The document outlines an assignment for Year 9 students that requires them to choose a global issue, collect related news articles with different perspectives, and write a poetry anthology expressing the topic and views. Students will present their anthology and discuss their process. The assignment aims to improve students' understanding of global issues and expressing information through poetry.

1. Year 9 Assignment
Global Texts
Imaginative: Literary Transformation
Due Week 7/8 Term 3
This assignment is to be completed individually, however you are
strongly encouraged to discuss and edit your work in class. Read
Around opportunities will be given to support you. In order to
complete this task, you will need to use your understanding of the
global citizen and poetic techniques.
1. You are to choose a global issue currently in the news. You need to collect three articles from at
least two points of view, published in the news media.
- These articles are to be referenced, and included in the appendix of your anthology
2. You are to write a series of 5 poems that express the topic, events and points of view found in your
news articles. These poems should reflect work done in class and illustrate the following styles
- A “For My People” poem
- An Age poem
- A letter poem
- A mirror poem
- A “Write that I…” poem
3. You will present an oral rationale of the task for the class, and as part of this will need to perform 1
poem from the anthology you have written. Your rationale should
- Outline the task and how you have interpreted the requirements
- Give a brief explanation of the issue you chose and how it was written about in
the news media
- Discuss how you incorporated this into your anthology (ie, how your anthology
deals with the issue and points of view)
- Discuss what you are proud of and what worked well
- Discuss what you would like to change or do differently next time
- Perform a poem from the anthology
- Outline what you learnt from this task
What will I learn?You will gain a greater understanding of global issues, and how to express information in a
poetic way to engage and audience. You will gain a greater understanding of how poetry is used to express
ideas. You will be better able to express the creative process.
Why does it matter?Global issues can be presented in various ways. It is important to understand how different
formats can present the same information, and the impact they can have on readers and listeners. While it is
important to create, it is also important to be able to express the reasons for creating and the process of
creation.
What is the task?You are to find news articles that relate to a global issue, and transform these into a poetry
anthology. You will need to discuss the process you went through and perform one poem.
What will I produce?You will produce a poetry anthology consisting of five poems, with an appendix for your
news articles. You will present an oral rationale including the performance of one poem.

2. Year 9 Rubric – Global Texts, Imaginative: Literary Transformation
Name:__________________________________________________ Achievement Standard: _________
Receptive modes (listening, reading and viewing)
By the end of Year 9, students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and
language features distinguish the work of individual authors.
They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from the text to analyse and explain how
language choices and conventions are used to influence an audience. They listen for ways texts position an audience.
Productive modes (speaking, writing and creating)
Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their
responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts.
Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group
discussions, comparing and evaluating responses to ideas and issues. They edit for effect, selecting vocabulary and grammar that contribute to the precision and
persuasiveness of texts and using accurate spelling and punctuation.
A B C
Achieving at year level
D E
Comprehend a range of written, spoken and multimodal texts
Identify different perspectives and draw conclusions about character, events and themes in texts
Insightful and comprehensive
understanding of the chosen texts
is evident. Multiple perspectives
are identified clearly, and
perceptive conclusions are drawn
regarding the issue raised.
A clear and substantial
understanding of the chosen texts
is evident. Multiple perspectives
are indentified with some clearly,
and logical conclusions are drawn
regarding the issue raised.
A sound understanding of the
chosen texts is evident. Multiple
perspectives are identified with
sound conclusions drawn
regarding the issue raised.
A limited understanding of the
chosen text(s) is evident. Some
attempt at identifying multiple
perspectives, either not clear or
only one perspective illustrated.
Conclusions are drawn without
sound logic regarding issue
raised.
Flawed understanding of the
chosen text(s) is evident. No
exploration of perspectives are
shown, and conclusions are false
or illogical.
Outstanding choice of articles
gives scope and depth to the task.
Student is able to expand on the
topic with insight and originality.
Very good choice of articles gives
scope to the task. Student is able
to expand on the topic with
insight.
Good choice of articles gives
some scope to the task. Student is
able to expand on the topic.
Choice of articles gives limited
scope to the task. Student has
some trouble expanding on
topic.
Choice of articles gives very
limited or no scope to the task.
Student struggles to expand on
topic.
Use a variety of text structures and language features to create well structured and engaging texts for specified purposes
A wide variety of highly effective
structures and language features
are used originally and with
purpose, including word choice,
poetic techniques, poetic forms
A variety of effective structures
and language features are used
with purpose including word
choice, poetic technique, poetic
form and layout. Most texts
A variety of structures and
language features are used mostly
with purpose including word
choice, poetic technique, poetic
form and layout. Most texts
A limited variety of structures and
language features are used, mostly
with purpose including word
choice, poetic technique, poetic
form and layout. Some texts engage
A very limited variety of structures
and language features are used,
mostly without purpose.
Very few, if any, texts engage the
audience. Purpose is unclear. The

3. and layout. All texts engage the
audience immediately in a creative
and original way, ensuring the
purpose of the text is met.
The student has experimented
bravely.
engage the audience immediately
in a creative way, ensuring that the
purpose of the text is met.
The student has experimented.
engage the audience quickly,
ensuring that the purpose of the
text is met. The student has
experimented a little.
the audience, and generally the
purpose of the text is met. The
student has not taken risks.
student has not taken any risks.
Deliver formal and informal oral presentations to compare and evaluate responses to ideas and issues using language and presentation
skills for effect
Analyse and critically evaluate the use of features and structures in texts, including literary and technical techniques
Rationale is delivered with a high
degree of clarity and fluency, with
the student demonstrating a
highly original and creative
response to the task. No reliance
on notes. The audience shows a
high level of engagement.
Rationale is delivered with clarity
and fluency, with the student
demonstrating originality and
creativity in response to the task.
Little reliance on notes. The
audience is engaged.
Rationale is delivered with clarity
and some fluency. The student
demonstrates creativity in
response to the task. Some
reliance on notes, the audience is
generally engaged.
Rationale is delivered with
some clarity, although not
fluent. The student
demonstrates some creativity in
response to the task, and relies
heavily on notes. The audience
is engaged at times.
Rationale is either not delivered or
delivered with significant
limitations in terms of clarity,
fluency and creativity. The student
either reads notes or “wings it”.
The audience is not engaged.
Rationale demonstrates extensive
knowledge and insight when
evaluating and analysing the
creative task. Interpretation of the
articles and points of view are
discussed with specificity.
Rationale demonstrates
knowledge and insight when
evaluating and analysing the
creative task. Interpretation of
the articles and points of view are
discussed with some specificity,
several examples.
Rationale demonstrates
knowledge when evaluating and
analysing the creative task.
Interpretation of the articles and
points of view are sound with
several examples.
Rationale demonstrates some
knowledge, limited evaluation
and analysis of the creative
task. Interpretation of the
articles and points of view are
general. Very few or no
examples.
Rationale is either not delivered
or delivered with very limited
knowledge, evaluation or analysis
of the creative task. Interpretation
of the articles are either very
limited or incorrect. No examples
are drawn upon.
Plans, reviews and proofreads own writing using accurate grammar, spelling and punctuation
The student actively participated
in read-around and workshop
activities in class, and their
creative task demonstrates this.
Read-around activities are
reflected upon insightfully in the
rationale.
The student participated in the
read-around and workshop
activities in class, and their
creative task demonstrates this.
Read-around activities are
reflected upon with some insight
in the rationale.
The student generally
participated in the read-around
and workshop activities in class,
and their creative task mostly
demonstrates this. Read-around
activities are reflected upon in
the rationale.
The student nominally
participated in the read-around
and workshop activities in class,
and their creative task
demonstrates this. Read-around
activities are mentioned in the
rationale.
The student either did not
participate or disrupted the read-
around and workshop activities in
class, and their creative task
demonstrates this. Read-around
activities are either mentioned
very briefly or not at all in the
rationale.
Clear evidence of editing and
proofreading results in
outstanding use of language and
grammar to create a clear and
precise argument. Written
expression is outstanding.
Evidence of editing and
proofreading has resulted in high
standard is shown through choice
of language and grammar to
create a clear and precise
argument. Written expression is
fluent.
Evidence of editing and
proofreading has resulted in
sound use of language and
grammar to create an argument
that has some clarity. Written
expression is mostly fluent.
Limited evidence of editing and
proofreading has resulted in a
use of language and grammar
whichdetracts from the
argument. Writing has limited
clarity.
No evidence of proofreading or
editing. Lacks control of language
and grammar, which makes
understanding difficult. No clarity
of expression.
Further Comments: