NOOSA CHRISTIAN COLLEGE

Student name: Student number:

Teacher name: Draft due: 11 March 2024
Date handed out: 29 February 2024 Date due: 18 March 2024
Subject English - Year 9
Technique Narrative
Unit Unit 1: What Shapes Us
Topic Learning From the Past
Conditions
Duration 2 weeks’ notification and preparation
Mode Written Length 500 words maximum
Individual/ Individual Other personal stories
group
Resources nil required
available
Context
In this unit, students have explored Shakespeare’s Romeo and Juliet, familiarising themselves
with the plot, characters, and the language of the day. They have discussed how the decisions
made by the characters were based on the experiences, mores and social conventions of the
day and how these differ to current cultural norms in Australia.

Students have discussed various themes that are part of the human experience, whether they
be Shakespearean or of the current era. These include love, conflict, misunderstanding and
miscommunication, ageism, and relationships between family, friend, or foe.
Task
Using knowledge of Shakespeare’s themes in Romeo and Juliet, write a short story based on a true event
that has shaped your family in some way. This will involve having conversation with family members to
find a story to suit, preferably a story you haven’t heard before. The stories may be serious or
entertaining. Ideas may include:
 Love – how your parents or grandparents met, relatives they were/are close to
 Conflict – family who has moved to Australia from an unsafe country, grandparents who served
in a war
 Miscommunication – language barriers, a story where someone was misunderstood
 Ageism – discrimination against someone due to their age
 Relationships – best friends your parents/grandparents had and what they did together
*You may change the identity of the person/s in the story if you wish them to remain anonymous.
To complete this task, you must:
● Be familiar with the themes in Romeo and Juliet by William Shakespeare.
● Be familiar with a narrative structure, particularly that of a short story.
● Understand audience, context and current societal expectations.
Checkpoints
☐ Term 1 Week 7: Receive assignment and interview family members.
☐ Term 1 Week 7 & 8: Conference with teacher.
☐ Term 1 Week 9: Conference with teacher to get feedback regarding draft. Submit draft through
SEQTA.
☐ Term 1 Week 9: Submit task through SEQTA.
Feedback
Authentication strategies
● You will be provided class time for task completion, and will need to use home time for interviews.

● You will provide documentation of your progress in OneNote.

● Your teacher will collect and annotate a draft.

● Your teacher will conduct interviews or consultations as you develop the review.

● You must acknowledge all sources.

● You must submit a declaration of authenticity.

Scaffolding
● Identify the target audience
● Use devices to engage the audience, for example:
○ Select a point of view and a tense to write in
○ Start in the action of the story
○ Include dialogue
○ Use strong verbs and concrete nouns
○ Ensure there is a resolution
○ Use different sentence styles.
Statement of Authenticity
I certify that this assignment is all my own work and I have acknowledged all material and sources used in the
preparation of this material. I also acknowledge that I have read the school Assessment Policy and understand
the implications of the policy. I understand that plagiarism is a serious matter and that I may be penalised if this
declaration is false.
Student Signature: _______________________ Date: ____________________

N.B. Teacher/HOD reserves the right to interview the student where ownership of work comes into question.
Marking Criteria:

A B C D E
The folio of the student’s work has the following characteristics:
Discerning analysis of the ways text structures can be Effective analysis of the ways text structures can be Analysis of the ways text structures can be Explanation of the ways text structures can be Identification of text structures manipulated for
manipulated for effect manipulated for effect manipulated for effect manipulated for effect effect
standing
Under-
Receptive
Modes

Listening for and detailed description of ways texts Listening for and description of ways texts position an Listening for ways texts position an audience Listening for and partial description of ways texts Listening for and fragmented description of ways
Skills

position an audience audience position an audience texts position an audience

Discerning use of a variety of language features to create Effective use of a variety of language features to Use of a variety of language features to create Use of a variety of language features to create Use of language features to create meaning
Understandin

different levels of meaning create different levels of meaning different levels of meaning meaning
Productive Modes

Discerning manipulations of language features and Effective manipulation of language features and Manipulation of langue features and images to create Use of language features and images to create Use of aspects of language features and images to
images to create innovative texts images to create innovative texts innovative texts innovative texts create texts

Discerning selection of vocabulary and grammar that Effective selection of vocabulary and grammar that Selection of vocabulary and grammar that Selection of vocabulary and grammar that partially Selection of vocabulary and grammar when editing
contributes to the precision and persuasiveness of texts contributes to the precision and persuasiveness of contributes to the precision and persuasiveness of contributes to the precision and persuasiveness of for effect
Skills

when editing for effect texts when editing for effect texts when editing for effect texts when editing for effect
Consistent use of accurate spelling and purposeful use of Consistent use of accurate spelling and effective use Use of accurate spelling and punctuation Partial use of accurate spelling and punctuation Fragmented use of accurate spelling and punctuation
punctuation of punctuation

Comments: