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ASSESSMENT TASK Year 9 English
Core Topic: ‘Voices of Protest’
Task No:
Task Weighting:
3
10%
Task Type:
Due Date:
Formative – annotation of a text (Hand in Assessment)
Friday 2 June 2017
Outcomes Assessed
Syllabus Outcomes:
EN5-3B
EN5-5C
EN5-7D
selects and uses language forms, features and structures of texts appropriate to a range of purposes,
audiences and contexts, describing and explaining their effects on meaning.
thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas
and arguments to respond to and compose texts in a range of contexts
understands and evaluates the diverse ways texts can represent personal and public worlds
Literacy Continuum Focus:
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Independently selects and reads an increasing volume and range of complex texts
Critically evaluates the ways in which authors use and integrate language, structures and textual features to achieve
particular purposes.
Uses textual evidence to explain how the audience is positioned by particular representations of people, events, ideas or
issues.
Explores challenging ideas and ethical dilemmas.
TASK
You are to select a protest poem or song and annotate it in regards to the composer’s purpose. Your
annotation will need to be informed by an understanding of the issue and composer’s context.
You are required to hand in a copy of the poem or lyrics with your written annotation on the same page (see
example attached). This should be no more than one A4 page front and back.
You will be assessed on:
 your ability to analyse the use of poetic and persuasive devices
 your understanding and evaluation of the diverse ways texts can represent personal and public
worlds.
Year 9 English Assessment Task 3 2017
Traditionally a song of praise. Combined with the word ‘doomed’ it highlights the power of the composer to manipulate the audience, causing them to question what it is we are really celebrating. The personification and alliteration of the weaponry helps paint a picture of what it is like on the war front. Owen represents the weapons in this way to reveal the haphazard nature of war and the complete lack of power the soldiers have in both the war and against the faceless figures of the governments that convinced them to enlist. HOW TO ANNOTATE A RELATED TEXT Anthem for Doomed
Youth
Rhetorical question has Owen positioning the What passing-bells for these who die as cattle?
audience to think about the — Only the monstrous anger of the guns.
simile of soldiers and ‘cattle’, which Only the stuttering rifles' rapid rattle
dehumanises the young Can patter out their hasty orisons.
men in death. The soldiers No mockeries now for them; no prayers nor bells;
are disempowered. Nor any voice of mourning save the choirs,—
Through this, Owen is The shrill, demented choirs of wailing shells;
attempting to empower And bugles calling for them from sad shires.
the audience to take action by revealing the true horrors of war and the What candles may be held to speed them all?
emotional aspects of not Not in the hands of boys, but in their eyes
receiving a proper burial BY WILFRED OWEN
Shall shine the holy glimmers of goodbyes.
The pallor of girls' brows shall be their pall;
Their flowers the tenderness of patient minds,
And each slow dusk a drawing-down of blinds.
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Annotate relevant information Identify technique and purpose Always link it to the concept (protest) Research the context Consider how well you will be able to write about your selected text in an extended response Year 9 English
Assessment Task 3: ‘Voices of Protest’
Annotation of a poem marking criteria
Student name: _______________________________________________________________
5
Annotation Skilful and perceptive
annotation of related text
of a
related
‐ Annotation of technical
text
features of text
perceptively interpreted
and linked skilfully to effect
and purpose
‐ Detailed and skilful
connection to a protest
issue
4
3
2
1
Effective annotation of related
text
‐ Annotation of technical
features of text effectively
interpreted and linked to
effect and purpose
‐ Effective connection to a
protest issue
Sound annotation of related
text
‐ Sound annotation of
technical features of text
‐ May link to effect and
purpose
‐ Connects to a protest issue
Limited annotation of related
text
‐ Identifies aspects of text
‐ Attempts to link to effect
‐ Superficial or no
connection to a protest
issue
Elementary annotation of
related text
‐ Identifies aspects of texts
‐ No conection to effect
‐ No connection to a protest
issue
Year 9 English Assessment Task 3 2017 - Marking Guidelines