IB MIDDLE YEARS PROGRAMME

ACADEMIC SESSION 2023-2024

SUMMATIVE ASSESSMENT-1
Name: ……………………………………………….. Grade: MYP 2 ….

Subject: Language and Literature- English

Date of assignment: July 19, 2023

Date of submission: August 9, 2023

Criteria for Assessment: CRITERION B: ORGANIZING
CRITERION C: PRODUCING TEXT
CRITERION D: USING LANGUAGE (i, ii, iii, iv)
Global Context: Identities and relationships (human nature and human dignity)
Statement of inquiry: Writer's perspective of human nature and dignity is displayed through different
characters and contexts.

ATL Skills: Thinking, Communication and Self-Management

Communication:
● Give and receive meaningful feedback.
● Use appropriate forms of writing for different purposes and audiences.
● Use a variety of organizers for academic writing tasks.
Self-Management: Organization Skills
● Plan short- and long-term assignments; meet deadlines.
● Use appropriate strategies for organizing complex information.
● Select and use technology effectively and productively.
Thinking
● Consider ideas from multiple perspectives.
● Create original works and ideas; use existing works and ideas in new ways.
● Use brainstorming and visual diagrams to generate new ideas and inquiries.
● Combine knowledge, understanding and skills to create products or solutions.
Level achieved:

Criteria Level achieved Self-assessment

assessed
T1 T2

B
C
D

Teacher’s comment: Signature:

CRITERION B: Organizing (Maximum: 8)

Achieveme Level descriptor Task-specific clarification

nt level
0 The student does not reach a standard You did not reach a standard described by
described by any of the descriptors below. any of the descriptors below.
1–2 The student: You were able to:
i makes minimal use of organizational i.- make minimal use of organizational
structures though these may not structures like plotline and sequence though
always serve the context and intention. these may not always serve the context and
intention of creating a comic strip.
ii. organize the opinions and arguments in
ii. organizes opinions and ideas with a creating a comic strip with a minimal
minimal degree of coherence and degree of coherence and logic.
logic iii. make minimal use of referencing and
iii. makes minimal use of referencing and formatting tools like panels, speech
formatting tools to create a presentation bubbles, and captions that may not be
style that may not always be suitable to the suitable to the context and intention of a
context and intention. comic strip.
3–4 The student: You were able to:
i makes adequate use of organizational i. makes adequate use of organizational
structures that serve the context and structures like plotline and sequence that
intention. serve the context and intention of creating a
comic strip.
ii. organizes opinions and ideas with some ii. organize opinions and ideas in creating a
degree of coherence and logic. comic strip with some degree of coherence
and logic.
iii. makes adequate use of referencing and iii. make adequate use of referencing and
formatting tools to create a formatting tools like panels, speech bubbles
presentation style suitable to the context and captions suitable to the context and
and intention intention of a comic strip.
6-7 The student: You were able to:
i makes competent use of organizational i make competent use of organizational
structures that serve the context structures like plotline and sequence that
and intention. serve the context and intention of a comic
strip.
ii. organizes opinions and ideas in a ii. organize the opinions and arguments in
coherent and logical manner with ideas creating a comic strip in a coherent and
building on each other. logical manner with ideas building on each
other.
iii. makes competent use of referencing iii. make competent use of referencing and
and formatting tools to create a formatting tools like panels, speech bubbles
presentation style suitable to the context and captions suitable to the context and
and intention. intention of a comic strip.
 7-8 The student: You were able to:
i makes sophisticated use of i make sophisticated use of organizational
organizational structures that serve the structures like plotline and sequence that
context and intention effectively. serve the context and intention effectively of
a comic strip.

ii. effectively organizes opinions and ideas
in a coherent and logical
manner with ideas building on each other in
a sophisticated way.
ii. effectively organize opinions and
arguments to create a comic strip in a
coherent and logical manner with ideas
building on each other in a sophisticated
way.

iii. makes excellent use of referencing and iii. make excellent use of referencing and
formatting tools to create an formatting tools like panels, speech bubbles
effective presentation style. and captions to create an effective comic
strip.

CRITERION C: PRODUCING TEXT (Maximum: 8)

Achievement Level descriptor Task specific clarification

level
0 The student does not reach a standard You did not reach a standard described
described by any of the descriptors below. by any of the descriptors below
1–2 The student is able to: You were able to:
i.-produce texts that demonstrate limited i.-create a comic strip that demonstrates
personal engagement with the creative a limited personal engagement with the
process; demonstrates a limited degree of creative process; demonstrates a
thought, imagination or sensitivity and limited degree of thought, imagination,
minimal exploration and consideration of new or sensitivity and minimal exploration
perspectives and ideas. and consideration of new perspectives
and ideas while creating the comic strip.

ii.-make minimal stylistic choices in terms of ii.-make minimal stylistic choices while
linguistic, literary and visual devices, creating a comic strip in terms of
demonstrating limited awareness of impact vocabulary and literary devices,
on an audience. demonstrating limited awareness of the
impact on the readers.

iii.- select few relevant details and examples iii.- select a few relevant details and
to develop ideas. examples from real-life situations to
develop ideas for creating the comic
strip.
3–4 The student is able to: You were able to:
i.-produce texts that demonstrate adequate i.- create a comic strip that demonstrates
personal engagement with the creative adequate personal engagement with the
process; demonstrates some degree of creative process; demonstrates some
thought, imagination and sensitivity and degree of thought, imagination, and
some exploration and consideration of new sensitivity and some exploration and
perspectives and ideas. consideration of new perspectives and
ideas while creating the comic strip.
ii.-make some stylistic choices in terms of ii.-make some stylistic choices while
linguistic, literary and visual devices, creating the comic strip in terms of
demonstrating adequate awareness of vocabulary and literary devices,
impact on an audience. demonstrating adequate awareness of
the impact on the readers.

iii.-select some relevant details and examples iii.-select some relevant details and
to develop ideas. examples from real-life situations to
develop ideas for creating the comic
strip.
5–6 The student is able to: You were able to:
i.-produce texts that demonstrate i.- create a comic strip that demonstrates
considerable personal engagement with the considerable personal engagement with
creative process; demonstrates considerable the creative process; demonstrates
thought, imagination and sensitivity and considerable thought, imagination, and
substantial exploration and consideration of sensitivity, and substantial exploration
new perspectives and ideas. and consideration of new perspectives
and ideas while creating the comic strip.
ii.-make thoughtful stylistic choices in terms ii.-make thoughtful stylistic choices
of linguistic, literary and visual devices, while creating the comic strip in terms of
demonstrating good awareness of impact on vocabulary and literary devices,
an audience. demonstrating good awareness of the
impact on the readers.
iii.- select sufficient relevant details and iii.- select sufficient relevant details and
examples to develop ideas. examples from real-life situations to
develop ideas for creating the comic
strip.
7-8 The student is able to: You were able to:
i.-produce texts that demonstrate a high i.-create a comic strip that demonstrates
degree of personal engagement with the a high degree of personal engagement
creative process; demonstrates a high with the creative process; demonstrates
degree of thought, imagination and sensitivity a high degree of thought, imagination
and perceptive exploration and consideration and sensitivity and perceptive
of new perspectives and ideas. exploration and consideration of new
perspectives and ideas while creating
the comic strip.
ii.-make perceptive stylistic choices in terms ii.-make perceptive stylistic choices
of linguistic, literary and visual devices, while creating the comic strip in terms of
demonstrating clear awareness of impact on vocabulary and literary devices,
an audience. demonstrating clear awareness of the
impact on the readers.

iii.- select extensive relevant details and iii.- select extensive relevant details and
examples to develop ideas with precision. examples from real-life situations to
develop ideas with precision for creating
the comic strip.
CRITERION D: USING LANGUAGE Maximum: 8

Achievement Level descriptor Task specific clarification

level
0 The student does not reach a standard You did not reach a standard described by any
described by any of the descriptors of the descriptors below
below.
1–2 The student is able to: You were able to:
i.-use a limited range of appropriate i.-use a limited range of appropriate
vocabulary and forms of expression. vocabulary and forms of expression while
composing text in the comic strip.
ii.-write in an inappropriate register ii.-write in an inappropriate register and style
and style that do not serve the context that do not serve the context and intention of a
and intention. comic strip.
iii.-use grammar, syntax and iii.-use grammar, syntax, and punctuation with
punctuation with limited accuracy; limited accuracy; errors often hinder
errors often hinder communication. communication.
iv.- spell/write and pronounce with iv.- spell/write with limited accuracy in the
limited accuracy; errors often hinder comic strip; errors often hinder the message
communication. to be conveyed.
3–4 The student is able to: You were able to:
i.-use an adequate range of i.-use an adequate range of appropriate
appropriate vocabulary, sentence vocabulary, sentence structures, and forms of
structures and forms of expression. expression while composing text in the comic
strip.
ii.-sometime write in a register and ii.-sometime write in a register and style that
style that serve the context and serve the context and intention of a comic
intention. strip.
iii.-use grammar, syntax and iii.-use grammar, syntax and punctuation with
punctuation with some degree of some degree of accuracy; errors sometimes
accuracy; errors sometimes hinder hinder communication.
communication. iv.-spell/write with some degree of accuracy
iv.-spell/write and pronounces with in the comic strip; errors sometimes hinder the
some degree of accuracy; errors message to be conveyed.
sometimes hinder communication.
5–6 The student is able to: You were able to:
i.-use a varied range of appropriate i.-use a varied range of appropriate
vocabulary, sentence structures and vocabulary, sentence structures, and forms of
forms of expression competently. expression competently while composing text
in the comic strip.
ii.-write competently in a register and ii.-write competently in a register and style
style that serve the context and that serve the context and intention of a comic
intention. strip.

iii.-use grammar, syntax and
punctuation with a considerable
degree of accuracy; errors do not
hinder effective communication.
iv.-spell/write and pronounces with a
considerable degree of accuracy;
errors do not hinder effective
communication.
iii.-use grammar, syntax, and punctuation with
a considerable degree of accuracy; errors
do not hinder effective communication.
iv.-spell/write with a considerable degree of
accuracy in the comic strip; errors do not
hinder the message to be conveyed.
 7-8 The student is able to: You were able to:
i.- effectively use a varied range of i.-effectively use a varied range of
appropriate vocabulary, sentence appropriate vocabulary, sentence structures,
structures and forms of expression. and forms of expression while composing text
in the comic strip.
ii.-write in a consistently appropriate ii.-write in a consistently appropriate register
register and style that serve the and style that serve the context and intention
context and intention. of a comic strip.

iii.-use grammar, syntax and
punctuation with a high degree of
accuracy; errors are minor and
communication is effective.
iv.-spell/write and pronounces with a
high degree of accuracy; errors are
minor and communication is effective.
iii.-use grammar, syntax, and punctuation with
a high degree of accuracy; errors are minor
and communication is effective.
iv.-spell/write with a high degree of accuracy
in the comic strip; errors are minor and
communication is effective for the message to
be conveyed.

Task:

‘The Tempest’ is a play about love, betrayal, and forgiveness. Referring to the play and the real-life
situations that are found in our society, visualize a story on the themes mentioned before and convert
it into a digital comic strip with your creativity and imagination.

Guidelines for the task:

● Decide upon the storyline, characters, and dialogues for the comic strip on the themes
mentioned in the task.
● The comic strip should contain a minimum of 3 and a maximum of 6 characters.
● Comic Strip should have a catchy title with at least 8-12 Frames/Panels.
● Each frame should contain at least two dialogue/ speech bubbles.
● Use effective vocabulary, sentence structure, and punctuations to create speech bubbles in the
Comic Strip.
● Each page can contain a maximum of 4 Frames/ Panels.
● Dialogues should be organized in proper sequence.
● Ensure that main characters are clearly identified and their actions and dialogues are
well-matched to each other.
● Keep your written text concise and to the point using short sentences/phrases with positive
language and appropriate grammar.
● Be creative in choosing the color and layout.
● Proofread and edit the comic strip.

Instructions –
 1. It will be an individual task.
2. Organize all the information well which you would include in your comic strip.
3. Your comic strip should be neat and well organized.
4. Take great care in the choice of colors for background and text.
5. Do not write too much content in one speech bubble.
6. The number of frames should not exceed 20.
7. The task must be completed within the allotted time.
8. You can use the following apps to create the comic strip: Book Creator App, Pixton,
Storyboard That, Makebeliefscomix.com, Strip Generator.
9. Write the title and your name in a text box above the comic strip.
10. Focus on creative use of pictures and captions.
11. Create a Google Doc which includes the story, bibliography and reflection of the Task.
12. Following is the timeline for the completion of the Task: -
● An interim meeting to show the 1st draft on research and framing of the story on July 27,
2023. (Google Doc- Word limit 250-300 words)
● The Draft of Comic Strip should be uploaded in the shared folder on August 2, 2023.
● The final submission of the assignment in soft copy (PDF Format) to the concerned
teacher would be on August 9, 2023. The submissions done after the final day will not be
accepted.
13. Review your work before submission.
14. Maintain Academic Integrity.

Student reflection: Record your reflection after completing the task and upload the same in
the folder. Following are the guiding questions for your reflection: -

1. What did you enjoy about this task?

2. What part of the task did you particularly dislike and why?

3. What skills did you develop during the task? (Reflect on ATL, LP, IM, SEL)

4. What were your strengths and weaknesses in this task?

5. As you look at this task, what's one thing that you would like to improve upon?