ACARA v9 Year 5–6 (Age 10) Open‑Book Exam: The Capitulare de Villis — Fishponds, Vocabulary, Evidence & Flowchart Tasks

Printable open‑book exam for a 10‑year‑old student (document + dictionary permitted). Five ACARA v9 English questions about the Capitulare de Villis focused on fishponds: dictionary work, text‑based claims, inference and two short multi‑step flowchart tasks. Includes teacher feedback and rubric in an Ally McBeal style cadence.

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OPEN‑BOOK EXAM — The Capitulare de Villis (Age 10)

Instructions (printable): This is an open‑book exam. You may use the provided document and a dictionary. Answer in the spaces below. For flowchart questions, draw boxes and arrows in the boxes provided and write a short 1–3 sentence explanation. Write clearly. Good luck!

  1. Dictionary skill (use the document and your dictionary):

    Find the word "fishponds" in the Capitulare (see lines 21 and 65). In your own words, write a one‑sentence definition of "fishponds" as it is used in this document.

    Definition (one sentence):

    ______________________________________________________________________

    Write one short phrase from the document (copy exactly) that helps you choose this meaning:

    Phrase from text: __________________________________________________

  2. Text‑centred claim with evidence:

    Make one clear sentence that states why the king wants fishponds on his estates (a claim). Then give two short pieces of evidence (copy short quotes or refer to line numbers) from the document that support your claim.

    Claim (one short sentence):

    ______________________________________________________________________

    Evidence 1 (quote or line reference): __________________________________________________

    Evidence 2 (quote or line reference): __________________________________________________

  3. Inference and purpose (legal instruction):

    Read line 65: it says what to do with fish from fishponds. In 1–3 sentences explain what stewards should do with fish when the king does not visit and why (use the text to support your answer).

    Answer (1–3 sentences):

    ______________________________________________________________________

    ______________________________________________________________________

  4. Flowchart task 1 — Managing fishponds (creative, 4 steps):

    Draw a 4‑box flowchart that shows how a steward should keep fishponds producing fish and also making a profit for the king (include maintenance, restocking, selling, and informing the court). Use the box area below to draw boxes and arrows.

    (Draw 4 boxes with arrows here for the flowchart — leave space on the printed sheet.)

    Below, write 1–3 sentences that briefly explain each step (one sentence can describe multiple steps if short):

    Explanation (1–3 short sentences):

    ______________________________________________________________________

    ______________________________________________________________________

  5. Flowchart task 2 — If the steward is away (3 steps):

    Using lines 5 and 16, draw a simple 3‑step flowchart showing who takes charge when the steward is not in his district and how the fishponds are still cared for. Draw in the box below.

    (Draw 3 boxes with arrows here for the flowchart.)

    In 1–3 sentences, explain who would manage the fishponds and what they must do:

    ______________________________________________________________________

    ______________________________________________________________________

For the Teacher: ACARA v9 Feedback & Rubric (Ally McBeal cadence)

(Short, friendly teacher comments and a simple rubric for each question. Read with a little theatrical swoop!)

Q1 — Dictionary skill

Teacher feedback (Ally McBeal style): "Oh! Lovely — you found the word and made it sing. If your definition is snug and your phrase points straight to the meaning, bravo!"

Rubric (ACARA v9 focus: vocabulary in context) — look for:

  • Excellent: Accurate, age‑appropriate definition in own words + correct supporting phrase from the document.
  • Proficient: Good definition with minor wording differences + a relevant phrase copied.
  • Developing: Partial meaning, needs clearer wording or an incorrect supporting phrase.
  • Needs improvement: Definition is incorrect or no supporting phrase given.

Q2 — Text‑centred claim with evidence

Teacher feedback (Ally McBeal style): "Ooh, crisp claim — like a sharp shoe! Got two tidy pieces of text to back it up? That’s the courtroom move."

Rubric (ACARA v9 focus: making evidence‑based claims) — look for:

  • Excellent: Clear, focused claim + two clear, correctly copied or referenced pieces of text that support the claim.
  • Proficient: Clear claim + one strong and one acceptable piece of evidence or two evidence pieces that are mostly relevant.
  • Developing: Claim present but weak; evidence only partly supports the claim or is imprecisely cited.
  • Needs improvement: No clear claim or no textual evidence given.

Q3 — Inference and purpose

Teacher feedback (Ally McBeal style): "Hmm — a little legal mind at work! Say it in a sentence, show the why — that’s the winning note."

Rubric (ACARA v9 focus: inference & explanation) — look for:

  • Excellent: Correct inference about selling/restocking + clear link to the line in the text (line 65) and a short reason.
  • Proficient: Reasonable inference with a supporting reference but limited explanation.
  • Developing: Partly correct inference or weak connection to text.
  • Needs improvement: Missing inference or contradicts the document.

Q4 — Flowchart 1 (4 steps: management & profit)

Teacher feedback (Ally McBeal style): "Snap! A tidy plan — boxes and arrows tell the tale. Keep steps clear and short, darling."

Rubric (ACARA v9 focus: procedural text and sequencing) — look for:

  • Excellent: All 4 logical steps present and in the right order; short explanation shows why each step matters.
  • Proficient: 3–4 reasonable steps in order; explanation is clear but could be slightly fuller.
  • Developing: Steps incomplete or out of order; explanation lacks connection to the steps.
  • Needs improvement: Flow unclear or missing; explanation absent.

Q5 — Flowchart 2 (3 steps: steward away)

Teacher feedback (Ally McBeal style): "Ah — delegation with panache! Tell me who, what, and how — short and sharp."

Rubric (ACARA v9 focus: role understanding & short procedural explanation) — look for:

  • Excellent: Correct identification of substitute (messenger or trusted man), correct sequence and a clear 1–3 sentence explanation linked to lines 5 and 16.
  • Proficient: Correct idea but one small detail missing or explanation a bit general.
  • Developing: Partial idea of substitution but not tied to the text.
  • Needs improvement: No clear substitute or sequence given.

Overall comment for a Proficient outcome (Ally McBeal cadence):

"Nice — you’ve done the work with poise. You made a clear claim, found the right words, and drew sensible plans. To go from proficient to dazzling: add one exact short quote for every claim, make each flowchart box label a tiny bit clearer, and keep definitions in your own words. Bravo — now go practise quoting like a tiny, meticulous lawyer!"

Teacher next steps suggestion: give a quick model answer for one question, then let the student revise one answer using the model technique (quote + 1‑sentence explanation).

End of printable exam and teacher feedback.

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