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Assessment Schedule

ESOL Progress Assessement Guidelines

English Units: NCEA Level 3

These revised teaching and learning sequences/units for NCEA Level 3 provide models that can help you, as you plan to support learners to make progress and meet the requirements of the New Zealand Curriculum.

  • The Crucible - After studying the socio-historical contexts in which this play was written, students actively engage with the language, themes and characters prior to presenting their interpretation of scene followed by writing an essay.
  • The short story: read to write – The unit provides a framework that allows students to move from a study of the short story as a genre through to planning, drafting and presenting an original short story based on their own experiences.
  • Language is a manipulator - This activity scaffolds the learning of information literacy skills and moves students through a guided inquiry process, then provides guidance so that they can carry out their own independent language research.
  • The Merchant of Venice - In this activity, students are encouraged to engage with key themes, develop their understanding of characters and appreciate the historical context of the play. They then plan and write essays on selected topics.
  • Voices and signs: The Piano - This activity focuses on Victorian and contemporary attitudes, different approaches to the film and director Jane Campion's striking and creative use of cinematic techniques.

The Crucible

Characters

Close Reading

Hotseat

Research Topics

Research topics

Using the supplied websites along with library reference material, groups prepare a five-minute summary of their research on their allocated topics. The aim of imposing a five-minute limit is two fold:


  1. to ensure that this preliminary work does not occupy an inordinate amount of classtime. 

  2. to ensure students read and summarise reference material in their own words rather than eg. simply printing web pages and reading them.



The websites listed under each heading will aid student research in their particular topic. Teachers might consider extending this activity to also involve students in thinking critically about research sources. 



Group 1 - Arthur Miller 


  • Key events in his life.
  • Other works (especially Death of a Salesman)
  • His beliefs/political outlook including communist connections.
  • Arraignment by the House Un-American Activities

Arthur Miller



Group 2 - Witchcraft: Background

  • What was witchcraft? Who practised it?
  • Describe the social response to withcraft in Europe in the 16th and 17th centuries.
  • What social and religious factors are given to account for the harsh response to witchcraft?
  • What can you find out about modern witchcraft or wicca.

Group 3 - New England in the 1690s 


  • What type of people settled Massachusetts?
  • How did they survive?
  • What were their main fears and anxieties?
  • What can you find out about their social structures/hierarchies?

Puritanism
New England Background (see background.rtf)



Group 4 - The Salem Witch Trials of the 1690s 


  • What events led to these trials?
  • Who was involved - as prosecutors? As victims?
  • What were the outcomes of the trials?
  • How do historians interpret these events?

Salem Witch Museum 

A Brief History of the Salem Witch Trials 



The Carey Document: On The Trial of a Salem Death Warrant




Group 5 - McCarthyism and the crack-down on communists in the 1950s 


  • What was the Cold War?
  • What was McCarthyism? Who was Joe McCarthy? What were his aims? methods? Who were his victims?
  • What lead to his eventual downfall?

The Rotten State of Denmark - A Study of Shakespeare\'s Hamlet

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