Middle Years Programme: Year 3: Grade 8 – Unit One
G.R.A.S.P.S. : Writing a Confessional Narrative
Task Details:
GOAL: Your task is to write a narrative that will act as a “confessional” where a character from a story you have selected explains his or her attempts to control or manipulate someone else in the story. You will write a short justification as why you chose the character you did and explain how the evidence selected develop the theme of control. Choose a character from one of the stories we’ve read in the first unit. How did this character influence another character? How did this character control or manipulate another character in the story? Why did they do this?
ROLE: You are a writer for a literary magazine who writes pieces based on questions received from readers.
AUDIENCE: The readers in the literary magazine you work for have asked the question: “Is it possible for people to control each other’s actions?”. Use the character you chose and what they did to answer this question.
SITUATION: The challenge involves finding enough evidence to address the questions. You must incorporate evidence from one of the stories we’ve read in class, how did the character you chose control or manipulate someone else? What evidence can you use to support your story.
PURPOSE: Your character confessionals will need to answer three guiding questions: “Why did you want to control someone else’s actions?”, “How did you try to control someone else’s actions?”, and “What were the results of your trying to control someone else’s actions?” In order to answer this part of the confessional, think of it from the character’s perspective.
STANDARDS: In order for this writing piece to meet the criteria for an effective narrative, you will need to include a logical introduction, event sequence, and reflective conclusion; narrative techniques; transitions; description; as well as correct spelling and grammar. Be sure to have an introduction paragraph, 3-body paragraphs, and a conclusion paragraph.
RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Assessment Criteria:
Criterion A: Analyzing
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Level |
Level Descriptor |
Task-Specific Clarification |
|
0 |
You do not reach a standard described by any of the descriptors below. |
|
|
1-2 |
You: i. provide minimal identification or explanation of the content, context, language, structure, technique and style, and does not explain the relationship among texts iii. rarely justify opinions and ideas with examples or explanations; uses little or no terminology iv. interpret few similarities and differences in features within and between genres and texts |
The narrative: · Has fewer than the three questions answered or are poorly developed. · Has fewer than three pieces of evidence to support answers. · Has no connection to character of story.
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|
3-4 |
You: i. provide adequate identification and explanation of the content, context, language, structure, technique and style, and some explanation of the relationship among texts iii. justify opinions and ideas with some examples and explanations, though this may not be consistent; uses some terminology iv. interpret some similarities and differences in features within and between genres and texts. |
The narrative: · Has more than one question that lacks sufficient details. · Has more than one question that lacks evidence. · Has minimal connection to character in story. |
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5-6 |
You: i. provide substantial identification and explanation of the content, context, language, structure, technique and style, and explains the relationship among texts iii. sufficiently justify opinions and ideas with examples and explanations; uses accurate terminology iv. competently interpret similarities and differences in features within and between genres and texts |
The narrative: · Has all three questions answered but one question lacks sufficient detail. · Integrates evidence for two of the three questions. · Has adequate connection to character in story. |
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7-8 |
You: i. provide perceptive identification and explanation of the content, context, language, structure, technique and style, and explains the relationship among texts thoroughly iii. give detailed justification of opinions and ideas with a range of examples, and thorough explanations; uses accurate terminology iv. perceptively compare and contrast features within and between genres and texts. |
The narrative: · Has all three questions answered and are well- developed. · Integrates evidence to support all three questions. · Clearly draws connections to character in the story. |
Criterion B: Organizing
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Level |
Level Descriptor |
Task-Specific Clarification |
|
0 |
You do not reach a standard described by any of the descriptors below. |
|
|
1-2 |
You: ii. organize opinions and ideas with a minimal degree of coherence and logic |
The narrative: · Has insufficient evidence that connects and supports only one of the three questions. |
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3-4 |
You: ii. organize opinions and ideas with some degree of coherence and logic |
The narrative: · Has sufficient evidence that connects and supports two of the three questions. |
