MYP Assessment Task Sheet

Year 2019-2020
MYP: Year 4 Subject: Language and Literature Date:

Criteria: A- Analysing
B- Organising
C- Producing text
D- Using language

Statement of Inquiry:
The perspective of war is Dynamic; the point of view differs with the role an individual has to play.

Summative Assessment Task: -

Task 1: Oral Presentation

Students are expected to create a class presentation on any one following Poem studied in the Unit.

1. Exposures
2. The Soldier
3. The strange Meeting
4. The charge of the Light Brigade
5. Disabled
Clarification of task according to GRASP Model.
Goal: To demonstrate the ability of communication skills with a focus on fluency and accuracy of
language.
Role: The student’s role is to create a presentation for class.
Audience: The audience will be the students/, his/her peers and teacher.
Situation: The students have to choose a topic and create a presentation that includes explanation of the
theme by giving examples from the text
Product: Power point presentation and test paper.
Task 2: Written Response
The task expects the students to write response for any one Poem studied in the unit. (Structure Sheet
attatched at the end of the tasksheet)
Note: The Poem selected for the Oral task should be excluded for the Written task selection of Poem.
Clarification of task according to GRASP Model.
Goal: To demonstrate the ability of analytical skills and creative writing with focus on content, fluency,
and expression.
Role: The student’s role is to provide responses for the tasks.
Audience: The audience will be the students/, his/her peers and teacher.
Situation: The students will have to write response for the given prompts.
Purpose/ Performance/Product: Student’s response sheet.
Objective A: Analysing

In order to reach the aims of studying language and literature, students should be able to:

ii. analyse the effects of the creator’s choices on an audience

iii. justify opinions and ideas, using examples, explanations and terminology

Achieve Level descriptor Task Specific Clarifications

ment
level
0 The student does not reach a You do not reach a standard described by any of the
standard described by any of the descriptors below.
descriptors below.
1–2 ii. provides minimal identification You have provided minimal comments upon significant
and comment upon the creator’s aspects of the Poem, the choices which enhance the theme,
choices. structure and style and analysis of the texts. You have rarely
iii. rarely justifies opinions and justified opinions and ideas with examples or explanations.
ideas with examples or
explanations; uses little or no
terminology

3–4 ii. provides You have provided adequatecomments upon significant

adequateidentification and aspects of the Poem, the choices which enhance the theme,
comment upon the creator’s structure and style and analysis of the texts.You have
choices. mentioned adequate justified opinions and ideas with
iii.justifies opinions and ideas examples or explanations
with some examples or
explanations; uses adequate
terminology

5–6 ii. provides substantial
identification and comment
upon the creator’s choices.
iii.Sufficiently justify opinions
and ideas with examples or
explanations; uses adequate
terminology.
You have provided substantial comments upon significant
aspects of the poem, the choices which enhance the theme,
structure and style and analysis of the texts.
You have sufficiently justified opinions and ideas with
examples or explanations.

7–8 ii. provides perceptive
identification and comment upon
the creator’s choices.
iii.gives detailed justification of
opinions and ideas with a range
of examples, and thorough
explanations; uses accurate
terminology .
You have provided perceptive comments upon significant
aspects of the poem, the choices which enhance the theme,
structure and style and analysis of the texts.
Youhavegiven a detailed justification of opinions and ideas
with examples or explanations.

Objective B: Organizing
 Students should understand and be able to organize their ideas and opinions using a range of appropriate
conventions for different forms and purposes of communication. Students should also recognize the
importance of maintaining academic honesty by respecting intellectual property rights and referencing all
sources accurately.
In order to reach the aims of studying language and literature, students should be able to:
i. employ organizational structures that serve the context and intention
ii. organize opinions and ideas in a sustained, coherent and logical manner
iii. use referencing and formatting tools to create a presentation style suitable to the context and intention.

Achiev Level descriptor Task Specific Clarifications

ement
level
0 The student does not reach a standard described by You do not reach a standard described by
any of the descriptors below. any of the descriptors below.

1–2 The student: You’ve made minimal use of

i. makes minimal use of organizational structures
though these may not always
serve the context and intention
ii. organizes opinions and ideas with a minimal
degree of coherence and
logic
organizational structures in your
presentation and written response though
these may not always serve the context
and intention.
Your content displays opinions and ideas
with a minimal degree of coherence and
Logic.

