achievement standard 90852 evidence building bridges · building bridges : 4 credits : achievement...

CHRISTCHURCH BOYS’ HIGH SCHOOL

English Level 1

Achievement Standard 90852

Explain significant connection(s) across texts, using supporting evidence

Building Bridges 4 credits

Achievement Achievement with Merit Achievement with Excellence

Explain significant connection(s) across texts, using supporting evidence.

Convincingly explain significant connection(s) across texts, using supporting evidence.

Perceptively explain significant connection(s) across texts, using supporting evidence.

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Context/setting

• In this activity, students must use at least four texts. If students use only four texts then all must be written texts. A written text is a novel, short story, poem, article, non-fiction text.

• At least one of these texts must be chosen and studied by the student independently of class study.

• If students use more than four texts, then they may include visual and oral texts. A visual text is a film, a television programme, a drama performance. An oral text is a speech, a podcast, a radio programme.

• All of these texts must be linked thematically. Students may identify more than one connection across some of their texts.

Texts should be appropriate to level 6 of The New Zealand Curriculum, or have characteristics that enable students to meet the expected level of discussion. However, it may in some cases be appropriate for the teacher to include a text below the appropriate curriculum level 6, in order to develop a broad and interesting range of texts relevant to the focus of the study. SEE THE APPENDIX AT THE END OF THIS BOOKLET FOR SOME EXAMPLES OF LEVEL SIX TEXTS.

Conditions

• Students can read texts, collect information and develop ideas for the assessed report both in and out of class time.

• Teachers will need to schedule checkpoints to ensure authenticity.

• The presentation should be primarily produced in class time to ensure authenticity.

• Before assessment begins, teachers should guide students through the process of exploring texts, reading for meaning, locating relevant information and considering the ways that texts may be connected.

• Teachers should introduce the study of connections at an early stage of the year’s programme to ensure that students are able to keep records of texts studied and possible connections.

• Teachers should not provide detailed notes on textual connections or ‘teach to the assessment’ as they discuss texts in class. It is essential that, as part of the assessment, students independently make their own connections and draw their own conclusions.

• Where student work is to be presented for assessment, constructive feedback should not compromise authenticity, but teachers can validly make suggestions about areas where further development is needed.

• Students should have the opportunity to receive feedback, edit, revise and polish their work before assessment judgements are made.

Task 1: Choosing a theme

Your teacher will discuss, with the class, a wide range of ideas and possibilities for a choice of topic or theme for this activity. Your teacher may direct you to a particular theme.

Suggestions for this topic or theme may arise from books that class members have read, films that have been viewed, favourite songs, television programmes or other class work that has been studied.

You must include at least one text that you have selected independently. Your teacher will guide you in your choice of the independent text to make sure that your text is at an appropriate level. You must include at least four texts in total. You will present a report, which shows how all your texts are connected thematically.

An example of using texts to develop a theme follows:

In Rudyard Kipling’s famous poem, ‘If’, he outlines the qualities he believes it takes to become a man. One of those qualities is as follows:

If you can force your heart and nerve and sinew To serve your turn long after they are gone, And so hold on when there is nothing in you Except the Will which says to them: "Hold on"

This might give rise to the theme of ‘perseverance against the odds’.

A second poem by William Ernest Henley, ‘Invictus’ contains a similar theme:

Invictus

OUT of the night that covers me,

Black as the pit from pole to pole,

I thank whatever gods may be

For my unconquerable soul.

In the fell clutch of circumstance

I have not winced nor cried aloud.

Under the bludgeonings of chance

My head is bloody, but unbowed.

Beyond this place of wrath and tears

Looms but the Horror of the shade,

And yet the menace of the years

Finds, and shall find, me unafraid.

It matters not how strait the gate,

How charged with punishments the scroll,

I am the master of my fate:

I am the captain of my soul.

