Short story writing Assignment | Online Assignment
You will write a short story based on the books and play you have read throughout the course: Animal Farm by George Orwell The Catcher in the Rye by J.D. Salinger King Lear by William Shakespeare Choose at least one (1) character from each of the books and place them in the same universe where those characters interact with each other. Think about these questions before you start writing: – Who are the characters of the story? What is theme of each character? What is the topic of the story? When in the story does the topic come up?ENG4U
Final Project: Story Writing
Evaluation:
Evaluation will be based on the Learning goal and success criteria.
A full mark for this project is 100 points.
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Crown Academy B
www.crownaca.com
North York Campus STC Campus
Adr: 25 Sheppard Ave West Suite 300 Adr: 55 Town Centre Court Suite 700
North York, Toronto, ON, M2N 6S6 Scarborough, Toronto, ON, M19 4X4
Tel:+1(416)228-8898 Tel:+1(416)524-5240
General Email:YS@crownaca.com General Email:STC@crownaca.com
Final Project Instructions and Process:
Student will use their knowledge on the books and plays they have read to complete this final
project. You will have to write a short story on a character from each book and choose a theme
that relates to each character.
Please provide a subtitle for each section of the final project for clarity purposes when
marking.
1. Short Story Writing:
You will write a short story based on the books and play you have read throughout the course:
Animal Farm by George Orwell
The Catcher in the Rye by J.D. Salinger
King Lear by William Shakespeare
Choose at least one (1) character from each of the books and place them in the same universe
where those characters interact with each other.
Think about these questions before you start writing:
– Who are the characters of the story? What is theme of each character? What is the topic
of the story? When in the story does the topic come up?
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Crown Academy B
www.crownaca.com
North York Campus STC Campus
Adr: 25 Sheppard Ave West Suite 300 Adr: 55 Town Centre Court Suite 700
North York, Toronto, ON, M2N 6S6 Scarborough, Toronto, ON, M19 4X4
Tel:+1(416)228-8898 Tel:+1(416)524-5240
General Email:YS@crownaca.com General Email:STC@crownaca.com
Your short story should have an interesting plot. The content of the story should reflect your deep
understanding of the books/plays, i.e. characters, themes, symbols, important ideas, etc. You can
show your understanding through the setting, dialogue, object, etc. (be creative)
To show the importance of the characters and themes you chose, you must provide quotes from
the story as part of your reflection.
The short story must be double spaced, using size 12 font (Arial or Times New Roman), a
minimum of 900 words and a maximum of 1200 words.
2. Short Story Draft:
You must provide a draft of your short story.
The draft must show signs of revision and editing of grammar, vocabulary, punctuation,
sentence structure, and/or ideas.
3. Brainstorming/Note-taking Evidence:
Show evidence of developing ideas for your short story. The evidence can be in the form
of taking notes, mind map, etc. It can be in point form.
Note: (This is NOT the same as a draft.)
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Crown Academy B
www.crownaca.com
North York Campus STC Campus
Adr: 25 Sheppard Ave West Suite 300 Adr: 55 Town Centre Court Suite 700
North York, Toronto, ON, M2N 6S6 Scarborough, Toronto, ON, M19 4X4
Tel:+1(416)228-8898 Tel:+1(416)524-5240
General Email:YS@crownaca.com General Email:STC@crownaca.com
4. Reflection Images:
You need to provide three (3) images that shows the relationship of the characters and
themes from the books.
The images do not have to be in detail or drawn (you can’t directly take the images
from the Internet, you need to make changes) as long as you can explain how they
relate to your short stroy.
5. Image Explanation:
Explain the three (3) images and how they are related to the characters, themes, and/or
topics of your short story. (Explain ALL three images, and not just one general
explanation)
Answer the questions below about your choice of images:
Who are the target audiences of your images?
What is the message each image is trying to covey to the reader/audiences?
What are other media forms you could have used? Explain each of the media forms you
listed.
