ACADEMIC SESSION 2019 - 2020

Name: ………………………………………………..

Grade: MYP 1

Subject: Language and Literature- English

Statement of inquiry: The creative structure of a piece of writing portrays the beauty of the artist's
style.

Criteria for Assessment: CRITERION A: ANALYSING

CRITERION B: ORGANIZING
CRITERION C: PRODUCING TEXT
CRITERION D: USING LANGUAGE
ATL Skills :
Research Skills:
 Collect and record data.
 Access information to be informed and inform others.
 Present information in the form of a power point presentation.

Communication:
 Organize and depict information logically.
 Use a variety of expressions to present one’s own perspective.

Thinking
Creative Thinking :
 Create original works and ideas.
 Use brainstorming and visual diagrams to generate new ideas and inquiries.
 Creating original and interesting poems and critically analysing the poem with its poetic
devices.
Level achieved:

Criteria Level Self - Peer assessment

assessed achieved assessment
T1 T2

A
B
C
D
 Teacher comments: Criterion specific:

Criterion A:
____________________________________________________________________________

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Criterion B:

____________________________________________________________________________

____________________________________________________________________________

Criterion C:
___________________________________________________________________________

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Criterion D:

____________________________________________________________________________

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CRITERION A: Analyzing Maximum: 8

Achievement Level descriptor Task specific clarification

level
0 The student does not reach a
standard described by any of the
descriptors below.
1–2 The student:
i. provides minimal identification and
comment upon significant aspects of
the text.
ii. provides minimal identification and
comment upon creator’s choices.
iii. rarely justifies opinions and ideas
with examples or explanations; uses
little or no terminology
iv. identifies few similarities and
differences in features within and
between texts.
3–4 The student:
i. provides adequate identification and
comment upon significant aspects of
the text.
ii. provides adequate identification
You did not reach a standard described by
any of the descriptors below
You were able to :
i. provide minimal identification and
comment upon significant aspects of the
poem and explain the use of poetic devices.
ii. provide minimal identification and
comment upon creator’s choices.
iii. rarely justify opinions and ideas to
analyze the poem .
iv. identify few similarities and differences in
features and elements of poems.
You were able to :
i. provide adequate identification and
comment upon significant aspects of the
poem and explain the use of poetic devices.
ii. provide adequate identification and
 and comment upon creator’s choices.
iii. justifies opinions and ideas with
some examples and explanations,
though this may not be consistent;
uses some terminology
iv. identifies some similarities and
differences in features within and
between texts.
5–6 The student:
i. provides substantial identification
and comment upon significant
aspects of texts
ii. provides substantial identification
and comment upon the creator’s
choices
iii. sufficiently justifies opinions and
ideas with examples and
explanations; uses accurate
terminology
iv. describes some similarities and
differences in features within and
between texts.
7-8 The student:
i provides perceptive identification
and comment upon significant
aspects of texts
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
iv. compares and contrasts features
within and between texts.
CRITERION B: Organizing
Achieveme Level descriptor
nt level
0 The student does not reach a standard
described by any of the descriptors
below.
1–2 The student:
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 logic
comment upon creator’s choices.
iii. justify opinions and ideas with some
examples to analyze the poem though this
may not be consistent
iv. identify some similarities and differences
in features and elements of the poems.
You were able to :
i. provide substantial identification and
comment upon the significant aspects of the
poem and explain the use of poetic devices.
ii. provide substantial identification and
comment upon the creator’s choice
iii. sufficiently justify opinions and ideas to
analyze the poem accurately
iv. describe some similarities and
differences in features and elements of the
poems.
You were able to :
i provide perceptive identification and
comment upon the significant aspects of the
poem and explain the use of poetic devices.
ii. provide perceptive identification and
comment upon the creator’s choice.
iii. give detailed justification of opinions and
ideas with a range of examples to analyze
the poem accurately.
iv. compare and contrast the poems
basing upon the themes, central idea,
content and poetic devices.
Maximum: 8
Task specific clarification
You did not reach a standard described by
any of the descriptors below
You were able to :
i.- make minimal use of organizational
structures for preparing a power point
presentation, though these may not always
serve the context and intention.
ii. organize the researched ideas/ elements
with a minimal degree of coherence and
 iii. makes minimal use of referencing
and formatting tools to create a
presentation style that may not always be
suitable to the context and intention.
3–4 The student:
i makes adequate use of organizational
structures that serve the context and
intention
ii. organizes opinions and ideas with
some degree of logic
iii. makes adequate use of referencing
and formatting tools to create a
presentation style suitable to the context
and intention.
5–6 The student:
i. makes competent use of
organizational structures that serve the
context and intention
ii. organizes opinions and ideas in a
logical manner, with ideas building on
each other
iii. makes competent use of referencing
and formatting tools to create a
presentation style suitable to the context
and intention.
7-8 The student:
i. makes sophisticated use of
organizational structures that serve the
context and intention effectively
ii. effectively organizes opinions and
ideas in a logical manner with ideas
building on each other in a
sophisticated way
iii. makes excellent use of referencing
and formatting tools to create an
effective presentation style.
the logic of content stated.
iii. make minimal use of referencing and
formatting tools like margins, headings,
sub-headings and indenting to create a
presentation style which is appealing and
legible.
You were able to :
i. make adequate use of organizational
structures for preparing a power point
presentation ,that serve the context and
intention of the research.
ii. organize the slides with its content with
some degree of coherence and logic.
iii. make adequate use of referencing and
