The Capitulare de Villis — Open-Book Exam (Printable)

Student name: ___________________________    Class: _______    Date: __________

Instructions: This is an open-book exam. You may use the provided document and a dictionary. Answer questions clearly. Keep most answers short — 1–3 sentences unless otherwise asked. Total time: 45 minutes.

1. Locate & Comprehend (1–2 sentences)
   What is the main instruction about fishponds in the document?
   _______________________________________________________________________
   _______________________________________________________________________
2. Locate a quotation
   Find and copy the exact sentence from the document that mentions fishponds. (Write it here, word for word.)
   _______________________________________________________________________
   _______________________________________________________________________
3. Dictionary skill
   The word "demesne" appears in the document. Use a dictionary and write a short definition (in your own words) that fits this text.
   Definition: ___________________________________________________________
   _______________________________________________________________________
4. Vocabulary in context (1 sentence)
   In this document, what does the word "steward" mean? (One sentence.)
   _______________________________________________________________________
5. Detail question (1 sentence)
   According to the document, when should fish from the fishponds be sold and replaced?
   _______________________________________________________________________
6. Two reasons (brief list)
   Give two reasons, based on the text, why the ruler wants fishponds on the estates. Use short bullet points.
   - _______________________________________________________________
   - _______________________________________________________________
7. Text-centred claim (short)
   Claim: "The stewards are responsible for the estate's food supply." Do you agree with this claim? Provide TWO pieces of textual evidence (copy short phrases or words from the document) and one sentence explaining how the evidence supports your claim.
   Evidence 1 (quote or phrase): ________________________________________
   Evidence 2 (quote or phrase): ________________________________________
   Explanation (1 sentence): _____________________________________________
8. Inference (1–3 sentences)
   What might happen to an estate if it had no fishponds? (Give possible effects on food, money or household duties.)
   _______________________________________________________________________
   _______________________________________________________________________
9. Vocabulary spotting
   In the sentence that mentions fishponds there is a verb meaning "to make larger" or "to increase". Write that word and then write a short synonym (another word with the same meaning).
   Word: __________________   Synonym: __________________
10. Short analysis (2–3 sentences)
    How do the instructions about fishponds connect to other instructions about animals, food stores or selling produce? (Explain briefly.)
    _______________________________________________________________________
    _______________________________________________________________________
11. Flowchart task A — Steward's routine (creative, draw + explain)
    Create a 4-step flowchart showing what a steward should do to keep fishponds productive. Draw your flowchart in the box below (use arrows). Then write a 1–3 sentence caption describing the steps.
    (Draw flowchart here)
    Caption (1–3 sentences):
    _______________________________________________________________________
    _______________________________________________________________________
12. Flowchart task B — Decision tree (creative, draw + explain)
    If fish supply is low, create a 3-step decision flowchart: (1) check cause, (2) decide to sell or restock, (3) act. Draw the decision boxes in the area below and write a short sentence explaining your choices (1–3 sentences).
    (Draw decision flowchart here)
    Explanation (1–3 sentences):
    _______________________________________________________________________
    _______________________________________________________________________
13. Creative improvement (1–3 sentences)
    Using items or ideas named in the document (for example: barrels, seed, byres, nets), suggest ONE realistic way to improve how fishponds are managed. Explain briefly.
    _______________________________________________________________________
    _______________________________________________________________________
14. Word challenge (play with text)
    Using only words you can find in the document, write a short 10-word sentence about fishponds. (Underline each word you used.)
    _______________________________________________________________________
15. Big idea reflection (2–3 sentences)
    How does the command about fishponds show what the ruler values for his estates? (Think about food, profit, control, and preparation.)
    _______________________________________________________________________
    _______________________________________________________________________

End of exam. Please review your answers. Make sure you have quoted exactly where asked.

Teacher section — ACARA v9-aligned feedback and rubric (Ally McBeal cadence)

Notes for teachers: This assessment targets Year 7 reading and responding skills: locating information, vocabulary-in-context, making text-centred claims, short constructed responses, and planning simple procedural/decision flowcharts. Open-book permitted (document + dictionary). Use the rubric below to judge student responses and to deliver targeted feedback in a light, rhythmic Ally McBeal style as shown.

