G.

8 Language and Literature Unit 3 - Narrative Writing Summative Contract

​Student
* by adding your name you are acknowledging you have read and discussed the content of this document.
 

To effectively ​communicate ​one’s ​craft​, one considers multiple ​perspectives​ and the ​context ​of the situation. 
Summative assessment tasks: 

Students will use their creative thinking to emulate the vignette style of writing that Sandra Cisneros uses in ​The House on Mango Street​ in order to
create their own narratives. Students will produce 2 different narratives, one told in first-person point of view and the other in third-person point of
view. The narratives will be about the same person’s experience, just through a different perspective. Students will display their knowledge of how
context and cultural and personal expression shape the situation and how the main character in each narrative acts and behaves. Students will use
their creative thinking skills in order to produce text and use their language skills to effectively communicate their ideas.
 
Task 1: First-Person Point of View Narrative (C, D) 
● Goal: To effectively ​communicate ​one’s c
​ raft​, one considers multiple ​perspectives​ and the ​context ​of the situation.  
● Role: eye witness 
● Audience: readers of the memoir 
● Situation: you will create the context (situation) about an event that has taken place 
● Product: you will tell your account of the situation, describing what you have experienced (what you have seen, felt, understood) to 
be published in a memoir 
● Standards: C, D 
 
Task 2: Third-Person Point of View Narrative (C, D) 
● Goal: To effectively ​communicate ​one’s c
​ raft​, one considers multiple ​perspectives​ and the ​context ​of the situation.  
● Role: journalist 
● Audience: readers of the memoir 
● Situation: you will create the context (situation) about an event that has taken place 
● Product: after interviewing an eyewitness, you tell this person’s account of the situation, describing what this person has experienced 
(seen, felt, understood) to be published in a memoir 
● Standards: C, D 
 Think:  

Perspective​ is the key concept for this unit. How does this key concept relate to your formative and summative tasks? 

 
 

Communication ​and ​Context ​are the related concepts. ​Why​ and ​how ​are each concept related to your formative and summative tasks? 
 
Communication 
● Why? 
● How? 
 
Context 
● Why? 
● How? 

Personal and Cultural Expression ​is the Global Context. How does considering​ the nature and purpose of creative expression especially 
one’s craft​ relate to and improve our summative tasks? 

 
 

How does the ​ATL Skill​ ​Critical Thinking (​draw parallels between known and new ideas to create new ways of achieving goals​) ​help you 
with your summative task OR how will these skills be developed? 
 

Critical Thinking 
● How does this skill help? OR How do you develop this skill?  
 
 

 
   
Criterion C: Producing Text
Level 1-2 Level 3-4 Level 5-6 Level 7-8

The student: The student: The student: The student:

i. Produces texts that demonstrate
limited​ personal engagement
with the creative process;
demonstrates a ​limited​ degree of
thought, imagination or sensitivity
and ​minimal​ exploration and
consideration of new perspectives
and ideas.
ii. Makes ​minimal​ stylistic choices
in terms of linguistic, literary and
visual devices, demonstrating
limited​ awareness of impact on
an audience.
iii. Selects ​few​ ​relevant​ details and
examples to support ideas.
i. Produces texts that demonstrate
adequate​ personal engagement
with the creative process;
demonstrates ​some​ degree of
thought, imagination and
sensitivity and ​some​ exploration
and consideration of new
perspectives and ideas.
ii. Makes ​some​ stylistic choices in
terms of linguistic, literary and
visual devices, demonstrating
adequate​ awareness of impact
on an audience.
iii. Selects ​some​ relevant details and
examples to develop ideas.
i. Produces texts that demonstrate
considerable​ personal
engagement with the creative
process; demonstrates
considerable​ thought,
imagination and sensitivity and
substantial​ exploration and
consideration of new perspectives
and ideas.
ii. Makes ​thoughtful​ stylistic
choices in terms of linguistic,
literary and visual devices,
demonstrating ​good​ awareness
of impact on an audience.
iii. Selects ​sufficient​ relevant details
and examples to develop ideas.
i. Produces texts that demonstrate
a ​high degree​ of personal
engagement with the creative
process; demonstrates a ​high
degree​ of thought, imagination
and sensitivity and ​perceptive
exploration and consideration of
new perspectives and ideas.
ii. Makes ​perceptive ​stylistic
choices in terms of linguistic,
literary and visual devices,
demonstrating ​clear​ awareness
of impact on an audience.
iii. Selects ​extensive​ relevant details
and examples to develop ideas
with precision.

Task specific clarifications:

You will engage in the creative process by synthesizing your ideas, by providing relevant details, and by using your own writer’s voice in the perspective of each
role.

Student justifications:   Teacher Justifications:

Task 2: 5-6 
I think I put details like figurative languages and emphasis of  C1: 5 - new perspective was revealed at the end of the story
content to change the narrative to a new perspective. I think my  C2: 5 - good use of parallelism
choices were effective as I spent time thinking about each  C3: 5 - relevant details helped propel the story
change I do from my Task 1. 
 
 
   
Criterion D: using language
Level 1-2 Level 3-4 Level 5-6 Level 7-8

The student: The student: The student: The student:

i. Uses a ​limited​ range of
appropriate vocabulary and forms
of expression.
ii. Writes in an ​inappropriate
register and style that ​do not
serve the context and intention.
iii. Uses grammar, syntax and
punctuation with ​limited
accuracy; errors ​often hinder
communication.
iv. Spells/writes with ​limited
accuracy; errors ​often​ ​hinder
communication.
i. Uses an ​adequate​ range of
appropriate vocabulary, sentence
structures and forms of
expression.
ii. Sometimes​ writes in a register
and style that serve the context
and intention.
iii. Uses grammar, syntax and
punctuation with ​some degree​ of
accuracy; errors ​sometimes
hinder​ communication.
iv. Spell/writes with ​some degree​ of
accuracy; errors ​sometimes
hinder​ communication.
i. Uses a ​varied range​ of
appropriate vocabulary, sentence
structures and forms of
expression ​competently.
ii. Writes ​competently​ in a register
and style that serve the context
and intention.
iii. Uses grammar, syntax and
punctuation with a ​considerable
degree​ of accuracy; errors ​do
not​ ​hinder​ effective
communication.
iv. Spells/writes with ​considerable
degree​ of accuracy; errors ​do
not hinder​ effective
communication.
i. Effectively​ uses a range of
appropriate vocabulary, sentence
structures and forms of
expression.
ii. Writes in a ​consistently
appropriate​ register and style
that serve the context and
intention.
iii. Uses grammar, syntax and
punctuation with a ​high degree​ of
accuracy; errors are minor and
communication is ​effective​.
iv. Spells/writes with a ​high degree
of accuracy; errors are minor and
communication is ​effective​.

Task specific clarifications:

You will use clear and specific language and grammar to communicate your ideas.

Student justifications: Teacher Justifications:

Task 2: 5-6
I think my language in the narrative was okay. The register was appropriate in D1: 5 - clear word choice, a few issues with forms of expression
the perspective of the mother. I also think my grammar and spellings are fine. D2: 6 - a few issues with verb tense
D3: 6 - few errors with punctuation and capitalization
D4: 8 - no errors