Internal Assessment Task - Year 9
Formal Notice - In-class









Course: Year 9 English (A stream) 2015
Date Issued: 30/03/2015
Date and Time Due: 4/05/2015 In lesson time
Submission Requirements: e-copy via Moodle with Turn-it-in Report
Other format (if applicable):  Speeches will be delivered during class time on the 4/5/2015 and 5/5/2015
Relative Weighting: 15%
Key Outcomes Assessed:
EN5 – 1A: responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

EN5 – 3B: 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
EN5 – 9E: purposefully reflects on, assesses and adapts their individual and collaborative skills with increasing independence and effectiveness

Graduate Aim (tick relevant aspects): To empower our students for leadership in the 21st Century: accomplished, confident and able to achieve their potential through:
☒ Higher-order thinking skills and a deep understanding over a range of academic disciplines
☐ Knowledge of the world and an understanding of global citizenship and the importance of an international perspective
☐ Lifelong learning and the skills to adapt to constant change
☒ Commitment to humanitarian values with a genuine willingness to promote social justice and inter-cultural understanding
☐ Personal responsibility, good health and resilience
☐Leadership and service in stewardship of the environment and building a sustainable future
☒ Appreciation of democratic processes and an ability to contribute to the development of society



Purpose of Assessment:
The purpose of this task is to assess student understanding of the persuasive power of voice, which they will demonstrate by writing and delivering a speech. Self-reflection will also form part of the process of this assessment as each student will reflect on the language choices they made and their intended effect on their audience.


Description of Task [Including Examinable Topics and Textbook References]:
My self-imposed mandate is to be the voice for the voiceless.
-Dionne Warwick
Compose a speech in which you act as a voice for a minority or ‘voiceless’ group in modern Australian society. Persuade your peers that this ‘silenced’ group deserves a voice.
In your speech you should outline some of the reasons for/causes of the lack of ‘voice’ of your chosen group (they may be social, historical or political). You should also present a persuasive argument as to why the voice of this group deserves to be heard.
Groups you might consider include: asylum seekers, people with mental illnesses, animals, indigenous Australians, the technologically illiterate, people with disabilities, or another option chosen in consultation with your teacher.
Your response should demonstrate your understanding of the persuasive power of voice and be between 3-4 minutes.
All students will complete a 300 word self-reflection on their use of persuasive language skills, which will be submitted with their speech. In this self-reflection you should comment on:
•	How you went about constructing your speech to persuade the audience of your opinion.
•	Which rhetorical devices you used and what effect you anticipate they will have on your audience.

Attachments:
☒ Marking Guidelines/Criteria
☐ Planning Scaffold
☐ Exemplar Text
☐ Feedback Strategy
☐ Other


Teacher Managing this Task: Ms Fenton

Head of Curriculum Approval: Mr Clendinning



MARKING GUIDELINES (SPEAKING) Year 9 (A stream)

DESCRIPTORS	MARK
	Displays an advanced ability to communicate verbally, speaking fluently and clearly, with poise, confidence and control.

	Presents an advanced persuasive argument skilfully outlining reasons for the lack of voice and advanced reasons why they deserve to be heard.

	Demonstrates an advanced reflection on the content and process and shows a heightened awareness of the intended audience.
	13-15
	Displays an ability to effectively communicate verbally, speaking fluently and clearly, with a strong degree of confidence and control.

	Presents an effective persuasive argument outlining reasons for the lack of voice and well developed reasons why they deserve to be heard.

	Demonstrates an effective reflection on the content and process and shows an awareness of the intended audience.
	10- 12
	Displays an ability to communicate verbally, speaking fluently and clearly, but with a varying degree of confidence and control.

	Presents a sound persuasive argument outlining general issues creating a lack of voice and reasons why they deserve to be heard.

	Demonstrates reflection on the content and process showing some awareness of the intended audience.
	7-9
	Displays an ability to communicate verbally, but does so with very little confidence and control.

	Discusses the chosen topic and speaks in generalities.

	Displays some reflection on process and content with little consideration of the intended audience.
	4-6
	Displays little ability to communicate verbally

	Limited argument with no demonstration of an understanding of persuasive speech.
	1-3