William Ernest Henley 1849–1903

Henley spent much of his life ill. He contracted a disease called tuberculosis and had his left leg amputated below the knee around the age of 15-17. Such was his indomitable spirit that it is believed his friend Robert Louis Stevenson based his character Long John Silver (the one legged, red bearded pirate) of Treasure Island on Henley. Stevenson's stepson, Lloyd Osbourne, described Henley as "...a great, glowing, massive-shouldered fellow with a big red beard and a crutch; jovial, astoundingly clever, and with a laugh that rolled like music; he had an unimaginable fire and vitality; he swept one off one's feet".

This was a man who persevered throughout life regardless of the problems he encountered. He died aged 54.

Your teacher will help guide you in your choice of theme or may direct your class towards a particular thematic pathway.

Examples of possible themes might include:

PERSERVERANCE AGAINST THE ODDS

COMING OF AGE

WHAT IT IS TO BE A MAN

FATHERS AND SONS AND GROWING UP

QUIET DESPERATION

PERSERVERANCE TO SURVIVE AND/OR SUCCEED

BREAKDOWNS OF FAMILIES, SOCIETIES AND GOVERNMENTS

MANKIND’S CAPACITY FOR GREATNESS

Using ‘Invictus’ as your first text, OR A TEXT YOU HAVE CHOSEN IN CONSULTATION WITH YOUR TEACHER, complete the following chart by recording your ideas.

Title: Date:

Text Type: Author:

Place your main theme idea in the central box. In the ovals write down examples from the text, under each heading, explaining how they are related to the theme.

The setting How does the qualities or actions of the Main Character show the theme?

THEME

How do the events show the theme? What other details from the text help you understand the theme?

Task 2: Keeping a record of the texts you read (not assessed)

Your task now is to read at least three more texts. YOU MUST FOLLOW THESE RULES WHEN CHOOSING TEXTS:

• In this activity, students must use at least four texts. If students use only four texts then all must be written texts. A written text is a novel, short story, poem, article, non-fiction text.

• At least one of these texts must be chosen and studied by the student independently of class study.

• If students use more than four texts, then they may include visual and oral texts. A visual text is a film, a television programme, a drama performance. An oral text is a speech, a podcast, a radio programme.

• All of these texts must be linked thematically. Students may identify more than one connection across some of their texts.

For each text you must complete a summary sheet like the first one. There are 5 blank templates for you to use.

TEXT TWO

Title: Date:

Text Type: Author:


The setting How does the qualities or actions of the Main

Character show the theme?

THEME


TEXT THREE

Title: Date:

Text Type: Author:




THEME


TEXT FOUR

Title: Date:

Text Type: Author:




THEME


TEXT FIVE

Title: Date:

Text Type: Author:




THEME


TEXT SIX

Title: Date:

Text Type: Author:




THEME


Draw up a summary sheet so that you can record, over the course of the year, some evidence of how your texts are connected to your chosen theme. The chart below shows the kind of statements you could make.

My theme is: Teenagers behave differently to how adults behave

Text type Title of text Author/ Director/ Singer etc

Example(s) which shows connection to theme

Short story Eight Dozen Beer and Nothing to do

Richard Hobo Warwick, Jonesy and narrator are teenage boys, doing something teenage boys do – go on a road trip.

They drink some of their 8 dozen in the car – pretty irresponsible and dangerous behaviour

TV documentary clip

Fast versus Furious

‘Sunday’ programme – Cameron Bennett

Doco shows boy racers in Christchurch behaving badly on the streets and taking on the police.

Cars doing burnouts churn up the roads. Boy racers don’t seem to understand this.

poem Teenage Sky Rona Adshead Poem compares sky and teenagers.

Looks at the way they both have moods and they change depending on the time of day/ time of life.

Uses words like “defiant” and” sulky” to describe sky. Words fit teenagers as well.

poem Trash Alexandra (on the web)

Poet pretends to be a parent and give advice to teenagers.

Calls teenagers “rebellious” and “wild”

novel (my independent text)

Out walked Mel Paula Boock Mel has a fight with her friend Wai and then runs away from Dunedin.

