Task Description
Option 1: Write a creative story about a topic of your choice
Write a creative story of 400-700 words on a topic of your choice. Your story should follow the narrative structure of a short story and contain a sizzling start, orientation, complication and resolution. Make sure you include a protagonist and antagonist.
Option 2: Write a creative story which uses your Independent Reading text as inspiration
Write a creative story of 400-700 words that is connected to the text you have been reading in the Independent Reading program. Your story should contain the same characters as the original text, however you might like to:
- Change something that happened in the original story.
- Re-write the ending.
- Continue the story after the original book ended (epilogue).
- Write a section of the book that happens before the original story begins.
Learning Intentions & Success Criteria Leading To The Common Assessment Task .
Short Story Creation
Learning Intention:
We are learning about what is creative writing.
Success Criteria:
- I can explain the purpose of creative writing.
- I can describe different creative genres.
Activity
Learning Intention:
We are learning about short stories.
Success Criteria:
- I can name each of the features of a short story.
- I can explain what happens in each section of a story.
Learning Intention:
We are learning about the importance of characterisation in creative writing.
Success Criteria:
- I can identify the physical traits, values, personality, motivations and struggles of a character in a given text.
- I can predict how these characteristics may help or hinder the character.
Learning Intention:
We are learning how information about characters is revealed.
Success Criteria:
- I can convey information about a character through:
- Physical description,
- Dialogue,
- Gestures
Learning Intention:
We are learning how to arrange conflict in a narrative.
Success Criteria:
- I can explain the different types of conflict.
- I can complete a Quick Write that demonstrates each type of conflict.
Learning Intention:
We are learning about the purpose of dialogue.
Success Criteria:
- I can explain why dialogue may be used in a story.
- I can identify effective and ineffective examples of dialogue.
- I can justify why each example of dialogue is effective or ineffective.
Learning Intention:
We are learning how to use dialogue effectively.
Success Criteria:
- I can create dialogue that reveals more about the plot.
- I can create dialogue that reveals more about a characters personality, values or struggles.
Learning Intention:
We are learning about the importance of setting in creative writing.
Success Criteria:
- I can explain how setting can be used to create tone or mood.
Learning Intention:
We are learning about different types of setting.
Success Criteria:
- I can identify different examples of setting.
- I can explain why each type of setting is important (how it might contribute to the story)
Learning Intention:
We are learning how to create a setting.
Success Criteria:
- I can create a setting to use in my own creative story.
- I can use the five senses to make my description detailed.
Learning Intention:
We are beginning to draft our short story.
Success Criteria:
- I can create a short story that follows the structure provided to me:
- Exposition ,
- Rising action,
- Climax,
- Falling action,
- Resolution
Useful Websites:
Project Gutenberg – Short Story Collection
https://www.nla.gov.au/research-guides/finding-australian-literature/short-stories
https://readingaustralia.com.au/book_category/short-stories/
https://www.readings.com.au/news/our-favourite-australian-short-story-writers#
22 Classic Short Stories on YouTube
Year 8 Short Story (Creative) Rubric for English students __ /20 ___%
| Rubric Elements | Not Shown | Emerging | Beginning | Competent | Proficient |
|---|---|---|---|---|---|
| Students can recall key knowledge and skills, with teacher and peer support. | Students are beginning to identify and use key knowledge and skills | Students are able to apply key understandings and skills. | Students are able to analyse and justify key knowledge and skill | ||
| 0 | 1 | 2 | 3 | 4 | |
| Structure | Insufficient Evidence | Student has written their story in a form that loosely resembles paragraphs. Story contains at least one element of the narrative arc format (orientation, complication, resolution). | Some use of paragraphs. Story contains more than one element of the narrative arc format (orientation, complication, resolution); an attempt has been made to include a ‘sizzling start’. | Appropriate use of paragraphs. Story clearly follows the narrative arc format (orientation, complication, resolution). Student has clearly used the ‘sizzling start’ method to create interest. | Strong use of paragraphs. Story clearly follows the narrative arc format (orientation, complication, resolution), and each section is clearly identifiable. Student has successfully used the ‘sizzling start’ method to build tension and create interest. |
| Character | Insufficient Evidence | Creative story contains a protagonist. | Student attempts to create a distinct protagonist and if appropriate another character/s e.g. antagonist. | Student creates a distinct protagonist, and if appropriate another character/s e.g. antagonist. | Student effectively creates a distinct protagonist, and if appropriate other character/s e.g. antagonist, utilizing particular strategies (such as the creation of idiosyncrasies and distinctive qualities). |
| Dialogue | Insufficient Evidence | Attempts have been made to include dialogue. | Some attempt has been made to create engaging dialogue. | Dialogue has a clear purpose and helps convey some of the following: information about relationships, values, personality, struggles or important plot developments. | Dialogue has a clear purpose and effectively conveys information about relationships, values, personality, struggles or important plot developments. Internal dialogue is present. |
| Language Conventions | Insufficient Evidence | Some correct use of sentence level punctuation (capital letter, full stops, commas, questions and explanation marks) and most common words are spelt correctly. | Sentence level punctuation, grammar and spelling is mostly correct throughout the piece. Writing is clear. | Correct punctuation, including dialogue and colons, grammar and spelling are consistently used throughout the piece. Writing is clear and fluent. | All punctuation, grammar and spelling are correct and used to enhance the effect on the reader. |
| The Writing Process | Insufficient Evidence | Some evidence of planning and drafting. | Evidence of planning, drafting and editing in the final copy. | Evidence of thorough planning using the planning document, drafting and editing including conferencing and revising before producing the final copy. | Evidence of thorough planning using the planning document, drafting and editing including a willingness to make changes based on feedback before producing final document. |
VCAA Standards Assessed In English Learning Outcomes
WRITING: LITERATURE
Creating literature
Create texts that draw upon different text structures and language features for specific purposes and effects. (VCELT419)
WRITING: LITERACY
Creating Texts
Create imaginative texts that raise issues, report events and advance opinion using appropriate language. (VCELY420)
Use various digital sources to publish your text. (VCELY422)
READING AND VIEWING: LITERATURE
Examining Literature
Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (VCELT409)