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Crown Academy B
www.crownaca.com
North York Campus STC Campus
Adr: 25 Sheppard Ave West Suite 300 Adr: 55 Town Centre Court Suite 700
North York, Toronto, ON, M2N 6S6 Scarborough, Toronto, ON, M19 4X4
Tel:+1(416)228-8898 Tel:+1(416)524-5240
General Email:YS@crownaca.com General Email:STC@crownaca.com
6. Writing Sample
Provide a writing sample from the assignments you have completed in the course (You do not
need to provide the whole assignment, ONLY a small paragraph.) (Cannot be the same writing
sample as unit4 assignment)
Explain the mistakes you made in the paragraph.
7. Discussion:
*Hand in a copy of your discussion for marking.
Discuss the following:
The strategies and techniques learned throughout the course.
The strengths and weaknesses of your reading, oral communication, and media
interpretation.
Explain how each category (Reading, writing, communication, and media) has helped
improve your knowledge in English.
Student Checklist:
□ Short Story (Written)
□ Story draft (Written)
□ Brainstorming/Note-Taking Evidence (Written)
□ Reflection images (Written)
□ Image Explanation (Written)
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Crown Academy B
www.crownaca.com
North York Campus STC Campus
Adr: 25 Sheppard Ave West Suite 300 Adr: 55 Town Centre Court Suite 700
North York, Toronto, ON, M2N 6S6 Scarborough, Toronto, ON, M19 4X4
Tel:+1(416)228-8898 Tel:+1(416)524-5240
General Email:YS@crownaca.com General Email:STC@crownaca.com
□ Writing Sample (Written)
□ Discussion (Written) (Oral)
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THE ONTARIO CURRICULUM, GRADES 11 AND 12 | English 24
Knowledge and Understanding – Subject-specific content acquired in each course (knowledge), and
the comprehension of its meaning and significance (understanding)
The student:
Knowledge of content
(e.g., forms of text; strategies
used when listening and
speaking, reading,writing,
and viewing and representing;
elements of style; literary
terminology, concepts,
and theories; language
conventions)
demonstrates
limited knowledge
of content
demonstrates
some knowledge
of content
demonstrates
considerable
knowledge of
content
demonstrates
thorough knowledge
of content
Understanding of content
(e.g.,concepts; ideas; opinions;
relationships among facts,
ideas,concepts,themes)
demonstrates
limited understanding
of
content
demonstrates
some understanding
of
content
demonstrates
considerable
understanding
of content
demonstrates
thorough understanding
of
content
Thinking – The use of critical and creative thinking skills and/or processes
The student:
Use of planning skills
(e.g., generating ideas,
gathering information,
focusing research,
organizing information)
uses planning
skills with limited
effectiveness
uses planning
skills with some
effectiveness
uses planning
skills with
considerable
effectiveness
uses planning
skills with a
high degree of
effectiveness
Use of processing skills
(e.g., drawing inferences,
interpreting,analysing,
synthesizing, evaluating)
uses processing
skills with limited
effectiveness
uses processing
skills with some
effectiveness
uses processing
skills with
considerable
effectiveness
uses processing
skills with a
high degree of
effectiveness
Use of critical/creative
thinking processes
(e.g., oral discourse,
research, critical analysis,
critical literacy,metacognition,
creative process)
uses critical/
creative thinking
processes
with limited
effectiveness
uses critical/
creative thinking
processes
with some
effectiveness
uses critical/
creative thinking
processes with
considerable
effectiveness
uses critical/
creative thinking
processes with a
high degree of
effectiveness
Categories 50–59%
(Level 1)
60–69%
(Level 2)
70–79%
(Level 3)
80–100%
(Level 4)
ACHIEVEMENT CHART: ENGLISH, GRADES 9–12
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25
ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT
Communication – The conveying of meaning through various forms
The student:
Expression and
organization of ideas
and information (e.g., clear
expression, logical organization)
in oral,graphic,and
written forms, including
media forms
expresses and
organizes ideas
and information
with limited
effectiveness
expresses and
organizes ideas
and information
with some
effectiveness
expresses and
organizes ideas
and information
with considerable
effectiveness
expresses and
organizes ideas
and information
with a high
degree of
effectiveness
Communication for
different audiences
and purposes (e.g., use
of appropriate style, voice,
point of view) in oral,
graphic, and written forms,
including media forms
communicates for
different audiences
and purposes
with limited
effectiveness
communicates for
different audiences
and purposes
with some
effectiveness
communicates for
different audiences
and purposes
with considerable
effectiveness
communicates for
different audiences
and purposes
with a high
degree of
effectiveness
Use of conventions (e.g.,
grammar, spelling, punctuation,
usage), vocabulary,
and terminology of the
discipline in oral, graphic,
and written forms,
including media forms
uses conventions,
vocabulary, and
terminology of
the discipline
with limited
effectiveness
uses conventions,
vocabulary, and
terminology of
the discipline
with some
effectiveness
uses conventions,
vocabulary, and
terminology of
the discipline
with considerable
effectiveness
uses conventions,
vocabulary, and
terminology of
the discipline with
a high degree of
effectiveness
Application – The use of knowledge and skills to make connections within and between various contexts
The student:
Application of knowledge
and skills (e.g.,literacy
strategies and processes;
literary terminology, concepts,
and theories) in
familiar contexts
applies knowledge
and skills in familiar
contexts with limited
effectiveness
applies knowledge
and skills in familiar
contexts with some
effectiveness
applies knowledge
and skills in familiar
contexts with
considerable
effectiveness
applies knowledge
and skills in familiar
contexts with a
high degree of
effectiveness
Transfer of knowledge
and skills (e.g., literacy
strategies and processes;
literary terminology, concepts,
and theories) to
new contexts
transfers knowledge
and skills
to new contexts
with limited
effectiveness
transfers knowledge
and skills
to new contexts
with some
effectiveness
transfers knowledge
and skills
to new contexts
with considerable
effectiveness
transfers knowledge
and skills
to new contexts
with a high degree
of effectiveness
Making connections
within and between various
contexts (e.g., between
the text and personal
knowledge and experience,
other texts, and the world
outside school)
makes connections
within and between
various contexts
with limited
effectiveness
makes connections
within and between
various contexts
with some
effectiveness
makes connections
within and between
various contexts
with considerable
effectiveness
makes connections
within and between
various contexts
with a high degree
of effectiveness
Categories 50–59%
(Level 1)
60–69%
(Level 2)
70–79%
(Level 3)
80–100%
(Level 4)
Note: A student whose achievement is below 50% at the end of a course will not obtain a credit for the course.
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Type B
ENG4U Final Project
Expectations Success Criteria
Levels
50-59%
(Level 1)
60-69%
(Level 2)
70-79%
(Level 3)
80-100%
(Level 4)
Reading
Books and plays were read to understand the purpose of this project.
Identified important ideas and supporting details (e.g., important
ideas from the books and plays were included) R1.1, 1.2 1.3
Limited
effectiveness
Some
effectiveness
Considerable
effectiveness
A high degree
of
effectiveness
Discuss features in the novel that help communicate the purpose of
the book and/or how it enhanced the effectiveness of the text (Quotes
that was used). Evaluated the effectiveness of the strategies they used
to deliver their messages. R2.1, 2.2, 2.3
Limited
effectiveness
Some
effectiveness
Considerable
effectiveness
A high degree
of
effectiveness
Discuss the strengths and weaknesses as a reader, and identify variety
of skills that help you read more effectively. R4.1, 4.2
Limited
effectiveness
Some
effectiveness
Considerable
effectiveness
A high degree
of
effectiveness
Communi
cation
The purpose and the main ideas of the oral discussion were clearly
presented, while using effective language skills such as appropriate
words, phrases, and terminology for the intended audiences.
