Westlake Girls High School

Don't tell me the moon is shining; show me the glint of light on broken glass.  ~ Anton Chekhov

Words - so innocent and powerless as they are, as standing in a dictionary, how potent for good and evil they become in the hands of one who knows how to combine them ~N. Hawthorne T

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The pen is the tongue of the mind. - Cervantes If you w

ould not be forgotten either write things w

orth reading or do things worth w

riting. –B.Franklin BeFranklin

YEAR 10 ENGLISH COURSE OUTLINEThis course aims to provide many exciting learning opportunities that will further extend your skills in listening, reading and viewing established in Year 9.

This year you will:

Study a selection of texts ranging from: Novels, Short stories, poetry, non-fiction, Shakespeare and film.

Read widely and record your personal responses. You will attempt the NCEA Level 1 English 1.10 internal assessment. This requires you to respond to 6 independently chosen texts throughout the year. These texts MUST be of Level 1 standard and checked by your teacher. If completed you will gain 4 credits towards NCEA Level 1.

Write regularly in a journal to develop written expression Produce various pieces of writing in a range of styles (creative, formal) Extend your knowledge of grammar, syntax and language techniques in order to

write and communicate effectively. Use the various Habits of Mind to improve your learning and self awareness. Deliver a speech Create a static image

Homework:You will be expected to complete a minimum of 30 minutes of English homework daily. This will be checked by your English teacher. If no homework is set, you may continue to work through the activities in your Year 10 Learning Workbook or personal reading.

Competition / Assessment Dates:Term 1: Week 7 - Grammar/Parts of Speech CAT

Week 9 - Mid-Year Essay CAT. 1 hour in-class test

Term 2: Week 5 - Static Image Advertising Competition (CAT may be completed beforehand. You will be advised by your teacher)

Term 3: Week 5 - Film Viewing CATWeek 9 - Speech CATWeek 10 - Speech competition

Term 4: Weeks 4-5 School Examinations (Approximately)

Terms 1-4: 1.10 Wide Reading – Teacher defined (ALL RESPONSES DUE: WEEK 5, TERM 4)Catch-ups are to be completed throughout the year. You are expected to attend supervised lunchtime NCEA catch-up sessions the week following your absence. A resubmission opportunity will also be provided during the junior exam period in Term 4 for those students on the borderline of a grade.

Please ensure you take note of the assessment rubric provided. These are the mark schedules your teachers will use to grade your work throughout the year.

Year 10 Planner 2015 AssessmentWeeks TERM 1 UNIT

1 Jan 28-30Introduction Activity: "Personalised Magazine / 1.10"

2 Feb 2-53 Feb 9-134 Feb 16-205 Feb 23-27 Text 1 Issued6 Mar 2- 67 Mar 9-13 Grammar / Syntax CAT8 Mar 16-209 Mar 23-27 Literature Essay CAT

10 Mar 30- Apr 2 1.10 Response #1TERM 2 Holidays

1 April 20-242 April 28-1 May   1.10 Response #23 May 4-8 1.10 Response # 24 May 11-155 May 18-22  Static Image CAT/Comp.6 May 25-297 Jun 2-58 Jun 8-129 Jun 15-19  1.10 Response #3

10 Jun 22-2611 Jun 29- July 3

TERM 3 Holidays1 Jul 20-24 Film Study2 Jul 27-31  1.10 Response #43 Aug 3-7 1.10 Response # 44 Aug 10-145 Aug 17-21  Film Viewing Test CAT6 Aug 24-287 Aug 31- Sep 4 1.10 Response #58 Sep 7-119 Sep 14-18 Speech Assessment Speech CAT

10 Sep 21-25 Speech CompetitionTERM 4 Holidays

1 Oct 12-16  1.10 Response #62 Oct 19-233 Oct 27-304 Nov 2-6 Junior Examinations APPROX5 Nov 9-13 Junior Examinations APPROX 1.10 Resubmit Opportunity6 Nov 16-207 Nov 23-278 Nov 30- Dec 49 Dec 7-8

WGHS NCEA Assessment Guidelines1. Misconduct/ Authenticity of Student Work

The conditions of the assessment activity will be clearly stated in the assessment instructions. This will include appropriate behaviour during the assessment and failure to comply with the conditions will be deemed to be misconduct.

Plagiarism is the practice of taking someone else's work or ideas and passing them off as one's own. The consequences of submitting copied work or plagiarised material of any form will result in the student receiving a “Not Achieved” grade.

Students must acknowledge all resources used whether quotes or paraphrased/ summarised (e.g. reference within their assessment, supply a bibliography, etc.)

Attendance is a requirement for authenticity.

If misconduct is suspected, the initial investigation will be undertaken by the HOD or TIC of the subject. This may be followed up with a further investigation by senior management.

If misconduct is found to have occurred then the student will have a ‘Not Achieved’ grade recorded for the AS/US and no further assessment opportunity will be offered. House deans and parents will be notified by the teacher and examination misconduct will be recorded on the school student management system to help prevent repetition.

2. Missed Assessments

Rescheduling of short term assessment opportunities, 1-4 days, may be granted without a formal medical certificate where the student’s absence has been limited to only one day and the assessment is able to be rescheduled, within the assessment period. In this circumstance an email or phone call on the day of the assessment from the caregiver, followed by a signed note will suffice. This is at the discretion of the HOD. Documents need to be submitted to the HOD via the class teacher responsible for that assessment.

Students will not be disadvantaged by unforeseen circumstances. An assessment opportunity will be granted at another time to a student who has missed an assessment opportunity on approved grounds at a convenient time negotiated with the HOD.

Approved Grounds may include: family bereavement, accident or illness. Holidays taken during term time do not constitute grounds for rescheduling of assessments. Therefore, should a student miss an assessment because she is away on holiday, she will not be granted an assessment opportunity at another time. Music lessons should be rescheduled by the student and not be a legitimate reason for missing an NCEA assessment

Bereavement circumstances need to be authenticated through your dean. Medical circumstances need to be authenticated by a medical certificate from a New Zealand registered medical practitioner which is dated on or immediately prior to the date or dates of assessment and must cover the date(s) of the assessment. The dates a student was incapacitated must be specified to be eligible for extensions or re-assessment opportunities, general or open ended medical certificates are insufficient.

3. Extensions to NCEA Assessments

Assessments handed in late will not be accepted unless an extension has been granted. Request for extensions must be made to the HOD by written application on the appropriate form via the class teacher responsible for that assessment.

Extensions may be granted only on approved grounds or when the student is representing the school.

Extensions are unlikely to be granted where significant time has been given for completion of the assessment.

Arrangements for all extensions must be made at least 48 hours before the due date of the assessment. If this is not possible because an emergency situation occurred then the request must be made as soon as possible.

The “WGHS leave from school” form with evidence of “approved” grounds sighted by house deans or a separate “request for extension” form can be used by students to apply for extensions 48 hours in advance. Extension forms are available from House Deans and HOD’s. Students are responsible for negotiating an extension with their teachers, providing evidence and gaining written permission.

4. Further NCEA Assessment Guidelines:

For internals that involve students taking drafts home to type up, completed scripts will be checked against drafts. Any discrepancies between draft and published assessment piece will result in a “Not Achieved” grade being awarded.

Re-Submissions - You will be informed as to whether or not each internal assessment will offer a resubmission opportunity. If a resubmission opportunity is offered a one-hour lunch-time /after school opportunity will be given to students for a re-submit.

Further Assessment Opportunities - Due to time constraints and the size of the cohort there will be no further assessment opportunities for Level 1, 2 or 3 English Achievement Standards.

Appeals Students will be given an opportunity to appeal the grade awarded if the

circumstances warrant it. Students whose scripts that have been marked by two teachers will not have an opportunity to appeal.

When marked work is returned, students will sign on the assessment cover sheet to indicate acceptance of the grade or request for reconsideration of the assessment judgement. Students who have had their work marked and returned will have five school days from the date of return to make an appeal.

The student will need to make a written submission using a “Request for Appeal of Assessment Judgement” form stating the reasons for appeal.

