2017 Unit 1 English

READING & CREATING

Ugly by Robert Hoge

Guidelines

Outcome 1 SAC 1: CREATING

Choose one of the options below and develop an original piece of writing inspired by the ideas and concerns raised in Ugly by Robert Hoge. Ensure that your language suits the form, audience and purpose. Once the piece is written, you must also explain and justify the decisions you made during the writing process in terms of the language you used, how you made your form obvious, what your purpose was, and how the piece was inspired or influenced by the text (in terms of ideas, themes, characters, message etc).

Writing options:

1.  Write about Robert Hoge from the perspective of one of the other characters (mother, siblings, friend from school).

2.  Write about how you or someone you know grew up being physically different in some way.

3.  Write a magazine article celebrating an inspiring person or people with disabilities.

4.  Imagine you had a sibling who was either extremely ugly, or extremely beautiful and write a letter to them.

5.  Write a speech of advice to new parents of children with facial deformities.

Timeline for completion

You will be allowed THREE writing periods.

Classes before SAC / 1st single period / 2nd single period / 3rd single period
Teacher distributes these Guidelines and students brainstorm, draft, review, edit and refine a writing idea, making choices about features of texts and using feedback gained from individual reflection, discussion, and peer and teacher comments / From this point, your teacher can only make general, verbal comments about your work.
Students may have with them 1 A4 single sided plan (This is the only SAC that will allow notes).
All work including your plan to be collected by the teacher in between classes. / Students continue writing and editing their piece to improve spelling, grammar, punctuation and expression.
All work including your plan to be collected by the teacher in between classes. / Students continue writing and editing their piece to improve spelling, grammar, punctuation and expression. They also write their explanation piece.
All work including plan to be collected for assessment.

Word Limit

·  800-1200 word creative piece + 300-400 word explanation.

·  This word limit will be strictly enforced. Responses that significantly exceed the word limit are not considered to demonstrate “sophisticated control” (see marking criteria).

Allowable Materials

·  Pens, pencils, highlighters

·  1 A4 single-sided handwritten plan. This sheet should contain notes, largely in dot-point form. It should contain any information you need and a brief plan for your piece– no full paragraphs or completed drafts are permitted.

·  The SAC criteria and guidelines

·  Dictionary/Thesaurus

Absences

·  Students who miss any class time during the SAC period due to illness must provide a medical certificate (immediately upon returning to school) in order for time in lieu to be arranged.

Assessment of SAC

·  There are 30 possible marks for this SAC. Use the marking rubric provided to ensure your responses demonstrate the key knowledge and skills of this Outcome.

Year 11 English teachers