3–4 The student: You’ve made adequate use of

i. makes adequate use of organizational structures organizational structures in your
that serve the context and presentation and written responsethat
intention serve the context and intention
ii. organizes opinions and ideas with some degree of Your content displays opinions and ideas
coherence and logic with some degree of cohere and Logic.
.
5–6 The student: You’ve made competent use of
i. makes competent use of organizational structures organizational structures in your
that serve the context and presentation and written responsethat
intention serve the context and intention
ii. organizes opinions and ideas in a coherent and Your content displays opinions and ideas
logical manner with ideas with ideas building on each other.
building on each other

7–8 The student: You’ve made sophisticated use of

i. makes sophisticated use of organizational
structures that serve the context
and intention effectively
ii. effectively organizes opinions and ideas in a
coherent and logical manner
with ideas building on each other in a sophisticated
way
organizational structures in your
presentation and written response that
serve the context and intention effectively.
Your content opinions and ideas with
ideas building on each other in a coherent
and logical manner.
.

Objective C: Producing text

 In order to reach the aims of studying language and literature, students should be able to:
i. produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically
on new perspectives and ideas arising from personal engagement with the creative process
iii. select relevant details and examples to develop ideas.

Achievement Level descriptor Task Specific Clarifications

level
0 The student does not reach a standard described by You do not reach a standard
any of the descriptors below. described by any of the
descriptors below.

1–2 The student: Your presentation and written

i. produces texts that demonstrate limited personal response demonstrates a limited
engagement with the creative process; demonstrates a degree of thought, imagination or
limited degree of thought, imagination or sensitivity sensitivity and minimal
and minimal exploration and consideration of new exploration and consideration of
perspectives and new perspectives and ideas. You
ideas have selected few appropriate
iii. selects few relevant details and examples to references examples to develop
develop ideas. ideas.
3–4 The student: Your presentation and written
i. produces texts that demonstrate adequate personal response demonstrates some
engagement with the creative process; demonstrates degree of thought, imagination or
some degree of thought, imagination and sensitivity sensitivity and some exploration
and some exploration and consideration of new and consideration of new
perspectives and perspectives and ideas. You have
ideas demonstrating adequate awareness of impact on selected some appropriate
an audience references examples to develop
iii. selects some relevant details and examples to ideas.
develop ideas.
5–6 The student: Your presentation and written
i. produces texts that demonstrate considerable response demonstrates
personal engagement with the creative process; considerable degree of thought,
demonstrates considerable thought, imagination and imagination or sensitivity and
sensitivity and substantial exploration and substantial exploration and
consideration of new perspectives consideration of new perspectives
and ideas and ideas. You have selected
iii. selects sufficient relevant details and examples to sufficient references examples to
develop ideas. develop ideas.
7–8 The student: Your presentation and written
i. produces texts that demonstrate a high degree of response demonstrates high
personal engagement with the creative process; degree of thought, imagination or
demonstrates a high degree of thought, imagination sensitivity and some exploration
and and consideration of new
sensitivity and perceptive exploration and perspectives and ideas. You have
consideration of new perspectives and ideas devices, selected some appropriate
demonstrating clear awareness of impact on an references examples to develop
audience ideas.
iii. selects extensive relevant details and examples to
develop ideas with precision.

Objective D: Using language

 In order to reach the aims of studying language and literature, students should be able to:
i. use appropriate and varied vocabulary, sentence structures and forms of expression
ii. write and speak in an appropriate register and style
iii. use correct grammar, syntax and punctuation
iv. spell (alphabetic languages), write (character languages) and pronounce with accuracy
v. use appropriate non-verbal communication techniques.

Achie Level descriptor Task Specific Clarifications

vemen
t level
0 The student does not reach a standard described by any You do not reach a standard described by
of the descriptors below. any of the descriptors below.

1–2 The student: Your presentation and written response

i. uses a limited range of appropriate vocabulary and demonstrates a limited range of vocabulary,
forms of expression writes in an inappropriate style that does not
ii. writes and speaks in an inappropriate register and serve the context and intention and uses
style that do not serve the context and intention grammar, syntax and punctuation with
iii. uses grammar, syntax and punctuation with limited limited accuracy.
accuracy; errors often hinder communication
iv. spells/writes and pronounces with limited accuracy;
errors often hinder communication
v. makes limited and/or inappropriate use of non-verbal
communication techniques.
3–4 The student: Your presentation and written response
i. uses an adequate range of appropriate vocabulary, demonstrates an adequate range of
sentence structures and forms of expression appropriate vocabulary, writes in a register
ii. sometimes writes and speaks in a register and style and style that serves the context and
that serve the context and intention intention and uses grammar an syntax and
iii. uses grammar, syntax and punctuation with some punctuation with some degree of accuracy.
degree of accuracy; errors sometimes hinder
communication
iv. spells/writes and pronounces with some degree of
accuracy; errors sometimes hinder communication
v. makes some use of appropriate non-verbal
communication techniques.
5–6 The student: Your presentation and written response
i. uses a varied range of appropriate vocabulary, demonstrates a varied range of appropriate
sentence structures and forms of expression competently vocabulary, writes competently in a register
ii. writes and speaks competently in a register and style and style that serves the context and
that serve the context and intention intention and uses grammar an syntax and
iii. uses grammar, syntax and punctuation with a punctuation with a considerable degree of
considerable degree of accuracy; errors do not hinder accuracy.
effective communication
iv. spells/writes and pronounces with a considerable
degree of accuracy; errors do not hinder effective
communication
v. makes sufficient use of appropriate non-verbal
communication techniques.
7–8 The student: Your presentation and written response
i. uses a varied range of appropriate vocabulary, demonstrates a varied range of appropriate
sentence structures and forms of expression effectively vocabulary effectively, writes effectively in a
ii. writes and speaks effectively in a register and style that register and style that serves the context and
serve the context and intention intention and uses grammar an syntax and
iii. uses grammar, syntax and punctuation with a punctuation with a commendable degree of
commendable degree of accuracy; errors do not hinder accuracy.
effective communication
iv. spells/writes and pronounces with a commendable
degree of accuracy; errors do not hinder effective
communication
v. makes sufficient use of appropriate non-verbal
communication techniques.
 ACADEMIC HONESTY AND HONOUR CODE - Student Responsibilities