Attendance Students are required to attend all classes and participate fully in the learning

programme for English. Students will be notified if their lack of attendance is causing concern and preventing

them from achieving the required standard. Parents or guardians will be notified of any non-completion of assessments.

Scholaris & Weebly:Important information and documents will be uploaded to the Westlake Girls English Weebly site. A link to this site can be found on the school intranet – Scholaris. Please ensure you check this throughout the year.

www.wghsenglish.weebly.com

Moderation StatementEach assessment for Year 10 is controlled by a marking schedule. The marking schedule grids for the common assessment tasks (CATS) are posted on the Year 10 English Weebly site. Mark schedules have also been included in this booklet.

Teachers submit a range of scripts to the co-ordinator of the level or moderating panel who check for consistency.

When scripts are handed back, teachers go over the marking schedule with the class. The mark schedule will also be discussed with the class before starting the unit or task to be assessed. Once returned, students have the opportunity within that review hour to consider how to improve their responses and ask their teacher for clarification. In the case of essay responses teachers will make generalised comments and give feed forward. Students are encouraged to rewrite essays attempted throughout the year and make the improvements suggested by their teacher.

In the case of the mid-year test and end of year examination, once the review process is over, the scripts go home and there will be no further opportunity to change the marking.

All students are individually responsible for the English texts books issued to them throughout the year and the return of these texts once the unit is completed.

Students will be issued with texts and will be expected to keep these texts in good condition. If the book is lost or returned in a damaged condition, the student will be required to cover the cost of the book.

TIC of Junior EnglishJulie Brown

jbrown@westlakegirls.school.nz

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. DECLARATION:

I have read and understood the marking and moderation process. I understand what plagiarism is and that I am responsible for any texts issued to me throughout the year.

Student Signature: ___________________________________ Date: ___________________

Parent Signature:___________________________________ Date: _____________________

Year 10 Skills Checklist

The following elements will be taught throughout the year, in preparation for the end of year examination. Please note that PARTS OF SPEECH and SYNTAX will be tested as a CAT in Term 1. You should be confident in using these elements by the end of the year.

PARTS OF SPEECH

Common noun Proper noun Abstract noun Collective noun Pronoun Adjective Superlative Verb Adverb Verb Tense – past, present, future Conjunction Preposition Article Synonym Antonym

PUNCTUATION

Capital letter Full stop Question Mark Exclamation mark Comma Apostrophe Inverted commas Colon Semicolon Parenthesis Hyphen Dash Bullet points Ellipsis Italics

SYNTAX

Minor sentence Simple sentence Compound sentence Complex sentence Compound-complex sentence Imperative sentence Exclamatory sentence Rhetorical question End stopped lines (poetic device) Enjambment (poetic device)

FIGURES OF SPEECH

Simile Metaphor Extended metaphor Personification Alliteration Assonance Onomatopoeia Rhythm Rhyme / Rhyme Scheme Euphemism Emotive language / Connotations Pun Colloquial language (slang) Jargon Cliché

SPEECHES – LANGUAGE TECHNIQUES

Rhetorical question Listing Imperative statements Emotive language Quotations Personal pronouns Statistics Anecdotes Humour / pun Repetition Figurative language – e.g. simile Cliché Slang and Jargon Exaggeration (Hyperbole)

SPEECHES – DELIVERY TECHNIQUES

Gesture Eye Contact Stance Pace Pitch / tone Emphasis Enunciation Volume Cue cards

STATIC IMAGE - VERBAL

Slogan Imperative Statement Repetition Rhetorical Question Superlatives Neologism Cliché Pun Alliteration Assonance Listing Quote Anecdote Exaggeration (Hyperbole) Personal Pronoun Emotive Language

STATIC IMAGE – VISUAL

Colour Contrast Endorsement Superimposing / layering Reverse Print Bold Lettering Font – size, style Symbols Logo Border Empty Space Dominant Visual Image (DVI) Balance Rule of Thirds

FILM - VERBAL

Diegetic sound Non-diegetic sound Dialogue Music / soundtrack Voiceover Sound effects Aural bridge

FILM – OTHER TERMS

Director Cinematography Frame Shot Scene

FILM - VISUAL

Establishing shot Extreme long shot Long shot Medium shot Close-up Extreme close-up Over the shoulder shot Point of view shot

High angle Low angle Eye level Birds eye view Worms eye view

Panning Tracking Tilt Zoom

Fade Dissolve

Montage Cut / Crosscut Flash-forward / Flashback

High-key lighting Low-key lighting Deep focus Shallow focus

Colour Costume Props

End of Year Examination:The Year 10 End of Year Examination is 2 ½ hours in duration and will consist of:

Literature essay Film essay Prose Close Reading Poetry Close Reading Static Image Close Reading Grammar & Syntax skills

YEAR 10 COMMON ASSESSMENT TEST MARK SCHEDULES:

Ensure that you look closely at the essay mark schedules provided below and take detailed notes throughout the year to prepare for your end of year examination.

Mark Schedule 1.10 Wide Reading:

Evidence/Judgments for Achievement

5-6

Evidence/Judgments for Achievement with Merit

7-8

Evidence/Judgments for Achievement with

Excellence9-10

Students must submit responses for at least six texts.

At least four responses must demonstrate evidence of personal understandings of, engagement with, and/or viewpoints on a text by: Stating clearly their

opinion on the text. Supporting their opinion

with evidence from the text, either quotations or specific details.

Students must submit responses for at least six texts.

At least four responses must demonstrate evidence of personal understandings of, engagement with, and/or viewpoints on a text and present relevant and reasoned understandings by: Stating clearly their opinion

on the text Expanding and explaining

their opinion in a reasoned way

Providing supporting evidence (either quotations or specific details) that is directly relevant to the opinion.

Students must submit responses for at least six texts.

At least four responses must demonstrate evidence of personal understandings of, engagement with, and/or viewpoints on a text and present relevant, reasoned and insightful understandings by: Discussing how the text

has affected their ideas or views

Explaining why a particular feature of the structure or style of the text was interesting or effective

FILM - VISUAL

Establishing shot Extreme long shot Long shot Medium shot Close-up Extreme close-up Over the shoulder shot Point of view shot

High angle Low angle Eye level Birds eye view Worms eye view

Panning Tracking Tilt Zoom

Fade Dissolve

Montage Cut / Crosscut Flash-forward / Flashback

High-key lighting Low-key lighting Deep focus Shallow focus

Colour Costume Props

Discussing how the text made them think about connections with their own life, the world, or other texts.

Mark Schedule Magazine

Not Achieved1-4

Achieved5-6

Merit7-8

Excellence9-10

COMPLETION I have not completed the set tasks required

I have completed all of the set tasks.

I have completed all of the set tasks and made a determined effort.

I have completed all set tasks to the highest standard and gone beyond the set requirements.

PRESENTATION My presentation is untidy and shows a lack of effort.

I have presented most of my work in a tidy manner.

I have presented all of my work in tidy, organised and creative manner.

I have presented all of my work in an organised, creative and original manner.

ACCURACY I have intrusive errors throughout. Contains Run-on sentences, grammar/punctuation and spelling errors.

I have drafted my work but still have a number of errors in spelling and punctuation.

I have carefully drafted my work but have some errors in spelling or punctuation.

I have thoroughly drafted my work and have very few errors in spelling and punctuation.

TEACHER COMMENT

Mark Schedule Creative Writing

Not Achieved1-4

Achieved5-6

Merit7-8

Excellence9-10

IDEAS Contains weak and poorly developed ideas. Lacks detail

Contains good ideas. Some details have been developed and described

Develops and communicates increasingly comprehensive ideas with significant descriptive detail

Fully develops and communicates connected, comprehensive ideas. Ideas are original and show flair.

LANGUAGE Vocabulary choice is simplistic and awkward at times. Incorrect word choice used.

Begins to use a range of words and language features well

Uses a wide range of language features and vocabulary with confidence to convey ideas, thoughts and feelings.

Incorporates a wide range of language features and sophisticated vocabulary effectively and with confidence to convey ideas, thoughts and feelings.

