |

|Authenticity of evidence |Teachers must manage authenticity for any assessment from a public source, because|

| |students may have access to the assessment schedule or student exemplar material. |

| |Using this assessment resource without modification may mean that students work is|

| |not authentic. The teacher may need to change figures, measurements or data |

| |sources or set a different context or topic to be investigated or a different text|

| |to read or perform. |

Internal Assessment Resource

Achievement Standard English 90857: Construct and deliver an oral text

Resource reference: English 1.6A

Resource title: I’ve Got Something to Say!

Credits: 3

Teacher guidelines

The following guidelines are supplied to ensure that teachers can carry out valid and consistent assessment using this internal assessment resource.

Teachers need to be very familiar with the outcome being assessed by Achievement Standard English 90857. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it. Read also the Conditions of Assessment.

Context/setting:

This assessment activity focuses on constructing and delivering an oral presentation in a formal setting. It is intended that this assessment activity is used in context, rather than as a stand-alone unit of work. For example, the oral presentation could be based on a theme studied in class or it could be based on a topical issue that arises from wide reading and/or a study of unfamiliar texts. Students could choose a topic from a group of set topics established by the class and/or teacher.

Conditions:

• This activity requires both classroom and homework time.

• Students should be given class time to peer critique their presentations with sufficient time afterwards to follow up any suggestions made, ready for final delivery.

• Students are required to construct their own presentations, which means that they must develop their own content. Teachers should refer to Explanatory Note 3, AS90857.

• Teachers should read the Conditions of Assessment closely in order to ensure good assessment practice.

Additional information:

Students’ oral presentations could also be used for assessment in another mode, such as a theme study or research. For example, students may also have their oral presentation assessed against Achievement Standard 90852 Explain significant connection(s) across texts, using supporting evidence (English 1.8) or Achievement Standard 90853 Use information literacy skills to form conclusion(s) (English 1.9). Wherever such integration between different parts of the programme occurs, teachers must ensure that the work presented for each assessment is developed sufficiently in order to meet the criteria for each standard. In all such cases, teachers should refer closely to each relevant standard, including the Explanatory Notes and the Conditions of Assessment.

Internal Assessment Resource

Achievement Standard English 90857: Construct and deliver an oral text

Resource reference: English 1.6A

Resource title: I’ve Got Something to Say!

Credits: 3

|Achievement |Achievement with Merit |Achievement with Excellence |

|Develop and structure ideas in an oral text. |Develop and structure ideas convincingly in an|Develop and structure ideas effectively in an |

| |oral text. |oral text. |

|Use oral language features appropriate to |Use oral language features appropriate to |Use oral language features appropriate to |

|audience and purpose. |audience and purpose with control. |audience and purpose with control to command |

| | |attention. |

Student instructions

Introduction

In this activity, you will construct and deliver an oral presentation in a formal situation. You should have something serious and meaningful to say. You must develop your own content for the presentation, which will be delivered to your class and teacher. It will be at least three minutes long.

You will complete this activity in class and for homework. Your teacher will give you deadlines for constructing the text of your presentation and when you are to deliver it to the class.

Make sure that the oral presentation you deliver for assessment:

• is at least 3 minutes long

• develops and structures your ideas effectively

• uses oral language features that are appropriate to the audience and purpose. This is a formal oral presentation. Your audience is other students and your teacher so you must use language that is appropriate to that audience

• uses oral language features with control to command attention.

Part 1: Thinking and planning your ideas

Start by thinking of a wide range of possible topics and writing a few ideas notes about each one. This could be done on your own or in a small group. Here are some sources and examples of good topics:

• a text you studied, which deals with an important theme (e.g. responsibility, justice)

• a current topical issue in the news (e.g. the behaviour of celebrities)

• a topical issue in society (e.g. finding a job, censorship)

• an important issue at school (e.g. assessing students, uniforms)

• an issue that is important to teenagers (e.g. tertiary education, relationships).

