Grade 8 Final Assessment Portfolio

Transcription

1 Grade 8 Final Assessment Portfolio During your semester in Mrs. Narine s class, you were asked to complete: daily writing, multiple assignments, comprehension work, grammar worksheets, quizzes and/or tests, a novel study and projects. To demonstrate that you are able to meet all of the learning competencies for English 8, please provide an example of work completed in this class for each I Can Statement. (These will be provided closer to the end of the course) Here are the steps to complete this assessment: Step Pick the s that you would like to discuss. Only choose each once (don t repeat an ) Step Write 2-3 sentences for each to explain how you demonstrated the competency in your work. Also, explain in 2-3 sentences where you would like to go from here (how can you improve and what did you learn about yourself). Step Organize your evidence with your explanations so it is easy to present. Step Present your portfolio to Mrs. Narine during your exam block. Put your name on the sign up sheet. Each appointment should take no longer than 10 minutes.

2 Cereal Box Autobiography I can make a plan (brainstorm) of what I will write, with support details and visuals, before I begin writing so that I can engage the reader. I can summarize my own thoughts into concise sentences. I can proofread my work to make sure all spelling, grammar, sentence structure and punctuation is correct. I can refine my text to improve how well I explain my ideas. I can refine my text to improve how clearly my paragraphs are written. I can refine my text to make the events interesting to the reader by writing with emotions, descriptive language, etc. Short Stories I can predict what a story is about based on the title of the story or a section from the story. I can relate the theme of the story to my life. I can understand written texts and if I can t I know ways to help me. Ask questions to classmates/teacher Research Contextual clues Re-read Watch the video Phonics Look at pictures Make inferences I can compare my life to the main characters to see similarities and differences I can show I understand narratives by answering questions. I can write for different audiences (letters, newspapers, ) I can define setting I understand all parts of a plot diagram. Exposition Conflict/Inciting Incident Rising Action Climax Falling Action Resolution I can define theme I can figure out the theme of a story I can define antagonist and protagonist. I can describe a character and myself using a variety of character traits. I can use proper language and writing form to suit a specific audience and assignment purpose. Oral Storytelling I can understand how important story telling is in expressing First Peoples perspectives, values, and beliefs. I know who can share First Peoples text and when they can be shared. I can recreate a story that was told orally.

3 Paragraph writing: I can use description in my writing. I can express my ideas in a clear and concise way. I can edit my writing for spelling, punctuation and grammar mistakes. I can define and use topic sentences, supporting and detail sentences, and concluding sentences. I can use a variety of transition words in my writing. I can use a variety of sentence openers in my writing o Prepositional o ly o ing o clausal o ed o Very short sentences. I can create an original piece of writing from an idea. I can create a plan before I complete a writing task or assignment. Two Lies and a Truth Assignment: I can present ideas to the class orally, without reading off the screen. I can organize information into a clear presentation. I can research to find information o I can assess if the information is reliable, accurate and relevant. Life Map Assignment: I can make a plan (brainstorm) of what I will write, with supporting details and visuals, before I begin writing so that I can engage the reader. I can explain why each event I chose was important in my life and shaped the person I am. I can use my creativity to create a unique outline for my life map. I can listen to other student s ideas and evaluate if their reasoning shows that the event was important. I can give feedback to help improve my partners project. I can summarize my own thoughts into concise sentences. I can proofread my work to make sure all spelling, grammar, sentence structure and punctuation is correct. I can peer evaluate other students work and give them feedback to help improve their grammar, spelling, punctuation and sentence structure. I can peer evaluate other students work and give them feedback to help improve their effectiveness of writing. (how well event is explained) I can peer evaluate other students work and give them feedback on how clearly the writing explains the importance of the events. I can peer evaluate other students work and give them feedback on the impact of their writing (make the events interesting to the reader by writing with emotion, descriptive language, ) I can critically think I can share ideas with classmates to increase our understanding of the topic.

4 The Outsiders: I can answer a variety of question based on the characters in a novel. I can describe why I like or do not like a novel. I can describe my favourite events in a novel in picture form. I can find poetic devices in a novel. I can summarize the events of a novel in my own words. I can connect the concepts in a novel to the world around me. I can create similes and metaphors about a character in a novel. I can complete a character study of characters from a novel. I can describe a character using poetic devices. I can use different strategies to understand written, oral and visual information. o Re-read the text o Use prior knowledge o Use context clue o Infer meaning o Talk about it with a peer o Summarize the story o Find key words o Make predictions o Use clues in the words (prefix, root, suffix) Poetry: I can define the following poetic devices: o Metaphor o Simile o Alliteration o Irony o Consonance o Assonance I can find the terms above in a poem and a song. I can write a variety of poems. o I AM o Haiku o Diamante o Poetry Slam o Etc. I can analyze a poem to determine its: o Meaning o Theme o Tone I can discuss how literary elements enhance the meaning of a text. I can go beyond a basic understanding of a topic. I can critically think. I can think creatively. o Hyperbole o Onomatopoeia o Personification

5 Assignment: Cereal Box Autobiography

6 Assignment: Short Stories

7 Assignment: Oral Storytelling

8 Assignment: Paragraph writing

9 Assignment: Two Lies and a Truth

10 Assignment: LifeMap

11 Assignment: The Outsiders 5. 5.

12 Assignment: Poetry

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