formatting tools like margins, headings,
sub-headings and indenting to create a
presentation style which is appealing and
legible.
You were able to :
i make competent use of organizational
structures for preparing a power point
presentation, that serves the context and
intention of the research task.
ii. organize the content of the slides in a
coherent and logical manner with ideas
building on each other.
iii. make competent use of referencing
and formatting tools like margins,
headings, sub-headings and indenting
which is appealing and legible and suitable
to the context and intention.
You were able to :
i make sophisticated use of
organizational structures while preparing
the power point presentation, that serve
the context and intention of the research
done effectively.
ii. effectively organize the content of
research about poets in a coherent and
logical manner with ideas building on each
other in a sophisticated way.
iii. make excellent use of various effective
referencing and formatting tools like
margins, headings, sub-headings and
indenting to create a presentation style
which is appealing, legible and suitable to
the context and intention.
 CRITERION C: PRODUCING TEXT
Achieveme Level descriptor
nt level
0 The student does not reach a standard
described by any of the descriptors
below.
1–2 The student :
i. produces texts that demonstrate
limited personal engagement with the
creative process; demonstrates a
limited degree of thought or
imagination and minimal exploration of
new perspectives and ideas
ii. makes minimal stylistic choices in
terms of linguistic, literary and visual
devices, demonstrating limited
awareness of impact on an audience
iii. selects few relevant details and
examples to support ideas.
3–4 The student :
i. produces texts that demonstrate
adequate personal engagement with
the creative process; demonstrates
some thought or imagination and some
exploration of new perspectives and
ideas
ii. makes some stylistic choices in
terms of linguistic, literary and visual
devices, demonstrating some
awareness of impact on an audience
iii. selects some relevant details and
examples to support ideas.
5–6 The student :
i.-produces texts that demonstrate
considerable personal engagement
with the creative process; demonstrates
considerable thought or imagination
and substantial exploration of new
perspectives and ideas
ii. makes thoughtful stylistic choices in
terms of linguistic, literary and visual
devices, demonstrating good
awareness of impact on an audience
iii. selects sufficient relevant details
and examples to support ideas.
7-8 The student:
i. produces texts that demonstrate a
high degree of personal engagement
with the creative process; demonstrates
a high degree of thought or imagination
and perceptive exploration of new
perspectives and ideas
Maximum: 8
Task specific clarification
You did not reach a standard described by
any of the descriptors below.
You were able to :
i- compose a poem that demonstrates a
limited degree of thought, imagination or
sensitivity and minimal exploration and
consideration of creative ideas.
ii- make minimal stylistic choices in terms
of literary devices, demonstrating limited
awareness of impact on the reader.
iii- select few relevant details and
examples to develop ideas from the poems
read in the class.
You were able to :
i.- compose a poem that demonstrates
adequate degree of thought, imagination
and sensitivity and some exploration and
consideration of new creative ideas .
ii.- make some stylistic choices in terms of
literary devices, demonstrating some
awareness of impact on the reader.
iii.- select some relevant details and
examples to develop ideas from the
poems that are read in class.
You were able to :
i.- compose a poem that demonstrates
considerable thought, imagination,
sensitivity and substantial exploration and
consideration of new perspectives and
your ideas in the form of a poem.
ii.- make thoughtful stylistic choices in
terms of vocabulary and literary devices,
demonstrating lyrical quality.
iii.- select sufficient relevant details and
examples to develop ideas for the self-
composed poem through research and the
poems read in the class.
You were able to :
i.- compose a poem that demonstrates a
high degree of thought, imagination and
sensitivity and perceptive exploration and
consideration of new perspectives and
ideas .
ii.-make perceptive stylistic choices in
 ii. makes perceptive stylistic choices in
terms of linguistic, literary and visual
devices, demonstrating clear
awareness of impact on an audience
iii. selects extensive relevant details
and examples to support ideas.
.
CRITERION D: USING LANGUAGE
Achieveme Level descriptor
nt level
0 The student does not reach a standard
described by any of the descriptors
below.
1–2 The student:
i. uses a limited range of appropriate
vocabulary and forms of expression
ii. writes and speaks in an inappropriate
register and style that do not serve the
context and intention
iii. uses grammar, syntax and
punctuation with limited 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:
i. uses an adequate range of appropriate
vocabulary, sentence structures and
forms of expression
ii. sometimes writes and speaks in a
register and style that serve the context
and intention
iii. uses grammar, syntax and
punctuation with some 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.
terms of vocabulary and literary devices,
demonstrating lyrical quality.
iii.- select extensive relevant details and
examples to develop ideas for the self-
composed poem through research and the
poems read in the class to present ideas
with precision.
Maximum: 8
Task specific clarification
You did not reach a standard described by
any of the descriptors below
You were able to :
i. use a limited range of appropriate
vocabulary and forms of expression to
compare and contrast the writing style of two
poets.
ii. write in an inappropriate register and style
that do not serve the context and intention of
the power point presentation.
iii.-use grammar, syntax and punctuation with
limited accuracy; errors often hinder the
information to be conveyed through research
task.
iv. spell/write and pronounce with limited
accuracy; errors often hinder the
communication.
v. make limited and/or inappropriate use of
non-verbal communication techniques to
present the information gathered during the
research.
You were able to :
i. use an adequate range of appropriate
vocabulary and forms of expression to
compare and contrast the writing style of two
poets.
ii. sometimes write in a register and style that
serve the context and intention of the power
point presentation.
iii. use grammar, syntax and punctuation with
some degree of accuracy; errors sometimes
hinder the information to be conveyed
through research task.
iv. spell/write and pronounce with some
degree of accuracy; errors sometimes
hinder the communication.
v. make some use of appropriate non-verbal
communication techniques like images,

