ENG4U

 Unit 3 Summative Task

Type of Assessment: Unit Summative

Purpose of Assessment: Assessment OF Learning
Method of Assessment: KTCA Four Level +/-

T:
K: 25% C: 25% A: 25%
25%
Learning Goals:
 Complete an overall assessment of your learning for this unit.
 Communicate your learning in a variety of ways.

B1 Reading for Meaning: read and demonstrate an understanding of a variety

of literary, informational, and graphic texts, using a range of strategies to
construct meaning. 
Reading
B2 Understanding Form and Style: recognize a variety of text forms, text
features, and stylistic elements and demonstrate understanding of how they
help communicate meaning.

C1 Developing and Organizing Content: generate, gather, and organize

ideas and information to write for an intended purpose and audience.

C2 Using Knowledge of Form and Style:  draft and revise their writing, using
Writing a variety of literary, informational, and graphic forms and stylistic elements
appropriate for the purpose and audience.

C3 Applying Knowledge of Conventions: use editing, proofreading, and

publishing skills and strategies, and knowledge of language conventions, to
correct errors, refine expression, and present their work effectively.

Instructions:

Step One: READ

Read Children of Blood and Bone by Tomi Adeyemi. 

Step Two: PLAN

Choose one of the following thesis statements as the topic of your literary essay:

 The tragic fate that Majis and Diviners faced after The Raid is a real-world
parallel to the challenges that minorities face in the modern world. 

 Children of Blood and Bone is purposefully told from three different

perspectives to add depth to the conflict in the story and highlight how it is a
complex issue. Our moral values are relative to our social class. 

 The events leading up to the slaughter of people who possess maji is proof
that the Gods have abandoned the people of Orïsha. Zel’s loss of faith is
justified. 

Step Three: OUTLINE

After choosing your thesis statement, fill in the literary essay outline below.

Introductory Paragraph

Lead (2-3 There are times when people feel abandoned by the gods
sentences): when they go through challenging times. Unspeakable events
leading up to the slaughter of people who possessed maji is
proof that the gods have abandoned the people of Orisha.
This makes Zelie and the people of Orisha loss of faith
justified.

Link (1 Tomi Adeyemi explores the topic of the awareness and

sentence): actions of the gods to the violence and terror that the people
of Orisha faced in her novel, Children of Blood and Bone. 

Thesis In the novel, Children of Blood and Bone, the author illustrated
Statement (1 different scenarios when it felt like the gods where not there to
sentence): help or assist the people who were facing the terror of war
and violence.

Blueprint (1 The people of Orisha, especially the majis, are not pleased
sentence): with the silence of the gods during the raid and genocide.

Body Paragraph 1

Topic sentence To begin, the lack of response of the gods during the

(TW + Thesis + slaughter of the people of Orisha during the raid is devastating
Blueprint): and heart breaking.
Point (1 Zelie has many reasons to doubt the existence of the gods since the
sentence: put sacred instruments used to connect to the gods have been destroyed
quote in and some scattered abroad.
context):

Proof with
speaker tag:

Comment (3-4
sentences): 

Concluding Finally, 
sentence: 

Body Paragraph 2

Topic sentence Next, 

(TW + Thesis +
Blueprint):

Point (1
sentence: put
quote in
context):

Proof with
speaker tag:

Comment: 

Concluding In conclusion, 
sentence: 

Body Paragraph 3

Topic sentence Additionally, 

(TW + Thesis +
Blueprint):

Point (1
sentence: put
quote in
context):

Proof with
speaker tag:

Comment: 

Concluding Therefore, 
sentence: 
 Concluding Paragraph:

Restate thesis: Do not use the same words in the introductory paragraph. 

Restate Go back to your introductory paragraph, use different words to

Blueprint: restate your blueprint. 