Shows that she doesn’t think before she acts.

She’s impulsive just like lots of teenagers.

SUMMARY SHEET My theme is: __________________________________

Text type Title of text Author/

Director/ Singer etc

Example(s) which shows connection to theme

To help you make connections between texts, you will need to ask questions of your texts. Try answering some of these questions using examples from your different texts.

• How similar are the characters in the texts?

• What are the qualities that these characters share?

• To what extent are the endings similar and how does this show the theme?

• What similarities or differences exist in the settings that might influence the themes?

• What situations do the characters have to confront and how similar or different are they?

In order to combine and make the most sense of the similarities and differences between each text and how the connecting theme is shown, use a graphic organiser such as the one that follows:

What similarities exist between the texts? •

•

•

•

•

•

What differences exist in the way the theme is shown?

•

Connecting Theme

One text •

•

•

•

Another text •

•

•

•

Task 3: Presenting your explanation of significant connection(s) (assessed)

Using the significant connection across texts which you have chosen, write a report (which is at least 350 words long) in which you:

• identify the connection which is significant across your texts

• explain how the connection is significant across your texts by expressing your ideas about the connection

• give evidence that includes reference to specific and relevant details from each text which illustrates the connection across your texts. Specific and relevant details include quotes from the text, character names and details about events in the plot.

Note: You may identify more than one connection across some of the texts.

Your report should:

• begin with an introduction that identifies your texts and the connection between your texts

• explain how each individual text is connected to the theme and/or the other texts.

As you draft your report, you may wish to consider using paragraph starters such as the following:

• A similar thing happens in …

• Another character who …

• This situation is similar to …

• This situation reminds me of …

• Another text which …

• This aspect is also seen in …

• There is such a similar situation in …

• There is a clear connection in …

• These texts reveal the significance of …

To Achieve, your report must:

• be at least 350 words in length

• refer to at least four texts (at least one of which you have chosen)

• identify and explain one or more ideas about significant connections across your texts

• give evidence that includes reference to specific and relevant details from each text and that illustrates the connection across your texts.

To achieve with Merit your report must:



• identify and convincingly explain one or more ideas about significant connection across your texts, making clear points that develop understandings about the connections being addressed

• give evidence that includes reference to specific and relevant details from each text and that illustrates the connection(s) across your texts.

To achieve with Excellence your report must:



• identify and perceptively explain one or more ideas about significant connections across your texts, making clear points that develop understandings that show some insight or originality in thought or interpretation

• give evidence that includes reference to specific and relevant details from each text and that illustrates the connection(s) across your texts.

ACHIEVED EXEMPLAR #1 NOTES

To achieve this standard significant connection(s) across texts must be explained using supporting evidence. The standard asks the student to refer to at least four texts, then identify and explain one or more ideas about significant connections across these texts. The student has referred to four texts and identified a thematic connection within the four texts of ‘forbidden love’. The student expresses ideas which begin to hint at convincing understandings about the connections of ‘forbidden love’ between the four texts using supporting evidence. However these connections need to be more convincing to meet Merit. For example: • “They are not aware that their friendship is forbidden.” • “Discovering this fact did not stop them from being friends.” • “Just like Bruno and Samuel who go behind Bruno’s father, Jack and Rose go behind Rose’s mother.” • “Although Allie and Noah are separated their forbidden love doesn’t stop just as Romeo and Juliet’s forbidden love doesn’t stop. These are examples of what happens when you try to forbid love between two people who are truly in love.” The student could develop understandings about the idea that forbidden love is unstoppable.