Think about what you have written down and then choose a topic. You might have chosen this topic because you already know something about it, you might have strong feelings or beliefs about it, or you might be curious and want to find out more about it.

Think about what the purpose of your oral presentation will be. You might want to stimulate thoughts or feelings in your audience, you might want to inform them of something that is important to you, or you might want to persuade them to alter their ideas or attitudes. Being clear about the purpose of your presentation will help you select and develop ideas.

Once you are clear about your topic and your purpose, brainstorm ideas. These ideas will need to be developed and structured.

Part 2: Developing and structuring your ideas

Research your topic in order to develop your ideas. Researching your topic could extend or test your opinions or feelings and give you material that will be appropriate for the purpose of your presentation. This material could include:

• statistics

• quotations

• primary sources (your own research) e.g. survey, interviews, personal experience

• secondary sources (research done by others) e.g. reference books, internet, newspapers, magazines.

Decide how your ideas will be structured (organised). Here are some ways you could structure your ideas:

• in order of importance

• chronologically (in order of time)

• logically (cause and effect)

• as a series of points related to a single theme.

Part 3: Planning and writing your presentation

Your presentation should have:

• an introduction – where you greet the audience and give an overview of your topic

• a body – where you state, support and explain your ideas

• a conclusion – where you summarise your ideas.

While writing your presentation, use verbal language features that are appropriate to your purpose and topic, such as:

• rhetorical question

• direct address to audience

• use of personal pronouns

• sound devices, such as alliteration

• repetition

• figurative language, such as metaphor

• emotive language

• humour

• analogy

Look at the text of part of a student’s presentation. The notes indicate the verbal language features that have been used and the reasons for using them. You may not use this section as part of your presentation.

Picture this – the salty smelling sea fills your lungs,

the sun is beating down on your forehead. You walk

towards the sea with the sand warm between your toes.

You can’t resist a swim in the cool clear water. You run

swiftly through the crowds. The water covers your knees.

You wade out further – the water is up to your neck. You

continue to edge further and further away from the shore.

Suddenly there is a scream. Everybody is struggling

chaotically from the water. There is a moment of silence

then you feel a huge force bearing down on your side.

You scream for help but there is no response. You try to

scream again but the only thing coming from your mouth

now is blood. You look back to the beach one last time

in the desperate hope of being rescued but one thousand

video cameras look back at you to catch your dying

moments on tape. Welcome to World’s Worst Shark

Attacks – Part 12…

Reality TV?

Although it may seem like one, reality TV is not an

oxymoron, but normally has some other kind of

moron involved: it may be the guy who drives off a cliff

In World’s Scariest Police Chases Part 75; or the guy

who films as his own nitro glycerine tank catches fire, in

World’s Biggest Explosions Part 44; or even the guy

sitting in front of the TV laughing thoughtlessly while

someone is mauled by lobsters in When Seafood Goes

Wrong Part 8.

Part 4: Practising and delivering your presentation

There are many techniques you can use when delivering your presentation. Think about your content (e.g. is it light-hearted or serious?) and how this will affect the way you use your voice and body. Identify specific sections in the text of your presentation where you could use appropriate delivery techniques. Some techniques you should consider are:

• varying your volume, tone, pace or stress to emphasise a point or to gain or hold attention

• pause for dramatic effect or emphasis

• eye contact to engage and hold your audience’s attention

• gesture, movement and facial expression that support and emphasise your content

• stance that is appropriate for a speaker in a formal situation

• using props, costume or demonstration materials.

Now look again at the “Reality TV” presentation. This time, the annotations focus on delivery and presentation techniques.

Picture this – the salty smelling sea fills your lungs,

the sun is beating down on your forehead. You walk

towards the sea with the sand warm between your toes.

You can’t resist a swim in the cool clear water. You run

swiftly through the crowds. The water covers your knees.

You wade out further – the water is up to your neck. You

continue to edge further and further away from the shore.

Suddenly there is a scream. Everybody is struggling

chaotically from the water. There is a moment of silence

then you feel a huge force bearing down on your side.

You scream for help but there is no response. You try to

scream again but the only thing coming from your mouth

now is blood. You look back to the beach one last time

in the desperate hope of being rescued but one thousand

video cameras look back at you to catch your dying

moments on tape. Welcome to World’s Worst Shark

Attacks – Part 12…

Reality TV?

Although it may seem like one, reality TV is not an

oxymoron, but normally has some other kind of

moron involved: it may be the guy who drives off a cliff

In World’s Scariest Police Chases Part 75; or the guy

who films as his own nitro glycerine tank catches fire, in

World’s Biggest Explosions Part 44; or even the guy

sitting in front of the TV laughing thoughtlessly while

someone is mauled by lobsters in When Seafood Goes

Wrong Part 8.

Practise delivering your presentation. You may have the opportunity to practise in front of a small group and receive feedback on your content and delivery techniques. Time your presentation to ensure that it runs for at least three minutes.

Assessment schedule: English 90857 I’ve Got Something to Say!

|Evidence/Judgements for Achievement |Evidence/Judgements for Achievement with Merit |Evidence/Judgements for Achievement with Excellence |

|The presentation is sufficiently long to enable the student to develop |The student develops and structures ideas convincingly, showing |The student develops and structures ideas effectively, showing development of |

|and structure ideas by: |development of ideas and structure that is: |the ideas and structure that is compelling and well-organised. |

|having ideas arranged in a sequence |generally credible and connected. |The student uses oral language features with control by selecting and linking |

|building on ideas by adding details or examples and working towards a | |features that are appropriate to the intended purpose and audience. |

|planned whole |The student uses oral language features with control by selecting and | |

|linking ideas and details in a way that is appropriate to the purpose. |linking features that are appropriate to the intended purpose and |The student uses oral language features to command attention by using features |

| |audience, which may include the use of: |appropriate to audience and purpose to deliver a confident and sustained |

|The student uses oral language features by selecting features that are |verbal language techniques (e.g. rhetorical questions, alliteration) |presentation. |

|appropriate to purpose and audience, which may include the use of: |body language (e.g. eye contact, stance, gesture, facial expression) |Language features may include the use of: |

|verbal language techniques (e.g. rhetorical questions, alliteration) |voice (e.g. tone, volume, pace, stress) |verbal language techniques (e.g. rhetorical questions, alliteration) |

|body language (e.g. eye contact, stance, gesture, facial expression) |presentation features (e.g. props, costume, demonstration materials or |body language (e.g. eye contact, stance, gesture, facial expression) |

|voice (e.g. tone, volume, pace, stress) |items). |voice (e.g. tone, volume, pace, stress) |

|presentation features (e.g. props, costume, demonstration materials or | |presentation features (e.g. props, costume, demonstration materials or items). |

|items). | | |

| | | |

|Refer also to “Achievement” exemplars on NCEA Level 1 Speeches and | |Refer also to “Excellence” exemplars on NCEA Level 1 Speeches and Performances |

|Performances DVD/video. | |DVD/video. |

| |Refer also to “Merit” exemplars on NCEA Level 1 Speeches and | |

| |Performances DVD/video. | |

Final grade will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.

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Imagery & alliteration to create a relaxed & familiar scene

Direct address to audience to involve them

Personal pronouns to help put the listener there

Alliteration for humour

Rhetorical question to introduce topic

Listing examples for humour as well as emphasising the main idea

Soft tone of voice to create calm and peace to contrast with the violence

Eye contact maintained to involve audience

Rise in volume to build to a climax

Gesture – hand with imaginary microphone to imitate an announcer

Pause after topic to emphasise subject

Emphasis on titles for humour. Brief pause before part number for humour

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