5–6 The student:
i.uses a varied range of appropriate
vocabulary, sentence structures and
forms of expression competently
ii. writes and speaks competently in a
register and style that serve the context
and intention
iii. uses grammar, syntax and
punctuation with a considerable degree
of accuracy; errors do not hinder
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:
i. effectively uses a range of
appropriate vocabulary, sentence
structures and forms of expression
ii. writes and speaks in a consistently
appropriate register and style that serve
the context and intention
iii. uses grammar, syntax and
punctuation with a high degree of
accuracy; errors are minor and
communication is effective
iv. spells/writes and pronounces with a
high degree of accuracy; errors are
minor and communication is effective
v. makes effective use of appropriate
non-verbal communication techniques.
effects to present the information gathered
during the research.
You were able to :
i. use a varied range of appropriate
vocabulary, and forms of expression
competently to compare and contrast the
writing style of two poets.
ii. write competently in a register and style
that serve the context and intention of the
power point presentation.
iii. use grammar, syntax and punctuation with
a considerable degree of accuracy; errors
do not hinder the information to be conveyed
through research task.
iv. spell/write and pronounce with a
considerable degree of accuracy; errors do
not hinder effective analysis.
v. make sufficient use of appropriate non-
verbal communication techniques like
effective presentation style to present the
information gathered during the research
task.
You were able to :
i. effectively use a varied range of
appropriate vocabulary and forms of
expression to compare and contrast the
writing style and themes used by two poets.
ii. write in a consistently appropriate register
and style that serve the context and intention
of the information gathered through research
task.
iii. use grammar, syntax and punctuation with
a high degree of accuracy; errors are minor
and communication is effective for the
comparison .
iv. spell/write and pronounce with a high
degree of accuracy; errors are minor and
communication is effective for conveying the
information gathered during the research
task.
v. make effective use of appropriate non-
verbal communication techniques like images,
compare and contrast through Venn diagram
or any other graphic organizer which leaves
an impact on the audience.
Task -
Prepare an effective presentation using Power point/ Book creator app on the following grounds
–
1. Cover page (1 slide)
2. Table of contents(1 slide)
3. Definition of poetry by any famous poet and names of any 5 famous poems with their
poets’ names. (1 slide)
4. Compare and contrast the poems ‘Television’ and ‘Daffodils’ using a venn diagram,
followed by 4 paragraphs (1 slide – venn diagram + 2 slides for writing 4 paragraphs of
compare and contrast; initial 2 paragraphs on one slide and remaining 2 on another
slide).
5. Write a brief summary of the poem ‘Jim the boy who ran away and was eaten up by a
lion’ by Hillaire Belloc in a creative manner (1 slide)
6. Digital poster on cautionary advices given by parents (1 slide)
7. A self- composed poem of about 10 - 14 lines. (a new poem that has not been included
earlier in any of the tasks) (1 slide)
8. Poetic devices used in the self – composed poem with the evidences from the poem. (1
slide)
9. Bibliography in MLA 8 format (1 slide)

Guidelines –

1. It will be an individual task.

2. Each slide should illustrate a single point or idea.
3. Use large and legible letters.
4. Take great care in the choice of colors for background and text.
5. Keep to a consistent design throughout the presentation e.g. in background, font type
etc.
6. Do not write too much information on one slide.
7. The number of slides should not exceed 12.
8. Try including poetic devices like metaphor, simile, alliteration, personification and
hyperbole in the self - composed poem and give a suitable title to it.
9. There would be 3 interim meetings for monitoring the progress of the assessment –
a) 1st draft to be shown on January 02, 2020 (work done till summary of ‘Jim the boy
who ran away’)
b) 2nd draft to be shown on January 06, 2020 (work done till digital poster designing)
c) 3rd draft to be shown on January 08, 2020 ( work done till poetic devices in self -
composed poem and bibliography)
10. The final submission of the assignment in soft copy in PPT or PDF format only to the
concerned teacher would be on January 09, 2020. The submissions done after the final
day will not be accepted.
11. The oral presentations on the same would be taken in the class during January 10, 2020
– January 14, 2020.
12. Please avoid plagiarism.
13. Acknowledge the resources referred.