ACHIEVED EXEMPLAR #1

ACHIEVED EXEMPLAR #2 NOTES

To achieve this standard significant connection(s) across texts must be explained using supporting evidence. The standard asks the student to refer to at least four texts, then identify and explain one or more ideas about significant connections across these texts. The student has referred to four texts and identified a thematic connection within the four texts of ‘young lovers facing difficulties in being together’. The student expresses ideas about the connections of ‘young lovers facing difficulties in being together’ between two of the texts (Romeo and Juliet/Titanic) using evidence which supports part of the thematic connection of ‘young love’. For example: • “Their difficulties cause both of them to die in the end.” • “Rose and Jack face many difficulties to be together. Just like in Romeo and Juliet their families both go against them.” • “We learn from all of these texts that people who fall in love at a young age have good times but then have to face difficulties in being together. In Titanic and Romeo and Juliet families caused the difficulties. In Grease and peer pressure caused the difficulties. In Noughts and Crosses racism caused the difficulties.” To meet Achievement more securely the student would need to express ideas about ‘the difficulties faced by young lovers’ between the other texts (Noughts and Crosses/Grease) with supporting evidence (see EN4).

ACHIEVED EXEMPLAR #2

MERIT EXEMPLAR #3 NOTES

To achieve this standard with Merit significant connection(s) across texts must be convincingly explained using supporting evidence. The standard asks the student to refer to at least four texts, then identify and convincingly explain one or more ideas about significant connections across texts, making clear points that develop understandings about the connection being addressed. The student has referred to four texts and identified a thematic connection within the four texts of ‘unconditional love’. The student expresses ideas which begin to hint at perceptive understandings about the connections of ‘forbidden love’ between the four texts. However these connections need to be more perceptive to meet Excellence. For example: The student makes clear points developing understandings that begin to hint at some insight about the thematic connections of ‘unconditional love’ between the four texts using supporting evidence. However these connections need to be perceptive to meet Excellence. For example: • She can see through the moments when he is less desirable and focus on his true inner qualities. This shows her unconditional love for him. Interpretation of the class difference could be developed through this connection. • Rose is so head over heels and completely in love with Jack that she is prepared to go wherever he goes, however he goes without thinking of the consequences. She doesn’t care that he isn’t rich. Her love is unconditional she accepts him poor even though this means that she would no longer have the wealthy, easy lifestyle that she has always known. The student begins to give insight by stating how her life would change. This could be developed by interpreting the class difference and what this meant at this time. • Shows that they adore each other so completely and unconditionally that they have part of the others love inside them and cannot bear to be away from one another. Bella loves Edward unconditionally even though being with a vampire will constantly put her life at risk. The student begins to interpret their differences which could be developed to support their unconditional love. • This dialogue shows that Juliet loves him unconditionally whether he is a Montague or not and he has the same unconditional love for her. They risk their lives for their love just like Edward and Bella in Twilight. The student could develop the comparison between the two texts interpreting the idea of unconditional love through the idea of ‘risking their lives for each other’.

MERIT EXEMPLAR #3

EXCELLENCE EXEMPLAR #4 NOTES

To achieve this standard with Excellence significant connection(s) across texts must be perceptively explained using supporting evidence. The standard asks the student to identify and perceptively explain one or more ideas about significant connections across texts, making clear points that develop understandings that show some insight or originality in thought or interpretation. The student has referred to four texts and identified a thematic connection within the four texts. ‘Everyone feels like they do not belong in society or their cultures sometimes’. The student makes clear points that develop understandings that show insight about the connections of ‘Everyone feels like they do not belong in society or their cultures sometimes’ between texts using supporting evidence. For example the following are connections at Excellence: • Kate Woods wants us to understand that it is vital that we find our place in our cultures or society so we do not feel isolated. • Apirana Taylor helps us understand that there is still time for learning. Tu still has hope. No matter how long it takes his tupuna will be happy that Tu regains the knowledge he has lost about his culture. Apirana Taylor wants us to know that there is a place for us in our cultures and our societies whether it is lost or not yet found. To meet Excellence more securely the student would need to explain some of the insight gained from connections in greater depth.

EXCELLENCE EXEMPLAR #4

APPENDIX

Recommended Reading List The first table is to give you some indication of texts that students at Christchurch Boys’ frequently ask about. Just because a text isn’t on this list does not mean it is suitable. You should always check with your classroom teacher or Librarian before committing to reading for this standard.

Texts that are NOT acceptable Texts that are acceptable • A Horowitz- Alex Ryder series books • C Ryan- Alpha Force series books • R Muchamore- Cherub series books • G Paulsen- Hatchett series • J K Rowling- Harry Potter and the

Philosopher’s Stone, Harry Potter and the Chamber of Secrets

• J Boyne- The Boy in the Striped Pyjamas

• R Dahl- texts targeted at younger readers such as Boy, James and the Giant Peach, Going Solo, etc. Check with your teacher about Dahl texts targeted at older readers.

• J K Rowling- Harry Potter and the Prisoner of Azkaban, Harry Potter and the Goblet of Fire, Harry Potter and the Order of the Phoenix (but only one is acceptable within your total of six texts)

• J Marsden- the Tomorrow When the War Began series (but only one is acceptable within your total of six texts)

• T Pratchett- Disc World series (but only one is acceptable within your total of six texts)

• S Meyer- Twilight series (but only one is acceptable within your total of six texts)

• JRR Tolkein- Lord of the Rings trilogy (but only one is acceptable within your total of six texts)

NB: With series books only one is acceptable as part of your reading assessment. The following list is intended to further guide you in your text selections and to give you an indication of the sort of texts and difficulty level that is appropriate for a Year 11 assessment. You are not restricted to selecting from this list but if you do choose texts that are not on this list then you should check with your classroom teacher that it is an appropriate text.

Texts for Those We Think will Struggle with the Standard

Novels

• Orchard Street. Maurice Gee

• Holes. Louis Sachar

• Kit’s Wilderness. David Almond

• Lord of the Flies. William Golding

• Mutuwhenua. Patricia Grace

• Strange Objects. Gary Crew

• Blue Feather. Gary Crew

• Kidnap Of Jessie Parker. William Taylor

• Roll Of Thunder Hear My Cry. Mildred Taylor

• Fighting Ruben Wolfe. Markus Zusak

• The Outlanders. Margaret Beames

• Grace. Pat Spillane

• An Ocean In Iowa. Peter Hedges

• Rosie. Pat Spillane

• Whale Rider. Ihimaera

• Animal Farm. Orwel

• The Chocolate War. Robert Cormier

• Water In The Blood. Alan Bunn

• No Mean Feat. Mark Inglis

• A Bridge To Wiseman’s Cove. James Malony

• The Name Of The Game. David Hill

• The Whole Of The Moon. Stuart Duncan

• Out Walked Mel. Paula Boock

• The Wave. Morton Rhue

• The Giver. Lois Lowry

• Of Men And Men. John Steinbeck

• The Pearl. John Steinbeck

Short Stories

• It Used To Be Green Once. Patricia Grace (Plus Others)

• War Poets (Brooke, Owen, Sassoon)

• Exam Failure Praying. Albert Wendt

• Throwing Down The Gauntlet, Martha Morseth

• Blood That Never Dried. William Manchester

• The Sniper. Liam O’Flaherty

• Charlie The Dreaded. Briar Grace Smith

• Stories By Dahl

• Stories By Ihimaera

• Stories And Poetry By Apirana Taylor

• Stories By Graeme Lay (The Outsider)

• Stories By Owen Marshll

• Stories By Frank Sargeson

• Joe Bennett Stories

Authors/Texts for Those Who Should Achieve the Standard

Novels

• Further Back Than Zero. Fleur Beale

• Letters From The Inside. John Marsden

• Animal Farm. George Orwell • Of Men And Men. John Steinbeck

• Talking In Whispers. James Watson

• Tomorrow When The War Began. John Marsden

• Taronga. Victor Kelleher

• Catalogue Of The Universe. Margaret Mahy

• Owl. Joanna Orwin

• Red Dog. Fleur Beale

• Lord Of The Flies. William Golding











• Montana 1948. Larry Watson

• Kes. Barry Hines


• Lester. Bernard Beckett



• The Wave. Morton Rhue

• All Quiet On The Western Front. Remarque

• Slide the Corner. Fleur Beale

• Raw. Mark Scott

Short Stories

• Ace Of Diamonds. Greg Marshall

• Tagi's Family. Sia Figiel

• Ride The Silver Wave

• Charlie The Dreaded. Briar Grace Smith

• You Are Now Entering The Human Heart. Janet Frame

• On The Sidewalk Bleeding. Evan Hunter

• Not Your Best. Martha Morseth

• Thunderbox. Owen Marshall/Graeme Lay

• Exam Failure Praying. Albert Wendt

• Blood That Never Dried. William Manchester

• The Sniper. Liam O’Flaherty

• Stories By Dahl

• Stories By Ihimaera

• Stories By Mansfield (Miss Brill)

• Stories By Graeme Lay

• Stories By Owen Marshll

• Stories By Frank Sargeson (A Great Day)

• The Shell. Colin Thiele

• Poetry By Baxter, Ireland

Texts for Our Very Good Readers

Novels

• Bless The Beasts And Children. Glendon Swarthout

• Children Of The Dust. Louise Lawrence

• Looking For Alibrandi. Melina Marchetta

• Finding Grace. Alyssa Brugman

• Lord Of The Flies. William Golding

• To Kill A Mocking Bird. Harper Lee

• Jolt. Bernard Beckett








• Animal Farm. Orwell




• Montana 1948. Larry Watson




• Hiroshima. John Hersey

• At Risk. Alice Hoffman

• Romeo And Juliet. Shakespeare

Short Stories

• The Dead Bush. Michael Henderson

• My First Ball. Ihimaera

• I Spy. Graeme Greene

• Showing The Flag. Jane Gardam

• Shop Window, 1950. Gaylene Gordon

• The Last Summer. Beverley Dunlop

• Examination Day. Henry Slesar

PLEASE NOTE- THESE TEXTS ARE NOT LISTED BECAUSE THEY MATCH ANY PARTICULAR THEME. They are here to help guide you as to the level of complexity and type of text that you should be using for your theme study

Internal assessment resource English 1.8A for Achievement Standard 90852 PAGE FOR STUDENT USE

NOTES

Internal assessment resource English 1.8A for Achievement Standard 90852 PAGE FOR TEACHER USE

Assessment schedule: English 90852 Building Bridges

Evidence/Judgements for Achievement Evidence/Judgements for Achievement with Merit

Evidence/Judgements for Achievement with Excellence

The student work explains significant connection(s) across texts, using supporting evidence. The work may be presented in appropriate oral, written and/or visual forms.

Explains significant connection(s) across texts, using supporting evidence means that the student:

• identifies and explains one or more ideas about at least one significant connection across at least four texts

• supports explanations with at least one specific and relevant detail from each text.

Connection(s) may include links, commonalities and/or relationships between:

• knowledge, experience and ideas • purposes and audiences • language features • structures.

The student work convincingly explains significant connection(s) across texts, using supporting evidence. The work may be presented in appropriate oral, written and/or visual forms.

Convincingly explains significant connection(s) across texts, using supporting evidence means that the student meets the requirement for Achievement and:

• makes clear points that develop understandings about the connections being addressed. Some unevenness in the response may be acceptable.

This could mean that the student:

• attempts some reasoned and relevant explanations of the effect of the connection.

• shows some understanding of relevant text features or aspects, which develop connections.

• attempts to draw findings together or make thoughtful comments.

The student work perceptively explains significant connection(s) across texts, using supporting evidence. The work may be presented in appropriate oral, written and/or visual forms.

Perceptively explains significant connection(s) across texts, using supporting evidence means that the student meets the requirement for Achievement and:

• makes clear points that develop understandings that show some insight or originality in thought or interpretation. Some unevenness in the response may be acceptable.

This could mean that the student:

• presents a relevant and insightful study of the effect of the connection.

• shows an insightful understanding of text features or aspects which develop a connection.

• effectively draws findings together to make new understandings.

Final grades 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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