My Character’s Big Day Marking Rubric
A clear, easy-to-use assessment rubric for evaluating student work on character and setting development. Includes four criteria across four achievement levels to support consistent, curriculum-aligned grading.
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Learning goals
- We are learning to compare characters and settings in different texts and identify the verb groups used to convey actions, emotions and dialogue.
- We are learning to identify features, such as characters and settings, of different literary texts and give reasons for personal preferences.
- We are learning to identify aspects of different types of literary texts that entertain and give reasons for personal preferences.
- We are learning to discuss characters and settings in different texts and explore how language is used to present these features in different ways.
Curriculum alignment
AC9E2LE03
9
Discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways
AC9E2LE02
9
Identify features of literary texts, such as characters and settings, and give reasons for personal preferences
ACELT1590
8.4
Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences
ACELT1591
8.4
Discuss the characters and settings of different texts and explore how language is used to present these features in different ways
EN1-11D
old
Responds to and composes a range of texts about familiar aspects of the world and their own experiences
EN1-7B
old
Identifies how language use in their own writing differs according to their purpose, audience and subject matter
EN1-OLC-01
new
Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions
EN1-UARL-01
new
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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