Y7 Rubric 3

Y7 - Task 3 Outline
Response to Literature – Analytical Essay Dragonkeeper

To be completed by the 5th of May

Relevant parts of the achievement standard
Receptive modes (listening, reading and viewing)
By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.

Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints. They listen for and explain different perspectives in texts.

Productive modes (speaking, writing and creating)
Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect.

Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, accurate spelling and punctuation.

Summary of task
Students were asked to complete the following activities for this task:

  • read Carole Wilkinson’s Dragonkeeper
  •  learn vocabulary
  •  Identify themes
  •  Analyse characters
  •  Write a diary entry
  •  Gather evidence
  •  Organise information within an analytical essay

Y7 - Task 3 Rubric

Response to Literature – Analytical Essay Dragonkeeper

Student Assessment Rubric: Student Name Date

Modes Australian Curriculum Levels 4 5 6 7 8
Critical Attributes - Points 1 2 3 4 5
Thinking Skills  Student is able to identify themes within the text and think critically about the text.
Listening and Speaking Student was able to participate meaningfully in class discussion and share and develop ideas with peers.
Personal Learning  Student was organised in class with the correct equipment and was able to keep up with class work.
Student was able to follow the outlines offered, gain knowledge from the examples provided and show academic discipline.
Reading Viewing Student was able to read the text and understand how the choice of language features, images and vocabulary affects meaning.
Writing Creating  The student was able to develop their sentences, vocabulary and paragraph skills.
The student is able to use quotes and anecdotes from the book to support a point of view. The student was able to gather evidence from the book to support a point of view.
Student is able establish a clear structure for the Analytical essay through the use well developed paragraphs and sophisticated sentences.
Student was able to complete book work as required in class to a high standard. Including diary writing, character analysis and reflecting on quotes and themes.
Student is able to use the editing process to demonstrate a good understanding of grammar, vocabulary, accurate spelling and punctuation.
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