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457200041910Assessment Task Number100Assessment Task Number1Subject: EnglishYear Level: 11Unit: Tales Over TimeThe Crucible Student Name: ______________________________________________Teacher: Mrs Whitney, Ms Douse, Ms Sleeth, Mr Cabucos Begin Task week beginning: Week 4 2014Final Due week beginning: Week 7 2014Length / Word Limit: 3 - 4 minutes per speaker (individual or as a pair)COMMON CURRICULUM ELEMENTS: (HIGHLIGHTED ARE TASK RELATED)1Recognising letters, words and other symbols28Reaching a conclusion which is necessarily true provided a given set of assumptions is true2Finding material in an indexed collection29Reaching a conclusion which is consistent with a given set of assumptions3Recalling/remembering31Extrapolating4Interpreting the meaning of words or other symbols33Applying a progression of steps to achieve the required answer5Interpreting the meaning of pictures/illustrations34Generalising from information6Interpreting the meaning of tables or diagrams or maps or graphs35Hypothesising7Translating from one form to another36Criticising8Using correct spelling, punctuation, grammar37Analysing9Using vocabulary appropriate to a context38Synthesising10Summarising/condensing written text39Judging/evaluating19Setting out/presenting/arranging/displaying40Creating/composing/devising20Structuring/organising extended written text41Justifying22Explaining to others43 Visualising23Expounding a viewpoint45Searching and locating items/information24Empathising46Observing systematically25Comparing, contrasting47Gesturing26Classifying48Manipulating/operating/using equipment27Interrelating ideas/themes/issuesDimension / Assessment Type: Imaginative Oral Text.Defining: Add a scene to the play.Write an additional scene for The Crucible, choosing from the following topics:A monologue by one actor that enhances the play and that is added in at an appropriate stage (idea must be approved by your teacher)A scene that shows the theme of the play as discussed with and approved by your teacherJohn Proctor meets Abigail in the woods after Elizabeth is taken to jail.Rev. Hale tries to get Rebecca Nurse or another (not already included in play) to confess.You will need to act out your scene and produce:A prologue noting setting of your scene, the previous scene, as well as any other relevant info to help identify reason behind the necessity for this added scene.An annotated copy of your script with your characters, movements and delivery.Notes to each actor about how you want the scene to be delivered.Locating and Selecting: Roles and Relationships – Actors to audience of historical drama.Purpose –Exploration of playwright’s themes and characterisation to position a reader / significance of historical setting?Mode – Spoken Medium – Imaginative TextOrganising:Individual or group task, 3 - 4 minutes per speaker (individual or as a pair)Notice of task before due date - 3 weeksPreviously taught subject matter / Genre modelled by teacherRestricted access to human, library and electronic sourcesAccess to teacher feedback and advice before due datePresenting: Each student must hand in their own draft and good copy in hard copy, whether in a group or not. Drafts and good copies must also be uploaded into Turn it in via Moodle. As well as this, students must have their own notes/palm cards as needed for reference on presentation. Good copies will not be available to use at this time. Full presentation to be completed by each student in supervised conditions on given days. All scripts, drafts and criteria sheets to be submitted at the beginning of the first lesson of presentationsEvaluating: See the standard schema for outcomes/criteria against which your work will be compared.Documentation of text production processThis is a record of the development of your work. You are encouraged to seek assistance but you must never lose control of the piece. You must provide evidence of the process of your work in order to prove authorship.ResourcesStages in text productionMaterial Planning stageRough draftFinal copySchool LibraryOutside librariesComputerMagazines / JournalsOther (specify)HumanPlanning stageRough draftFinal copyTeacherPeersFamily memberLibrarianTutorOther (specify)I, _____________________________ declare that all material submitted for this assignment is the result of my own original research unless acknowledged. ?I certify that this work has not been previously submitted at any institution. ?I understand that plagiarism will not be tolerated.?Signature: ________________________________________?Date: ___________________DimensionABCDEThe student work has the following characteristics:The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: Understanding and responding to contextsexploitation of a range of genre patterns and conventions to write a scripteffective control of a range of genre patterns and conventions to write a scriptuse of genre patterns and conventions to write a scriptuse of aspects of genre patterns and conventions to achieve some purposesuse of aspects of genre patterns and conventionsdiscerning selection, organisation and synthesis of relevant and substantive subject matter to support opinions and perspectives from The Crucibleeffective selection, organisation and synthesis of relevant subject matter to support opinions and perspectives from The Crucibleselection, sequencing and organisation of relevant subject matter to support opinions and perspectives from The Crucibleselection and organisation of subject matter to support opinions or perspectives from The Crucibleselection of some subject matter to state an opinion from The Cruciblemanipulation and control of roles of the writer, speaker/signer and relationships with audiences.establishment and control of roles of the writer, speaker/signer and relationships with audiences.establishment and maintenance of roles of the writer, speaker/ signer and relationships with audiences.establishment of some roles of the writer, speaker/signer and relationships with audiences.use of roles of the writer, speaker/signerUnderstanding and controlling textual featuresa discerning combination of a range of grammatically accurate language structures for specific effects, including clauses and sentences in written textscontrol of a range of grammatically accurate language structures to achieve effects, including clauses and sentences in written textsuse of a range of mostly grammatically accurate language structures to achieve purposes, including clauses and sentences in written textsinconsistency in the use of grammar and language structures to meet a purposegrammar and language structures that impede meaningdiscerning use of mode- appropriate cohesive devices to develop and emphasise ideas and connect parts of texts, including paragraphing in written textseffective use of mode- appropriate cohesive devices to develop and maintain ideas and connect parts of texts, including paragraphing in written textsuse of mode- appropriate cohesive devices to link ideas and connect parts of texts, including paragraphing in written textsuse of some mode- appropriate cohesive devices to connect parts of texts, including paragraphing in written textssome connections between parts of textsdiscerning use of a wide range of apt vocabulary for specific purposeseffective use of a range of apt vocabulary for specific purposesuse of suitable vocabulary for purposesuse of vocabulary that varies in suitability for a purposeuse of vocabulary that distracts from purposediscerning use of mode- appropriate features to achieve specific effects: ? spoken features? non-verbal features ? complementary featureeffective use of mode- appropriate features to achieve effects: ? spoken features? non-verbal features ? complementary featuressuitable use of mode- appropriate features to achieve purposes: ? spoken features? non-verbal features ? complementary featuresuse of mode-appropriate features that vary in suitability: ? spoken features? non-verbal features ? complementary featuresfeatures that distract from meaning:? spoken features? non-verbal features ? complementary featuresCreating Meaningdiscerning manipulation of the ways ideas, attitudes and values underpin The Crucible and influence audienceseffective manipulation of the ways ideas, attitudes and values underpin The Crucible and influence audiencesappropriate use of the ways ideas, attitudes and values underpin The Crucible and influence audiencesuse of ideas, attitudes and values that underpin The Crucibleuse of ideas in textssubtle and complex creation of perspectives and representations of concepts, identities, times and places from The Crucibleeffective creation of perspectives and representations of concepts, identities, times and places from The Cruciblecreation of perspectives and representations of concepts, identities, times and places from The Cruciblecreation of some perspectives and representations of concepts, identities, times and places from The Cruciblecreation of some concepts, identities, times and places from The Cruciblediscerning use of aesthetic features to achieve specific purposes in presentationeffective use of aesthetic features to achieve specific purposes in presentationuse of aesthetic features to achieve purposes in presentationuse of aesthetic features to achieve some purposes in presentationuse of some aesthetic features in presentation ................
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