As students, your responsibilities in respect of academic honesty include the following:

 Signing the Academic Honour Code before you begin this assessment
 You are responsible for ensuring that all work submitted for assessment is authentically yours
 You are responsible for fully and correctly acknowledging the work and ideas of others
 You are expected to review your own work before submission for assessment to identify any
passages, computer programmes, data, photographs and other material which require
acknowledgement.
 You may be required to submit your work using Turnitin. Failing to do this could result in an
accusation of plagiarism, and/or a refusal to accept your work within school and/or to submit your
work to the IB.
 You are expected to comply with all internal school deadlines. This is for your own benefit and may
allow time for revising work that is of doubtful authorship
 Once a student has ‘submitted’ the assessments/assignments, indicating that the piece of work is
authentically his/hers, there is no opportunity to re-submit different work, if the first submission is
deemed to be plagiarised.
 You should be aware that teachers have the right to refuse to assess you if they do not believe you
completed the work, and if you cannot prove your ownership to their satisfaction, or the satisfaction
of the coordinators of your respective IB Programmes. The IB will accept the teacher’s decision in
this case.
 It is the student’s responsibility, if academic dishonesty is suspected, to prove that all pieces of work
are his/her own, and have not been plagiarised.
I pledge to adhere to the rules and regulations of my classroom and of our School.

This means that:

I will not distort the truth, cheat or misrepresent someone else’s work as my own. I ensure that all work
submitted for assessment is authentically mine

1. I am expected to review my work before submission to identify any passages, computer

programmes, data, photographs and other material which require acknowledgement.
2. I will fully and correctly acknowledge the work and ideas of others
3. Additionally, I will not assist any fellow student(s) by providing test information or answers before,
during or after the testing session.
4. I have thoroughly prepared for this assignment and am proud of the work that I am presenting.
5. I may be required to submit my work using Turnitin. Failing to do this could result in an accusation
of plagiarism, and/or a refusal to accept my work within school and/or to submit my work to the IB.
6. I am expected to comply with all internal school deadlines. This is for my own benefit as it may
allow time for revising work that is of doubtful authorship
7. I am aware that teachers have the right to refuse to assess you if they do not believe i have
completed the work, and if i cannot prove my ownership to their satisfaction, or the satisfaction of
my Programme coordinator. The IB will accept the teacher’s decision in this case.
8. It is my responsibility, if academic dishonesty is suspected, to prove that all pieces of work are mine
own, and have not been plagiarised.
9. I pledge to earn my own grades based upon my own efforts.
10. I pledge that I will be responsible for my own actions and will accept appropriate consequences for
my actions, for any violation of this Honor Code.

Student Name: ___________________ Grade:_______ Signature: _______________

Reflect:

How have you explored statement of inquiry in this unit? Give specific examples.

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Approaches to learning you used in this Description-What new skills did you learn?
chapter

Communication
Exchanging thoughts, messages and
information effectively through interaction
Reading, writing and using language to gather
and communicate information.

Read critically and for comprehension.

Thinking

Critical thinking skills

Analysing and evaluating issues and ideas

Creative thinking skills

Generating novel ideas and considering new

perspectives

Apply existing knowledge to generate new

ideas, products or processes.

Student Reflection: Teacher Reflection:

 How well

unitaddressed in the ATL skills

How well

unitaddressed in the ATL skills

did you did you
master the master the
skills in skills in
Learnerthis unit?
Reflect on the importance of the this unit?
profile attribute for our learning in this unit:

Expert:
Novice
Learner:
Practitioner:
attribute(s):

Learner:
Practitioner:
Expert:
Novice
Res Res
earc earc
h h

Thi Thi
nkin nkin
Criteria
g g
A B C D Sign
Teacher
s

Lucky
Dave

Nick Sir

Final
Level

Standardization: