Name: __________________ Date:

Unti 1 - Formative Assessment Grade 6 A / B / C / D

The Mysterious Note

By: Lena Hawthorne

On a misty afternoon, Emily found a crumpled note in her locker: "Meet me

at the old oak tree, midnight. Come alone."

At the stroke of twelve, a shadowy figure emerged from the dark. "You
came," it whispered. Emily’s heart raced. "Who are you?"

The figure stepped into the moonlight—Mr. Jenkins, the janitor. He handed
her a note. "This holds the key. The fate of our town depends on it."

Following its clues, Emily uncovered a hidden chamber beneath the school.
Inside, a chest of ancient artifacts awaited. As she turned to leave, Mr.
Jenkins reappeared, now in formal attire. "You've proven yourself worthy.
You're the guardian now."

With that, Emily left, bound to protect the town’s secrets forever.

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After reading “The Mysterious Note” write a P.E.E.C paragraph on the
following:

How does the author create a mysterious mood?

Use the steps below to guide you through creating a P.E.E.C paragraph.

STEP 1:
Point → Answer the question explicitly. Be sure to add the Title, Author
and Genre of the text.
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STEP 2:
Evidence → Choose a quotation directly from the short story. Place it in
quotation marks.

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STEP 3:
Explanation → Use different types of sentences to explain the relevance of
your chosen quotation. Focus on specific words or phrases which highlight
the significance of the piece of evidence. Use transitional words to connect
your ideas.
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STEP 4:
Conclusion → Restate your point in a new way and connect it to the
overall message or theme of the story.

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Final step: Connect the previous steps to create a well-structured P.E.E.C

paragraph. Be sure to proofread and edit your work.

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Criteria Assessed: Ai, ii, B i, ii; D i, iii & iv

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 Objective Strand Comments
Objective A: i. identify and 0 - student does not hand anything in, does not respond to the prompt, or does
Analysing comment upon not meet the standards described below.
significant aspects of NI - No quotation was included or the quotation offers no opportunity for
texts inference. Limited explanation was provided in the PEEC paragraph.
S - A quotation was provided that is at least somewhat related to the prompt and
some explanation was provided. The explanation only rephrases the quotation.
G - VG - A relevant quotation was included that proves the point and the
explanation connects the evidence to the point. The explanation includes the
student’s understanding of the text.
VG - Ex. - A thoughtful quotation was chosen that strongly proves the point.
The explanation includes advanced inferences made about the text.
ii. identify and 0 - student does not hand anything in, does not respond to the prompt, or does
comment upon the not meet the standards described below.
creator’s choices NI - No quotation was included or the quotation offers no opportunity for
inference. No mention or limited mention of the author’s effect on the reader in
the explanation.
S - A quotation was provided that is at least somewhat related to the prompt.
Some mention of the author’s effect on the reader in the explanation.
G - VG - A relevant quotation was included. The explanation includes a
connection between the quotation and how the language affects the reader.
VG - Ex. - A thoughtful quotation was chosen that strongly proves the point.
The explanation includes a thoughtful connection between the quotation and how
the language affects the reader.
i. employ 0 - student does not hand anything in, does not use the PEEC paragraph
Objective B: organizational structure in any way, or does not meet the standards described below.
Organising structures that serve NI - Minimal use of PEEC paragraph structure. Aspects of the PEEC paragraph
the context and may be missing or incomplete.
intention S - Most aspects of the PEEC paragraph structure are included and adequately
defined.
G - VG - All aspects of the PEEC paragraph are present and ideas are developed
within the paragraph structure.
VG - Ex. - All aspects of the PEEC paragraph are included in a sophisticated way.
Ideas are effectively organized.
ii. organize opinions 0 - student does not use the PEEC paragraph structure in any way, or does not meet
and ideas in a logical the standards described below.
manner NI - Sentences are disorganized and ideas only minimally build upon each other

S - Sentences are somewhat organized and a clear PEEC paragraph structure is used
to build ideas. The parts of the PEEC paragraph structure relate to each other to
some degree.
G - VG - Signal phrases have been used well and ideas built within the paragraph
effectively. All aspects of the PEEC paragraph structure connect to each other.
VG - Ex. - Advanced signal phrases have been used effectively to build ideas. All
aspects of the PEEC paragraph structure effectively connect to and build upon each
other.
i. use 0 - student does not meet the standards described below.
Objective D: appropriate and
NI - uses limited correct sentence structures and very simple or incorrect
Using varied
vocabulary.
Language vocabulary and
S - uses various sentence structures and some ambitious vocabulary.
sentence
structures G - VG - Uses various sentence structures to enhance writing and includes
multiple examples of ambitious vocabulary.

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 VG - Ex. - Uses various sophisticated sentence structures to enhance writing
and includes many examples of ambitious vocabulary.
iii. use correct 0 - student does not hand anything in or does not meet the standards described
grammar, syntax and below.
punctuation NI - Has multiple significant grammar and punctuation mistakes that often
hinder communication.
S - Has some grammar and punctuation mistakes, however the mistakes rarely
significantly hinder communication.

G - VG - includes some advanced writing with limited grammar and

punctuation mistakes. Communication is clear and effective.
VG - Ex. - Includes sophisticated writing and syntax, and accurate grammar.
Various advanced punctuation is used correctly and effectively.
iv. spell (alphabetic 0 - student does not hand anything in or does not meet the standards described
languages), write below.
(character languages) NI - Has multiple significant spelling mistakes that often hinder communication.
and pronounce with
S - Has some spelling mistakes, however the mistakes do not significantly hinder
accuracy communication.
G - VG - All basic words are spelled correctly and there are some advanced
words with some spelling mistakes. Communication is clear.
VG - Ex. - All basic words are spelled correctly and most advanced words are
spelled correctly. Communication is clear and effective.

NI Needs improvement

S Satisfactory

G - VG Good - Very good

VG - Ex. Very good - Excellent