Rubric — Per-question quick descriptors (Proficient = expected Year 7)

• Proficient: Accurate, text-based answers; direct quotation when requested; clear explanation linking evidence to claim; flowcharts show logical sequence and decisions; vocabulary definitions accurate and appropriate to context.
• Partly proficient / Developing: Mostly correct but missing exact quotations or only partly explained; flowchart shows steps but lacks clarity in decision points; dictionary definition partly accurate.
• Limited: Incorrect or irrelevant answers; no textual evidence when requested; flowchart unclear or missing key steps; vocabulary meaning incorrect or unrelated.

Per-question teacher feedback (Ally McBeal cadence — short, rhythmic, characterful)

1. Feedback: "Nice and direct! Say the line — short, crisp. Link to the exact rule."
   Proficient descriptor: Student writes the main instruction clearly and links to fishpond requirement.
2. Feedback: "Show me the words! Copy the sentence — precise, please. No tidy-ups."
   Proficient descriptor: Exact sentence copied with correct punctuation and placement.
3. Feedback: "Dictionary time! Quick, neat definition. Use the text — fit it in."
   Proficient descriptor: Definition matches historical meaning (estate land) and fits context.
4. Feedback: "Who runs it? Stewards — say what they do. One sharp sentence."
   Proficient descriptor: Definition identifies steward as estate manager/supervisor.
5. Feedback: "When to sell? Spot the phrase. Short, punctual answer — tidy!"
   Proficient descriptor: Student notes selling when estates not visited and replacement to keep supply.
6. Feedback: "Two reasons — two bullets. Clear, punchy, text-bound."
   Proficient descriptor: Reasons include food supply and profit/continuous supply for court.
7. Feedback: "Claim time! Two quotes — one crisp sentence tying them up. Show the chain."
   Proficient descriptor: Two exact textual supports and a clear linking sentence explaining responsibility.
8. Feedback: "Think ahead! Simple cause — effect. Keep it tidy."
   Proficient descriptor: Student infers likely shortages, loss of profit, extra burden on other supplies.
9. Feedback: "Spot the synonym. One word — one meaning. Quick swap."
   Proficient descriptor: Correct verb identified and an accurate synonym provided.
10. Feedback: "Connect the dots — fishponds, barns, stores. Two lines — tight."
    Proficient descriptor: Links fishponds to wider food security and estate economy.
11. Feedback: "Flowcharts! Boxes, arrows, sense. Show sequence — don’t dawdle."
    Proficient descriptor: Four logical steps arranged in correct order; caption explains purpose.
12. Feedback: "Decision, decision. Clear yes/no bracket. One neat sentence to finish."
    Proficient descriptor: Decision tree shows cause checking, a choice to sell or restock, and action.
13. Feedback: "Inventive! Use the text items. One tidy idea — believable."
    Proficient descriptor: Suggestion uses named items (barrels, nets, records) and connects to fish management.
14. Feedback: "Word play — find them, stitch them, ten words. Fun, precise."
    Proficient descriptor: Sentence uses only words from the document and is grammatically sensible.
15. Feedback: "Big picture — what matters? Two clean lines. Heart and head."
    Proficient descriptor: Student explains priorities (food, control, preparation) with text links.

Overall comment for a Proficient outcome (Ally McBeal cadence)

"Perfect. Focused. Evidence-packed. Rhythm — yes! Purpose clear; steps clear; vocabulary tight. Keep the quotes, keep the reasons, keep that tidy flowchart. You’ve got the estate in order — bravo."

Short marking tips

• Require exact quotation where asked — deduct if quotation is incorrect or missing.
• Accept short, well-explained answers for inference and reflection questions.
• For flowcharts, mark for logical sequence and presence of decision points rather than artistic quality.
• Use the three-level rubric (Proficient / Developing / Limited) to give a quick band score per question, then average for a final grade.

End of teacher section.