G10 Language and Literature

​Student Pimpy
Parent/Guardian Signature*
 
* by adding your name you are acknowledging you have read and discussed the content of this 
document.  
 
Statement of Inquiry:  

"To gain a deeper understanding of ourselves and the complexities of our own r​elationships 
and identities​​, we can observe and analyse the ​connections​​ between others in the literature 
we read. By doing this, we can also learn to appreciate how the ​context​​ of a situation can 
shape the decisions a ​character​​ may make." 

Key Concept:  Related Concepts:  Global Context: 

Connections  Character and Context  Identities and 

Relationships 

Approach to Learning Skills 

Critical Thinking  Task one requires you to use your critical thinking skills to 
interpret the text and analyse the intended effects the 
author’s style and strategies have on the audience. 
 
Task Two requires you to analyse and synthesise the themes 
in the books in order to establish a connection between the 
novel and your own lives 
 

 
 
Summative assessment task: 
Task 1: Literary Analysis Essay
You ​will each write a literary analysis essay about one of the major themes found in ​Of Mice and Men​. Your essay
needs to follow the structure of a literary analysis. You will use the appropriate format (font, font size, spacing,
indentation size) when submitting their final product. 
   

1
How you will be assessed: 
 
Criterion A: analysing  
Level 1-2 Level 3-4 Level 5-6 Level 7-8

Provides ​limited ​analysis of the
content, context, language,
structure, technique and style
of text(s) and the relationship
among texts.
Provides ​adequate​​ analysis of
the content, context, language,
structure, technique and style
of text(s) and the relationship
among texts.
Competently​​ analyzes the
content, context, language,
structure, technique, style of
text(s) and the relationships
among texts.
Provides ​perceptive​​ analysis
of content, context, language,
structure, technique, style of
text(s) and the relationship
among texts.

Provides ​limited ​analysis of the Provides ​adequate​​ analysis of Competently​​ analyzes the Perceptively​​ analyzes the
effects of the creator’s choices the effects of the creator’s effects of the creator’s choices effects of the creator’s choices
on an audience. choices on an audience. on an audience. on an audience.

Rarely​​ justifies opinions and
ideas with examples or
explanations; uses ​little or no
terminology.
Evaluates ​few​​ similarities and
differences by making ​minimal
connections in features across
and within genres and texts.
Justifies opinions and ideas
with ​some​​ examples and
explanations, though this may
not be consistent; uses ​some
terminology.
Evaluates​ some​​ similarities
and differences by making
adequate​​ connections in
features across and within
genres and texts.
Sufficiently​​ justifies opinions
and ideas with examples and
explanations; uses accurate
terminology.
Evaluates​ ​similarities and
differences by making
substantial​​ connections in
features across and within
genres and texts​.
Gives ​detailed justification​​ of
opinions and ideas with a​ ​range
of examples, and ​thorough
explanations; uses ​accurate
terminology.
Perceptively compares and
contrasts​​ by making
extensive​​ connections in
features across and within
genres and texts.

Task specific clarifications:

Summative #1: ​You will analyze the novel, identifying one major theme of the work. You will prove your ideas through
specific textual evidence and explanation of literary devices used effectively by the author.

Student justifications: Teacher Justifications:

I think I will give myself a 5 for this criterion because I am
able to analyze the specific textual evidence that I used to
prove how the textual evidence connected between the
book and our life. I identify how the author show the
theme through he novel.
 
 
   

2
Criterion B: organising 
Level 1-2 Level 3-4 Level 5-6 Level 7-8

Makes ​minimal​​ use of
organizational structures,
though these may not always
serve the context and intention.
Organizes opinions and ideas
with a ​minimal degree of
coherence and logic​​.
Makes ​minimal​​ use of
referencing and formatting tools
to create a presentation style
that may ​not​​ ​always​​ ​be
suitable​​ to the context and
intention.
Makes ​adequate​​ use of
organizational structures that
serve the context and intention.
Organizes opinions and ideas
with ​some degree of
coherence and logic​​.
Makes ​adequate​​ use of
referencing and formatting tools
to create a presentation style
suitable to the context and
intention.
Makes ​competent​​ use of
organizational structures that
serve the context and intention.
Organizes opinions and ideas
in a ​coherent and logical
manner, with ideas building on
each other.
Makes ​competent​​ use of
referencing and formatting tools
to create a presentation style
suitable to the context and
intention.
Makes ​sophisticated​​ use of
organizational structures that
serve the context and intention
effectively​​.
Effectively​​ organizes opinions
and ideas in a ​sustained​​,
coherent and logical​​ manner
with ideas building on each
other in a ​sophisticated​​ way.
Makes ​excellent​​ use of
referencing and formatting tools
to create an ​effective
presentation style.

Task specific clarifications:

Summative #1:​​ You will follow the structure of a literary analysis essay by including an introduction paragraph, multiple
body paragraphs and a conclusion paragraph. You will use effectively use transitions and follow appropriate formatting.

Student justifications: Teacher Justifications:

I think I will also give myself 5 for this criterion because I
follow the structure of a literary analysis essay by including
an introduction paragraph , multiple body paragraph and a
conclusion paragraph, and follow appropriate formatting.
But I think I did not use the the transition effectively
throughout my essay.
 
   

3
Criterion D: using language 
Level 1-2 Level 3-4 Level 5-6 Level 7-8

Uses a ​limited​​ range of
appropriate vocabulary and
forms of expression.
Writes in an ​inappropriate
register and style that ​do not
serve the context and intention.
Uses grammar, syntax and
punctuation with ​limited
accuracy; errors ​often hinder
communication.
Spells/writes with ​limited
accuracy; errors ​often​​ ​hinder
communication.
Uses an ​adequate​​ range of
appropriate vocabulary,
sentence structures and forms
of expression.
Sometimes​​ writes in a register
and style that serve the context
and intention.
Uses grammar, syntax and
punctuation with ​some degree
of accuracy; errors ​sometimes
hinder​​ communication.
Spell/writes with ​some degree
of accuracy; errors ​sometimes
hinder​​ communication.
Uses a ​varied range​​ of
appropriate vocabulary,
sentence structures and forms
of expression ​competently.
Writes ​competently​​ in a
register and style that serve the
context and intention.
Uses grammar, syntax and
punctuation with a
considerable degree​​ of
accuracy; errors ​do not​​ ​hinder
effective communication.
Spells/writes with ​considerable
degree​​ of accuracy; errors ​do
not hinder​​ effective
communication.
Effectively​​ uses a range of
appropriate vocabulary,
sentence structures and forms
of expression.
Writes in a ​consistently
appropriate​​ register and style
that serve the context and
intention.
Uses grammar, syntax and
punctuation with a ​high degree
of accuracy; errors are minor
and communication is
effective​​.
Spells/writes with a ​high
degree​​ of accuracy; errors are
minor and communication is
effective​​.

Task specific clarifications:

Summative #1: ​You will use effective diction that clearly expresses your ideas, including appropriate use of literary
devices and transitions. You will follow a formal essay style with few grammar, syntax, spelling, or punctuation errors.

Student justifications: Teacher Justifications:

I think I will give myself a 4 for this one because I did not
use various range of vocabulary and diction as effectively. I
follow the formal essay style with few spelling errors but I
still have some past tenses and grammar errors in my
essay.