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5-6 |
You: ii. organize opinions and ideas in a coherent and logical manner with ideas building on each other |
The narrative: · Has adequate evidence that connects and supports all three questions but lacks detail. |
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7-8 |
You: ii. effectively organize opinions and ideas in a sustained, coherent and logical manner with ideas building on each other in a sophisticated way |
The narrative: · Has appropriate evidence that connects and supports all three questions. |
Criterion C: Producing Text
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Level |
Level Descriptor |
Task-Specific Clarification |
|
0 |
You do not reach a standard described by any of the descriptors below. |
|
|
1-2 |
You iii. select few relevant details and examples to develop ideas |
The narrative: · Provides insufficient responses to the questions asked and lacks detail or evidence. |
|
3-4 |
You iii. select some relevant details and examples to develop ideas |
The narrative: · Provides adequate responses to the questions asked with some clear and relevant evidence pieces. |
|
5-6 |
You iii. select sufficient relevant details and examples to develop ideas |
The narrative: · Provides appropriate responses to the questions asked with multiple clear and relevant pieces of evidence. |
|
7-8 |
You iii. select extensive relevant details and examples to develop ideas with precision |
The narrative: · Provides appropriate responses to the questions asked with multiple clear and relevant pieces of evidence that connects clearly to the question and character of the story. |
Criterion D: Use of Language
|
Level |
Level Descriptor |
Task-Specific Clarification |
|
0 |
You do not reach a standard described by any of the descriptors below. |
|
|
1-2 |
You: i. use a limited range of appropriate vocabulary and forms of expression ii. write and speak in an inappropriate register and style that do not serve the context and intention iii. use grammar, syntax and punctuation with limited accuracy; makes errors that often hinder communication iv. spell with limited accuracy; make errors that often hinder communication |
The narrative: • Has many short sentences • Fails to establish an appropriate style for the context • Has sentences that contain many spelling, punctuation, and capitalization errors • Needs to have many sentences rewritten |
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3-4 |
You: i. use an adequate range of appropriate vocabulary, sentence structures and forms of expression ii. sometimes write and speak in a register and style that serve the context and intention iii. uses grammar, syntax and punctuation with some degree of accuracy; makes errors that sometimes hinder communication iv. spell with some degree of accuracy; make errors that sometimes hinder communication |
The narrative: • Uses short or incomplete sentences • Establishes but does not maintain an appropriate style for the context • Has a majority of sentences that contain simple vocabulary • Has many sentences that include errors in spelling, capitalization and punctuation |
|
5-6 |
You: i. use a varied range of appropriate vocabulary, sentence structures and forms of expression competently ii. write and speak competently in a register and style that serve the context and intention iii. use grammar, syntax and punctuation with a considerable degree of accuracy; makes errors that do not hinder effective communication iv. spell with a considerable degree of accuracy; make errors that do not hinder effective communication |
The narrative: • Has sentences that are varied • Establishes and maintains an appropriate style through most of the writing • Uses a range of vocabulary to strengthen the writing, but vocabulary contains some repetitive words • Has some sentences that include errors in spelling, capitalization and punctuation |
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7-8 |
You: i. effectively use a range of appropriate vocabulary, sentence structures and forms of expression ii. write and speak in a consistently appropriate register and style that serve the context and intention iii. use grammar, syntax and punctuation with a high degree of accuracy; make errors that are minor and communication is effective iv. spell with a high degree of accuracy; makes errors that are minor and communication is effective |
The narrative: • Has sentences that are mostly varied and complex • Establishes and maintains an appropriate style is established and maintained throughout the writing • Includes a wide range of sophisticated vocabulary • Has most sentences that are free of spelling, capitalization and punctuation errors
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The post Your task is to write a narrative that will act as a “confessional” where a character from a story you have selected explains his or her attempts to control or manipulate someone else in the story. You will write a short justification as why you chose the character you did and explain how the evidence selected develop the theme of control. Choose a character from one of the stories we’ve read in the first unit. How did this character influence another character? How did this character control or manipulate another character in the story? Why did they do this? appeared first on My Academic Papers.