Clincher (2-3 Write down your closing thoughts. 

sentences)

Step Four: Write

After outlining your points, put everything together in a separate Google or
Microsoft document. Make sure you comply with the following guidelines:
 Times New Roman, 12, 1.5 spacing, 1” margins on all sides
 Make sure it’s a 5-paragraph, 500-word essay.
 Six (6) direct quotations are needed - two (2)  in each body paragraph.
 Make sure all quotations are incorporated into sentences.
 Your final copy will be in MLA format with Works Cited Page.

Step Five: Review

Read through your essay before submitting it to Paper for feedback. Use the
rubric provided by your teacher as a guide in editing and finalizing your literary
essay.

Step Six: Submit to Paper and Get Feedback

Submit the essay to Paper for review to get feedback from a live tutor.

Step Seven: Apply Feedback

Apply feedback from Paper to your literary essay. Submit the Paper
Feedback for additional marks.

Step Eight: Submit

Email your literary essay with this document to your teacher.

Note to Paper Tutor

Hi Paper Tutor, we are studying “Children of Blood and Bone by Tomi Adeyemi.” Students
were taught this “step-by-step guide to writing a literary essay.”
 . Here it is important to note that the student “communicates the learning of Children of
Blood and Bone by Tomi Adeyemi through completing a literary essay.”
The student learned the following “Children of Blood and Bone by Tomi Adeyemi as well
as the literary essay outline.”

Literary Essay Rubric

T:
K: 25% C: 25% A: 25%
25%

Student Name:

Level 1: 50%-59% Level 2: 60%-69% Level 3: 70%-79% Level 4: 80%-100% Grade

Knowledge: How well did you exhibit your understanding, analysis and explanation of the writing
task? How well did you understand the themes, concepts and ideas of the novel?

Conveys a limited Conveys a partially accurate Conveys an accurate Conveys an accurate and in-
understanding of Children of understanding of Children of understanding of Children depth understanding of
Blood of Bone using a range Blood of Bone using a range of Blood of Bone using a Children of Blood of Bone
of strategies to of strategies to communicate range of strategies to using a range of strategies to
communicate meaning to meaning to the audience. communicate meaning to communicate meaning to the
the audience. the audience. audience.

Offers unclear analysis and Offers limited analysis and Offers a partial analysis Offers insightful and
unwarranted explanations explanation in support of the and explanation in support thorough analysis and
that fail to support the topic topic by discussing the of the topic by discussing explanation in support of the
by discussing the different different points. the different points. topic by discussing the
points. different points.

Demonstrates a limited Demonstrates some Demonstrates a good Articulates a sophisticated

understanding of themes, understanding of themes, understanding of themes, understanding of themes,
concepts, and ideas through concepts, and ideas through concepts, and ideas concepts, and ideas through
giving distinct explanations giving distinct explanations through giving distinct giving distinct explanations in
in the essay. in the essay. explanations in the essay. the essay.

Thinking: How well did you establish a clear thesis and maintain direction, focus and
 coherence? How well did you consider the perspectives of the reader, author and context?

Establishes a confused or Establishes but fails to Establishes and maintains Skillfully establishes and
irrelevant thesis and fails to maintain focus on a basic a consistent focus on a maintains a consistent focus
maintain focus. thesis consistently and falls clear thesis while effectively on a clear and compelling
through with engaging with engaging with the reader. thesis while effectively
the reader. engaging with the reader.

Exhibits an attempt to Exhibits the basic structure Exhibits logical and Exhibits logical and coherent
organize ideas into a but lacks the coherence of coherent structure with structure with claims,
beginning, middle and end, consistent claims, evidence, claims, evidence, and evidence, and interpretations
but lacks coherence. and interpretations. interpretations that support that convincingly support the
the thesis. thesis.

Fails to demonstrate Consider some perspectives. Consider various Consistently considers

consideration of various perspectives. various perspectives.
perspectives.

Communication: How well did you elaborate using specific and relevant details and/or evidence to
support the thesis? How well did you employ critical thinking skills?

Attempts to offer some Develops ideas briefly or Develops some ideas more Develops ideas clearly and
development of ideas, but partially using some textual fully than others, using fully, effectively integrating
textual evidence is vague, evidence but without much relevant textual evidence. and elaborating on specific
repetitive or unjustified. elaboration/ analysis. textual evidence.