C2.1,2.3,2.4
Limited
effectiveness
Some
effectiveness
Considerable
effectiveness
A high degree
of
effectiveness
Delivered a discussion with clarity of statements that suited the
purposes of this assignment. C2.2
Limited
effectiveness
Some
effectiveness
Considerable
effectiveness
A high degree
of
effectiveness
Used a variety of oral communication strategies. Using tone, pace,
pitch, volume, facial expressions, gestures and eye contacts to
effectively present their meaning and messages to the audiences.
C2.5, 2.6
Limited
effectiveness
Some
effectiveness
Considerable
effectiveness
A high degree
of
effectiveness
Used variety of visual aids to support and enhance oral discussion.
C2.7
Limited
effectiveness
Some
effectiveness
Considerable
effectiveness
A high degree
of
effectiveness
Discuss the strengths and weaknesses as a listen/speaker, and identify
variety of skills that help them improve their oral communication
skills. C3.1, 3.2
Limited
effectiveness
Some
effectiveness
Considerable
effectiveness
A high degree
of
effectiveness
Writing
Characters, topics, and ideas were clear introduced and stated in the
short story. W1.1
Limited
effectiveness
Some
effectiveness
Considerable
effectiveness
A high degree
of
effectiveness
The short story consists of evidence of note-taking and generation of
ideas using point form notes or brainstorming strategies, etc. W1.2
Limited
effectiveness
Some
effectiveness
Considerable
effectiveness
A high degree
of
effectiveness
The short story is fully supported by information and ideas from the
books and plays read in the course. The ideas are identified and
organized in the short story. W1.3,1.4
Limited
effectiveness
Some
effectiveness
Considerable
effectiveness
A high degree
of
effectiveness
A short story is written for difference purposes and audiences using
variety of literary and informational forms using appropriate tone of
voice, descriptive words, and phrases. Written in complete sentences
Limited
effectiveness
Some
effectiveness
Considerable
effectiveness
A high degree
of
effectiveness
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Type B
communicating their meaning clearly and effectively with logical
transitions between ideas. W2.1, 2.2 ,2.3, 2.4
Drafts were produced and revised to improve the content,
organization, clarity, and style of their written work to meet
curriculum expectations. Proofread for mistakes with revision and
edit of the draft copy. W2.6, 2.7, 3.5
Limited
effectiveness
Some
effectiveness
Considerable
effectiveness
A high degree
of
effectiveness
A short story is written using appropriate spelling, punctuation,
sentence structure, and grammar. W3.1,3.3,3.4
Limited
effectiveness
Some
effectiveness
Considerable
effectiveness
A high degree
of
effectiveness
The short story uses the themes, ideas, and characters from the
books. Connections were made between the characters and themes of
each book. W3.6, 3.7
Limited
effectiveness
Some
effectiveness
Considerable
effectiveness
A high degree
of
effectiveness
Discuss the strengths and weaknesses as a writer, and identify variety
of skills that help them write more effectively. Include a writing
sample to reflect your growth as a writer. W4.1, 4.2, 4.3
Limited
effectiveness
Some
effectiveness
Considerable
effectiveness
A high degree
of
effectiveness
Media
The three images suits the topic, purpose, and audience of the short
story. Describe how their images reflect their main ideas and other
media forms/conventions could have been used to make it more
effective. M3.1, 3.2, 3.3
Limited
effectiveness
Some
effectiveness
Considerable
effectiveness
A high degree
of
effectiveness
A media text/images were produced for the purpose and audiences of
the short story using appropriate forms of media. M3.4
Limited
effectiveness
Some
effectiveness
Considerable
effectiveness
A high degree
of
effectiveness
Discuss the strengths and weaknesses as a media interpreter, and
identify variety of skills that help them write more effectively. M4.1,
4.2
Limited
effectiveness
Some
effectiveness
Considerable
effectiveness
A high degree
of
effectiveness
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