STRUCTURE Ideas lack clear structure. Paragraphs are not used. Short or appears incomplete.

Organises and sequences ideas for a particular effect. Paragraphs are attempted. Achieves some sense of coherence or wholeness.

Organises and develops ideas for a particular purpose or effect. Paragraphs are well linked and used with confidence. Achieved a sense of coherence or wholeness.

Organises and develops ideas for a particular purpose or effect using a range of sentence beginnings and lengths. Writing is fluent and achieves a sense of coherence or wholeness.

ACCURACY Errors are intrusive. Run-on sentences, spelling/punctuation and grammar errors throughout. Meaning is often vague. Expression is limited.

Writing conventions are used accurately most of the time. There are still some errors to correct.

Writing conventions are used with confidence. There are a few errors to correct but fluency is not disrupted.

Writing conventions are used with confidence. There are few or no errors. Grammatical and spelling conventions are used effectively and with accuracy.

Mark Schedule Speech

Not Achieved1-4

Achieved5-6

Merit7-8

Excellence9-10

IDEAS Contains weak and poorly developed ideas. Lacks detail or examples.

Contains good ideas. Most points have been developed and supported by examples or evidence.

Develops and communicates thoughtful and comprehensive ideas which are well supported with appropriate examples.

Fully develops and communicates original and comprehensive ideas. Ideas are supported with well-chosen examples and clearly explained.

LANGUAGE Vocabulary choice is simplistic. Language is sometimes informal. Oral language features are not used.

Vocabulary and tone is suited to the topic. Begins to use a range of words and oral language features well.

Uses a wide range of oral language features and vocabulary with confidence.

Incorporates a wide range of oral language features and sophisticated vocabulary effectively and with confidence to create impact.

STRUCTURE Ideas lack clear structure. May not have an introduction or conclusion. Short or appears incomplete.

Organises ideas into separate points. Introduction and conclusion are clear.

Organises ideas effectively into separate points with some linking between each point. Introduction and conclusion are interesting and linked to the main ideas.

Organises ideas effectively into separate points. Each point is well linked and in a logical order. Introduction and conclusion are attention grabbing and are clearly linked to the main ideas.

DELIVERY Little eye contact used. Voice has little variation (monotone) in tone/pitch and may be too quiet. Speech is read rather than learnt. Lacking in confidence.

Some eye contact throughout, reliant on cue cards at times. Some variation in tone and volume. Well practised and shows some confidence in delivery. Good stance and pace.

Eye contact sustained most of the time and cue cards used in moderation. Variety of tone of voice and volume used for effect. Speech is well practised and confidently delivered. Strong stance, appropriate gestures and facial expressions used.

Eye contact sustained consistently throughout. Cue cards rarely used. Tone, volume and pace used for emphasis of important points and to maintain audience engagement. Speech is well practised and confidently delivered. Strong stance, appropriate gestures and facial expressions used.

Mark Schedule Static Image

Not Achieved1-4

Achieved5-6

Merit7-8

Excellence9-10

IDEAS Contains weak and poorly developed ideas. Lacks detail

Communicates straightforward ideas in a presentation for a specific audience and purpose.

Communicates developed ideas in a presentation for a specific audience and purpose.

Communicates fully developed and original ideas in a presentation for a specific audience and purpose.

LANGUAGE Does not use visual or verbal techniques.

Uses appropriate visual and verbal techniques

Uses appropriate visual and verbal techniques with effect

Uses appropriate visual and verbal techniques with striking and/or original effect.

WRITTEN RESPONSE

Poor explanation of visual and verbal techniques. Shows a lack of understanding.

Identifies most of the visual and verbal techniques used and their intended effect.

Identifies and describes in detail the visual and verbal techniques used and their intended effect.

Clearly Identifies and describes in detail the visual and verbal techniques used. Confident explanation given as to their intended effect.

MESSAGE The main message is unclear or not appropriate.

The main message is clear and appropriate

Visual and verbal features work well together to communicate the main message

Visual and verbal features are combined effectively to communicate the main message

200 COMMONLY MISSPELLED WORDS IN ENGLISHabsence

accommodateachieveacquireacross

addressadvertise

adviceamong

apparent

argumentathleteawful

balancebasically

becomingbefore

beginningbelievebenefit

breathebrilliantbusinesscalendarcareful

categoryceiling

cemeterycertainchief

citizencoming

competitionconvenience

criticize

decidedefinitedepositdescribe

desperate

developdifferencedilemma

disappeardisappoint

disciplinedoes

duringeasilyeight

eitherembarrass

environmentequipped

exaggerate

excellentexcept

exerciseexistence

expectexperienceexperimentexplanation

familiarfascinating

finallyforeignforty

forwardfriend

fundamentalgenerally

governmentgrammarguarantee

guidancehappiness

heroeshumorousidentity

imaginaryimitation

immediatelyincidentallyindependent

intelligentinterestinginterfere

interpretationinterruption

invitationirrelevantirritableislandjealous

judgmentknowledgelaboratory

lengthlesson

librarylicense

lonelinesslosinglying

marriagemathematics

medicineminiature

minute

mysteriousnaturallynecessaryneighbour

neither

noticeableoccasionoccurredofficialoften

omissionoperate

optimismoriginalought

paidparallel

particularlypeculiarperceive

performpermanentperseverepersonallypersuade

picturepiece

planningpleasantpolitical

possesspossiblepractical

preferprejudice

presenceprivilegeprobably

professionalpromise

proofpsychology

quantity

quitquite

realize

recommendreferencereligious

quarterquiet

receiverecognize

repetitionrestaurant

rhythmridiculoussacrificesafety

scissors

secretaryseparateshiningsimilar

sincerely

soldierspeech

stoppingstrengthstudying

succeedsuccessful

surelysurprise

temperaturetemporary

through

throughtowardtriestruly

twelfthuntil

unusual

usingusuallyvillageweird

welcomewhetherwriting

SPELLING WORDS FOR EXTENSION STUDENTS: integrity honesty, decencyintrepid fearless, adventurousintuitive instinctive, untaughtjubilation joy, exultationlongevity long lifemundane ordinary, commonmelancholy Sad, miserablenonchalant Calm, casualopulent wealthyostentatious displaying wealthparched dried upperfidious disloyalprecocious talented beyond one's agepretentious pompous, self-importantprocrastinate to delay unnecessarilyprosperity wealth, successprovocative inflammatoryprudent wise, careful, cautiousquerulous irritablerancorous hatefulreclusive withdrawn, hermit-likereconciliation agreement after a quarrelrenovation state of being renewedresilient quick to recoverrestrained controlled, restrictedreverence profound respectsagacity wisdomscrutinize to observe carefullyspontaneity impulsive actionspurious phony, falsesubmissive meeksubstantiate to verify, confirmsubtle elusive, sly, ambiguoussuperficial lacking in depthsuperfluous more than enoughsuppress to end an activitysurreptitious secret, stealthytactful diplomatic, politetenacious persistent, resolutetransient temporary, fleetingvenerable respectable due to agevindicate to clear from blamewary watchful, alert

abbreviate shorten, abridgeabstain act of refraining fromadulation high praiseadversity misfortuneaesthetic pertaining to beautyamicable agreeableanecdote short account of eventanonymous namelessantagonist opponentarid extremely dryassiduous hard-workingasylum sanctuarybenevolent friendly, helpfulcamaraderie trust among friendscensure to criticize harshlycollaborate to work togethercompassion sympathy, mercycompromise to settle differencescondescending patronizingconditional provisional, contingentcongregation crowd of peopledemagogue rabble-rousing leaderdigression straying from main pointdiligent hard-workingdiscredit dishonour, disgracedisdain to regard with scorndivergent variant, moving apartempathy sharing of feelingsemulate follow an exampleenervating tiring, weakeningenhance improve, augmentephemeral momentary, fleetingevanescent short-lived, as an imageexasperation irritation, frustrationexemplary outstandingextenuating guilt diminishingfortuitous luckyfrugal thriftyhackneyed overused, clichédhaughty arrogant, condescendingimpetuous rash, impulsiveinconsequential trivialinevitable unavoidable, certain

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