Contains irrelevant and/or May contain a mix of Attempts to discriminate Effectively discriminates
inaccurate information relevant and irrelevant between relevant and between relevant and
and/or confuses the information and/or may irrelevant information, and irrelevant information and
difference between fact and confuse the difference between fact and opinion. between fact and opinion.
opinion. between fact and opinion.

Communicates ideas with Communicates ideas with Communicates ideas with Communicates ideas with a
limited confidence. some confidence. considerable confidence. high degree of confidence.

Application: How well did you use proper MLA format, formal academic writing conventions,
spelling, punctuation, paragraphing, capitalization, grammar, word usage, and proper citation for long
and short quotations?

Uses imprecise or Relies on basic vocabulary Uses appropriate language Stylistically sophisticated use
unsuitable (e.g. incorrect (e.g. incorrect pronoun- that is usually precise. (e.g. of language that is engaging
subject/verb agreement, use antecedent agreement, may incorrectly use and precise (error-free; e.g.
of slang or contractions). incorrect spelling of basic homonyms). proper punctuation of
words). complex sentences).

Reveals a confused Reveals a limited awareness Incorporates a considerable Effectively incorporates a

understanding of how to of how to vary sentences amount of variety in variety of sentence
write in complete sentences and relies on simple, sentence structures. structures.
and little or no ability to vary repetitive sentence/
sentence patterns. paragraph structure.

Demonstrates limited Demonstrates an emerging Demonstrates control of Demonstrates flawless

control of MLA format (title control of MLA format (title MLA format (title page, control of MLA format (title
page, works cited, spelling, page, works cited, spelling, works cited, spelling, page, works cited, spelling,
punctuation, proper citation punctuation, proper citation punctuation, proper citation punctuation, proper citation
for long and short for long and short for long and short for long and short quotations,
quotations, etc.). quotations, etc.). quotations, etc.). etc.).

Teacher Comments

Ontario Curriculum Expectations

B identify the most important ideas and supporting details in texts, including complex and challenging
texts 
1.3

B make and explain inferences of increasing subtlety and insight about texts, including complex and
challenging texts, supporting their explanations with well-chosen stated and implied ideas from the
1.4 texts

B extend understanding of texts, including complex and challenging texts, by making rich and
increasingly insightful connections between the ideas in them and personal knowledge, experience,
1.5 and insights; other texts; and the world around them

B analyse texts in terms of the information, ideas, issues, or themes they explore, examining how
various aspects of the texts contribute to the presentation or development of these elements
1.6

B identify a variety of text features and demonstrate insight into the way they communicate meaning
2.2

B identify a variety of elements of style in texts and explain how they help communicate meaning and
enhance the effectiveness of the texts 
2.3

C generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and
print, electronic, and other resources, as appropriate
1.2

C identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies
and selecting the organizational pattern best suited to the content and the purpose for writing
1.4

C 5 determine whether the ideas and information gathered are accurate and complete, interesting, and
effectively meet the requirements of the writing task 
1.5

C write for different purposes and audiences using a variety of literary, informational, and graphic forms
2.1

C use a wide range of descriptive and evocative words, phrases, and expressions precisely and
imaginatively to make their writing clear, vivid, and compelling for their intended audience
2.3

C write complete sentences that communicate their meaning clearly and effectively, skilfully varying
sentence type, structure, and length to suit different purposes and making smooth and logical
2.4 transitions between ideas
 C revise drafts to improve the content, organization, clarity, and style of their written work
2.6

C produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified
by the teacher, based on the curriculum expectations 
2.7

C use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to
recognize and correct their own and others’ spelling errors 
3.1

C build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice,
using a variety of resources and strategies, as appropriate for the purpose
3.2

C use punctuation correctly and effectively to communicate their intended meaning

3.3

C use grammar conventions correctly and appropriately to communicate their intended meaning clearly
and effectively
3.4