English Assessment Criteria 2016/17
Autumn 1: Year 7 – Animal Poetry
Theme Reading for pleasure and understanding. Using the reading of poetry from different periods as a springboard for
creativity.
Texts:
1. Thomas Gray (1716-1771): ‘On a Favourite Cat’
2. William Blake (1757-1827): ‘The Tyger’
3. Alfred, Lord Tennyson (1809-1892): ‘The Eagle’
4. Edgar Allan Poe (1809-1840): ‘The Raven’
5. Emily Pauline Johnson (1861-1913): ‘The Train Dogs’
6. TS Eliot (1888-1965): ‘Macavity – The Mystery Cat’
7. Edwin Morgan (1920-2010): ‘Hyena’
8. Philip Larkin (1922-1980): ‘Take One Home for the Kiddies’
9. Ted Hughes (1930-1998): ‘The Jaguar’
10. Seamus Heaney (1939- 2013): ‘Death of a Naturalist’
11. Edwin Brock (1959-1997): ‘Song of a Battery Hen’
12. Benjamin Zephaniah (1958 - ): ‘Talking Turkeys’
Skills
Students will learn how to compare texts critically and in different ways. They will identify a poet’s purpose and how it
is conveyed through language. Students learn to write imaginatively, making judicious choices of language. They learn
to reflect on their own writing.
Focus:
Common Assessment Task
Secondary task
Writing: Write a description of either watching
an animal or actually being an animal. Link this
task to teaching explicitly nouns, verbs,
adjectives and adverbs. Students should
consciously select their vocabulary for its
impact.
More able students will employ extended
metaphors, similes, alliteration and other
imagery to demonstrate crafting of writing.
Reading:
PEE or PEEL analysis of one poem to explore
the ways the animal is presented.
Focus on the explicit identification of nouns,
verbs, adjectives, adverbs when students do
their close analysis of quotes.
More able students can compare 2 poems.
English Assessment Criteria HT1 – Year 7 2016/17
CAT Reading
Assessment Descriptor
9
Mastering
8
Advancing
7
6
Securing
5
4
Developing
3
2
1
Approaching
What do you need to do?
Your developed and detailed paragraphs about your chosen
animal poem evaluate the language, form and structure of texts
and their impact on the reader. They include alternative
interpretations. You make developed and original links to context.
You make successful comparisons with another text.
You can use developed paragraphs which analyse language,
form and structure and their impact on the reader. You can
compare your chosen animal poem with others, making
perceptive comments. You always make developed links to
context.
You can use evaluative paragraphs accurately, with reference to
language, form and structure. You discuss the impact of a range
of language choices upon the reader. You can make some more
developed links to context.
You can select precise quotations to explain views about your
chosen animal poem clearly. You discuss in detail the effect of a
range of language choices upon the reader. You always make
links to context.
You can offer examples from the text to explain views clearly. You
can explain the effect of a writer’s choices upon the reader. You
sometimes make links to context.
You can select appropriate quotes using a scaffold. You can talk
about why the writer uses particular words to describe your
animal. You include some elements of a PEEAL paragraph..
You can explain your opinions about your chosen character. You
can read on your own.
You can give reasons about why your chosen character does
things.
You enjoy stories and can write about an interesting character.
English Assessment Criteria HT1 – Year 7 2016/17
Writing
Assessment Descriptor
9
Mastering
What do you need to do?
You write confidently and fluently to describe the animal. You deliberately
choose the structure of your writing, as appropriate. You can use the full range
of punctuation accurately. You use an ambitious range of precisely chosen
words and sentence structures with accurate spelling. You can write
independently.
You can write confidently in a distinctive style about the animal. You use a
variety of techniques in your writing. You use the full range of punctuation with
few errors. You use an ambitious range of words and sentences with accurate
spelling. You can write with more independence.
8
Advancing
7
6
Securing
5
4
Developing
3
2
Approaching
1
You can write in detail to engage the reader and give a definite sense of your
animal, using metaphors, similes and other description. You can use a range of
punctuation and sentences accurately. You can write in linked paragraphs. You
use a range of adventurous words and spell almost all correctly. You can write
with more independence.
You can write simple, compound and complex sentences about the animal. You
write in detail to engage your audience. You can write in linked paragraphs. You
can use a range of punctuation accurately most of the time. You use a range of
adventurous words and spell most correctly. You can write with increasing
independence.
You can write simple and compound sentences about the animal. You write to
entertain and engage the reader. You always write in paragraphs. You can use a
range of punctuation accurately some of the time. You use some adventurous
words, which you spell correctly. You can write with increasing independence.
You use some adventurous words to describe the animal. You can use some
range of punctuation such as ? and ! marks. You write in complex sentences
some of the time. Your writing has a clear structure, sometimes in paragraphs.
You can write with a supportive structure.
You can spell simple words correctly. You can write in sentences and use
question marks. You add description to your writing about your animal. You can
write with a supportive structure.
You sometimes spell simple word correctly. You can write in simple sentences
about the animal. You can write with a supportive structure
You can write simple words to describe the animal. You can sometimes write
simple sentences. You can write with a supportive structure.
Extension Tasks:
1. Students could write a commentary about their animal charity advert.
2. Read and discuss some fables and or children’s stories featuring talking animals. Create your own fable.
3. Research the lives of one or two of the poets who wrote the animal poems. Read some other their other
poems, which are not necessarily about animals. Choose your favourite. Write about or talk about why it
appeals to you.
4. Learn one of the poems by heart and recite it to the class. Try to read it in a way that will engage your
audience. You could do this in pairs or groups.
5. Change one of the poems into a different form. E.g.
- A comic strip
- An animated version using your iPad
- A story
- A newspaper article
- Write the poem from a different viewpoint