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5561375-85725-255182-340242Keith Area SchoolYear 10 EnglishTeacher: Miss SpowartAssessment 1: Happiest Refugee QuestionsKeith Area SchoolYear 10 EnglishTeacher: Miss SpowartAssessment 1: Happiest Refugee Questions5561375221615TASK DUE: Thursday Week 5WORD LIMIT: Maximum 1800 wordsTASK DETAILS: As we read the text The Happiest Refugee by Anh Do, you will answer the following questions. This will become your first assessment piece for this text. It will also help you to write your own memoir later in the term. Your answers should sometimes include analysis of the text, or at other times include thought and creativity. You can choose one of the 200 word questions to leave out. This gives you flexibility if you find one question particularly difficult to answer. The number of words next to each question is a maximum, not a minimum.Anh Do begins his memoir with: “I’m flying down the Hume Highway at 130 kilometres an hour. I’ve lost control a few times but the brrrrrr of those white guide things on the side of the road keep me on track. A steering wheel wet from tears is a very slippery object,”. What tense is this passage written in? (past, present or future?) (1 word) What is the narrative voice? (first person, second person, third person?) (1 word) Anh places the reader in a privileged position, a god-like or omniscient position. We watch the events and can also hear Anh’s inner thoughts, similar to in a Shakespearean play. The first one is “Will he recognise me?” How does this technique make Anh’s writing intriguing for his audience? (50 words) Why do you think he chose this incident to start his memoir? (50 words) Write down three ideas about how to start your memoir. Focus on which idea you could make the most interesting for your reader. It might have been an event which you found traumatic. Try to write the event as though it is the first paragraph of your memoir. (200 words) There are two examples below of how other people have started their memoirs. -Bear Grylls starts his memoir; Mud, Swear and Tears (2011) with: “The air temperature is minus twenty degrees. I wiggle my fingers but they’re freezing cold. Old frostnip injuries never let you forget. I blame Everest for that.”-Alan Alda starts his memoir; Never have your Dog Stuffed (2007), with: “My mother didn’t try to stab my father until I was six, but she must have shown signs of oddness before that.” Chapter OneAnh starts chapter one with the passage: “Downtown Saigon is a tangle of bikes, pedestrians and rickshaws. The year 1976 and the Vietnam War has just ended. A crowd of people wait at the end of Phu Street, where the train tracks curve sharply around a bend.” What tense is this passage written in? (past, present or future?) (1 word) What is the narrative voice? (first person, second person, third person?) (1 word) Was Anh there? Does it matter? (50 words) Does this method of storytelling engage you? Explain your answer. (50 words) Outline an instance when you needed to break the rules because they were unjust? Explain the circumstances (200 words) Chapter TwoOn pages 20 and 24, Anh and his family were attacked by pirates. What was the most terrifying event of your early life? (200 words)Chapter ThreeOutline one instance in which you took the time to help someone less powerful than you either at school or in the community. (200 words) Anh’s dad said, “Always question fear… there’s almost never a good reason to be scared.” What does he mean by ‘questioning’ fear? How could this relate to your life? For example, you could fear a Maths test or a camp. Explain. (50 words) On page 47, Anh fumbles his way through his speech to be School Captain of his primary school. One girls calls out, “C’mon Anh,” and it gives him the push to continue. How have you helped another person in a similar way, or how has someone helped you? (100 words) Chapter Five and SixAnh’s mother worked hard to send him to St Aloysius. Think about what sacrifices your parents have made for you. Do they give up their weekends to take you to and from sport? Write a first person short story from one of your parent’s perspectives about these issues of sacrifice for your benefit. You might like to consider what your parents would prefer to be doing. (200 words) Chapter SevenAnh fondly remembers an inspirational English teacher, Mrs Borny. “One day she said to me ‘Anh you’re a very talented storyteller.’ She had no idea how far that one line of encouragement would take me.” (Page 78-79) Small acts of kindness have large ripples. What is the most encouraging compliment a teacher has said to you? What’s the most encouraging comment you’ve said to a friend? Explain the circumstances surrounding both occurrences. (200 words) Have you ever been excluded, not because of who you are, but because of the category in which people put you? (think outside the box) Explain one incident from your life. Who, what, when, where and how did you react? What emotions did you feel? (200 words) Chapter NineWhat did Anh give up to pursue his ambition of becoming a stand-up comedian? What motivated him? (page 138) Describe something that you would give up everything for. (200 words) Chapter TenOn page 157, Anh’s mother makes an emotional speech. This is the first time we ‘hear’ her voice in the text. Does this change your opinion of Anh’s mother? Reflecting on this, what does the excerpt highlight about the language barrier between cultures and how we judge people by the way they speak? (100 words) -Knowledge and UnderstandingAnalysisApplicationA ExcellentComprehensive and coherent explanation of how the choice of language features, images and vocabulary contribute to the development of individual style.Excellent development and comprehensive justification of their own interpretations of texts.Highly effective and consistent listening for ways features within texts can be manipulated to achieve particular effects.Excellent demonstration of how language features can achieve precision and stylistic prehensive explanation of different perspectives and attitudes using highly cohesive and highly logical arguments.Extensively justified and insightful evaluation of how text structures can be used in innovative ways by different prehensively evaluate other interpretations, with a highly logical analysis of the evidence used to support them.Creation of highly effective and sophisticated texts and presentations to articulate complex ideas.Highly effective development of personal style by excellent experimentation with language features, stylistic devices, text structures and images.Sophisticated variation of vocabulary, highly accurate spelling, grammar and punctuation when creating and editing texts.B Good Detailed and clear explanation of how the choice of language features, images and vocabulary contribute to the development of individual style.Good development and substantial justification of their own interpretations of texts.Mostly effective listening for ways features within texts can be manipulated to achieve particular effects.Good demonstration of how language features can achieve precision and stylistic effect.Detailed explanation of different perspectives and attitudes using mostly cohesive and mostly logical arguments.Well- justified and perceptive evaluation of how text structures can be used in innovative ways by different authors.Thoroughly evaluate other interpretations, with a mostly logical analysis of the evidence used to support them.Creation of mostly effective and perceptive texts and presentations to articulate complex ideas.Mostly effective development of personal style by perceptive experimentation with language features, stylistic devices, text structures and images.Good variation of vocabulary, mostly accurate spelling, grammar and punctuation when creating and editing texts.C SatisfactorySatisfactory and reasonably clear explanation of how the choice of language features, images and vocabulary contribute to the development of individual style.Satisfactory development and adequate justification of their own interpretations of texts.Satisfactory listening for ways features within texts can be manipulated to achieve particular effects.Generally effective demonstration of how language features can achieve precision and stylistic effect.Satisfactory explanation of different perspectives and attitudes using generally cohesive and logical arguments.Satisfactorily justified and thoughtful evaluation of how text structures can be used in innovative ways by different authors.Adequately evaluate other interpretations, with a generally logical analysis of the evidence used to support them. Creation of generally effective and thoughtful texts and presentations to articulate complex ideas.Satisfactory development of personal style by thoughtful experimentation with language features, stylistic devices, text structures and images.Capable variation of vocabulary, generally accurate spelling, grammar and punctuation when creating and editing texts.D PartialBasic and partially clear explanation of how the choice of language features, images and vocabulary contribute to the development of individual style.Partial development and basic justification of their own interpretations of texts.Some effective listening for ways features within texts can be manipulated to achieve particular effects.Partially effective demonstration of how language features can achieve precision and stylistic effect.Partial explanation of different perspectives and attitudes using basic arguments.Partially justified and basic evaluation of how text structures can be used in innovative ways by different authors.Partially evaluate other interpretations, with some logical analysis of the evidence used to support them. Creation of partially effective texts and presentations to articulate some complex ideas.Partial development of personal style by basic experimentation with language features, stylistic devices, text structures and images.Some variation of vocabulary, partially accurate spelling, grammar and punctuation when creating and editing texts.E MinimalMinimal and unclear explanation of how the choice of language features, images and vocabulary contribute to the development of individual style.Minimal development and minimal justification of their own interpretations of texts.Little effective listening for ways features within texts can be manipulated to achieve particular effects.Minimal and simple demonstration of how language features can achieve precision and stylistic effect.Minimal explanation of different perspectives and attitudes using little argument.Minimal evaluation of how text structures can be used in innovative ways by different authors.Minimal evaluation and analysis of other interpretations.Creation of basic texts and presentations to articulate limited ideas.Emerging development of personal style by minimal experimentation with language features, stylistic devices, text structures and images.Little variation of vocabulary, little accuracy of spelling, grammar and punctuation when creating and editing texts.Performance Standards for Year 10 English (from Australian Curriculum v8.3) ................
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